Instructional Guidelines - saisd.net file · Web viewBilingual Word Wall. decorativo. funcional. Scott Foresman Art . Unit 3 – Art, Past and Present. Lesson 5 – Familiar Forms

Art – Grade 5 Week 1 Unit of Study: Forms Third Grading PeriodTEKS Grade 5 (Content)

1 B identify in artworks that color, texture, form, line, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.

4 B analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.

TEKS Grade 5 (Skills and Processes) 2 C create original artworks and explore photographic imagery, using a variety of art materials

and media appropriately.

C Vocabulary Resources Instructional Guidelines

SAISD © 2004-05 ESL Page 1 of 1

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Word Wall decorative functional

Bilingual Word Wall decorativo funcional

Scott Foresman Art

Unit 3 – Art, Past and Present Lesson 5 – Familiar

Forms Studio Lesson – Make a

Coil Bowl

Optional Resources:

Supplemental Resources:Art PrintsFine Art TransparencyInstructional PrintsUnit-by-Unit Resources:

Rubric 3

Internet ResourcesScott Foresman online tour

Carmine’s introductions to line and shapeThe Artist’s Toolkit

Visual Understanding in Education

Reading/Writing and the Visual Arts: Research and Correlations

Project Rubric

The teacher will use resources and Before, During, and After strategies to: question and guide students as they examine a variety of clay vessels clarify the process artists use in clay constructions demonstrate and facilitate tools and materials needed for clay

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

CRigor

Relevance

1. What use might this vessel have?2. How will you add interest to the

design with glaze?3. What do you think is most

interesting about this form and why?

Identify and describe the coil method.

Express ideas by creating a clay bowl that demonstrates the coil method.

Evaluate original artworks by self and peers.

Structured Overview Discussions Concept Mapping Demonstrations Creative Problem Solving Primary Resources

Assessment Students will demonstrate an understanding of the coil method through classroom discussion and demonstrations. Students will complete an original clay vessel using the coil method. Students will participate in a class critique of original artworks and personal works of art.

Before: EngageDecorative / FunctionalHave students read pages 104 and 105.

During: Check for UnderstandingHave students look through decorating magazines, interior design books and newspaper advertisements to find examples of functional and decorative objects.

After: Evaluate

Have students discuss the difference between the two types of objects and determine what makes an item strictly decorative or functional.

Technology Connection WEB LINKS

Sketchbook JournalHave students make sketches of a bowl that expresses a cultural influence. Use variety in their design.


http://www.vue.org/

http://www.vue.org/

http://www.artsconnected.org/toolkit/explore.cfm

http://www.sanford-artedventures.com/play/lineshape/zigzags.html


http://www.scottforesman.com/tours/

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Instructional Modifications/ Accommodations Determined by ARD/IEP

During: Check for Understanding Have students make a small cup by winding a coil tightly into a pinwheel form, then make and stack coils to form

the sides.

Art – Grade 5 Week 2 Unit of Study: Sculpture Third Grading PeriodTEKS Grade 5


4 A analyze personal artworks in interpret meaning 4 B analyze original artworks, portfolios, and exhibitions by peers and others to form

conclusions about properties

TEKS Grade 5 2 C The student is expected to create original artworks and explore photographic imagery, using

a variety of art materials and media appropriately.



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Word Wall video

Bilingual Word Wall video

Scott Foresman Art

Unit 3 – Art, Past and Present Lesson 6 – Sculpting

Technology Studio Lesson –Make a

Robot

Optional Resources:


Rubric 3





Project Rubric

The teacher will use resources and Before, During, and After strategies to: Guide students as they examine sculptures that illustrate video art technology Demonstrate and facilitate tools and materials need for sculpture



CRigor

Relevance

4. How do the sculptures reflect modern culture?

5. What images will you place on the sculpture to express your ideas about technology?

6. What message does your group's robot convey about technology?

Identify and describe video art technology in sculpture.

Express ideas about technology.

Evaluate original artworks by self and peers


Assessment Students will demonstrate an understanding of video art technology through classroom discussion. Students will complete a group sculpture. Students will participate in a class critique of original artworks and personal works of art.

Before: Engage Have students preview the text and study the sculptures on page 108.

During: Check for UnderstandingHave students describe the shapes and images used in the sculptures.

After: Evaluate

Have students answer the questions in the text in writing.

Technology Connection For more information click on:The Artist’s Toolkit

WEB LINKS

Sketchbook JournalHave students sketch a design for a form made out of electronic equipment, such as a stereo or computer parts.



http://www.vue.org/

http://www.vue.org/





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During: Check for Understanding Have students use magazine pictures for inspiration.

Art – Grade 5Week 3 Unit of Study: Pattern Third Grading PeriodTEKS Grade 5 (Content)


3 A Compare artworks from several national periods, identifying similarities and defferences. 3 B Compare cultural themes honoring history and traditions in American and other artworks. 4 B analyze original artworks, portfolios, and exhibitions by peers and others to form

conclusions about properties.

TEKS Grade 5 (Skills and Processes) 2 A the student is expected to combine information from direct observation, experience, and

imagination to express ideas about self, family, and community. 2 C create original artworks and explore photographic imagery, using a variety of art materials




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Word Wall weaving

Bilingual Word Wall tejido

Scott Foresman Art

Unit 4 – Art as Self-Expression Lesson 1 – Pattern Studio Lesson – Weave a

Pattern

Optional Resources:


Rubric 4





Project Rubric

The teacher will use resources and Before, During, and After strategies to: Guide students as they examine pattern in a variety of artworks Guide students as they develop their woven artwork



CRigor

Relevance

7. How does the blanket show cultural themes honoring traditions?

8. How will you organize lines into a pattern?

9. What pattern do you see in this artwork?

Identify and describe pattern in art.

Express ideas by creating a woven artwork that demonstrates an understanding of pattern and weaving.

Discuss their artwork in a class critique


Assessment Students will demonstrate an understanding of pattern through classroom discussion. Students will complete a woven artwork that shows pattern. Students will participate in a class critique of original artworks and personal works of art.

Before: EngagePatternHave students preview the text and examine the illustrations on pages 120 - 121 closely.

During: Check for Understanding

Have students discuss different cultures and their woven designs.

After: Evaluate

Have students answer the questions in the book in writing.


Sketchbook JournalHave student draw a blanket design using a combination of lines, shapes and colors to create a pattern.


http://www.vue.org/

http://www.vue.org/





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During: Check for Understanding Have students use ready-made looms to create their weaving.

Art – Grade 5 Week 4 Unit of Study: Printmaking Third Grading PeriodTEKS Grade 5 (Content)

1 A communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.


3 B Compare cultural themes honoring history and traditions in American and other artworks. 4 B analyze original artworks, portfolios, and exhibitions by peers and others to form

conclusions about properties.

TEKS Grade 5 (Skills and Processes) 2 A the student is expected to combine information from direct observation, experience, and

imagination to express ideas about self, family, and community. 2 C create original artworks and explore photographic imagery, using a variety of art materials




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Word Wall printmaking

Bilingual Word Wall grabado

Scott Foresman Art

Unit 4 – Art as Self-Expression Lesson 2 – Printmaking Studio Lesson – Create a

Relief Print

Optional Resources:


Rubric 4





Project Rubric

The teacher will use resources and Before, During, and After strategies to: guide students as they discuss the printmaking process used in a variety of artwork question and guide students as they develop their relief prints



CRigor

Relevance

10. What do you see in this print?11. What family event would be

important to commemorate?12. What will you change when you

make another print?

Identify and describe the printmaking process.

Demonstrate the printmaking process as they create a print about a family event.



Assessment Students will demonstrate an understanding of the printmaking process through classroom discussion and

demonstrations. Students will develop a design about a family event and create a relief print. Students will participate in a class critique of original artworks and personal works of art.

Before: Engage"Relief Prints"Have students study the images on page 124.

During: Check for UnderstandingHave students discuss the theme of the print and how the artist created feelings and emotions.

After: Evaluate

Have students answer the questions in the textbook in writing.

Have students decide what family event they will commemorate in a relief print.



http://www.vue.org/

http://www.vue.org/





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During: Check for Understanding Have students use a monochromatic color scheme.

Art – Grade 5 Week 5 Unit of Study: Unity and Variety Third Grading PeriodTEKS Grade 5 (Content)

1 B The student is expected to identify in artworks that color, texture, form, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.

3 B Compare cultural themes honoring history and traditions in American and other artworks. 4 A Analyze personal artworks to interpret meaning. 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers

and others to form conclusions about properties.

TEKS Grade 5 (Skills and Processes) 2 C The student is expected to create original artworks and explore photographic imagery, using

a variety of art materials and media appropriately..



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Word Wall unity variety

Bilingual Word Wall unidad variedad

Scott Foresman Art

Unit 4 – Art as Self-Expression Lesson 3 – Unity and

Variety Studio Lesson – Create a

Collage

Optional Resources:


Rubric 4





Project Rubric

The teacher will use resources and Before, During, and After strategies to: Question students as they examine unity and variety in a variety of artworks Demonstrate and facilitate tools and materials needed for collage



CRigor

Relevance

13. How does Matisse use color to create unity with this collage?

14. What story does your group want to tell with the collage?

15. What symbols did you choose to tell your story? What meaning do they have?

Identify and describe unity and variety in artworks.

Express ideas by creating a collage.

Describe, analyze, interpret, and judge original artworks by self and by peers.


Assessment Students will demonstrate an understanding of unity and variety through classroom discussion. Students will create a collage that illustrates unity and variety using color and shapes. Students will participate in a class critique of original artworks and personal works of art.

Before: Preview"Matisse"Have students preview the text and the images.

During: Check for UnderstandingHave students analyze the use of color, shapes and repetition.

After: Evaluate

Have students decide on colors and symbols that will represent their community.


Sketchbook JournalHave student use line, shape, and color to create some symbols that are meaningful to them. Write a brief explanation next to each sketch


http://www.vue.org/

http://www.vue.org/





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During: Check for Understanding Have students use pre-cut figures for their symbols.

Art – Grade 5 Week 6 Unit of Study: Jewelry Third Grading PeriodTEKS Grade 5 (Content)

1 A Communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences

2 B Compare relationships between design and everyday life. 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers


TEKS Grade 5 (Skills and Processes) 2 A The student is expected to combine information from direct observation, experience, and

imagination to express ideas about self, family, and community 2 C The student is expected to create original artworks and explore photographic imagery, using




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Word Wall jewelry

Bilingual Word Wall joyeria

Scott Foresman Art

Unit 4 – Art as Self-Expression Lesson 4 – Artistic

Adornment Studio Lesson – Create a

Buckle Design

Optional Resources:


Rubric 4





Project Rubric

The teacher will use resources and Before, During, and After strategies to: guide students as they recognize jewelry as a medium for creating art demonstrate and facilitate tools and materials needed for copper foil



CRigor

Relevance

16. How would you describe the motif of the belt buckle?

17. What community event will your design represent?

18. How did the artist emphasize the positive space?

Identify and describe jewelry as an art medium.

Express ideas about community with a motif.



Assessment Students will demonstrate an understanding of jewelry as a medium in artworks through classroom discussion. Students will complete a belt buckle design and render it using copper foil. Students will participate in a class critique of original artworks and personal works of art.

Before: EngageHave students preview images on page 134 - 135.

During: Check for UnderstandingHave students discuss the functional and decorative qualities of the objects.

After: Evaluate

Have students decide what community events could be used as inspiration for a commemorative belt buckle.

Technology ConnectionWEB LINKS

Sketchbook JournalHave student draw motif that could be used in a belt buckle design.


http://www.vue.org/

http://www.vue.org/





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During: Check for Understanding Have students use texture plate for their foil designs.

Art – Grade 5 Week 7 Unit of Study: Industrial Design Third Grading PeriodTEKS Grade 5 (Content)

1 A Communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.

2 B Compare relationships between design and everyday life. 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers






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Word Wall industrial

design functional art

Bilingual Word Wall deseno

industrial arte funcional

Scott Foresman Art

Unit 4 – Art as Self-Expression Lesson 5 – Industrial

Design Studio Lesson – Design a

Car

Optional Resources:


Rubric 4





Project Rubric

The teacher will use resources and Before, During, and After strategies to: question students as they identify and describe industrial design in functional art forms demonstrate and facilitate tools and materials needed for painting



CRigor

Relevance

19. Was the care more likely created for racing or for display? Justify your answer.

20. What special abilities or feature will the care have?

21. How did you add visual interest to the care?

Identify and describe industrial design.

Express ideas by designing a fantasy car.



Assessment Students will demonstrate an understanding of industrial design through classroom discussion. Students will design a fantasy care. Students will participate in a class critique of original artworks and personal works of art.

Before: EngageHave students study the images on pages 138 -139.

During: Check for UnderstandingHave students compare and contrast the items with everyday counterparts.

After: EvaluateHave students discuss and decide the functionality and the aesthetics of the car illustrated.



http://www.vue.org/

http://www.vue.org/





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During: Check for Understanding Have students magazine pictures for inspiration.


Art – Grade 5 Week 8 Unit of Study: Graphic Design Third Grading PeriodTEKS Grade 5 (Content)


4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.


imagination to express ideas about self, family, and community. 2 C The student is expected to create original artworks and explore photographic imagery, using




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Word Wall graphic design illustration

Bilingual Word Wall deseno grafico illustracion

Scott Foresman Art

Unit 4 – Art as Self-Expression Lesson 6– Graphic

Design Studio Lesson – Design a

Poster

Optional Resources:


Rubric 4





Project Rubric

The teacher will use resources and Before, During, and After strategies to: guide students as they examine a variety of graphic designs demonstrate and facilitate tools and materials



BRigor

Relevance

22. How does the artist create emphasis through value?

23. Who is the audience of the poster?

24. Did your illustrations and design send the message you wanted to convey?

Identify and describe graphic design.

Express ideas with graphic design.



Assessment Students will demonstrate an understanding of graphic design through classroom discussion. Students will complete a poster that conveys a message. Students will participate in a class critique of original artworks and personal works of art.

Before: EngageHave students examine the images and the text.

During: Check for UnderstandingHave students discuss the messages in the posters.

After: Evaluate

Have students determine what message their poster will convey and select images and text.



http://www.vue.org/

http://www.vue.org/





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During: Check for Understanding Have students use a pre-selected theme for their poster.


Art – Grade 5 Week 9 Unit of Study: Graphic Advertisement Third Grading PeriodTEKS Grade 5 (Content)


4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties.


imagination to express ideas about self, family, and community. 2 C The student is expected to create original artworks and explore photographic imagery, using


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Vocabulary Resources Instructional GuidelinesWord Wall graphic design illustration

Bilingual Word Wall deseno grafico illustracion

Scott Foresman Art

Unit 4 – Art as Self-Expression Portfolio Project – Create

a Graphic Advertisement

Optional Resources:


Rubric 4





Project Rubric

The teacher will use resources and Before, During, and After strategies to: guide students as they examine a variety of graphic advertisements demonstrate and facilitate tools and materials



BRigor

Relevance

25. What kind of product would you like to sell?

26. Who might be interested in buying this product?

27. Did your illustrations and design send the message you wanted to convey?

Develop and organize ideas. Demonstrate knowledge of

design principles to create an advertisement.



Assessment Students will demonstrate an understanding of graphic advertisement through classroom discussion. Students will complete a collage that advertises a product, an item of jewelry, or a weaving. Students will participate in a class critique of original artworks and personal works of art.

Before: EngageHave students prepare their advertisement for exhibit.

During: Check for UnderstandingHave students participate in a class critique of the finished artworks.

After: Evaluate

Have students write a sound-bit that would go with their advertisement.



http://www.vue.org/

http://www.vue.org/





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During: Check for Understanding Have students use a pre-selected theme for their poster.

Art – Grade 5 Week 10 Unit of Study: Artist Preparation for Exhibit/Art Contest/Evaluation Third Grading PeriodTEKS Grade 5 (Content)



a variety of art materials and media appropriately. 4 A The student is expected to analyze personal artworks to interpret meaning.



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Word Wall

Bilingual Word Wall

Scott Foresman Art The teacher will use resources and Before, During, and After) strategies to: clarify ideas, materials and methods used to create art explain and demonstrate selection and preparation procedures



DRigor

Relevance

28. How did the artist use directional lines in order to create a center of interest?

29. What steps did you take to create your foil design?

30. Define the reasons for choosing this particular artwork?

Demonstrate an understanding of emphasis, value, texture, variety and color theory.

Demonstrate skills and procedures for creating art.

Select and prepare artworks for contest, exhibits or evaluation.

Discussions Reviewing Unit-by-Unit Resources Primary Resources

Assessment Students demonstrate understanding of the elements of art (line, shape, value, color) and the principles of design

(emphasis, unity and variety) through vocabulary worksheets and unit test. Students will explain the process used in creating their portfolio project. Students will select an artwork from their portfolio and define reasons for personal preferences using art

vocabulary and prepare it for exhibition.

Before: PreviewArt concept: techniques, materials?Have students set up a graph that reflect the key words.

During: Check for UnderstandingHave students complete the graph using art vocabulary.

After: Evaluate

Have students select one of their artworks and use the art criticism format to evaluate their work.

Technology Connection

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During: Check for Understanding Have students respond orally and/or partner them with a fellow student


Documents

Instructional Guidelines - saisd.net file · Web viewBilingual Word Wall. decorativo. funcional. Scott Foresman Art . Unit 3 – Art, Past and Present. Lesson 5 – Familiar Forms