SECTION FOUR VISUAL ARTS CURRICULUM GUIDE GRADES K-12

SECTION FOUR

VISUAL ARTS CURRICULUM GUIDE

GRADES K-12

Kindergarten

Easton Area School District Art Curriculum Guide

Elementary Art: Grade Kindergarten

National Standard 1: Understanding and applying media, techniques, and processes.

PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities

Benchmark Objective

Teaching Materials

Teaching Strategies

Assessment

Students recognize the difference between materials and processes Students use different media, techniques, and processes to communicate ideas,

experiences, and stories Students manipulate art materials and tools in a safe and responsible manner

Describe that texture is the look and feel of surface Identify the difference between shapes Name and use primary colors Draw using the following media:

Graphite, oil pastels, markers, crayons Draw and identify the following compositional techniques: overlapping shapes and page placement or composition Demonstrate how to mix primary colors Use the following media in their paintings: watercolor and tempera paint

Sculpt using the following materials: model magic

• Paper • Crayons • Markers • Tempera • Watercolors • Scissors

• Modeling Clay

• Glue • Pencils

Demonstration Video Reading

Hands-on

CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:

• Student participation • Following directions

and sequential steps Final Project:

• Craftsmanship • Creativity • Application of

techniques

Math Correlations (State Standards)

Language Arts Correlations (State Standards)

Beyond the Standards

2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.3 Use types of measurements; time, sight, length, comparing

2.5 Solving problems in various ways

1.1.P Demonstrate and increasing understanding of new vocabulary introduced in conversations, activities, stories or books 1.1A Use illustrations and print to gain meaning.

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control

-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Kindergarten



National Standard 2: Using knowledge of structures and functions.

PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities

Benchmark Objective

Teaching Materials

Teaching Strategies

Assessment

Students explain the differences

among visual characteristics and purposes of art in order to convey ideas Students use visual structures and functions of art to communicate ideas

Use and identify the elements of art in

own drawing and drawings of others Utilize a variety of types of line Draw two dimensional shapes Draw using repeated shape Use the elements (lines, shapes, etc) as

they relate to painting

• Paper • Crayons • Markers • Tempera • Watercolors • Scissors • Clay • Glue • Pencils

Demonstration Video Art discussion with visuals Art manipulatives or games


• Student participation • Following directions and sequential

steps

Final Project: • Craftsmanship • Creativity • Application of techniques




2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound

2.9.A Identify two-dimensional geometric shapes 2.9.E Identify symmetry 2.9.F Explore symmetry in nature 2.9.G Identify a reflection 2.9.I Identify geometric shapes turned in different ways

1.1.P Demonstrate and increasing

understanding of new vocabulary introduced in conversations, activities, stories or books 1.1K Name, describe, and talk about new concepts.

-Understand and demonstrate proper care of classroom materials

-Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a

problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten



National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.4.3 Aesthetic Response to the arts and humanities

Benchmark Objective

Teaching Materials

Teaching Strategies Assessment

Students select and

use subject matter, symbols, and ideas to communicate meaning

View and describe the subject matter in

works of art Describe how line, shape, and color are repeated in works of art

Prints of artwork

Authentic art Visual handouts Books

Art discussion with

visuals Hands-on Peer interactions Demonstrations

CRITERIA:

The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:

• Student participation • Following directions and sequential steps

Final Project:

• Craftsmanship • Creativity • Application of techniques




2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.9.A Identify two-dimensional geometric shapes 2.9.E Identify symmetry 2.9.F Explore symmetry in nature

2.9.G Identify a reflection 2.9.I Identify geometric shapes turned in different ways

1.1.P Demonstrate an increasing understanding of new vocabulary introduced in conversations, activities, stories or books

1.1K Name, describe, and talk about new concepts. 1.1Q Demonstrate the understanding that communication occurs in different ways, including the use of various languages, devices, and gestures.

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details

-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten



National Standard 4: Understanding the visual arts in relation to history and cultures.

PA State Standard: 9.2.3 Historical and Cultural contexts 9.3.3 Critical Response to the arts and humanities

Benchmark Objective

Teaching Materials Teaching Strategies Assessment

Students know that the visual

arts have both a history and specific relationships to various cultures Students identify specific works of art as belonging to particular cultures, times, and places Students demonstrate how

history, culture, and the visual arts can influence each other in making works of art

Identify major artists and works of art

in the period Describe works of art as they apply to the period and culture

• Prints of artwork

• Authentic art • Artifacts • Visual handouts • Books • Video • Paper • Crayons • Markers • Tempera

• Watercolors • Scissors • Clay • Glue • Pencils

Demonstration Video Art discussion with visuals Art manipulatives or games

Read a book

CRITERIA:

The student will demonstrate mastery of the objectives for each lesson.

METHODS: The teacher will observe:

• Student participation • Following directions and sequential steps

Final Project: • Craftsmanship

• Creativity • Application of techniques




2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.9.A Identify two-dimensional geometric shapes

1.1.P Demonstrate and increasing understanding of new vocabulary introduced in conversations, activities, stories or books

1.1Q Demonstrate the understanding that communication occurs in different ways including the use of various languages, devices, and gestures.

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control

-Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten



National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.

PA State Standard: 9.4.3 Aesthetic response to the arts and humanities

Benchmark Objective

Teaching Materials

Teaching Strategies

Assessment

Students recognize there are various purposes for creating works of visual art Students understand there

are different responses to specific artworks

Listen carefully to what others say about art Make general statements about art Describe and interpret an artwork

Prints of artwork Authentic art Visual handouts Books Video

Demonstration Video Art discussion with visuals Art manipulatives

or games Student art critique Read a book

CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS:

The teacher will observe: • Student participation • Student reflection • Following directions and sequential steps





2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.9.A Identify two-dimensional geometric shapes

2.9.E Identify symmetry 2.9.G Identify a reflection 2.9.I Identify geometric shapes turned in different ways

1.1.P Demonstrate and increasing understanding of new vocabulary introduced in conversations, activities,

stories or books 1.3.A Understand and respond to a variety of literacy selections that are read, listened to or viewed

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues

-Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten



National Standard 6: Making Connections between visual arts and other disciplines.

PA State Standard: 9.3.3 Critical Response to the arts and humanities

Benchmark Objective


Students identify connections between the visual arts and other disciplines in the curriculum

Listen to stories that connect literature and art Use math skills to create art Incorporate nature in art to connect to science Create works of art related/ inspired by history

Integrate modern Technology to create art

• Prints of artwork • Authentic art • Artifacts • Visual handouts • Books • Video • Paper

• Crayons • Markers • Tempera • Watercolors • Scissors • Clay • Pencils • Children’s

Literature

• Laptop, digital cameras

Demonstration Video Art discussion with visuals

Art manipulatives or games Read a story


• Student participation

• Following directions and sequential steps





2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.9.A Identify two-dimensional geometric shapes 2.9.E Identify symmetry 2.9.F Explore symmetry in nature 2.9.G Identify a reflection 2.9.I Identify geometric shapes turned in different ways

1.1.P Demonstrate and increasing understanding of new vocabulary introduced in conversations, activities, stories or books 1.3.B Monitor comprehension while viewing, listening to and reading literacy selections

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions

-Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 1


Elementary Art: Grade 1



Benchmark Objective

Teaching

Materials

Teaching

Strategies

Assessment

Students recognize the difference between materials, techniques, and processes Students describe how different materials,

techniques, and processes cause different responses Students apply different media, techniques, and processes to communicate ideas, experiences, and stories

Students manipulate art materials and tools in a safe and responsible manner

Describe texture is the look and feel of surface Identify the difference between shapes Name and use primary colors

Apply warm and cool color schemes to their work Draw using the following media: Graphite, oil pastels, markers, crayons Draw and identify the following compositional techniques: overlapping shapes and page placement or composition

Demonstrate how to mix primary colors Use the following media in their paintings: watercolor and tempera paint Sculpt using the following materials: model magic, natural clay, paper Create prints from various objects

Define terms related to printmaking techniques and materials Create prints using the following methods: monoprint, Styrofoam

• Paper • Crayons • Markers • Tempera • Watercolors

• Scissors • Clay • Fibers • Glue • Pencils

Demonstration Video Reading

Hands-on


The teacher will observe: • Student participation • Student reflection • Following directions


• Craftsmanship • Creativity

• Application of techniques

Math Correlations Language Arts Correlations


2.5 C Select and use appropriate method, materials, and strategies to solve a problem 2.5A Describe problem solving strategies 2.7 C List or explain possible results of an experiment

1.1.3F Understand new vocabulary in context 1.3 Read, analyze, and interpret literature

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills

-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 1





Benchmark Objective

Teaching Materials

Teaching Strategies

Assessment

Students explain the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive features and

organizational principles cause different responses Students create visual structures and functions of art to communicate ideas

Use and identify the elements of art in own drawing and drawings of others Utilize a variety of types of line Draw two dimensional shapes

Draw using repeated shape Demonstrate the elements (lines, shapes, etc) in their painting Apply knowledge of art elements to sculpture and printmaking

• Paper • Crayons • Markers • Tempera • Watercolors • Scissors

• Clay • Fibers • Glue • Pencils


Art manipulatives or games


• Student participation • Student reflection • Following directions and sequential

steps Final Project:


Math Correlations Language Arts Correlations Beyond the Standards

2.1 F Identify, describe, extend simple patterns using symbols 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.9 B Create and reproduce geometric designs using concrete objects 2.11 D Continue a pattern of objects that can be extended indefinitely 2.5 C Select and use methods, materials, and strategies to solve a problem 2.5 A Describe appropriate problem solving strategies 2.8 D Create and solve story problems using a number sentences or pictures 2.9 A Identify 3-dimensional shapes

2.9 C Draw 2-dimensional geometric shapes 2.9 D Name and describe 2-dimensional geometric figures in real life 2.9 I Identify smaller shapes within given shapes 2.10 A Identify # of sides and angles in square, triangle, rectangle 2.9 G Discuss idea of reflection, relationship to symmetry 2.9 F Identify symmetry in nature 2.9 H Identify and discuss the characteristics of shapes in reflection 22.1 D Using drawings or models to show concept of fractions of a whole 2.3 G Estimate and measure objects using non-standard units

2.8 J Describe objects in space by position and direction

1.1.3F Understand new vocabulary in context 1.3 Read, analyze, and interpret literature 1.6 Speaking and listening

skills 1.4 Use narrative types of writing


-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 1





9.4.3 Aesthetic Response to the arts and humanities

Benchmark Objective

Teaching Materials

Teaching Strategies Assessment

Students explore and

understand prospective content for works of art Students select and use subject matter, symbols, and ideas to communicate meaning

View and describe the subject matter in

works of art Analyze how line, shape, and color are repeated in works of art Describe the elements of art used in drawings paintings, sculpture, and printmaking

Analyze how the art elements are repeated in art works Identify the major focal point in a work of art

Prints of artwork

Authentic art Visual handouts Books Video

Art discussion with

visuals Group discussions Writing exercises Hands-on activities

Demonstrations

CRITERIA:

The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:

• Student participation • Student reflection • Following directions and sequential steps




2.1 F Identify, describe, extend simple patterns using symbols 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.9 B Create and reproduce geometric designs using concrete objects 2.11 D Continue a pattern of objects that can be extended indefinitely 2.5 C Select and use methods, materials, and strategies to solve a problem

2.5 A Describe appropriate problem solving strategies 2.8 D Create and solve story problems using a number sentences or pictures 2.9 A Identify 3-dimensional shapes 2.9 C Draw 2-dimensional geometric shapes 2.9 D Name and describe 2-dimensional geometric figures in real life 2.9 I Identify smaller shapes within given shapes 2.10 A Identify # of sides and angles in square, triangle, rectangle 2.9 G Discuss idea of reflection, relationship to symmetry

2.9 F Identify symmetry in nature 2.9 H Identify and discuss the characteristics of shapes in reflection 2.3 G Estimate and measure objects using non-standard units 2.8 J Describe objects in space by position and direction

1.1.3.F Understand new vocabulary in context 1.3 Read, analyze, and interpret stories in literature

1.6 Speaking and Listening skills


-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of

others - Encourage risk-taking and creative problem-solving

Grade 1





Benchmark Objective


Students know that the visual arts have both a history and specific relationships to various

cultures Students identify specific works of art as belonging to particular cultures, times, and places Students demonstrate how history, culture, and the visual

arts can influence each other in making and studying works of art

Create art based on historical styles and content based on some of the following:

Egyptian Civilization, Greek Civilization, Roman Empire, Renaissance, Impressionism and Post-Impressionism, Pointillism, Cubism, Fauvism, Expressionism, Abstract Expressionism, Pop Art, Op Art

Demonstrate art based on major artists and works of art in the period Describe works of art as they apply to the period

• Prints of artwork • Authentic art • Artifacts

• Visual handouts • Books • Video • Paper • Crayons • Markers • Tempera • Watercolors

• Scissors • Clay • Fibers • Glue • Pencils

Demonstration

Video Art discussion with visuals Art manipulatives or games

Read a book

CRITERIA: The student will demonstrate mastery of the objectives for each lesson.





Math Correlations Language Arts Correlations Beyond the Standards 2.1 F Identify, describe, extend simple patterns using symbols 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.9 B Create and reproduce geometric designs using concrete objects 2.11 D Continue a pattern of objects that can be extended indefinitely 2.5 C Select and use methods, materials, and strategies to solve a problem

2.5 A Describe appropriate problem solving strategies 2.8 D Create and solve story problems using a number sentences or pictures

1.1.3F Understand new vocabulary in context 1.3.3 B Describing characters, setting, plot 1.1.3 G Retell after reading 1.2 Telling fact from fiction 1.6 Speaking and listening skills

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions

-Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 1





Benchmark Objective

Teaching Materials

Teaching Strategies

Assessment

Students hypothesize various purposes for creating works of visual art

Students describe how people's experiences influence the development of specific artworks Students understand there are different responses to

specific artworks

Listen carefully to what others say about art Make general statements about art

Reflect on life experiences and artworks made in the past to give meaning and direction to their art making Describe and interpret an artwork

Prints of artwork Authentic art Visual handouts

Books Video

Demonstration Video Art discussion with

visuals Art manipulatives or games Student art critique Read a book







2.1 F Identify, describe, extend simple patterns using symbols 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.5 C Select and use methods, materials, and strategies to solve a problem

2.5 A Describe appropriate problem solving strategies

1.1.3F Understand new vocabulary in context 1.3.3 B Describing characters, setting, plot 1.1.3 G Retell after reading 1.6 Speaking and listening skills



Grade 1





Benchmark Objective


Students identify connections between the visual arts and other disciplines in the curriculum Students integrate

similarities and differences between characteristics of the visual arts and other arts disciplines

Listen to stories that connect literature and art Incorporate math skills to create art Employ nature in art to connect to science Incorporate the arts (Music, Theatre, Dance)

Write about a work of art Create works of art related/ inspired by history Integrate modern Technology to create art

• Prints of artwork • Authentic art • Artifacts • Visual handouts • Books • Video • Paper

• Crayons • Markers • Tempera • Watercolors • Scissors • Clay • Fibers • Pencils • Children’s

Literature • Laptop, digital

cameras


Art manipulatives or games Play/Listen to music Read a story


• Student participation

• Student reflection • Following directions and sequential



Math Correlations Language Arts Correlations Beyond the Standards 2.1 F Identify, describe, extend simple patterns using symbols

2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.9 B Create and reproduce geometric designs using concrete objects 2.11 D Continue a pattern of objects that can be extended indefinitely 2.5 C Select and use methods, materials, and strategies to solve a problem

2.5 A Describe appropriate problem solving strategies 2.8 D Create and solve story problems using a number sentences or pictures 2.9 F Identify symmetry in nature

1.1.3F Understand new vocabulary in

context 1.3.3 B Describing characters, setting, plot 1.1.3 G Retell after reading 1.5G Write or illustrate a sequence of events and add detail


-Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem

-Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 2

Benchmark Objective

Teaching Materials

Teaching Strategies

Assessment

Students know the

differences between materials, techniques and processes Students describe how different materials, techniques and processes cause different responses

Students incorporate different media, techniques, and processes to communicate ideas, experiences and stories Students manipulate art

materials and tools in a safe and responsible manner

-Recognize that texture is the look and feel of

surface -Know the difference between shapes -Describe the difference between organic and geometric shapes -Create using the following media to intentionally take advantage of the qualities and characteristics of art media, techniques and process: Graphite, oil pastel, colored pencils,

markers, crayons -Draw and identify the following compositional techniques in creating depth and perspective in drawings: overlapping shape, page placement -Demonstrate how to mix secondary colors -Use the following media in their paintings: Watercolor, tempera -Sculpt using the following media: model magic,

natural clay, paper -Produce prints from various objects -Create a print from one of the following methods: Styrofoam

Paper

Crayons Markers Watercolor Tempera Scissors Clay Fibers Glue

Pencils Rulers Decorative elements Technology

Demonstrations

Overhead projector Video Hands-on

PPT’s Prints Books

CRITERIA

The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps

Final Project:

-Craftsmanship -Creativity -Application of techniques




PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities

Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or models to show the concept of fraction as part of a whole 2.9.1 Investigate and predict the results of combining geometric shapes 2.10.A Identify and give examples of right angles in real life objects 2.10.B Identify a right triangle and a right angle 2.9.E Identify and draw lines of symmetry for squares and rectangles

2.9.F Identify characteristics of symmetry in nature 2.9.C Draw and construct two-dimensional shapes 2.9.A Identify three-dimensional shapes 2.9.D Name and describe three-dimensional geometric figures in real life

R3.B.3 Preview the text formats (title, headings,etc) 1.1.3.C Use knowledge of phonics, word analysis, syllabication, picture context clues to decodeand understand new words during reading. R3.A.2 Summarize the main ideas and important details in text.


-Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 2




PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities

Benchmark Objective


Students know the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive

features and organizational principles cause different responses Students integrate visual structures and functions of art to communicate ideas

Use and identify the elements of art in own drawing and drawings of others Produce a variety of line types Draw using repeated shape Draw using symmetrical and asymmetrical shapes Illustrate foreground, middle ground and background

Identify formal balance Identify informal balance Incorporate elements as they relate to painting Apply knowledge of the art elements to sculpture

Apply knowledge of art elements to printmaking

Paper Crayons Markers Watercolor Tempera Scissors Clay

Fibers Glue Pencils Rulers Decorative elements Technology

Demonstrations Overhead projector Art discussion with visuals

Art manipulatives PowerPoint

CRITERIA The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe: -Student participation -Student reflection

-Following directions and sequential steps Final Project:


Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or models to show the concept of fraction as pat of a whole 2.9.1 Investigate and predict the results of combining geometric shapes 2.10.A Identify and give examples of right angles in

real life objects 2.10.B Identify a right triangle and a right angle 2.9.E Identify and draw lines of symmetry for squares and rectangles 2.9.F Identify characteristics of symmetry in nature 2.9.C Draw and construct two-dimensional shapes 2.9.A Identify three-dimensional shapes 2.9.D Name and describe three-dimensional

geometric figures in real life

R3.A.2 Summarize the main ideas and important details in text in a read aloud with the teacher R3.B.3 Identify the sequence in organization R3.A.1 Identify the meaning of specific words in text R3.A.2 Read and understand essential content

meaning and use correctly, new vocabulary learned in various subject area


-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 2




PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities 9.4.3 Aesthetic Responses to the arts and humanities

Benchmark Objective

Teaching Materials

Teaching Strategies

Assessment

Students explore and understand prospective content for works of art Students select and use subject matter,

symbols and ideas to communicate meaning

View and describe the subject matter in works of art Analyze how line, shape and color are repeated in works of art

Describe the elements of art used in drawings, paintings, sculpture and printmaking Analyze how the art elements are repeated in art works Identify the major focal point in a work of art

Prints Authentic Art Artifact

Visual Handouts Books Video

Discussion with visuals Books Prints

Hand outs

CRITERIA The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe:

-Student participation -Student reflection -Following directions and sequential steps Final Project:



2.1.D Use drawings, diagrams, or models to show the concept of fraction as part of a whole 2.9.1 Investigate and predict the results of combining geometric shapes 2.10.A Identify and give examples of right angles in real life objects 2.10.B Identify a right triangle and a right angle 2.9.E Identify and draw lines of symmetry for squares and

rectangles 2.9.F Identify characteristics of symmetry in nature 2.9.C Draw and construct two-dimensional shapes 2.9.A Identify three-dimensional shapes 2.9.D Name and describe three-dimensional geometric figures in real life

R3.B1.1 Identify the topic of text R3.B.2 Identify rhyming words, text rhythm and personification R3.A.1 Make inferences and draw conclusions based on information from the text 1.1K Engage in conversation, with a variety of partners, using key vocabulary words.


-Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 2




PA State Standard:9.2.3 Historical and cultural contexts 9.3.3 Critical response to the arts and humanities

Benchmark Objective


Students know that the visual arts have both a history and specific relationships to various cultures Students identify specific

relationships to various cultures, times, and places Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

Identify the art historical bases of style, iconography and historical content as they apply to the art of: Egyptian Civilization, Greek Civilization, Roman Empire, Renaissance, Impressionism and Post Impressionism, Pointillism, Cubism,

Fauvism, Expressionism, Abstract Expressionism, Pop Art, Op Art Identify major artists and works of art in the period Describe works of art as they apply to the period

Paper Crayons Markers Watercolor Tempera Scissors Clay

Fibers Glue Pencils Rulers Technology Prints Authentic Art/Artifact Visual Handouts

Books Video

Demonstrations Overhead projector Art discussion with visuals

Art manipulatives or games PowerPoint Read a book

CRITERIA The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe:

-Student participation -Student reflection -Following directions and sequential steps Final Project:


Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or models to show the concept of fraction as part of a whole 2.10.A Identify and give examples of right angles in real life objects 2.9.1 Investigate and predict the results of combining geometric shapes

R3.B1.1 identify characters in fiction R3.B1.1 Identify setting in fiction R3.B1.1 Identify sequence of events in fiction R3.A.1 identify the problem of the story in fiction R3.B1.1 Identify the solution of the story in fiction


-Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 2




PA State Standard:9.4.3 Aesthetic response to the arts and humanities

Benchmark Objective

Teaching Materials Teaching Strategies

Assessment

Students understand

there are various purposes for creating works of visual art Students reveal how people's experiences influence the development of specific artworks

Students conclude that there are different responses to specific artworks

Listen carefully to what others say about art

Make general statements about art Establish reasons to support general statements about art Reflect on life experiences and artworks made in the past to give meaning and direction to their art making

Students articulate a principle of artistic freedom and its significance in a democratic society Describe and discuss an artwork

Prints

Authentic Art Artifact Visual Handouts Books Video

Demonstrations

Overhead projector Art discussion with visuals Art manipulatives or games PowerPoint Student Art Critique Read a book

CRITERIA

The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps Final Project:



2.9.1 Investigate and predict the results of combining geometric shapes 4D.1.1.3 Create or replicate a numerical or geometric pattern showing 3 repetitions 4D.2.1.1 Correlate story situations with expressions or equations

R3.B1.1 Identify character in fiction R3.B.1 Identify setting in fiction R3.B.1 Identify sequence of events R3.A.1 Identify problem of the story R3.B1.1 Identify the solution of the story

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem

-Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 2




PA State Standard: Critical response to the arts and humanities

Benchmark Objective

Teaching Mater Teaching Strategies Assessment

Students understand and use similarities and differences between characteristics of the visual arts and other arts

disciplines Students identify connections between the visual arts and other disciplines in the curriculum

Listen to stories that connect literature and art Incorporate math skills to create art Combine nature in art to connect to science

Incorporate the arts (Music, Theatre, Dance) Write about a work of art Create works of art related/inspired by history

Use modern technology to create art

Prints Paper Crayons Markers Watercolor Tempera Scissors Clay

Fibers Glue Pencils Rulers Decorative elements

Technology Authentic Art

Demonstrations Overhead projector Art discussion with visuals Art manipulatives or games

PowerPoint Play and listen to music Read a Story

CRITERIA The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe: -Student participation -Student reflection

-Following directions and sequential steps Final Project:


Math Correlations Language Arts Correlations Beyond the Standards 4D.1.1.3 Create or replicate a numerical or

geometric pattern showing 3 repetitions 4D.2.1.1 Correlate story situations with expressions or equations 2.1.D Use drawings, diagrams, or models to show the concept of fraction as part of a whole

R3.B1.1 Identify character in fiction

R3.B.1 Identify setting in fiction R3.B.1 Identify sequence of events R3.A.1 Identify problem of the story R3.B1.1 Identify the solution of the story


-Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details and nuances of aural presentations -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop ability to place group goals above individual preferences -Develop an openness to new experiences and opinions

Artifact Visual Handouts

Books Video Internet Children’s literature Objects from nature Laptops

Digital cameras Music

Grade 3

Benchmark Objective

Teaching Strategies

Materials Assessment

Students explain and demonstrate the difference

between materials, techniques, and processes Students describe how different materials, techniques, and processes cause different responses

Students utilize different media, techniques, and processes to communicate ideas, experiences, and stories Students manipulate art materials and tools in a

safe and responsible manner

Distinguish between positive and negative space

Draw using the following media-graphite, pastel, oil pastel, colored pencils, markers, watercolor pencils, crayons Draw and identify the following in relation to creating depth and perspective in drawings: page placement and enlargement and transfer methods Paint using the following color harmonies: complementary colors

Sculpt using the following media: model magic, natural clay, paper, paper mache Printmaking: make prints from various objects, make a series of prints from one plate Create a print from Styrofoam

Demonstrations,

Over head projector Video Prints Hand Outs

PPT’s

Paper, Crayons,

markers, Tempera paint, Scissors, Clay, Fibers, Glue, Pencils, Watercolors,

Rulers, Technology

CRITERIA: The students will demonstrate

mastery of the objectives for each lesson. METHODS: The teacher will observe: -Student participation -Student reflection

-Following directions and sequential steps Final Project: -Craftsmanship -Creativity -Application of techniques






M3.A.1.2 Use fractions to represent quantities as part of a whole or part of a set M3.C.1.1. Identify and describe 2-3 dimensional objects M3.C.1.1.1 Name/identify/ Describe geometric shapes in 2 dimensions (circle, square, rectangle, triangle, pentagon,

hexagon, octagon)

R3.A.1.2.2 Define words and phrases from context clues 1.1 N Respond appropriately to books, stories, conversations, with words and gestures. 1.1K Request further information about a concept by using the correct name, label, or vocabulary word. 1.4D Include illustrations depicting the story content as

well as characters and setting of the story.


-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving

Grade 3





Benchmark Objective Teaching Strategies


Students explain the differences among visual characteristics and purposes

of art in order to convey ideas Students describe how different expressive features and organizational principles cause different responses

Students create visual structures and functions of art to communicate ideas

Use and identify the elements of art in own drawing and drawings of other

Incorporate a variety of line type Draw using symmetrical and asymmetrical shapes Apply 1 point perspective Utilize formal and informal balance

Incorporate the elements as they relate to painting Employ line in their paintings Apply knowledge of the art elements to sculpture Reognize and identify the following 3 dim. Shapes: cube, sphere, cone, pyramid, cylinder

Apply knowledge of art elements to printmaking

Demonstrations Overhead

Projector Art discussion with Visuals Art Manipulatives or Games

Power Point

Paper, Crayons, markers,

Tempera paint, Scissors, Clay, Fibers, Glue, Pencils, Watercolors,

Rulers, Technology

CRITERIA: The students will demonstrate mastery of the objectives for each

lesson. METHODS: The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps

Final Project: -Craftsmanship -Creativity -Application of techniques


M3.D.1.1 Recognize, describe or extend a variety of patterns

M3.D.1.1.1 Extend or find a missing element in a pattern… M3.D.1.2 Demonstrate simple functions rules M3.B.2.1.1 Use a ruler M3.B.2.2 Estimate measurements of familiar objects M3.C.2.1 Apply the concepts of transformations and symmetry M3.C.2.1.1 Identify/draw one line of symmetry in a 2 dimensional figure M3.C.2.1.2

Identify symmetrical 2 dimensional shapes M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism) M3.D.1.1 Recognize, describe, or extend a variety of patterns M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.D.1.1.2 Identify/describe the rule for a pattern (must show 3 repetitions)

R3.A.1.2.2 Define words and

phrases from context clues 14 A Tell a story in the correct sequence 1.4 D Make lists, record facts, write letters, create descriptions, and / or draw pictures to share important information about a

topic. 1.4B. Use illustrations to represent the facts.

-Understand and demonstrate proper care of classroom

materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions

-Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving

Grade 3




PA State Standard: 9.1.3 Producing, performing and exhibiting the art and humanities 9.4.3 Aesthetic Responses to the arts and humanities

Benchmark Objective

Teaching Strategies Materials Assessment

Students explore and understand prospective content for works of art Students select and use

subject matter, symbols, and ideas to communicate meaning

View and describe the subject matter in works of art Analyze how line, shape and color are repeated in works of art

Describe the subject matter in art works Describe the elements of art used in drawings, paintings, sculpture and printmaking Analyze how the art elements are repeated in

art works Identify the major focal point in a work of art

Art Discussion with Visuals Prints,

Authentic artwork, Visual handouts, Books, Video,

Internet

Paper, Crayons, markers, Tempera paint, Scissors, Clay,

Fibers, Glue, Pencils, Watercolors, Rulers, Technology

CRITERIA: The students will demonstrate mastery of the objectives for each lesson.

METHODS: The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps Final Project: -Craftsmanship -Creativity

-Application of techniques


M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism) M3.D.1.1 Recognize, describe, or extend a variety of

patterns M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.D.1.1.2 Identify/describe the rule for a pattern (must show 3 repetitions) M3.C.2.1.2 Identify symmetrical 2 dimensional shapes M3.C.1.1.1 Name/identify/

Describe geometric shapes in 2 dimensions (circle, square, rectangle, triangle, pentagon, hexagon, octagon)

R3.B.1.1.1 Identify the following in fiction (character, setting, plot) R3.A.1.5.1 Summarize the major ideas and important details of text

R3.A.2.5.1 Summarize the main ideas and important details of text R3.A.1.2.2 Define words or phrases from context clues given in explanatory sentences. R3.B.3.1.1 Identify statements of fact and opinion text R3.B.3.2.1 Identify exaggeration where present

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues

-Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of

others -Encourage risk taking and creative problem solving -

Grade 3

Benchmark Objective


Students know that the visual arts have both a history and specific relationships to various cultures Students identify specific works of art as belonging to

particular cultures, times, and places Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

Recognize some types of art based on style, iconography or historical content as they apply to the art of: Egyptian Civilization, Greek Civilization, Roman Empire, Renaissance, Impressionism and Post-Impressionism, Pointillism, Cubism, Fauvism, Expressionism, Abstract Expressionism, Pop Art, Op Art

Identify major artists and works of art in the period Describe works of art as they apply to the period

Demonstrations Overhead Projector Art discussion with Visuals Art Manipulatives or Games

Power Point Read a Book

Paper, Crayons, markers, Tempera paint, Scissors, Clay, Fibers, Glue, Pencils,

Watercolors, Rulers Prints, Authentic artwork, Visual handouts, Books, Video, Internet,

Artifacts

CRITERIA: The students will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:

-Student participation -Student reflection -Following directions and sequential steps Final Project: -Craftsmanship -Creativity -Application of techniques




PA State Standard: 9.2.3 Historical and Cultural Contexts 9.3.3 Critical Response to the arts and humanities


M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism) M3.D.1.1 Recognize, describe, or extend a variety of patterns M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.D.1.1.2 Identify/describe the rule for a pattern

(must show 3 repetitions) M3.C.2.1.2 Identify symmetrical 2 dimensional shapes M3.B.2.1.1 Use a ruler

R3.B.1.1.1 Identify the following in fiction (character, setting, plot) R3.A.1.5.1 Summarize the major ideas and important details of text R3.A.2.5.1 Summarize the main ideas and important details of text R3.A.1.2.2 Define words or phrases from context clues given in explanatory sentences

R3.B.3.1.1 Identify statements of fact and opinion text R3.B.3.2.1 Identify exaggeration where present


-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving

Grade 3





Benchmark Objective

Teaching Strategies


Students hypothesize how there are various purposes for creating works of visual art

Students describe how people's experiences influence the development of specific artworks Students understand

there are different responses to specific artworks

-Listen carefully to what others say about art -Make general statements about art -Offer reasons to support general statements about art

-Select words carefully in order to communicate effectively -Generalize about the effects of visual structures (elements and principles) and reflect upon these effects in their work -Reflect on life experiences and artworks made in the past to give meaning and direction to their art makin

-Articulate a principle of artistic freedom and its significance in a democratic society -Describe, interpret, analyze an artwork

Demonstrations Overhead

Projector Art discussion with Visuals Art Manipulative and Games

Power Point Student Art Critiques Read a Book

• Paper • Crayons • Markers • Tempera

paint • Watercolors • Clay • Fibers • Glue • Colored

Pencils • Rulers

• Printing ink

CRITERIA: The students will demonstrate mastery of the objectives for each lesson.

METHODS: The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps Final Project: -Craftsmanship

-Creativity -Application of techniques


M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism) M3.D.1.1 Recognize, describe, or extend a variety of patterns M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.D.1.1.2 Identify/describe the rule for a pattern

(must show 3 repetitions) M3.C.2.1.2 Identify symmetrical 2 dimensional shapes

R3.B.1.1.1 Identify the following in fiction (character, setting, plot) R3.A.1.5.1 Summarize the major ideas and important details of text R3.A.2.5.1 Summarize the main ideas and important details of text R3.A.1.2.2 Define words or phrases from context clues given in explanatory sentences

R3.B.3.1.1 Identify statements of fact and opinion text R3.B.3.2.1 Identify exaggeration where present

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and

opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving

Grade 3




PA State Standard: 9.3.5 Critical response to the arts and humanities

Benchmark Objective

Teaching

Strategies



Students integrate similarities and differences between characteristics of the visual arts and other arts

disciplines

Listen to stories that connect literature and art Put to use math skills to create art

Employ nature in art to connect to science Incorporate the arts (music, theatre, dance) Write about a work of art

Create works of art related/inspired by history Integrate modern technology to create art

Demonstrations Overhead Projector Art discussion with Visuals Art Manipulatives

and Games Power Point Play and Listen to Music Read a Story

Paper, Crayons, markers, Tempera paint, Scissors, Clay, Fibers,

Glue, Pencils, Watercolors, Rulers Prints, Authentic artwork, Visual handouts, Books,

Video, Internet, Artifacts Children’s literature, Objects from nature, Digital cameras, Laptops,

Music

CRITERIA: The students will demonstrate mastery of the objectives for each lesson. METHODS:

The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps Final Project: -Craftsmanship -Creativity -Application of techniques


M3.D.1.1 Recognize, describe, or extend a variety of patterns M3.D.1.1.2 Identify/describe

the rule for a pattern (must show 3 repetitions) M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.B.2.1.1 Use a ruler

R3.B.1.1.1 Identify the following in fiction (character, setting, plot) R3.A.1.5.1 Summarize the major ideas and important details of text

R3.A.2.5.1 Summarize the main ideas and important details of text R3.A.1.2.2 Define words or phrases from context clues given in explanatory sentences. R3.B.3.1.1 Identify statements of fact and opinion text R3.B.3.2.1 Identify exaggeration where present


-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving

Grade 4





Benchmark Objective

Teaching Strategies


Students explain and demonstrate the difference between materials, techniques, and processes Students describe how different

materials, techniques, and processes cause different responses Students utilize different media, techniques, and processes to communicate ideas, experiences, and stories

Students manipulate art materials and tools in a safe and responsible manner

-Recognize that the value is the lightness or darkness of color -Distinguish the difference between shape and form -Identify the difference between organic and geometric shapes

-Identify and mix tertiary and complimentary colors, tints and shades -Create compositions using formal (symmetrical) or informal (asymmetrical) balance -Draw using the following media: graphite, crayon, pastels, oil pastels, colored pencils, markers, watercolor pencils

-Incorporate enlargement and transfer methods -Use the following media in their paintings: tempera, watercolors, acrylic -Sculpt using the following media: model magic, natural clay, paper, paper mache -Create prints from various objects -Design a series of prints from one plate

-Explain terms related to printmaking techniques and materials -Create prints from Styrofoam

Demonstration Overhead Video

Prints Books PPT’s Discussions

Paper Crayons Markers Tempera paint Acrylic paint Watercolors

Clay Fibers Glue Graphite Colored Pencils Technology Charcoal Wire

Recycled materials Rulers Brayer and printing ink


• Student participation • Student reflection • Following directions and

sequential steps Final Project:


Math Correlations (Anchors)

Language Arts Correlations (Anchors)


4E.3.1.1 Describe, interpret and/or answer questions based on data 4B.2.1.1 Use or read a ruler to

measure 4C.2.1.2 Identify or create figures that have symmetry

R4.A.2 Identify the meaning of vocabulary from various subject matter 1.4 Share opinions during group

discussions 1.5 Gather and organize information 1.5C Brainstorm ideas to use for topics


-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 4





Benchmark Objective


Students explain the differences among visual characteristics

and purposes of art in order to convey ideas Students describe how different expressive features and organizational principles cause

different responses Students create visual structures and functions of art to communicate ideas

Use and identify the elements of art in own drawing and drawings of others

Incorporate a variety of types of lines Draw using contour lines Draw using symmetrical and asymmetrical shapes Apply 2 point perspective

Draw using value and contrast Demonstrate awareness of the principles of design as they relate to drawing and painting and printmaking

Demonstration Overhead

Video Art discussion with visuals Art manipulatives

Powerpoints Hands-on

• Paper • Crayons • Markers

• Tempera paint • Acrylic paint • Watercolors • Clay • Fibers • Glue • Graphite • Colored

Pencils • Technology • Charcoal • Wire • Recycled

materials • Rulers • Brayer and

• Printing ink









4D.1.1.1 Extend or find missing element in geometric pattern 4D 1.1.3 Create or replicate a geometric pattern showing 3 repetitions

4B.2.1.1 Use or read a ruler to measure 4C.2.1.2 Identify or create figures that have symmetry 4B.2.2.1 Use or read a ruler to measure 4C.1.1.1 Identify/classify/compare 2-dimensional figures 4C.1.1.2 Identify or classify 3-dimensional figures 4C.1.2.1 Identify points, lines, line segments or rays 4C.1.2.2 Identify parallel and perpendicular lines

R4.A.2 Identify the meaning of vocabulary from various subject matter

R4.B.2 Sound techniques such as alliteration and meter 1.5 D Incorporate relevant information 1.5 E Arrange ideas in a logical order

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills

-Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem


Grade 4




PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.4.3 Aesthetic Response to the arts and humanities

Benchmark Objective

Teaching Strategies


Students explore and

understand prospective content for works of art Students select and use subject matter,

symbols, and ideas to communicate meaning

View and describe the subject matter in works of art

Analyze how line, shape, and color are repeated in works of art Interpret the subject matter in art works Describe the elements of art used in drawings paintings, sculpture, and

printmaking Examine how the art elements are repeated in art works Identify the major focal point in a work of art

Art discussion with visuals

Prints of artwork Authentic art Visual handouts Books

Internet Video

• Paper • Crayons

• Markers • Tempera paint • Acrylic paint • Watercolors • Clay • Fibers • Glue • Graphite

• Colored Pencils • Technology • Charcoal • Wire • Recycled materials • Rulers • Brayer and • Printing ink

CRITERIA: The student will demonstrate mastery of the

objectives for each lesson. METHODS: The teacher will observe:


Final Project:





4C.2.1.2 Identify or create figures that have symmetry 4C.1.1.1 Identify/classify/compare 2-dimensional figures 4C.1.1.2 Identify or classify 3-dimensional figures 4C.1.2.1 Identify points, lines, line segments or rays 4C.1.2.2 Identify parallel and perpendicular lines

4E.1.1.1 Describe, interpret, answer questions based on data 4E.1.2.2 Translate information 4E.3.1.1 Make a prediction based on data or chance

R4.B.2 Personification and similes R4.B.2 Sound techniques such as alliteration and meter R4.B.3 Sequence, question/answer, compare/contrast, cause/effect, problem/solution 1.5F Use descriptive words and verbs

1.5G Add pictures or words to include more detail 1.1N Use vocabulary to ask questions to extend learning


-Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 4

Benchmark Objective

Teaching Strategies


Students know that the visual arts have both a history and specific relationships to various cultures

Students identify specific works of art as belonging to particular cultures, times, and places Students demonstrate how history, culture, and the visual arts can influence

each other in making and studying works of art

Recognize some types of art based on style, iconography or historical content as they apply to the art of: Egyptian Civilization, Greek Civilization, Roman Empire,

Renaissance, Impressionism and Post-Impressionism, Pointillism, Cubism, Fauvism, Expressionism, Abstract Expressionism, Pop Art, Op Art Identify major artists and works of art in the period

Describe works of art as they apply to the period

Demonstration Overhead

Video Art discussion with visuals Art manipulatives or games

Powerpoints Read a book

• Paper • Crayons • Markers • Tempera paint • Watercolors

• Clay • Fibers • Glue • Colored Pencils • Technology • Wire • Recycled materials • Rulers • Printing ink

• Prints of artwork • Authentic art • Visual handouts • Books • Internet • Video



• Student participation • Student reflection • Following directions and

sequential steps Final Project:

• Craftsmanship









2.4 use deductive and inductive reasoning 2.5 Problem solve strategies 2.5 Represent problems in various ways

R4.A.1 Retell or summarize main ideas R4.A.1 Identify meaning of vocabulary; synonyms and antonyms R4.A.2 Retell main ideas and important details R4.B.2 Personification and similes R4.B.2 Sound techniques such as alliteration and meter R4.B.3 Sequence, question/answer, compare/contrast, cause/effect, problem/solution

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem


Grade 4

Benchmark Objective

Teaching

Strategies


Students hypothesize how there are various purposes for creating works of visual art Students describe how

people's experiences influence the development of specific artworks Students understand there are different responses to specific

artworks

Listen carefully to what others say about art Select words carefully in order to communicate effectively Identify more or less sensible reasons offered to support statements about art

Generalize about the effects of visual structures (elements and principles) and reflect upon these effects in their works Analyze what makes organizational structures effective or not effective in the communication of ideas Reflect on life experiences and artworks made in the past to

give meaning and direction to their art making Students articulate a principle of artistic freedom and its significance in a democratic society Describe, analyze, interpret, and judge an artwork

Demonstration Overhead Video

Art discussion with visuals Art manipulatives or games Powerpoints

Student art critique Read a book

• Paper • Crayons • Markers • Tempera

paint

• Watercolors • Clay • Fibers • Glue • Colored

Pencils • Technology • Wire

• Recycled materials

• Rulers • Printing ink • Prints of

artwork • Authentic art • Visual

handouts



• Student participation • Student reflection • Following directions


• Craftsmanship

• Creativity • Application of

techniques








4E.1.1.1 Describe, interpret, answer questions based on

data 4E.1.2.2 Translate information 4E.3.1.1 Make a prediction based on data or chance

R4.A.1 Retell or summarize main ideas R4.A.1 Identify meaning of vocabulary; synonyms

and antonyms R4.A.2 Retell main ideas and important details R4.B.2 Personification and similes R4.B.2 Sound techniques such as alliteration and meter R4.B.3 Sequence, question/answer, compare/contrast, cause/effect, problem/solution

-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills

-Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others

- Encourage risk-taking and creative problem-solving

Grade 4





Benchmark Objective



Students integrate similarities and differences between characteristics of the visual arts

and other arts disciplines

Listen to stories that connect literature and art Employ math skills to create art Integrate nature in art to connect

to science Incorporate the arts (Music, Theatre, Dance) Write about a work of art Create works of art related/

inspired by history Integrate modern Technology to create art

• Demonstration • Overhead • Video • Art discussion with visuals • Art manipulatives or

games • Powerpoints • Play/Listen to music • Read a story

• Paper • Crayons • Markers • Tempera paint • Watercolors • Clay

• Fibers • Glue • Colored Pencils • Technology • Wire • Recycled materials • Rulers • Printing ink

• Prints of artwork • Authentic art • Visual handouts • Books • Internet • Video


• Student participation • Student reflection • Following directions and sequential



Math Correlations

(Anchors)

Language Arts Correlations

(Anchors)


4E.1.2.2 Translate information 2.6 Analyze data 2.8 Look for patterns and

functions 2.4 Use deductive and inductive reasoning

R4.A.1 Retell or summarize main ideas R4.A.1 Identify meaning of vocabulary; synonyms and antonyms R4.A.2 Retell main ideas and important details R4.B.2 Personification and similes R4.B.2 Sound techniques such as alliteration and meter

R4.B.3 Sequence, question/answer, compare/contrast, cause/effect, problem/solution




Elementary Art-Grade 5

National Standard: 1. Understanding and applying media, techniques, and processes.


Benchmark Objective Teaching Materials Teaching Strategies

Assessment

Students select media, techniques, and processes; analyze what makes them effective or not effective in

communicating ideas; and reflect upon the effectiveness of their choices. Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

Students draw upon personal & cultural values & concerns as subjects & themes for their art making.

Students will learn about various art media.

Students will learn various techniques including drawing, painting, printmaking, sculpting, weaving, designing, and computer imaging. Students will learn to manipulate the media in certain

ways to produce the desired results.

Students will create art to communicate ideas, portray action & movement & to express feelings.

• Pencil • Colored pencil • Oil pastel

• Marker • Ink and printing ink • Paris craft • Clay/glaze • Acrylic paint • Watercolor paint • Various weight,

colored and textured

paper • Fibers • Glue • Scissors • Rulers • Compass

• Demonstration

• Reading

• Lecturing

• Hands-On

• Computer Presentation

• Hand-outs

CRITERIA: The student will demonstrate mastery of the objectives for each

lesson. METHODS: Formative- The teacher will observe

• Student Participation • Student Reflection • Following directions &

sequential steps Summative- Final Project

• Craftsman-ship • Creativity • Application of techniques

Grade 5


M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of

transformations or symmetry… M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text

R5.A.2.6 Identify & describe genre of text

• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences

• Develop an openness to new experiences and opinions • Understand the importance of following directions



National Standard: 2. Using knowledge of structures and functions.

PA State Standard: 9.1.5 Producing, performing & exhibiting the arts & humanities

9.3.5 Critical Response to the arts & humanities

Grade 5

Benchmark Objective Teaching Materials

Teaching Strategies

Assessment

Students generalize about the effects of visual structures and functions and reflect upon these effects in their own

work Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas Students select and use the qualities

of structures and functions of art to improve communication of their ideas Students develop alternate plans for organizing visual elements for expressive purposes & refine their ideas as they make art.

Students create art based on proportions, perspectives, color interactions & other design

concepts that increase their ability to create art. Students will develop an understanding of how light affects our perception of colors, texture & forms; how we perceive space & distance; how artists visually analyze objects & scenes. Students continue to use appropriate production

materials. They may research additional applications using library and technology skills.

• Line • Shape • Color

• Texture • Pattern • Balance • Movement • Emphasis • Unity • Form

• Reading

• Lecturing

• Hands-On

• Computer

Presentation

• Hand-outs • Demonstration

CRITERIA: The student will demonstrate mastery of the objectives for each

lesson. METHODS: Formative- The teacher will observe



• Craftsman-ship • Creativity • Application of techniques


Math M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures…

M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry… M5.D.1 Demonstrate an understanding of patterns, relations & functions

M5.E.3 Understand &/or apply basic concepts of probability or outcomes

R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main

ideas & relevant details R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of text

• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues

• Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions



National Standard: 3. Choosing and evaluating a range of subject matter, symbols, and ideas.

PA State Standard: 9.1.5 Producing, performing and exhibiting the art and humanities

9.4.5 Aesthetic Responses to the arts and humanities


Assessment

Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and

aesthetics that communicate intended meaning in artworks Students generate & apply criteria for judging the merit & significance of artworks.

Students will learn to draw what they see and choose what they draw. Students will learn to choose appropriate and alternative art making

materials. Students will learn to narrow or widen the scope of their theme as appropriate.

Students identify subjects & themes that reflect their personal thoughts & give direction to their art making. Students plan and organize art making materials, technologies and workspace in a safe, efficient,

and effective way to make their art.

• Demonstrations

• Reading

• Lecturing

• Hands-on

• Introductory Presentations

• Hand-outs

CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: Formative- The teacher will observe

• Student Participation • Student Reflection

• Following directions & sequential steps

Summative- Final Project • Craftsman-ship • Creativity

Application of techniques

Grade 5



M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas…

M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry… M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details

R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of text

• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations

• Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions



National Standard: 4. Understanding the visual arts in relation to history and cultures.

PA State Standard: 9.2.5Historical and Cultural contexts

9.3.5 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials

Teaching Strategies

Assessment

Students know and compare the characteristics of artworks in various eras and cultures Students describe and place a variety of art objects in historical and cultural contexts

Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art Students give examples of how artworks can reflect or challenge dominant tastes & values of a culture.

• Students will know about artworks

and artistic traditions in different cultures and times.

• Students will learn about varied influences on styles and types of

artwork, past and present.

• Students will learn about types and functions of art in everyday life.

• Students will develop a respect for

different styles & kinds of artwork.

Students continue to use appropriate production materials. They may research additional

applications using library and technology skills.

• Demonstration

• Reading

• Lecturing

• Hands-On

• Computer

Presentation

• Hand-outs


Formative- The teacher will observe



• Craftsman-ship • Creativity


Grade 5



M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3

dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry… M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details R5.A.1.3 Make inferences, draw

conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of text

• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control

• Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions



National Standard: 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others.

State Standard: 9.4.5 Aesthetic response to the arts and humanities


Assessment

. Students compare multiple purposes

for creating works of art Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry Students describe and compare a variety of individual responses to their

own artworks and to artworks from various eras and cultures Students generate questions about art from perspectives representing various fields of inquiry such as art history, art making, art criticism, aesthetics, anthropology, chemistry,

etc.

• Students are able to describe

sensory and design qualities in

artworks. • Students will be able to analyze

themes and technical qualities of artworks.

• Students will interpret the expressive meaning in artworks.

• Students will be able to cite criteria and offer reasons for

judgments of artworks. • Students will be able to perceive &

respond to works or art. • Students will be able to evaluate

the criteria for judging their own & other’s art.

• . Students are able to describe sensory and design qualities in artworks.

• Students will be able to analyze themes and technical qualities of artworks.

• Students will interpret the expressive meaning in artworks.

• Students will be able to cite criteria and offer reasons for

judgments of artworks. • Students will be able to

perceive & respond to works or art.

• Students will be able to evaluate the criteria for judging their own & other’s art.

• Demonstration

• Reading

• Lecturing

• Hands-on

• Computer • Presentati

ons • Hand-outs

CRITERIA: The student will

demonstrate mastery of the objectives for each lesson. METHODS: Formative- The teacher will observe

• Student Participation

• Student Reflection • Following

directions & sequential steps



Grade 5



M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry…

M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of text

• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions



National Standard: 6. Making connections between visual arts and other disciplines.

State Standard: 9.3.5 Critical Response to the arts and humanities


Assessment

Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context Students describe ways in which the principles and subject matter of other disciplines taught in the school are

interrelated with the visual arts Students compare, multiple overlapping art related values & activities within one culture.

• Students will be able to connect

their art making to studies learned through various school subjects.

• Students will apply their knowledge of various subject matter to create meaningful artwork.

• Students will understand the role of art in everyday life.

• Students will examine careers in

art & the process of exhibiting artwork.

• Students will compare & contrast visual qualities of art & life experience such as expressive, imaginative, representational, abstract, decorative & functional.

• Students can incorporate

concepts learned across all curricular areas and make decisions regarding media and technique.

• Demonstration

• Reading

• Lecturing

• Hands-on

• Computer

• Presentations

• Hand-outs

CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: Formative- The teacher will observe

• Student Participation

• Student Reflection • Following

directions & sequential steps



Grade 5



M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry…

M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of

text

• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions

• Understand the importance of following directions

Grade 6


Elementary Art: GRADE 6

National Standard: 1. Understanding and applying media, techniques, and processes

PA State Standard: 9.1.5 Production, performing and exhibiting the arts and humanities

Benchmark Objective


Students select media, techniques, and processes, analyze what makes them effective or not, and reflect upon the effectiveness of their choices.

Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas. Students draw upon personal and cultural values and concerns

as subjects and themes for their art making.

*Students will know and use the elements and principles of art. *The students will learn about using various techniques, including

• Drawing • Painting

• Printing • Sculpture • Computer imaging

*Students will know and use fundamental vocabulary words. *The students will learn about the color wheel. *The students will use various art media. *The students will learn to use all tools appropriately.

*Students will describe and know a specific style. *Students will learn how to draw. *Students learn how to add value. *Students learn how to overlap.

• Problem

solving • Demonstration • Hands on • Example of

artist

• Pencil • Colored

pencils • Markers • Paints

• Plaster craft • Rulers • Glue • Erasers • Computer

CRITERIA: Craftsmanship Participation METHODS: *Students should identify the elements of art.

*Students should know the vocabulary words within each form. *Students should describe and know a specific style. *Students should complete assignments. *Students should follow directions. *Students should demonstrate

how the principals of design and composition are used to make the visual elements work. (Art rubric)


M6.2.2 Solve problems using ratios, proportions, percents and/or ratio M6.A.2.2.3 Use proportion to determine if two

quantities are equivalent (e.g. similar figures, prices of different sizes items, etc)

R6.A.6 Identify, describe, and analyze genre of text. R6.A.1.6.1 Identity and /or describe the author’s

intended purpose of text

• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills

• Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions

Easton Area School District Grade 6


Elementary Art: GRADE 6

National Standard: 2. Using knowledge of structures and functions

PA State Standard: 9.3.5 Identify Critical processes in the examination of works in the arts and humanities

Benchmark Objective


Students generalize about the effects of visual structures and functions and reflect upon these

effects in their choices. Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas.

Students select and use the qualities of structure and function of art to improve communication of their ideas.

Students will: Know and use primary, secondary, and tertiary colors.

Know and use complimentary and analogous color schemes. Know and use color values. Know the difference between positive and negative space. Analyze how line, shape and color are

repeated in works of art Students judge the merit and significance of artworks using standards from individual and socio-cultural beliefs, values, purpose and traditions.

• Problem solving • History of art • Culture and art-

community

• Multiculturalism • Correlations

with other subjects

• Process design making

• Critical problem solving

• Identifying

themes/subject matter, technology

• Pencil • Colored pencil • Oil pastel • Marker

• Ink and printing ink

• Paris craft • Clay/glaze • Acrylic paint • Watercolor paint • Various weight,

colored and textured paper

• Fibers • Glue • Scissors • Rulers

CRITERIA: Craftsmanship Participation

METHOD:

Formative- The teacher will observe • Student Participation • Student Reflection • Following directions &


• Craftsman-ship • Creativity

Application of techniques (Art Rubric)


M7.A.3.1 Apply estimate strategies to a variety of problems

M6.2.2 Solve problems using ratios, proportions, percents and/or ratio M6.A.2.2.3 Use proportion to determine if two quantities are equivalent (e.g. similar figures, prices of different sizes items, etc)

R7.A.1.6.1 Identify and/or describe the Author’s intended purpose of text

R6.A.6 Identify, describe, and analyze genre of text. R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text

• Understand and demonstrate proper care of classroom materials

• Develop group cooperation skills

• Respond to visual clues • Develop an awareness of fine details and nuances of oral

presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual

preferences • Develop an openness to new experiences and opinions

• Understand the importance of following direction




National Standard: 3. Choose and evaluate a range of subject matter, symbols, and ideas

PA State Standard: 9.1.6 Production, performing and exhibiting the arts and humanities 9.4.5 Aesthetic responses to the arts and humanities

Benchmark Objective


Students integrate visual, spatial, and temporal concepts to communicate

intended meaning in their artworks. Student’s use subjects, themes and symbols that demostrate knowledge of

contexts, value, and aesthetics.

- Analyze how line, shape and color are repeated in works of art - Listen carefully to what others say about art

- Drawing using repeated shapes - Drawing using points of view - Design and identify compositions that use formal and informal balance - Design and identify composition that use contour line - Draw using the following drawing media to intentionally take advantage of the

qualities and characteristics of art media, techniques, and process to enhance communication of their ideas.

a) Graphics b) Colored pencils c) Markers d) Watercolor pencil e) Charcoal

• Problem solving • History of art • Culture and art

community

• Multi-cultural • Correlations with other

subjects • Decision making • Critical problem solving • Identifying

themes/subject matter technology

• Creativity

• Pencil • Colored

pencils • Markers

• Watercolor pencils

• Watercolors • Acrylic paints • Plaster craft • Paper • Glue • Rulers

• Erasers

CRITERIA:

Craftsmanship

Participation

METHOD:

- Can students identify compositions that use informal / formal balance - Can the student identify contour line in a given composition - Assignment completed on time - Fulfillment of assignment; does work solve the problem outlined - Composition and design: how are principles of

design and composition used to make the visual elements work well. -Did students pay attention to consistency in the work

Math Correlations M6.B.2 Apply appropriate techniques, tools and formulas to determine measurements M6.C.1 Analyze characteristics and properties of two- and three- dimensional

geometric shapes and demonstrate understanding of geometric relationships M6.D.1 Demonstrate an understanding of patterns, relations and functions


R6.B.2.1 Identify, interpret, and describe figurative language in fiction and nonfiction.

R6.B.3.3 Identify, compare, explain, interpret, describe, and analyze how text organization clarifies meaning of nonfictional text.

R6.A.2.6 Identify and describe genre of text.

Beyond the Standards • Understand and demonstrate proper

care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and

nuances of oral presentations • Develop skills in personal discipline and

self control • Develop multi-tasking skills • Develop ability to place group goals

above individual preferences • Develop an openness to new

experiences and opinions • Understand the importance of following

directions

Grade 6



National Standard: 4 Understand the visual arts in relation to history and cultures

PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities. 9.3.5 Critical responses to the arts and humanities

Benchmark Objective


Students know and compare the characteristics of artwork in various eras and cultures Students describe and place a variety of art objectives in

historical and cultural contexts Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideals, and technology)

influenced visual characteristics that give meaning and value to a work of art

*Use and identity the elements of art in their own artwork. *Know the difference between shape and form.

*Select and identity the elements of art used in 3-D work in order to better communicate ideas. *View and describe the subject matter in works of art

*Make an object statement about works of art

• Demonstrations • Videos • DVD • Computer • Art discussions

with visuals

• PowerPoint’s

• Pencil • Colored pencil • Oil pastel • Marker • Ink and printing

ink

• Paris craft • Clay/glaze • Acrylic paint • Watercolor paint • Various weight,

colored and textured paper

• Fibers

• Glue • Scissors • Rulers • Compass

CRITERIA: Students should identify the elements of art. Students should be able to describe the subject matter. METHODS:

• Completed assignment by due

date? • Does work solve the problem

outlined? Composition and Design:

• How are the principles of design and composition used to make the visual elements work?

• Did student pay attention to

consistency in work? • Follow guidelines?

FINAL PROJECT:

• Craftsmanship • Participation

• Application of techniques

Math Correlations

M6.D.1 Demonstrate an understanding of patterns, relations and functions M6.B.2 Apply appropriate

techniques, tools and formulas to determine measurements

Language Arts Correlations R6.A.2.6 Identify and describe genre of text R6.A.2.4 Identify and explain main ideas and relevant details

R6.A.2.3 Make inferences, draw conclusions, and

make generalizations based on text


• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations

• Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions


Math Correlations

M6.B.2 Apply appropriate techniques, tools and formulas to determine

measurements. M6.C.1 Analyze characteristics and properties of two- and three- dimensional geometric shapes and demonstrate understanding of geometric relationships.



R6.B.3.3 Identify, compare, explain, interpret, describe, and analyze how text organization clarifies meaning of nonfictional text. R6.A.2.6 Identify and describe genre of text.

Beyond the Standards • Understand and demonstrate proper care of classroom

materials • Develop group cooperation skills

• Respond to visual clues • Develop an awareness of fine details and nuances of oral

presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual

preferences • Develop an openness to new experiences and opinions

• Understand the importance of following directions



National Standard: 5 Reflecting upon and assessing the characteristics and merits of their work and the works of others


Benchmark Objective


Students compare multiple purposes for creating works of art Students analyze contemporary and

historic meaning in specific artworks through cultural and aesthetic inquiry Students describe and compare a variety of responses to their

own artwork and to artwork form various eras and cultures

Students will use value, contour, and gesture in drawing Students will judge the merit and significance of artworks using standards from individual and socio-cultural beliefs,

values, purposes and traditions, in conjunction with an informed interpretation of the artworks in question. Students will describe the subject matter in art works Students will be able to make a subjective

statement about a work of art Students will write a description of the elements of art in works of art Students will offer reasons to support general statements about art

• DVD • PowerPoint’s • Hands-on

problem solving

• Pencil

• Colored pencil

• Markers

• Watercolor pencil

• Watercolors

• Acrylic paints

• Texture

• Paris craft

• Paper

• Glue

• Ruler

• Eraser

CRITERIA:

The student will demonstrate mastery of the objectives for each lesson METHODS:

Formative:

• Teacher will observe: • Student participation • Student reflection • Following directions &

sequential steps

Summative: • Craftsmanship • Creativity • Application of techniques




National Standard: 6 Making connections between visual arts and other disciplines


Math Correlations

M6.B.2 Apply appropriate techniques, tools and formulas to determine measurements. M6.C.1 Analyze characteristics and properties of two- and three- dimensional geometric shapes and

demonstrate understanding of geometric relationships. M6.D.1 Demonstrate an understanding of patterns, relations and functions.



R6.B.3.3 Identify, compare, explain, interpret, describe, and analyze how text organization clarifies meaning of nonfictional text.

R6.A.2.6 Identify and describe genre of text.

Beyond the Standards • Understand and demonstrate proper care of classroom

materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral

presentations

• Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual

preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions

Benchmark Objective


Students compare the characteristics of works in two

or more art forms that share similar subject matter, historical periods, or cultural contexts Students describe ways in which the principles and subject matter of other disciplines taught in the

school are inter-related with the visual arts

Students will be able to connect their art making to studies learned through various

school subjects Students will understand the role of art in everyday life Students will examine careers in art and the process of exhibiting artwork Students will compare and contrast visual

qualities of art and life experiences such as expressive, imaginative, representational, abstract, decorative, and functional

Students can incorporate concepts across all

curricular areas and make decisions regarding media and technique

• pencil • colored pencils • markers

• watercolor pencils

• watercolors • acrylic paints • texture • Paris craft • paper • glue • rulers

• erasers

CRITERIA: The student will demonstrate

mastery of the objectives for each lesson. METHODS: Formative: The teacher will observe:


sequential steps Summative: Final project:

• Craftsmanship • Creativity • Application of

techniques



Level: Grade 7

National Standard: 1. Understanding and applying media, techniques, and processes.

PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities

Benchmark Objective

Teaching

Strategies


Students select media, techniques, and

processes; analyze what makes them

effective or not effective in

communicating ideas; and reflect upon

the effectiveness of their choices

Students intentionally take advantage of

the qualities and characteristics of art

media, techniques, and processes to

enhance communication of their

experience and ideas

*Show awareness of the principles of design as they

relate to 2 dimensional art

*Draw using the following drawing media to

intentionally take advantage of the qualities and

characteristics of art media, techniques, and process

to enhance communication of their ideas: pastels, oil

pastels, colored pencils, and markers

*Know how to mix secondary colors, tertiary colors,,

tints, and shades

*Show texture in their artwork including crosshatch,

hatch & stipple

*Display a knowledge of techniques in various

painting mediums

*Paint using the following color harmonies: primary,

secondary, analogous colors

*Sculpt using the following media: Model Magic,

natural clay

*Make a series of prints from one plate

Demonstration

Researching

Lecturing

Hands on working

Guest artist

Pencil

Colored pencils

Pastels

Markers

Scissors

Glue

Rulers

Clay

Linoleum/easy cut

Watercolor paint

Tempera paint

Various papers

Compass

Computer

Wire

Pliers

Beads

Criteria

Recognition/use of learned

concepts

Use/understanding of

appropriate media/materials

Following directions

Presentation

Participation

Method

Classroom observations

Visual assessment of work

Student/teacher discussion


M7.A.1.1 Express numbers in equivalent forms

M7.A.3.2 Compute accurately with and without the

use of a calculator

M7.B.2.2.2 Determine and/or apply appropriate

scale for reduction or enlargement

M7.C.1.1.2 Solve problems involving the

relationship between the radius and diameter of the

same circle.

R7.A.1.4 Identify and explain main ideas and relevant

details.

R7.A.2.1.2 Identify and/or apply meaning of content-

specific words used in text.

R7.A.2.3 Make inferences, draw conclusions, and make

generalizations based on text.

R7.B.3.2 Distinguish between essential and nonessential

information within or between texts.

Understand and demonstrate proper care of classroom

materials

Develop skills, personal discipline, and self control

Develop an openness to new experiences and opinions.

Understand the importance of following directions

Respect of each other and each others artwork



Level: Grade 7

National Standard: 2. Using knowledge of structures and functions

PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities.

9.3.5 Critical Response to the arts and humanities

Benchmark Objective


*Students generalize about

the effects of visual structures

and functions and reflect upon

these effects in their own

work

*Students employ

organizational structures and

analyze what makes them

effective or not effective in

the communication of ideas

*Students select and use the

qualities of structures and

functions of art to improve

communication of their ideas.

*Use and identifying the elements of

art in as it applies to 2 dimensional art –

painting, drawing, and print making

*Know value is the lightness/darkness

of color

*Know the properties of color –

temperature/value

*Use a variety of line types

*Define and apply the elements of

design

*Use enlargement and transfer methods

*Apply knowledge of art elements to

printmaking

Demonstration

Researching

Lecturing

Hands on working

Pencil

Colored pencils

Pastels

Markers

Scissors

Glue

Rulers

Tempera paint

Various papers

Compass

Computer

Criteria

Recognition/use of elements

Use/understanding of appropriate

vocabulary

Use/understanding of shapes and color

Appropriate use of rulers


Presentation

Participation

Method






M7.A.3.2 Compute accurately with and without

use of a calculator

M7.B.2.2.2 Determine and apply an appropriate

scale for reduction or enlargement.


relationship between the radius and diameter of the

same circle.

M7.C.1.1.3 Identify parallel, perpendicular and/or

skew line segments within three-dimensional

figures.

M7.C.3.1.2 Identify Quadrants I, II, III, IV, the x-

& y-axes and the origin on a coordinate






materials

Develop skills in personal discipline and self control

Develop an openness to new experiences and opinions


Develop skills in multi-tasking

Develop observational skills



Level: Grade 7

National Standard: 3. Choosing and evaluating a range of subject matter, symbols, and ideas


9.4.5 Aesthetic responses to the arts and humanities.

Benchmark Objective


Students integrate visual,

spatial, and temporal concepts

with content to communicate

intended meaning in their

artworks.

Students use subjects, themes,

and symbols that demonstrate

knowledge of contexts,

values, and aesthetics that

communicate intended

meaning in artworks

Draw and identify the following

compositional techniques in

creating depth and perspective in

drawings: Overlapping shapes,

converging lines

Select elements of art to use in

own work in order to better

communicate ideas

Maintain a sketchbook

Demonstration

Researching

Lecturing

Hands on working

Introductory presentations

Handouts/student

questioning

Pencil

Colored pencils

Pastels

Markers

Rulers

Tempera paint

Various papers

Compass

Computer

PowerPoint

Library resources (books,

computers, etc)

Criteria

Understanding of perspective/depth

Know/apply elements of art

Ability to work independently on

various tasks


Method







the use of a calculator

M7.B.2.2.2 Determine and/or apply appropriate

scale for reduction or enlargement


relationship between the radius and diameter of

the same circle.


details.





R7.B.3.2 Distinguish between essential and nonessential

information within or between texts.


materials

Develop skills, personal discipline, and self control

Develop an openness to new experiences and opinions.


Respect of each other and each others artwork



(Level) Art: 7

National Standard: 4. Understanding the visual arts in relation to history and cultures


9.3.5 Critical responses to the arts and humanities

Benchmark Objective


Students analyze,

describe, and

demonstrate how

factors of time and

place (such as climate,

resources, ideas, and

technology) influence

visual characteristics

that give meaning and

value to a work of art

*Identify the art historical bases of style,

iconography and historical content as

they apply to the art of:

Impressionism/post-impressionism,

pointillism, abstract expressionism,

surrealism, pop art, op art, fauvism

*Identify the characteristics of the style

as they apply to the periods studied

*Identify major artists and works of art

in the period

*Imagine living in a different place or

different culture in order to understand

how an artwork can be interpreted in its

own context

Demonstration

Researching

Reading

Lecturing

Hands on working


Handouts/student

questioning

Pencil

Colored pencils

Pastels

Markers

Rulers

Tempera paint

Watercolors

Linoleum/Easy Cut

Various papers

Compass

Computer

PowerPoint

Library resources

(books,etc)

Criteria

*Understanding the

historical/cultural context

*Know/apply artistic style

*Understanding and distinguishing

between various time

periods/cultures

*Interpret your and own and others

artwork based on cultural/historical

contexts

Method

*Classroom observations

*Visual assessment of work

*Student/teacher discussion

*In class presentations




use of a calculator

M7.C.1.1.3 Identify parallel, perpendicular

and/or skew line segments within three-

dimensional figures.

M7.C.3.1.2 Identify Quadrants I, II, III, IV, the x-

& y-axes and the origin on a coordinate plane.


details.




make generalizations based on text.

R7.B.3.2 Distinguish between essential and

nonessential information within or between texts.

*Understand and demonstrate proper care of classroom

materials

*Develop skills in personal discipline and self control

*Develop an openness to new experiences and

opinions

*Understand the importance of following directions

*Develop skills in multi-tasking

*Develop observational skills

*Develop researching skills

*Develop presentational skills

*Developing critical analysis assessment skills



Level: Grade 7

National Standard: 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others


Benchmark Objective


Students compare

multiple purposes for

creating works of art

Students Analyze

contemporary and

historic meanings in

specific artworks

through cultural and

aesthetic inquiry

Students describe and

compare a variety of

individual responses to

their own artworks and

to artworks from various

eras and cultures.

*View and describe the subject matter in works

of art – be able to identify focal point

*Analyze the use of the elements in works of art

*Recognize the style characteristics of the art

period studied

*Discuss the creative process used by artists

*Make an objective statement about a work of art

*Listen carefully to what others say about art

Demonstration

Researching

Reading

Lecturing

Hands on working


Handouts/student

questioning

Pencil

Colored pencils

Pastels

Markers

Rulers

Tempera paint

Watercolors

Linoleum/Easy Cut

Various papers

Compass

Computer

PowerPoint

Library resources

(books,etc)

Criteria

*View/Analyze your own

and others works of art

*Openly discuss works of

art, focusing on focal point

*Listen to others opinions

about works of art

*Discuss personal

opinions/feelings about art

*Critique your own artwork

and artwork of others in an

appropriate manner

Method


*Visual assessment of work





M7.B.2.2.2 Determine and/or apply an

appropriate scale for reduction or enlargement.


details.







*Understand and demonstrate proper care of

classroom materials

*Develop skills in personal discipline and self

control


opinions






*Developing critical analysis and assessment skills



(Level) Art: 7

National Standard: 6. Making connections between visual arts and other disciplines/


Benchmark Objective


Students describe ways in

which the principles and

subject matter of other

disciplines taught in the

school are interrelated with

the visual arts.

*Art history readings

*Geometric principles

*Measuring

*Ratio/proportion

*Describe/interpret

artwork

*Identify artistic style as it

applies to the time period

*Discuss physical changes

as they apply to the arts

Demonstration

Researching

Reading

Lecturing

Hands on working

Introductory

presentations

Handouts/student

questioning

Pencil

Colored pencils

Pastels

Markers

Rulers

Tempera paint

Watercolors

Linoleum/Easy Cut

Various papers

Compass

Computer

PowerPoint

Library resources

(books,etc)

Criteria

*Interpret/Analyze your own and others

works of art

*Identify works of art/artist

*Analyze art from a historical/cultural

context

Method





M7.A.1.1 Express numbers in equivalent

forms

M7.A.3.2 Compute accurately with and

without use of a calculator

M7.B.2.2.2 Determine and/or apply an

appropriate scale for reduction or

enlargement.


relationship between the radius and diameter

of the same circle.

M7.C.1.1.3 Identify parallel, perpendicular

and/or skew line segments within three-

dimensional figures.

M7.C.3.1.2 Identify Quadrants I, II, III, IV,

the x- & y-axes and the origin on a coordinate

plane.

R7.A.1.4 Identify and explain main ideas and

relevant details.

R7.A.2.1.2 Identify and/or apply meaning of

content-specific words used in text.





*Understand and demonstrate proper care of classroom

materials

*Develop skills in personal discipline and self control


opinions






*Developing critical analysis and assessment skills

Level 1 Standard 1


High School Level 1

National Standard 1: Understanding and applying media, techniques, and processes

PA State Standard 9.1: Production, performance and exhibition of dance, music, theatre and visual arts

Benchmark Objective


1.A. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

1.B. Students conceive and create works of visual art that demonstrate

an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 1.C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

1.D. Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

- Recognize the impact that media choices have on the elements and principles of design - Recognize & apply the various media - Recognize & apply various drawing

techniques to impact visual effects. - Recognize & apply various painting techniques to impact visual effect. - Recognize & apply various printmaking techniques to impact visual effect.

- Recognize & apply mixed media to impact visual effect.

- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning

- Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning

- Inquiry-based - Service learning - Community outreach

Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic)

Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster

Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer

LCD & Slide projectors

Formative Assessment of Process and Product - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation

Summative Assessment - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam

Level 1 Standard 2


High School Level 1


PA State Standard 9.1: Production, performance and exhibition of dance, music, theatre and visual arts

Benchmark Objective

Teaching

Strategies


2.A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

2.B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions 2.C. Students create artworks that use organizational principles and functions to solve specific visual arts problems

2.D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

2.E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

- Recognize and apply the elements of art and principles of design to organize a work of art - Recognize and apply organizational devices - Recognize and apply the elements and principles of

design to assigned teacher directed activities. COLOR - Recognize and apply color theory - Recognize and apply the characteristics of color: hue, value and intensity - Recognize and apply color schemes - Recognize and apply color temperatures

LINE - Recognize and apply a variety of line types and qualities - Recognize and apply line to achieve shape and texture - Recognize and apply line to achieve contrast and movement - Recognize and apply line to create expression SHAPE

- Recognize and apply organic and geometric shapes - Recognize and apply differences between 2D shape and 3D form - Recognize and apply shape to achieve elements and principles of design (texture, emphasis) in compositions TEXTURE - Recognize and apply real and visual textures

- Recognize and apply differences between textures and patterns VALUE - Recognize and apply other elements to create values (color, line, texture) - Recognize and apply value in compositions to show principles

- Recognize and apply value to achieve several gradations.

- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction

- Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work

- Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global

level - Distance learning - Inquiry-based - Service learning - Community outreach

Pencil Colored pencil Marker Charcoal Pastel Oil Pastel

Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper

Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD

Computer Software Computers Scanner & Printer LCD & Slide projectors

Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation

Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam

Level 1 Standard 2

Benchmark Objective

Teaching Strategies


SPACE

- Recognize and apply other elements to create space (color shapes, textures, etc) - Recognize and apply space in compositions to achieve principles - Recognize and apply differences between real (volume) and implied space - Recognize and apply methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric

perspective, diminishing size, position on page) - Recognize and apply depth of field - Recognize and apply comparisons of depth FORM - Recognize and apply other elements to create form - Recognize and apply form in composition to achieve principles.

- Recognize and apply differences between real (volume) and visual form. BALANCE - Recognize and apply any element to create balance in compositions - Recognize and apply formal and informal balance to

compositions - Recognize and apply differences between 2D balance and 3D balance CONTRAST - Recognize and apply any element and size to create contrast in compositions - Recognize and apply contrast to achieve other principles MOVEMENT/RHYTHM

-Recognize and apply any element to create movement in compositions - Recognize and apply the relationship between movement and rhythm EMPHASIS/FOCAL POINT - Recognize and apply any element or principle to create emphasis in compositions

REPETITION - Recognize and apply any element or principle to create repetition in compositions - Recognize and apply repetition to create textures and

Level 1 Standard 2

Benchmark Objective

Teaching Strategies


patterns - Recognize and apply repetition to create rhythm

UNITY - Recognize and apply any element and principle to create unity/harmony in composition


High School Level 1


PA State Standard: 9.4 Aesthetic response

Benchmark Objective

Teaching Strategies


3.A. Students reflect on how artworks differ visually,

spatially, temporally, and functionally, and describe how these are related to history and culture 3.B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3.C. Students describe the origins of specific images

and ideas and explain why they are of value in their artwork and in the work of others. 3.D. Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

- Recognize and describe subject

matter in a work of art - Recognize and describe media and technique in a work of art - Recognize and describe visual differences among works of art

- Recognize and describe various functions and purposes for the creation of artwork - Recognize and describe images that are historical, political, commercial, social, etc. - Recognize and describe symbols and

their meanings - • multiple meanings • among cultures • use in everyday life

- Intentional use of copy- right law in idea generation and the production of artwork

- Recognize differences in the periods of art history that are studied - Compare and contrast visual qualities as a basis for speculating about when artifacts or art works were made

- Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)

- Anticipatory set

- Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction

- Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework

- Research - Token Response - Collaboration with students on a state/national/global level - Distance learning - Inquiry-based

- Service learning - Community outreach

Pencil

Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic)


Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers

Scanner & Printer LCD & Slide projectors

Formative:

- Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics

- Critiques - Portfolio Review - Mid Term Exam - Final Exam

Level 1 Standard 3

Level 1 Standard 4


High School Level 1

National Standard 4: Understanding the visual arts in relation to history and cultures

PA State Standard 9.2: Historical and cultural contexts

Benchmark Objective


4.A. Students differentiate among a variety of

historical and cultural contexts in terms of characteristics and purposes of works of art

4.B. Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

4.C. Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions

made in the analysis and using such conclusions to inform their own art making

4.D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists 4.E. Students analyze common characteristics of visual arts evident across time and among

cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

- Recognize the art historical bases of style,

iconography and historical content as they apply to the following time periods: Ancient Medieval Renaissance Modern Contemporary

- Recognize and describe works in paintings, sculptures and architecture as they apply to those periods. - Recognize major characteristics that distinguish those periods. - Imagine living in a different place or culture in order to understand how an artwork can be

interpreted in its own context. - Recognize major artists and their works of art from those periods. - Identify influences from the period in today’s world and in contemporary art.

- Compare and distinguish differences in the periods studied. - Compare and contrast visual qualities as a basis for speculating about when artifacts or artworks were made.

- Anticipatory set

- Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction

- Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework

- Research - Token Response - Collaboration with students on a state/national/global level - Distance learning - Inquiry-based


Pencil

Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic)


Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers

Scanner & Printer LCD & Slide projectors

Formative:

- Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics

- Critiques - Portfolio Review - Mid Term Exam - Final Exam

Level 1 Standard 5


High School Level 1

National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

PA State Standard 9.3: Critical response

Benchmark Objective


5.A. Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

5.B.Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts 5.C.Students reflect analytically on various interpretations as a means for understanding and evaluating

works of visual art 5.D.Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Identify cultural changes that impact perspectives of art within his/her lifetime. Identify cultural changes that affect the media used to create works of art.

Propose how an artwork or artifact would have to be altered in order to look new. Describe how art-related values and activities within cultures have included or excluded certain social groups and forms of art making based on such

factors as racial and gender discrimination. Make and justify objective statements about a work of art. Make and justify subjective statements about a work of art.

Reflect on life experiences or artworks made in the past to give meaning and direction to their own creative process. Recognize and use (with intention) various structural components within their own work and the work of others.

Students recognize and apply the various beliefs about art: imitationalism, expressivism formalism, functionalism, conceptualism

- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations

- Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder

- Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based



Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay

Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software

Computers Scanner & Printer LCD & Slide projectors



Level 1 Stanard 6


High School Level 1

National Standard 6: Making connections between visual arts and other disciplines

PA State Standard: 9.2: Historical and cultural contexts

Benchmark Objective


6.A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

6.B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6.C. Students synthesize the creative and analytical principles and

techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

-Select media, techniques and processes; analyze what makes them effective in communication of ideas: and reflect upon the effectiveness of their choice of media.

-Analyze what makes organizational structures effective or not effective in the communication of ideas. -Reflect on the life experiences and artworks made in the past to give meaning and direction to their creative process.

- Students articulate a principle of artistic freedom and its significance.

- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction

- Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global

- Distance learning - Inquiry-based - Service learning - Community outreach


Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay

Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software

Computers Scanner & Printer LCD & Slide projectors



Level 2 Standard 1


High School Level 2


PA State Standard: 9.1: Production, performance and exhibition of dance, music, theatre and visual arts

Benchmark Objective



1.B. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 1.C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium 1.D. Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

- Know and utilize the impact that media choices have on the elements and principles of design - Know and utilize various media - Know and utilize various drawing techniques to impact visual effects. - Know and utilize various painting techniques to impact visual effect. - Know and utilize various printmaking techniques to impact visual effect. - Know and utilize mixed media to impact visual effect.

- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach

Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors

Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam

Level 2 Standard 2


High School Level 2

National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.1: Production, performance and exhibition of dance, music, theatre and visual arts

Benchmark Objective

Teaching Strategies


2.A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art 2.B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions 2.C. Students create artworks that use organizational principles and functions to solve specific visual arts problems 2.D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives 2.E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

- Know and utilize the elements and principles of design to organize a work of art - Know and utilize organizational devices - Know and utilize the elements and principles of design to assigned teacher directed activities. COLOR - Know and utilize color theory - Know and utilize the characteristics of color: hue, value and intensity - Know and utilize color schemes - Know and utilize color temperatures LINE - Know and utilize a variety of types and qualities of lines - Know and utilize line to achieve shape and texture - Know and utilize line to achieve contrast and movement - Know and utilize line to create expression SHAPE - Know and utilize organic and geometric shapes - Know and utilize differences between 2D shape and 3D form - Know and utilize shape to achieve elements and principles of design (texture, emphasis) in compositions TEXTURE - Know and utilize real and visual textures - Know and utilize differences between textures and patterns




Level 2 Standard 2

Benchmark Objective

Teaching Strategies


VALUE - Know and utilize other elements to create values (color, line, texture) - Know and utilize value in compositions to show principles - Know and utilize value to achieve several gradations SPACE - Know and utilize other elements to create space (color shapes, textures, etc) - Know and utilize space in compositions to achieve principles - Know and utilize differences between real (volume) and implied space - Know and utilize methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric perspective, diminishing size, position on page) - Know and utilize depth of field - Know and utilize comparisons of depth FORM - Know and utilize other elements to create form - Know and utilize form in composition to achieve principles. - Know and utilize differences between real (volume) and visual form. BALANCE - Know and utilize any element to create balance in compositions - Know and utilize formal and informal balance to compositions - Know and utilize differences between 2D balance and 3D balance CONTRAST - Know and utilize any element and size to create contrast in compositions - Know and utilize contrast to achieve other principles

Level 2 Standard 2

Benchmark Objective

Teaching Strategies


MOVEMENT/RHYTHM -Know and utilize any element to create movement in compositions - Know and utilize the relationship between movement and rhythm EMPHASIS/FOCAL POINT - Know and utilize any element or principle to create emphasis in compositions REPETITION - Know and utilize any element or principle to create repetition in compositions - Know and utilize repetition to create textures and patterns - Know and utilize repetition to create rhythm UNITY - Know and utilize any element and principle to create unity/harmony in composition

Level 2 Standard 3


High School Level 2


PA State Standard: 9.4 Aesthetic response

Benchmark Objective

Teaching

Strategies


3.A. Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture 3.B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3.C. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. 3.D. Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

- Know and utilize subject matter in a work of art - Know and utilize media and technique in a work of art - Know and utilize visual differences among works of art - Know and utilize various functions and purposes for the creation of artwork - Know and utilize images that are historical, political, commercial, social, etc. - Know and utilize symbols and their meanings -

• multiple meanings • among cultures • use in everyday life

- Intentional use of copy- right law in idea generation and the production of artwork -Identify and compare differences in the periods of art history that are studied

- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group

instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning

- Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration

with students on a state/national/ global level - Distance learning - Inquiry-based - Service learning - Community outreach



Level 2 Standard 3

Benchmark Objective

Teaching Strategies


- Identify visual qualities as a basis for speculating about when artifacts or art works were made - Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)

Level 2 Standard 4


High School Level 2



Benchmark Objective

Teaching

Strategies


4.A. Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art


4.C. Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

4.D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists 4.E. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

- Know and utilize the art historical bases of style, iconography and historical content as they apply to the following time periods: Ancient Medieval Renaissance Modern Contemporary -Know and utilize works in painting, sculpture and architecture as they apply to those periods. -Know and utilize major characteristics that distinguish those periods. - Imagine living in a different place or culture in order to understand how an artwork can be interpreted in its own context. - Identify major artists and works of art from those periods. - Imagine living in a different place or culture in order to understand how an artwork can be interpreted in its own context.

- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/ global level - Distance learning - Inquiry-based - Service learning - Community outreach



Level 2 Standard 4

Benchmark Objective

Teaching Strategies


- Know and utilize influences from the period in today’s world and in contemporary art. - Compare and distinguish differences in the periods studied. - Compare and contrast visual qualities as a basis for speculating about when artifacts or artworks were made.

Level 2 Standard 5


High School Level 2


PA State Standard 9.3: Critical response

Benchmark Objective


5.A. Students identify

intentions of those creating

artworks, explore the implications of various

purposes, and justify their

analyses of purposes in particular works

5.B.Students describe

meanings of artworks by analyzing how specific works

are created and how they

relate to historical and cultural contexts

5.C.Students reflect analytically on various

interpretations as a means for

understanding and evaluating

works of visual art

5.D.Students correlate

responses to works of visual art with various techniques for

communicating meanings,

ideas, attitudes, views, and intentions

Know and utilize cultural changes that impact perspectives of art within his/her lifetime. Know and utilize cultural changes that affect the media used to create works of art. Propose how an artwork or artifact would have to be altered in order to look new. Describe how art-related values and activities within cultures have included or excluded certain social groups and forms of art making based on such factors as racial and gender discrimination. Make and justify objective statements about a work of art. Make and justify subjective statements about a work of art. Reflect on life experiences or artworks made in the past to give meaning and direction to their own creative process.




Level 2 Standard 5

Benchmark Objective


Know and utilize with intention various structural components within their own work and the work of others. Identify the various beliefs about art: imitation, expressionism, formalism, and functionalism

Level 2 Standard 6


High School Level 2



Benchmark Objective


6.A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis 6.B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6.C. Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

-Select media, techniques and process; analyze what makes them effective in communication of ideas: and reflect upon the effectiveness of their choice of media. -Analyze what makes organizational structures effective or not effective in the communication of ideas. -Reflect on life experiences or artworks made in the past to give meaning and direction to their own art making -Articulate a principle of artistic freedom and its significance




Level 3 Standard 1


High School Level 3


PA State Standard: 9.1: Production, Performance, and Exhibition

Benchmark Objective



1.B. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

1.C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium 1.D. Students initiate, define, and solve challenging visual arts problems independently using

intellectual skills such as analysis, synthesis, and evaluation

- Analyze and integrate the impact media choices have on the elements and principles of design - Analyze and integrate various media

- Analyze and integrate various drawing techniques to impact visual effects. - Analyze and integrate various painting techniques to impact visual effect.

- Analyze and integrate various printmaking techniques to impact visual effect. - Analyze and integrate mixed media to impact visual effect.


- Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework

- Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning

- Community outreach

Pencil Colored pencil Marker Charcoal Pastel

Oil Pastel, Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper, Clay

Metal Wire Plaster, Paper Mache Fibers, Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer

LCD & Slide projectors

Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses

- Participation Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam

- Final Exam

Level 3 Standard 2


High School Level 3


PA State Standard: 9.1: Production, Performance, and Exhibition

Benchmark Objective

Teaching Strategies


2.A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

2.B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions 2.C. Students create artworks that use organizational principles and

functions to solve specific visual arts problems 2.D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend

personal evaluations of these perspectives 2.E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural

choices and artistic functions

- Analyze and integrate the elements and principles of design to organize a work of art - Analyze and integrate organizational devices

- Analyze and integrate the elements and principles of design to assigned teacher directed activities. COLOR - Analyze and integrate color theory - Analyze and integrate the characteristics of color: hue, value and intensity - Analyze and integrate color schemes

- Analyze and integrate color temperatures LINE - Analyze and integrate a variety of types and qualities - Analyze and integrate line to achieve shape and texture - Analyze and integrate line to achieve contrast and movement - Analyze and integrate line to create expression

SHAPE - Analyze and integrate organic and geometric shapes - Analyze and integrate differences between 2D shape and 3D form - Analyze and integrate shape to achieve elements and principles of design (texture, emphasis) in compositions

TEXTURE - Analyze and integrate real and visual textures - Analyze and integrate differences between textures and patterns VALUE - Analyze and integrate other elements to create values (color, line, texture) - Analyze and integrate value in compositions to show

principles - Analyze and integrate value to achieve several gradations.



- Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with

students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach


Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media

Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal

Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide

projectors



- Final Exam

Level 3 Standard 2

Benchmark Objective

Teaching Strategies


SPACE

- Analyze and integrate other elements to create space (color shapes, textures, etc) - Analyze and integrate space in compositions to achieve principles - Analyze and integrate differences between real (volume) and implied space - Analyze and integrate methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric

perspective, diminishing size, position on page) - Analyze and integrate depth of field - Analyze and integrate comparisons of depth FORM - Analyze and integrate other elements to create form - Analyze and integrate form in composition to achieve principles.

- Analyze and integrate differences between real (volume) and visual form. BALANCE - Analyze and integrate any element to create balance in compositions - Analyze and integrate formal and informal balance to

compositions - Analyze and integrate differences between 2D balance and 3D balance CONTRAST - Analyze and integrate any element and size to create contrast in compositions - Analyze and integrate contrast to achieve other principles

MOVEMENT/RHYTHM -Analyze and integrate any element to create movement in compositions - Analyze and integrate the relationship between movement and rhythm EMPHASIS/FOCAL POINT - Analyze and integrate any element or principle to create

emphasis in compositions REPETITION - Analyze and integrate any element or principle to create repetition in compositions

Level 3 Standard 2

Benchmark Objective

Teaching Strategies


- Analyze and integrate repetition to create textures and patterns

- Analyze and integrate repetition to create rhythm UNITY - Analyze and integrate any element and principle to create unity/harmony in composition

Level 3 Standard 3


High School Level 3


PA State Standard: 9.4: Aesthetic Response

Benchmark Objective

Teaching

Strategies


3.A. Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture 3.B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve

problems in daily life 3.C. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. 3.D. Students evaluate and defend the validity of sources for content and the manner in which subject

matter, symbols, and images are used in the students' works and in significant works by others

- Analyze and integrate subject matter in a work of art - Analyze and integrate media and technique in a work of art

- Analyze and integrate visual differences among works of art - Analyze and integrate various functions and purposes for the creation of artwork - Analyze and integrate images that are historical, political, commercial, social,

etc. - Analyze and integrate symbols and their meanings -


- Intentional use of copy-

right law in idea generation and the production of artwork - Compare and distinguish differences in the periods of art history that are studied - Compare and contrast visual qualities as a basis for speculating about when

artifacts or art works were made - Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)



- Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a

state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach


Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object

Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD

Computer Software Computers Scanner & Printer LCD & Slide projectors

Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation

Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam

Level 3 Standard 4


High School Level 3


PA State Standard: 9.2: Historical and Cultural Contexts

Benchmark Objective




4.C. Students analyze relationships of works of art to one another in terms of history,

aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

4.D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

4.E. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

- Analyze the art historical bases of style, iconography and historical content as they apply to the following time periods: Ancient Medieval Renaissance Modern Contemporary

- Describe and analyze works of painting, sculpture and architecture as they apply to those periods. - Analyze major characteristics that distinguish those periods.

- Imagine living in a different place or culture in order to understand how an artwork can be interpreted in its own context. - Analyze major artists their works of art from those periods. - Analyze influences from the period in

today’s world and in contemporary art. - Compare and distinguish differences in the periods studied. - Compare and contrast visual qualities as a basis for speculating about when artifacts or artworks were made.

- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based

Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course

Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global level

- Distance learning - Inquiry-based - Service learning - Community outreach

Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil,

Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay

Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer

Software Computers Scanner & Printer LCD & Slide projectors

Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation

Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam

Level 3 Standard 5


High School Level 3


PA State Standard: 9.3: Critical Response

Benchmark Objective


5.A. Students Analyze and integrate intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

5.B.Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts 5.C.Students reflect analytically on

various interpretations as a means for understanding and evaluating works of visual art 5.D.Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views,

and intentions

Analyze cultural changes that impact perspectives of art within his/her lifetime.

Analyze cultural changes that affect the media used to create works of art. Propose how an art work or artifact would have to be altered in order to look new.

Describe how art-related values and activities within cultures have included or excluded certain social groups and forms of art making based on such factors as racial and gender discrimination. Make and justify objective

statements about a work of art. Reflect on life experiences or artworks made in the past to give meaning and direction to their own creative process. Recognize and use with intention

various structural components within their own work and the work of others. Analyze and integrate the various beliefs about art: imitationalism, expressivism formalism, functionalism, conceptualism


instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student

work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a

state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach


Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object

Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard

TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors



- Final Exam

Level 3 Standard 6


High School Level 3


PA State Standard: 9.2: Historical and Cultural Contexts

Benchmark Objective


6.A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

6.B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6.C. Students synthesize the creative

and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

-Select media, techniques and process; analyze what makes them effective in the communication of ideas: and reflect upon the effectiveness of

their choice of media. -Analyze what makes organizational structures effective or not effective in the communication of ideas. -Reflect on the life experiences

and artworks made in the past to give meaning and direction to their creative process. -Articulate a principle of artistic freedom and its significance


- Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework

- Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning

- Community outreach

Pencil Colored pencil Marker, Charcoal Pastel, Oil Pastel Conte

Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper, Clay Metal Wire

Plaster, Paper Mache Fibers, Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors



- Final Exam

Level 4 Standard 1


High School Level 4


PA State Standard: Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

Benchmark Objective


1.A. Students apply media, techniques, and processes with sufficient skill, confidence, and

sensitivity that their intentions are carried out in their artworks

1.B. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques,

and processes they use 1.C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium 1.D. Students initiate, define, and

solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

- Synthesize and evaluate the impact of media choices on the elements and principles of design

- Synthesize and evaluate the various media - Synthesize and evaluate various drawing techniques to impact visual effects.

-Synthesize and evaluate various painting techniques to impact visual effect. - Synthesize and evaluate various printing techniques to impact visual effect.

- Synthesize and evaluate mixed media to impact visual effect.

- Anticipatory set - Direct instruction - Teaching for multiple

intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work

- Course Notebook/Folder - Homework - Research - Token Response - Collaboration with Students on a state/national/global - Distance learning

- Inquiry-based - Service learning - Community outreach

Pencil Colored pencil Marker

Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink

Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers

Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors

Formative: - Teacher and Peer review - Self-evaluations & reflections

- Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review

- Mid Term Exam - Final Exam

Level 4 Standard 2


High School Level 4

National Standard 2: Using knowledge of structures and functions. PA State Standard: Critical Response

Benchmark Objective

Teaching Strategies


2.A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art 2.B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions 2.C. Students create artworks that use organizational principles and functions to solve specific visual arts problems 2.D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives 2.E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

- Synthesize and evaluate the elements and principles of design to organize a work of art - Synthesize and evaluate organizational devices - Synthesize and evaluate the elements and principles of design to assigned teacher directed activities. - Synthesize and evaluate color thoery in the terms of: -the characteristics of color: hue, value and intensity - color schemes - color temperatures Synthesize and evaluate line in the terms of: - Synthesize and evaluate a variety of types and qualities - Synthesize and evaluate line to achieve shape and texture - Synthesize and evaluate line to achieve contrast and movement - Synthesize and evaluate line to create expression Synthesize and evaluate shape in the terms of - organic and geometric shapes - differences between 2D shape and 3D form - shape to achieve elements and principles of design (texture, emphasis) in compositions Synthesize and evaluate shape in the terms of: - real and visual textures - differences between textures and patterns




Level 4 Standard 2

Benchmark Objective

Teaching Strategies


Synthesize and evaluate value in the terms of : - other elements to create values (color, line, texture) - value in compositions to show principles - value to achieve several gradations. SPACE - Know and apply other elements to create space (color shapes, textures, etc) - Know and apply space in compositions to achieve principles - Know and apply differences between real (volume) and implied space - Know and apply methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric perspective, diminishing size, position on page) - Know and apply depth of field - Know and apply comparisons of depth FORM - Know and apply other elements to create form - Know and apply form in composition to achieve principles. - Know and apply differences between real (volume) and visual form. BALANCE - Know and apply any element to create balance in compositions - Know and apply formal and informal balance to compositions - Know and apply differences between 2D balance and 3D balance CONTRAST - Know and apply any element and size to create contrast in compositions - Know and apply contrast to achieve other principles MOVEMENT/RHYTHM

Level 4 Standard 2

Benchmark Objective

Teaching Strategies


-Know and apply any element to create movement in compositions - Know and apply the relationship between movement and rhythm EMPHASIS/FOCAL POINT - Know and apply any element or principle to create emphasis in compositions REPETITION - Know and apply any element or principle to create repetition in compositions - Know and apply repetition to create textures and patterns - Know and apply repetition to create rhythm UNITY - Know and apply any element and principle to create unity/harmony in composition


High School Level 4


PA State Standard: Historical and Cultural Contexts

Level 4 Standard 3

`1Benchmark Objective

Teaching Strategies


3.A. Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

3.B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3.C. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. 3.D. Students evaluate and defend the validity of

sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

-Synthesize and evaluate subject matter in a work of art - Synthesize and evaluate media and technique in a work of art

- Synthesize and evaluate visual differences among works of art - Synthesize and evaluate various functions and purposes for the creation of artwork - Synthesize and evaluate images that

are historical, political, commercial, social, etc. - Synthesize and evaluate symbols and their meanings -


- Intentional use of copy- right law in idea generation and the production of artwork - Compare analyze differences in the periods of art history that are studied

- Compare and contrast visual qualities as a basis for speculating about when artifacts or art works were made - Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)

- Anticipatory set - Direct instruction - Teaching for multiple

intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based

Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response

- Collaboration with students on a state/national/globa - Distance learning - Inquiry-based - Service learning - Community outreach

Pencil Colored pencil Marker Charcoal

Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media

Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal

Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide

projectors

Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses

- Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam


High School Level 4



Benchmark Objective




4.C. Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

4.D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists 4.E. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

- Synthesize and evaluate the art historical bases of style, iconography and historical content as they apply to the following time periods: Ancient Medieval Renaissance Modern Contemporary - Synthesize and evaluate the painting, sculpture and architecture as they apply to those periods. - Synthesize and evaluate major characteristics that distinguish those periods. - Research of cultures in order to interpret an artwork in its own context. - Synthesize and evaluate major artists and works of art from those periods. - Synthesize and evaluate influences from the period in today’s world and in contemporary art. Synthesize and evaluate differences in the periods studied. - Synthesize and evaluate visual qualities as a basis for speculating about when, where and how artifacts or artworks were made.




Level 4 Standard 4

Level 4 Standard 5


High School Level 4



Benchmark Objective


5.A. Students identify

intentions of those creating

artworks, explore the implications of various

purposes, and justify their

analyses of purposes in particular works

5.B.Students describe

meanings of artworks by analyzing how specific works

are created and how they

relate to historical and cultural contexts

5.C.Students reflect analytically on various

interpretations as a means for

understanding and evaluating

works of visual art

5.D.Students correlate

responses to works of visual art with various techniques for

communicating meanings,

ideas, attitudes, views, and intentions

Synthesize and evaluate cultural changes that impact perspectives of art within his/her lifetime. Synthesize and evaluate cultural changes that affect the media used to create works of art. Propose how an art work or artifact would have to be altered in order to look new. Describe how art-related values and activities within cultures have included or excluded certain social groups and forms of art making based on such factors as racial and gender discrimination. Create and justify objective statements about a work of art. Create and justify subjective statements about a work of art. Synthesize and evaluate life experiences or artworks made in the past to give meaning and direction to their own creative process. Synthesize and evaluate with intention various structural components within their own work and the work of others.




Level 4 Standard 5

Benchmark Objective


Students identify the various beliefs about art: imitationalism, expressionism formalism, functionalism, conceptionalisn

Level 4 Standard 6

``Easton Area School District Art Curriculum Guide

High School Level 4


PA State Standard: Aesthetic Response

Benchmark Objective


6.A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis 6.B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6.C. Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

-Select media, techniques and process; analyze what makes them effective in communication of ideas: and reflect upon the effectiveness of their choice of media. Synthesize and evaluate what makes organizational structures effective or not effective in the communication of ideas. Synthesize and evaluate of the life experiences or artworks made in the past to give meaning and direction to their creative process. Students articulate a principle of artistic freedom and its significance.




Documents

SECTION FOUR VISUAL ARTS CURRICULUM GUIDE GRADES K-12