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Jay School Corporation Visual Arts Curriculum Guide 2012-2018

ElementaryVisual Arts Curriculum Guide

Grades K – 5


KindergartenStandard 1 Understand art in relation to history and past and contemporary culture Students identify images and subjects in artwork and discuss the function of works, including their role as a visual record of humankind. They discover the role of artists and art in their community.

Art Academic Standard

Literacy Embedded Standard

Learning Activities Assessment(s)

K.1.1 Explore art as a visual record of human ideas. K.RI.3 With prompting

and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

K. RI.1 With prompting and support, ask and answer questions about key details in a text.

K.1.1 Students will look at a work of art and discuss why it was made.

K.1.2 Students will study the drawings of Leonardo Da Vinci and Michelangelo. They will be able to separate images of their work into two categories: scientific sketches and representational art.

K.1.3 Students will view a variety of art prints and be able to distinguish between title and artist, and date and size.

K.1.1.1 Teacher observation. K.1.1.2 Student participation.K.1.2.1 Teacher Observation.K.1.2.2 Student performance.

K.1.2 Speculate on the function of a work of art.

K.RI.9 With prompting and support, identify basis similarities in and differences between two texts on the same topic (i.e., illustrations, descriptions, or

K.1.2 Students will look at a work of art and discuss why it was made.

K.1.2.1 Students will view a slide show of a variety of artworks from a variety of time periods and cultures. They will collaborate in

K.1.2.1 Teacher observation. K.1.2.2 Student participation. K.1.2.3 Group participation.


procedures.).

K.RI.2 With prompting and support, identify the main topics and retell key details of a text.

small groups and share their opinions of how the article in each slide was used, if they have ever seen an item, and if such an item is still in use today.

K.1.3 Identify simple images and subject matter in works of art.

K.1.3.1 Students will sort and classify a variety of objects or visuals as being human made or natural such as rocks, arrowheads, drawings, clothing, leaves and flowers, etc.

K.1.3.2 Based on their knowledge of portraits, students will draw a series of family portraits that include single, duo, family, pet, and mixed, and be able to distinguish between posed and natural settings.

K.1.3.3 After learning about landscapes, students will, when viewing art works of landscapes, be able to distinguish between landscapes, seascapes, cityscapes, desertscapes, and moonscapes.

K.1.3.1 Student performance. Worksheets Teacher observation.

K.1.3.2 Student performance. Rubrics

K.1.3.3 Teacher observation. Student Performance. Worksheets. Student Questions Comments.

K.1.4 Identify what an artist does and find examples of artists’

K.RI.4 With prompting and support, ask and answer questions about

K.1.4 .1 Students will observe and listen to local artists as they explain and demonstrate what artistic

K.1.4.1Teacher Questions/Prompts

Teacher


work in the community. unknown words in a text. function they perform within the community. Students will then view slides &/or posters of art work in the community and be able to match the guest artist with his/her specific type of art.

K.1.4.2 Students will generate a list of art, artists, and artifacts that are in our community.

Observation. Student participation.

K.1.4.2 Group participation. Teacher observation.

K.1.5 Discuss and identify how and where art is used in everyday life such as home, school, or community.

K.RI.10 Actively engage in group reading activities with purpose and understanding.

K.1.5 .1 Students will tour the school building, inside and out, to observe the many ways in which the teachers and support staff have decorated the school building. Students will make verbal notations for the teacher to keep on what types of displays were made, how large or small they are, what materials were used, is it a permanent or a temporary display, and do they think it is effective.

K.1.5.2 Students will listen to a reading from “Why Do People Want Pictures?” by Disney. Throughout the chapter, the teacher will ask questions or supplement the text and give students the chance to

K.1.5.1 Teacher observation. Teacher notations. Student participation. Classroom critiques.

K.1.5.2 Group responses.


respond or contribute to the content presented.

K.1.6 Visit local museums and exhibits, and experience visiting artists in the schools.

K.1.6.1 Students will visit Arts Place during the Area Student Art Show in the spring. They will apply the knowledge they have learned to select their favorite artworks and give supporting details as to why they like these particular pieces.

K.1.6.1 Teacher observation. Student performance Teacher questions and prompts.


Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students identify representational and nonobjective works of art and discover that specific artists’ works have particular stylistic characteristics.




K.2.1 Recognize that art from one artist has a similar look or style.

K.2.1 After studying art prints of Vincent Van Gogh, students will demonstrate their understanding by grouping previously unseen art prints based on observable style, subject matter, and use of the elements of art.

K.2.1 Teacher questions and prompts. Grouping of visuals.

K.2.2 Identify representational and nonobjective works of art.

K.RI.5 Identify the front cover, back cover, and title page of a book.

K.2.2 Students will begin an art scrap book. They will enter pictures they find on postcards, from books, magazines, and newspapers. They will create chapters and insert their

K.2.2. Scrapbook.


findings In two categories: representational and nonobjective. At the end of the year students will select their favorite entry and be able to defend their choice.

Standard 3 Describe, analyze, and interpret works of art and artifacts Students use appropriate vocabulary to identify and describe properties in artwork, and they construct possible meanings.




K.3.1 Identify and describe sensory, formal, technical, and expressive properties in works of art using appropriate vocabulary.

K.3.1 From a pre-determined teacher selection, each student will view and select an artwork to work from. Students selecting the same artwork will then work in small groups. They will each pick/point out to the others in the group examples of line, shape, color, space, texture, and value, and any examples of pattern, or balance they see. The group will then present to the larger group their chosen artwork and share their

K.3.1 Teacher observation. Group participation. Oral presentation.


collaborative findings.

K.3.2 Construct possible meanings in works of art based on personal response and properties in the works.

K.3.2.1 Students will look at works of art and based on their own experiences, list reasons (criteria) for their opinions about the work.

K.3. 2.2 Students will choose an art color page from a selection of masterpiece coloring papers. After viewing a copy of the original, students will color their masterpiece while creating a story in their mind that will explain what is happening in the picture and the events that led up to the scene they are coloring. They may also predict what is about to happen in the near future. They will share these stories with the class.

K.3.2.1 Teacher observation. Student performance.

K.3.2.2.1 Teacher observation. Completed color paper. Presentation of oral story.


Standard 4 Theorize about art and make informed judgments Students distinguish between representational and nonobjective works of art and express personal preferences in works.




K.4.1 Distinguish between representational and nonobjective works of art, recognizing the identifying characteristics of both.

K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts.)

K.4.1 While working with their Art Scrapbook, students will label each artwork they enter. They will be able to describe to anyone looking through their book criteria making an entry representational or nonobjective.

K.4.1.Scrapbook labels.

K.4.2 Respond to art K.4.2.1 Students will participate in K.4.2.1 Teacher


based on personal preference.

discussions and understand that that reasons for personal preferences about art may be different than those of their peers.

K.4.2.2 Given a teacher pre-determined selection of art prints, students may choose on artwork to reproduce in their own way. Students may attempt to copy it exactly, using their choice of crayon, colored pencil, or pastel chalk, or students may make small changes to the overall images and be able to relate to the teacher or another student why they made the change.

observation. Student

participation. Group discussions.

K.4.2.2 Completed artwork.


Standard 5 Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the mean-ing and significance of art Students demonstrate curiosity and insight concerning works of art and distinguish between human-made art objects and those from nature.




K.5.1 Demonstrate curiosity and personal insight through observing and discussing

K.5.1 Students will examine Van Bruegel’s ‘Children’s Games. In large group discussion they will find children playing games that they

K.5.1 Group participation.

Teacher Observation.


works of art. know and play. With the teacher’s prompting, they will find games that other children play. They will identify which games need props and which games are imaginary, which games need special rules, and which games are spur of the moment. They will also share which games they are/might be allowed to play and which ones parents might not approve of!

K.5.2 Identify art as objects made by humans and distinguish between human-made objects and those from nature.

K.5.2.1. Students will sort and classify a variety of objects as being human made or natural such as rocks, arrowheads, drawings, clothing, leaves, flowers, etc.

K.5.2.2 Students will view slides of nature’s scenery: coastal shore lines, mountains, fall leaves, wind/water sculpted rock formations, etc. Students then will view slides of artist’s renditions of nature’s beauty. Given a choice of paper and coloring materials, or a scrap box of construction paper, students will choose a subject from nature and create their ‘artistic version’ of that subject.

K.5.2.1 Teacher observation.

Completed project.Worksheet.

K.5.2.2 Student artwork.


Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork using subject matter from the real world and personal symbols to express ideas. They demonstrate thoughtfulness, care, and respect in their art, sharing work with others.




K.6.1 Use objects or K. 6.1.1 Students will create works K.6.1.1 Student artwork.


animals from the real world as subject matter for artwork.

of art using subject matter chosen from objects or animals from the real world.

K.6.1.2 Students will use animal visuals to learn to see in terms of basic shapes. Students will then draw the animals in the visuals by using basic shapes, paying attention to size and placement, page orientation to fit the visual, and proportion.

K.6.1.3 Given a teacher directed thought: “Have you ever noticed how kids seem to get along better than the adults do?” Students are to select an animal they are familiar with and think of its natural enemy. (Polar bears and seals, dogs and cats, cats and mice, birds and cats, wolves and deer, etc.) Direct students to draw and color the animal babies playing games. While creating their artwork they will think of a time they remember when their parents were in disagreement with each other and got along just fine. Students may share their stories with tablemates.


Student performance.

K.6.3. Teacher Observation.

Student project.Group discussions.

K.6.2 Create art that K.RI.5 Identify the front K.6.2.1 Students will construct a K.6.2.1. Student project.


expresses personal ideas, interests, and feelings.

cover, the back cover and the title page of a book.

sketchbook on which they will design a cover that illustrates their personal ideas, interests, and feelings.

K.6.2.2 Students will make weekly entries into their sketchbooks. Students are free to choose the subject matter that reflects their own experiences and ideas.

K.6.2.2 Student sketchbook.

K.6.3 Use personal symbols to express ideas.

K.6.3.1 Students will draw from memory and from direct observation using a variety of drawing media.

K.6.3.2 Students will draw from memory to tell of an event in their life.

K.6.3.1 Student performance.


K.6.4 Demonstrate thoughtfulness and care in creating artwork.

K.6.4. Students will follow teacher step by step instructions that are designed to help the student to create a successful artwork that reflects their personal best.

K.6.4. Teacher observation.


K.6.5 Reflect on and share work with others.

K.6.5. Student artwork will be displayed. Students will be given the opportunity to share reasoning of content material selection.

K.6.5 Teacher observation. Oral presentations. Student feedback.

K.6.6 Respect personal K.6.6. Students will give one K.6.6 Teacher


work and the work of others.

positive statement about the work of a peer and one positive suggestion for improving it.

observation. Student participation.

Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes. Students begin to recognize and apply the elements and principles and discriminate various lines, shapes, textures, and colors. They identify two and three-dimensional works of art and utilize appropriate media and processes in both


types of artwork, demonstrating safe and proper use of materials.

Art Academic Standard Literacy Embedded Standard


K.7.1 Begin to recognize and use elements (such as line, shape, texture, and color) and principles (such as repetition) in artwork.

K.RI.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts.)

K.7.1.1 Students will view a visual of Vincent’s Chair by Van Gogh. They will also receive a masterpiece color page rendition of the artwork. Students will identify the kinds of line and textural surfaces found in the artwork. They will look for clues to answer questions such as: Is the pipe lit? What is the box in the corner and what is in it? What might the floor be made of? Is this the home of a rich person?

K.7.1.2 Students will identify and include the elements of line, shape, and color in their art while using a variety of media.

K.7.1.1 Teacher observation. Group Q’s & A’s.


K.7.2 Discriminate between types of lines (characteristics), shapes (geometric), textures (tactile), and colors (primary/secondary hues) in

K.7.2.1 Students will use a variety of, lines and shapes to create a repeated pattern.



own work and the work of others. K.7.2.2 Students will view artworks and be able to identify types of line to determine if the art work is ‘calm’ or ‘active.

K.7.2.3 Students will view artworks and be able to identify simple geometric and free form shapes used in the artwork.

K.7.2.4 Students will inspect the classroom for various textural surfaces. They will then determine if the texture is a result of the manufacturing process, or if it is a part of the visual decoration.

K.7.2.2 Oral discussions.

K.7.2.3. Group discussions.

K.7.2.4 Group discussions. Individual

explorations

K.7.3 Students will look at actual clay pots and visuals of clay pots and distinguish between 2-D and 3- D artwork. Students will discuss how they are the same and how they are different.

K.7.3 Group participation.

K.7.4 Identify and use a balance of two-dimensional and three-dimen-sional media and processes to ex-

K.7.4.1 Students will use choice of crayon, colored pencils, or markers to create

K.7.4.1 Objects around the room and draw. Checklist.


press ideas, experiences, and stories. The following recommended media and processes are appropriate for a grade band of Kindergarten through Grade 2: DRAWING: Media: pencils, markers, chalks, crayons, oil pastels Processes: contour line, rendering, sketching PAINTING: Media: tempera, finger-paint, water-color crayons, watercolor; variety of brushes and paint applicators.Processes: brush techniques, wet-on-wet, wet-on-dry, sponge, wash, resist. PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil Processes: stamping, monoprint, rub-bings, stenciling, relief. CERAMICS: Media: modeling clay, clay substi-tutes, pottery clay, glazes, stains, paint

Processes: pinch and pulled forms, slab, imprinted decoration, coil, sur-face decoration techniques. SCULPTURE/ARCHITECTURE/JEWELRY: Media: paper, papier-mâché, clay, cardboard, wood, paper, foil, found

line designs.

K.7.4.2 Students will draw from memory and from direct observation using a variety of drawing media.

K.7.4.3 Students will practice tracing stencils to understand the idea of ‘contour.” They will then observe objects around the room and draw those objects by using contour lines.

K.7.4.4 Students will use a variety of drawing materials to create repeating patterns of lines and shapes.

K.7.4.5 Students will use stencils and chalk to create positive and negative images.

K.7.4.6 Students will finger paint to music.

K.7.4.7 Students will use stencils, tempra paints, and


K.7.4.2. Student performance.

K.7.4.3. Teacher observation.





K.7.4.7 Student


objects, beads, wire, polystyrene foam Processes: additive, subtractive, modeling, constructing, carving. FIBERS: Media: cloth, yarn, ribbon, found ob-jects. Processes: pulling threads, weaving, and stitchery, tying, and wrapping techniques. MIXED MEDIA: Media: tissue, photos, found objects, foil, fiber, paint, paper Processes: collage, bas-relief.OTHER MEDIA: Media: computer, interactive open source or commercial computer pro-grams, photography, film Processes: computer processes such as draw, paint, save, edit, and print

toothbrushes to create stippled shapes.

K.7.4.8 Students will use found objects to create stamped image patterns.K.7.4.9 Students will use modeling clay to practice additive and subtractive methods while making animals or people.

K.7.4.10 Students will create a matched set of 7 beads made from a variety of media such as wallpaper samples, magazines, pasta, stamped flour dough, etc.

K.7.4.11 Students will macramé a simple necklace on which they may string previously made beads.

K.7.4.12 Students will create a collage with a variety of mixed media including fibers, to portray a variety of texture, line, shape, and color.

K.7.4.13 Students will use the

performance.



K.7.4.10 Student project.

K.7.4.11 Student project.

K.7.4.12 Student performance.Checklist.



PAINT program on a PC to create multi-colored designs by overlapping shapes and lines.

K.7.4.14 Students will use a digital camera to photograph their artwork to put into a digital portfolio.

K.7.4.14 Teacher prompted

assistance.

K.7.5 Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

K.7.5.1 Students will properly use, clean, and put away art materials and clean their work area each day.

K.7.5.2 Students will follow teacher instructions for use of new media and its proper storage.




Standard 8 Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts, and understand the arts as a critical component of learning and comprehension in all subject areas Students recognize products and processes of visual art and other disciplines, and they create artwork using content and sign systems from other subject areas.




K.8.1 Recognize products and processes of the visual arts and other disciplines.

K.RI.10 Actively engage in group reading activities with purpose and understanding.

K.8.1 Students will identify art, music, dance, theatre, and media arts when shown examples and discuss how they are often combined.

K.8.1 Teacher observation.Group discussions.

K.8.2 Create a work of art using subject matter, concepts, or sign systems, such as words or numbers, of another discipline.

K.8.2 Students will create a work of art based on their favorite number, their name, a favorite symbol, etc. This composition will demonstrate what students have learned about line, color, space, and repeating patterns.

K.8.2 Student performance.


Grade OneStandard 1 Understand art in relation to history and past and contemporary culture Students identify art and its subject matter as a reflection of cultures and recognize its association with special events. They discuss their own art experiences and the role of local artists and institutions.




1.1.1 Explore ways that art reflects a culture.

1.1.1 Students will observe select visuals of a culture and identify the similarities and differences in subject matter. Students will discuss in small groups possible life styles, education and religious beliefs of the subject. Small groups will share their collaborations in large group discussion.

1.1.1 Teacher observation.

Group participation. Oral presentation.

1.1.2 Identify works of art and artifacts associated with customs, festivals, and celebrations.

1. RI.2 Identify the main topic and retell key details in a text.

1.1.2.1 Students will compile a list various

festivals held within the community and the artifacts and custom logos that are associated with the festival. Students will research the origin of the festival and relate any personal experiences they have in attending these festivals. Students will then select their favorite

1.1.2.1 Teacher observation.Student participation.Oral experiences.


festival and create a poster promoting the event. They will provide the name of the event, the date, the time, the location and admission fee.

1.1.2.2 Students will use art objects and visuals from several cultures to look for visual clues that represent the culture and speculate on its use in celebrations.

1.1.2.2 Teacher observation. Group discussions.

1.1.3 Identify similar themes and subject mat-ter in works of art and artifacts from various cultures and ethnicities.

1. RI.1 Ask and answer questions about key details in a text.

1.1.3 Given reproductions from various periods and movements of art, students will sort, group, or pair similar works of art and artifacts by subject matter.

1.1.3 Oral presentation. Questionnaires

1.1.4 Verbalize what an artist does from per-sonal contact with visit-ing artists or artists from the community.

1.1.4 Students will give a short oral presentation about a practicing artist they know from within the community. They will include what the artist does and any interesting information they know that make this artist stand out in their mind. In small groups student will reflect upon the artistic decisions or interactions they make or have each day that they do not realize they are doing. Share in large group discussion.


Group collaborations.


1.1.5 Discuss individual art experiences in daily life.

1.1.5 Students will attend the local area Student Art Show held in the community.

1.1.5 Group discussion.Student participation.Teacher observation.

1.1.6 Visit local muse-ums and exhibits, and experience visiting artists in the school.

1.1.6 Student participation.


Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students identify representational and nonobjective works of art, discover that specific artists’ works have particular style characteristics, and identify common subjects in art from various cultures.




1.2.1 Recognize that art from one artist has a similar look or style.

1.2.1 Students will be able group visuals of a particular artist by recognizing the similarities in the artworks.

1.2.1 Student performance.

Teacher Observation.Classroom Critiques.

1.2.2 Identify represen-tational and nonobjec-tive works of art.

1.2.2 Students will sort art work into groups of functional and non-functional, explaining their choices.


Student performance.Classroom critiques.

1.2.3 Identify similar themes and subject mat-ter in works of art and artifacts from various cultures.

1.2.3 Given works of art with similar themes and subject matter from various periods, students will identify and compare the subject matter and meaning of the work. They will speculate on what the work is about and defend their interpretation based on clues (the elements and principles of art) using correct art vocabulary.

1.2.3 Student presentations.

Teacher observation.Peer assessment.


Standard 3 Describe, analyze, and interpret works of art and artifacts Students use appropriate vocabulary to describe properties in artwork. They construct possible meanings and support their opinions.




1.3.1 Describe sensory, formal, technical, and expressive properties in works of art using appro-priate vocabulary.

1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.

1.3.1 Students will be able to identify in group presentations the elements and principles of art used in a given artwork, use of balance, type of media used, skills required to achieve the goal, and any particular personal feelings they have about the artwork

1.3.1 Student oral presentation.

Teacher observation.WorksheetsChecklists.

1.3.2 Construct possible meanings in works of art and support opinions with personal response, properties found in the work, and background information.

1.RI.7 Use the illustrations and details in a text to describe its key ideas.

1.3.2 Students will select an artwork that catches their eye and based on subject matter and the uses of the elements and principles of art will formulate the meaning for the artwork and justify their opinions by stating clues they found in the artwork.


Oral presentation.Checklist,


Standard 4 Theorize about art and make informed judgments Students identify imitationalism in artwork and respond to works based on personal preference, recognizing differing preferences of others.




1.4.1 Identify artwork made from the philosophy that art is at its best when it shows us the real world (imitationalism).

1.4.1 Students will view a selection of artworks and be able to group them into groups as imitational and other. Students will then examine the imitational grouping and select which ones they think show the real world better and be able to justify their selections.


Student performance.Checklist.

1.4.2 Respond to art based on personal pref-erence and actively lis-ten to others, recogniz-ing that people have dif-ferent preferences.

1.4.2 Students will compare and contrast personal opinions about the aesthetic merits of works of art and artifacts and

1.4.2 Student participation.

Teacher observation.Student written reflections.Peer Assessment.


Standard 5 Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the mean-ing and significance of art. Students demonstrate curiosity and insight concerning works of art and identify works as human creations for visual pleasure or communication.




1.5.1 Demonstrate curiosity and personal insight through observing and discussing works of art.

1.5.1 Students will observe a variety of visuals from a variety of cultures and time periods. They will discuss and compare and contrast what they identify the subject matter to be and predict what the meaning for the art work to be. Students will note that differences of interpretation may be influenced by external personal experiences.


Student participation.Worksheets.Teacher questions/prompts.

1.5.2 Discuss art as cre-ations of humans for the purpose of visual plea-

1.5.2 Through teacher prompted group discussion, students will brainstorm

1.5.2 Teacher observation.Student


sure or communication. examples of art they experience everyday that is for the sole purpose of communication. (greeting cards, stationary, magazines, billboards, portraits, etc.)

participation.Teacher questions/prompts.


Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork based on family and personal experiences, demonstrating perceptual skills and using symbols to express ideas. They demonstrate thoughtfulness, care, and respect in their art, sharing work with others.




1.6.1 Demonstrate skills of perception in production of artwork.

1.6.1 Students will create artworks from visual observation that illustrate their increased knowledge of the elements and principles of art and the ability to internalize that knowledge and apply it as improved skills.


1.6.2 Create artwork about self, family, and personal experiences.

1.6.2 From a variety of media students will create a mini scrapbook that tells about the artist, the artist’s family, and relates favorite memories and major events in the artist’s life.

1.6.2 Student scrapbook.

1.6.3 Identify and use symbols to express ideas.

1.6.3 Students will use symbols in their work and explain their meaning (animals, people, places, objects, etc.).




1.6.4 Demonstrate thoughtfulness and care in creating artwork.

1.6.4 Students will follow teacher step-by-step instructions that are designed to help the student to create a successful artwork that reflects their personal best.



1.6.5 Reflect on and share work with others.

1.6.5 Student artwork will be displayed and an opportunity for sharing will be provided.


Oral presentations.Student feedback.

1.6.6 Respect personal work and the work of others.

1.6.6 Students will give one positive statement about the work of a peer and one positive suggestion for improving it.


Student participation.


Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students apply the elements and principles and discriminate various lines, shapes, textures, colors, and space. They identify two and three-dimensional works of art, visual characteristics of media, and utilize appropriate media and processes in artwork, demonstrating safe and proper use of materials.





1.7.1 Identify and apply elements (line, shape, texture, color, and space) and principles (repetition and variety) in artwork.

1.7.1 Students will identify, select, and organize shapes, lines, colors, textures, and space in a landscape, showing the illusion of depth.


1.7.2 Discriminate be-tween types of lines (characteristics and qualities), shapes (geo-metric and organic), col-ors (primary and sec-ondary), textures (tactile and visual), and space (placement/overlapping/composition), in own work and the works of others.

1. RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1.7.2 .1 Students will create a color wheel, making the secondary colors and placing them in the correct positions. 1.7.2.2 Students will collect examples of rough textures by creating rubbings.1.7.2.3 Students will create a pattern while alternating organic shapes, geometric shapes, and a variety of lines.

1.7.2.1 Student performance.



1.7.3 Distinguish be-tween two-dimensional and three-dimensional works of art.

1.7.3 .1 Students will look at actual statues and visuals of statues and distinguish between 2-D and 3-D artwork. Students will discuss how they are different and how they are the same.1.7.3.2 Students will build a 3-D sculpture and make a drawing of it.

1.7.3 Group discussions.Checklist.



1.7.4 Identify visual and tactile characteristics of a medium.

1.7.4 Students will observe and feel objects that have high actual textural qualities. Students will then view visuals they portray subject matter with high visual textures. Students will then analyze and share explanation of how the artist achieved the visual textural effect.


Student participation.

1.7.5 Identify and use a balance of two-dimen-sional and three-dimen-sional media and pro-cesses to express ideas, experiences, and stories.The following recom-mended media and pro-cesses are appropriate for a grade band of Kindergarten through Grade 2: Revised 2010 Grade 1 Page 12

DRAWING: Media: pencils, markers, chalks, crayons, oil pas-tels Processes: contour line, rendering, sketching.

PAINTING: Media: tempera, finger-

1. RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).

1.7.5.1. Students will sort art work by media discussing the qualities that are different and the same.1.7.5.2 Students will discuss radial balance and Georgia O’Keeffe’s enlarged flower details.1.7.5.3 Students will use oil pastels to create the center of a flower in a radial design. 1.7.5.4 Students will do a monoprint of a non-objective design.1.7.5.5 Students will make a pinch pot from clay and create surface decoration using clay tools and glaze.1.7.5.6 Students will discuss weaving then weave with paper.1.7.5.7 Students will discuss characteristics of collage, and then make a collage with a variety of materials.1.7.5.8 Students will discuss using

1.7.5.1 Teacher observation.


1.7.5.2 Teacher observation.

Student participation. Group discussions.

1.7.5.3 Student performance,





paint, watercolor crayons, watercolor; va-riety of brushes and paint applicators. Processes: brush tech-niques, wet-on-wet, wet-on-dry, sponge, wash, resist.

PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil Processes: stamping, monoprint, rubbings, stenciling, relief

CERAMICS: Media: modeling clay, clay substitutes, pottery clay, glazes, stains, paint Processes: pinch and pulled forms, slab, im-printed decoration, coil, surface decoration tech-niques

SCULPTURE/ARCHITEC-TURE/

line, shape and color to make designs. Students will use the Paint program on the computer to create non-objective designs.1.7.5.9 Students will use technology to create a portfolio of their art work.




Teacher observation.


JEWELRY: Media: paper, papier-mâché, clay, cardboard, wood, paper, foil, found objects, beads, wire, polystyrene foam Processes: additive, sub-tractive, modeling, con-structing, carving

FIBERS: Media: cloth, yarn, rib-bon, found objects Processes: pulling threads, weaving, stitch-ery, tying, and wrapping techniques MIXED MEDIA: Media: tissue, photos, found objects, foil, fiber, paint, paper Processes: collage, bas-relief

OTHER MEDIA: Media: computer, inter-active open source or commercial computer programs, photography, film Processes: computer

1. RI.5 Know and use various text features (e.g. headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.


processes such as draw, paint, save, edit, and print

1.7.6 Demonstrate safe and proper use, care, and storage of media, materials, and equip-ment.

1.7.6 Students will assume responsibility for cleaning and storing supplies and properly cleaning their work place.


Standard 8 Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts, and understand the arts as a critical component of learning and comprehension in all subject areas


Students distinguish products and processes of visual art and other disciplines, and they create artwork using content and sign systems from other subject areas.




1.8.1 Identify the uniqueness of products and processes of visual art and other disciplines.

1.8.1 Students will discuss what makes art so special? What can or does an artist do? Compare what an artist does to a writer, or a dancer, or an actor, a composer, etc. What makes each of them special?

1.8.1 Group participation.

Teacher observation.

1.8.2 Create a work of art utilizing concepts, subject matter, or the sign systems, such as words or numbers, of an-other discipline.

1.8.2 Students will create a work of art based on their name, their favorite number, a favorite symbol, etc. This composition will demonstrate what students have learned about line, color, space, and patterns.



1.8.3 Identify similarities and connections be-tween concepts and sub-ject matter of visual art and other art forms (dance, theatre, or mu-sic).

1. RI.3 Describe the connections between two individuals, events, ideas, or pieces of information in a text.

1.8.3 Students will divide into three groups, each with another art form assigned to their group (dance, theatre, or music). Students will compare their assigned discipline to the elements and principles of art and list the attributes they share. Small groups will report in a large group session their findings and will be able to support their findings with examples.

1.8.3 Group participation.

Teacher observation.Checklist entries.Peer Feedback.

1.8.4 Create an inte-grated work utilizing concepts, subject mat-ter, and sign systems of art and another art form, such as a performance using masks and move-ment.

1.8.4 Students will create headdresses for celebration, develop a march with rhythm and repetition, and parade to music (while wearing) their headdresses, and write about this experience.

1.8.4 Student performance.Teacher

observation.Written report.


Grade TwoStandard 1 Understand art in relation to history and past and contemporary culture Students discover connections between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They consider their own art experiences and explore art and related work of individuals in the community, museums, and galleries.

Art Indicator Literacy Embedded Standard


2.1.1 Identify connections between works of art and artifacts and their culture of origin.

2.1.1Students will sort pictures of artifacts or works of art (previously studied) into groups by culture. Students will defend choices by identifying characteristics of the work.

2.1.1 Teacher ObservationStudent Performance

2.1.2 Identify works of art and artifacts used in celebrations, festivals, and customs from selected cultures within the community and describe their function.

2.1.2 Students will look at examples of masks from various cultures and discuss their function. Ex: African masks, Chinese Opera masks, and Mardis Gras masks.

2.1.2 Teacher ObservationTeacher Questions/Prompts

2.1.3 Identify similar subject matter in works of art from various

2.1.3 Given reproductions from various cultures, ethnicities, and time periods, students will sort the

2.1.3 Teacher ObservationStudent Demonstration


cultures, ethnicities, and historical periods.

pictures into groups by their subject matter.Ex: Still Life, Landscape, People, Animals

2.1.4 Identify the roles of artists, docents, technol-ogy experts, and guards at museums and gal-leries.

2. RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2.1.4 Before a visit to Arts Place, students will read a booklet called “Visiting a Museum.” Students will discuss the roles of people working in a museum and learn museum etiquette.

2.1.4 WorksheetTeacher Questions/Prompts

2.1.5 Identify individual art experiences and how these affect daily life.

2.1.5 Students will discuss locations of art in the local community (town monuments, unique architecture, stained glass, paintings.) They will then write a paragraph about what life might be like without art.

2.1.5 ChecklistRating Scale

2.1.6 Visit local muse-ums and exhibits, and experience visiting artists in the school.

2.1.6 Students will visit Arts Place in Portland during the Regional Student Art Show and view art work by local students.

2.1.6 WorksheetTeacher Observation


Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students identify abstract works of art, works of selected artists, and common subjects and themes in art from various cultures.



2.2.1 Identify the artists of selected works of art.

2.2.1 Students will recognize the art work of three to five artists with different artistic styles or subject matter. Ex: Picasso, Grandma Moses, O’Keefe, Stella, Seurat.

2.2.1 Teacher ObservationOral/Written Test

2.2.2 Identify abstract works of art.

2. W.8 Recall information from experiences or gather information from provided sources to answer questions.

2.2.2 Students will look at examples of Abstract and Realistic portraits and use a Venn diagram to identify their similarities and differences.

2.2.2 Checklist

2.2.3 Identify common themes and subject mat-ter in works of art and artifacts from various cultures.

2.2.3 Using a selection of post cards of art work, students will group them according to a common theme or subject and explain their reasoning. Subjects: Landscapes,

2.2.3Teacher ObservationStudent DemonstrationOral Quiz


Portraits, Animals, And Still Life Themes: Family, Home, Play, Holidays.

Standard 3 Describe, analyze, and interpret works of art and artifacts Students use appropriate vocabulary to compare works of art and describe properties in works, constructing meaning and supporting their opinions.



2.3.1 Compare two works of similar subject matter and describe sensory, formal, technical, and expressive properties using appropriate vocabulary.

2. RI.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

2.3.1 Using an art textbook chapter on the Art Elements and Principles, students will discuss and compare two art works using the correct art vocabulary from the text. Students will then write 3 – 5 sentences about their favorite art work, including an art vocabulary word in each sentence.

2.3.1 Teacher Questions/PromptsChecklistStudent Written Reflection

2.3.2 Construct meaning in works of art and sup-port opinions with per-

2.3.2 Students will share their writings with a partner. Each will discuss their choice of “Favorite”

2.3.2 Teacher Observation


sonal response, proper-ties found in the work, shared peer perspec-tives, and background information.

and explain their reasoning.

Standard 4 Theorize about art and make informed judgments Students identify formalism in artwork and respond to works based on personal preference, recognizing differing preferences of others.



2.4.1 Identify works of art made from the philosophy that art is best when it shows the organization of elements (formalism).

2.4.1 Formal Art emphasizes the art elements and principles. After viewing a power point presentation with examples of Formalism, students will look at various art prints and vote for those which have formal qualities.

2.4.1 Teacher ObservationChecklistPre/Post Assessment

2.4.2 Respond to art based on personal pref-erence and actively lis-

2.4.2 Students will play “The Gallery Game.” After looking at various art prints, students will

2.4.2 Teacher ObservationChecklist


ten to others, recogniz-ing that people have dif-ferent preferences.

place 1st, 2nd, and 3rd place ribbons on their choices of art work. Discuss the art work favored by most of the students and the work receiving the least votes. Are these examples of good/bad art? Students will discuss reasons for differing opinions.


Standard 5 Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the meaning and significance of art Students engage in critical inquiry into works of art and consider questions about the nature of art.



2.5.1 Engage in critical inquiry into works of art through discussion and actively listen to alternative peer responses.

2.5.1 Using a selection of photos of functional art objects, or the actual objects, students will sort into groups of what they feel is “true art” and what is not.Ex: quilt, ceramic mugs, woven basket

2.5.1 Teacher ObservationOral Quiz

2.5.2 Identify and discuss major questions about the nature of art such as: Is all art beautiful? What is beauty? Can art be machine-made? Does art always reflect feelings or mood?

2. W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing including in collaboration with peers.

2.5.2 Continuing with their discussion of Functional Art, students will discuss major questions about the nature of art. Students will write a paragraph which they feel defines their personal view of “What is Art?” Students will type and print their writing on the computer and create a classroom book to display during the Art Show.

2.5.2 Teacher Questions/PromptsRubric


Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork based on family and personal experiences, demonstrating perceptual skills and using symbols to communicate meaning. Work reveals reflection and care, application of self-assessment criteria, and mutual respect.



2.6.1 Demonstrate refined perceptual skills in the production of artwork.

2.6.1 Students will closely inspect an object and draw it from memory in as much detail as possible. Students will then draw the same object from direct observation. Discuss the pros and cons of each experience.

2.6.1 Student Demonstration

Teacher ObservationRating Scale

2.6.2 Create artwork about self, family, and personal experiences.

2.6.2 After a discussion of holidays, students will create a drawing of their family celebrating a favorite holiday.


Rating Scale

2.6.3 Create and use symbols in personal art-work to communicate meaning.

2. RI.10 By the end of the year read and comprehend informational texts,

2.6.3 Students will read a section from an Art textbook about “Symbols.” They will discuss how symbols are used in society to show


Rating ScaleClassroom Critique


including technical visual art texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

meaning (traffic signs, scout badges, etc.). Students will then design a personal symbol and use it as the basis for an art work.

2.6.4 Demonstrate evi-dence of reflection and care in creating artwork.

2.6.4 During the course of creating an art work, students will verbally discuss the choices they have made in media and subject matter, demonstrating thoughtfulness and attention to the problem solving process.

2.6.4 Teacher Questions/PromptsStudent CommentsStudent Written Reflection

2.6.5 Identify and apply criteria for self-assess-ment of studio work such as craftsmanship, control of media, and communication of ideas.

2.6.5 Students will assist the teacher in creating a rating scale for them to use during self-assessment of their artwork.

2.6.5 Teacher Questions/Prompts

2.6.6 Demonstrate re-spect for personal work and the work of others.

2.6.6 Students will follow the teacher’s example and will respect the work of others with verbal support, constructive criticism, and careful handling of art work.



Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students apply the elements and principles and discriminate various lines, shapes, forms, textures, colors, and space. They identify two and three-dimensional works of art, visual characteristics of media, and utilize appropriate media and processes in artwork, demonstrating safe and proper use of materials.




2.7.1 Identify and apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion) in artwork.

2. RI.9 Compare and contrast the most important points presented by two texts on the same topic.

2.7.1 Students will read two short articles about painting and compare the information. Students will create a landscape painting that demonstrates the use of specific art elements, principles, and any information gained from the readings.

2.7.1 Rubric Teacher Questions/PromptsClassroom Critique

2.7.2 Discriminate be-tween types of lines (characteristics and qualities), shapes (geo-metric and organic), tex-tures (tactile and visual), colors (primary and sec-ondary), and space (placement/overlapping/negative/positive/size), in own work and the works of others.

2.7.2 After a discussion of warm/cool colors, and positive and negative space, students will make a circular drawing of their hands on black paper. The negative space around the hands will be colored, while the positive shape of the hands remains untouched.


Rubric

2.7.3 Identify visual and tactile characteristics of a medium.

2.7.3 Students will compare the textural differences between a rendered (visual) item and an actual item they can touch (tactile). Ex: paper quilt vs. cloth quilt; a drawn teddy bear vs. the fur of a real teddy bear.

2.7.3 Teacher ObservationTeacher Questions/PromptsOral Quiz


2.7.4 Identify and use a balance of two-dimen-sional and three-dimen-sional media, tech-niques, and processes to effectively communicate ideas, experiences, and stories. The following recom-mended media and pro-cesses are appropriate for a grade band of Kindergarten through Grade 2: Revised 2010 Grade 2 Page 19 DRAWING: Media: pencils, markers, chalks, crayons, oil pas-tels Processes: contour line, rendering, sketching

PAINTING: Media: tempera, finger-paint, watercolor crayons, watercolor; va-riety of brushes and paint applicators Processes: brush tech-niques, wet-on-wet, wet-on-dry, sponge, wash,

2. W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

2.7.4 Students will look at art work with animals, real or imaginary (dinosaurs, dragons). Students will draw their own animal, write a short story about it to read to the class, and then create their animal out of modeling clay.

2.7.4 Working from a still life, students will create a drawing of overlapping pumpkins. Students will outline the contour lines with Elmer’s glue. When dry, students will color with pastel chalk and make the pumpkins appear three-dimensional.

2.7.4 After a study of kinds of lines and line direction (horizontal, vertical, and diagonal), students will create a crayon resist design with their written name as the focal point.

2.7.4 Student Performance

RubricPeer Assessment


Teacher ObservationRubric/Checklist



resist

PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil Processes: stamping, monoprint, rubbings, stenciling, relief

CERAMICS: Media: modeling clay, clay substitutes, pottery clay, glazes, stains, paint Processes: pinch and pulled forms, slab, im-printed decoration, coil, surface decoration tech-niques

SCULPTURE/ARCHITEC-TURE/JEWELRY: Media: paper, papier-mâché, clay, cardboard, wood, paper, foil, found objects, beads, wire, polystyrene foam Processes: additive, sub-tractive, modeling, con-structing, carving

2. RI.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

2. RI.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

2.7.4 Students will create a clay pinch pot with a repeated surface pattern.

2.7.4 Using an art textbook, students will look at diagrams that illustrate paper folding techniques. They will then create a three-dimensional playground paper sculpture by bending, folding, twisting, and cutting strips of construction paper.

2.7.4 Students will read the chapter in an art textbook on Color. They will identify different color schemes. Students will select a color scheme and use yarn to create a basket.

2.7.4 Students will look at examples of collages (Picasso) and make one using a variety of materials.

2.7.4 Student DemonstrationChecklist


Checklist

2.7.4. Teacher Questions/PromptsOral Quiz

2.7.4. Student Demonstration

2.7.4. Student Demonstration

Checklist


FIBERS: Media: cloth, yarn, rib-bon, found objects Processes: pulling threads, weaving, stitch-ery, tying, and wrapping techniques

MIXED MEDIA: Media: tissue, photos, found objects, foil, fiber, paint, paper Processes: collage, bas-relief OTHER MEDIA: Media: computer, inter-active open source or commercial computer programs, photography, film Processes: computer processes such as draw, paint, save, edit, and print

2.7.4 Students will make a landscape using the Kid Pix computer program to reinforce understanding of perspective and color.

2.7.4. Student Performance

Checklist


2.7.5 Students will assume responsibility for cleaning and storing supplies, and properly cleaning their workplace.




Standard 8 Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts, and understand the arts as a critical component of learning and comprehension in all subject areas Students identify connections between visual art and other disciplines, and they create artwork using content and sign systems from other subject areas.



2.8.1 Identify similarities and connections between concepts and subject matter found in visual art and other disciplines.

2.8.1 Students will identify the subjects or concepts found in several paintings. They will discuss how these could be incorporated into poems, dances, or skits that could be performed for the class.

2.8.1 Teacher Questions/PromptsStudent Comments

2.8.2 Create a work of art utilizing concepts, subject matter, or the sign systems, such as words or numbers, of an-other discipline.

2. RI.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical visual art procedures in a text.

2. RI.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topics or subject area.

2.8.2 Using their science textbook, students will read about a topic which will become the basis for a painting or drawing. Ex: butterfly painting that demonstrates symmetry, or a three-dimensional oil pastel rendering of the planets.

2.8.2 Teacher Questions/Prompts Rating ScaleClassroom Critiques


2.8.3 Identify similarities and connections be-tween concepts and sub-ject matter of visual art and other art forms (dance, theatre, or mu-sic).

2.8.3 Students will discuss the principles of repetition and pattern, and identify patterns found in other subjects (music, math, poetry, science).


2.8.4 Create an inte-grated work utilizing concepts, subject mat-ter, and sign systems of art and another art form (for example, a short dramatic piece using puppets).

2. W.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

2.8.4 After an introduction to Chinese shadow puppets, students will work with a partner to write a short play. They will each make a shadow puppet character and perform their play for the class.

2.8.4 Teacher ObservationStudent PerformanceRating Scale


Grade Three

Standard 1 Understand art in relation to history and past and contemporary culture Students discover connections between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore art and related work of individuals in the community, museums, and galleries.



3.1.1 Identify visual clues in works of art and artifacts that reflect characteristics of a given culture and speculate on where, when, and by whom the work was made.

3.1.1 Students will look at several examples of art and artifacts, and mark them on a worksheet as belonging to a given culture. After several rounds of identification, the class will discuss the reasoning behind their selections, and identify the visual clues that led to their choices.


3.1.2 Speculate on the function or purpose of a work of art and make connections to culture.

3.1.2 After a discussion of the visual clues to an art work’s function, students will draw a picture of the object as they speculate how it would be used in its’ culture.

3.1.2 Teacher Questions/PromptsStudent Demonstration

3.1.3 Identify themes and symbols in works of art from various

3.1.3 Students will defend their speculation of culture and historical period by identifying characteristics

3.1.3 Student CommentsWorksheet


cultures, ethnicities, and historical periods.

of the work to the culture. Ex: patterns on jewelry, pottery, clothing

3.1.4 Identify the roles of artists, docents, guards, technology experts, and curators at museums and galleries.

3. RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.1.4 Students will read press releases for upcoming exhibits and performances at Arts Place, and discuss the role of those who work there.


Student Comments

3.1.5 Locate and discuss art present in the local community and beyond such as town monuments, architecture, stained glass, sculpture, murals, and advertisements.

3. W.6 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

3.1.5 After a discussion about local art, students will write about, and draw examples of art in their community or home. The writings will describe the type of art work, the artist, location of the art work, and purpose in its present location.

3.1.5 Written ReportStudent

Demonstration

3.1.6 Visit local muse-ums, exhibits, art perfor-mances, and experience visiting artists in the school.

3.1.6 Students will visit Arts Place or other local art related activities (Fiber Fest), or host a visiting artist.Students will write a thank you letter to the visiting artist or host facility.



Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize representational, abstract, and nonobjective artwork and works of various artists. They utilize clues to determine the age of works and artifacts.



3.2.1 Recognize works of art from a variety of artists.

3. RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

3.2.1 Students will read about an artist in their art textbook, and describe the artist’s principle area of expertise. By establishing connections between an artist and a current art project, students will become familiar with, and recognize works of art from a variety of artists.

3.2.1 Worksheet

3.2.1 Oral Quiz

3.2.2 Identify and distinguish between representational, abstract, and nonobjective works of art.

3.2.2 Students will view a power point presentation of representational, abstract, and nonobjective Art. They will then look at unidentified examples and discuss which style each represents.


3.2.2 Worksheet

3.2.3 Describe clues found in a work of art or

3.2.3 After studying examples of different art styles, students will



artifact that determine if the work is old or new.

locate the time period for each style on an art history timeline.

Standard 3 Describe, analyze, and interpret works of art and artifacts Students use appropriate vocabulary to describe and analyze artwork, describing properties in works, constructing meaning, and supporting their opinions.



3.3.1 Describe and analyze sensory, formal, technical, and expressive properties in own work and works of artists through discussion and/or writing, developing appropriate vocabulary.

3. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

3.3.1 At the completion of a project, students will write a self-assessment of their work. They will describe the technical steps involved, using correct art vocabulary. They will reflect upon the success of their work, and describe any changes they would make if they were to do this project again.

3.3.1 Student Written Evaluation

Checklist

3.3.2 Construct meaning in works of art based on personal response, prop-erties found in the work, peer perspectives, and research-based back-ground information.

3. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-

3.3.2 Students will look at and discuss works of art, speculate on its’ meaning, and write their opinion of the work. After receiving background information on the art work, students will write a reflection about whether their opinion of the work has changed.

3.3.2 Written Report


specific tasks, purposes, and audiences.

Ex: Picasso’s “Guernica”, Elephant paintings

Standard 4 Theorize about art and make informed judgments Students identify emotionalism in artwork and respond to works based on personal preference, considering perspectives of members of the art community.



3.4.1 Identify artwork made from the artist’s philosophy that art is at its best when it evokes strong emotions from viewers (emotionalism).

3. W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

3. W.4 Students will discuss why people make art (expressing an idea, persuasion, experimentation, emotional reaction, recording an event, etc.). Students will look at examples of Emotionalism, and write their opinion of an emotional art work.

3.W.4 Teacher Observation

ChecklistWritten Report

3.4.2 Respond to art based on personal pref-erences and listen to other perspectives of members of the art com-munity (historians, crit-

3. RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

3.4.2 Students will read articles with differing opinions about an art work. They will discuss their own preferences as compared to the reading and write a comparison between their opinion and those of

3.4.2 Teacher Questions/PromptsWritten Report


ics, philosophers, cura-tors).

the articles.

Standard 5 Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the meaning and significance of art Students discover personal meaning in works of art, recognizing that others’ responses may differ and that various cultures regard beauty and art in different ways.



3.5.1 Discover personal meaning in works of art and recognize alternative responses of peers in determining personal significance.

3.5.1 Students will discuss why some art work is considered “Better” than others. Why might one person like an art work, and someone else not? Do we need to agree?

3.5.1 Teacher Questions/PromptsChecklist

3.5.2 Discuss questions about art and recognize that various cultures

3. RI.6 Distinguish their own point of view from that of the author of a

3.5.2 Students will read a magazine article with a definite opinion about “beauty” in the United States. Ex:


Checklist


have different beliefs about beauty and art.

text. body type, hairstyles, clothing, etc.Students will think about and discuss art/beauty that conflicts with accepted Western views.Ex: African masks, Henna body art, piercings and tattoos

Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork based on personal ideas and experiences, demonstrating perceptual skills and using various symbols to communicate meaning. Work reveals a process of critique, reflection, and revision, application of self-assessment criteria, and mutual respect.



3.6.1 Demonstrate refined perceptual skills in the production of artwork.

3.6.1 Students will make warm-up sketches of a still life, focusing on texture, proportion, overlapping, and observational skills. Students will experiment with several media, and choose media for a final work.

3.6.1 Teacher ObservationChecklistStudent Demonstration

3.6.2 Create artwork 3.6.2 Students will select symbols 3.6.2 Student


that communicates personal ideas and experiences.

and colors that communicate a personal statement about themselves. They will create a self-portrait collage using found objects, photos, and mixed media.

DemonstrationOral QuizRubric

3.6.3 Demonstrate abil-ity to successfully gener-ate a variety of symbols, then select and refine a symbol that communi-cates the idea.

3.6.3 Students will write a brief reflection on the different symbols in their collages, explaining their choices.

3.6.3 Written ReportChecklist/Rubric

3.6.4 Demonstrate evi-dence of critique, reflec-tion, and revision in cre-ating artwork.

3. W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

3.6.4 After completing an art work, students will write a letter to their teacher critiquing their work. They will describe their impression of the experience, and what if anything they would do differently in the future.

3.6.4 Student Written AssessmentChecklist

3.6.5 Identify and apply criteria for self-assess-ment of studio work such as craftsmanship, control of media, and communication of ideas.

3.6.5 Students will assist teacher in generating a rubric or checklist to assess a project. They will discuss concepts of craftsmanship, control of media, and communication of ideas, and identify how these are successfully demonstrated.




3.6.6 Students will do a self-assessment or peer critique at the end of a project. They will support their peers with positive feedback and suggestions.


Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students apply the elements and principles and discriminate various lines, shapes, textures, colors, and space. They differentiate media and related visual characteristics and utilize appropriate media and processes in artwork, demonstrating safe and proper use of materials.




3.7.1 Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in artwork that effectively communicates ideas.

3. RI.10 By the end of the year read and comprehend informational texts, including technical visual art texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

3. RI.5 Use text features and search tools to locate information relevant to a given topic efficiently.

3.7.1 Students will read a chapter in their art textbook about the art elements and principles. They will list the highlighted vocabulary words, and write a brief definition of each. After discussing the ways they celebrate special events, they will create an art work depicting their idea of a celebration, and incorporate a required number of art elements and principles into the composition.

3.7.1 Pre/Post Assessment

WorksheetChecklistRubric

3.7.2 Identify and dis-criminate between types of lines (characteristics and qualities), shapes (geometric and organic), textures (tactile and vis-ual), colors (primary, secondary, complemen-tary), and space (place-ment/overlapping/nega-tive/positive/size), in own work and the works of others.

3.7.2 Students will look at art work, their own and others, and identify the art elements and principles. They will tally these using a simple graph, and discuss which elements were most often used.



3.7.3 Identify differences between media and the physical characteristics of each medium.

3.7.3 From a collection of drawing media, students will experiment with each on paper and discuss the similarities and differences.Ex: marker, crayon, oil pastels, colored pencil, Pastel chalk

3.7.3 Teacher Questions/PromptsStudent Performance

3.7.4 Identify, control, and use a balance of two-dimensional and three-dimensional me-dia, techniques, and pro-cesses to effectively communicate ideas, ex-periences, and stories.

The following recom-mended media and pro-cesses are appropriate for a grade band of Grade 3 through Grade 5: DRAWING: Media: pencils, colored pencils, markers, chalks, crayons, oil pastels, charcoals Processes: contour line, rendering, sketching, value, shading,

3. RI.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3.7.4 Students will read a children’s story book. They will select a scene and illustration from the story that describes a specific setting and characters. Students will design and create a panoramic set, then create characters out of modeling clay.

3.7.4 Students will make gesture drawings of a student model using different media for each pose.

3.7.4 Students will use sponge paint and salting techniques to represent an underwater scene.

3.7.4 Teacher ObservationChecklistStudent

DemonstrationRubric


Checklist


Checklist


crosshatching, stippling PAINTING: Media: tempera, water-color, watercolor crayons; variety of sur-faces, brushes and paint applicators Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, watercolor techniques of sponging, salting, and masking PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil, textile ink Processes: collograph, relief (linoleum cutting), frottage (rubbing), silkscreen, etching CERAMICS: Media: modeling clay, pottery clay, clay substi-tutes, glazes, stains, paint Processes: pinch and pulled forms, slab, drape mold, coil, surface deco-ration techniques SCULPTURE/ARCHITEC-TURE/JEWELRY: Media: paper, papier-

3. RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topics or subject area.

3.7.4 Students will examine prints or photos depicting famous works of architecture, and create a cardboard print representing one of the works of architecture.

3.7.4 Students will read a section of their art textbook that pertains to clay production, focusing on vocabulary and the clay process.Using the slab technique, students will create a hanging clay owl that integrates art, with their classroom science, and reading.

3.7.4 Students will create a paper-mache maraca which will be incorporated into a lesson in their music class.


Checklist/Rubric

3.7.4 Pre/Post AssessmentTeacher ObservationStudent

DemonstrationChecklist/Rubric

3.7.4 Teacher ObservationStudent



mâché, clay, plaster, fiber cardboard, wood paper, foil, found ob-jects, beads, wire, foam, sand, balsa Processes: carving, addi-tive, subtractive, model-ing, constructing, cast-ing FIBERS: Media: cloth, yarn, rib-bon, found objects, pa-per, reeds, rope Revised 2010 Grade 3 Page 27 Processes: pulling threads, weaving, stitch-ery, tying and wrapping techniques, braiding, basketry MIXED MEDIA: Media: tissue, photos, found objects, foil, fiber, paint, paper Processes: collage, bas-relief OTHER MEDIA: Media: computer, inter-activecomputer programs, dis-posable camera, digital camera, video, photog-raphy, film

3. W.7 Conduct short research projects that build knowledge about a topic.3. W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

3.7.4 Students will create a stitchery on burlap with yarn, beads, and cloth.

3.7.4 Students will research a specific artist, and write a report answering specific questions regarding the life and work of the artist. They will then create a collage which represents the media, technique, subject matter, and life of the artist.

3.7.4 Students will use Kid Pix to create a drawing that demonstrates and assigned art element or principle.



3.7.4 Written ReportRubric

3.7.4 Checklist/Rubric


Processes: computer processes such as pixel edit, creating color pal-ettes, copy and paste, animation, and integra-tion of other technology media3.7.5 Demonstrate safe and proper use, care, and storage of media, materials, and equip-ment.

3. RI.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical visual art procedures in a text, using language that pertains to time, sequence, and cause/effect.

3.7.5 After reading the section in their art textbooks about safety in the art room, students will describe the steps in properly cleaning equipment.They will then draw an example of safe and proper use of equipment and materials, and discuss the drawings as a class.

3.7.5 Oral QuizChecklist


Standard 8 Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts, and understand the arts as a critical component of learning and comprehension in all subject areas Students compare concepts and ideas in visual art and other disciplines, and they create artwork using content and sign systems from other subject areas.



3.8.1 Identify and compare similar concepts or big ideas found in art and across disciplines (such as unity, diversity, and celebration).

3.8.1 Students will look at several different art works. The teacher will lead a discussion as to the big idea or concept of the work. Does it create a mood in the viewer? Is it making a statement about an event?Students will then listen to a song, and discuss the big ideas/concepts of the music. Does it create a mood in the listener? Does it make a statement about an event?



3.8.2 Create artwork uti-lizing concepts, subject matter, or the sign sys-tems of other disciplines.

3.8.2 Students will discuss the concept of telling a story through a painting and through a song. Using a song as inspiration, students will create a painting that illustrates its’ story.


DemonstrationRubric

3.8.3 Identify and com-pare similar concepts or

3.8.3 Students will watch a segment of a movie (The Sound of



principles found in visual art and other art forms.

Music / The Lion King), and identify the different art forms used to create these integrated works.Ex: music, dance, animation, fashion design, etc.

Questions/CommentsChecklist

3.8.4 Create an inte-grated work using con-cepts, processes, tech-nology, and sign sys-tems of more than one art form.

3. W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

3.8.4 Students will look at an unfamiliar work of art. They will write a short story describing what is happening to the subject of the painting or what they speculate is about to happen.

3.8.4 Rubric


Grade FourStandard 1 Understand art in relation to history and past and contemporary culture Students discover connections between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They consider their own art experiences and explore art and related work of individuals in the community, museums, and galleries.



4.1.1 Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history).

4. RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.4.W.10 By the end of year, read and comprehend informational texts, including technical visual art texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the

4.1.1 Students will research, in groups, a particular time in history and explain how the characteristics of the culture are reflected in the art of the culture.

4.1.1 Teacher ObservationStudent Journal

Writing


range.4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.1.2 Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history).

4. RI.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

4.1.2 Students will study the murals of T.H. Benton that tell the story of Indiana (Statehouse, Indiana University). Students will speculate about the meanings in the murals, research the history of Indiana, and compare their findings to Benton’s work to build evidence to support or change their speculations.

4.1.2 Teacher QuestionsWritten Report

4.1.3 Identify symbols or icons in works of art (focus: Indiana).

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical visual art text, including what happened and why, based on specific information in the text.

4.1.3 Students will create an Indiana accordion book out of paper that they have made and the book will include pictures of Indiana symbols, emblems, and icons. It will also include information about Indiana.

4.1.3 Rubric

4.1.4 Identify the roles of artists and other art-related careers in the community.

4.1.4 Students will create questions for the visiting local artist that attend the art fest. Students will ask questions that relate to the

4.1.4 Written Article


artist job, research the artist’s work, keep notes on the speaking session, and prepare a short article that will be displayed with the artist’s work in the school.

4.1.5 Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements.

4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

4.1.5 Students could visit local art in the community such as Portland Arts Place, Portland Court House, Portland Commercial Review and the Dunkirk Glass Museum to gain a better understanding of local art.

4.1.5 Written Reflection

4.1.6 Analyze and re-spond to art at local mu-seums, exhibits, arts performances, and work of visiting artists in the school.


4.1.6 Students will visit local art museums and galleries and write a reflection on the experience.



Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works.



4.2.1 Recognize characteristics of selected works from artists of various cultures.

4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it

4.2.1 Students will pair, sort, or group reproductions of art work and artifacts based on culture and defend their choices with evidence form the work and history of the culture (Indiana, Native American, Mexican, and Eskimo).

4.2.1 Teacher ObservationTeacher QuestionsChecklist


appears. 4.2.2 Identify and describe artistic styles.


4.2.2 Students will study the use of different medias, techniques, principles of design, and symbols throughout the year. They will compare and contrast different art work from different time periods and write down their findings in their journal.

4.2.2 Journal Writing

4.2.3 Distinguish between contemporary and historical works of art and identify characteristics of both.

4.RI.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.2.3 Students will study different artist throughout the year of both historical and contemporary. They will use several different texts to help in their student. Students will discuss the differences and similarities of both.

4.2.3 Teacher QuestionsStudent CommentsCheck List


Standard 3 Describe, analyze, and interpret works of art and artifacts Students describe and analyze properties in works of art, using appropriate vocabulary. They construct meaning from works and develop well-supported interpretations.



4.3.1 Describe and ana-lyze sensory, formal, technical, and expres-sive properties in own work and works of artists through discussion and/or writing, developing appropriate vocabulary.

4.RI.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

4.RI.5 Describe the overall structure (e.g.,

4.3.1 After reading the chapter in the textbook on the elements and principles of art, students will use a venn diagram to compare and contrast two art works using appropriate vocabulary.

4.3.1 WorksheetTeacher Questions


chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4.3.2 Construct meaning and develop well-sup-ported interpretations in works of art based on personal response, prop-erties found in the work, peer perspectives, and research-based back-ground information.

4.3.2 After completing the venn diagram, students will decide which art work is their personal favorite and share their reasoning with a fellow student.



Standard 4 Theorize about art and make informed judgments Students distinguish theories of imitationalism, formalism, and emotionalism in works of art. They apply given criteria to compare personal preferences to those of art critics and make informed judgments based on historical contexts.



4.4.1 Understand that artists have different philosophies or theories when creating art and discriminate between works created from different theories (imitationalism,

4.4.1 Students will look at examples of imitationalism (realistic), expressionism (abstract), and formalism (non-objective), and then choose a favorite philosophy and give written reasons for the selection that was chosen.

4.4.1 Personal Reflection


formalism, and emotionalism).

4.4.2 Compare personal preferences with criteria used by art critics in making informed judgments and determining significance of a work of art.

4.4.2 After the class defines art, students will compare criteria that professional critics use. Have students look at a piece of art and have them identify criteria that they use in their judgment then identify criteria used by critics on the same work and compare.

4.4.2 Teacher Questions

4.4.3 Apply criteria based on properties found in the work and research of its historical context to make in-formed judgments.

4.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

4.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on spe-

4.4.3 Students will look at an assigned work of art and speculate about its historical context. After researching the work, the students will write a report about their findings. For example “The Scream” by Edward Munch

4.4.3 Personal ReflectionWritten Report


cific details in the text [e.g., a character's thoughts, words, or ac-tions]."). b. Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text.").

4.W.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Standard 5 Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the meaning and significance of art Students discover personal meaning in works of art, recognizing that others’ responses may differ. They discuss the nature of art and express personal viewpoints.



4.5.1 Discover personal meaning in works of art

4.W.10 Write routinely over extended time

4.5.1 Students will look at a piece of art work and write in their journal



and recognize alternative responses of peers in determining personal significance and forming convincing interpretations.

frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

on how that piece makes them feel, what was the message that the artist was trying to convey, and what they think the time period might have been.

4.5.2 Engage in discussions questioning the nature of art, and express and defend personal viewpoints.

4.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4.5.2 Hold up different works of art by different artist and have a class discussion about the difference in style, mood, media, elements and technique of the art.

4.5.2 Teacher QuestionsStudent Oral

Response

Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork based on personal ideas, experiences, and emotions, demonstrating perceptual skills and using various symbols and subjects to communicate meaning. Work reveals a process of critique, reflection, and revision, application of self-assessment and peer critiques, and mutual respect.




4.6.1 Demonstrate refined perceptual skills in the production of personal artwork.

4.6.1 Following a discussion of contour drawing, a student will model for the class as the others use their observational and rendering skills to make a contour drawing of the model, using sensitive line quality, proper proportion, and accurate details.

4.6.1 Teacher ObservationPeer Assessment

4.6.2 Create artwork that communicates personal ideas, experiences, or emotions.

4.6.2 After studying Faith Ringgold, students will create a story quilt about their own life.

4.6.2 Rubric

4.6.3 Identify and use a variety of symbols and subject matter that clearly communicate ideas.

4.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

4.6.3 Students will use the internet to learn about the Egyptians and Egyptian culture and art. They will learn how Egyptians used hieroglyphs to write messages in stone and on papyrus. Students will then create a clay cartouche that communicates a message. They will use hieroglyphs to write their message.

4.6.3 Rubric

4.6.4 Demonstrate evi-dence of critique, reflec-tion, and revision in cre-ating artwork.

4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed

4.6.4 Students will periodically exchange work with peers to check on the progress of the art work or written reports and give positive advice for improvement.

4.6.4 Peer Assessments


by planning, revising, and editing.

4.6.5 Identify and apply criteria for self-assess-ment and peer critiques.

4.6.5 Students will learn to develop and use a rubric to assess their progress and products.

4.6.5 Rubric


4.6.6 Students will periodically exchange work with a peer to check on the progress and give positive advice for improvement.

4.6.6 Peer Assessment

Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students apply the elements and principles and distinguish varied lines, shapes, textures, colors, space, and the use of balance, proportion, rhythm, variety, repetition, and movement in works of art. They differentiate media and related visual characteristics and utilize appropriate media and processes in artwork, demonstrating safe and proper use of materials.




4.7.1 Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in work that effectively communicates ideas.

4.7.1 Students will cut out small squares of colors out of a magazine. Next have the students divide the colors into warm and cool color piles. Then have them separate those piles into more defined piles of secondary and tertiary colors. Once they have six piles have them glue the squares into place to form a design that has been drawn on white paper.

4.7.1 Rating Scale

4.7.2 Identify and dis-criminate between types of lines (characteristics, quality), shapes (geo-metric and organic), tex-tures (tactile and visual), colors (primary, sec-ondary, complementary, tints, and shades), space (placement, perspective, overlap, negative, posi-tive, size), balance (sym-metrical, asymmetrical, radial), and the use of proportion, rhythm, vari-ety, repetition, and

4.7.2 In their art work, students will identify and explain the elements of art and the principle of design.

4.7.2 Teacher ObservationRubric


movement in own work and the works of others.

4.7.3 Identify differences between media and the physical characteristics of each medium.

4.7.3 After experimenting with a variety of media and papers, students will cut out small sections and create a collage using the art elements of balance and variety.


Checklist

4.7.4 Identify, control, and use a balance of two-dimensional and three-dimensional me-dia, techniques, and pro-cesses to effectively communicate ideas, themes, experiences, and stories. The follow-ing recommended media and processes are ap-propriate for a grade band of Grade 3 through Grade 5: DRAWING:: Media: pencils, colored pencils, markers, chalks, crayons, oil pastels, charcoals Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling

4.7.4 Students will look at a photo of a face that shows physical textures, so a colored pencil rendering that includes shading, blending, and crosshatching techniques.

4.7.4 Students will look at a photo of a face that shows physical textures, do a colored pencil rendering that includes: shading, color blending, and crosshatching techniques.

4.7.4 Students will do a non-

4.7.4 RubricJournal WritingRating ScaleClassroom CritiquesPeer AssessmentsStudent Performance


PAINTING: Media: tempera, water-color, watercolor crayons; variety of sur-faces, brushes and paint applicators Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, watercolor techniques of sponging, salting, and masking PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil, textile ink Processes: collograph, relief (linoleum cutting), frottage (rubbing), silkscreen, etching CERAMICS: Media: modeling clay, pottery clay, clay substi-tutes, glazes, stains, paint Processes: pinch and pulled forms, slab, drape mold, coil, surface deco-ration techniques SCULPTURE/ARCHITEC-TURE/JEWELRY: Media: paper, papier-mâché, clay, plaster,


objective tempera painting in cool colors and one in warm colors. Cut one into trips and weave them into the other. Discuss the effects of the complementary colors.

4.7.4 Students will learn the technique of printmaking by working with a real print press to make their own print.

4.7.4 After looking at horse in art, reproductions, photos, toy replicas, sculpture, video, and possibly a real horse, students will create a realistic horse with clay, research art that portrays horses abstractly, create a second horse emphasizing or exaggerating their personality and write a paragraph explaining their horse.

4.7.4 Students will study different cultural mask students will paper mache and make their own cultural mask.


fiber cardboard, wood paper, foil, found ob-jects, beads, wire, foam, sand, balsa Processes: carving, addi-tive, subtractive, model-ing, constructing, cast-ing FIBERS: Media: cloth, yarn, rib-bon, found objects, pa-per, reeds, rope Processes: pulling threads, weaving, stitch-ery, tying and wrapping techniques, braiding, basketry MIXED MEDIA: Media: tissue, photos, found objects, foil, fiber, paint, paper Processes: collage, bas-relief OTHER MEDIA: Media: computer, inter-active computer pro-grams, disposable cam-era, digital camera, video, photography, film Processes: computer processes such as pixel edit, creating color pal-

4.7.4 Students will look at a variety of primitive weavings and plan a weaving that represents the patterns of a particular culture; do a small waving on a cardboard loom, using a variety of natural and man-made fibers.

4.7.4 Students will make wire tree sculptures to illustrate organic line.


ettes, copy and paste, animation, and integra-tion of other technology media


4.7.5 At the beginning of the year the students will learn and practice how to properly put away and clean all materials, media, and equipment.



Standard 8 Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts, and understand the arts as a critical component of learning and comprehension in all subject areas Students identify characteristics of concepts, ideas, processes, and products of visual art and other art forms and disciplines. They create artwork and interdisciplinary projects integrating processes, technology, and sign systems from various subject areas.



4.8.1 Identify characteristics of a big idea, historical period, or event as found within different disciplines.

4.8.1 The students will explore how Newton’s three laws of motion apply to development and operation of airplanes and rockets. They will then create their own rockets.

4.8.1 Rubric

4.8.2 Create artwork in-corporating concepts, subject matter, or the sign systems of other disciplines that commu-nicates in-depth knowl-edge gained through in-tegrated study.

4.8.2 Students will examine the idea of tessellations through the eyes of an artist and a mathematician to see how both processes arrive at the same end result.


4.8.3 Compare and con-trast products and sub-

4.RI.5 Describe the overall structure (e.g.,

4.8.3 The students will visit the IMA to compare and contrast art work of

4.8.3 Journal EntryTeacher Questions


ject matter of visual art and other art forms.

chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

different time periods and cultures. They will write down their findings in their journals.

Oral Quiz

4.8.4 Create an interdis-ciplinary work integrat-ing concepts, processes, technology, and sign systems of more than one art form.

4.8.4 Students will study the work of M.C. Escher and geometric quilts. Students will design a tessellation quilt square.


Teacher Questions


Grade FiveStandard 1 Understand art in relation to history and past and contemporary culture Students discover relationships between artwork and the cultures of origin, comparing works that have similar functions and exploring universal themes and ideas. They identify community support for the arts and explore related careers and venues.



5.1.1 Identify the relationship between a work of art and the geography and characteristics of the culture and identify where, when, why and by whom the work was made (focus: North America, including the diversity of past and contemporary cultures and ethnicities).

5.RI.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

5.1.1 Students will use a world map to place examples of art and artifacts in proper geographic locations. Students will note similarities and differences between art, subject matter, media and symbols.

5.1.1 WorksheetChecklist

5.1.2 Identify and compare works of art

5.RI.5 Compare and contrast the overall

5.1.2 Students will compare and contrast contemporary and

5.1.2 Teacher QuestionsOral Quiz


and artifacts with similar functions.

structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

primitive monuments. Washington and Lincoln Vs. Stonehenge and Easter Island.

5.1.3 Identify themes and symbols used in works of art and artifacts throughout history that portray shared human experiences.


5.1.3 Students will compare and contrast war memorials from a variety of countries looking for universal themes, symbols and ideas.

5.1.3 Written Comparison Paper

5.1.4 Identify the roles of artists and responsibili-ties of various art-re-lated careers in the com-munity.

5.1.4 Students will identify various roles art has played in our local community and in the world, identifying many different art related professions available.


5.1.5 Identify connec-tions between art in the community and that ex-perienced in daily life.


5.1.5 Students will continue to keep a journal in art class with a section devoted to art experiences in their daily life and how these affect them.

5.1.5 Journal Writings


5.1.6 Identify uses of im-agery in visual culture found in, but not limited to, advertisements, graphic novels, the Inter-net, video and video games.

5.1.6 Students will discuss different ways imagery used in visual culture affects our way of life. Have students look at examples of images from graphic novels, advertisements, internet and video games.

5.1.6 Teacher QuestionsOral Quiz

5.1.7 Analyze and re-spond to art at local mu-seums, exhibitions, per-formances and work of visiting artists in the school.


5.1.7 Students will visit local art museums or galleries and write a reflection of the experience.


5.1.8 Identify ways in which the arts are sup-ported in the commu-nity.

5.1.8 Have students come up with as many ways in which their community supports art. This could be a journal entry.

5.1.8 Teacher QuestionsJournal Entry


Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize artists and works of various cultures, styles, and periods. They identify characteristics of specific artists and art movements and develop a time line of Western artwork.



5.2.1 Identify and be familiar with a range of selected works, identifying artists of various cultures, styles and periods.

5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical visual art text based on specific information in the text.

5.RI.9 Integrate information from several texts on the same topic

5.2.1 Students will study Homer, Christo, Beardin, Picasso, O’Keefe, Catlin, Butterfield and Martinez and match the artist’s names to the work and talk about important aspects of the artist’s life and work. Students will also do an artist report over one famous artist and present it to the class.

5.2.1 Written ReportRubricTeacher QuestionsJournal Writing


in order to write or speak about the subject knowledgeably

5.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

5.2.2 Identify distinguishing characteristics of style in individual artists’ work and art movements.

5.RI.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

5.2.2 Students will collect images from various artist and cultures then sort them by style and explain the identifying characteristics of each movement of time period.



5.2.3 Begin to identify works of art and artifacts from major periods or movements of Western art and place on a chronological timeline.

5.W.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

5.2.3 Students will be given a list of several different historical art periods. Using the internet, students will research each period, find an art example from that period and create a chronological timeline PowerPoint presentation.

5.2.3 Rubric


Standard 3 Describe, analyze, and interpret works of art and artifacts Students utilize properties in works of art to explore “critical stance.” They share peer perspectives in constructing meaning and developing well-supported interpretations.



5.3.1 Explore the concept of “critical stance” using sensory, formal, technical, and expressive properties in artists’ work through discussion, utilizing appropriate vocabulary


5.3.1 Working from a list of questions which enhance critical stance, students will select two of these questions to compare and contrast two works of art. Ex: What do the two characters in the paintings have in common?What do you think is happening or about to happen to the character in the painting?


5.W.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

5.3.2 Construct meaning and develop well-sup-ported interpretations in works utilizing dialogue and shared peer per-spectives, properties found in the work, and research-based back-ground information.

5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

5.3.2 Working with a partner, students will share their answers to the critical stance questioning, defending their reasoning.



Standard 4 Theorize about art and make informed judgments Students identify instrumentalism in artwork. They apply criteria of others as well as their own in determining excellence in works and consider historical context when making informed judgments.



5.4.1 Identify artwork made from the artist’s philosophy that art is at its best when it is functional, ritually motivated or moves people to act for the betterment of society (instrumentalism).

5.RI.10 By the end of the year, read and comprehend informational texts, including technical visual art texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

5.4.1 Show students a PowerPoint on instrumentalism. Include several visual examples for the students to see. (Formalism, realism, expressionism could also be added to the lesson.) Students will create a drawing that represents instrumentalism.

5.4.1 Teacher QuestionsStudent QuestionsStudent Performance


5.4.2 Understand that personal preference is only one of many criteria used in determining excellence in works of art and identify criteria for judgment used by peers, teachers and members of the art community.

5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

5.4.2 Students will write a personal definition of art, and then discuss the beauty of nature and art. (If a sunset is beautiful, is it art? Why or why not?)

5.4.2 Teacher QuestionsPersonal Reflections

5.4.3 Apply criteria based on properties found in the work and research of its historical context to make in-formed judgments.

5.4.3 Students will look at non-objective work by Jackson Pullock, and share opinions about its success or value as an art form.

5.4.3 Teacher Questions and PromptsClassroom Critiques


Standard 5 Reflect on and discuss the nature of art, aesthetic experience, and aesthetic issues concerning the meaning and significance of art Students view and revisit works of art in defining personal meaning and forming interpretations. They identify problems or puzzles in works and hypothesize solutions, and they consider diverse aesthetic points of view in determining their own.



5.5.1 Consider personal meaning in a work of art by observing and revisiting the work, and contemplate alternative responses of peers to

5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

5.5.1 Students will periodically exchange work with peers to check on the progress and give positive advice for improvement. This will include written reports and PowerPoint presentations.

5.5.1 Peer Assessments


determine personal significance and form a convincing interpretation.

editing, rewriting, or trying a new approach.

5.5.2 Identify problems or puzzles in a work of art or aesthetic issue, construct a hypothesis, and evaluate alternative hypotheses.


5.5.2 Before a student starts an art project have them write in their journals about any problems they might face and come up with a plan on how they will solve the problem. When they finish the project they need to write down the outcome.

5.5.2 Journal Writing

5.5.3 Identify and ana-lyze a variety of well rea-soned points of view on aesthetic issues (censor-ship, plagiarism, defini-tion of art) and develop a personal point of view.

5.RI.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

5.5.3 Students will discuss definitions of censorship and plagiarism and how do they feel about “copying”.

5.5.3 Teacher Questions and PromptsJournal WritingStudent Responses


Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork demonstrating refined perceptual skills and based on new interests, experiences, and current events. They utilize ideas from other works in creating symbols, metaphors, and subject matter. Work reveals a process of critique, reflection, and revision, application of self-assessment and peer critiques, and mutual respect.



5.6.1 Demonstrate refined perceptual skills through convincing representation of objects

5.6.1 Students will create several sketches based on observation from an outdoor environment. One of the sketches will be selected as

5.6.1 Teacher ObservationStudent PerformanceChecklist


and subject matter from life.

the basis for a painting. Ex: Redkey outdoor lab

5.6.2 Utilize new interests, current events, or personal experiences as subject matter in artwork.

5.6.2 Students will use current events as a resource to create a collage using images found in ads, and phrases in the popular culture that pertains to the world today.


5.6.3 Create symbols, metaphors and subject matter for artwork and utilize ideas from other works.

5.6.3 Students will look at other works by artist (Picasso, Bris) that have used the newspaper and images from popular culture to communicate their ideas.

5.6.3 Questionnaires

5.6.4 Demonstrate evidence of critique, reflection and revision in creating artwork.

5.6.4 Students will reflect on and verbally discuss choices made in their work, demonstrating thoughtfulness and attention to the selection of ideas, revision of ideas and final execution.

5.6.4 Teacher and Student Conference

5.6.5 Identify and apply criteria for self-assessment and peer critiques.

5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

5.6.5 Students will take an active role in establishing criteria and standard of excellence in their work and assess progress throughout projects and written reports. At the beginning of a lesson students will agree on criteria for the project or writing.

5.6.5 Peer Assessment

5.6.6 Demonstrate 5.6.6 Students will show respect for 5.6.6 Teacher Observation


respect for personal work and the work of others.

their work and the work of others through verbal support, no put downs, constructive criticism during critiques and carefully handling work.

Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students apply the elements and principles and distinguish varied lines, shapes, textures, colors, space, and the use of balance, proportion, rhythm, variety, repetition, and movement in works of art. They selectively apply differentiated visual characteristics of media and utilize appropriate media and processes in artwork, demonstrating safe and proper use of materials.

Art Indicator Literacy Embedded Learning Activities Assessment(s)


Standard5.7.1 Apply elements (line, shape, form, texture, color, value and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates ideas.

5.7.1 Students will include in a collage of current culture selected elements and principles that effectively communicate their ideas.


Checklist

5.7.2 Identify and discriminate between types of lines (characteristics, quality), shapes (geometric and organic), textures (tactile and visual), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), space (background, mid-dle ground, foreground, placement, perspective, overlap, negative, con-verging lines, positive, size, color), balance (symmetrical, asymmet-

5.7.2 Students will draw an event from early US history that includes several ways to create the illusion of distance (size, placement, color, overlapping, and horizon line).


Checklist


rical, radial) and the use of proportion, rhythm, variety, repetition, and movement in own work and the works of others.

5.7.3 Discriminate be-tween physical charac-teristics of a variety of media and selectively apply them in artwork.

5.7.3 As a class discussion, have the students come up with as many different types of media and their physical characteristics as they can. Discuss the similarities and differences of the medias. Incorporate as many difference kinds of media as you can throughout the year through different projects.


5.7.4 Identify, control, and use a balance of two-dimensional and three-dimensional me-dia, techniques and pro-cesses to effectively communicate ideas, themes, experiences, and stories. The follow-ing recommended media and processes are ap-propriate for a grade band of Grade 3 through Grade 5: DRAWING::

5.7.4 Students will draw an object from three different points of view combining two different media for

5.7.4 Teacher ObservationRubricsClassroom CritiquesChecklistStudent Performance


Media: pencils, colored pencils, markers, chalks, crayons, oil pastels, charcoals Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling PAINTING: Media: tempera, water-color, watercolor crayons; variety of sur-faces, brushes and paint applicators Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, watercolor techniques of sponging, salting, and masking PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil, textile ink Processes: collograph, relief (linoleum cutting), frottage (rubbing), silkscreen, etching CERAMICS: Media: modeling clay, pottery clay, clay substi-tutes, glazes, stains, paint

each drawing and various drawing techniques.

5.7.4 Students will paint a picture of their shoe from direct observation using acrylics in an abstracted style such as Cubism, while using various painting techniques.

5.7.4 Students will create a collograph of a robot using symmetrical balance.

5.7.4 Students will work with a printing press for printmaking to create a print of organic shapes.

5.7.4 After studying the Native Americans the students will create a coil pot make from clay.


Processes: pinch and pulled forms, slab, drape mold, coil, surface deco-ration techniques SCULPTURE/ARCHITEC-TURE/JEWELRY: Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood paper, foil, found ob-jects, beads, wire, foam, sand, balsa Processes: carving, additive, subtractive, modeling, FIBERS: Media: cloth, yarn, rib-bon, found objects, pa-per, reeds, rope Processes: pulling threads, weaving, stitch-ery, tying and wrapping techniques, braiding, basketry MIXED MEDIA: Media: tissue, photos, found objects, foil, fiber, paint, paper Processes: collage, bas-relief OTHER MEDIA: Media: computer, inter-active computer pro-

5.7.4 Students will study the architecture of castles and in small groups build a castle with paper-mache.

5.7.4 Students will tye-dye T-shirts.


grams, disposable cam-era, digital camera, video, photography, film Processes: computer processes such as pixel edit, creating color pal-ettes, copy and paste, animation, and integra-tion of other technology media


5.7.5 Students will identify, use, and store all materials, media, and equipment used during art lessons and leave materials, media, and work space in good working order


Standard 8 Experience the integrative nature of visual arts, other arts disciplines, and disciplines outside the arts,


and understand the arts as a critical component of learning and comprehension in all subject areas Students compare communication of ideas and concepts in the arts and other disciplines. They create artwork, interdisciplinary projects, and performances integrating processes, technology, and sign systems from various subject areas and reflect on aesthetic outcomes and experiences.


Learning Activities Assessments

5.8.1 Compare the ways big ideas and concepts are communicated through the perspectives of visual arts and other disciplines.

5.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., "Compare and con-trast two or more charac-ters, settings, or events in a story or a drama, drawing on specific de-tails in the text [e.g., how characters interact]."). b. Apply grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which

5.8.1Students will study the Civil War through the literature, music, letters, and history of the time and the art of Winslow Homer and Matthew Brady.

5.8.1Teacher QuestionsWritten Response


reasons and evidence support which point[s].").5.RI.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

5.8.2 Create artwork in-corporating concepts, subject matter, technol-ogy, or the sign systems of other disciplines that communicates in-depth knowledge gained through integrated study.

5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.8.2 The students will explore how Newton’s three laws of motion apply to development and operation of airplanes and rockets through various texts. They will then create their own rockets.

5.8.2 RubricQuiz


5.8.3 Use multiple art forms to create cross-disciplinary works or per-formances, defining and reflecting on the aes-thetic experience and promoting aesthetic in-quiry.

5.8.3 In music class, students will study the songs from a popular theatre production. (Ex: The Nutcracker). After attending a live performance, students will create a class book which illustrates scenes from the play.


Documents

Jay School Corporation Music Curriculum Guide€¦ · Web view4.7.4 Students will look at a photo of a face that shows physical textures, do a colored pencil rendering that includes: