Family and Consumer Science: Unit 1: Foundations
Students will:
1. Apply mathematical, reading, writing, critical thinking, decision-making, and problem-solving skills to effectively perform the work of the family and provide services to consumers.
2. Explain the impact of goal setting and teamwork on personal, family, work, and community life.
· Recognizing the importance of FCCLA programs
3. Describe qualities of healthy relationships, including effective communication skills, conflict resolution techniques, and refusal skills.
Family and Consumer Science: Unit 5: Apparel
Students will:
11. Determine elements and principles of design used in selecting apparel and accessories.
12. Compare methods for the care and storage of apparel and accessories.
13. Demonstrate basic sewing techniques.
· Utilizing sewing equipment in a safe and correct manner
Creative Arts: Unit I: Produce
Students will:
1. Create original works of art from direct observation.
· Organizing spatial relationships utilizing linear and atmospheric perspective
Example: photo montage, furniture arrangement
· Creating the illusion of three-dimensional forms through tonal rendering
Examples: sketching a floor plan, creating a diorama from a floor plan
· Incorporating traditional categories of subject matter into original works of art
Examples: designing a patchwork quilt, creating a landscape design
2. Create original works of art using reflective ideas, personal experiences, and imaginary content.
Example: create a family or personal collage
3. Apply steps artists use in the production of art, including conceptualizing ideas and forms, refining ideas and forms, and reflecting on and evaluating both the process of production and the product.
4. Apply the elements of art and principles of design to the production of two- and three-dimensional artwork.
Example: two-dimensional – sketch clothing
Three-dimensional – design clothing
5. Demonstrate the use of traditional, digital, and multimedia techniques to create works of art.
Example: two-dimensional – creating an interior design or fashion
design timeline, designing an advertisement for a food product
Three-dimensional – creating a cookbook, creating a window covering
digital – creating a video for prevention of at-risk behaviors
6. Incorporate various subjects, ideas, and symbols from daily life as subject matter for artwork in the appropriate design field.
Examples: designing fabric silhouettes, motifs, rubbings
7. Demonstrate safe and responsible handling of art materials, including cleanup, storage, and replenishment of supplies where applicable.
· Identifying safety and environmental regulations
Unit 2: Respond
Students will:
8. Describe personal, sensory, emotional, and intellectual responses to the visual qualities of a work of art.
Examples: critiquing display windows, critiquing architectural and
landscape designs
Unit 3: Understand
Students will:
11. Utilize specialized terminology from art history, aesthetics, criticism, and production in discussions of works of art.
· Defining visual arts terminology, including the elements of art and principles of design
· Describing intrinsic qualities of a work of art
Example: comparing handmade furniture to factory made furniture
12. Describe historical themes, symbols, and styles associated with works of art from various cultures, times, and places, including major periods and movements.
· Identifying the style associated with selected works of major artists
Examples: Frank Lloyd Wright – organic architecture
Ray Halston Frowick – pillbox hat
Mies van der Rohe – Barcelona chair
· Describing the extrinsic qualities of a work of art
Examples: optical color mixing theory – newspaper images, television resolution
· Using digital processes or media to identify symbols and styles associated with works of art from various periods
Examples: using the Internet to view, collect, or find examples of art and architecture in the fashion and interior design industries
Fashion Standards
Fashion Design Standards
