PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET · 2015-04-01 · art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside

PENNSVILLE SCHOOL DISTRICT

CURRICULUM COVER SHEETAligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: Related Arts

Course Title: Elementary Art Grade Level: 3-5

Line 9 Weeks

Color and Value 9 Weeks

Form and Space 9 Weeks

Texture 9 Weeks

Date Created: 1/10/12 - Justine Adams & Colleen Reilly

Board Approved on: January 30, 2012


Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

UNIT PLAN

Course Title: Elementary Art Unit Name: Line Grade Level: 3-5

Content StatementsLine is a mark made by a moving point according to its direction, weight, and the variations in its direction and weight.

Lines have expressive qualities. They can be utilized to evoke feeling.

The quality of line has various properties and functions.

Appropriate vocabulary is used to discuss the element of line and its use in a piece of art.

The basic elements of art and principles of design govern art creation and composition.

The characteristic of line can vary from culture to culture. Types of line can be indicative of a particular style or period around the world.

Cumulative Progress Indicators1.1.5.D.1 - Identify elements of art and principles of design that are evident in everyday life. 1.1.5.D.2 - Compare and contrast works of art in various mediums that use the same art elements and principles of design. 1.3.5.D.1 - Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design.1.3.5.D.2 - Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles.1.3.5.D.3 - Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres.1.3.5.D.5 - Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom.1.4.5.A.1 - Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications.1.4.5.B.1- Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.

1.4.5.B.2 - Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. 1.4.5.B.3 - Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. 1.4.5.B.4 - Define technical proficiency, using the elements of the arts and principles of design. 1.4.5.B.5 - Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art. 9.1.4.A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.9.1.4.A.2 - Evaluate available resources that canassist in solving problems. 9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems9.1.4.A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process. 9.1.4.C.1 - Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 - Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.9.1.4.D.3 - Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom.9.1.4.E.1 - Explain how digital media are used in

daily life in a variety of settings. 9.1.4.E.2 - Demonstrate effective communication using digital media during classroom activities 9.1.4.E.3 - Distinguish how digital media are used by individuals, groups, and organizations for varying purposes. 9.1.4.F.2 - Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities.

9.1.4.F.3 - Explain the importance of understanding and following rules in family, classroom, and community settings.

Overarching Essential Questions How do the elements of art govern

the creation of art?

Overarching Enduring Understandings The elements of art work together to

create an effective art pieceUnit Essential Questions What is line? How is line used in art?

Unit Enduring Understanding Students will explore the use of line in a

variety of forms in the creation of their own art work and the study of master works from various cultures and periods.

Unit RationaleLine is apparent in all works of art and additional media, but students may not know the qualities of line and how each affects the work and the world around them.

Unit OverviewStudents will explore, identify and notate line qualities and their functions.

Authentic Learning Experience Students will recognize and understand the complex nature of visual expression through the use of line, utilizing its various qualities. Students should recognize the significance of the use of line as it relates to the individual and the group.Integration of 21st Century ThemesGlobal Perspectives Students will look at the use of line in art from different countries. Students will note the similarities and differences in the use of line elements among artwork from various regions.

Civic Literacy Students will have an opportunity to compare the use of line in different cultures with the use

of line from their own culture. Students will develop a respect for art from other culture that stems from self-awareness and

individual creative expression.21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving

Reason Effectively Use various types of reasoning (inductive, deductive) to interpret the method and procedure for utilizing different line types in the creation of a work of art (T,A). Use Systems Thinking Examine and analyze works of art to distinguish various line types and their application (E).Make Judgments and Decisions Apply knowledge of line usage in the creation of their own work to create an effective visual statement (T,A; E). Solve Problems Determine the most effective use of line in the creation of a specific work of art (T,A; E).

Learning Targets/Scaffolding Define line. Discuss and explain the basic types of line and their uses. Explain that line can evoke feelings and emotion Discuss the similarities and differences of line usage among various cultures.

Evidence of LearningSummative Assessment (45 Days)Students will work on various projects that emphasize several line forms and applications using an array of media; assessment will be indicative of the proper use of each. Equipment needed: A variety of art media and implements, technology resources, supplemental print materials.Teacher Resources: Written material, software, Skype, YouTube, computer, samples.

Key Terms Elements of Art - Elements of art are the basic visual symbols found in the work such as lines,

shape, form, space, point, light, motion, direction, scale, dimension, texture and color.

Line - a mark that spans a distance between two points. As an art element, line pertains to the use of various marks, outlines and implied lines in artwork and design, most often used to define shape in two-dimensional work.

Composition - The arrangement of lines, colors and form. Contour - Contour drawing shows the outline of the subject, and not the volume or mass

of an object. Blind Contour - forms created by looking only at the subject, and not the paper while

drawing. Gesture - This quick drawing captures the energy and movement of the subject. It does

not necessarily have to be realistic. Horizontal - lines run parallel such as === Vertical - lines run up and down such as ||||| Diagonal - lines are slanting lines such as \\\\\ Angled - lines are a combination of diagonal lines such as /\/\/\/\/ ><<> Curved - lines are curly and express movement such as ~~~~~ Spiral - moving lines with a curvature Interrupted - a discontinued line Hatching - Parrallel lines grouped together to create the appearance of value Cross-Hatching - Intersecting hatching lines used to create dark values. Stipple - A series of dots grouped together to create the illusion of lights and darks.

Instructional Strategies Individual and group activities that center around the study and application of line 21st Century Technology – students will have access to and will use Smart Board, Skype and

computers and software during the class period as needed. Students will critique individual and group work.Customizing Learning/Differentiation Students will have the opportunity to work in this class in many different ways:

collaboration, individual work, small and large group and individual assessment.

Students have access to a variety of media and pacing opportunities are catered toward individual student progress.

Formative Assessment Teacher observation Written evaluation Individual rubric Creative competency Primary Interdisciplinary Connections Mathematics Geography Dance Music Language Arts ScienceResources Original works of art Film and print mediaReferences Online organization websites Written materialsCollaboration Tools Skype Group projects Digital Tools ArtStor Computer SmartBoardSuggested Activities for Inclusion in Lesson PlanningDifferentiation of materials and skill level targets, time allotment as it applies to specific needs, varied instruction strategies and approaches to a range of learning styles.

Unit TimelineLesson Timeframe

Lesson 1Op Art Collage

3 days

Lesson 2Blind Contour Portrait

2 days

Lesson 3Van Gogh Hatching Replica

4 days

Sample Lesson Plan 1 Template

Content Area: Art 3-5

Lesson Title: Line Style Painting Timeframe: 3 days

Lesson Components

21st Century Themes

X Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy

X Civic Literacy Health Literacy

21st Century Skills

X Creativity and Innovation

X Critical Thinking and Problem Solving

X Communication and Collaboration

X Information Literacy

X Media Literacy ICT Literacy Life and Career Skills

Interdisciplinary Connections: Language Arts, Mathematics, Geography

Integration of Technology: Use of SmartBoard, Online Resources, Video

Equipment needed: SmartBoard, Samples, Paper, Pencil, Watercolor Paint, Brushes, Permanent Marker

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students: Become familiar with the

elements and principles of art. Define line. Define value. Become cognizant of the

Impressionistic style of Vincent van Gogh and background on the artist Explore the techniques of

hatching and cross hatching.

Lesson Sequence1. Define line2. Discuss the principles of value

including highlight, shadow, and midtone.

3. Demonstrate hatching and crosshatching as shading techniques.

4. Students practice hatching an crosshatching to shade a specific object.

5. Introduce Vincent van Gogh through biography and selected images. Identify hatching within the works.

6. Study van Gogh drawings and paintings and select specific images from the works.

Teacher Observation

ssonvidual Rubric

Teacher/Student Feedback

Develop skills in shading utilizing hatching and crosshatching. Create an interesting

composition utilizing images from the works of Van Gogh.

7. Practice drawing the images on a sheet of scratch paper.

8. On a 9x12" sheet of drawing paper, redraw the selected images to create an original landscape.

9. Outline pencil lines in ink and add hatching to shade.

10. Demonstrate the proper technique for applying watercolor paint to an inked image. Add color to the drawing using watercolor paint.

Differentiation – The flexibility of the lesson is designed to enable all students to achieve individual levels of mastery and to receive the individual support as needed.

Resources Provided Art materials needed for lesson Hatching and Cross Hatching worksheet Vincent van Gogh print Google Docs presentation on SmartBoard



UNIT PLAN

Course Title: Elementary Art Unit Name: Color and Value Grade Level: 3-5

Content StatementsThe basic elements of art and principles of design govern art creation and composition.

Color depends on light because it is made of light. There must be light for us to see color.

Color has three properties. They are hue, value, and intensity.

There are primary colors, secondary colors, and intermediate colors. Colors are mixed to create new colors.

Cumulative Progress Indicators1.1.5.D.1 - Identify elements of art and principles of design that are evident in everyday life. 1.1.5.D.2 - Compare and contrast works of art in various mediums that use the same art elements and principles of design. 1.2.5.A.1 - Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs1.2.5.A.2 - Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 1.2.5.A.3 - Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

Value refers to the lightness or darkness of a hue.

Intensity refers to the purity of a hue.

The color wheel has warm and cool colors. Warm colors appear to advance in an image, while cool colors appear to recede.

Colors can be used to evoke feelings and emotions. Colors have different significances from culture or culture due to this relationship.

1.3.5.D.1 - Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design.1.3.5.D.2 - Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles.1.3.5.D.3 - Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres.1.3.5.D.4 - Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art.1.3.5.D.5 - Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom.1.4.5.A.1 - Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. 1.4.5.A.2 - Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view.1.4.5.A.3 - Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context). 1.4.5.B.1 - Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria. 1.4.5.B.3 - Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art1.4.5.B.4 - Define technical proficiency, using the elements of the arts and principles of design.1.4.5.B.5 - Distinguish ways in which individuals may disagree about the relative merits and effectiveness of

artistic choices in the creation and performance of works of dance, music, theatre, and visual art. 9.1.4.A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4.A.2 - Evaluate available resources that can assist in solving problems. 9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems. 9.1.4.A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process9.1.4.A.5 - Apply critical thinking and problem-solving skills in classroom and family settings.9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.

Overarching Essential Questions How do the elements of art

govern the creation of art?

Overarching Enduring Understandings The elements of art work together to create an

effective art piece.

Unit Essential Questions What is color? What is value? How are color and value

used in art?

Unit Enduring Understanding Students will explore the use of color and value

in a variety of forms in the creation of their own art work and the study of master works from various cultures and periods.

Unit RationaleColor is apparent in all works of art and additional media, but students may not know the specific qualities of color and how they are manipulated to affect a work of art. Value affects color and perception of forms, but students may not be aware of this phenomenon.

Unit OverviewStudents will explore, identify and create artwork that possesses a range of color qualities and value scales.

Authentic Learning Experience Students will explore and understand color theory as it applies to the world around them. They will note how color quality and value can affect perception and mood - qualities that are individual to the viewer. Students will experience the reward of creating an art piece that is self-expressive.Integration of 21st Century Themes

Global Perspectives Students will look at the use of color in art from different countries. Students will note the similarities and differences in the use of color qualities among

artwork from various regions. Students will recognize how color and/or value is present in all works of art,

regardless of culture.Civic Literacy Students will have an opportunity to compare the function of color in foreign cultures

and note the relationship with the use of color in the world around them. Students will develop a respect for art from other culture that stems from self-

awareness and individual creative expression.21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving

Reason Effectively Use various types of reasoning (inductive, deductive) to interpret the method and procedure

for utilizing different colors and techniques in the creation of a work of art (T,A). Use the correct value on a color scale to imply the lightness or darkness of an object

(T, A)Use Systems Thinking Examine and analyze works of art to distinguish various color usage and their application

techniques (E).Make Judgments and Decisions Apply knowledge of color theory and value scales in the creation of their own work to

create an effective visual statement (T, A; E). Solve Problems Determine the most effective use of color in the creation of a specific work of art (T,

A; E). Learning Targets/Scaffolding Define color. Discuss and explain the properties of color - hue, value, and intensity. Define value. Create a color wheel that illustrates the transition from warm to cool colors. Explain that color can evoke feelings and emotion Discuss the similarities and differences of color significance among various cultures.

Evidence of LearningSummative Assessment (45 Days)Students will work on various projects that focus on color theory and color mixing, using an array of media and techniques; assessment will be indicative of the proper use of each. Equipment needed: A variety of art media and implements, technology resources, supplemental print materials.Teacher Resources: Written material, software, Skype, YouTube, computer, samples.

Key Terms Elements of Art - Elements of art are the basic visual symbols found in the work such

as lines, shape, form, space, point, light, motion, direction, scale, dimension, texture and color.

Achromatic - Black, white and greys. Artwork that is executed without color. Acrylic - Thicker and stronger than tempera or watercolor paint, Acrylic is a water-

based "plastic" paint. Basic color principles - All color theory is based on the principle that 'color is light'. Chroma - This is the intensity, or strength, or purity of a color. Squeezing paint

directly from the tube to the palette is 'full chroma'. Color - When light is reflected off an object, color is what the eye sees. The primary

colors are red, yellow and blue. The secondary colors are orange, purple and green. Complementary Colors - Complementary colors are those which appear opposite to

one another on a color wheel. The complimentary colors are red and green, blue and orange, and yellow and purple.

Dominance - Dominance is an object or color that stands out in relation to the rest of the painting.

Gouache- (Tempera) Opaque watercolors and the technique of painting with such colors using white to make tints.

Hue - Hue is another word for color. The attribute which describes colors by name, i.e. red, blue, yellow etc.

Impressionism - Impressionism is referred to as the most important art movement of the 19th century. The term impressionism came from a painting by Claude Monet. His painting was titled Impression Sunrise. Impressionism is about capturing fast fleeting moments with color, light, and surface.

Intensity - This term is used to describe the brightness, or the dullness of a color. Intermediate colors - Obtained by mixing adjoining Primary and Secondary colors. Pigment - Pigment is the material used to create the effect of color on any surface. Primary colors - Red, yellow, blue. Secondary colors - Orange, Violet, Green. Each color is midway between the

Primaries from which it can be mixed. Shade - Using a mixture of black mixed with a color to make it darker. The opposite

of shade is tint. Tertiary colors - Colors that represent a mixture of secondary colors. Tint - Tint is the opposite of shade. Tinting is combining white with a color to make it

lighter. Value - Shadows, darkness, contrasts and light are all values in artwork. Wash - A highly fluid application of color. Watercolor - A translucent, water-based paint that comes in cake or tube form.

Instructional Strategies Individual and group activities that center around color theory and application of color. 21st Century Technology – students will have access to and will use Smart Board, Skype

and computers and software during the class period as needed. Students will critique individual and group work.Customizing Learning/Differentiation Students will have the opportunity to work in this class in many different ways:

collaboration, individual work, small and large group and individual assessment. Students have access to a variety of media and pacing opportunities are catered toward

individual student progress.

Formative Assessment Teacher observation Written evaluation Individual rubric Creative competency Primary Interdisciplinary Connections Mathematics Geography Dance Music Language Arts ScienceResources Original works of art Film and print media Color wheel

References Online organization websites Written materials

Collaboration Tools Skype Group projects

Digital Tools ArtStor Computer SmartBoardSuggested Activities for Inclusion in Lesson PlanningDifferentiation of materials and skill level targets, time allotment as it applies to specific needs, varied instruction strategies and approaches to a range of learning styles.

Unit Timeline

Lesson TimeframeLesson 1

Expressive Color Painting3 days

Lesson 2Mexican Sugar Skull Resist Drawing

4 days

Lesson 3Josef Albers Color Squares

2 days



Lesson Title: Mexican Sugar Skull Resist Drawing Timeframe: 4 days

Lesson Components

21st Century Themes

X Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

X Civic Literacy X Health Literacy

21st Century Skills






Interdisciplinary Connections: Georgraphy, Science, Mathematics

Integration of Technology: Use of SmartBoard, Online Resources, YouTube Video

Equipment needed: SmartBoard, Samples, Black Paper, Pencil, Oil Pastels, Glue, Sugar Skull Design Handout


Students: Define Dia de

los Muertos. Explore cultural

traditions of Mexico through the study of the Dia de los Muertos celebration. Discover the

stylistic characteristics of Mexican folk art. Explore the use

of line and color in art. Create an

accurate Dia de los Muertos skull resist drawing. Learn the

proper technique for creating a resist drawing. Refine drawing,

gluing, and coloring skills.

Lesson Sequence1. Explain that art varies from culture to culture and that often times, art from a certain country will have a specific style.2. Instruct students to find Mexico on the classroom map. Explain that the art of Mexico has a certain style. Typically Mexican folk art uses very bright colors and patterns. They are often visually appealing and eye-catching designs.3. Provide a handout with information about Dia de los Muertos. Explain traditions, such as honoring the dead, making foods, and decorating sugar skulls. 4. Show students a short video clip on the Mexican celebrations during the holiday and the crafting of a sugar skull.5. Show the class, in small groups, an actual sugar skull. Students may get a close-up look at the skull and lightly touch it. Ask students what they notice about it - color, shape, texture, materials, patterns, design?6. Explain to students that sugar skulls are often made to honor a loved one. Have students think of someone that they would like to honor, dead or living, and keep them in mind as they are creating their artwork.7. Show students examples of sugar skulls -actual and created - noting the use of bright color and pattens in the art work. Point out specific shapes, colors, and lines used in creation of the design.8. On black drawing paper, go over how to create the skull shape, adding in eyes, nose, and teeth.9. Add in shapes and patterns to fill the skull with elaborate line work - noting that the lines should not be too close together - students should draw LARGE.10. Demonstrate how glue can be applied to resist the application of color. Have students trace over their pencil lines with glue. All glue lines will be black at the end of the project. Let glue dry on tables or on the floor to prevent running.11. Fill in spaces not covered by glue with rich oil pastel colors - remind students that skulls are often colorful and eye-catching.

Teacher Observation Individual Rubric Teacher/Student

Feedback


Resources Provided Art materials needed for lesson Sugar Skull Handouts Actual Sugar Skull Google Docs presentation on SmartBoard



UNIT PLAN

Course Title: Elementary Art Unit Name: Form and Space Grade Level: 3-5


Form describes volume and mass, or the three dimensional objects that take up space. Forms can be viewed from many angles.

Forms can have a number of qualities, including architectural, geometric, organic, and abstract.

Form has 3-D qualities, while shape has 2-D qualities.

Space creates a feeling of depth. It organizes elements in a composition. Compositions consist of a foreground, middle ground, and a background.

Overlapping can be used to create a sense of space.

Linear space is a way of organizing objects in space. One-point, two-point, and areal perspective are used to create the illusion of

Cumulative Progress Indicators1.1.5.D.1 - Identify elements of art and principles of design that are evident in everyday life. 1.1.5.D.2 - Compare and contrast works of art in

various mediums that use the same art elements and principles of design. 1.2.5.A.1 - Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs.

1.2.5.A.2 - Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art.

1.2.5.A.3 - Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

1.3.5.D.1 - Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design.

space on a 2-D plane. 1.3.5.D.2 - Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles.

1.3.5.D.3 - Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres.

1.3.5.D.4 - Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art.

1.4.5.A.2 - Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. 1.4.5.A.3 -Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context). 1.4.5.B.1 - Assess the application of the elements

of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria. 1.4.5.B.4 - Define technical proficiency, using the elements of the arts and principles of design. 1.4.5.B.5 - Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music,

theatre, and visual art. 8.2.4.B.2 - Design an alternative use for an existing product.

8.2.4.C.1 - Explain the impact of disposing of materials in a responsible way. 9.1.4.A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process. 9.1.4.A.5 - Apply critical thinking and problem-solving skills in classroom and family settings.

9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.

9.1.4.D.3 - Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom.

9.1.4.F.2 - Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities.

9.1.4.F.3 - Explain the importance of understanding and following rules in family, classroom, and community settings.

Overarching Essential Questions How do the elements of form and

space play a role in the appearance of a work of art?

What is the relationship that exists between the form and the space of an object?


create an effective art piece. Form and space affect the perception of the viewer.

Unit Essential Questions What is form? What is space? How are form and space used in art?

Unit Enduring Understanding Students will explore the uses of form and

space in the creation of their own art work and the study of master works from various cultures and periods.

Unit RationaleForm and space are apparent in all works of art and additional media, but students may

Unit OverviewStudents will explore, identify and develop a sense of space and form, that, in turn, will serve a

not know the concepts behind each element. specific purpose within a work of art.Authentic Learning Experience Students will explore the qualities of form and space as it dictates the world around them. Students will understand the concept of each element as it applies to their visual world and how it is translated into an art piece. Integration of 21st Century ThemesGlobal Perspectives Students will look at the use of form and space used in art work from several countries.

They will note the similarities among each.Civic Literacy Students will recognize form and space as a way to organize the world around them. Students will develop a respect for art from other culture that stems from self-awareness and

individual creative expression.

21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem SolvingReason Effectively Use various types of reasoning (inductive, deductive) to interpret the method and procedure

for utilizing form and space in the creation of a work of art (T,A). Use Systems Thinking Examine and analyze works of art to distinguish various perspectives dictated by both form

and space (E).Make Judgments and Decisions Apply knowledge of various techniques and styles of form and space in the creation of

their own work to create an effective visual statement (T,A; E). Solve Problems Determine the most effective use of form, space, or both in the creation of a specific work

of art (T,A; E). Learning Targets/Scaffolding Define form and space. Discuss the relationship shared by the two as it relates to 2-D and

3-D works of art. Explore different qualities of form, including architectural, geometric, organic, and

abstract. Recognize how foreground, middle ground, and background affect the space of an image.

Note the use of overlapping. Discuss how different types of perspective affect the viewers perception of a form in

space.Evidence of Learning

Summative Assessment (45 Days)Students will work in 2-D and 3-D media to create works of art that reflect the various qualities of form and space; assessment will be indicative of the proper use of each. Equipment needed: A variety of art media and implements, technology resources, supplemental print materials.Teacher Resources: Written material, software, Skype, YouTube, computer, samples.

Key Terms Elements of Art - Elements of art are the basic visual symbols found in the work such as

lines, shape, form, space, point, light, motion, direction, scale, dimension, texture and color. Armature - A structure used beneath something else for support. For example, a sculptor

might create a clay sculpture with a wood or wire armature beneath it as support. Think about the frame of a house being constructed before all of the brick or siding is built on top. Background - The area in an image that is furthest away from the viewer Balance - An art and design principle concerned with the arrangement of one or more

elements in a work of art so that they appear symmetrical (even) or asymmetrical (uneven) in design and proportion. Collage - Collage is from the French meaning "paste up". The combination of pieces of

cloth, magazines and other found objects to create artwork. Composition - The arrangement of lines, colors and form. Firing - To harden clay, you have to heat it at high temperatures which fuses the clay

particles. Foreground - The area in an image that is closest to the viewer. Form - An element of art, such as you would see in a sculpture that has three dimensions. Middle Ground - The area in an image that is between the foreground and the background. Modeling Material - Material that is formed into a shape. Most modeling materials harden

when the moisture in them evaporates, such as clay. Some do not harden, such as plastecine and can be used again. Organic - Shapes that are not regular or even, using a combination of edges that are curved

or angular. Plaster - When mixed with water, this powder will harden into a chalk-like solid used to

create sculptures, and other forms of artwork. Repetition - Repetition is created when objects, shapes, space, light, direction, lines etc. are

repeated in artwork. Rhythm - When the regular repetition of particular forms or elements occurs in a work of

art, that work is said to have rhythm. It suggests motion. Shape - Shapes can be in the form of squares, circles, triangles, rectangles, and ovals. Space - Organizes elements in a composition Symmetry - Symmetry is when one side of something balances out the other side. Unity - A feeling of completeness is created by the use of elements in the artwork.Instructional Strategies Individual and group activities that center around the function of form and space in a work of

art. 21st Century Technology – students will have access to and will use Smart Board, Skype and



individual student progress.Formative Assessment

Teacher observation Written evaluation Individual rubric Creative competency Primary Interdisciplinary Connections Mathematics Geography Dance Music Language Arts Science

Resources Original works of art Film and print media



Digital Tools ArtStor Computer SmartBoardSuggested Activities for Inclusion in Lesson PlanningDifferentiation of materials and skill level targets, time allotment as it applies to specific needs, varied instruction strategies and approaches to a range of learning styles.


Lesson 1Two-Point Perspective Castle Drawings

3 days

Lesson 2Organic and Inorganic Shapes Collage

2 days

Lesson 3Junk Sculptures

4 days



Lesson Title: Junk Sculptures Timeframe: 4 days

Lesson Components

21st Century Themes

X Global Awareness X Financial, Economic, Business, and Entrepreneurial Literacy

X Civic Literacy X Health Literacy

21st Century Skills





X Media Literacy ICT Literacy X Life and Career Skills

Interdisciplinary Connections: Mathematics, Science, Geography

Integration of Technology: Use of SmartBoard, Online Resources

Equipment needed: SmartBoard, Samples, Paper, Pencil, Scrap Material, Recyclables, Masking Tape, Hot Glue, Paint, Paintbrushes


Students: Define form. Explore the

relationship between form and sculpture.

Recognize the work of artist Leo Sewell as it pertains to assemblage sculptures.

Explore the technique of sculpture making.

Create a work of art that resembles the work of a "junk sculpture" as created by Sewell

Lesson Sequence1. Define form. Explain that form is governed by 3-D properties. Explain that sculptures are a type of form.2. Discuss the technique of sculpture making. What is sculpture? How are sculptures created? What types of materials can be used?3. Focus on the use of "junk" or "found objects" in art. Can they serve as a legitimate art form? Why or why not?4. Introduce the artist Leo Sewell. Show examples of his work in assemblage. Note how form, color, and balance are important elements in his design process.5. Discuss the difference between 2D and 3D design. What are the differences and similarities of the two? Should they be approached differently?

Teacher Observation

Individual Rubric

Teacher/Student Feedback

Strengthen sense of design elements such as balance, color, and form. Explore the similarities and difference between 2D and 3D design.

Define the term "armature."

Define the term "sculpture."

6. Divide students into groups of 2-4. Students will create 10 thumbnail sketches of animals to use as design ideas for their project (other forms may be used, but must be approved first.) As a group, students will select the best design for their final project. 7. Each student will create a rough draft of the sculpture. Rough draft should include a front, top, and side view of the sculpture. Rough draft should be colored using the desired color scheme.8. Students will begin building an armature for their sculpture. Explain that the armature is the "skeleton" of the sculpture that holds the form together. The armature should have the general shape of the final sculpture. Armatures can be created using larger pieces of junk or paper and masking tape.9. When the armature is constructed, the group will add additional pieces of junk to the sculpture, using hot glue, as they apply to the design.10. Acrylic paint may be applied if desired.


Resources Provided Art materials needed for lesson Examples of shapes - shapes poster, art room environment Google Docs presentation on SmartBoard



UNIT PLAN

Course Title: Elementary Art Unit Name: Texture Grade Level: 3-5


Texture refers to the surface quality of an artwork.

Cumulative Progress Indicators1.1.5.D.1 - Identify elements of art and principles of design that are evident in everyday life. 1.1.5.D.2 - Compare and contrast works of art in various mediums that use the same art elements and principles of design.

Texture can be simulated, which occurs when smooth surfaces look as if they are textured, or actual, which is tangible.

Textures exist all around us in our environment and in nature.

Art from different cultures possesses specific and varying textural that are particular to each culture.

1.3.5.D.1 - Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design.1.3.5.D.2 - Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles.1.3.5.D.3 - Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres.1.3.5.D.5 - Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom.1.4.5.A.1 - Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications.1.4.5.B.1- Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria. 1.4.5.B.2 - Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. 1.4.5.B.3 - Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. 1.4.5.B.4 - Define technical proficiency, using the elements of the arts and principles of design. 1.4.5.B.5 - Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music,

theatre, and visual art. 9.1.4.A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.9.1.4.A.2 - Evaluate available resources that can assist in solving problems.9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems. 9.1.4.A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process. 9.1.4.A.5 - Apply critical thinking and problem-solving skills in classroom and family settings. 9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.9.1.4.C.1 - Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play). 9.1.4.D.1 - Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.9.1.4.D.3 - Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom.9.1.4.F.2 - Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities. 9.1.4.F.3 - Explain the importance of understanding and following rules in family, classroom, and community settings.

Overarching Essential Questions How do the elements of art govern

the creation of art?


create an effective art piece.

Unit Essential Questions What is texture? How is texture created?

Unit Enduring Understanding Students will explore the use of texture in

a variety of 2-D and 3-D works. They will create of their own art work and study of master works from various cultures and periods.

Unit RationaleTexture is apparent in the world around us, but students may not know how it relates to art.

Unit OverviewStudents will explore, identify and notate textural qualities and their functions.

Authentic Learning Experience Students will recognize and understand the complex nature of visual expression through the use of texture, utilizing its various qualities. Students will experience the feeling of texture. Integration of 21st Century Themes

Global Perspectives Students will look at the use of texture in art from different countries. Students will note the similarities and differences in the use of textural elements and

materials among artwork from various regions.

Civic Literacy Students will have an opportunity to compare the use of texture in their environment with

other textures. Students will notice the effect of different art media on texture. Students will see how texture is used in other cultures and how that may differ from their own experience.

Students will develop a respect for art from other culture that stems from self-awareness and individual creative expression.

21st Century Learning and Innovation Skills

(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving

Reason Effectively Use various types of reasoning (inductive, deductive) to interpret the method and procedure for

creating and utilizing various types of textures in the creation of a work of art (T,A). Rationalize the use of simulated and actual texture and the effectiveness of each in the art work.

(T,A).

Use Systems Thinking Examine and analyze works of art to distinguish various textures and their application (E).

Make Judgments and Decisions Apply knowledge of simulated and actual textures in the creation of their own work to create

an effective visual statement (T,A; E).

Solve Problems Determine which texture is used in a specific 3-D object (T,A). Determine the most effective use of texture in the creation of a specific work of art (T,A; E). Learning Targets/Scaffolding Define texture. Discuss different types of textures and the qualities that each possess.

Investigate the difference between simulated and actual texture. Apply each to a specific design.

Discuss the similarities and differences of texture usage among various artists and cultures. Evidence of Learning

Summative Assessment (45 Days)Students will work on various projects that emphasize several type of textures and methods of creating textures within an array of media; assessment will be indicative of the proper use of each.

Equipment needed: A variety of art media and implements, technology resources, supplemental print materials.

Teacher Resources: Written material, software, Skype, YouTube, computer, samples.

Key TermsElements of Art - Elements of art are the basic visual symbols found in the work such as lines, shape, form, space, point, light, motion, direction, scale, dimension, texture and color.Texture - Texture creates the feeling of an object.Simulated - texture that which occurs when smooth surfaces look as if they are texturedActual - texture which is tangible. These include slick, smooth, rough, bumpy, velvety, satiny, etc.Instructional Strategies Individual and group activities that center around the study and creation and observation of

texture. 21st Century Technology – students will have access to and will use Smart Board, Skype and



individual student progress.Formative Assessment Teacher observation Written evaluation Individual rubric Creative competency Primary Interdisciplinary Connections Mathematics Geography Language Arts ScienceResources Original works of art Film and print media



Digital Tools ArtStor Computer SmartBoard

Suggested Activities for Inclusion in Lesson PlanningDifferentiation of materials and skill level targets, time allotment as it applies to specific needs, varied instruction strategies and approaches to a range of learning styles.


Lesson 1Texture Quilt

2 days

Lesson 2Tree Landscape Collage

3 days

Lesson 3Aboriginal Dot Paintings

4 days



Lesson Title: Tree Landscape Collage Timeframe: 3 days

Lesson Components

21st Century Themes

Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy

X Civic Literacy Health Literacy

21st Century Skills






Interdisciplinary Connections: Science

Integration of Technology: Use of SmartBoard, Online Resources

Equipment needed: SmartBoard, Samples, Paper, Pencils, Environmental Resources - Tree Bark, Chalk, Pastels, Colored Pencils, Colored Paper, Colored Pencils, Glue Sticks, Ink

Goals/Objectives Learning Activities/Instructional Strategies

Formative Assessment Tasks

Students: Define the terms

"texture" and "simulated texture."

Define the term "composition."

Define the term "collage."

Apply knowledge of art terms to an actual work of art.

Create a tree landscape utilizing simulated texture.

Lesson Sequence1. Review previously learned terms, such as contour line drawing and landscape. 2. Introduce new terms, including texture, composition, and collage. Illustrate examples of each. 3. Demonstrate the characteristics of a tree and its components, such as the trunk and branches. Note that a tree begins as a thick form at the bottom and gradually tapers as it gets taller through the branches. 4. Look at examples of several trees. Compose a rough draft of a tree, focusing on the form and shape of it.5. Demonstrate how to compose a drawing that consists of a foreground, middleground, and background.6. Begin a final drawing including at least three trees. Trees should be varied in shape and size.7. Apply a background color to the art work, leaving the insides of the trees blank. This may be done with watercolor or colored pencil. 8. Go outside to make a series of rubbings to create a simulated texture. Use tan or brown paper and brown or black pastels to create the rubbing. Demonstrate how to create an effective rubbing by turning the pastel on its side and moving it down the paper. 9. Create a number of rubbings on different color papers using different

Teacher Observation Individual Rubric Teacher/Student

Feedback

materials.10. Tear the rubbings into small pieces that fit inside the form of the tree. Apply the rubbings in a collage format to the center of the trees using a glue stick to apply the paper.11. Trace over the contour lines of the trees using brown or black ink. Note the different textures in the work -the actual texture (edges of the torn paper) and simulated texture (appearance of bark.)Observe the art work created by other students in the class in a group critique. Note the successes and areas in need of improvement in each project.


Resources Provided Art materials needed for lesson Outdoor access Google Docs presentation on SmartBoard

Documents

PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET · 2015-04-01 · art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside