Visual+10

VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Viewing and working from instructor lecture on basic color theory. || Sketchbook work ||  || 2,3 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Viewing and working from instructor lecture on measurements || Class participation ||  || 2,3 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Work on acrylic paintings || Class Participation ||  || 2,3,4 ||   || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Finish acrylic paintings for final critique and reflection || Class Participation ||  || 2,3,4 ||   || Work will be displayed and publicly critiqued in a collegiate format. ||  || Write and Critique || Class Participation and writing assignment ||   || 4 ||   || Writing artists statements based on the prompt generated by Mrs. Appel ||  || Hanging art and cleaning up past works generating artists statements || Class Participation ||  || 2,3 ||   ||
 * ~ Date ||~ Essential Question/ Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/5 || Introduction to Course || Understanding of Syllabus ||  || Class expectations review || Assignment of sketchbook - supply lists and curriculum || Curriculum || 2,3 ||   ||
 * 2/7 || Introduction of basic color theory || Introducing students to primary color combinations and complimentary color mixes || VAD1(9-12)-1a
 * 2/8 || Begin work on project || Select tonal b&w magazine clipping and grid photo for reproduction || VAD1(9-12)-1a
 * 2/9 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 2/10 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 2/11 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 2/14 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 2/15 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 2/16 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 2/17 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 2/18 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 3/2 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 3/3 || Work on Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 3/4 || Finish Project || Reproduce tonal and linear elements of the magazine clipping as a primary color grid using complimentary colors and white for tonal differences. || VAD1(9-12)-1a
 * 3/7 || Writing of reflections and presentation of work for oral critique || Using the rubric as a guideline, students will write a four paragraph reflection on his/her artwork
 * 3/8 || Finish critiques || Work will be displayed and publicly critiqued in a collegiate format. ||  || critique || Class Participation ||   || 4 ||   ||
 * 3/9 || Lecture on Impressionism || Students will take notes on Impressionistic painters and painting during lecture to use as inspiration and guidance for the next project ||  || lecture notes || Note taking and Class participation during Socratic discussion || Instructor lecture || 2,3 || Extra time taken and restatement of topics for fuller understanding ||
 * 3/10 || Preparing for Sophomore Arts Night || Hanging the works of art in the hallway as a gallery
 * 3/11 || Begin lesson on oil pastel usage as pertains to the Inverted landscape project || Students will generate a color wheel and inverse color wheel as well as inverse complimentary value scales for reference to their inverted landscape project || VAD1(9-12)-1a

VAD1(9-12)-2a

VAD1(9-12)-1b || Generating value scales and color wheel || Class participation ||  || 2,3 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 2,3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 2,3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 2,3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 2,3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 2,3,4 || Individual instructor help and critique || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || Extension - mural on the second floor || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) Ext. - paint a mural on the second floor stairwell. || VAD1(9-12)-1a VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique Extension for early completion || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Use color wheel and value scales to invert the colors of a photograph || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Create sketches in any medium to record information about the Mayor for a formal portrait. || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b VAD3(9-12)-1a VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || VAD1(9-12)-1b VAD1(9-12)-1c VAD1(9-12)-2a VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Sketch live subjects in such a way as to develop skills toward studying other subjects live in the field. || Class Participation || Guest artist lecture || 3,4 || Individual instructor help and critique Individual instructor help and critique || Work on triptych || Students will learn the basic techniques of colored pencil and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Create Soft Pastel, Watercolor, and Ink portraits of the student artists own hand to develop a thematic triptych || Class Participation ||  || 3,4 || Individual instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b ||  || Class Participation ||   || 3,4 || Individual instructor help and critique || Murals or Mayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work. This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. || Class Participation ||  || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. || Class Participation ||  || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. || Class Participation ||  || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. || Class Participation Concepts due ||  || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. ||  ||   || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. ||  ||   || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. ||  ||   || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. ||  ||   || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. ||  ||   || 4 || Individual and peer instructor help and critique || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1c <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-2b <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD3(9-12)-1a <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1b || Each student will develop his/her own final work of art based on his/her strengths and willingness to challenge his/herself. A few students have elected to be assigned a special project as an alternative to the self-motivated assignment. ||  ||   || 4 || Individual and peer instructor help and critique ||
 * 3/14 || Begin inverted landscape project || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) || VAD1(9-12)-1a
 * 3/15 || Work on Inverted Landscape project || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) || VAD1(9-12)-1a
 * 3/16 || Work on Inverted Landscape project || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) || VAD1(9-12)-1a
 * 3/17 || Work on Inverted Landscape project || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) || VAD1(9-12)-1a
 * 3/18 || Work on Inverted Landscape project || Draw the basic composition of a landscape from a picture taken by the student or the instructor and using the inverted color wheel and value scales - reverse all colors within the picture to create a color photo negative look using impressionistic technique of optical blending (no tertiary colors or black may be used, only primaries and complimentary colors) || VAD1(9-12)-1a
 * 3/21 || Work on Inverted Landscape project
 * 3/22 || Work on Inverted Landscape project
 * 3/23 || Work on Inverted Landscape project
 * 3/24 || Work on Inverted Landscape project
 * 3/25 || Work on Inverted Landscape project
 * 3/28 || Work on Inverted Landscape project
 * 3/29 || Work on Inverted Landscape project
 * 3/30 || Work on Inverted Landscape project
 * 3/31 || Work on Inverted Landscape project
 * 4/1 || Finish work on Inverted Landscape project
 * 4/4 || Critique inverted landscape || Students will comment and suggest strategies to peers for better work on the next assignments as well as improvements to current work ||  ||   || Class Participation ||   || 3,4 ||   ||
 * 4/5 || Write Reflections on inverted landscape || Students will write personal reflections about process and the work involved in creating the inverted landscape. ||  ||   || Class Participation ||   || 3,4 ||   ||
 * 4/6 || Begin hand triptych with lecture on lesson || Students will draw several studies of student's own hands || VAD1(9-12)-1a
 * 4/7 || Continue on triptych || Students will draw several studies of student's own hands || VAD1(9-12)-1a
 * 4/8 || Work on triptych with lesson on color chalk pastels || Students will draw several studies of student's own hands and learn the proper use of chalk pastels to create the tones of flesh without the use of prefabricated flesh or peach tones || VAD1(9-12)-1a
 * 4/11 || Work on Triptych || Students will begin the process of creating the first section of the hand triptych - chalk pastel on black paper. || VAD1(9-12)-1a
 * 4/12 || Work on Triptych || Students will continue to create the first section of the hand triptych - chalk pastel on black paper. || VAD1(9-12)-1a
 * 4/13 || Work on Triptych || Students will continue to create the first section of the hand triptych - chalk pastel on black paper. || VAD1(9-12)-1a
 * 4/13 || Mayoral Portrait study || Students will sketch studies of Mayor Leo Fontaine in order to create a portrait of the mayor || VAD1(9-12)-1a
 * 4/14 || Work on Triptych || Students will continue to create the first section of the hand triptych - chalk pastel on black paper. || VAD1(9-12)-1a
 * 4/15 || Work on Triptych || Students will continue to create the first section of the hand triptych - chalk pastel on black paper. || VAD1(9-12)-1a
 * 4/25 || Learn new technique to keep working on triptych || Students will learn the basic techniques of watercolor and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 4/26 || Work on triptych || Students will use the basic techniques of watercolor and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 4/27 || Work on triptych || Students will use the basic techniques of watercolor and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 4/28 || Work on triptych || Students will use the basic techniques of watercolor and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 4/29 || Work on triptych || Students will use the basic techniques of watercolor and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/2 || Birds of Prey Demo || A visiting artist who is also a birds of prey expert brought in live birds as subjects for the students to draw || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/3 || Begin colored pencil lesson to effectively
 * 5/4 || Work on triptych || Students will apply the basic techniques of colored pencil and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/5 || Work on triptych || Students will apply the basic techniques of colored pencil and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/6 || Work on triptych - extended due date || Students will apply the basic techniques of colored pencil and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/9 || Finish Triptych || Students will apply the basic techniques of colored pencil and apply them to the second section of the hand triptych. || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/10 || Triptych Critique || Using the knowledge of the assignment and critiquing procedure, students will view and comment on each other's works || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/11 || Begin final project - student subject and medium of choice or
 * 5/12 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/13 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/16 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/17 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/18 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/19 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/20 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/23 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/24 || final project - student subject and medium of choice orMurals orMayoral Portrait in paint || Using one of the five media learned in class, students must choose a genre studied in class and apply it to his/her own work.This is a two deliverable assignment - 1. the piece (project grade) 2. Power Point showing progression of the piece and historical inspiration (final exam grade) || <span style="background-color: transparent; color: #000000; font-family: serif; font-size: 16px; text-align: start; text-decoration: none; vertical-align: baseline;">VAD1(9-12)-1a
 * 5/25 ||  ||   ||   ||   ||   ||   ||   ||   ||