Visual Arts Grade 5 Greek Vase Painting Kathleen Doherty, Ph.D. Grade 5 Greek Vase/Line Repetition

Transcription

1 Greek Vase Painting Enduring Understandings (Standard) Greek Vase/Line Repetition 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Objective 1.1 The Creative Process: IALT use the art elements of line and repetition to create a picture of an ancient Greek Vase. 1.2 History of the Arts and Culture: IALT illustrate a Greek myth on my Greek vase like the ancient Greeks. 1.3 Performance: IALT create a Greek vase using appropriate vase shape, Greek designs, and an illustration of a myth using proper technique. 1.4 Aesthetic Responses & Critique Methodologies: IALT reflect upon my Greek vase. (CPI) D.1 Describe the intellectual and emotional significance conveyed by the application of the elements of art and

2 Greek Vase Painting principles of design in different historical eras and cultures A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies D.2 Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art Content Vocabulary Resources/ Materials Greek vase Illustrate Repetition Writing to Learn: (Check any that apply) Journal Summary Reflections X Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board X_ LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety X_ PowerPoint E-Pals Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps X_ Other: teacher prepared PowerPoint, Teacher prepared book on Greek Art, Art Supplies D a Access Prior Knowledge/Motivation: Draw Now

3 Instructional Strategies Visual Arts Greek Vase Painting Read text about Greek Art with class. WG Analyze Greek vases in PowerPointWG Review Teacher prepared booklet WG Practice Greek Designs as a class WG GP Students create Greek designs on their vases while the teacher reads Greek myths to them. WG IP Students choose a myth and illustrate it on their vase.ip Closure: Students complete reflection on their work. Assessment: 1.1 Review of student vase for appropriate use of line and repetition. 1.2 Review of illustration of Greek myth illustration on vase. 1.3 Review of Greek vase for appropriate vase shape, Greek designs, and an illustration of a myth using proper technique. 1.4 Review of reflection. KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading Insert numbers of modifications from attached list to be used during each lesson

4 Greek Vase Painting STUDENT INITIALS: MONDAY (1.) Administering the assessment individually in a separate room. (2.) Administering the assessment in a small group in a separate room. (3.) Administering the assessment in the resource room. (4.) Administering the assessment in a special education classroom. (5.) Administering the assessment using carrels. (6.) Administering the assessment at home or in a hospital (this will depend on the nature of the assessment task). (7.) Seating {First Name} facing the examiner or proctor. (8.) Providing special lighting. (9.) Providing special furniture (e.g., desks, trays, carrels). (10.) Redirecting attention. (11.) Rephrasing, repeating directions (12.) Using a behavior modification system. (13.) Using visual clues. (14.) Demonstrating the task before proceeding. (15.) Getting eye contact before giving directions. (16.) Allowing additional processing time. (17.) Instructing at student's level of function. (18.) Providing verbal praise. (19.) Responding to behaviors consistently. (20.) Not reprimanding student in front of others. (21.) Reducing written tasks (22.) Breaking down tasks into manageable units. (23.) Simplifying directions. (24.) Allowing test to be done in alternative fashions. (25.) Using untimed tests. (26.) Extended time on tests and/or assignments. (27.) Use of calculator, math table or manipulatives.

5 PreColumbian Sun Gods Enduring Understandings (Standard) Pre Columbian Sun God 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Objective 1.1 The Creative Process: IALT demonstrate our understanding of symmetry by creating a sun god image. 1.2 History of the Arts and Culture: IALT observe and analyze Pre-Columbian Art from various cultures. 1.3 Performance: IALT demonstrate our understanding of the technique of metal tooling by creating relief of a sun god image 1.4 Aesthetic Responses & Critique Methodologies: IALT critique and reflect upon my own work.

6 PreColumbian Sun Gods (CPI) D.1 Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies D.2 Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art Content Vocabulary Symmetry pre-columbian metal tooling relief detail Resources/ Materials Writing to Learn: (Check any that apply) Journal Summary Reflections Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board X_ LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety X_ PowerPoint E-Pals Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps

7 PreColumbian Sun Gods X_ Other: Teacher prepared PowerPoint Teacher prepared reference sheets Sketchbooks Metal foil sheet Metal foil tools Permanent markers Instructional Strategies Day 1 Access Prior Knowledge/Motivation: Draw Now Students will view teacher prepared PowerPoint on PreColumbian art and analyze sun god images. WG Guided Drawing in drawing PreColumbian designs and images. WG Students will create sun god images in their sketchbooks using a piece of cardboard for sizing. IP Teacher will demonstrate metal tooling techniques WG Students will work independently creating their metal tooled sun god image. IP Students may color their sun god images using permanent markers IP

8 PreColumbian Sun Gods Closure: Students complete reflection on their work. W Assessment: 1.1 The Creative Process: Review of completed sun god for use of symmetry. 1.4 History of the Arts and Culture: Participation in PowerPoint and analysis of PreColombian Sun Gods. 1.5 Performance: appropriate use of metal tooling techniques as demonstrated in my relief of a sun god image 1.4 Aesthetic Responses & Critique Methodologies: Review of Reflection. KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading Insert numbers of modifications from attached list to be used during each lesson STUDENT MONDAY

9 PreColumbian Sun Gods INITIALS: SPECIAL EDUCATION BILINGUAL/ESL MODIFICATIONS: 1. In-Class Support Teacher (Special Education) 2. In-Class Support Teacher (Bilingual/ESL) 3. In-Class Support Instructional Assistant for Special Education 4. In-Class Support Instructional Assistant for Bilingual/ESL 5. Administering the assessment individually in a separate room 6. Administering the assessment in a small group in a separate room 7. Administering the assessment in the resource room 8. Administering the assessment in a special education classroom 9. Administering the assessment using carrels 10. Administering the assessment at home or in a hospital (this will depend on the nature of the assessment task) 11. Seating (First Name) facing the examiner or proctor 12. Providing special furniture (e.g., desks, trays, carrels) 13. Providing special lighting 14. Redirecting attention 15. Rephrasing, repeating directions 16. Using a behavior modification system 17. Using visual cues 18. Demonstrating the task before proceeding 19. Getting eye contact before giving directions 20. Allowing additional processing time 21. Instructing at student s level of function 22. Providing verbal praise 23. Responding to behaviors consistently 24. Not reprimanding student in front of others 25. Reducing written tasks 26. Breaking down tasks into manageable units 27. Simplifying directions

10 PreColumbian Sun Gods 28. Allowing test to be done in alternative fashions 29. Using untimed tests 30. Extended time on tests and/or assignments 31. Use of calculator, math table or manipulatives 32. Other Behavior Intervention Strategies:

11 Aboriginal Art Enduring Understandings (Standard) Aboriginal Art 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Objective 1.1 The Creative Process: WALT demonstrate our understanding of pattern and repetition by creating my interpretation of Aboriginal Art. 1.2 History of the Arts and Culture: WALT observe and analyze Aboriginal Art. 1.3 Performance: WALT demonstrate our understanding of the technique of creating an Aboriginal painting. 1.4 Aesthetic Responses & Critique Methodologies: WALT critique and reflect upon my own work.

12 Aboriginal Art (CPI) D.1 Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies D.2 Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art Content Vocabulary Pattern and Repetition Aboriginal Dot Painting Resources/ Materials Writing to Learn: (Check any that apply) Journal _X Summary Reflections Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board X_ LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety X_ PowerPoint E-Pals Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps X_ Other: Teacher prepared PowerPoint, videos Teacher prepared reference sheets, Sketchbooks, art materials

13 Aboriginal Art Instructional Strategies Access Prior Knowledge/Motivation: Draw Now Students will view teacher prepared PowerPoint on Aboriginal Art and discuss. WG Guided Drawing in drawing Aboriginal Designs and images. WG GP Students will create Aboriginal Art images in their sketchbooks. IP Teacher will demonstrate techniques for painting aboriginal images of animals. WG Students will work independently painting their images of animals. IP Teacher will demonstrate dot painting techniques. WG Students will use dots painting techniques to complete their paintings. IP Closure: Students complete reflection on their work. W Assessment: 1.1 The Creative Process: Review of completed Aboriginal Painting for use of pattern and repetition 1.2 History of the Arts and Culture: Participation in PowerPoint and analysis of Aboriginal Art. 1.3 Performance: appropriate use of appropriate painting techniques as demonstrated in Aboriginal Painting Aesthetic Responses & Critique Methodologies: Review of Reflection.

14 Aboriginal Art KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading Insert numbers of modifications from attached list to be used during each lesson STUDENT INITIALS: MONDAY SPECIAL EDUCATION BILINGUAL/ESL MODIFICATIONS: 1. In-Class Support Teacher (Special Education) 2. In-Class Support Teacher (Bilingual/ESL) 3. In-Class Support Instructional Assistant for Special Education 4. In-Class Support Instructional Assistant for Bilingual/ESL 5. Administering the assessment individually in a separate room

15 Aboriginal Art 6. Administering the assessment in a small group in a separate room 7. Administering the assessment in the resource room 8. Administering the assessment in a special education classroom 9. Administering the assessment using carrels 10. Administering the assessment at home or in a hospital (this will depend on the nature of the assessment task) 11. Seating (First Name) facing the examiner or proctor 12. Providing special furniture (e.g., desks, trays, carrels) 13. Providing special lighting 14. Redirecting attention 15. Rephrasing, repeating directions 16. Using a behavior modification system 17. Using visual cues 18. Demonstrating the task before proceeding 19. Getting eye contact before giving directions 20. Allowing additional processing time 21. Instructing at student s level of function 22. Providing verbal praise 23. Responding to behaviors consistently 24. Not reprimanding student in front of others 25. Reducing written tasks 26. Breaking down tasks into manageable units 27. Simplifying directions 28. Allowing test to be done in alternative fashions 29. Using untimed tests 30. Extended time on tests and/or assignments 31. Use of calculator, math table or manipulatives 32. Other Behavior Intervention Strategies:

16 Egyptian Art Enduring Understandings (Standard) Objective Egyptian Art 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. The Creative Process: (NJCCCS 1.1): WALT use the art principle of repetition to create Egyptian designs in a self portrait as an Egyptian pharaoh. History & Culture (NJCCCS 1.2): WALT dicuss the impact of Ancient Egyptian culture on their art. Creation & Performance (NJCCCS 1.3): WALT create our names in hieroglyphics and a self portrait as an Egyptian pharaoh. Aesthetic Response and Critique Methodologies.(NJCCCS 1.4): WALT reflect on their own work and it s relationship to Egyptian Art. CPIs D.2 Compare and contrast works of art in various mediums that use the same art elements and principles of design A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

17 Egyptian Art D.3 Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres A.2 Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view B.3 Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. Content Vocabulary Frontalism Cartouche hieroglyphic Tutankamun Pharoh Repetition Resources/ Materials Writing to Learn: (Check any that apply) Journal X_ Summary Reflections Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board x_ LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety PowerPoint _X E-Pals Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps x_ Other: Pyramid video by David McCauley Teacher prepared PowerPoint Teacher prepared booklet on Egyptian figures Teacher prepared booklet on Egyptian hieroglyphics Art supplies Access Prior Knowledge/Motivation: Draw Now

18 Egyptian Art Instructional Strategies INSTRUCTIONAL STRATEGIES: Read chapter on Egyptian Art in text R WG Discuss concepts Egyptian art illustrates WG View Examples of hierolgyphics WG Teacher demonstration and lecture on hieroglyphics and cartouche Teacher directed drawing of hieroglyphics (day 1) GP Independent student work on making a cartouche(2 days) IP Teacher demonstration and student draw along on Egyptian designs(1 day) Teacher takes photos of the students individual profiles, traces them on drawing paper for the students to use to create self- portraits as ancient Egyptians. (1 day) Independent student work on creating a self portrait as an Egyptian pharaoh in Egyptian perspective and using Egyptian designs IP Student paint their work. (4 days) IP CLOSURE: Student Reflection (1day) W ASSESSMENT: 1.1 Use of Repetition in Egyptian self portrait 1.2 Completion of reflection on the impact of art on the ancient Egyptian culture. 1.3 Completed cartouche of their name in hieroglyphics and a self portrait as an Egyptian pharaoh. 1.4 Appropriate completion of reflection KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading

19 Egyptian Art Insert numbers of modifications from attached list to be used during each lesson STUDENT INITIALS: (1.) Administering the assessment individually in a separate room. (2.) Administering the assessment in a small group in a separate room. (3.) Administering the assessment in the resource room. (4.) Administering the assessment in a special education classroom. (5.) Administering the assessment using carrels. (6.) Administering the assessment at home or in a hospital (this will depend on the nature of the assessment task). (7.) Seating {First Name} facing the examiner or proctor. (8.) Providing special lighting. (9.) Providing special furniture (e.g., desks, trays, carrels). (10.) Redirecting attention. (11.) Rephrasing, repeating directions (12.) Using a behavior modification system. (13.) Using visual clues. (14.) Demonstrating the task before proceeding. (15.) Getting eye contact before giving directions. (16.) Allowing additional processing time. (17.) Instructing at student's level of function. (18.) Providing verbal praise. (19.) Responding to behaviors consistently. (20.) Not reprimanding student in front of others. (21.) Reducing written tasks (22.) Breaking down tasks into manageable units. (23.) Simplifying directions. (24.) Allowing test to be done in alternative fashions. (25.) Using untimed tests. (26.) Extended time on tests and/or assignments. (27.) Use of calculator, math table or manipulatives.

20 Enduring Understandings (Standard) Objective Prehistoric Cave Art 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. The Creative Process: (NJCCCS 1.1): IALT demonstrate our understanding of the use of curved lines and neutral colors by creating our interpretation of a prehistoric cave painting. History & Culture (NJCCCS 1.2): IALT demonstrate our understanding of Prehistoric Cave Paintings by participating in a discussion after viewing prehistoric artworks. Creation & Performance (NJCCCS 1.3): IALT create a painting that demonstrates our understanding of the characteristics of Prehistoric Art. Aesthetic Response and Critique Methodologies.(NJCCCS 1.4): IALT analyze our work for our use of the neutral colors and line. CPIs D.2 Compare and contrast works of art in various mediums that use the same art elements and principles of design A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history D.2 Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using ageappropriate stylistic terminology (e.g., cubist, surreal, optic,

21 impressionistic), and experiment with various compositional approaches influenced by these styles A.3 Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context) B.3 Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. Content Vocabulary Prehistoric Art Unity Repetition Rhythm Neutral colors Resources/ Materials Writing to Learn: (Check any that apply) Journal X_ Summary Reflections Learning Logs Content Connections D-L-I-Q 2/3 Column Quick Writes Other Materials: Video Conference Responders Smart Board x_ LCD Projector Podcasts Wiki Blog Destiny Discovery Ed Cyber Safety PowerPoint _X E-Pals Other Websites (indicate in plans) Google Earth Inspiration/ Kidspiration Publisher Access Excel Google Apps x_ Other: Mysteries of Cave Art video clip from United Streaming Maria s Cave short story by William H. Hooks Prehistoric Art posters Teacher prepared power point Teacher prepared examplars Paper, tempera paint, brushes, Sketchbooks, handout YouTube video- Caves of Lascaux Paper, tempera paint Access Prior Knowledge/Motivation: Draw Now

22 Instructional Strategies Teacher will read the story Maria s Cave to the students R Whole class discussion on concepts from the story (1 day)wg Students will view posters of prehistoric art and analyze for elements noted in Maria s Cave. Students will view Mysteries of Cave Art video clip from United Streaming Students will prepare paper for painting WG (1 day) Teacher demonstration of painting procedures WG Independent painting IP( 2days) Closure: Post Test including student reflection on their own desk( 1 day) Assessment: The Creative Process: (NJCCCS 1.1): Review of Completed art work for the use of curved lines and neutral colors. History & Culture (NJCCCS 1.2): Participation in discussion and appropriate completion of Reflection Creation & Performance (NJCCCS 1.3): Review of Painting for subject matter and technique. Aesthetic Response and Critique Methodologies.(NJCCCS 1.4): Review of Reflection. KEY: (R) Reading GP: Guided Practice IP: Independent Practice (W) Writing WG: Whole Group TPS: Think Pair and Share SG: Small Group SB: Student Book WICOR W=Writing I= Investigation C=Collaboration O= Organization R= Reading Insert numbers of modifications from attached list to be used during each lesson STUDENT NITIALS:

23 SPECIAL EDUCATION BILINGUAL/ESL MODIFICATIONS: 1. In-Class Support Teacher (Special Education) 2. In-Class Support Teacher (Bilingual/ESL) 3. In-Class Support Instructional Assistant for Special Education 4. In-Class Support Instructional Assistant for Bilingual/ESL 5. Administering the assessment individually in a separate room 6. Administering the assessment in a small group in a separate room 7. Administering the assessment in the resource room 8. Administering the assessment in a special education classroom 9. Administering the assessment using carrels 10. Administering the assessment at home or in a hospital (this will depend on the nature of the assessment task) 11. Seating (First Name) facing the examiner or proctor 12. Providing special furniture (e.g., desks, trays, carrels) 13. Providing special lighting 14. Redirecting attention 15. Rephrasing, repeating directions 16. Using a behavior modification system 17. Using visual cues 18. Demonstrating the task before proceeding 19. Getting eye contact before giving directions 20. Allowing additional processing time 21. Instructing at student s level of function 22. Providing verbal praise 23. Responding to behaviors consistently 24. Not reprimanding student in front of others 25. Reducing written tasks 26. Breaking down tasks into manageable units 27. Simplifying directions 28. Allowing test to be done in alternative fashions

24 29. Using untimed tests 30. Extended time on tests and/or assignments 31. Use of calculator, math table or manipulatives 32. Other Behavior Intervention Strategies: