DUMONT PUBLIC SCHOOLS

Transcription

1 DUMONT PUBLIC SCHOOLS Elementary and Intermediate Visual Arts Grades K-8 2 Prepared by: Denise Alloca Patty Brower Jamie Lee Cornwell Carolyn Wagner 2018 amended Adopted by Board of Education 8/23/2018 Born date: 8/20/15

2 2 Table of Contents Philosophy....1 Program Goals....2 Pacing Guide....4 Instructional Materials....4 Assessment....5 Objectives....6 Suggested Modification Strategies: English Language Learner (ELL) Students....7 Special Education Student..7 Gifted and Talented Students.8 Students at risk for failure....8 Inclusion of Interdisciplinary Connections....9 Inclusion of Career Ready Practices/ 21 st Century Themes and Skills Unit 1: Art History and Culture (NJSLS 1.2) Unit 2: Creation and Performance(NJSLS 1.3 & 1.1).69 Unit 3: Aesthetic Application (NJSLS 1.1) Unit 4: Critique and Reponses (NJSLS 1.4) Glossary

3 Philosophy Art Education expands the mind. It sensitizes the child to new intellectual potentials. Perhaps the teaching of art, more than any other educational experience is concerned with growth of the human potential. -Nelson Rockefeller Art education expands the mind. It provides an opportunity to help students build meaningful connections among the various fields of learning though genuine experiences. The arts provide a means to develop each student s potential by building self-esteem and confidence, through problem solving, critical thinking, and the use of materials. Since art accommodates different learning styles while still requiring self-discipline, the role of art is significant in reaching the alienated and disadvantaged student. Art is a universal language providing a way to express feelings and ideas that words cannot convey. It offers a way of understanding oneself and it enables connections between art and our own culture and the cultures of diverse people. That is why art should be a central strand of the curriculum. Art is open to everyone. Art provides an opportunity for self-expression. Art sharpens awareness of the visual world. Art adjust to the individual s capabilities. Art allows for understanding of our cultural heritage. 1

4 2 Program Goals The goals of our education program are to promote the growth of every child in the following areas: 1. Perceptual and Intellectual Growth a. To develop perception and increase visual acuity. b. To expand and enrich visual imagery and fantasy. c. To develop creative thinking abilities. d. To apply problem solving and decision making techniques in carrying out an art assignment. e. To be able to relate some concepts of mathematics, science, history, and other disciplines to art. 2. Aesthetic Growth a. To develop individuals sensitivity to, and awareness of, the environment. b. To develop aesthetic judgment and critical faculties through discussion, criticism and comparison of artworks. 3. Social Growth a. To develop respect for one s own work as well as for the work of others. b. To develop respect for materials and their use. c. To develop ability to work together with others, share materials and learn group problem solving. d. To develop ability to share perceptions verbally and discuss artwork. e. To develop ability to communicate knowledge, ideas and feelings through art. f. To develop artistic skills for creative use of leisure time. g. To overcome stereotyped images of the roles of men and women in the arts.

5 4. Emotional Growth a. To develop every individual s self-confidence and increase one s feeling of self-worth and esteem. b. To use the visual arts as a way of getting in touch with one s feelings and needs. c. To offer all individuals another avenue for self-expression. d. To increase an individual s flexibility of thought and action. 5. Manipulative and Technical Growth a. To increase and develop large muscle, small muscle, eye-hand coordination and manipulative skills. b. To explore the potentials and the limitations of various media. c. To explore the sequential process involved in various techniques. 3

6 4 Pacing Guide For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Instructional Materials Instructional materials are listed throughout the guide under the Suggested Activities and Resources columns.

7 Assessment Art specialist will evaluate students in grades six through eight using the following criteria: Participation Teacher will make an assessment as to how well the student is prepared for class each day, attentiveness and energy to projects being created. Class participation follows through to project participation. Each student is expected to work to the best of their individual ability. Project Performance Students are expected to complete all projects assigned. Teacher will make an assessment as to students work based on their individual ability, following of directions, craftsmanship* and meeting the objectives of the given assignment. * The ability to demonstrate pride and neatness in ones own work. Care, Use and Maintenance of Materials Students will be evaluated on their use of tools and materials in the art room. Care and safety will be followed at all times. Students are expected to mirror the demonstrated application of tools and materials for expected outcomes. 5

8 6 Objectives The objectives listed in each unit are repeated several times during a school year, giving the children of Dumont the ability to approach the objectives at various maturity levels. The four units of study are: 1) Art History and Culture, 2) Creation and Performance, 3) Aesthetic Application, 4) Critique and Responses, and these are designed as a 45 day overlay. This gives the art specialist the ability to focus and enhance areas of needed concentration. In addition, it allows for the ability to bring in a discipline based art program that exposes the students to historical eras, and cultural diversity. When possible, the art curriculum may relate to other content disciplines. It is important however to maintain the integrity of the units when designing these interdisciplinary lessons. By effectively incorporating the art curriculum into other subject matter, students gain a deeper understanding of the importance of the arts in our everyday lives.

9 Suggested Modification Strategies: English Language Learner (ELL) Students Consult with ESL staff Peer scaffolding Repeat, reword and clarify instructions Visual references Priority seating Special Education/ 504 Students Consult with Special Education staff Peer scaffolding Visual references Modify art tools and media Priority seating Adjust assignments Repeat, reword and clarify instructions Chunking project steps Extended time Adapt technology to individual needs Constructive use of instructional aides Compliance with IEP 7

10 8 Gifted and Talented Students Complete extension activities Conduct research and provide presentations Design surveys to generate and provide data to be used in discussion Debate topics of interest Use higher level questioning techniques Provide assessments at a higher level of thinking At Risk for Failure Students Visual references Ask students to restate information, directions, and assignments Repetition and practice Extended time to complete work Peer helpers in class settings Assistance with long and short term planning Regular parent/ teacher communication Oral reminders and check student s work while in progress Preferential seating

11 Inclusion of Interdisciplinary Connections Art in its nature is connected to every content area including but not limited to: Language Arts Math Science Social Studies Geography Information and Career Technologies Foreign Languages Music Violence Awareness Character Education and Bullying Prevention Interdisciplinary connections are included throughout the curriculum in the Suggested Activities column and noted by a single asterisk (*). 9

12 10 Inclusion of Career Ready Practices/ 21 st Century Themes and Skills Collaboration Working with peer groups to scaffold information, critique and improve the given assignment. Collaborating to distribute, collect and share tools and materials. Effectively sharing media, techniques and opinions to aid in the production of artwork. Creativity and Innovation Creatively interpreting directions to make a piece of artwork that is reflective of both the parameters of the given assignment and provides opportunities for students to explore divergent thinking as applied to the lesson. Communication Expressing ideas and thoughts toward a specific piece of artwork or a collection of works through the process of critique. Using proper art terms when visually reading a piece of artwork to express ideas and opinions. Understanding the use of the visual language as a form of expression and communication. Critical Thinking

13 Internalizing the given problem (assignment), making informed choices towards the completion of the assignment, looking at alternative solutions, questioning ideas and concepts as they apply to the unit. Technology Applying technology in a variety of ways to reinforce and further explore concepts learned. Using technology independently as a resource for visual references and research. Understanding the opportunities for applying current technology to daily learning. Career Ready Practices/ 21 st Century Themes and Skills are included throughout the curriculum in the Objectives, Suggested Activities and Resources columns and noted by a double asterisk (**). 11

14 12 NJSLS Addressed: 1.2 Unit 1: Art History and Culture (45 days, overlaid) * Enduring Understanding: Art allows for understanding of our culture. Art heightens the awareness of diversity in other cultures. Art is constant in our everyday world. Art reflects the societal changes within world cultures.** Art creation develops critical thinking through discussion and comparison of art movements. Essential Question: What is art? How does art change over time? How do artist make decisions? How is art created in different cultures? How does the viewing of art make you feel? Application of Formal and Informal Properties Unit Vocabulary (if applicable) Elements Line Shape Texture Space Value Color Form Principles Balance Movement Pattern Emphasis Contrast Unity Rhythm Era Period Movement Style Culture Century Media/Medium Techniques Canvas Copyright

15 Kindergarten Unit 1: Art History and Culture Objectives Standards Suggested Activities Resources Identify works of art based on themes which may include family and communities from a variety of world cultures and historical periods A.1 * Themes from Various Cultures and Historical Periods: Portrait Self Portrait Family Portrait Community Landscape Dependent upon activity the following resources will be used: Internet Sites ** Various Artists Discover works of art and artists based on past and present cultures A.2 * Artists: Leonardo da Vinci Thomas Gainsborough Vincent van Gogh Claude Monet Piet Mondrian * Historical Periods: Renaissance Impressionism Abstraction * Cultures throughout History: Aboriginal African Asian European Latin American Native American Books/Magazine Teacher Examples Student Examples Visuals/Posters Digital Images ** Laptop Cart ** ipads/apps ** SMART Board ** SMART Notebook Files ** 13

16 14 Kindergarten Pacing Unit 1: Art History and Culture For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Assessment Formative Assessments: Discussions Thumbnail Sketches Questions and Answers Exit Slips Art Rubrics Benchmark Assessments: Fine Arts District Assessments Summative Assessments: Portfolio Reviews Art Shows Completion of assigned projects

17 Interdisciplinary Connections Art in its nature is connected to every content area including but not limited to: Language Arts Math Science Information and Career Social Studies Geography Technologies Foreign Languages Music Violence Awareness Character Education and Bullying Prevention Interdisciplinary connections are included throughout the curriculum in the Suggested Activities column and noted by a single asterisk (*). Modifications Special Education/ 504 Allow errors Allow extended time Rephrase questions, directions, and explanations Consult with Case Managers and follow IEP accommodations/modifications English Language Learners Native Language Translation as needed Use of visual aids Rephrase questions, directions, and explanations 15

18 16 At Risk Students Provide extended time to complete tasks Consult with classroom teacher(s) for specific behavior interventions Gifted and Talented Students Provide extension activities Consult with Guidance Counselors and follow I&RS procedures/action plans Build on students intrinsic motivations Kindergarten Technology Unit 1: Art History and Culture Technology-K-5 Understand and use technology systems. Select and use applications effectively and productively A.1 - Identify the basic features of a digital device and explain its purpose A.3 - Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each A.4 - Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games museums) A.1 - Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Technology A.1 - Understand and use technology systems. Demonstrate knowledge of real world problems using digital tools A.1 - Understand and use technology systems. Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

19 Career Ready Practices/ 21 st Century Standards Career Ready Practices/ 21 st Century Skills are included throughout the curriculum in the Objectives, Suggested Activities and Resources columns and noted by a double asterisk (**) CRP1. Act as a responsible and contributing citizen and employee CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and affectively and with reason. CRP5. Consider the environmental, social and economic impacts of decision making. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use Technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.1 Personal Financial Literacy Standards Referenced: Ø By the end of Grade 4, students will be able to: A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings A.2 Identify potential sources of income. Ø By the end of Grade 8, students will be able to: A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills. 17

20 A.4 Relate earning power to quality of like across cultures A.5 Relate how the demand for certain skills determines and individual s earning power.

21 1 st Grade Unit 1: Art History and Culture Objectives Standards Suggested Activities Resources Identify works of art based on themes which may include family and communities from a variety of world cultures and historical periods A.1 * Themes from Various Cultures and Historical Periods: Portrait Self Portrait Family Portrait Community Landscape Dependent upon activity the following resources will be used: Internet Sites ** Various Artists Describe works of art and artists based on past and present cultures A.2 * Artists: Pablo Picasso Leonardo da Vinci Vincent van Gogh Piet Mondrian * Historical Periods: Cubism Renaissance Impressionism Abstraction Books/Magazine Teacher Examples Student Examples Visuals/Posters Digital Images ** Laptop Cart ** ipads/apps ** SMART Board ** * Cultures throughout History: Aboriginal African Asian European Latin American Native American SMART Notebook Files ** 19

22 20 1 st Grade Unit 1: Art History and Culture Pacing For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Assessment Formative Assessments: Discussions Thumbnail Sketches Questions and Answers Exit Slips Art Rubrics Benchmark Assessments: Fine Arts District Assessments Summative Assessments: Portfolio Reviews Art Shows Completion of assigned projects

23 Interdisciplinary Connections Art in its nature is connected to every content area including but not limited to: Language Arts Math Science Information and Career Social Studies Geography Technologies Foreign Languages Music Violence Awareness Character Education and Bullying Prevention Interdisciplinary connections are included throughout the curriculum in the Suggested Activities column and noted by a single asterisk (*). Modifications Special Education/ 504 Allow errors Allow extended time English Language Learners Native Language Translation as needed Use of visual aids Rephrase questions, directions, and explanations Rephrase questions, directions, and explanations Consult with Case Managers and follow IEP accommodations/modifications 21

24 22 At Kindergarten Risk Students Unit 1: Art History and Culture Provide extended time to complete tasks Consult with Guidance Counselors and Technology follow I&RS procedures/action plans Technology-K-5 Consult with classroom teacher(s) for Understand specific and behavior use technology interventions systems. Select and use applications effectively and productively. Gifted A.1 and - Identify Talented the Students basic features of a digital device and explain its purpose A.3 - Compare Provide extension the common activities uses of at least two different digital Build applications students and intrinsic identify motivations the advantages and disadvantages of using each A.4 - Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games museums) A.1 - Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Technology A.1 - Understand and use technology systems. Demonstrate knowledge of real world problems using digital tools A.1 - Understand and use technology systems. Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources 21 st Century Standards

25 9.1 Personal Financial Literacy Standards Referenced: Ø By the end of Grade 4, students will be able to: A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings A.2 Identify potential sources of income. Ø By the end of Grade 8, students will be able to: A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.4 Relate earning power to quality of like across cultures A.5 Relate how the demand for certain skills determines and individual s earning power. 1 st Grade Unit 1: Art History and Culture Technology Technology-K-5 Understand and use technology systems. Select and use applications effectively and productively A.1 - Identify the basic features of a digital device and explain its purpose 23

26 A.3 - Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each A.4 - Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games museums) A.1 - Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Technology A.1 - Understand and use technology systems. Demonstrate knowledge of real world problems using digital tools A.1 - Understand and use technology systems. Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources Career Ready Practices/ 21 st Century Skills Career Ready Practices/ 21 st Century Skills are included throughout the curriculum in the Objectives, Suggested Activities and Resources columns and noted by a double asterisk (**) CRP1. Act as a responsible and contributing citizen and employee CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and affectively and with reason. CRP5. Consider the environmental, social and economic impacts of decision making. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use Technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.

27 9.1 Personal Financial Literacy Standards Referenced: Ø By the end of Grade 4, students will be able to: A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings A.2 Identify potential sources of income. Ø By the end of Grade 8, students will be able to: A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills A.4 Relate earning power to quality of like across cultures A.5 Relate how the demand for certain skills determines and individual s earning power. 25

28 26 2 nd Grade Unit 1: Art History and Culture Objectives Standards Suggested Activities Resources Identify works of art based on themes which may include family and communities from a variety of world cultures and historical periods A.1 * Themes from Various Cultures and Historical Periods: Portrait Self Portrait Family Portrait Community Landscape Dependent upon activity the following resources will be used: Internet Sites ** Various Artists Identify works of art and artists based on past and present cultures A.2 * Artists: Frida Kahlo Claude Monet Vincent van Gogh Pablo Picasso Piet Mondrian Books/Magazine Teacher Examples Student Examples Visuals/Posters Digital Images ** * Historical Periods: Surrealism Impressionism Cubism Abstraction * Cultures throughout History: Aboriginal African Asian European Latin American Native American Laptop Cart ** ipads/apps ** SMART Board ** SMART Notebook Files **

29 2 nd Grade Unit 1: Art History and Culture Pacing For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Assessment Formative Assessments: Discussions Thumbnail Sketches Questions and Answers Exit Slips Art Rubrics Benchmark Assessments: Fine Arts District Assessments Summative Assessments: Portfolio Reviews Art Shows Completion of assigned projects 27

30 28 Interdisciplinary Connections Art in its nature is connected to every content area including but not limited to: Language Arts Math Science Information and Career Social Studies Geography Technologies Foreign Languages Music Violence Awareness Character Education and Bullying Prevention Interdisciplinary connections are included throughout the curriculum in the Suggested Activities column and noted by a single asterisk (*). Modifications Special Education/ 504 Allow errors Allow extended time English Language Learners Native Language Translation as needed Use of visual aids Rephrase questions, directions, and explanations Rephrase questions, directions, and explanations Consult with Case Managers and follow IEP accommodations/modifications

31 At Risk Students Provide extended time to complete tasks Consult with classroom teacher(s) for specific behavior interventions Gifted and Talented Students Provide extension activities Consult with Guidance Counselors and follow I&RS procedures/action plans Build on students intrinsic motivations 2 nd Grade Unit 1: Art History and Culture Technology Technology-K-5 Understand and use technology systems. Select and use applications effectively and productively A.1 - Identify the basic features of a digital device and explain its purpose A.3 - Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each A.4 - Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games museums) A.1 - Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Technology A.1 - Understand and use technology systems. Demonstrate knowledge of real world problems using digital tools A.1 - Understand and use technology systems. Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources 29

32 30 Career Ready Practices/ 21 st Century Standards Career Ready Practices/ 21 st Century Themes and Skills are included throughout the curriculum in the Objectives, Suggested Activities and Resources columns and noted by a double asterisk (**) CRP1. Act as a responsible and contributing citizen and employee CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and affectively and with reason. CRP5. Consider the environmental, social and economic impacts of decision making. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use Technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.1 Personal Financial Literacy Standards Referenced: Ø By the end of Grade 4, students will be able to: A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings A.2 Identify potential sources of income. Ø By the end of Grade 8, students will be able to: A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills.

33 9.1.8.A.4 Relate earning power to quality of like across cultures A.5 Relate how the demand for certain skills determines and individual s earning power. 31

34 32 3 rd Grade Unit 1: Art History and Culture Objectives Standards Suggested Activities Resources Recognize works of art and artists as a reflection of societal values and beliefs in past and present cultures A.1 * Create artwork in the style of an artist through the introduction of historical artworks: Vincent van Gogh Pablo Picasso Henri Matisse Frida Kahlo Romare Bearden Dependent upon activity the following resources will be used: Internet Sites ** Various Artists Books/Magazine Teacher Examples Determine the impact of significant contributions of artists from diverse cultures throughout history and relate the artistic elements that define their styles A A.3 * Historical Periods: Cave Art Cubism Folk Art Impressionism Abstraction * Cultures throughout History: Aboriginal African Asian European Latin American Native American Student Examples Visuals/Posters Digital Images ** Laptop Cart ** ipads/apps ** SMART Board ** SMART Notebook Files **

35 3 rd Grade Unit 1: Art History and Culture Pacing For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Assessment Formative Assessments: Discussions Thumbnail Sketches Questions and Answers Exit Slips Art Rubrics Benchmark Assessments: Fine Arts District Assessments Summative Assessments: Portfolio Reviews Art Shows Completion of assigned projects 33

36 34 Interdisciplinary Connections Art in its nature is connected to every content area including but not limited to: Language Arts Math Science Information and Career Social Studies Geography Technologies Foreign Languages Music Violence Awareness Character Education and Bullying Prevention Interdisciplinary connections are included throughout the curriculum in the Suggested Activities column and noted by a single asterisk (*). Modifications Special Education/ 504 Allow errors Allow extended time English Language Learners Native Language Translation as needed Use of visual aids Rephrase questions, directions, and explanations Rephrase questions, directions, and explanations Consult with Case Managers and follow IEP accommodations/modifications

37 At Risk Students Provide extended time to complete tasks Consult with classroom teacher(s) for specific behavior interventions Gifted and Talented Students Provide extension activities Consult with Guidance Counselors and follow I&RS procedures/action plans Build on students intrinsic motivations 3 rd Grade Unit 1: Art History and Culture Technology Technology-K-5 Understand and use technology systems. Select and use applications effectively and productively A.1 - Identify the basic features of a digital device and explain its purpose A.3 - Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each A.4 - Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games museums) A.1 - Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Technology A.1 - Understand and use technology systems. Demonstrate knowledge of real world problems using digital tools A.1 - Understand and use technology systems. Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources 35

38 36 Career Ready Practices/ 21 st Century Standards Career Ready Practices/ 21 st Century Themes and Skills are included throughout the curriculum in the Objectives, Suggested Activities and Resources columns and noted by a double asterisk (**) CRP1. Act as a responsible and contributing citizen and employee CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and affectively and with reason. CRP5. Consider the environmental, social and economic impacts of decision making. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use Technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.1 Personal Financial Literacy Standards Referenced: Ø By the end of Grade 4, students will be able to: A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings A.2 Identify potential sources of income. Ø By the end of Grade 8, students will be able to: A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills.

39 9.1.8.A.4 Relate earning power to quality of like across cultures A.5 Relate how the demand for certain skills determines and individual s earning power. 37

40 38 4 th Grade Unit 1: Art History and Culture Objectives Standards Suggested Activities Resources Recognize works of art and artists as a reflection of societal values and beliefs in past and present cultures A.1 * Create artwork in the style of an artist through the introduction of historical artworks: Vincent van Gogh Faith Ringgold Grant Wood John J. Audubon Pablo Picasso Dependent upon activity the following resources will be used: Internet Sites ** Various Artists Books/Magazine Teacher Examples Determine the impact of significant contributions of artists from diverse cultures throughout history and relate the artistic elements that define their styles A A.3 * Historical Periods: African American Folk Art Regionalism Cubism Impressionism * Cultures throughout History: Aboriginal African Asian European Latin American Native American Student Examples Visuals/Posters Digital Images ** Laptop Cart ** ipads/apps ** SMART Board ** SMART Notebook Files **

41 4 th Grade Unit 1: Art History and Culture Pacing For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Assessment Formative Assessments: Discussions Thumbnail Sketches Questions and Answers Exit Slips Art Rubrics Benchmark Assessments: Fine Arts District Assessments Summative Assessments: Portfolio Reviews Art Shows Completion of assigned projects 39

42 40 Interdisciplinary Connections Art in its nature is connected to every content area including but not limited to: Language Arts Math Science Information and Career Social Studies Geography Technologies Foreign Languages Music Violence Awareness Character Education and Bullying Prevention Interdisciplinary connections are included throughout the curriculum in the Suggested Activities column and noted by a single asterisk (*). Modifications Special Education/ 504 Allow errors Allow extended time English Language Learners Native Language Translation as needed Use of visual aids Rephrase questions, directions, and explanations Rephrase questions, directions, and explanations Consult with Case Managers and follow IEP accommodations/modifications

43 At Risk Students Provide extended time to complete tasks Consult with classroom teacher(s) for specific behavior interventions Gifted and Talented Students Provide extension activities Consult with Guidance Counselors and follow I&RS procedures/action plans Build on students intrinsic motivations 4 th Grade Unit 1: Art History and Culture Technology Technology-K-5 Understand and use technology systems. Select and use applications effectively and productively A.1 - Identify the basic features of a digital device and explain its purpose A.3 - Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each A.4 - Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games museums) A.1 - Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Technology A.1 - Understand and use technology systems. Demonstrate knowledge of real world problems using digital tools A.1 - Understand and use technology systems. Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources 41

44 42 Career Ready Practices/ 21 st Century Standards Career Ready Practices/ 21 st Century Themes and Skills are included throughout the curriculum in the Objectives, Suggested Activities and Resources columns and noted by a double asterisk (**) CRP1. Act as a responsible and contributing citizen and employee CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and affectively and with reason. CRP5. Consider the environmental, social and economic impacts of decision making. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use Technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.1 Personal Financial Literacy Standards Referenced: Ø By the end of Grade 4, students will be able to: A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings A.2 Identify potential sources of income. Ø By the end of Grade 8, students will be able to: A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills.

45 9.1.8.A.4 Relate earning power to quality of like across cultures A.5 Relate how the demand for certain skills determines and individual s earning power. 43

46 44 5 th Grade Unit 1: Art History and Culture Objectives Standards Suggested Activities Resources Recognize works of art and artists as a reflection of societal values and beliefs in past and present cultures A.1 * Create artwork in the style of an artist through the introduction of historical artworks: Pablo Picasso Marc Chagall Andy Warhol Joan Miro Willem de Kooning Dependent upon activity the following resources will be used: Internet Sites ** Various Artists Books/Magazine Teacher Examples Determine the impact of significant contributions of artists from diverse cultures throughout history and relate the artistic elements that define their styles A A.3 * Historical Periods: Cubism Pop Art Surrealism/Fantasy Art Expressionism * Cultures throughout History: Aboriginal African Asian European Latin American Native American Student Examples Visuals/Posters Digital Images ** Laptop Cart ** ipads/apps ** SMART Board ** SMART Notebook Files **

47 5 th Grade Unit 1: Art History and Culture Pacing For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Assessment Formative Assessments: Discussions Thumbnail Sketches Questions and Answers Exit Slips Art Rubrics Benchmark Assessments: Fine Arts District Assessments Summative Assessments: Portfolio Reviews Art Shows Completion of assigned projects 45

48 46 Interdisciplinary Connections Art in its nature is connected to every content area including but not limited to: Language Arts Math Science Information and Career Social Studies Geography Technologies Foreign Languages Music Violence Awareness Character Education and Bullying Prevention Interdisciplinary connections are included throughout the curriculum in the Suggested Activities column and noted by a single asterisk (*). Modifications Special Education/ 504 Students Allow errors Allow extended time English Language Learners Native Language Translation as needed Use of visual aids Rephrase questions, directions, and explanations Rephrase questions, directions, and explanations Consult with Case Managers and follow IEP accommodations/modifications

49 At Risk Students Provide extended time to complete tasks Consult with classroom teacher(s) for specific behavior interventions Gifted and Talented Students Provide extension activities Consult with Guidance Counselors and follow I&RS procedures/action plans Build on students intrinsic motivations 5 th Grade Unit 1: Art History and Culture Technology Technology-K-5 Understand and use technology systems. Select and use applications effectively and productively A.1 - Identify the basic features of a digital device and explain its purpose A.3 - Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using each A.4 - Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games museums) A.1 - Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Technology A.1 - Understand and use technology systems. Demonstrate knowledge of real world problems using digital tools A.1 - Understand and use technology systems. Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources 47

50 48 Career Ready Practices/ 21 st Century Standards Career Ready Practices/ 21 st Century Themes and Skills are included throughout the curriculum in the Objectives, Suggested Activities and Resources columns and noted by a double asterisk (**) CRP1. Act as a responsible and contributing citizen and employee CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and affectively and with reason. CRP5. Consider the environmental, social and economic impacts of decision making. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use Technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.1 Personal Financial Literacy Standards Referenced: Ø By the end of Grade 4, students will be able to: A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings A.2 Identify potential sources of income. Ø By the end of Grade 8, students will be able to: A.2 Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income A.3 Differentiate among ways that workers can improve earning power through the acquisition of new knowledge and skills.

51 9.1.8.A.4 Relate earning power to quality of like across cultures A.5 Relate how the demand for certain skills determines and individual s earning power. 49

52 50 6 th Grade Unit 1: Art History and Culture Objectives Standards Suggested Activities Resources Recognize Visual Art as a reflection of societal values and beliefs A.1 * Analyze and describe works of exemplary art and artists and their affect on societal values and beliefs of their time. Create artwork in the style of an artist: Jacob Lawrence Vincent Van Gogh Andy Warhol Pablo Picasso Henri Matisse Emily Carr Keith Haring Dependent upon activity the following resources will be used: Internet Sites ** Various Artists Books/Magazine Teacher Examples Student Examples Visuals/Posters Map historical innovations in art that were caused by the creation of new technologies A.1 * Suggested Historical Periods Applied to Projects: Impressionism Pop Art Abstract * Suggested Artists Related to Periods: Claude Monet Vincent van Gogh Georgia O Keeffe Digital Images ** Laptop Cart ** ipads/apps ** SMART Board ** SMART Notebook Files **

53 6 th Grade Unit 1: Art History and Culture Pacing For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Assessment Formative Assessments: Discussions Thumbnail Sketches Questions and Answers Exit Slips Art Rubrics Benchmark Assessments: Fine Arts District Assessments Summative Assessments: Portfolio Reviews Art Shows Completion of assigned projects 51