ELEMENTARY K–6 Explorations in Art · 2 Explorations in Art, K–6 Kindergarten PROGRAM COMPONENTS Kindergarten is different, and we know it! Inspired by the Reggio Emilia approach

What sets Explorations in Art apart?

Theme-Based LearningUnit themes such as Traditions and Identity show students

the relevance of art in their own lives and the lives of

people across time and place.

Process-Based StudiosBy learning a process that emphasizes the importance of

thinking, planning, and reflection in creating original

artworks, students go way beyond “make and take.”

Alignment to Language ArtsA five-step studio process, aligned with the five-step writing

process, provides hands-on reinforcement of writing instruction and the cognitive processes critical to both

visual and written compositions.

By Marilyn G. Stewart, Eldon Katter, and Cathy Weisman TopalContributing authors Laura H. Chapman and Nancy Walkup

Available as an eBook and print textbook.

DAVIS PUBLICATIONS 50 PORTLAND STREET WORCESTER MA 01608 800-533-2847 DAVISART.COM

ELEMENTARY K–6

Explorations in Art

2 Explorations in Art, K–6

KindergartenPROGRAM COMPONENTS

Kindergarten is different, and we know it! Inspired by the Reggio Emilia approach to early childhood education,

only Explorations in Art combines a solid foundation for learning how

to use tools and materials with the delight of exploring materials,

developing skills, and inventing new ways to create.

The Big Book includes:• 39 lessons in 10 engaging units.

• Art images and a Studio Exploration with each lesson.

• Lessons in the first unit that focus on basic skills, such as how to hold and use a crayon, a pair of scissors, a paintbrush, and how to tear and cut paper, while fostering creative expression and exploration.

The Teacher Edition includes:• An introduction to each unit.

• Preparation for teaching with materials lists, vocabulary, age-appropriate objectives, and set-up suggestions.

• Step-by-step guidance through each part of the lesson: engaging students at the start, suggesting questions and comments to promote idea-sharing, pointing out potential challenges, and more.

• Ongoing assessment suggestions as well as scoring rubrics.

• Classroom-tested management techniques.

• Illustrations and photographs of classroom situations and children’s artwork.

LessonEach Big Book lesson begins with art images and questions to encourage exploration.

Photos & Illustrations Photographs and illustrations demonstrate teacher technique, classroom seating, students at work, and other helpful content.

Teacher Edition, Unit 1, Lesson 5

Davis Publications DavisArt.com 3

Student ArtworkExamples of student artwork and quotations are included throughout.

Assessment Point-of-use assessment criteria is included for each lesson. The assessment criteria always relates to the lesson objectives.

Studio Exploration Each Big Book lesson ends with a Studio Exploration. Clear, illustrated examples and directions help children explore, while ensuring an opportunity for individual expression and problem solving.

Variations / Extensions Variations/Extensions are included with each lesson. Here the suggestion of using warm colors for cutting and cool colors for the background incorporates a color concept into this lesson on cutting.

Scissors History The Teacher Edition includes interesting facts for teachers to share with students, including the fact that many consider that Leonardo da Vinci invented scissors.

Teaching Tips Teaching Tips include safety tips; ways to challenge and engage students; support for differentiated instruction; classroom management tips, such as giving a fair warning to children before collecting the scissors; games; and ways to include the classroom teacher.

Professional Development The program includes built-in professional development, including this quotation from an early childhood expert.

Lesson Resources Children’s Trade Books are recommended for each lesson.


The Student Book includes:• Brilliant fine-art images

• 54 studios with stellar examples

of student artwork

• Art criticism based on fine art

and student artwork

• Technique illustrations

• Artist biographies

• Globes and maps

• A handbook with clear examples

of elements and principles

• And much more!

Student Book, Grade 3

The Student Books for grades K–2 are also available as Big Books.

Student Book, Grade 3, Unit 1 Introduction

Student Book, Grade 3, Studio Exploration, Lessons 5 and 6

PROGRAM COMPONENTS

Grades 1–6Student Book


Six Theme-Based Units

Themes Each Student Book includes six units, each

organized around a universal theme relevant to students’

lives. These themes foster meaningful connections to art-

works across time and place. Elements and principles

are embedded throughout each unit to ensure

continual application and understanding.

Strand 3: Find and show beauty in nature.

1

2

3

Student Book, Grade 1, Unit 1

Strand 1:

Find and show beauty in the places of our world.

Strand 2: Find and show beauty in everyday objects.

Unit Theme:Looking Around

Strands Each unit theme is organized into three

teaching and learning strands that explore specific

aspects of the unit theme. Each strand includes two

concept lessons—each with a studio—and an extended

Studio Exploration with hands-on, cumulative

reinforcement of the two previous concept lessons.


Teacher Edition, Grade 2

The Unit Overview introduces each unit to the teacher and helps introduce the unit theme and learning objectives to students.

The Human Experience Each unit is organized around a universal theme or enduring idea that is shared by people across time and place.

Art and the Human Experience

Each unit focuses on how artists across time and place have experienced the theme.

Strands Each unit theme is divided into three strands that help students experience the theme from three different perspectives.

Learn about the unit structure in each Student Book and Teacher Edition as you view these pages from Grade 2, Unit 2.

GRADES 1–6 UNIT STRUCTURE

Unit Overview


Unit Objectives Each unit is organized around four learning objectives:

Learn about artworks. Students learn the significant role that art plays in our lives and in society.

Learn how artists communicate. Students learn how artists communicate ideas using the elements of art, principles of design, skills and techniques, and forms and media.

Experience the theme as artists. The nine studio experiences in each unit provide an opportunity for students to express their understanding of the unit theme, while practicing the specific skills and techniques that artists use to communicate.

Experience the theme as viewers of art. Like creating art, the viewing of art is a skill that can improve with practice. Each unit includes numerous artworks from across time and place to help students learn how to view and discuss art-works. Art criticism questions based on both fine art and student artworks are also included.

Art Concepts Elements and principles, skills and techniques, and forms and media are introduced early in each grade level and repeated throughout each unit. In this way, students learn that shape, line, color, value, form, and texture all work together to create an effective artwork and to convey the artist’s message.

Introduce the UnitTeaching support for introducing the unit theme and objectives is included in each Unit Overview.


Students begin to experience the theme and art concepts by viewing and discussing two artworks by the same artist.

Prepare Lesson Objectives Objectives are clearly stated before each lesson. Unit Theme Unit themes are based on universal themes common to the human experience. Students learn how artists experience and communicate these enduring themes.

Teach Introduce the Unit Each lesson begins with prompts to help engage students and focus their attention.

Explore the Art This section provides tips for helping students explore each artwork.

Compare and Contrast A Venn Diagram activity helps students compare two artworks by the same artist.


Unit Introduction



Close Each lesson ends with a two-part close: the Quick Question Review and a suggestion to heighten students’ Aesthetic Awareness.

About the Artist A brief biography of the featured artist is included in the introduction.

Art History Art History features connect art to historical events and to art movements.

Lesson Resources Lesson-specific resources are listed at point of use. A unit pretest is available in the Resource Masters.

Unit Vocabulary The Unit Vocabulary is listed for the teacher in each Unit Introduction and Unit Review. Words are listed in both English and Spanish.

Assess The Assess feature provides guidelines for a quick informal assessment of lesson objectives.


The first lesson of each unit introduces the first of three strands in the unit. Each strand includes two lessons, along with a culminating Studio Exploration.

Prepare Prepare includes Lesson Objectives and Materials.

Teach Engage The Engage questions serve to activate students’ prior knowledge and to introduce the lesson theme and concepts. Questions are designed to make the lesson concepts relevant to students.

Explore the Images Explore the Images includes questions and support for helping students view each artwork.

Create Create includes teaching tips and support for studio instruction and exploration.

Strand Each unit includes three strands. Each strand provides a specific focus on the unit theme.


Strand 1: First Lesson



Children’s Trade Books Children’s Trade Books sugges-tions accompany each lesson. These books are chosen based on three criteria: more about the artist; illustrations that exemplify the art concept, such as line or variety; or information about the lesson content, such as trees or birds.

Studio Time Each lesson includes a studio opportunity for students to explore the lesson theme and art concepts. Student artwork is included as examples.

Lesson Resources Each lesson includes a suggested image to extend the lesson concepts, available as a digital image.

Differentiated Instruction Each lesson includes support for meeting the individual needs of students. Tips include support for English language learners, Spanish speakers, special needs, advanced, and extra help.

Professional Development The Davis Art Education in Practice series is referenced throughout the Teacher Edition, and provides ongoing correlations to the series for professional development.

Alignment to Language Arts Green boxes indicate connections to reading and language arts skills.


The second lesson of each strand continues exploration of the strand concept, and introduces new art concepts.

Studio Evaluation Criteria Evaluation Criteria is included for each studio in the program. The purple color indicates assessment opportunities and support.

Strand Each unit includes three strands or subthemes. A strand includes two lessons and a Studio Exploration.

Teach Teach includes Engage, Explore the Images, and Create.


Strand 1: Second Lesson



Aesthetic Awareness Help for encouraging students to view their world like an artist, and to look for the concepts they learned about in the world around them.

Quick Question Review A quick way for students to review what they’ve learned. Questions are designed to be easy ways to review lesson concepts. Every Pupil Response (EPR) ensures that all students participate.

Differentiated Instruction All tips are designed to fit in with regular classroom instruction.

Sketchbook Connection Useful tips for encouraging students to keep a personal sketchbook.

Lesson Resources A digital image is suggested to extend each lesson.

Connections Connections across the curriculum cover a variety of topics, including reading, writing, math, science, social studies, health, and the arts.


Each strand ends with a Studio Exploration. The four-page Studio Explorations—three per unit— provide cumulative reinforcement and exploration of lesson concepts. A five-step studio process guides students through the creative process.

Remember To The Remember To questions provide built-in studio evaluation criteria for students. Before students begin, they know their studio goals, and how their work will be evaluated.

Studio Evaluation Criteria Built-in studio evaluation criteria is included in the Student Book in the Remember To section.

Read, Look, and Learn Students begin by reading about the goal of the Studio Exploration.

Teach Introduce the Studio Teaching support includes a connection to the unit theme, the art concepts, and an introduction to the goals of the studio.

Step 1 Plan and Practice Step 1 of the five-step process includes Plan and Practice. Plan includes prompts to help students come up with an idea, and to design or plan their artwork. Practice is included as needed to help students practice with materials, techniques, and tools before beginning their artwork.


Strand 1: Studio Exploration



Inspiration from Art Each Studio Exploration includes Inspiration from Art to inspire students before they begin their artwork. These artworks are available as digital images.

Language Arts Connections Connections to Reading and Language Arts are easily identified by these green boxes.

Cross-Curricular Connections Cross-Curricular Connections are quick and informative ways of helping students connect learning across the curriculum.

Art History Each Studio Exploration includes Art History related to the Inspiration from Art, including information on the artist and the artwork.

Digital Option Studio Explorations include an option for using the computer to prepare for or complete the studio.

Inspiration from Our World Each Studio Exploration includes photos and images from the world to help students plan their artworks.


The last two pages of each Studio Exploration include Steps 2–5, four technique illustrations, and an Art Criticism feature based on authentic student artwork.

Teach Teaching support includes practical tips and suggestions for guiding students through steps 2–5.

Step 2: Begin to Create Four technique illustrations to model the use of materials and tools. These illustrations are available as digital images.

Step 3: Revise Students are encouraged to think about the Remember To questions that serve as studio evaluation criteria. This is a good time for self and peer evaluation.

Step 4: Add Finishing Touches Students are encouraged to think about their artwork one last time before they consider it complete.

Step 5: Share and Reflect Students learn more about their artworks by sharing with their classmates. They learn the importance of reflecting on what they have learned about themselves as artists, and what techniques, materials, forms, and media they may use in the future.

Assessment Rubric Studio-specific evaluation criteria, as well as criteria for assessing learning for the complete strand, including the two lessons that precede the Studio Exploration.

Assess The Assess feature provides guide-lines for a quick informal assessment of lesson objectives.

Close Each lesson ends with a two-part close: the Quick Question Review and suggestions for ways students can become more aesthetically aware of their environment.


Strand 1: Studio Exploration (CONTINUED)



Art Criticism Art Criticism based on student artwork provides students with a safe model for peer revision and assessment. The student artwork and questions are available as digital images.

Sketchbook Connection Sketchbook activities provide practical tips and suggestions for encouraging students to keep a personal sketchbook, and to extend learning.

Technique Illustrations Four technique illustrations are included in each Studio Exploration. Illustrations are designed to help students with materials, tools, and techniques.

Art Criticism Possible Answers Possible answers are included in the Teacher Edition.

Reading Comprehension A wealth of connections to reading and language arts, highlighted in green boxes, are provided throughout each grade level.

Portfolio Tip Portfolio Tips provide practical suggestions for keeping a portfolio, and for encouraging students to reflect on them-selves as artists, what they have learned, and their goals for future artworks.


Each unit includes a Connections feature that connects the unit theme and art concepts to three artworks: one from the past, one from another place, and one from daily life. Students learn that the unit theme is not only relevant in the present, but has been relevant across time and place.

In the Past Students learn how people from the past have experienced the unit theme. Each grade level spans six chronological periods, such as Early Times (Prehistoric and Egyptian), Ancient and Classical (Greece and Rome), Renaissance (Northern Europe and Italian), Baroque, Eighteenth and Nineteenth Century (e.g., Romanticism, Impressionism), and Twentieth Century Art.

Venn Diagram A Venn Diagram provides a compare and contrast activity to show how two artworks from two different time periods and places are similar and different.


Unit Connections



Art History Art History features provide historical context and back-ground for each artwork and artist.

Careers in Art Each unit introduces students to a variety of interesting careers in art.

In Another Place Students learn how people across the globe have experienced the unit theme. Each grade level focuses on six different regions of the globe, including Africa, Asia, the Middle East, Australia, the South Pacific, Europe, and South and North America.

Map and Globe The map and globe connect to Social Studies and reinforce global studies.

In Daily Life A contemporary artwork or image exemplifies the unit theme.


Each Unit Review includes a review of vocabulary and key concepts. These are designed to provide a variety of options based on your time constraints and classroom needs.

Review the Unit Objectives Teachers have point-of-use support for reviewing the unit objectives, themes, art concepts, and vocabulary. A performance task to review the unit objectives is included in the Unit Close on the following page.

Match the Pictures Match the Pictures provides a quick way to review key unit vocabulary and concepts.

Write About Art Writing prompts extend art concepts through writing.

Aesthetic Thinking Aesthetic Thinking questions provide discussion springboards for discussing aesthetics. Students wonder what art is, why people create it, why people in some cultures are considered artists while others are not, what is considered good art, and how we can know what an artwork means.

Answers The Teacher Edition includes answers and support for each feature in the Student Book.


Unit Review



Vocabulary The unit vocabulary is listed in the Unit Review. All vocabulary words are listed in the Student Glossary. Definitions in Spanish are included in the Reference section at the back of the Teacher Edition.

Professional Development Throughout each unit, references are made to the Art Education in Practice series. Each book in the series is designed to transform education research and theory into practical classroom strategies.

Art Criticism Each Unit Review in the Student Book culminates with an Art Criticism activity based on fine art. The questions provide an authentic opportunity for students to demonstrate their understanding of the unit theme as well as specific art concepts. This is one of four Art Criticism features in each unit.


The end of each unit in the Teacher Edition includes authentic assessment options, as well as engaging extensions across the arts.

Unit Performance Assessment Clear performance tasks provide an authentic assess-ment opportunity for each unit. This includes students’ understanding as both creators and viewers of art, as well as their understanding of the unit theme.

Objective The four objectives align with the objectives introduced at the beginning of the unit.

Rubric A rubric is included for each unit performance task.


Unit Close



The New Bloom’s Taxonomy For those schools and school districts that align curriculum goals with the New Bloom’s Taxonomy, teachers can easily identify performance tasks that combine both the knowl-edge dimension and cognitive processes.

Connections Across The Arts Meaningful connections across the arts conclude each unit.

Grade 1 Unit 1: Looking Around; Seeing Our World

Unit 2: People and Places; Seeing Details and Actions

Unit 3: Colorful Stories; Color and Imagination

Unit 4: Art and Nature; Getting Ideas

Unit 5: Special Times; Art to Remember

Unit 6: Change; New and Different

Student Handbook

Kindergarten Unit 1: Thinking and Working as Artists

Unit 2: One Subject, Many Media

Unit 3: Transformation

Unit 4: Exploring Clay

Unit 5: Line Printing

Unit 6: Design

Unit 7: Sewing

Unit 8: Animals

Unit 9: Color

Unit 10: Buildings and Cities

Grade 2 Unit 1: Nature’s Beauty; Looking and Seeing

Unit 2: We Belong Together; Expressing Moods and Feelings

Unit 3: Back to Nature; Choosing Subject Matter

Unit 4: Picture Stories; Images and Ideas

Unit 5: Work and Play; Space and Movement

Unit 6: Outside and Inside; Design for Living

Student Handbook

Grade 3 Unit 1: Alone and Together; Art Forms and Media

Unit 2: Invented Worlds; Imagination and Wonder

Unit 3: Stories; Symbols and Styles

Unit 4: Places and Spaces; Architecture in Our Lives

Unit 5: Forces of Nature; Variety of Contrast

Unit 6: Keeping Traditions; Form, Function, and Materials

Student Handbook

Grade 4 Unit 1: Appearances; Looking at Our World

Unit 2: Sharing Stories; Art and Communication

Unit 3: Presenting Places; The Human Landscape

Unit 4: Nature’s Gifts; Making Choices

Unit 5: Traditions; Our Artistic Heritage

Unit 6: Imagination; Invention and Abstraction

Student Handbook

Grade 5 Unit 1: We the People; People and Their Stories

Unit 2: Our Artistic Heritage; Art Forms and Media

Unit 3: Surprises; Materials and Forms

Unit 4: Close to Nature; Seeing Connections

Unit 5: Sharing; Communication

Unit 6: A World of Wonder; Art and Imagination

Student Handbook

For more information about:

• eBooks on Davis Digital• Ancillaries• Pricing• Ordering Codes

Visit DavisArt.com.

Grade 6 Unit 1: Day to Day Observation

Unit 2: Harmony; Connecting with Nature

Unit 3: Stories; Ideas and Expression

Unit 4: Design; Form and Function

Unit 5: Communicating Ideas; Signs and Symbols

Unit 6: Celebration; Memory and Ideals

Student Handbook

GRADES K–6

Table of Contents

DAVIS PUBLICATIONS 50 PORTLAND STREET WORCESTER MA 01608 800-533-2847 DAVISART.COM

Documents

ELEMENTARY K–6 Explorations in Art · 2 Explorations in Art, K–6 Kindergarten PROGRAM COMPONENTS Kindergarten is different, and we know it! Inspired by the Reggio Emilia approach