Chesterfield Visual Arts Curriculum€¦ · works of art in dance, music, theatre, and visual art....

Chesterfield Visual Arts Curriculum

Adopted August 2016

KINDERGARTEN VISUAL ARTS CURRICULUM

K: Unit 1 Introduction to the Elements of Art (September – November) In this introduction to the foundations of art, the emphasis is on creative exploration and discovery in the visual arts. The initial unit of study focuses on two dimensional art, specifically drawing and painting. Students will be able to identify the elements of art (line and shape) through lessons that will infuse basic drawing skills with a background of art theory, art history and aesthetics. Each lesson will culminate with an informal critique to foster self-respect as well as respect for differences in artistic interpretation, imagination and skill.

Core Standards Addressed:

The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.

History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

Performance: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

Aesthetic Responses and Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3; 1.4.2.A.4; 1.4.2.B.1, 1.4.2.B.3

Essential Questions Enduring Understandings

What is a line?

What is a shape?

Why do we need to know the elements of art?

Students will be able to identify and utilize the basic element of art – line – in diverse types of artwork and recognize the different properties and characteristics of lines and line functions.

Students will be able to identify and utilize the basic element of art – shape – in diverse types of artwork and recognize the different properties and characteristics of shapes and shape functions.

Students will understand that the elements of art, including line and shape, are the foundation of all artwork and serve as the basic tools of art making.

Student Objectives

Students will be able to define and utilize the basic element of art – line – in recognizing, discussing and creating art.

Students will be able to define and utilize the basic element of art – shape – in recognizing, discussing and creating art.

Students will understand that the elements of art – line and shape – are the foundation of art making, art history and art theory.

21st Century Life & Career Skills Standards


Adopted August 2016

21st Century Standards 21st Century Practices

9.3 – Career & Technical Education (CTE)

9.3.2 ARCHITECTURE & CONSTRUCTION CAREER CLUSTER

9.3.3 ARTS, A/V TECH. & COMMUNICATIONS CAREER CLUSTER

9.3.5 EDUCATION & TRAINING CAREER CLUSTER

9.3.11 INFORMATION TECHNOLOGY CAREER CLUSTER

9.3.14 MARKETING CAREER CLUSTER

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in

solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

Assessment Evidence

Classroom Evidence:

Pre and Formative : Group/individual oral assessment of the essential question; Guided discussion; Projects; Ongoing informal assessment using teacher observation

Summative : Demonstrate a foundational understanding of the rules, tools, and techniques that govern art making and execute developmentally appropriate works in visual arts in an array of mediums; Demonstrate the ability to define and solve artistic problems with insight, reason, and technical proficiency; Demonstrate the ability to respond to art works in various domains with insight and depth of understanding.

Other Evidence:

Other assessment measures: Rubric/checklist

Learning Plan

Learning Activities and Resources

Whole class instruction/discussion

Small group instruction

Teacher demonstration


Adopted August 2016

Art Visuals

Create works of art using basic art elements – line and shape

Display historical/ multicultural art

Define art criticism

Discuss importance of different opinions and beliefs

Student will learn to use line and shape in creating art

Student will associate basic elements of art with historical/multicultural art

Student will be introduced to informal group critiques

Student will understand the importance of tolerance and acceptance.

Resources

Teacher created materials

Art visuals

Online galleries/ images

Content area websites

Content area books/ magazines

K: Unit 2: Introduction to the Elements of Art - Color Theory (December – January) In this introduction to the foundations of art, the emphasis is on creative exploration and discovery in the visual arts. The second unit of study focuses on

two dimensional art, specifically drawing and painting. Students will be able to identify the elements of art ( color ) through lessons that will infuse the

basic properties of color with a background of art theory, art history and aesthetics. Each lesson will culminate with an informal critique to foster self-

respect as well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1, 1.2.2.A.2; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.4; 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3


What are the colors of the color wheel? What are the primary Students will be able to recognize and identify the colors of the color


Adopted August 2016

colors? What are the secondary colors?

What are the colors of the rainbow?

How do we mix colors to create all the colors of the color spectrum?

What type of paint and paintbrushes do we use for creating our art project?

What are the different types of painting techniques?

How do we properly take care of our painting tools?

wheel.

Students will be able to recognize and identify the primary colors.

Students will be able to recognize and identify the secondary colors.

Students will be able to combine colors to create the colors of the color wheel.

Students will understand what types of paint and paintbrushes are used to create certain types of paintings.

Students will learn different types of painting techniques.

Students will observe and demonstrate the proper care of painting tools.

Student Objectives

Students will be able to recognize and identify the basic element of art – color – specifically, the colors on the color wheel.

Students will be able to recognize and identify the primary and secondary colors in various types of artwork.

Students will understand how to combine colors to create all the colors of the color spectrum.

Students will learn the different types of paints, paintbrushes and painting techniques used in creating art and be able to recognize these differences in various artworks.

Students will demonstrate how to properly care for their painting tools.


21st Century Standards

(Include the Applicable Standards & Strands)

21st Century Practices

(Delete the Practices That DO NOT apply)















solving them.





Adopted August 2016


Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals









Resources


Art visuals




Adopted August 2016


K: Unit 3: Introduction to the Elements of Art - Shape/Form in 3-D Art (February to April) In this introduction to the foundations of art, the emphasis is on creative exploration and discovery in the visual arts. The third unit of study focuses on

three dimensional art, with an emphasis on clay. Students will be able to identify the elements of art ( shape/form ) through lessons that will infuse the

basic properties of shape/form with a background of art theory, art history and aesthetics. Each lesson will culminate with an informal critique to foster

self-respect as well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1, 1.2.2.A.2; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2; 1.4.2.B.1, 1.4.2.B.2


What is the difference between shape and form?

What is clay, where in nature is clay found, and what is it used for?

What are the methods of clay modeling?

How do we use clay and properly maintain its qualities?

How do we create depth, in three dimensional art, using other materials?

Students will be able to differentiate between shape in two dimensional art and form in three dimensional art.

Students will learn about clay, where it is found on earth and how it is used in society.

Students will understand the three basic methods of clay manipulation – slab, coil and pinch.

Students will demonstrate an understanding of clay usage and its properties.

Students will discover other ways to create depth in three dimensional art using a variety of artistic mediums.

Student Objectives

Students will be able to recognize and identify a shape in two dimensional art and a form in three dimensional art.

Students will learn about clay – where it is found in nature and how it is used in society.

Students will learn the different methods of manipulating clay – slab, coil and pinch.


Adopted August 2016

Students will demonstrate an understanding of clay usage and clay properties.

Students will become familiar with other ways to create depth or form in art, using a variety of art mediums.
















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan



Adopted August 2016

Whole class and Small group instruction/discussion


Art Visuals








Student will understand the importance of tolerance and acceptance

Resources


Art visuals




K: Unit 4: Introduction to the Elements of Art - Texture (May – June) In this introduction to the foundations of art, the emphasis is on creative exploration and discovery in the visual arts. The fourth unit of study focuses on a

basic element of art – texture – specifically tactile textures and simulated textures. Students will be able to identify the element of art ( texture ) through

lessons that will infuse the basic properties of tactile and simulated textures with a background of art theory, art history and aesthetics. Each lesson will

culminate with an informal critique to foster self-respect as well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; .2.2.A.1, 1.2.2.A.2; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4; 1.4.2.B.1-3


Adopted August 2016


What is texture?

What is tactile texture and where do we find tactile texture in art and in nature?

What is simulated texture and where do we find simulated texture in art and in nature?

How does creating texture, both tactile and simulated, influence our art making?

Students will learn about the basic element of art – texture – and how artists use this element in their art work.

Students will understand the difference between tactile texture and simulated texture.

Students will learn that tactile texture is determined by touch and is easily identified in nature as well as certain types of artwork, both two dimensional art such as collages, and three dimensional art such as sculpture.

Students will learn that simulated texture is determined by sight and is more rare in the natural world but can be easily found in two dimensional art, such as drawing and painting.

Students will discover methods of creating texture, both tactile and simulated, in two dimensional art using a variety of artistic mediums.

Student Objectives

Students will understand the definition of texture as a basic element of art and be able to recognize this element of art in artists’ work.

Students will learn about tactile texture and simulated texture and be able to recognize the difference between the two texture terms.

Students will be able to recognize and identify tactile textures in nature as well as in works of art.

Students will be able to recognize and identify simulated textures in nature as well as in works of art.

Students will learn methods of visually depicting tactile and simulated art in two dimensional works of art using a variety of mediums and techniques.

















solving them.


Adopted August 2016





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals








Student will understand the importance of tolerance and acceptance

Resources



Adopted August 2016

Art visuals





Adopted August 2016

FIRST GRADE ART CURRICULUM

1st

Grade: Unit 1 In this continued study of the basic elements of art, line will be further investigated and explored. Students will become familiar with line types as evidenced

in well-known works of art. Line qualities will be analyzed so that students may interpret feelings or moods conveyed in works of art as well as in the creation

of their own art. Students will understand the importance of this foundation of art – line – in nature and common man-made objects, and realize the

relevance that learning and developing artistic skills has in today’s global society. Each lesson will culminate with an informal critique to foster self-respect as

well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4; 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3


What are line types?

What are line qualities?

How does distinguishing these linear characteristics affect art?

How do we recognize line, as a basic element of artistic creation, in nature and common, man-made objects?

Why is it important to study lines in art and what relevance does it have to society in a visual as well as emotional sense?

Students will be able to identify, as well as create, different types of lines and recognize how they are used in art.

Students will be able to identify, as well as create, lines with different qualities that evoke a range of feelings or moods.

Students will learn to recognize and interpret linear characteristics in works of art.

Students will learn to recognize and interpret linear characteristics in nature and in common, man-made objects.

Students will understand the importance of using lines to convey creative thoughts that translate into creative products used in a global society.

Student Objectives

Students will identify different types of lines in art and be able to create their own artwork using a variety of line types.

Students will identify lines with different qualities in art and be able to invoke a feeling or mood using a variety of lines with different qualities.


Adopted August 2016

Students will recognize and discuss works of art with differing linear characteristics and be able to determine the artist’s intent.

Students will recognize and identify linear characteristics in nature and in common, man-made objects.

Students will be able to understand the importance of recognizing linear interpretations in creating products for a technologically advanced, progressive, consumer driven society.
















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan


Adopted August 2016




Art Visuals

Create works of art using basic art element – line




Analyze the use of basic art elements in creating products for a global economy

Student will learn to use a complete spectrum of line in creating art




Resources


Art visuals




1st

Grade: Unit 2 - Continued study of the Elements of Art – shape in 2-D art and form in 3-D art (November – January)

In this continued study of the basic elements of art, shape and form will be further investigated and explored. Students will become familiar with two

dimensional shapes and three dimensional forms as evidenced in well-known works of art as well as multicultural works of art. Geometric shapes and free

forms will be analyzed so that students may interpret feelings or moods conveyed in works of art using these elements as well as in the creation of their own

art. Students will understand the importance of these foundations of art – shape/form – in nature and common man-made objects, and realize the relevance

that learning and developing artistic skills has in today’s global society. Each lesson will culminate with informal critique to foster self-respect and respect for

differences in artistic interpretation, imagination and skill.




Performance: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting


Adopted August 2016

works of art in dance, music, theatre, and visual art.


1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1, 1.2.2.A.2; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4;1.4.2.B.1-3


What is two dimensional art? What is three dimensional art?

What are geometric shapes? What are free form shapes?

How does distinguishing these types of shapes/forms affect art?

How do we recognize shape/form, as a basic element of artistic creation, in nature and common, man-made objects?

Why is it important to study shape/form in art and what relevance do these elements of art have to society in a visual as well as emotional sense?

Students will be able to define two dimensional art.

Students will be able to identify, as well as create, geometric and free form shapes in two dimensional art.

Students will be able to define three dimensional art.

Students will be able to identify, as well as create, geometric and free forms in three dimensional art.

Students will learn to recognize geometric and free form shapes in nature and in common, man-made objects.

Students will understand the importance of using the elements of art – shape/form - to convey creative thoughts that translate into creative products used in a global society.

Student Objectives

Students will learn the definition of two dimensional art, and recognize geometric and free form shapes in two dimensional art.

Students will learn the definition of three dimensional art, and recognize geometric and free forms in three dimensional art.

Students will create two dimensional art using geometric and free form shapes.

Students will create three dimensional art using geometric and free forms.

Students will recognize and identify geometric and free forms in nature and in common, man-made objects.

Students will be able to understand the importance of recognizing shape/form in creating products for a technologically advanced, progressive, consumer driven society.














Adopted August 2016





solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals

Create works of art using basic art element –shape/form





Student will learn to create geometric and free form shapes in two dimensional art – drawing, painting and assemblage


Adopted August 2016

Students will learn to create geometric and free forms in three dimensional art – clay and paper sculpture




Resources


Art visuals




1st

Grade – Unit 3: UNIT 3 – Continued study of the Elements of Art – Color Theory (February – March) In this continued study of the basic elements of art, color theory will be further investigated and explored. The basic properties of primary and secondary

colors will be reviewed. Neutral colors will be introduced and defined, and students will create art using the full spectrum of colors on the color wheel.

Students will become familiar with the applied use of color as evidenced in well-known works of art as well as multicultural works of art. Students will

understand the importance of this foundation of art – color – in nature and common man-made objects, and realize the relevance that learning and

developing artistic skills has in today’s global society. Each lesson will culminate with an informal critique to foster self-respect as well as respect for

differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1, 1.2.2.A.2; 1.3.2.D.1-5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4; 1.4.2.B.1-3


What is the color wheel? How do we interpret the color wheel?

What are the primary colors and what are their properties?

What are the secondary colors and what are their properties?

What are the neutral colors and what are their properties?

Students will recognize the colors on the color wheel and understand the placement of the colors on the color wheel.

Students will be able to identify the primary colors and understand their properties.


Adopted August 2016

What colors are dominant in nature and how are these colors created?

Why is it important to study color theory in art and what relevance does the use of color have in creating products for today’s society?

Students will be able to identify the secondary colors and understand their properties.

Students will be able to identify the neutral colors and understand their properties.

Students will discover the dominant colors in nature and understand how these colors appear.

Students will understand the importance of using the element of art –color - to convey creative thoughts that translate into creative products used in a global society.

Student Objectives

Students will learn the colors of the color wheel and understand the placement of the colors on the color wheel.

Students will learn to identify the primary colors and understand their properties.

Students will learn to identify the secondary colors and understand their properties.

Students will learn to identify the neutral colors and understand their properties

Students will create art using the spectrum of colors on the color wheel.

Students will recognize and identify the dominant colors in nature and learn how these colors are created.

Students will be able to understand the importance of understanding and using color in creating products for a technologically advanced, progressive, consumer driven society.

















solving them.





Adopted August 2016


Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals






Student will learn to apply a wide spectrum of color in art – drawing and painting




Resources


Art visuals


Adopted August 2016




1st Grade – UNIT 4: Continued study of the Elements of Art – Texture (April May) In this continued study of the basic elements of art, texture will be further investigated and explored. We will review the differences between tactile and

simulated textures. Students will be introduced to two new art techniques – paper weaving and printmaking, notably in well known works of art as well as in

multicultural works of art. Students will understand the importance of this foundation of art – texture – in nature and common man-made objects, and realize

the relevance that learning and developing artistic skills has in today’s global society. Each lesson will culminate with an informal critique to foster self-respect

as well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1, 1.2.2.A.2; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4; 1.4.2.B.1-3


What is texture?

What is tactile texture and how do we create this element of art?

What is simulated texture and how do we create this element of art?

What is weaving and how is this artistic technique accomplished?

What is printmaking and how is this artistic technique accomplished?

Why is it important to study texture in art and what relevance does the application of texture have in creating products for today’s society?

Students will be able to define and create texture in art.

Students will be able to identify tactile and simulated textures.

Students will understand paper weaving and be able to use this technique in an art project.

Students will become familiar with printmaking and be able to create prints using printmaking techniques and tools.

Students will discover texture in nature and be able to recognize differences in tactile and simulated textures.

Students will understand the importance of using the element of art –texture - to convey creative ideas that translate into creative products used in a global society.

Student Objectives


Adopted August 2016

Students will learn to identify and define texture, tactile and simulated, in art.

Students will learn the technique of paper weaving, and identify examples of paper weaving in multicultural art.

Students will learn the process and tools of printmaking, and identify examples of printmaking throughout art history.

Students will recognize and identify texture in nature and learn to distinguish between tactile and simulated textures in art as well as in nature.

Students will be able to understand the importance of understanding and using texture in creating products for a technologically advanced, progressive, consumer driven society.

















solving them.





Assessment Evidence

Classroom Evidence:


Summative : Demonstrate a foundational understanding of the rules, tools, and techniques that govern art making and execute developmentally appropriate works in visual arts in an array of mediums; Demonstrate the ability to define and solve artistic problems with insight, reason, and technical proficiency; Demonstrate the ability to respond to art works in various domains

Other Evidence:



Adopted August 2016

with insight and depth of understanding.

Learning Plan





Art Visuals






Student will learn to create different applications of textural qualities in art – both two dimensional and three dimensional art projects




Resources


Art visuals




1st Grade – UNIT 5: Introduction to the Elements of Art – Space (June) This introduction to the element of art – space - will incorporate previously acquired knowledge of line, shape/form, color and texture into a new concept in

art. Students will learn about landscapes, and how artists create the illusion of space/depth on a two dimensional surface. Artistic terminology such as

foreground, background and middle ground will be defined. Students will understand the properties of these terms, and recognize them in art and in nature,

to assist them in the successful completion of their art work. Students will understand the importance of this foundation of art – space – in nature and

common man-made objects, and realize the relevance that learning and developing artistic skills has in today’s global society. Each lesson will culminate with

an informal critique to foster self-respect as well as respect for differences in artistic interpretation, imagination and skill.


The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in


Adopted August 2016

dance, music, theatre, and visual art.




1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1, 1.2.2.A.2: 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5: 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4: 1.4.2.B.1-3


How do we create the illusion of space in art, on a two dimensional plane?

What is a landscape? What is the definition of foreground, background and middle ground in a landscape?

How do we recognize the properties of a landscape in art and in nature?

What artistic techniques would be used to create the illusion of space in a landscape?

Why is it important to study the concept of space in art and what relevance does the application of spatial arrangement have in creating products for today’s society?

Students will be able to define and create texture in art.

Students will be able to identify tactile and simulated textures.

Students will understand paper weaving and be able to use this technique in an art project.

Students will become familiar with printmaking and be able to create prints using printmaking techniques and tools.

Students will discover texture in nature and be able to recognize differences in tactile and simulated textures.

Students will understand the importance of using the element of art –texture - to convey creative ideas that translate into creative products used in a global society.

Student Objectives

Students will learn to identify and define the concept of creating the illusion of space in art.

Students will learn and understand the artistic terms and properties of foreground, background and middle ground as it relates to works of art and in nature.

Students will create a landscape painting utilizing these artistic techniques to accomplish the illusion of space/depth on a two dimensional surface.

Students will be able to understand the importance of understanding and using this concept of space in creating products for a technologically advanced, progressive, consumer driven society.










Adopted August 2016









solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals

Create works of art using basic art element – space






Adopted August 2016

Student will learn to create different spatial concepts in art to create the illusion of depth on a two dimensional surface




Resources


Art visuals





Adopted August 2016

SECOND GRADE VISUAL ARTS CURRICULUM

2nd Grade – UNIT 1: Further Exploration of the Elements of Art – Line and Shape (September – November) In this continued study of the basic elements of art, line and shape will be further investigated and explored. Students will learn about repetition of lines and shapes in art, and identify these patterns in famous works of art. Using various art media, students will create two dimensional works of art using the repetitive quality of lines and shapes to design original patterns that express movement and emphasis. Students will learn to identify patterns of lines and shapes in nature and common man-made objects, and realize the relevance that learning and developing artistic skills has in today’s global society. Each lesson will culminate with an informal critique to foster self-respect as well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4; 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3


What is repetition in art and how do we recognize it?

What is a pattern in art and how do we recognize it?

How do we create patterns, in art, using lines?

How do we create patterns, in art, using shapes?

What visual effect does a pattern create and why would we use patterns?

How do we recognize patterns in nature and common, man-made objects?

Why is it important to study the repetition of lines and shapes in art, and what relevance do patterns have to society in a visual as well as emotional sense?

What cross curricula studies emphasize patterns?

Students will be able to define and recognize repetition in art.

Students will be able to define and recognize patterns in art.

Students will learn to create patterns in art using lines.

Students will learn to create patterns in art using shapes.

Students will understand the importance of using patterns to create visual effects such as emphasis and movement.

Students will be able to identify patterns in nature and common, man-made objects.

Students will understand the importance of creating and using patterns to convey original and imaginative thoughts that translate into innovative products used in a global society.

Students will identify and compare patterns found in art with patterns found in cross curricula studies; i.e. music, science, math, language arts

Student Objectives

Students will identify and create repetition in art using lines and shapes.


Adopted August 2016

Students will identify and create patterns in art using lines and shapes.

Students will understand the effect that patterns have visually in art and in nature.

Students will be able to understand the importance of using repetition in designs and patterns to create inspired, artistic products for a technologically advanced, progressive, consumer driven society.

Students will recognize and compare the use of patterns in cross curricula studies such as music, science, math and language arts.
















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:



Adopted August 2016

Learning Plan





Art Visuals






Student will learn to create patterns in art using repetitions with lines and shapes




Resources


Art visuals




2nd Grade UNIT 2 – Further Exploration of the Elements of Art – Color Theory (December – January) In this continued study of the basic elements of art, color theory will be further investigated and explored. Students will review the color wheel including the properties of primary and secondary colors. Students will be introduced to another component of the color wheel – complementary colors. Complementary colors will be investigated using a scientific method of exploration. Using various art media, students will create two dimensional works of art using complementary colors as the focal point. Students will also learn about color families, in particular, warm and cool colors, and understand how these colors affect our emotions visually, as well as in nature and common man-made objects. Through this analysis, students will realize the relevance that learning and developing artistic skills using the foundations of art has in today’s global society. Each lesson will culminate with an informal critique to foster self-respect as well as respect for differences in artistic interpretation, imagination and skill.





Adopted August 2016



1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4; 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3


What is the color wheel? What are the primary and secondary colors?

What are complementary colors? Why are they labeled complementary colors?

What are color families?

Which colors are in the warm color family? Which colors are in the cool color family?

How do these colors, in both the warm and cool color families, affect our emotions?

Where, in nature, do we find examples of warm and cool colors, and how do they affect the natural order of plants and animals?

Why is it important to study color theory in art, and what relevance does the use of color have to society in a visual as well as emotional sense?

How does color choice affect man made products in the marketplace?

Students will review the color wheel, including the primary and secondary colors, and identify the characteristics of these color groups.

Students will learn the complementary colors and understand, through scientific exploration, the characteristics of this color group.

Students will learn color families, including warm and cool colors, and identify the characteristics of these color families.

Students will understand the importance of color to create visual effects, emotions and drama.

Students will be able to recognize and understand color sense in nature, with animals and plants.

Students will understand the importance of using color to create innovative and imaginative products used in a global society.

Student Objectives

Students will identify the colors on the color wheel, including the primary and secondary colors.

Students will learn the complementary colors and how these colors are categorized.

Students will learn color families, including warm and cool colors, and identify the characteristics of these color families.

Students will analyze and understand the affect that color has on our emotions.

Students will recognize and understand the reason for color in the natural order, with animals and plants.

Students will understand the importance of using color choice to create inspired, artistic products for a technologically advanced, progressive, consumer driven society.




Adopted August 2016














solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals





Adopted August 2016



Student will learn reasons for the appropriate choice and use of color




Resources


Art visuals




2nd Grade – UNIT 3: Further Exploration of the Elements of Art – Textural Collage/Assemblage (February – March) In this continued study of the basic elements of art, texture will be further investigated and explored. Students will review tactile and simulated textures on a two dimensional surface. Using a newly introduced technique – collage/assemblage – students will be able to create three dimensional art using overlapping, textured materials. Students will study examples of this artistic technique in famous works of art including contemporary commercial art. Through this analysis, students will realize the relevance that learning and developing artistic skills using the foundations of art has in today’s global society. Each lesson will culminate with an informal critique to foster self-respect as well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4; 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3


What is texture in art? How do we define tactile and simulated textures?

What is a collage? What is an assemblage?

How do we create the illusion of depth or three dimensional art on

Students will review the element of art known as texture.

Students will be able to define and differentiate between tactile and simulated textures.

Students will define and recognize the artistic technique of collage.


Adopted August 2016

a two dimensional surface using a collage technique?

How do we create three dimensional art using an assemblage technique?

In which famous works of art would we find examples of a collage technique?

In which famous works of art would we find examples of an assemblage technique?

Why is recognizing and understanding these artistic techniques important in creating art?

How does learning about and creating art affect our daily lives?

Students will create a collage using various art media on a two dimensional surface.

Students will define and recognize the artistic technique of assemblage.

Students will create an assemblage using various art media to produce a three dimensional form.

Students will become familiar with famous works of art created by using collage techniques.

Students will become familiar with famous works of art created by using assemblage techniques.

Students will understand the importance of learning about and understanding art and artistic techniques to create innovative and imaginative products used in a global society.

Student Objectives

Students will define and identify the element of art – texture.

Students will understand and identify the difference between tactile and simulated textures.

Students will learn about and create a collage using various art media on a two dimensional surface.

Students will learn about and create an assemblage using various art media in a three dimensional form.

Students will recognize the artistic technique known as collage in various famous works of art.

Students will recognize the artistic technique known as assemblage in various famous works of art.

Students will understand the relevance of learning about and creating art in today’s society.

















solving them.


Adopted August 2016





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals






Student will learn reasons for the appropriate choice and use of texture




Resources



Adopted August 2016

Art visuals




2nd

Grade UNIT 4 – Further Exploration of the Elements of Art – Space in Two Dimensional Art (April-May) In this continued study of the basic elements of art, the concept of space/depth in art will be further investigated and explored. We will review the definition of two dimensional and three dimensional art, and the artistic techniques that are used to create space and depth on a flat surface. The focus of this unit will be on recognizing, defining and creating a landscape. Students will learn the basic steps of drawing a landscape including horizontal and vertical layouts, art terms used to describe placement of objects in the landscape, size of objects in the landscape, and overlapping surfaces to create space and depth. Students will study examples of landscapes in famous works of art, comparing contemporary art with historical art through many different artistic eras. Through this analysis, students will realize the relevance that learning and developing artistic skills using the foundations of art has in today’s global society. Each lesson will culminate with an informal critique to foster self-respect as well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1, 1.2.2.A.2; 1.3.2.D.1-5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.4; 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3


What is two dimensional art? What is three dimensional art?

What are some techniques for creating space and depth on a two dimensional surface?

What is a landscape and how do we recognize this type of artwork?

What is a horizontal layout? What is a vertical layout

Students will review the element of art known as space, to create an illusion of three dimensional depth, specifically on a two dimensional plane.

Students will define and recognize a landscape in works of art.

Students will learn about horizontal and vertical layouts in creating landscapes.

Students will investigate, explore and create space in a landscape using various artistic techniques: foreground, middle ground, background; size and placement of objects in a landscape, overlapping of objects in a landscape.

Students will study various types of landscapes throughout art history,


Adopted August 2016

from flatter more shallow landscapes of Medieval art to the more embellished landscapes of the Romantic art era to contemporary art.


Student Objectives

Students will define and identify the element of art that is used to create the illusion of three dimensional depth on a two dimensional surface.

Students will define and recognize landscapes in works of art throughout art history.

Students will learn and understand horizontal and vertical layouts.

Students will learn a variety of artistic techniques that can be used to create space in a landscape.

















solving them.





Assessment Evidence

Classroom Evidence:


Other Evidence:



Adopted August 2016


Learning Plan





Art Visuals






Student will learn reasons for the development of space/depth in art




Resources


Art visuals




2nd

Grade UNIT 5 – Introduction to the Principles of Design (June) In this study of the foundations of art, students will be introduced to the Principles of Design. This summative introduction to the concepts of balance, rhythm, proportion/scale, unity, emphasis, and composition will reinforce the basic components of a well-organized work of art. Through this analysis, students will realize the relevance that learning and developing artistic skills using the foundations of art has in today’s global society . Each lesson will culminate with an


Adopted August 2016

informal critique to foster self-respect as well as respect for differences in artistic interpretation, imagination and skill.






1.1.2.D.1, 1.1.2.D.2; 1.2.2.A.1, 1.2.2.A.2; 1.3.2.D.1, 1.3.2.D.2, 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5; 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.4; 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3


What are the Elements of Art? How do we use these in creating art?

What are the Principles of Design?

Why do we use the Principles of Design to study art?

How do we create art using the Principles of Design?

How do we recognize the Principles of Design in famous works of art?

Why is recognizing and understanding these artistic techniques important in creating art?

How does learning about and creating art affect our daily lives?

Students will define the Elements of Art: Line, shape/form, color, texture, space.

Students will understand how these elements of art are used in creating art.

Students will learn the Principles of Design: Balance, rhythm, proportion/scale, unity, emphasis, and composition.

Students will understand how these principles of design are used in creating art.

Students will recognize and analyze the Principles of Design in famous works of art.


Student Objectives

Students will define and identify the Elements of Art in famous works of art and in their own art projects.

Students will learn and identify the Principles of Design in famous works of art.

Students will appreciate the use of the Elements of Art and Principles of Design in creating art that is universally valued.




Adopted August 2016















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals



Adopted August 2016





Student will learn reasons for the importance of the Principles of Design in art.

Student will associate basic Principles of Design with historical/multicultural art



Resources


Art visuals





Adopted August 2016

THIRD GRADE VISUAL ARTS CURRICULUM

3rd

Grade UNIT 1 – Elements of Art – Line Functions (September – October) Students will continue to explore the basic elements of art by applying prior knowledge of these artistic concepts to a utilitarian objective. Line functions will

be investigated as structural frameworks for practical purposes. Students will learn about the linear properties of architectural structures, in particular how

buildings are designed and created using straight, “clean” lines as well as curvy dramatic lines. Using various art media, students will create two dimensional

works of art using several different types of lines in an architectural rendering. To compare and contrast line functions, students will learn about and

investigate contour lines that define the shape of an object. Through exploration and hand-eye coordination, students will create art that is based entirely on

implied, contour lines. Students will learn to identify the function of different types of lines in nature and man-made objects, including the structural lines we

see in buildings and habitats. Students will understand the relevance that learning and developing artistic skills has in today’s global society. Each lesson will

culminate with a formal critique to introduce the students to reflective thinking and positive criticism. Students will be encouraged to participate using art

vocabulary and measured opinions to insure an atmosphere where diversity and differing interpretations of artistic expression are valued and respected.






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1-5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What is the function of a line?

What is architecture and how are lines defined and utilized in this art form?

What effect does the shape or outline of a building have on the viewer?

What is a contour line?

How do we create contour lines in art?

How would we describe objects made by man, as well as things in nature, using linear terminology?

Why is it important to study lines and the properties or functions

Students will be able to define a line function.

Students will be able to define and recognize different types of architecture.

Students will understand how lines are used in architectural design.

Students will analyze the effect that the shape or outline of a building has on the viewer.

Students will be able to define a contour line.

Students will learn to create a contour line in art through visual exploration.

Students will use linear terminology to describe man made objects as


Adopted August 2016

of lines, and what relevance does this knowledge have to society in a visual as well as emotional sense?

How does a discussion of our own art work and the art work of others help us to understand and respect other people’s ideas, opinions and abilities?

well as things in nature.

Students will understand the importance of understanding line functions in creating art to convey original and imaginative thoughts that translate into innovative products used in a global society.

Students will understand the importance of a group critique to foster respect for other people’s ideas, opinions and abilities.

Student Objectives

Students will identify and recognize line functions.

Students will define architecture and identify different types of architectural structures through the use of lines.

Students will communicate the effect that line, in a man-made structure or object and in nature, has on the viewer.

Students will identify and recognize a contour line.

Students will create contour lines in art through visual exploration.

Students will become familiar with linear terminology to describe man-made objects and structures, as well as things in nature.

Students will be able to understand the importance of line functions in designs to create inspired, artistic products for a technologically advanced, progressive, consumer driven society.

















solving them.





Assessment Evidence


Adopted August 2016

Classroom Evidence:



Other Evidence:


Learning Plan




Art Visuals






Student will learn to create different line types in art and architecture to produce different visual effects.


Student will be introduced to formal group critiques

Student will understand the importance of tolerance, acceptance and respect when viewing and discussing other people’s artwork.

Resources


Art visuals




3rd

Grade UNIT 2 – Elements of Art – Shape Functions (November-December) Students will continue to explore the basic elements of art by applying prior knowledge of these artistic concepts to a utilitarian objective. Shape functions will


Adopted August 2016

be investigated as structural frameworks for practical purposes. Students will learn about positive and negative shapes, and how the properties of each type of shape determine its function. Using various art media, students will create two dimensional works of art using several different types of shape. To compare and contrast shape functions, students will learn about and create silhouettes and shadow effects that illustrate the concept of positive and negative shapes. Students will understand the relevance that learning and developing artistic skills has in today’s global society. Each lesson will culminate with a formal critique to introduce the students to reflective thinking and positive criticism. Students will be encouraged to participate using art vocabulary and measured opinions to insure an atmosphere where diversity and differing interpretations of artistic expression are valued and respected.






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1-3; 1.3.5.D.1-3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What is the function of a shape?

What is architecture and how are shapes defined and utilized in this art form?

What effect does the shape or outline of a building have on the viewer?

What is a positive/negative shape?

How do we create positive/negative shapes in art?

What is a silhouette/shadow?

Why is it important to study shapes and the properties or functions of shapes, and what relevance does this knowledge have to society in a visual as well as emotional sense?


Students will be able to define a shape function.

Students will understand how shapes are defined and used in architectural design.

Students will analyze the effect that the shape of a building has on the viewer.

Students will be able to define a positive/negative shape.

Students will learn to create positive/negative shapes in art.

Students will understand and be able to distinguish the difference between a silhouette and a shadow.

Students will understand the importance of understanding shape functions in creating art to convey original and imaginative thoughts that translate into innovative products used in a global society.


Student Objectives

Students will identify and recognize shape functions.

Students will define architecture and identify different types of architectural structures through the use of shapes.


Adopted August 2016

Students will communicate the effect that shapes, in a man-made structure or object and in nature, have on the viewer.

Students will recognize and be able to create positive/negative shapes.

Students will define and create a silhouette and a shadow effect in art.

Students will be able to understand the importance of shape functions in designs to create inspired, artistic products for a technologically advanced, progressive, consumer driven society.

















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:



Adopted August 2016

Learning Plan




Art Visuals






Student will learn to create different shapes in art and architecture to produce different visual effects.

Students will learn to create a silhouette and a shadow effect in art.




Resources


Art visuals




3rd

Grade UNIT 3 – Elements of Art – Sculptural Forms (December – February) Students will continue to explore the basic elements of art by applying prior knowledge of these artistic concepts to a utilitarian objective. Sculptural forms will be investigated as structural frameworks for practical purposes. Using various art mediums, students will create three dimensional, sculptural works of art. Students will understand the relevance that learning and developing artistic skills had throughout history, and in today’s global society. Each lesson will culminate with a formal critique to introduce the students to reflective thinking and positive criticism. Students will be encouraged to participate using art vocabulary and measured opinions to insure an atmosphere where diversity and differing interpretations of artistic expression are valued and respected.






Adopted August 2016



1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1-3; 1.3.5.D.1-5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1, 1.4.5.B.2, 1.4.5.B.3, 1.4.5.B.4, 1.4.5.B.5


What is a sculpture?

What art mediums can be used to create sculpture?

Why is it important to study sculpture, and what relevance does this knowledge and skill in creating art have to utilitarian purposes as well as artistic accomplishments?


Students will be able to define and identify various types of sculpture.

Students will learn and experiment with various art materials to create sculpture.

Students will understand the importance of studying sculpture to understand how art can be used for practical purposes as well as to convey original and imaginative thoughts that translate into innovative products used in a global society.


Student Objectives

Students will identify and recognize various works of sculpture.

Students will create sculptural forms using a variety of art media.

Students will recognize the importance of studying and understanding sculpture throughout history, not only for artistic purposes, but also to create products for use in our daily lives.

















solving them.


Adopted August 2016





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan




Art Visuals






Student will learn to create sculptures using a variety of art media.



Student will understand the importance of tolerance, acceptance and respect when viewing and discussing other people’s artwork

Resources


Art visuals


Adopted August 2016




3rd

Grade UNIT 4 – Elements of Art – Color Theory (March – April) Students will continue to understand the basic element of art - color - through investigative exploration. We will review primary, secondary, and neutral colors, and learn about the tertiary or intermediate colors, which complete the entire spectrum of colors on the color wheel. Students will be introduced to the concept of color values, which is creating shadows and tints of colors by mixing them with neutral colors. Students will understand the effect that color theory has on the human psyche, and apply this knowledge to the continued study of historical works of art, particularly art that focuses solely on the use and application of color. Each lesson will culminate with a formal critique to introduce the students to reflective thinking and positive criticism. Students will be encouraged to participate using art vocabulary and measured opinions to insure an atmosphere where diversity and differing interpretations of artistic expression are valued and respected.






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1-3; 1.3.5.D.1-5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1, 1.4.5.B.2, 1.4.5.B.3, 1.4.5.B.4, 1.4.5.B.5


What are the primary and secondary colors?

What colors are in the neutral color range?

What are the tertiary/intermediate colors, and how do we recognize these colors on the color wheel?

What is a color value?

What is a tint and what is a shade? How do we create these color changes in art?

Why is understanding color theory important?

How does color affect our senses? How would we use certain colors to influence our judgment?

How does understanding color theory apply to our daily lives?

How does a discussion of our

Students will review their knowledge of primary, secondary, and neutral colors.

Students will learn and recognize the tertiary/intermediate colors, which complete the spectrum of colors on the color wheel.

Students will define the concept of color values.

Students will understand and recognize a tint and a shade and be able to create these color changes in art.

Students will learn and understand how colors affect our senses.

Students will identify how certain colors influence the emotions and decisions in our daily lives.



Adopted August 2016

Student Objectives

Students will identify and recognize primary, secondary and neutral colors on the color wheel.

Students will learn and recognize tertiary/intermediate colors on the color wheel and understand how they are created.

Students will define the concept of color values.

Students will learn and define tints and shades and be able to create these color changes in art.

Students will understand and communicate the effect that colors, in a man made structure or object and in nature, have on the viewer, and that the use of color influences our judgment.

Students will be able to understand the importance that color choice has in creating inspired, artistic products for a technologically advanced, progressive, consumer driven society.

















solving them.





Assessment Evidence

Classroom Evidence:


Summative : Demonstrate a foundational understanding of the rules, tools, and techniques that govern art making and execute

Other Evidence:



Adopted August 2016

developmentally appropriate works in visual arts in an array of mediums; Demonstrate the ability to define and solve artistic problems with insight, reason, and technical proficiency; Demonstrate the ability to respond to art works in various domains with insight and depth of understanding.

Learning Plan




Art Visuals






Student will learn to create art using the entire spectrum of colors on the color wheel, including tints and shades of colors.




Resources


Art visuals




3rd

Grade UNIT 5 – Principles of Design – Balance (May – June) Students will learn about the Principles of Design that, together with the Elements of Art, form a comprehensive foundation for the study of art history, art theory, art techniques and processes, and art media. We will review the principles of design – balance, rhythm, proportion/scale, unity, emphasis, and composition – with an emphasis on the concept of balance in a work of art. Our study will focus on symmetrical/formal and asymmetrical/informal balance in art. Students will understand and recognize the difference between these two approaches to creating artwork, and be able to incorporate this technique into their two dimensional and three dimensional art projects. Each lesson will culminate with a formal critique to introduce the students to reflective thinking and positive criticism. Students will be encouraged to participate using art vocabulary and measured opinions to insure an atmosphere where diversity and differing interpretations of artistic expression are valued and respected.


Adopted August 2016






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1-3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1-3; 1.4.5.B.1, 1.4.5.B.2, 1.4.5.B.3, 1.4.5.B.4, 1.4.5.B.5


What are the Principles of Design in art?

What does “balance” mean, and how is this term used in describing and creating art?

What is symmetrical or formal balance?

How do we achieve symmetrical or formal balance in two dimensional and three dimensional works of art?

What is asymmetrical or informal balance?

How do we achieve asymmetrical or informal balance in two dimensional and three dimensional works of art?

How does balance in art, as well as in nature, affect our perception of what we see?

How does understanding symmetry and asymmetry affect our daily lives?


Students will review their knowledge of the Principles of Design.

Students will understand and define what balance is, and how this term is used in describing and creating art.

Students will learn and recognize symmetry or formal balance in art.

Students will be able to create symmetry or formal balance in two and three dimensional works of art.

Students will learn and recognize asymmetrical or informal balance in art.

Students will be able to create asymmetrical or informal balance in two and three dimensional works of art.

Students will comprehend how balance in art, and in nature, affects our perception of what we see.

Students will realize how understanding and identifying symmetry and asymmetry in the world around us affects our daily lives.


Student Objectives

Students will identify the Elements of Art.

Students will learn and recognize the Principles of Design.

Students will understand the Principle of Design – balance – and recognize how this term is used in describing and creating art.

Students will define and understand the principle of symmetry or formal balance in art, and be able to apply this knowledge to the creation of two and three dimensional art projects.

Students will define and understand the principle of asymmetry or informal balance in art, and be able to apply this knowledge to the creation of two and three dimensional art projects.


Adopted August 2016

Students will understand and communicate the effect that balance, in works of art and in nature, have on the viewer.

Students will realize that understanding balance – symmetrical or asymmetrical – in the world affects our daily lives.

















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan


Adopted August 2016




Art Visuals






Student will learn to create art by applying the elements of art and the principles of design, particularly symmetrical and asymmetrical balance.

Student will associate basic artistic terms and concepts with historical/multicultural art.

Student will be introduced to formal group critiques.


Resources


Art visuals





Adopted August 2016

FOURTH GRADE VISUAL ARTS CURRICULUM

4th

Grade UNIT 1 – Elements of Art (Line, Shape) – Engraving/Etching (September – November) Students will use their prior knowledge of the elements of art – line and shape – to create a drawing that will be used in a printmaking project. Emphasis will be placed on the linear qualities of the drawing that will then be engraved into a printmaking plate. Through guided instruction, students will learn the art of engraving, an historically prominent art form, in which their pencil drawings will be etched onto a surface and highlighted using an inking technique. Students will conduct an evaluation of their own artwork through formal critiques that foster tolerance, acceptance and respect for other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to become better listeners as well as better learners.






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What is a linear drawing?

What is printmaking? In this artistic discipline, what is engraving/etching?

How do we create an engraving/etching?

Who were some of the most prominent artists, throughout art history, that excelled in this technique of printmaking? What were their most famous works of art created by engraving/etching?


How can we learn to improve and enhance our own artwork through constructive criticism?

Students will review their knowledge of the Elements of Art – Line and Shape.

Students will understand the concept of linear drawing.

Students will apply prior knowledge of line and shape to the creation of art that relies solely on these elements of art.

Students will define and understand the artistic discipline of printmaking, specifically engraving/etching, and recognize its importance throughout art history by studying artists skilled in this technique and their artwork.

Students will delineate engraving/etching, and understand the technical steps and materials required to create an engraving/etching.

Students will apply prior knowledge of the elements of art to create a frame for their completed artwork that will complement the linear quality of their engraving.


Adopted August 2016


Students will learn and understand

Student Objectives

Students will identify the Elements of Art, specifically line and shape, as they apply to this art project.

Students will learn and understand the concept of linear drawing, and create art based on this model.

Students will learn and recognize the artistic discipline of printmaking including the artists, and artwork, that skillfully illustrate this technique.

Students will understand the art of engraving/etching and be able to create this art form using prescribed techniques and materials.

Students will create a frame that will compliment the linear quality of their completed artwork.


Students will learn and recognize how constructive criticism, initiated through group critique, will improve and enhance their own artwork.

















solving them.





Assessment Evidence

Classroom Evidence:

Pre and Formative : Group/individual oral assessment of the essential question; Guided discussion; Projects; Ongoing informal

Other Evidence:



Adopted August 2016

assessment using teacher observation


Learning Plan




Art Visuals






Resources


Art visuals




4th

Grade UNIT 2 – Elements of Art (Shape/Form) – Realism/Abstraction on a Three Dimensional Surface (Mask) (December – January)

Students will use their prior knowledge of the elements of art – shape and form – to design and create a personalized, three dimensional mask. Our study of

mask making will begin with an investigative exploration of cultural masks, throughout art history, resulting in the creation of a mask that reflects the

individuality of the artist. Emphasis will be on comparing and contrasting realistically styled masks with those that are based on abstract concepts in

portraiture, as evidenced in diverse artistic eras and cultures. Through guided instruction, students will create shapes, both realistic and abstract, that conform

to and highlight the contours of a three dimensional mask, reflecting the personality of the student artist. Students will conduct an evaluation of their own

artwork through formal critiques that foster tolerance, acceptance and respect for other students’ abilities, interpretations and ideas, as well as offering

constructive criticism for one’s own artwork enabling the students to become better listeners as well as better learners.


Adopted August 2016






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What is mask-making? How does this art form reflect cultural traditions, beliefs and customs throughout history and throughout the world?

Where, throughout art history and globally, would we find realistic portraits on a mask?

Where, throughout art history and globally, would we find abstract portraits on a mask?

What shapes and colors should be painted on your mask to reflect your identity?

How would you use shapes and color to define and highlight the three dimensional contours of the mask?



Students will review their knowledge of the Elements of Art – shape and form.

Students will learn about and understand the craft of maskmaking.

Students will understand how maskmaking reflects cultural traditions, beliefs and customs throughout history and throughout the world.

Students will recognize realistic portraiture on masks in art and in diverse cultures.

Students will recognize abstract portraiture on masks in art and in diverse cultures.

Students will learn to create shapes and designs on a three dimensional form that effectively identify and emphasize the personality of the artist.

Students will learn to apply colors on a three dimensional form that effectively identify and emphasize the personality of the artist.


Students will learn and understand how constructive criticism, initiated through group critiques, improves and enhances one’s own artwork.

Student Objectives

Students will identify the Elements of Art, specifically shape and form, as they apply to this art project.

Students will learn and understand the craft of maskmaking, and how this art form reflects diverse cultural beliefs, customs and traditions throughout history and globally.

Students will learn about and recognize realistic portraiture on masks in art and in diverse cultures.

Students will learn about and recognize abstract portraiture on masks in art and in diverse cultures.


Adopted August 2016

Students will create a mask that reflects and identifies their personality using effective shapes and colors that emphasize and highlight the contours of a three dimensional form.



















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:



Adopted August 2016

Learning Plan




Art Visuals






Student will learn to create art by applying the elements of art and the principles of design, particularly shape and form, to the art of maskmaking.




Resources


Art visuals




4th

Grade UNIT 3 – Elements of Art (Color/Texture) – Weaving (February – March)

Students will use their prior knowledge of the elements of art – color and texture – to design and create a textural, woven artwork. Our study of the craft of

weaving will begin with an exploration of weaving throughout art history, and in today’s global economy. Emphasis will be on creating art that has a utilitarian

purpose as well as an artistic contribution. Through guided instruction, students will learn the art of weaving a wall hanging using their knowledge of color

theory to create a dramatic visual effect. Students will conduct an evaluation of their own artwork through formal critiques that foster tolerance, acceptance

and respect for other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to

become better listeners as well as better learners.






Adopted August 2016



1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1-3; 1.3.5.D.1-5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1, 1.4.5.B.2, 1.4.5.B.3, 1.4.5.B.4, 1.4.5.B.5


What is weaving?

How does this art form reflect cultural traditions, beliefs and customs throughout history?

Where do we find examples of weaving in today’s society as art and as useful products?

How do we create weavings with dramatic visual effect using color?



Students will review their knowledge of the Elements of Art – color and texture.

Students will learn about and understand the craft of weaving.

Students will understand how woven crafts reflect cultural traditions, beliefs and customs throughout history and throughout the world.

Students will recognize woven artwork in today’s society, as art and as useful products.

Students will understand the technique used in weaving and will create a woven wall hanging.

Students will apply their knowledge of color theory to create dramatic visual effects on their woven artwork.



Student Objectives

Students will identify the Elements of Art, specifically color and texture, as they apply to this art project.

Students will learn and understand the craft of weaving, and how this art form reflects diverse cultural beliefs, customs and traditions throughout history and globally.

Students will learn that woven objects may serve as art, as well as useful products, in today’s consumer driven society.

Students will understand the technique used in weaving.

Students will create their own woven artwork using their knowledge of color theory to create dramatic visual effects.






Adopted August 2016















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan




Art Visuals





Adopted August 2016



Student will learn to create art by applying the elements of art and the principles of design, particularly shape and form, to the art of weaving.




Resources


Art visuals




4th

Grade UNIT 4 – Elements of Art (Space) – One Point Perspective in Drawing (April)

Students will use their prior knowledge of the element of art – space – to design and create a detailed architectural drawing. Our study of one point

perspective will begin with a review of famous architectural drawings and paintings that employ the use of perspective to create space or depth on a two

dimensional plane. Students will learn the technique and terminology used in accurately designing, measuring and drawing a futuristic cityscape. Emphasis

will be on creating art that has a utilitarian purpose as well as an artistic contribution. Students will conduct an evaluation of their own artwork through

formal critiques that foster tolerance, acceptance and respect for other students’ abilities, interpretations and ideas, as well as offering constructive criticism

for one’s own artwork enabling the students to become better listeners as well as better learners.






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1-5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1,-5


What is a landscape? How do we create space or depth on a two dimensional plane, such as a landscape?

Students will review their knowledge of the Element of Art – space.

Students will identify a landscape and the visual effect of creating


Adopted August 2016

What is architecture? How do we create space or depth on a two dimensional plane in an architectural rendering?

What is perspective? In what famous works of art would we see examples of perspective, particularly one point perspective?

What is a cityscape?

How do we design, measure and draw an accurate one point perspective cityscape with imaginative futuristic structures?

Where do we find examples of one point perspective renderings in today’s society as art and as utilitarian designs?



space or depth, on a two dimensional plane, in a landscape.

Students will understand architecture and how we would create space or depth, on a two dimensional plane, in an architectural drawing.

Students will learn, define, and understand perspective, and recognize the use of perspective, particularly one point perspective, in famous works of art.

Students will define and recognize a cityscape.

Students will apply their knowledge of one point perspective to the design and creative rendering of a cityscape with futuristic structures.

Students will identify examples of the use of one point perspective, in today’s society, as art and as utilitarian designs.



Student Objectives

Students will identify the Element of Art, specifically space or depth, as it applies to this art project.

Students will understand landscape and how space or depth is created, on a two dimensional plane, in a landscape.

Students will understand architecture and how space or depth is created, on a two dimensional plane, in an architectural rendering.

Students will understand perspective, particularly one point perspective, and recognize the use of perspective in famous works of art.

Students will identify and recognize a cityscape.

Students will learn to create, design and measure accurate one point perspective cityscape drawings with a futuristic theme.

Students will identify and recognize the use of one point perspective techniques in today’s art and for utilitarian purposes.




21st Century Standards- 21st Century Practices-













Adopted August 2016




solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan




Art Visuals






Student will learn to create art by applying the elements of art and the principles of design, particularly space or depth, to the technique of one point perspective, which is creating space or depth on a two dimensional plane.



Adopted August 2016



Resources


Art visuals




4th

Grade UNIT 5 – Principles of Design – Composition (May – June)

Students will learn the Principle of Design – composition – as a foundation in art theory and technique. Our study of composition in art will focus on creating a

well designed plate of food, made using clay, which is visually appealing as well as potentially healthy. Students will learn the technique and terminology used

in working with clay from methods of clay manipulation to clay firing. Emphasis will be on preliminary knowledge of food groups, to designing and creating a

plate of clay objects that accurately resemble food, to creating a visually appealing, colorful composition. Students will conduct an evaluation of their own

artwork through formal critiques that foster tolerance, acceptance and respect for other students’ abilities, interpretations and ideas, as well as offering







1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What does the term composition mean in art? Why is it important in creating well-designed, effective artwork?

What are the slab, coil and pinch methods of clay manipulation?

What are the techniques we use to successfully join pieces of clay?

What are the steps in preparing clay for firing? What terminology do we use to illustrate these steps?

Students will understand the term composition in art and recognize its importance in creating well-designed, effective artwork.

Students will learn the slab, coil and pinch methods of clay manipulation, and be able to replicate these techniques in clay projects.

Students will learn the techniques we use to successfully join pieces of


Adopted August 2016

What are the food groups we use to create a healthy meal?

Using knowledge of these food groups, along with color choice, how do we create a visually appealing, well-balanced composition of clay food as a meal?



clay, and apply this knowledge to clay manipulation.

Students will learn the steps in preparing clay for firing and identify the terminology we use to illustrate these steps.

Students will apply prior knowledge of food groups, along with color choice, to create a visually appealing, well-balanced composition of clay food as a meal.



Student Objectives

Students will identify the Principle of Art – composition - as it applies to this art project.

Students will understand the slab, coil and pinch methods of clay manipulation.

Students will be able to create a work of art, in clay, using these techniques.

Students will understand and be able to use acquired skills in successfully working with clay.

Students will understand and define the terminology and steps used in firing clay.

Students will apply knowledge of food groups, and appropriate color choices, to create a visually appealing, well-balanced composition of clay food as a meal.



















solving them.



Adopted August 2016




Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan




Art Visuals






Student will learn to create art by applying the elements of art and the principles of design to achieve a visually appealing, well-balanced composition.




Resources


Art visuals



Adopted August 2016




Adopted August 2016

FIFTH GRADE VISUAL ARTS CURRICULUM

5th

Grade Unit 1 - Elements of Art – Line and Shape - Portraiture (September – November)

Students will use their prior knowledge of the elements of art – line and shape – to create realistic facial features in a self-portrait. Through guided instruction,

students will recognize that the human face is proportionally designed and the facial features are derived from geometric shapes. Through detailed

investigation, students will plot and draw their facial features using a variety of lines and shapes to create their own image. Students will learn the art of

printmaking, an historically prominent art form, in which their pencil drawings will be engraved on a surface and reproduced multiple times using different

colored inks. Students will conduct an evaluation of their own artwork through self guided formal critiques that foster tolerance, acceptance and respect for

other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to become better

listeners as well as better learners.






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What is a self-portrait?

What mathematical proportions do we ascribe to when drawing a realistic portrait?

What geometric shapes form the structure of facial features on a realistic portrait?

How will this artistic skill, using scientifically proven lines and shapes, assist us in drawing a detailed, realistic self-image?

What is printmaking?

Where, throughout art history, do we see examples of printmaking?

How do we create a print? What techniques do we use to create

Students will review their knowledge of the Elements of Art – Line and Shape.

Students will understand the concept of a self-portrait.

Students will apply prior knowledge of line and shape to recognizing and creating realistic facial features on a portrait.

Students will understand the scientific, mathematical formulas applied to the proportions and shapes of the facial features of the human face.

Students will be able to apply this knowledge to the detailed, proportionally correct placement of facial features in their own self-portrait.

Students will understand the art of printmaking and recognize


Adopted August 2016

multiple images of a print?



examples of printmaking throughout art history.

Students will understand and be able to create multiple images of a print using printmaking techniques, tools and processes.


Students will recognize the importance of constructive criticism to improve and enhance one’s own artwork as well as benefiting other students and their art.

Student Objectives

Students will identify the Elements of Art, specifically line and shape.

Students will understand and identify a self-portrait.

Students will recognize and identify lines and shapes on a realistically drawn portrait.

Students will understand and apply scientifically measured lines and shapes to an accurately drawn self-portrait.

Students will define and understand the mathematical calculations used for the correct placement and proportions of the facial features of the human face.

Students will create a detailed, accurately drawn expressive self-portrait.

Students understand the art of printmaking and recognize examples of printmaking throughout art history.

Students will create multiple images of a print using printmaking techniques, tools and processes.


Students will learn to effectively use constructive criticism to enhance and improve their own artwork as well as benefiting other students and their art.

















solving them.


Adopted August 2016





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals






Student will learn to create art by applying the elements of art and the principles of design to a well-designed, creative art project based on portraiture.




Resources


Adopted August 2016


Art visuals




5th

Grade Unit 2 - Elements of Art (Line, shape/form, color, space, texture) – Puppetry (December – February) Students will use their prior knowledge of the elements of art (line, shape/form, color, space, texture) to participate in a group project culminating in performance art. Students will study the art and craft of puppetry. While working in small groups, students will create puppets, props, scenery and signs for a puppet show performance based on multicultural fables. Assessment of this art project will be based not only on individual accomplishment, but also on group participation, cooperation and teamwork. Students will conduct an evaluation of their own artwork through self guided formal critiques that foster tolerance, acceptance and respect for other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to become better listeners as well as better learners.






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1, 1.4.5.B.2, 1.4.5.B.3, 1.4.5.B.4, 1.4.5.B.5


What is puppetry?

With such a large variety of materials available to create puppets, why do we use paris craft to form our puppets?

What colors do we use to create dramatic, yet realistic, visual effects on our puppets, props, scenery and signs?

What techniques are effective when staging and performing the puppet show?

Through audience reaction as well as self-reflection, was the

Students will review their knowledge of the Elements of Art, and apply this knowledge to their art.

Students will understand the history of puppetry as an art form and as a cultural expression.

Students will identify the variety of materials and styles used in puppetry.

Students will understand the process of creating puppets using paris craft.


Adopted August 2016

puppet show successful?



How important is teamwork and cooperation in this endeavor?

Students will use knowledge of color theory to create visually dramatic and realistic puppets, props, scenery and signs.

Students will learn and understand successful techniques for staging the show and manipulating the puppets.

Students will recognize and understand that audience reaction, as well as self-reflection, is a valuable indicator of a show’s success.



Students will learn the importance of group participation, cooperation and teamwork.

Student Objectives

Students will identify the Elements of Art - line, shape/form, color, space texture – and apply this knowledge to their art.

Students will understand the origins of puppetry and how this craft reflects cultural traditions.

Students will identify the vast array of materials and styles used in puppetry.

Students will understand the process of using paris craft to create puppets.

Students will use color theory to create dramatic, realistic puppets, props, scenery and signs.

Students will understand and use learned techniques for successfully staging the puppet show and manipulating the puppets.

Students will recognize and understand the outcome of their performance through audience reaction and self-reflection.


















Adopted August 2016


solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals






Student will learn to create art by applying the elements of art and the principles of design to a well-designed, creative puppet show.



Students will understand the value of teamwork and cooperation when involved in a group.


Adopted August 2016

Students will participate in a performance art activity.

Resources


Art visuals




5th

Grade Unit 3 - Elements of Art – Space – Still Life Art ( February-March)

Students will use their prior knowledge of the element of art – space - to design and create a still life pastel drawing. Students will learn about linear

perspective in art, and understand the concept that certain drawing and compositional techniques will create the illusion of space on a two dimensional plane.

Students will understand the concept of still life rendering, and recognize famous still lifes, both realistic and abstract, throughout art history. Through

investigative exploration, students will learn to create a chalk pastel still life using overlapping, relative scale, and positioning of objects to illustrate perspective

and depth. Students will conduct an evaluation of their own artwork through self guided formal critiques that foster tolerance, acceptance and respect for

other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to become better

listeners as well as better learners






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What is a still life in art?

What are some famous examples of still life drawings and paintings, both realistic and abstract?

What is linear perspective and how do we achieve this effect on a two dimensional plane?

How do we create space/depth in a still life?

Students will review their knowledge of the Elements of Art, and apply this knowledge to their art.

Students will understand the still life as an artistic expression.

Students will recognize famous still life drawings and paintings, both realistic and abstract, in art history.

Students will identify linear perspective and understand how this is


Adopted August 2016

What are the techniques we use to achieve the illusion of objects in space?

How do we use chalk pastels to create a vivid, painterly work of art?



achieved on a two dimensional plane.

Students will learn and understand how to create space/depth in a still life through overlapping, relative scale and positioning of objects.

Students will learn how to use chalk pastels to create vivid, painterly works of art.



Student Objectives

Students will identify the Elements of Art, and apply this knowledge to their art.

Students will understand the portrayals of still life in art and recognize famous works of art based on still lifes, both realistic and abstract.

Students will understand and identify linear perspective in two dimensional art.

Students will understand and create space/depth in a still life using learned techniques of overlapping, relative size and positioning of objects on a two dimensional plane.

Students will learn to use chalk pastels and create a vivid, painterly work of art using these art materials.


Students will learn to effectively use constructive criticism to enhance / improve their own artwork as well as benefiting other students and their art.

















solving them.




Adopted August 2016



Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan




Art Visuals






Student will learn to create art by applying the elements of art and the principles of design to a well-designed, creative, convincing still life.




Resources


Art visuals




Adopted August 2016


5th

Grade Unit 4 - Principles of Design – Rhythm – Optical Art ( May – June)

Students will use their prior knowledge of the Principles of Design – rhythm – to create Optical Art. Students will study works of optical art by well-known

artists and understand how repetition of lines and shapes in a rhythmic rendering will create the illusion of movement. Students will define optical art and

understand the scientific reason why the eye perceives it this way. Through investigative exploration, students will learn to create a two dimensional optical

scratch art project using precise and detailed drawings skills. Upon completion of the art, students will continue this technique on a frame to highlight and

exhibit their work. Students will conduct an evaluation of their own artwork through self guided formal critiques that foster tolerance, acceptance and

respect for other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to become

better listeners as well as better learners.






1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What does the term rhythm mean in art?

What is optical art? How does the concept of rhythm in art apply to optical art?

Who are some of the most well known optical artists and what type of techniques and mediums did they use to create their artwork?

Why does the eye perceive this artistic optical illusion as movement?

How can we achieve that effect using scratch art paper?

What creative designs would we use on a frame to highlight and display our optical artwork?

How does a discussion of our own art work and the art work of others help us to understand and respect other people’s ideas,

Students will review their knowledge of the Principles of Design, and apply this knowledge to their art.

Students will understand optical art as an artistic expression.

Students will recognize famous optical artists and their work, including the techniques and mediums they used to create this effect.

Students will identify rhythm in art, and understand how this is achieved in optical art on a two dimensional plane.

Students will learn and understand the scientific reason why the eye perceives this artistic optical illusion as movement.

Students will apply this knowledge and technique to creating an effective optical work of art on scratch paper.

Students will understand the importance of designing and creating a detailed, articulated frame to highlight and display the optical artwork.


Adopted August 2016

opinions and abilities?




Student Objectives

Students will identify the Principles of Design, and apply this knowledge to their art.

Students will understand optical art as an artistic expression and recognize famous optical artists and their artwork, including the techniques and mediums they utilized to achieve this optical effect.

Students will understand the concept of rhythm in art, and how it is used effectively in creating optical art on a two dimensional plane.

Students will understand the scientific reason why the eye perceives this type of optical art as an illusion that has movement.

Students will create an expressive optical work of art on scratch paper.

Students will understand the importance of creating a detailed, articulated frame to highlight and display their artwork.



















solving them.





Assessment Evidence


Adopted August 2016

Classroom Evidence:



Other Evidence:


Learning Plan




Art Visuals





A Student will learn to create art by applying the elements of art and the principles of design to a well-designed, creative, effective optical work of art.



Students will understand the value of teamwork and cooperation when involved in a group.nalyze the use of basic art elements in creating products for a global economy

Resources


Art visuals




5th

Grade Unit 5 – Principles of Design – Emphasis, Unity – Clay Tiles (May – June)

Students will use their prior knowledge of the Principles of Design – emphasis, unity – to create a single tile that will become part of a larger wall mural.


Adopted August 2016

Students will study the history of murals, particularly those using tiles. Upon deciding on an approved theme, students will design and create a square ceramic

tile. Students will understand the slab method of working with clay and review the steps necessary for firing and glazing their artwork. Students will

understand how, although the emphasis is on a single work of art, when combined, this work of art becomes unified in a collective effort. Through this

collaborative effort, students will understand the value of teamwork and group participation. Students will conduct an evaluation of their own artwork

through self guided formal critiques that foster tolerance, acceptance and respect for other students’ abilities, interpretat ions and ideas, as well as offering







1.1.5.D.1, 1.1.5.D.2; 1.2.5.A.1, 1.2.5.A.2, 1.2.5.A.3; 1.3.5.D.1, 1.3.5.D.2, 1.3.5.D.3, 1.3.5.D.4, 1.3.5.D.5; 1.4.5.A.1, 1.4.5.A.2, 1.4.5.A.3; 1.4.5.B.1-5


What are the Principles of Design in art and why do we adhere to them?

What do the terms emphasis and unity mean in art?

What are some examples of these principles of design in works of art, both two dimensional and three dimensional?

What is a mural? Where would we see famous murals?

What is the slab method of working with clay?

What are the steps used in firing and glazing a ceramic tile?

What is important in creating a work of art using group participation and effort?



Students will review their knowledge of the Principles of Design, and apply this knowledge to their art.

Students will define and understand the terms emphasis and unity in art.

Students will identify works of art, both two and three dimensional, that illustrate these principles of design.

Students will understand murals as an artistic expression, and identify famous murals throughout art history.

Students will understand the slab method of working with clay.

Students will apply their knowledge of clay firing and glazing to creating a ceramic tile.

Students will recognize and understand the importance of participation and effort in a group art project.




Adopted August 2016

Student Objectives

Students will identify the Principles of Design, particularly emphasis and unity, and apply this knowledge to their art.

Students will recognize works of art that exemplify these principles of design.

Students will understand murals as an artistic expression and recognize famous murals throughout art history.

Students will understand the slab method of working with clay.

Students will apply their knowledge of clay firing and glazing to create a ceramic tile.

Students will recognize, understand and appreciate the importance of participation and effort when involved in a collaborative, team project.


Students will learn to effectively use constructive criticism to enhance /improve their own artwork as well as benefiting other students and their art.
















solving them.





Assessment Evidence

Classroom Evidence:


Summative : Demonstrate a foundational understanding of the rules, tools, and techniques that govern art making and execute developmentally appropriate works in visual arts in an array of

Other Evidence:



Adopted August 2016

mediums; Demonstrate the ability to define and solve artistic problems with insight, reason, and technical proficiency; Demonstrate the ability to respond to art works in various domains with insight and depth of understanding.

Learning Plan




Art Visuals






Student will learn to create art by applying the elements of art and the principles of design to a well-designed and creative ceramic tile.




Resources


Art visuals





Adopted August 2016

SIXTH GRADE VISUAL ARTS CURRICULUM

6th

Grade Unit 1 – Elements of Art (line, shape, color) and Principles of Design (proportion/scale, rhythm, unity ) –Figure Drawing (September – October)

Students will use their prior knowledge of the Elements of Art (line, shape, color) and Principles of Design (proportion/scale, rhythm, unity) to draw the human

figure, both in a realistic rendering and then using abstract figures to create art based on an anti-bullying theme . Students will study figure drawings, both

realistic and abstract, by well-known artists and understand how applying knowledge of the correct proportions of the human figure is foremost in creating an

abstracted human form. After understanding and exploring the correct proportions of the human body, students will design and create a cartoon character to

illustrate a poster that will convey an anti-bullying theme. By incorporating their acquired knowledge of the elements of art and the principles of design,

students will create a graphic work of art that will serve a utilitarian purpose of publicly displaying our school wide, anti-bullying, character education theme.

Students will understand the importance of creating artwork that sends a message and recognize the importance of art throughout history and in today’s

society. Students will conduct an evaluation of their own artwork through self-guided formal critiques that foster tolerance, acceptance and respect for other

students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to become better listeners

as well as better learners.






1.1.8.D.1, 1.1.8.D.2; 1.2.8.A.1-3; 1.3.8.D.1, 1.3.8.D.2, 1.3.8.D.3, 1.3.8.D.4, 1.3.8.D.5, 1.3.8.D.6; 1.4.8.A.1-7; 1.4.8.B.1, 1.4.8.B.2, 1.4.8.B.3


What are the Elements of Art and the Principles of Design? How do these foundations of art guide us in the creation of our art?

What are the scientifically accurate proportions of the human body?

What are some examples of artistically depicting the human body, both realistic and abstract, and the artists’ reasons for portraying the human figure in that way?

How would we illustrate our character education theme of anti-bullying?

Students will review their knowledge of the Elements of Art and the Principles of Design, and apply this knowledge to their art.

Students will identify and understand the scientifically accurate proportions of the human body.

Students will recognize several examples of artwork depicting the human form, both realistically and in an abstract version, and understand why the artist chose to illustrate the human figure that way.

Students will analyze the effectiveness of conveying a message through


Adopted August 2016

What are some of the most effective art techniques for designing a public work of art that delivers a message?

Why is art, as a visual statement, important in today’s society?



art and apply this acquired knowledge to designing and creating a poster that will illustrate an anti-bullying message conducive to our school wide character education program.

Students will use artistic techniques such as bold, colorful lettering and expressive graphics to create an effective, easily understood, and visually stimulating poster.

Students will understand the importance of public art in today’s society.



Student Objectives

Students will identify the Elements of Art and the Principles of Design, and apply this knowledge to their art.

Students will understand and be able to identify the scientifically accurate proportions of the human figure.

Students will recognize artistic interpretations of the human form, both realistic and abstract, and understand why the artist chose to portray figures in that style.

Students will understand the effectiveness of using art to convey a message.

Students will design and create an anti-bullying poster that effectively illustrates our character education theme using acquired artistic techniques and skills.



















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solving them.





Assessment Evidence

Classroom Evidence:

Pre and Formative : Group/individual oral assessment of the essential question; Guided discussion; Projects; Ongoing informal assessment using teacher observation; teacher/student conferencing


Other Evidence:


Learning Plan





Art Visuals






Student will learn to create art by applying the elements of art and the principles of design to a well designed, creative, effective public work of art that conveys a message


Adopted August 2016



Students will understand the value of accepting constructive criticism to help us become better listeners and better learners.

Resources


Art visuals




6th

Grade Unit 2 – Elements of Art and Principles of Design – Ceramic Crafts (November – January)

Students will use their prior knowledge of the Elements of Art and the Principles of Design to create a product that has an artistic, yet functional purpose

known as a craft. After a review of the basic clay manipulation techniques, students will be engaged in a choice based art education concept. Students will

elect to use either a slab, coil or pinch method of clay building to create a trivet, mug or pot. Through the study of examples of utilitarian art throughout

history, students will gain insight into the importance of creating a well-designed, carefully crafted foundation for a functional work of art as well as making the

product aesthetically appealing. Students will conduct an evaluation of their own artwork through self guided formal critiques that foster tolerance,

acceptance and respect for other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the

students to become better listeners as well as better learners.






1.1.8.D.1, 1.1.8.D.2; 1.2.8.A.1, 1.2.8.A.2, 1.2.8.A.3; 1.3.8.D.1, 1.3.8.D.2, 1.3.8.D.3, 1.3.8.D.4, 1.3.8.D.5, 1.3.8.D.6; 1.4.8.A.1-7; 1.4.8.B.1-3



How do we create art that serves many purposes – as an example


Students will understand and define art that is visually appealing and


Adopted August 2016

of fine art and as a functional craft?

What is are the three basic clay manipulation techniques used in ceramic crafts?

In choosing one of these techniques for an art project, how do we incorporate the elements of art and the principles of design into crafting a well-designed and durable product?

What are the step by step procedures for clay building, glazing and firing ceramic slab trivets, coil mugs and pinch pots?

What are some examples of art works, throughout history, that have served dual purposes of being considered fine art as well as useful, functional products?



also purposeful.

Students will review and understand basic clay manipulation techniques used in ceramic crafts.

Students will apply learned knowledge of the elements of art and the principles of design into crafting a well-designed and functional product.

Students will review, understand and utilize step by step procedures for clay building, glazing and firing ceramic slab trivets, coil mugs and pinch pots.

Students will study and identify works of art that are appreciated for art’s sake, and also for their utilitarian uses.




Student Objectives


Students will understand and recognize art that is visually creative and utilitarian, specifically in ceramic crafts.

Students will choose to craft either a clay slab trivet, coil mug or pinch pot and be responsible for the design, modeling and functionality of their product.

Students will utilize the proper procedures for clay building, glazing and firing.

Students will recognize and understand their artwork as an aesthetically appealing statement as well as a functional practical craft.

Students will understand the importance of public art throughout history and in today’s society.












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solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan





Art Visuals






Adopted August 2016


Student will learn to create art by applying the elements of art and the principles of design to a well-designed, creative, effective and functional work of art



Students will understand the value of accepting constructive criticism to help us become better listeners and better learners.

Resources


Art visuals




6th

Grade Unit 3 - Elements of Art and Principles of Design – Adinkra Printmaking (February – March)

Students will use their prior knowledge of the Elements of Art and the Principles of Design to create art that has an artistic, functional, expressive purpose.

Students will learn about a traditional cultural craft made by the Ashanti people of Ghana called Adinkra cloth. Students will study examples of this artistic

technique throughout history and understand how art can be decorative and functional. After a review of basic printmaking procedures, students will apply

learned techniques to the creation of a printing plate that will be used to craft material similar to the Adinkra cloth. Students will understand the importance

of creating a well-designed, carefully carved foundation for a functional, narrative work of art as well as making the product aesthetically appealing. Students

will conduct an evaluation of their own artwork through self guided formal critiques that foster tolerance, acceptance and respect for other students’ abilities,

interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to become better listeners as wel l as better

learners.






1.1.8.D.1, 1.1.8.D.2; 1.2.8.A.1, 1.2.8.A.2, 1.2.8.A.3; 1.3.8.D.1-5, 1.3.8.D.6; 1.4.8.A.1-7; 1.4.8.B.1-3



Adopted August 2016


How do we create art that serves many purposes – as an expression of our culture, as an example of fine art and as a functional craft?

What is Adinkra cloth and where would we find examples of this type of art?

How did do the Ashanti people create art that is aesthetically and visually appealing and also serves a practical purpose?

What are the basic printmaking techniques used in this African craft?

What step by step procedures do we follow to create an incised piece of artwork similar to the Adinkra symbol carving?

What step by step procedures do we follow to use this carving to print our well composed, descriptive cloth design?




Students will understand and define utilitarian art that provides artistic appeal and cultural expression, specifically in the study of African Adinkra cloth.

Students will review and understand basic printmaking techniques, in preparation for creating a printmaking plate representative of Adinkra symbols.

Students will apply learned knowledge to the procedures and techniques necessary for the completion of their traditional African Adinkra cloth printing.

Students will understand how works of art can be appreciated for art’s sake, and also serve a practical, useful purpose.


Students will analyze and identify the most important elements of art and principles of design to be considered and applied to the creation of their art project.



Student Objectives


Students will understand and recognize art that is visually creative, expressive and utilitarian, specifically in the cultural art of the African people known as Adinkra cloth printing.

Students will understand and utilize basic printmaking techniques in designing and carving Adinkra symbols.

Students will understand and utilize basic printing techniques to affix their well designed Adinkra symbol to fabric.

Students will recognize and understand art as an aesthetically appealing, narrative statement as well as a functional practical craft.

Students will analyze and apply the most important elements of art and principles of design to the conception and creation of their art project.






Adopted August 2016
















solving them.





Assessment Evidence

Classroom Evidence:



Other Evidence:


Learning Plan




Art Visuals


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Create works of art using the foundations of art




Analyze the use of basic principles of design in creating art for social commentary

Resources


Art visuals




6th

Grade Unit 4 - Elements of Art and Principles of Design – Advertising Art ( April – May)

Students will use their prior knowledge of the Elements of Art and the Principles of Design to collaborate, in teams, on ideas and conceptions leading to the

design and creation of a new product for consumers. Students will learn about careers in advertising art that combine illustration and graphic art with

storytelling and promotional gimmicks. After an introduction to advertising terms and theories, students will rely on teamwork, cooperation and

determination to imagine and design a new product that they will model and advertise using all materials available to them in the art room. The final product

will be presented to students in the fourth grade who will ultimately decide which team designed, created and “pitched” their product most successfully.

Students will understand the importance of creating a well-designed, carefully crafted product that will appeal to the consumer aesthetically as well as

practically. Students will conduct an initial evaluation of their own artwork through self-guided formal critiques that foster tolerance, acceptance and respect

for other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork enabling the students to become better

listeners as well as better learners. Students will also be evaluated by younger students using a series of pre-planned categories with numbered levels of

excellence to judge the participants.






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1.1.8.D.1, 1.1.8.D.2; 1.2.8.A.1, 1.2.8.A.2, 1.2.8.A.3; 1.3.8.D.1, 1.3.8.D.2, 1.3.8.D.3, 1.3.8.D.4, 1.3.8.D.5, 1.3.8.D.6; 1.4.8.A.1-7; 1.4.8.B.1-3



What is advertising art? How important is this career in our consumer driven society?

What are some of the terms used in advertising art and how are these visually interpreted?

What are some basic advertising theories and how do these concepts affect what we produce and what we consume?

Along with the basic foundations of art making, what would be the most important premise for creating a well-designed effective functional product as a team project?

How important is the advertising “pitch”? What are some effective methods of selling the product to consumers?

What are the most important lessons to be learned from working within a group?




Students will understand advertising art and why this type of art is important in a society that is consumer oriented and driven.

Students will learn and identify advertising terms and understand how they are visually and artistically interpreted.

Students will understand and recognize basic advertising theories and how the theories affect what we, as a society, produce and what we buy.

Students will apply the basic foundations of art, along with acquired knowledge of consumerism, to the design and creation of a new, imaginative product.

Students will learn and use effective methods of promoting or “pitching” their products to an audience.

Students will understand the importance of teamwork using cooperation, tolerance, responsibility and determination as the guiding factors to achieving success in this endeavor.




Student Objectives


Students will understand and recognize the importance of advertising art in today’s society.

Students will understand and recognize basic terminology and theories used in advertising art to define, interpret, and design marketable products for today’s world.


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Students will analyze and apply the most important elements of art and principles of design to the conception and creation of their imaginative new product.

Students will learn and effectively use techniques for promoting and selling their product.

Students will understand the importance of teamwork to achieve success.



















solving them.





Assessment Evidence

Classroom Evidence:


Summative : Demonstrate a foundational understanding of the rules, tools, and techniques that govern art making and execute developmentally appropriate works in visual arts in an array of mediums; Demonstrate the ability to define and solve artistic problems with insight, reason, and technical proficiency;

Other Evidence:



Adopted August 2016

Demonstrate the ability to respond to art works in various domains with insight and depth of understanding.

Learning Plan




Art Visuals






Student will learn to create advertising art and creative products by applying the elements of art and the principles of design to a well-designed, creative, effective and functional work of art.



Student will understand the value of accepting constructive criticism to help us become better listeners and better learners.

Student will learn and understand the value and importance of teamwork with cooperation, tolerance, responsibility and determination as the guiding principles toward achieving success, and pride in accomplishment.

Resources


Art visuals




6th

Grade Unit 5 - Elements of Art and Principles of Design – Chesterfield Memories Quilt (June)

Students will use their prior knowledge of the Elements of Art and the Principles of Design to design and create a fabric quilt square that will depict the

student’s personal memory of Chesterfield Elementary School. Students will choose one memory of CES that will forever encapsulate their school days with

sentiment and nostalgia. This final art project will be sewn together with all of the other sixth grade students’ squares to create a unique, artistic quilt that will

serve as a tribute to the school that gave them the foundation for learning. Students will understand the importance of creating a well-designed, carefully

drawn and vividly colored fabric square to effectively portray their memory. Students will also recognize the importance of civic responsibility since the quilt

will remain with the school indefinitely. Students will conduct an initial evaluation of their own artwork through self-guided formal critiques that foster


Adopted August 2016

tolerance, acceptance and respect for other students’ abilities, interpretations and ideas, as well as offering constructive criticism for one’s own artwork

enabling the students to become better listeners as well as better learners.






1.1.8.D.1, 1.1.8.D.2; 1.2.8.A.1, 1.2.8.A.2, 1.2.8.A.3; 1.3.8.D.1, 1.3.8.D.2, 1.3.8.D.3, 1.3.8.D.4, 1.3.8.D.5, 1.3.8.D.6; 1.4.8.A.1-7; 1.4.8.B.1-3



What is public art? What statement does a collaborative work of art make to the public?

What would you choose as the one singular memory of Chesterfield Elementary School that you want to illustrate and preserve?

Using all of the knowledge of the foundations of art, what lines, shapes and colors would you use to create a rhythmic, unified, balanced composition?

Why do you feel that this team effort to preserve the legacy of CES is important to publicly display?

What are the most important lessons to be learned from contributing to a group project?




Students will understand the concept of public art and recognize the contribution that this type of art makes to the community, especially with this final art project that will remain at Chesterfield Elementary School indefinitely.

Students will identify one memory of CES that they want to illustrate and preserve.

Students will apply their acquired knowledge of the foundations of art to create a well-designed, effective, colorful fabric square that captures an endearing moment at Chesterfield Elementary School.

Students will understand the pride and self-satisfaction to be gained from creating group art with a team effort.



Student Objectives



Adopted August 2016

Students will understand and recognize public art and the important contribution this type of art makes to society.

Students will identify and choose one memory of CES that they want to illustrate and preserve as a fabric square for a group quilt.

Students will apply acquired knowledge of the foundations of art to design, draw and color their fabric square.

Students will understand the importance of teamwork to achieve success.


















solving them.





Assessment Evidence

Classroom Evidence:


Summative : Demonstrate a foundational understanding of the rules, tools, and techniques that govern art making and execute developmentally appropriate works in visual arts in an array of mediums; Demonstrate the ability to define and solve artistic problems with insight, reason, and technical proficiency; Demonstrate the ability to respond to art works in various domains

Other Evidence:



Adopted August 2016

with insight and depth of understanding.

Learning Plan





Art Visuals






Resources


Art visuals





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Differentiation of Instruction

Art is a visual language that transcends racial, cultural, and socio-economic barriers, as well as physical and academic abilities. Art Education uses multiple modes of learning that provide ample opportunities to reach every student, to connect art to each student, and to connect learning across the school curriculum.

To differentiate instruction in the art classroom, focus must be on:

Content

Demonstrations

Guided step by step instructions

Art prints and posters

Supplementary texts and literature

Student choices

Cross-curricula references

Technology and internet resources

Processes

Using a variety of art media and techniques

Learning centers that encourage exploration

Tiered activities to accommodate varying skills levels

Varying the length of time to accomplish the goal

Products

Create art for art’s sake

Create tangible items for utilitarian purposes

Create artworks for public display

Apply learned skills for altruistic use

Learning

Environment

Setting clear guidelines

Promoting respect and the use of constructive criticism through classroom critiques

Fostering cooperation and teamwork through participation in group activities

Learning through modeling and peer leadership

Chesterfield Visual Arts Curriculum€¦ · works of art in dance, music, theatre, and visual art....

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Transcript of Chesterfield Visual Arts Curriculum€¦ · works of art in dance, music, theatre, and visual art....