Art Curriculum Grades 1- 8

Guilford Public Schools

Art Curriculum Grades 1- 8

March 14, 2005

Introduction

In April 2002, the Connecticut State Department of Education provided the district with a Guide to K-12 Program Development in the Arts. The guide presents goals and standards for student learning in the visual arts and includes a consensus of best practice in curriculum and instruction for the visual arts. Since this time, all of the Guilford K-12 visual arts teachers working together have used this guide as a reference as they reviewed and revised their curriculum.

The results contained in this document were designed so that all students would have the opportunity to be engaged in a study of the visual arts not just for their aesthetic value but also as critical forms of communication. This document incorporates the philosophical beliefs as well as the program goals for the K-12 visual arts in Guilford.

The visual arts include a wide array of media, tools and processes. These include drawing, painting, printmaking, sculpture and photography. The visual arts also include areas such as architecture and the built environment, fiber and clothing, folk arts, and video animation.

The visual arts teachers of Guilford Public Schools believe that:

1) Students should be actively involved in “making” art, reflecting critically upon and improving their own work, and applying

what they have learned by responding with understanding to others’ work. 2) Students need breadth, through experiencing and working with a variety of media, and depth, through mastering at least a

few media sufficiently that they are able to use them to express or communicate their ideas and feelings. 3) Through their experiences with the visual arts students should gain insight into the enormous body of visual work that has

been created throughout the centuries from early cave paintings to the present. 4) Students should be encouraged to draw on skills they develop in art class to express their ideas in visual form and to

apply their visual understandings across the curriculum by identifying and interpreting the wealth of visual symbols encountered in their daily lives.

Overview

The curriculum guide is divided into three sections. Section One contains the curriculum arranged according to the six Content Standards defined in the Connecticut State Framework:

Media Elements and Principles Content History and Culture Analysis, Interpretation and Evaluation Connections to Other Disciplines

For each Content Standard, the Performance Standard (the more focused set of skills and knowledge needed to achieve the

Content Standard) is defined; an explanation of what students should know and be able to do (concepts and skills) is provided. Also in this section, suggested instructional strategies and assessments are provided. The curriculum is divided into grade ranges (K-4 and 5-8) which follows the state guidelines. This reflects the idea that students’ experience in the visual arts is a spiraling process of learning and applying a diverse set of skills and knowledge needed to meet each standard. The expectation is that students will have multiple experiences that become increasingly more complex and/or sophisticated in thinking and/or in application as they work to meet the standards. Section Two, the Project Overview, contains an overview of suggested units and activities that are appropriate for each grade level. This shows ways in which the visual art teacher may address multiple standards within one unit or lesson. These units are subject to change.

Section Three contains Sample Assessment Tools provided as models. The Guilford Public Schools teachers who were members of the curriculum committee for the visual arts are:

Joseph Bernier, Art Teacher- Guilford Lakes and A.W. Cox Elementary Schools Donna Bongiorni, Art Teacher -Baldwin Middle School Charlice Culvert, Art teacher- Baldwin Middle School Marissa Garibaldi, Art Teacher- Guilford High School Jane Harrison, Art Teacher- Adams Middle School Sharyn Jakiela-Maher, Art Teacher- Calvin Leete and Melissa Jones Elementary Schools Cheryl Kling, Art Department Chairperson- Guilford High School Molly McDonald, Art Teacher- Guilford High School Margaret Melillo, Art Teacher-Adams Middle School Marilynn Sturgess, Special Assignment- Guilford Public Schools

Section One

Curriculum Guide

Grade 1-4 Art Curriculum

The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 1: Media The student will be able to understand, select and apply media, techniques and processes

The teacher will use appropriate instructional strategies/approaches based on the needs of the student.

Oral and/or written response to questions

Student Journal Responses and/or Discussion Responses Critique of student work including teacher critique using a checklist or scoring guide, peer assessment and/or self-assessment Teacher observation

Students will: a. know the difference between a variety of media, techniques and processes such as: crayons, pencils, pastels, paints, clays, papers, textiles, inks, markers b. describe how different media, techniques and processes cause different effects and personal responses c. use different media, techniques and processes to communicate ideas, feelings, experiences, and stories d. use art media and tools in a safe and responsible manner

Teacher demonstration and modeling the use of materials and media Teacher demonstration and modeling of techniques to produce different visual effects Guided discussion, student response journals using video and artists’ exemplars Guided practice using different materials, techniques and processes (2D drawing, painting, collage, printmaking, weaving; 3D materials such as clay, metal, paper, wood, found objects) Teacher demonstration of appropriate use of materials and tools



Content Standard 2: Elements and Principles The student will be able to understand and apply elements and organizational principles of art



Student Journal Responses and/or Discussion Responses Critique of student work including teacher critique using a checklist or scoring guide, peer assessment and/or self-assessment

Students will: a. identify the different ways visual characteristics are used to convey ideas such as: line showing emotion color showing mood value showing depth color contrast showing emphasis repetition contributing to compositional unity b. describe how different expressive features, and ways of organizing them, cause different responses c. use the elements of art and principles of design to communicate ideas

Modeling, Guided Discovery (looking at: color, line, texture, shape and form, pattern and symmetry, and use of space in artists’ works and in the environment) Guided Discovery (using video and/or artists’ works) Personal Response Journals Guided Practice for creation/construction



Content Standard 3: Content The student will consider, select and apply a range of subject matter, symbols and ideas


Oral and/or written response to questions and discussion

Critique of student work including teacher critique using a checklist or scoring guide, peer assessment and/or self-assessment

Students will: a. discuss a variety of sources for art content such as: historical reference interdisciplinary units individual response to issues, themes, and problems b. select and use subject matter, symbols and ideas to communicate meaning

Teacher-led discussion using artists’ works as exemplars Guided exploration Modeling, Guided practice creating artwork that tells a story, embodies an idea or fantasy, explores an abstraction



Content Standard 4: History and Cultures The student will understand the visual arts in relation to history and culture



Student-generated Criteria List, Journal Responses and/or Discussion Responses Critique of student work including teacher critique using checklist and/or scoring guide, peer assessment and/or self-assessment

Students will: a. recognize that the visual arts have a history and a variety of cultural purposes and meanings b. identify specific works of art as belonging to particular styles, cultures, times and places c. create art work that demonstrates understanding of how history or culture can influence visual art

Teacher-led discussion using exemplars Student-generated criteria used for looking at art in relation to cultural heritage Modeling, Guided practice, Small-group discussion Guided research and imitation/creation



Content Standard 5: Analysis, Interpretation and Evaluation The student will reflect upon, describe, analyze, interpret and evaluate their own and others’ work


Oral and/or written response Student-generated list Written/oral responses using accurate terminology

Student Journal Responses and/or Discussion Responses Student Journal Responses Self-assessments

Students will: a. identify various purposes for creating works of art b. describe visual characteristics of works of art using visual arts terminology (see appendix for grade level vocabulary list) c. recognize that there are different responses to specific works of art d. describe their personal responses to specific works of art using visual arts terminology e. identify possible improvements in the process of creating their own work

Guided discussion using models and exemplars (to create student-generated list of purposes for creating works of art) Modeling, Guided practice using visual arts terminology Paired or small group work sharing written/oral responses to works of art Student- response journals, paired or small group discussion Modeling reflective thinking



Content Standard 6: Connections The student will make connections between the visual arts, other disciplines and daily life



Student Journal Responses and/or Discussion Responses Critique of student work including checklist, peer assessment and/or self-assessment

Students will: a. identify connections between characteristics of the visual arts and other arts disciplines b. identify connections between the visual arts and other disciplines in the curriculum c. describe how the visual arts are combined with other arts in multimedia work d. demonstrate understanding of how the visual arts are used in the world around us e. recognize that works of visual art are produced by artisans and artists working in different cultures, times and places

Guided discussion Guided Discovery (using video and/or artists’ works) Personal Response Journals Guided Practice for creation/construction



Content Standard 1: Media The student will be able to understand, select and apply media, techniques and processes


Student journal responses

Self-assessment, teacher critique using checklist or scoring rubric

Students will:

a. select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective b. improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (2D and 3D, including media/technology) c. use different media, techniques and processes (2D and 3D including media/technology) to communicate ideas, feelings, experiences and stories

Modeling, Guided discussion Guided Practice, Imitating, and/or Constructing Grade 5: See attached Project Grid Grade 6: Grade 7: Grade 8:



Content Standard 2: Elements and Principles The student will be able to understand and apply elements and organizational principles of art


Observation, Student Journal Response Student Journal Response

Self-assessment, Peer Assessment, Teacher Critique using Checklist or scoring rubric

Students will:

a. use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas (balance, scale and proportion, border design, relief, texture) b. recognize and reflect on the effects of arranging visual characteristics in their own and others’ work c. select and use the elements of art and principles of design to improve communication of their ideas

Modeling, Guided practice Peer/partner discussion Guided Practice/Imitation and Construction in: Grade 5: See attached Project Grid Grade 6: Grade 7: Grade 8:



Content Standard 3: Content The student will consider, select and apply a range of subject matter, symbols and ideas


Observation and Discussion

Student Journals, Discussion

Students will:

a. consider, select from and apply a variety of sources for art content to communicate intended meaning b. consider and compare the sources for subject matter, symbols and ideas in their own and others’ work

Artists’ Exemplars, Videos, Discussion, Guided Research Guided Practice, Small group/partner discussion

Grade 5-8

Art Curriculum The teacher will assess the student’s ability by collecting evidence of student achievement.

Content Standard 4: History and Cultures The student will understand the visual arts in relation to history and culture


Traditional test or quiz

Traditional test or quiz Written/oral analytical response

Students will:

a. know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists b. describe and place a variety of specific significant art objects by artist, style and historical and cultural context c. analyze, describe and demonstrate how factors of time and place ( such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art

Video, exemplars, Guided discovery Exemplars Modeling, Discussion



Content Standard 5: Analysis, Interpretation and Evaluation The student will reflect upon, describe, analyze, interpret and evaluate their own and others’ work


Oral/written responses Student response journal which accurately uses visual art terminology Oral/written responses, graphic organizer Student journal response

Self-assessment/peer assessment using scoring rubric Student journal response, self-assessment using scoring rubric

Students will:

a. compare and contrast purposes for creating works of art b. describe and analyze visual characteristics of works of art using visual art terminology c. compare a variety of individual responses to, and interpretation of, their own works of art and those from various eras and cultures d. describe their own responses to, and interpretations of, specific works of art e. reflect on and evaluate the quality and effectiveness of their own and others’ work, using specific criteria (e.g. technique, formal and expressive qualities, content) f. describe/analyze their own artistic growth over time in relation to specific criteria

Modeling using exemplars Modeling using visual arts terminology Small group/partner discussion Modeling personal response/interpretation Modeling, Guided practice using scoring rubric which contains specific criteria Guided practice using scoring rubric for Self/Peers



Content Standard 6: Connections The student will make connections between the visual arts, other disciplines and daily life


Oral/written response Oral/written response Teacher critique using a checklist or scoring rubric Small group presentation Individual student report/group project

Students will:

a. compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context b. describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated c. combine the visual arts with another art form to create coherent multimedia work d. apply visual arts knowledge and skills to solve problems common in daily life e. identify various careers that are available to artists

Discussion using exemplars Discussion Modeling, Guided practice and construction Small-group problem-solving Guided research

Section Two

Project Overview

Age Appropriate Exploration of Art Curriculum Suggested Activities for Grades 1 – 4

These are typical examples that may change from year to year

Grade Activity Skills Standards

1-4 Frontal Self –Portrait Draw, craypa, watercolor resist 1,2,3,5,6 1-4 Watercolor Still Life Composition, design, watercolor 1,2,3,4,5,6 4 Profile Collage Composition, overlap, pastel 1,2,3,5,6 4 Decorative Mask Problem solving, construction, plasticraft, design, tempera paint,

multi-cultural 1,2,3,4,5,6

4 Artwork Enlargement Display

Math-grid, enlarge, accurate drawing, color blending, craypa 1,2,3,4,5,6

1-4 Paint to Music Abstract, listen, spontaneous painting (Dvorak, Moussorsky – Kandinsky)

1,2,3,4,5,6

4 Oaktag Pierced Cylinder Cutting, folding, piercing 1,2,3,5,6 4 Metalwork Animal

Ornament Draw, transfer, tool, community display 1,2,3,4,5,6

4 Playing in the Snow Sculpture

Model magic, construct action, paint 1,2,3,5,6

4 Good Luck Gargoyle Sculpey, authentic construction, paint 1,2,3,4,5,6 3-4 Abstract Animal Etch Pattern, texture, contour drawing, transfer, paper etch 1,2,3,4,5,6 3 Animal Overlap Draw, repeat, overlap, individual pattern 1,2,3,4,5,6 3 Multi-cultural mask Plaster design, tempera paint 1,2,3,4,5,6 3 Composition based on

magazine animal Design moment in environment, crayon, watercolor 1,2,3,5,6

3 Storyteller Sculpture Model Sculpey in style of Helen Cordero 1,2,3,4,5,6 3 Action Figure &

Concrete Poem 3-D Plasticraft, personal movement, related poem 1,2,3,4,5,6

2 Creature collage Construct creature from magazine clippings 1,2,3,5,6 2 Wycinanki Paper cutting 1,2,3,4,5,6 2 Fancy Weaving Optical Art, papercut, weaving 1,2,3,4,5,6 2 Ocean in a Box Fish sculpture, model magic, environment, decorated box, paint 1,2,3,5,6 2 Sunrise - Sunset Watercolor sky, black cut paper silhouette foreground 1,2,3,4,5,6 1 Pumpkin Weaving Cut paper, weave 1,2,3,5,6 1 Dinosaurs Sculpture, primary color model magic, color blending 1,2,3,5,6, 1 “Rainbow Fish” Tissue paper collage 1,2,3.4.5.6.

1-2 Relief Print Cut oaktag layered for form picture, inked and printed 1,2,3,5,6

Guilford Public Schools: Age Appropriate Exploration of Art

(These are typical examples that may change from year to year.)

Grade 5

Media Project Concepts Skills Standards Assessment

Drawing Fall composition Nutcrackers Creative lettering Dinosaur scratchboards Tap-Taps (Haitian buses)

water color markers(colored) imagination composition, design awareness of Haitian design, decoration

contour, balance, shapes design, scale, proportion, decoration proportion, color scratchboard techniques, shading drawing, decoration

1,2 1,3,4,6 1,2,3 1,2 1,2

Quiz on watercolor techniques Peer group critiques Peer group critiques; rubric Quiz on scratchboard techniques; rubric

Painting Mexican bark painting

Watercolor composition

awareness of the art and culture of Mexico Mexican symbols watercolor composition, design

border design, composition, painting with tempera or acrylic paints watercolor techniques, color mixing, drawing/composition

1,2,3,4,6 1,2

Rubric Rubric

Sculpture Clay fish design slab technique

Score/slip, color glaze technique

1,3 Self-assessment score sheet

Print-making NA

Lettering Creative name alphabets creativity, imagination letter styles, text,

proportion, color 1,2,3,4,6

Mixed media

See scratchboard (see previous page) Turtle mosaics Mexican amate paper-folding and cut-outs

symmetry, balance, asymmetric balance, symmetry,

clay technique: coiling, texture, relief, proper use of clay modeling tools design, cutting skills

1,2,3,6

Informal critique

Grade 6

Media Project Concepts Skills Standards Assessments

Drawing ½ Portraits(colored pencils) Comic grid Aboriginal art (gel pens) Landscapes (using oil pastels)

proportion grid-scale line symbols x-ray,skeletal, color, pointilism

drawing technique

1,2,5 1,2 1, 3,4,6 1,2,4,5

Group critique Student assessment sheet Quiz on icons Self-evaluation

Painting Glaze snowmen Painting-glaze on 3-D forms

value, color, line glaze techniques

Quiz

Sculpture Clay snowmen (3-D) Sculpture concept

(three-dimensional) clay techniques, score/slip, color/glazing

1,2 Quiz on clay construction, clay techniques, and glazing techniques

Printmaking NA

Lettering Calligraphy (chancery cursive style) Chinese sumi/calligraphy

Appreciation of other alphabets and how they are used in everyday life Appreciation of Asian culture using calligraphy as an art form

Calligraphy skills, (chancery cursive style) Brush/pen skills using ink Bamboo/brush skills, incorporating Chinese/Japanese calligraphy

1,2,3,4,5,6 1,2,5,6

Student assessment

Mixed Media Fantasy collage Focus face/body Foil embossing

Fantasy theme, imagination

balance, layout, proportion

1,2,3 Group critique

PowerPoint Presentation

Artist Reports Research incorporating use of PowerPoint

Research, application of PowerPoint skills, own rendering of artist’s style

1,2,3,4,5,6 PowerPoint presentation Self/group assessments

Grade 7

Media Project Concepts & Skills Standards Assessments

Drawing Illuminated lettering Still life Advertisements Cartoon characters Scratchboard

Geometric design, layout, balance, art history, symbols, color Composition, balance, shape, marker-colored pencil technique Design, layout, color, lettering, balance, imagination (markers) Expressions, proportion, art careers, figure drawing Positive-negative, classroom integration, scratch technique, cross-hatching, line

1,2,3,4,6 1,2 1, 2,3,6 1,3,6 1,2,3,4

Self-evaluation using rubric Teacher/student consult Teacher evaluation using rubric

Painting Watercolor

Line, color, texture, watercolor technique, pen/ink, integration Collage, watercolor pen/ink

1,2

Quiz

Sculpture Plaster form (3-D) Clay slab construction or coil or pinch

Animal or human form, proportion, 3-D balance, construction, wire armature, plaster gauze Clay techniques, glazing techniques

1,2,4,6 1,2

Quiz on clay construction, clay techniques, and glazing techniques

Printmaking Collagraphs Relief (collograph), 1,2,3,4

Lettering Illumination Word shapes

Medieval lettering, borders, history of illuminated letters, pen/ink skills, colored pencils, metallic markers Calligraphy technique, design, imagery, integration of poetry, lettering skills

1,2,3,4, 1,2,3,5,6

Student self-assessment

Mixed Media

Fish Collage

Line, color, texture, watercolor technique, pen/ink Collage, watercolor, pen/ink

1,2,6 1,2

Group critique

Grade 8

Media Project Concepts & Skills Standards Assessments

Drawing

Fall portrait Van Gogh line drawing Optical illusions 1 pt. perspective

Line, shading, proportions, tie in technology Linear landscape, scaling grid, color Optical sketching, color City-scape, line, perspective, color

1,2,6 1,2,4 1,3,4 1,2,6

Self-assessment using rubric, teacher assessment using rubric

Painting

Acrylic painting based on musical theme (Matisse, Kandinsky, Picasso)

Drawing, design, balance, symbols, painting technique, color mixing

1,2,3,6

Self-assessment, peer group critique

Sculpture

Clay food plate Foam carving

All clay techniques, paint or glaze Subtractive sculpture, positive/negative form/space

1,2, 1,2,3

Self-evaluation Quiz on clay processes Teacher critique

Printmaking

Monoprint

Silkscreens Monoprint/relief print

Waterbase paint, positive/negative shapes

1,2

Peer group critique

Lettering NA

Mixed Media

Collage surrealism, Nevelson composition

Imagination, art history, vocabulary, transformation, juxtaposition, scale, levitation, cutting skills, symmetry, composition

1,2,4,5,6

Teacher critique, peer group critique, self-assessment

Section Three

Sample Assessment Tools

Micro Critique

Grades 1-4

Suggested Questions that could be asked of students in the process of creating their own work.

1. Are you thinking about the directions and suggestions? 2. How do you think this could be improved? 3. Have you successfully solved the problems presented? 4. What part of the project do you think is most successful? Why? How? 5. What areas do you think need improvement? Why? How?

Suggested Self-Assessment Questions Grades 1-4

Posted in Art room for student reference

1. Did you listen and follow directions? 2. Did you handle art materials appropriately? 3. Were you caring and considerate? 4. Did you do your best? 5. Did you complete the lesson?

Middle School Assessment Rubric (Teacher/Peer/Self) Classmate’s Name:_____________________________________________

Your Name:___________________________________________________ Use the following categories to critique your classmate’s work.

Category

Mastery

Proficiency

Some Degree of

Proficiency

Needs

Improvement Knowledge of historical and cultural aspects

(Use for specific criteria of lesson)

Knowledge of vocabulary

Visual detail and neatness

Appropriate use of supplies and materials

Work area cleaned

Participated in group discussions

Art Curriculum Grades 1- 8

Documents

Transcript of Art Curriculum Grades 1- 8