Art 10/20 A (3 Credit Course)

Day Unit Art10 SLOs Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation

September
Tues, 5 First Day N/A

Day 1 of Students will be touring the school & there will

Classes be an assembly
Thurs, 7 Course students demonstrate an understanding of classroom Students will learn more about each other Lesson 1: Course Intro. Pre-Assessment:
Day 1 Intro expectations through behaviour and their teacher, rules and procedures, as Classroom Rules & Procedures students drawing skills, learning needs,
well as what to expect in the upcoming Icebreaker - fill out getting to know you areas for growth, creativity
semester. form & design envelope
All Star Class - gallery walk & discuss
each persons envelope
Take class selfie
Unit 1: Observational Drawing & Mood (September 7 - October 2, 2017)
Mon, 11 Subject matter and Sketching and To begin training the hand to follow the eye Lesson 2: Blind Contours & Modified Formative Observation & Assessment
Day 1 expressive intention can composing skills can be to develop observational skills, so that they Blind Contours (Part 1) Understanding of the difference between
be depicted with a developed by drawing can transfer observed objects into line Introduce contour, continuous, blind blind, modified, & continuous line
variety of notational from representational drawings contours, and modified-blind contour Know what line weight & width are
marks sources 1. Recognize the different properties of line drawings Slow & careful observation of subject
A drawing can be a lines (i.e type, weight, and width) and
formal, analytical developing expertise in how these can add volume and depth to Do a series of blind contour drawings Peer Assessment & Summative
description of an object one particular drawing a contour drawing mystery date/musical chair style Able to apply different varieties of lines, as
Artists simplify, medium may further 2. Translate an observed subject into a Choose a blind contour drawing and do well as line weight and thickness, to create a
exaggerate, and develop personal series of contour line drawings a modified blind contour on top sense of depth and volume
rearrange parts of competence 3. Carefully analyze the proportions and Informal walk around and peer assess Take their time to observe & record their
objects in their form of an observed subject through subject (e.g. Lines are purposeful & do not
depictions of images drawing flatten the image)
4. Evaluate the application of contour lines
and observational skills in their own
work and that of their peers.
Wed, 13 Subject matter and control of proportions Complete a grey scale and use all of those Lesson 3: Shading & Mark Making (Part Formative Observation & Assessment
Day 1 expressive intention can and perspective shades within a drawing 1) Students are able to identify highlights, mid-
be depicted with a enhances the realism of 1. Recognize how differences in value Intro the properties of value tones, and shadows
variety of notational subject matter in drawing adds volume, depth, and mood to an Demo how to blend Able to vary up applied pressure and/or line
marks the relationships of artwork (e.g. chiaroscuro = dramatic; 9-point value scale to create a gradient using both different types
Tactile qualities of sfumato = softer, gentler) of line as well as blending.
surfaces can be different features of a 2. Practice creating variations of value Shading a Cube Demo & practice Can use a viewfinder to select a composition
rendered through work of art may be using line, shading, and blending Shading a Sphere Demo & practice Can use a pencil to accurately measure the
controlled use of line. compared to the total techniques Simple form still-life: use blending subjects proportions
A drawing can be a effect of the work 3. Carefully analyze the proportions and techniques
formal, analytical form of a still-life subject through a Peer Assessment & Summative
description of an object series of observational value drawings Are able to articulate the difference between
Artists simplify, 4. Evaluate the application of value, chiaroscuro and sfumato, as well as identify
exaggerate, and shading, and observational skills in their them in their own works and that of their
rearrange parts of own work and that of their peers. peers
objects in their
depictions of images Objects are in proportion
Composition is well chosen
Drawings show they are able to identify and
record variations in value: mid-tones,
shadows, and highlights

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Day Unit Art10 SLOs
Fri, 15
Day 1
Tues, 19 Subject matter and
Day 1 expressive intention can
be depicted with a
variety of notational
marks
The expressive content
of drawing is affected
by the drawing media
selected
Movement, rhythm, and
direction are used in
recording humans and
their activities.
Artists simplify,
exaggerate, and
Thurs, rearrange parts of
objects in their
21
Day 1 depictions of images
Mon, 25 Performance Task
Day 1
Art 10/20 A (3 Credit Course)
Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation
Lesson 3: Shading & Mark Making (Part
3)
Review value; line weight & width
Intro: Hatching, Cross-hatching,
contour hatching, scrumbling, stippling,
pattern & texture.
9-point Mark-making value scales
Mark-making Still-Life:
Art 10: Draw the simple
geometric forms on the desk
using cross-hatching, stippling,
etc.
Art 20: Still-life of a glass vase
and folds of fabric using non-
traditional drawing implements
Informal walk & peer critique
chance occurrences or Students will learn the main characteristics Lesson 4: Gesture Drawings (Part 1-2) Formative Observation & Assessment
accidental outcomes can of gesture drawing and experiment with Review varieties of lines, mood, & Students are able to identify how gestural
influence the making of a gestural figures through observational direction lines communicate mood and movement
work of art drawing exercises. Intro: How gestural lines communicate Are able to appropriately mark out a form
the relationships of 1. Identify four main characteristics of movement & mood Can capture the essence of a pose/
gesture drawings from observing a movement using gestural lines
different features of a series of examples. Art Analysis & presentation: analyze
work of art may be 2. Label the foundational structure of a the work of an artist to determine how Peer Assessment & Summative
compared to the total gesture drawing the lines convey mood Use gestural lines to convey the mood/
effect of the work 3. Experiment with gestural figurative Group Discussion & Marking out the essence of a subject using a variety of line
artists and craftspeople drawing through observational drawing Figure: look at different artworks to type, weights, thicknesses, and directions
use the possibilities and exercises distinguish the characteristics of Able to generalize the shape of a pose
limitations of different 4. Self- and peer-assess their ability to gesture drawing and how these create without going into too much details
materials to develop capture the essence of a pose mood Lines move in and out of the figure to add
imagery volume and interest, as well as better capture
Lesson 4: Gesture Drawings (Part 3-4) the subject (doesnt look like a gingerbread
Developing several man)
Demonstration of gestural figure
approaches to a single
problem can drawing
demonstrate a Live-action gesture drawings:
refinement of Art 10: Use pens, pencil
organization and crayons, markers, charcoal
structure in composition Art 20: Use non-traditional
drawing materials that limit that
artists ability to control the
image-making process
Gallery walk & peer critique
Students will take all of the skills they have Object Mood Drawings See below
learned throughout this unit and use them Introduce project & begin work
to create a diptych of Object Mood Art 10: Create a diptych of a personal
Drawings. object using line, value, and traditional
drawing materials to convey mood
Art 20: Create a diptych that conveys
mood. One drawing a controlled
contour line drawing using traditional
media, the other a gestural line drawing
using non-traditional media.
Page 2 of 9
 Art 10/20 A (3 Credit Course)
Day Unit Art10 SLOs Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation
Wed, 27 Object Mood Drawings
Day 1 Introduce project & begin work
Work period for Drawing 1
Fri, 29 Portfolio Various materials alter Personally selected Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 1 representational formats themes can provide
and processes used in images for expressive
achieving certain drawing investigations
intended effects
October
Tues, 3 Performance Task See above Object Mood Drawings See below
Day 1 Work period for Drawing 2
Thurs, 5 Performance Task Performance Task Critique Students will take all of the skills they have Small Group Discussion & Critique Summative Observation & Assessment
Day 1 Critique discussing the learned throughout this unit and use them They will also use the key terms and - Demonstrates attention to detail, resulting in
Discussing the compositional to create a triptych of Object Mood theories taught throughout this unit to sophisticated imagery.
components of relationships and Drawings. describe their own works and evaluate - Skillful application of media and shading
composition is part of effectiveness of those of their peers techniques (e.g hatching, cross-hatching,
learning to talk about components is part of Students will evaluate their own work and stippling, blending) to create volume, texture,
art. learning to interpret that of their peers using key terms and and spatial depth.
Describing and ones own artwork theories taught throughout the unit. - Establishes a mood/feeling in their drawings
discussing media and through critical and purposeful use of value and
techniques used in line (i.e. type, weight, direction, thickness)
ones own works will - Uses at least 3 different types of lines in their
develop vocabulary. triptych
Describing and - Articulates the symbolic meaning of all three
discussing components images in their triptych. Ideas and rationale
of design are part of the demonstrate a deep critical thought and
process of analyzing reflection.
ones own work.
Mon, 6-9 Thanksgiving

Unit 2: Canadian Landscape Perspectives (October 3 - November 7, 2017)

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Day Unit Art10 SLOs
Wed, 11 Unit 2 Linear perspective is a
Day 1 representational device
that gives the illusion of
three-dimensional
pictorial space
Positive and negative
space are essential to
the description of two-
and three-dimensional
forms
Technology has an
effect on materials used
in image making
Fri, 13 Portfolio Various materials alter
Day 1 representational formats
and processes used in
achieving certain
intended effects
Tues, 17 See above
Day 1
Thurs, Mood is created by
19 tools like atmospheric
Day 1 perspective.
Colour and value
concepts are important
components of an
artists compositional
skills
Image making is a
personal experience
created from ideas and
fantasies.
Art 10/20 A (3 Credit Course)
Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation
Control of proportions 1. Understand the origins and basic Lesson 1: Linear Perspective and the Formative Observation & Assessment
and perspective concepts around linear perspective Illusion of space (Part 1) List what what art elements were developed
enhances the realism of 2. Can identify and record orthogonal lines during the Renaissance
subject matter in drawing and an 3D objects vanishing point Open Discussion: Technological Identifies and describes what an orthogonal
partial delineations 3. Translate a 3D form and space onto a advances and human perspective line is
Can find and describe the vanishing point(s)
demonstrate a control of 2D surface plane using 1-point, 2-point, Intro Linear Perspective from the in a 3D scene
space and form by the and 3-point perspective Renaissance Can determine how perspective changes
use of implied lines Demo: how to create 1-point when comparing medieval, impressionism,
meaning in composition perspective surrealist, and renaissance works
is affected by reversing Activity: 2-point perspective box
or distorting positive and drawing
negative elements Demo: how to create 2-point
exaggerating, distorting perspective
and rearranging parts of Activity: 2-point perspective box
images are means of drawing
solving visual problems
shifting perspective or
changing the point of
view are means of
solving visual problems
artist depict subjects
from different points of
view
Personally selected Open Studio: Work on Portfolio Part of summative grade for portfolio
themes can provide
images for expressive
drawing investigations
See above See above Lesson 1: Linear Perspective and the Peer Assessment & Summative
Illusion of space (Closure) Identify where the negative space and the
Cont. Box Drawings positive space is and how this adds or take
Informal Gallery Walk & Peer Critique away from the piece
All the orthogonal meet at a vanishing point
Is the vanishing point convincing? Why or
why not?
Demonstrates complex ideas
Futuristic landscape accurately reflect ideals
combining mental 1. Explain how perspective can change Lesson 2: Moody Atmospheric Formative Observation & Assessment
images and the way we see, understand, and Landscapes Can identify atmospheric perspective in a
representational images interpret the world around us Review how the way we see and painting and articulate the mood it conveys
in drawing may provide a 2. Demonstrate how atmospheric understand the world can be captured Can explain how flattening of a space can
challenge to an perspective can create the illusion of 3D in our drawings through our use of reveal a very different perspective
individuals drawing skills space perspective Peer Assessment & Summative
the relationships of 3. Compare and contrast a series of works Intro: Atmospheric perspective and how Can explain the use of atmospheric
different features of a to determine how atmospheric it can create mood perspective in their work
work of art may be perspective creates mood Activity: Create a Monocromatic scene Argue how their use of atmospheric
compared to the total 4. Create a monochromic painting that showing perspective perspective contributes to the overall mood/
effect of the work communicates a mood/emotion using feeling in their work
the principles of atmospheric
perspective
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 Art 10/20 A (3 Credit Course)
Day Unit Art10 SLOs Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation
Mon, 23 Lesson 2: Moody Atmospheric
Day 1 Landscapes (Closure)
Gallery Walk & Peer Critique

Wed, 25 Drawing can express Points of view can vary
Day 1 the artists concern for
social conditions.
Discussing the
components of
composition is part of
learning to talk about
art.
Image making is a
personal experience
created from ideas and
fantasies.
Works of art contain
themes and images that
reflect various personal
and social conditions
Artists simplify,
exaggerate, and
rearrange parts of
objects in their
depictions of images.
Fri, 27 Portfolio Various materials alter Personally selected
Day 1 representational formats
and processes used in
achieving certain
intended effects
Tues, 31 See above
Day 1
Thur, 2 Performance Task
Day 1
Mon, 6
Day 1
Wed, 8
Day 1
1. Identify the colour schemes and line
according to the
expressive purposes of
the drawing
identifying similarities in
artworks can enhance
interpretive discussions
of concerns, themes,
subjects or treatments 4. Apply knowledge of colour theory and
Different periods of
history yield different
interpretations of the
same subject or theme
the relationships of
different features of a
work of art may be
compared to the total
effect of the work
themes can provide
images for expressive
drawing investigations
See above
types in an artwork.
2. Dissect a paintings formal elements/
characteristic (line type and colour
scheme) to determine its mood
3. Compare Canadian landscapes and
literature to infer common themes and
artists perspective.
line to create a series of small
landscapes.
5. Compare and contrast the various ways
groups perceive, interpret, and interact
with the Canadian landscape.
6. Evaluate a paintings formal
characteristics and ability to
communicate mood.
See above
November
Students will take all of the skills they have
learned throughout this unit and use them
to create a personalize landscape
demonstrating their personal feelings and
connection to place
Lesson 3: Postcard Landscapes: Formative Observation & Assessment
Studies in Colour Theory (Part A) Can describe what analogous,
Review: Lines and value portray mood - complimentary, and warm/cool colours are
as seen in last unit and in the moody Can explain how these colour schemes can
Atmospheric landscapes heighten or lower the intensity of a painting
Can identify how the colour scheme of an
Intro: Colours too can portray mood and artwork contributes to conveying the overall
communicate meaning mood.
Whole Class Discussion: Can analyze the mood in a work of art to
Compare A.Y. Jacksons Early determine/hypothesize the artists message
Snow, Alberta (1937) to Lawren and perspective regarding their place in the
Harriss North Shore, Lake world
Superior (1924)
Identify colour scheme
Intro: Warm colours, cool colours,
complementary contrast, split
complementaries, analogous colours
Intro Robert Houles Kanata (1992) and
The Place Where God Lives (1989)
Activity: Create 2 separate postcard
landscapes using warm or cool colours,
split complimentary or analogous
Open Studio: Work on Portfolio Part of summative grade for portfolio
Lesson 3: Postcard Landscapes: Peer Assessment & Summative
Studies in Colour Theory (Part B & Identifies how their differential use of colour
Closure) influences the mood/emotions in their
Activity: Create 2 separate postcard landscapes
landscapes using warm colours or cool Assess how effectively their painting portrays
the intended mood/emotion
colours, split complimentary or Can determine how to further enhance the
analogous mood/emotion in their landscape
Gallery Walk and Peer Assessment
Connections to Land See Below
Introduce project & begin work
Connections to Land
Students will create a personalized
landscape demonstrating their
connections to place. In particular, they
will explore what they define as home
and demonstrate their connections (or
lack there of) to the place they are
presently or where they once were
before.

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 Art 10/20 A (3 Credit Course)
Day Unit Art10 SLOs Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation
Fri, 10 PD Day?
Mon, 13 Remembrance Day Weekend?
Tues, 14 Performance Task Performance Task Critique Students will take all of the skills they have Connections to Land Summative Observation & Assessment
Day 1 Critique discussing the learned throughout this unit and use them Gallery Walk & Peer Critique - Demonstrates attention to detail, resulting in
Describing and compositional to create a personalized landscape sophisticated imagery.
discussing media and relationships and demonstrating their feelings of connections - Skillful application of linear perspective to
techniques used in effectiveness of to place. create the illusion of space
ones own works will components is part of - Establishes a mood/feeling in their drawings
develop vocabulary. learning to interpret Students will evaluate their own work and through critical and purposeful use of colour
Describing and ones own artwork that of their peers using key terms and and atmospheric perspective
discussing components theories taught throughout the unit. - Articulates the symbolic meaning of formal
of design are part of the elements and how they contribute to the
process of analyzing meaning of the work overall. Ideas and
ones own work. rationale demonstrate a deep critical thought
Discussing the and reflection.
components of
composition is part of
learning to talk about
art.
Unit 3: Symbolic Self Portrait/Tattoo (November 9 - December 12, 2017)

Thurs, Natural forms can be
16 used as sources of
Day 1 abstract images and
designs
Artists select from
natural forms in order to
develop decorative
motifs.
Simplified form
communicates the
purpose and function of
designed objects
The function of an
artwork can be
emphasized by its
decoration
Mon, 20
Day 1
The use of non- 1. Reproduce and classify a number of fine
traditional media affects
the development of a 2 2. Discuss how natural forms can be used
or 3 dimensional object
Meaning is expressed in
works of art through 3. Analyze how natural forms can be
subject choice, media
selection, and design
emphasis
an important aim of the
artist is to develop
compositional skills
different cultures exhibit
different preferences for
forms, colours, and
materials in their artifacts
the exploration of
existing technology may
influence the
development of 2 and 3
dimensional image
the adoption of a new
medium will effect
change in an artists
work
Lesson 1: Tribal Tattoos & Fine Line
line forms Design/Creating a Composition Using
Fine Line Design
as inspiration for decorative, social, and Intro:
cultural purposes Northwest Coast Art & tribal
tattoos
converted into abstract images and Fine line design and design
designs elements
Students will copy design elements into
their sketchbooks
Go over how to break down a subject
into various constituent parts
Students will select their own animal
(one they identify with) and create a fine
line design of their very own and
silkscreen this onto a utilitarian garment
http://helenrindsberg.myiglou.com/
NonWesternArt/Documents/
NWArt_MajorCultures.pdf
Lesson 1: Tribal Tattoos & Fine Line
Design/Creating a Composition Using
Fine Line Design (Closure)
Gallery Walk & Peer Critique
Formative Observation & Assessment
Understands what cultural appropriation and
plagiarism is and why these are a problem
Can identify and categorize the different
design elements from fine line design
Understand how these design elements are
employed/brought together in order to create
an abstract image based on natural forms
Understand how these design elements are
employed/brought together in order to create
a decorative design
Recall the different design elements from fine
line design
Understand how these design elements are
employed/brought together in order to create
an abstract image based on natural forms
Understand how these design elements are
employed/brought together in order to create
a decorative design
Peer Assessment & Summative Evaluation
Are able to apply the various design elements
in order to replicate a fine line design
Peer Assessment & Summative
Are able to apply the various design elements
in order to create a personalized and original
fine-line design
Student's design enhances/emphasizes the
overall aesthetics of the utilitarian garment
onto which it is applied

Page 6 of 9
 Art 10/20 A (3 Credit Course)
Day Unit Art10 SLOs Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation
Wed 22 Technology has an understanding styles or 1. In a presentation, students will teach Lesson 2: Multicultural Research Peer Assessment & Summative Evaluation
Day 1 effect on materials used artistic movements their peers about a non-western artist project (Part A) Offers a thorough survey of the materials and
in image making related to visual studies and/or artistic movements Intro students to various cultural art artistic practices of their chosen artist
Works of art contain is part of developing 2. Analyze how the personal and social forms from around the world. Provide Demonstrates keen insight when analyzing
themes and images that critical abilities conditions impact their artists themes brief overview. how the artist use of materials and
technologies influence the end product
reflect various personal Art forms may be and images Discuss: Critically analyzes how the artist employs/
and social conditions classified according to 3. Question how their artists employs both How art history has a tendency merges traditional and contemporary
Drawing can express stylistic characteristics traditional and moderns practices and to be exclusionary and focus on materials when tackling contemporary
the artists concern for technology has an technology when creating their work. western artistic practices at the sociocultural issues
social conditions. impact on the artists role 4. Evaluate how effectively their artists expense of others - leading to Create their own composition in which they
Works of art contain in modern society practice addresses present-day misconceptions and mislabeling effectively replicate their chosen artists artist
themes and images that technology has an affect sociocultural issues of other cultural works as style
reflect various personal on materials and 5. Compose a composition based on/ primitive (despite being just as
and social conditions imagery used in modern inspired by the artistic style and/or a advanced as western forms)
sculpture and painting piece from their selected artists body of How learning about other
different cultures exhibit work. cultural forms of artistic
different preferences for expression is important, as art
forms, colours, and and cultures inspire and change
materials in their artifacts one another
throughout history, a Take a look at Japanese influence on
wide range of media and impressionism and African influences
techniques have been on cubism
used to make art
Fri 24 Portfolio Various materials alter Personally selected Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 1 representational formats themes can provide
and processes used in images for expressive
achieving certain drawing investigations
intended effects
Tues, 28 See above See above See above Lesson 2: Multicultural Research See above
Day 1 project (Part B)
Research project: students will then
choose a non-western contemporary
artist
They will then create a presentation
describing their chosen artists artistic
style and how they have brought
traditional art forms into the present, as
well as how they use these to discuss
contemporary concerns and events.
Thur, 30 Lesson 3: Multicultural Research
Day 1 project (Presentations)
December
Mon, 4 See above See above See above Lesson 3: Multicultural Research See above
Day 1 project (Presentations)
Wed, 6 Performance Task Students will take all of the skills they have Symbolic Self-Portrait c
Day 1 learned throughout this unit and use them Students will explore/define their own
to combine a number of visual elements to visual style when creating a symbolic
Thur, 8
Day 1 create a unified composition. portrait/tattoo that reveals aspects of
their personal identity.

Page 7 of 9
 Art 10/20 A (3 Credit Course)
Day Unit Art10 SLOs Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation
their personal identity.
Tues, 12 They will focus on bringing many
Day 1 elements together to create unity in a
composition.
Thurs, Performance Task Performance Task Critique Students will take all of the skills they have Symbolic Self-Portrait Summative Observation & Assessment
14 Critique discussing the learned throughout this unit and use them Gallery Walk & Peer Critique - Demonstrates attention to detail, resulting in
Day 1 Discussing the compositional to combine a number of visual elements to sophisticated imagery.
components of relationships and create a unified composition. - Skillful application of the elements of design to
composition is part of effectiveness of create a unified and balanced composition
learning to talk about components is part of Students will evaluate their own work and - The use of imagery, formal choices, and
art. learning to interpret that of their peers using key terms and materials lead to the creation of an original and
Describing and ones own artwork theories taught throughout the unit. sophisticated artistic style
discussing media and - Articulates the symbolic meaning of formal
techniques used in elements and imagery on how they contribute
ones own works will to the meaning of the work overall. Ideas and
develop vocabulary. rationale demonstrate a deep critical thought
Describing and and reflection.
discussing components
of design are part of the
process of analyzing
ones own work.
Mon, 18 Flex Extra time to give me some
Day 1 Time lee way
Wed, 20

Fri, 22 Christmas Holidays Start?

Mon, 23- January
Sun 31

January
Mon, 1 -
Fri, 5

Mon, 8 Exhibit Works of art contain Personally Selected Learning how to objectively and Review of Exhibition Requirements
Day 1 themes and images that themes can provide constructively offer artistic criticism to
reflect various personal images for expressive peers in a large group display. Review of Sketchbook and Portfolio
and social conditions drawing investigations Requirements
Image making is a Understanding styles or Students will apply, visual, analytical, and
Wed, 10 Exhibit personal experience artistic movements critical skills, and develop control and Exhibition Work Period
Day 1 created from ideas and related to visual studies competency.
fantasies. is part of developing
Fri, 12 Exhibit Drawing can express critical abilities Display & Walk through
Day 1 the artists concern for Discussing the
social conditions. compositional
Discussing the relationships and
Tues, 16 Exhibit components of effectiveness of Display
Day 1 composition is part of components is part of
learning to talk about learning to interpret
art. ones own artwork

Page 8 of 9
 Art 10/20 A (3 Credit Course)
Day Unit Art10 SLOs Art 20 SLOs Skills/Objectives Activities/Assignments Evaluation
art. ones own artwork
Thurs, Exhibit Describing and Identifying similarities in
18 discussing media and artworks can enhance
Day 1 techniques used in interpretive discussions
ones own works will of concerns, themes,
develop vocabulary. subjects, or treatments
Describing and Meaning is expressing in
discussing components works of art through
of design are part of the subject choice, media
process of analyzing selection, and design
ones own work. emphasis
Art forms may be
classified according to
stylistic characteristics

Mon, 22 Diploma Tear Down

- Fri, 26

Mon, 29 Tear Down

- Tues,
30
Wed, 31 Last Day N/A
Day 1 of
Classes

14 Flex Day 6 Other 9 Unit 1 10 Unit 2 10 Unit 3 5 Exhibition 4 Portfolio

Page 9 of 9