Fine Arts Program

Visual arts
COURSE SYLLABUS AND EVALUATION PLAN
Secundary level
______ DEGREE
Regional Educational Office Municipality School
Bayamon Bayamon Luis Palés Matos
Code Credits Prerequisites School year
n/a 2022-2023
Teacher Academic preparation
☒ BA. ☐ MA. ☐ Ed.D ☐ Ph.D
Training time Email
@miescuela.pr
COURSE DESCRIPTION
Visual arts education in high school
In this teaching unit, the teacher will develop activities for students to discover, develop and perfect their talents and skills in visual arts.
All evaluation activities will be aligned to the content standards of the Fine Arts Program as provided in the Regulations for primary and
secondary schools . The Program standards are the guide for the development of any of the multiple units, techniques or topics during
the teaching-learning process. These are the following: (1) Aesthetic Education, (2) Historical, Social and Cultural Research, (3) Creative
Expression and (4) Artistic and Aesthetic Judgment. This assumes that Fine Arts teachers will plan by implementing one standard at a
time, with the Artistic Expression standard being the longest.

The achievement of general and specific capabilities that the student achieves at the elementary level will be deepened, expanded and
put into context. This educational development prepares students to face different styles, visual structures and pictorial planes. They are
offered research skills and handling of different materials to solve artistic problems for particular purposes. Visits to museums, art
galleries and exhibitions are recommended. In addition, they are provided with cultural magazines to consult. This set of activities makes
it possible to raise the level of visual culture of students and puts them in contact with artistic movements of aesthetic importance, while
leading them to discover the political, economic and religious interests that could influence the creation processes. artistic. These
experiences strengthen appreciation and the creative spirit, one of the main goals that guide the content of the Visual Arts curriculum.

Integration with other subjects

Through the visual arts, concepts from other subjects can be reviewed: in Mathematics, geometric figures , measurements and
fractions ; in Spanish and English, reading and its understanding and interpretation are used to illustrate and for advertising art; In
Science, we work with materials that create chemical reactions, such as in photography and when mixing pigments, or anatomy, to draw
it, as well as the characteristics of flora and fauna to represent them in a work of art; In History, art movements and events are studied
as part of history and their effect on societies.

UNITS
Unit: Drawing Unit: Painting
At the end of the unit, the student will know the elements At the end of the unit, the student will know the history of painting, color
and principles of art and composition, as well as the work of theory and the art of painting, and will be able to make original paintings
drawing and design artists, and will be able to make original using a variety of techniques and materials.
drawings and designs in a variety of media and techniques.
The content of the unit is as follows: The content of the unit is as follows:
 art appreciation  Art appreciation of painting
 History of drawing from its beginnings  History of painting and its movements
 Elements and principles of art and composition  Elements and principles of art and composition
 Knowledge and application of techniques, media  Knowledge and application of painting techniques, media and
and materials for drawing materials
 How to exercise critical judgment when evaluating  How to Exercise Critical Judgment When Evaluating a Painting
a drawing
 Appreciation of the art of design
 History of design and its importance in society
 Elements and principles of art and composition in
design
 Knowledge and application of techniques, means
and materials
 Processes to develop an idea or concept
 How to exercise critical judgment when evaluating
a design

Unit: Graphic Arts Unit: Photography

At the end of the unit, the student will know the history and At the end of the unit, the student will be able to apply knowledge about
importance of graphics, and will be able to apply knowledge photography to create original works of art in a variety of techniques and
of techniques and processes to create original works within applications.
the variety of graphic arts. The content of the unit is as follows:
The content of the unit is as follows:  Appreciation of the art of photography
 Engraving appreciation  History of photography and its importance in society
 History of engraving and graphic arts and their  Elements and principles of art and composition in photography
impact on society  Use of photography equipment and materials
 Elements and principles of art and composition  Knowledge and application of techniques
 Knowledge and application of techniques, media  How to exercise critical judgment when evaluating a photograph
and materials and processes of graphics and
engraving
 How to exercise critical judgment when evaluating
works of graphic arts

Unit: Sculpture Observations:

Upon completion of this unit, the student will be able to use If students have not had prior experiences with formal Visual Arts
three-dimensional space to create original sculptures in a instruction , teachers will need to identify the basic unit to begin their
variety of media and techniques. course.
The content of the unit is as follows: If students have already taken formal courses, teachers should conduct a
 Three-dimensional art appreciation diagnostic screening process to identify the most appropriate unit to
 History of sculpture and its impact on the begin the course.
environment During a semester (or ½ credit course), teachers must cover at least two
 Elements and principles of art and composition units. During the year (or 1-credit course), teachers must cover at least
applied to three-dimensional space four units suggested by the Program.
 Knowledge and application of techniques, means The teacher will decide the order of the units that will be offered with
and materials to make a sculpture their students.
 How to Exercise Critical Judgment When Evaluating
a Three-Dimensional Work of Art
 EVALUATION PLAN
10 weeks 20 weeks 30 weeks 40 weeks
Standards and Standards and Standards and Standards and Punctuatio
Punctuation Punctuation Punctuation
instruments instruments instruments instruments n
Estetic Estetic Estetic Estetic
Education: 50 Education: 50 Education: 50 Education: 50
short test short test short test short test
Inv. Social and Inv. Social and
Inv. Social and Inv. Social and
Cultural Cultural
Cultural History: Cultural History:
100 100 History: 100 History: 100
investigation investigation
investigation investigation
project project
project project
Artistic Artistic Artistic Artistic
expression: expression: expression: expression:
200 200 200 200
artistic project Artistic project Artistic project Artistic project
by phases by phases by phases by phases
Artistic and Artistic and Artistic and Artistic and
Aesthetic Aesthetic Aesthetic Aesthetic
50 50 50 50
Judgment: Judgment: Judgment: Judgment:
self appraisal self appraisal self appraisal self appraisal
400 800 1200 1600
½ credit 1 credit
Distribution of points in CC 7-2021-2022 and established in the Regulations for primary and secondary schools ( see:
https://de.pr.gov/wp-content/uploads/2020/01/17-reglamento-de- the-primary-and-secondary-schools.pdf ).

1. Educación 3. Expresión 4. Juicio

2. Inv. histórica artístico y
estética social y artística estético
cultural

50 puntos 100 puntos 200 puntos 50 puntos

Prueba corta Crear y divulgar el Autoevaluación

Proyecto de
sobre proyecto artístico
investigación Coevaluación
comprender
conceptos (por fases) Heteroevaluación

EVALUATION SCALE SCALE FOR GENERAL AVERAGE

100-90A 4.00 – 3.50 A
89-80B 3.49 – 2.50B
79-70C 2.49 – 1.60 C
69-60D 1.59 – 0.80 D
59- 0 F 0.79 – 0.00F
REFERENCE TEXTS*
 Godreau Santiago, I. Q. (2013). Rooting Myths: A Guide to Anti-Racist Teaching of African Heritage in Puerto Rico .
Cabo Rojo, Puerto Rico: Emerging Education Editor.
 Ramos, L. TO. (2014). Social. Puerto Rico: Geography and History 4 . San Juan, Puerto Rico: Editorial Panamericana
Inc.
 SM Editions. (2015). World for all, 4 . San Juan: Editorial SM.
 Brotherhood of graphic artists from Puerto Rico. (1998) Puerto Rico, Art and Identity. San Juan, PR: The University of
Puerto Rico Publishing House.
 Mittler, G. Ragans, R. Mormam-Unsworth, J. Scannell, F. (1999) Introducing Art . Ca, USA: Glencoe/ Mc Grow-Hill.
 Mittler, G. Ragans, R. (2005). Exploring Art . Ca, USA: Glencoe/ Mc Grow-Hill.
  Mittler, G. Ragans, R. (2005). Understanding Art . Ca, USA: Glencoe/ Mc Grow-Hill.
 Alsina Thevenet, H. Rosell I Miralles, E. (2004). Design fundamentals . Barcelona, Spain: Gustavo Gili Editorial.
 Hannah, Gail G. (2002). Elements of Design . New York, NY: Princeton Architectural Press.
 Lefteri, C. (2014). Materials for Design . London: Laurence King Publishing Ltd.
 Sturgis, A. (2002). Understand painting . Barcelona, Spain: Editorial Blume.
 Harrison, H. (2003). Encyclopedia of acrylic painting techniques . Barcelona, Spain: Editorial Acanto.
 Jennings, S. (2005). Color manual for the artist . Barcelona, Spain. Blume Publishing.
 University of Puerto Rico. (2004). Image and Word. San Juan, Puerto Rico: Publishing House of the University of
Puerto Rico.
 Langford M. (2004). Photography step by step (a complete course). USA: Blume, ED.
 Evening M. (2018). Adobe Photoshop for photographers . USA: Routledge ED.
 Benítez-Rojas, R. (2003). The animation process . Canary Islands: Salvador Sosa Printing.

*The teacher may use other texts available at school authorized by the DEPR. (You must include them as reference texts).

GENERAL NOTES
1. The provisions of the student regulations of the Department of Education must be complied with regarding
attendance, behavior, punctuality, deliveries and replacements.
2. Complete daily work, assignments and exams honestly and punctually.
3. Students participating in the Special Education Program, Section 504 of the Vocational Rehabilitation Act, and the
Language Limitations Program will receive reasonable accommodations specified in the PEI, Service Plan/Section
504, and Language Development Plan, as applicable.
4. If any student has a medical condition that requires curricular adaptations, please inform school authorities.
5. This course syllabus is subject to changes due to adverse weather conditions, teacher indisposition due to illness or
due to academic (re-teaching) needs of the students, among others.

ACKNOWLEDGMENT OF RECEIPT OF THE STUDENT'S SYLLABUS AND EVALUATION PLAN

Student Signature - Date Teacher Signature - Date

Signature of father, mother or person in charge - Date Director's Signature - Date