A05 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 feature of visual arts.
- Standard 3: Students know and apply visual arts materials, tools, techniques, and processes. Review and evaluate artistic prints. Two class periods. Use drawing to express a recent pleasant experience.
- Standard 4: Students relate the visual arts to various historical and cultural traditions.
Skills
Create art to communicate real and imaginary sources. (S=1)
Recognize and apply the Principles of Design (S=2):
- Contrast
- Proportion (size relationships)
- Balance
Recognize and apply the Elements of Art (S=2):
- Lines
- Shapes
- Form
- Space
- Value
Follow directions for the safe use of tools, materials and procedures.(S=3)
Make observations about the lives and times of artists by looking at their work. (S=4)
Assessment
Critique of student works. (Teacher and student participation) Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info.
Resources
Discussion of various artists, their lives, and influences.
Display of artist's work.
Examples of styles and a selected school of art.
Student assignment: to create a work of art expressing a recent pleasurable event in which they participated.
Optional
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 processes.
- Standard 3: Students know and apply visual arts materials, tools, techniques, and processes.
Students will create a portfolio. This will be used for notes and to hold worksheets and sketches of current work.
Skills
Recognize that there are various solutions to a single art problem. (S=1)
Use for ideas, thoughts, notes and sketches.
Learn proper vocabulary for Art class.
Obtain a routine or process we go through before starting a project.
Assessment
Teacher Observation
Product evaluation
Quiz or Test over types of line and had to show use of line
Resources
The assignment was to make a portfolio.
Students had to participate in the construction of the book by cutting, folding and pasting.
Upon completion and evaluation the students will use these to record information.
Ideas and drawings that they will make or give them ideas for future projects or creations.
These ideas can be in many forms.
Optional
Many students really enjoy having their own book to write or draw in and keep with them.
I explained that occasionally I will have them turned in to me for examination and evaluation.
Also, it was explained that I will use this to show parents what their child has been doing in my class.
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.
Elements of Art
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Skills
-Recognize and apply line as a element of Art
-Take notes on line
-Complete worksheets on line
-Start line project(yarn Art)
-Learn the process of setting up and cleaning up correctly.
Assessment
Teacher Observation
Worksheets
Demonstrated in portfolio
Test or Quiz over info. on line
Resources
Work sheet developed use of line.
Past examples of same project (good and ok and bad)
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
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
Cutting - hand-eye coordination
Following directions
Use of Design
Use of Elements of Art
Personal Application or Style
Function of design
Construction
Pride in creation or work
Use of ruler
Use of Compass
Proper use of glue
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
Display
Class critique
Teacher evaluation
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
Display
Class critique
Teacher evaluation
Resources
Classroom materials and equipment to create a work for display in the school art show at the City's Knearl Museum.
Create a picture using the pointilism technique of Georges Seurat.
Markers can be used.
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
Display
Class critique
Teacher evaluation include these texture rubbings in your sketchbook with a brief history of each piece.
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
Display
Class critique
Teacher evaluation
Resources
Diorams's
Clay Sculptures and pots
Optional
During NWEA Testing
