A04 Curriculum Map
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Contents |
August
Content and Essential Skills
- Standard 1: Students recognize and use the visual arts as a form of communication.
- Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.
- Standard 3: Students know and apply visual arts materials, tools, techniques, and processes.
Unit Title: Sketchbooks
Time Frame: Four class hours
Skills
Recognize that there are various solutions to a single art problem. (S1)
Recognize and apply the Principles of Design (S2)
Rhythm, Repetition, Pattern (simple and complex), Proportion, Size relationships, Balance (symmetry)
Recognize and apply the Principles of Design (S2)
Lines - Types
Shapes - Types
Form - Types
Texture - Types- actual and implied - Concepts- overlapping, object size, positive and negative, empty and full
Color- Schemes
Value- Types- light and dark
Create a two-dimensional artwork using overlapping to create the illusion of depth (Collage on cover and back)
Follow directions for the safe use of tools, materials and procedures. Wear appropriate protection such as smocks, safety glasses, gloves and hair ties when necessary. When appropriate pass a safety assessment. (S=3)
Talk about artists and art styles from various cultures.(S=4)
Assessment
Daily work
Teacher Observations
Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Started the lesson with various art prints from a variety of known artists. Discussed styles.
Showed to the students a variety of various completed projects as examples.
Demonstrated the skills and safety use of the proper equipment, handed out materials for project, began work and assisted students on a one-to-one basis to help solve individual problems.
Discussed desired results and evaluated each project as it progressed.
Optional
Modifications on project were added as needed, for supplies and student success.
September
Content and Essential Skills
- Standard 1: Students recognize and use the visual arts as a form of communication.
- Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.
- Standard 3: Students know and apply visual arts materials, tools, techniques, and processes.
Sketchbooks, four (4) class periods.
Skills
Recognize that there are various solutions to a single art problem. (S=1)
Recognize and apply the Elements of Art (S=2)
-Lines
-Shapes
-Form
-Space
-Color
-Value
Follow directions for the safe use of tools, materials and procedures. (S=3)
Assessment
Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Created a student sketchbook.
Designed, constructed, decorated with theme
Optional
Explored different designs from previous year and tried to improve them for better use, durability and student expression.
October
Content and Essential Skills
- Standard 2: Students know and apply elements of art, principles of design , and sensory and expressive features of visual arts.
Principles and Elements of Art
Approximately one class period.
Skills
Recognize and apply the Principles of Design (S2)
Size relationships
Recognize and apply the Elements of Art (S2)
Concepts- overlapping, object size, positive and negative
Assessment
Teacher Observation
Demonstrated use in sketchbook
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Work sheet developed using the standards
Optional
Their project allows the student to make choices and defend their choices.
After the completion of the paper an open discussion is held.
Decisions are explained, both by the teacher and the student.
November
Content and Essential Skills
- Standard 1: Students recognize and use the visual arts as a form of communication.
Essential Question: How do we communicate and express ourselves through art?
- Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.
Essential Question: How do we create art?
- Standard 3: Students know and apply visual arts material, tools, techniques, and processes.
Essential Question: What is important about how we make our art?
- Standard 4: Students relate the visual arts to various historical and cultural traditions.
Essential Question: How does art work with various cultures and historical events?
- Standard 5: Students analyze and evaluate the characteristics, merits, and meaning of works of art.
Essential Question: Why is creating art important?
Skills
Patterned for Fun
Incorporate unanticipated results into works of art. (S=1)
Work with Patterns (simple and complex) (S=2)
Create organic shapes (variation of size)open and closed.
Follow directions for the safe use of tools, materials and procedures. (S=3)
Talk about artists and art styles from various cultures.(S=4)
Describe the mood or feeling in a work of art.(S=5)
Assessment
Student evaluation
Teacher observation
Group discussion
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Art Today and Every Day by Jenean Romberg and Miriam Easton Rutz
Optional
Prepared a work sheet with directions and examples.
10 min. lecture concerning equipment, references to Professional masters and discussion with students concerning significance to them and history.
December
Content and Essential Skills
- Standard 1: Students recognize and use the visual arts as a form of communication.
Essential Question: How do we communicate and express ourselves through art?
- Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.
Essential Question: How do we create art?
- Standard 3: Students know and apply visual arts materials, tools, and techniques, and processes.
Essential Question: What is important about how we make our art?
- Standard 4: Students relate the visual arts to various historical and cultural traditions.
Essential Question: How does art work with various cultures and historical events?
- Standard 5: Students analyze and evaluate the characteristics, merits, land meanings of works of art.
Essential Question: Why is creating art important?
Skills
Solutions to problem (S=1)
Incorporate unanticipated results into work (S=1)
Apply Principles of Design (S=2)
Apply Elements of Art (S=2)
Safe use of tools (S=3)
Artist use art to share experiences (S=4)
Mood or feelings in work (S=5)
Assessment
Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Racing Turtle Project
Is there more than one way to make this turtle? How?
Is the technique important in the assembly or construction of this turtle? Why?
Does this project have any cultural value?
What does this project say about us?
Optional
Form and Function working hand-in-hand
January
Content and Essential Skills
Skills
Assessment
Resources
Optional
February
Content and Essential Skills
How do we communicate and express ourselves through art?
How do we create art?
What is important about how we make our art?
How does art work with various cultures and historical events?
Why is creating art important?
Skills
Use problem-solving skills in making art. (S=1)
Recognize and apply the Principles of Design. (S=2)
Recognize and apply the Elements of Art. (S=2)
Manipulate lines and shapes by a variety of materials and tools in artwork. (S=3)
After reading literature or folktales from a variety of cultures, create an illustration. (S=4)
Discuss artwork and identify the subject matter. (S=5)
Assessment
Class critique
Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Multicultural Art Activities Kit by Dwila Bloom
Chapter 2 The Middle East
Introduction Design 2-1 Illuminated Tugras, Turkey
Optional
Similarity between the monogram and the tugras.
Develop one monogram using black letters and a white background.
Develop one monogram using white letters and a black background.
Develop a third into a decorated monogram similar to the Illuminated Tugras.
Inspiration for designs may be geometric or realistic.
March
Content and Essential Skills
How do we communicate and express ourselves through art?
How do we create art?
What is important about how we make our art?
How does art work with various cultures and historical events?
Why is creating art important?
Skills
Use problem-solving skills in making art. (S=1)
Recognize and apply the Principles of Design. (S=2)
Recognize and apply the Elements of Art. (S=2)
Manipulate lines and shapes by a variety of materials and tools in artwork. (S=3)
After reading literature or folktales from a variety of cultures, create an illustration. (S=4)
Discuss artwork and identify the subject matter. (S=5)
Assessment
Class Discustion
Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Classroom materials and equipment to create a work for display in the school art show at the City's Knearl Museum.
Pointalism by Georges Seurat, create a picture with markers using the pointilistic technique.
Optional
Selection of the best works chosen for display in the Museum.
Open to the Public
April
Content and Essential Skills
How do we communicate and express ourselves through art?
How do we create art?
What is important about how we make our art?
How does art work with various cultures and historical events?
Why is creating art important?
Skills
Use problem-solving skills in making art. (S=1)
Recognize and apply the Principles of Design. (S=2)
Recognize and apply the Elements of Art. (S=2)
Manipulate lines and shapes by a variety of materials and tools in artwork. (S=3)
After reading literature or folktales from a variety of cultures, create an illustration. (S=4)
Discuss artwork and identify the subject matter. (S=5)
Assessment
Class critique
Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Masterpiece Rubbing Plates #5833 by Roylco, included in this set are
1. La Gioconda by Leonardo da Vinci (Mona Lisa),1452 - 1519
2. Marilyn Monroe by Andy Warhol, 1967.
3. The Starry Night by Vincent Van Gogh, 1889.
4. Guerinica by Pablo Picasso, 1937.
5. American Gothic by Grant Wood, 1930.
6. The Scream by Edvard Munch, 1893.
Art Through the Ages Rubbing Plates #5809 by Roylco
1. Lascaux Cave Paintings, 15000- 13000 B.C.
2. Vitruvian Man by Leonardo Da Vinci, 1490.
3. Woman with Water Pitcher by Jan Vermeer, 1664.
4. The Oath of the Horatii by Jacques Louis David, 1784.
5. Rainy Day in Paris by Gustave Caillebotte, 1877.
6. Self-portrait by Vincent Van Gogh,1889.
Fine Art Rubbing Plates #5819 from Roylco
1. Relativity - M.C. Escher, 1953.
2. Hopeless - Roy Lichtenstein, 1963.
3. The Persistence of Memory - Salvador Dali, 1931.
4. Sunflowers - Vincent Van Gogh, 1888.
5. Blue Boy - Thomas Gainsborough, 1805.
6. A Sunday Afternoon on the Island of La Grande Jatte - Georges Seurat, 1884.
Optional
Selection of the best works chosen for display in the Museum.
Open to the Public
May
Content and Essential Skills
How do we communicate and express ourselves through art?
How do we create art?
What is important about how we make our art?
How does art work with various cultures and historical events?
Why is creating art important?
Skills
Use problem-solving skills in making art. (S=1)
Recognize and apply the Principles of Design. (S=2)
Recognize and apply the Elements of Art. (S=2)
Manipulate lines and shapes by a variety of materials and tools in artwork. (S=3)
After reading literature or folktales from a variety of cultures, create an illustration. (S=4)
Discuss artwork and identify the subject matter. (S=5)
Assessment
Class critique
Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Diorama's
Clay sculptures and pots
Optional
During NWEA Testing
