Crafts Curriculum Grades 9-12

Transcription

1 NEPTUNE TOWNSHIP SCHOOL DISTRICT Crafts Curriculum Grades 9-12 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ February 28, 2018 Document C1#1

2 NEPTUNE TOWNSHIP BOARD OF EDUCATION Laura G. Granelli, President Monica Kowalski-Lodato, Vice President Brady M. Connaughton Dorothea L. Fernandez Nicole M. Green Chanta L. Jackson Jason A. Jones Michelle A. Moss Donna L. Puryear SCHOOL DISTRICT ADMINISTRATION Tami R. Crader, Ed.D. Superintendent of Schools Matthew Gristina, Ed.D. Assistant Superintendent of Schools Peter J. Leonard Business Administrator/Board Secretary Peter I. Bartlett Assistant Business Administrator/Assistant Board Secretary Kathleen M. Skelton Director of Special Services Shawanda Beale Supervisor of School Counseling Services Cheryl L. Romano Supervisor for Curriculum, Instruction & Assessment Kathleen M. Thomsen Supervisor of Early Childhood Education Nicholas Pizzulli Interim Administrator for Athletic & Co-Curricular Activities

3 ELEMENTARY SCHOOL ADMINISTRATION Principals Mark K. Alfone, Ed.D., Midtown Community Lori B. Burns, Ed.D., Early Childhood Center Lakeda D. Demery, Shark River Hills Sally A. Millaway, Ed.D., Gables James M. Nulle, Green Grove Jerard L. Terrell, Ed.D., Summerfield MIDDLE SCHOOL ADMINISTRATION Arlene M. Rogo, Ed.D., Principal Thomas Decker, Vice Principal Michael V. Smurro, Vice Principal HIGH SCHOOL ADMINISTRATION Jennifer C. Joseph, Principal Titania M. Hawkins, Ed.D., Vice Principal James H. Whitson, Vice Principal DEPARTMENT CHAIRPERSONS Kelly Baldino Charles M. Kolinofsky Joshua Loveland Dawn Reinhardt Nicole Sanyigo Tara L.Stephenson Karen Watt Hillary L. Wilkins

4 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ An Affirmative Action Equal Opportunity Employer 2018

5 NEPTUNE TOWNSHIP SCHOOL DISTRICT CRAFTS CURRICULUM Table of Contents Acknowledgements...i District Mission Statement... ii District Educational Outcome Goals... iii Course Description... iv Curriculum Unit Title Page Pacing Guide... 1 Fiber Arts... 2 Multi-Media: Two and Three Dimensional Crafts... 9 Multicultural Arts... 16

6 NEPTUNE TOWNSHIP SCHOOL DISTRICT Crafts Acknowledgements The Crafts curriculum guide was developed for Neptune High School through the efforts of Ms. Michelle Bowers, and Mrs. Mary Dansereau, Neptune High School Visual Arts Teachers, in cooperation with Mr. Robert J. Hamm, Department Chairperson for the Performing & Visual Arts, and under the guidance of Mrs. Jennifer Joseph, Neptune High School Principal, and Ms. Cheryl Romano Supervisor for Curriculum, Instruction and Assessment. The teachers are to be commended for their dedication in formatting this curriculum into UbD and her expertise in the area of Visual Arts Education. This curriculum guide goes beyond skill instruction, and devotes a greater percentage of instructional time to problem-solving and active learning. It is our hope that this guide will serve as a valuable resource for the staff members who teach this course and that they will feel free to make recommendations for its continued improvement. Also, it is our hope that this guide will support and advance the Arts in our school district. The Crafts Curriculum guide was written in alignment to the New Jersey Student Learning Standards for Visual and Performing Arts (2014), and the National Core Arts Standards (2014). i

7 NEPTUNE TOWNSHIP SCHOOL DISTRICT DISTRICT MISSION STATEMENT The primary mission of the Neptune Township School District is to prepare students for a lifelong learning process in a complex and diverse world. It is with high expectations that our schools foster: A strong foundation in academic and modern technologies. A positive and varied approach to teaching and learning. An emphasis on critical thinking skills and problem-solving techniques. A respect for and an appreciation of our world, its resources, and its people. A sense of responsibility, good citizenship, and accountability. An involvement by the parents and the community in the learning process. ii

8 Neptune Township School District Educational Outcome Goals The students in the Neptune Township schools will become life-long learners and will: Become fluent readers, writers, speakers, listeners, and viewers with comprehension and critical thinking skills. Acquire the mathematical skills, understandings, and attitudes that are needed to be successful in their careers and everyday life. Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information. Become technologically literate. Demonstrate proficiency in all New Jersey Core Curriculum Content Standards (NJCCCS), New Jersey Student Learning Standards (NJSLS), and Next Generation Science Standards (NGSS). Develop the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics and geography. Develop a respect for different cultures and demonstrate trustworthiness, responsibility, fairness, caring, and citizenship. Become culturally literate by being aware of the historical, societal, and multicultural aspects and implications of the arts. Demonstrate skills in decision-making, goal setting, and effective communication, with a focus on character development. Understand and practice the skills of family living, health, wellness and safety for their physical, mental, emotional, and social development. Develop consumer, family, and life skills necessary to be a functioning member of society. Develop the ability to be creative, inventive decision-makers with skills in communicating ideas, thoughts and feelings. Develop career awareness and essential technical and workplace readiness skills, which are significant to many aspects of life and work. iii

9 CRAFTS COURSE DESCRIPTION (5 credits) Crafts is a hands on course which explores the elements and principles of visual art through crafts, using basic art materials such as fibers, fabric, paper mache, found objects, wood and paint. Projects are planned to help a student examine, create and develop an understanding of materials, techniques, and their cultural significance, as used in two and three-dimensional expressions. Examples of the skills they will develop are book making, weaving, mask making, jewelry making, and decoupage. This course is for the novice student who is looking to explore their creativity in the field of crafts. iv

10 Pacing Guide Sequence Suggested Timeframe Activity Notes 1 3 to 4 projects Fiber Arts 2 About 4 projects Two and Three Dimensional Mixed Media 3 TBD by school Midterm Exam Department created: Majority of exam will consist of the creation of Visual Art, in addition to responding/critiquing the visual arts. 4 About 4 projects Two and Three Dimensional Mixed Media (continued) 5 3 to 4 projects Multicultural Art 6 TBD by school Final Exam Department created: Majority of exam will consist of the creation of Visual Art, in addition to responding/critiquing the Visual arts. 1

11 Unit Plan Title Suggested Time Frame Fiber Arts Approximately three to four projects Overview / Rationale Fiber art refers to fine art whose material consists of natural or synthetic fiber and other components, such as fabric or yarn. It focuses on the materials and on the manual labour of the artist as part of the work s significance, and prioritizes aesthetic value over utility. By the end of the unit students will be able to: Identify the difference between synthetic and natural fibers. Implement the elements and principles of design into their art Use specific artistic techniques to create works of art using fiber. Demonstrate safe handling of tools and supplies Understand the cultural history of the process Present, critique, and analyze student works of art Stage 1 Desired Results 2014 New Jersey Student Learning Standards for Visual and Performing Arts Note: The instructor and administration will work to align this course to the most recent New Jersey Student Learning Standards for the Visual and Performing Arts, as set by the Department of Education. 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 visual art. 1.4-Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts, philosophies, judgement, and analysis to works of art in visual art. National Core Art Standards for Visual Arts Students who successfully complete this course will meet the High School Proficient Standards Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. 2

12 VA:Cr1.1.la Investigate - Planning Use multiple approaches to begin creative endeavors. VA:Cr1.2.la Investigate - Planning Shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.la Investigate Engage in making a work of art or design without having a preconceived plan. VA.Cr2.2.la Investigate Explain how traditional and nontraditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.la Reflect - Refine - Continue Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.la Select Analyze, select, and curate artifacts and/or artworks for presentation and preservation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.la Analyze Analyze and evaluate the reasons and ways an exhibition is presented. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work VA:Re.7.1.la Perceive Hypothesize ways in which art influences perception and understanding of human experiences 3

13 VA:Re.7.2.la Perceive Analyze how one s understanding of the world is affected by experiencing visual imagery. Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.la Analyze Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts. Anchor Standard 9: Apply criteria to evaluate artistic work. VA:Re.9.la Interpret Establish relevant criteria in order to evaluate a work of art or collection of works. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1.la Synthesis Document the process of developing ideas from early stages to fully elaborated ideas. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.la Relate Describe how knowledge of culture, traditions, and history may influence personal responses to art. Essential Questions: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does knowing the contexts histories, and traditions of art forms help us create works of art & design? Why do artists follow or break from established traditions? How do artists determine what resources are needed to formulate artistic investigations? Enduring Understandings: Creativity and innovative thinking are essential life skills that can be developed. Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. 4

14 How do artists work within the medium of Fiber Arts? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? How do artists and designers care for & maintain materials, tools, & equipment? Why is it important for safety & health to understand & follow correct procedures in handling materials & tools? What responsibilities come with the freedom to create within the specific medium? Knowledge: Students will know The principles and elements of art as they pertain to different crafts. The history of crafts and its connection to culture. A variety of ways art can be applied in creating crafts Techniques for working with different fibers, tools, and materials in the creation of fiber art. Possible career choices in creating fiber art. The meaning of relevant craft vocabulary. Consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating Visual imagery influences understanding of and responses to the world. Skills: Students will be able to Demonstrate an understanding of the principles of art and elements of design. Create a variety of fiber art objects including, sewing, weaving, and quilting.. Demonstrate an understanding of aesthetics and an appreciation for handcrafted items. Use craft vocabulary orally, in written assignments, and on tests. Identify appropriate tools and equipment used in fiber arts Demonstrate the proper care and use of equipment, using approved safety practices. Demonstrate the ability to make informed aesthetic judgements and critiques. Demonstrate an ability to manage and organize materials, information and time in completing assignments Explore career opportunities in the arts. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. 5

15 X Income and Careers T CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management E CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer A CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility E CRP7. Employ valid and reliable research strategies. Insuring and Protecting T CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. 9.2 Career Awareness, Exploration, and Preparation X Career Awareness CRP10. Plan education and career paths aligned to personal goals. X Career Exploration T CRP11. Use technology to enhance productivity. Career Preparation CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections The instructor will use Arts Integration techniques to connect this curriculum to other academic content areas, with the approval of administration. Technology will be integrated into instruction through appropriate available online platforms and devices, to connect to appropriate standards. Primary Source Readings Secondary Source Readings Supporting Materials Student Resources Collage, Assemblage & Altered Art, Diane Mauer-Mathison, Crown Publishing Group, Creative Adventures in Drawing, Painting, Printmaking, Paper, and Mixed Media, Susan Schwake, Quarry Books, 2012 Scholastic Art Magazine, Scholastic Inc. Appropriate Visual Art Supplies at the discretion of the instructor with the approval of administration. Teacher Resources Texts: The North Light Artist s Guide to Materials and Techniques, Phil Metzger, F & W Media, Inc., 2001 Supplemental Workbooks: Scholastic Art Magazine, Scholastic Inc. Websites: 6

16 Google Apps for Education Worksheets: Scholastic Art Magazine, Reading Review and Summary Videos: African American Art: Past & Present, Wilton Art Programs, 1992 (3 vol. set) The Art of Quilting, PBS Home Videos, 2007 (60 min.) A Century of Quilts: America & Cloth, PBS Home Videos, 2006 (77 min.) Other appropriate resources at the discretion of the instructor, with approval from administration. Performance Task(s): String Art Weaving Quilting Puppets Ojos De Dios Decorative Pillows Stage 2 Assessment Evidence Other Evidence: Formative: Aesthetic analysis responses Online Classroom response questions Collaborative learning activities Feedback sessions Class critique Notebooks Do now activities Quizzes Summative: Department created rubrics Department created summative assessments Instructional Strategies Stage 3 Learning Plan Descriptions SPACED PRACTICE: Space out studying time. RETRIEVAL PRACTICE Practice bringing information to mind without the help of materials. ELABORATION Explain and describe ideas with many details. INTERLEAVING Switch between ideas while you work. CONCRETE EXAMPLES Use specific examples to understand abstract ideas. DUAL CODING Combine words and visuals. Other learning strategies at the discretion of the instructor, used to meet appropriate standards 7

17 Suggested Learning Activities Modifications Practice proper use of tools. Handle different fabrics while discuss their unique utilitarian and creative qualities. Practice using lines and geometry to create unique designs. Video tutorials on specific craft techniques. Other learning activities at the discretion of the instructor, used to meet appropriate standards. Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Extra visual verbal cues and prompts. Additional time to complete project. Verbal and visual cues regarding staying on task. Use of computers Have students restate the directions. English Language Learners: Alternate responses. Advance notes. Extended time Teacher modeling Simplified instruction Frequent breaks E-dictionary access Students at Risk of Failure: Classroom structure/rules and routines Opportunities to respond Incorporating students choice and interest Responding to problem behavior Gifted Students: Ask students higher level questions Determine where students interests lie and capitalize on their inquisitiveness Encourage students to explore concepts in depth and encourage independent studies or investigations 8

18 Unit Plan Title Suggested Time Frame Multi Media: Two and Three Dimensional Crafts Approximately seven to eight projects Overview / Rationale Mixed media is a term used to describe artworks composed from a combination of different media or materials. Two Dimensional Art refers to a work of art having its elements organized in terms of a flat surface, especially emphasizing the vertical and horizontal character of the picture plane. Three Dimensional Art occupies space defined through the dimensions of height, width and depth. It includes sculpture, installation and performance art, decorative art, and product design By the end of the unit students will be able to: Identify the difference between two and three dimensional art Implement the elements and principles of design into their art Use specific artistic techniques to create works of art Understand safe handling of tools and supplies Explore different artistic mediums Understand the cultural history of the process Present, critique, and analyze student works of art Stage 1 Desired Results 2014 New Jersey Student Learning Standards for Visual and Performing Arts Note: The instructor and administration will work to align this course to the most recent New Jersey Student Learning Standards for the Visual and Performing Arts, as set by the Department of Education. 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 visual art. 1.4-Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts, philosophies, judgement, and analysis to works of art in visual art National Core Art Standards for Visual Arts Students who successfully complete this course will meet the High School Proficient Standards Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. 9

19 VA:Cr1.1.la Investigate - Planning Use multiple approaches to begin creative endeavors. VA:Cr1.2.la Investigate - Planning Shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.la Investigate Engage in making a work of art or design without having a preconceived plan. VA.Cr2.2.la Investigate Explain how traditional and nontraditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.la Reflect - Refine - Continue Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.la Select Analyze, select, and curate artifacts and/or artworks for presentation and preservation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.la Analyze Analyze and evaluate the reasons and ways an exhibition is presented. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work VA:Re.7.1.la Perceive Hypothesize ways in which art influences perception and understanding of human experiences 10

20 VA:Re.7.2.la Perceive Analyze how one s understanding of the world is affected by experiencing visual imagery. Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.la Analyze Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts. Anchor Standard 9: Apply criteria to evaluate artistic work. VA:Re.9.la Interpret Establish relevant criteria in order to evaluate a work of art or collection of works. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1.la Synthesis Document the process of developing ideas from early stages to fully elaborated ideas. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.la Relate Describe how knowledge of culture, traditions, and history may influence personal responses to art. Essential Questions: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does knowing the contexts histories, and traditions of art forms help us create works of art & design within various media? Why do artists follow or break from established traditions? How do artists determine what resources are needed to formulate artistic investigations. Enduring Understandings: Creativity and innovative thinking are essential life skills that can be developed. Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. 11

21 How do artists work? How do artists and designers determine whether a particular direction in their work is effective within a medium? How do artists and designers learn from trial and error? How do artists and designers care for & maintain materials, tools, & equipment? Why is it important for safety & health to understand & follow correct procedures in handling materials & tools? What responsibilities come with the freedom to create? How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation? Knowledge: Students will know The principles and elements of art as they pertain to different crafts. The history of crafts and its connection to culture. A variety of ways art can be applied in creating crafts using different mediums The difference between two and three dimensional art Techniques for working with different mediums, tools, and materials in the creation of art. Possible career choices in creating two and three dimensional crafts. The meaning of relevant craft vocabulary. Consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating Visual imagery influences understanding of and responses to the world. Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation. Skills: Students will be able to Demonstrate an understanding of the principles of art and elements of design. Create a variety of two and three dimensional crafts while using different medium and tools. Use craft vocabulary orally, in written assignments, and on tests. Identify appropriate tools and equipment used in the art room. Demonstrate the proper care and use of equipment, using approved safety practices. Demonstrate the ability to make informed aesthetic judgements and critiques. Demonstrate an ability to manage and organize materials, information and time in completing assignments Explore career opportunities in the arts. In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught 12

22 A assessed Career Ready Practices 9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers A CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management T CRP4. Communicate clearly and Planning, Saving, and Investing effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer A CRP6. Demonstrate creativity and innovation. Civic Financial Responsibility T CRP7. Employ valid and reliable research strategies. Insuring and Protecting E CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation CRP9. Model integrity, ethical leadership and effective management. X Career Awareness CRP10. Plan education and career paths aligned to personal goals. Career Exploration E CRP11. Use technology to enhance productivity. Career Preparation CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections The instructor will use Arts Integration techniques to connect this curriculum to other academic content areas, with the approval of administration. Technology will be integrated into instruction through appropriate available online platforms and devices, to connect to appropriate standards. Primary Source Readings Secondary Source Readings Supporting Materials Student Resources The North Light Artist s Guide to Materials & Techniques, Phil Metzger, F & W Media, Inc., Creative Adventures in Drawing, Painting, Printmaking, Paper, and Mixed Media, Susan Schwake, Quarry Books, 2012 Mixed Media Collage: An Exploration of Contemporary Artists, Methods, & Materials, Holly Harrison, Quarry Books, 2007 Appropriate Visual Art Supplies at the discretion of the instructor with the approval of administration. Teacher Resources Texts: Altered Books Workshop, Bev Brazelton, North Light Books,

23 Collage, Assemblage & Altered Art, Diane Mauer-Mathison, Crown Publishing Group, 2008 Creative Acrylics Painting Techniques, Eaglemoss Publishing Ltd., 1996 The Game of Mi-up Art, Herve Tullet, Phaidon Press Inc., 2011 The North Light Artist s Guide to Materials and Techniques, Phil Metzger, F & W Media, Inc., 2001 Supplemental Workbooks: Scholastic Art Magazine, Scholastic Inc. Websites: Google Apps for Education Worksheets: Scholastic Art Magazine, Reading Review and Summary Videos: Drawing With Line Series: Composition, Fones Productions, 2000 Exploring Your Creativity Series, Sandra Angelo s DVD Art Class Exploring Your Creativity Series, Sandra Angelo s DVD Art Class Other resources at the discretion of the instructor, and approved by administration. Performance Task(s): Plaster of Paris Paper Mache sculptures Simple Jewelry Mosaic tile Found Art Wire Art Architectural Letters Book Making Decoupage Collage Self Portrait Multi-Media Collage Printmaking Stage 2 Assessment Evidence Other Evidence: Formative: Aesthetic analysis responses Online Classroom response questions Collaborative learning activities Feedback sessions Class critique Notebooks Do now activities Quizzes Summative: Department Created Rubric Department created summative assessments Instructional Strategies Stage 3 Learning Plan Descriptions SPACED PRACTICE: Space out studying time. RETRIEVAL PRACTICE Practice bringing information to mind without the help of materials. ELABORATION Explain and describe ideas with many details. INTERLEAVING Switch between ideas while you work. 14

24 Suggested Learning Activities Modifications CONCRETE EXAMPLES Use specific examples to understand abstract ideas. DUAL CODING Combine words and visuals. Other instructional strategies at the discretion of the instructor, to meet appropriate standards Recycled Art Projects video Discussion of color theory and create a color wheel. Experiment with a variety of materials while creating craft arts. Other instructional learning activities at the discretion of the instructor, to meet appropriate standards Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Extra visual verbal cues and prompts. Additional time to complete project. Verbal and visual cues regarding staying on task. Use of computers Have students restate the directions. English Language Learners: Alternate responses. Advance notes. Extended time Teacher modeling Simplified instruction Frequent breaks E-dictionary access Students at Risk of Failure: Classroom structure/rules and routines Opportunities to respond Incorporating students choice and interest Responding to problem behavior Gifted Students: Ask students higher level questions Determine where students interests lie and capitalize on their inquisitiveness Encourage students to explore concepts in depth and encourage independent studies or investigations 15

25 Unit Plan Title Suggested Time Frame Multicultural Arts Approximately three to five projects Overview / Rationale Multicultural visual art education fosters the formation of attitudes and perceptions that help students, teachers, and the community confront their sociocultural biases. When we investigate and experience the art of our own and other cultures in such a way that encourages an open exchange of ideas between learners, teachers and community, we create effective art learning environments that assist individual growth; empower the individual, other individuals, and groups of individuals; foster critical thinking; and encourage social action. By the end of the unit students will be able to: Demonstrate safe handling of tools and supplies Understand the cultural history of the process Present, critique, and analyze student works of art Implement the elements and principles of design into their art Identify the specific origin of a variety of craft arts. Utilize specific cultural art techniques to create two and three-dimensional crafts, using specific cultural guidance. Stage 1 Desired Results 2014 New Jersey Student Learning Standards for Visual and Performing Arts Note: The instructor and administration will work to align this course to the most recent New Jersey Student Learning Standards for the Visual and Performing Arts, as set by the Department of Education. 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 visual art. 1.4-Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts, philosophies, judgement, and analysis to works of art in visual art National Core Art Standards for Visual Arts Students who successfully complete this course will meet the High School Proficient Standards Artistic Strand: Creating Anchor Standard 1: Generate and conceptualize artistic ideas and work. 16

26 VA:Cr1.1.la Investigate - Planning Use multiple approaches to begin creative endeavors. VA:Cr1.2.la Investigate - Planning Shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design. Anchor Standard 2: Organize and develop artistic ideas and work VA.Cr2.1.la Investigate Engage in making a work of art or design without having a preconceived plan. VA.Cr2.2.la Investigate Explain how traditional and nontraditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment. Anchor Standard 3: Refine and complete artistic work. VA:Cr3.1.la Reflect - Refine - Continue Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress. Artistic Strand: Presenting Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. VA:Pr4.1.la Select Analyze, select, and curate artifacts and/or artworks for presentation and preservation. Anchor Standard 5: Develop and refine artistic techniques and work for presentation. VA:Pr5.1.la Analyze Analyze and evaluate the reasons and ways an exhibition is presented. Artistic Strand: Responding Anchor Standard 7: Perceive and analyze artistic work 17

27 VA:Re.7.1.la Perceive Hypothesize ways in which art influences perception and understanding of human experiences VA:Re.7.2.la Perceive Analyze how one s understanding of the world is affected by experiencing visual imagery. Anchor Standard 8: Interpret intent and meaning in artistic work. VA:Re.8.la Analyze Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts. Anchor Standard 9: Apply criteria to evaluate artistic work. VA:Re.9.la Interpret Establish relevant criteria in order to evaluate a work of art or collection of works. Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art. VA:Cn10.1.la Synthesis Document the process of developing ideas from early stages to fully elaborated ideas. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding VA:Cn11.1.la Relate Describe how knowledge of culture, traditions, and history may influence personal responses to art. Essential Questions: What conditions, attitudes, and behaviors support creativity and innovative thinking, within specific cultures? What cultural factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does knowing the contexts histories, and traditions of art forms help us create works of art & design? Enduring Understandings: Creativity and innovative thinking are essential life skills that can be developed, within a specific cultural background. Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. 18

28 Why do artists follow or break from established traditions and cultural norms? How do artists determine what resources are needed to formulate artistic investigations? How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? How do artists and designers care for & maintain materials, tools, and equipment? Why is it important for safety & health to understand & follow correct procedures in handling materials & tools? What responsibilities come with the freedom to create? How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Knowledge: Students will know The importance of culture when it relates to art. Proper use of tools and materials The principles and elements of art as they pertain to different crafts. The history of crafts and its connection to culture. A variety of ways art can be applied in creating crafts using different mediums The difference between two and three dimensional art Techniques for working with different mediums, tools, and materials in the creation of art. Possible career choices in creating two and three dimensional crafts. The meaning of relevant craft vocabulary. People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. Visual imagery influences understanding of and responses to the world. Skills: Students will be able to Demonstrate an understanding of the principles of art and elements of design. Create a variety of two and three dimensional crafts while using different medium and tools. Communicate craft vocabulary orally, in written assignments, and on tests. Identify appropriate tools and equipment used in the art room. Demonstrate the proper care and use of equipment, using approved safety practices. Demonstrate the ability to make informed aesthetic judgements and critiques. Demonstrate an ability to manage and organize materials, information and time in completing assignments Explore career opportunities in the arts. 19

29 Consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating In this unit plan, the following 21st Century Life and Careers skills are addressed: Check ALL that apply Indicate whether these skills are: E encouraged 21 st Century Themes T taught A assessed Career Ready Practices 9.1 Personal Financial Literacy CRP1. Act as a responsible and contributing citizen and employee. X Income and Careers A CRP2. Apply appropriate academic and technical skills. Money Management CRP3. Attend to personal health and financial well-being. Credit and Debt Management A CRP4. Communicate clearly and effectively and with reason. Planning, Saving, and Investing CRP5. Consider the environmental, social and economic impacts of decisions. Becoming a Critical Consumer A CRP6. Demonstrate creativity and Civic Financial Responsibility innovation. CRP7. Employ valid and reliable research strategies. Insuring and Protecting E CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2 Career Awareness, Exploration, and Preparation CRP9. Model integrity, ethical leadership and effective management. X Career Awareness CRP10. Plan education and career paths aligned to personal goals. X Career Exploration E CRP11. Use technology to enhance productivity. Career Preparation CRP12. Work productively in teams while using cultural global competence. Interdisciplinary Connections The instructor will use Arts Integration techniques to connect this curriculum to other academic content areas, with the approval of administration. Technology will be integrated into instruction through appropriate available online platforms and devices, to connect to appropriate standards. 20

30 Primary Source Readings Secondary Source Readings Supporting Materials Student Resources Scholastic Art Magazine Various readings related to visual art in multi-cultural settings Appropriate Visual Art Supplies at the discretion of the instructor with the approval of administration. Teacher Resources Texts: Plastic Foam for Arts & Crafts, Brock Yates, Avenel Books, Sterling Publishing Co.,Inc. New Creative Print Making, Peter Green, Watson Guptill Publications Introducing Weaving, Phyl Shillinglaw, Watson- Guptill Publications, 1972 Design In Fabric and Thread, Aileen Murray, Watson Guptill Publications, 1969 Spinning and Dyeing the Natural Way, Ruth Castino, Litton Educational Publishing Inc., 1974 Supplemental Workbooks: Scholastic Art Magazine, Scholastic Inc. Websites: Google Apps for Education Worksheets: Scholastic Art Magazine, Reading Review and Summary Videos: African American Art: Past & Present, Wilton Art Programs, 1992 (3 vol. set) Alberto Giacometti, FACETS, 2001 (116 min.) Alexandra Nechita, Crystal Productions, 2002 (20 min.) Andy Warhol: A Life On The Edge, A & E Television Networks, 1998 (50 min.) The Art Of Quilting, PBS Home Videos, 2007 (60 min.) Art Smart: Portrait Drawing, Crystal Productions (30 min.) Basic Perspective Drawing, Crystal Video (VHS) Biography: Salvador,Dali A & E Television Networks, 2004 (50 min.) A Century Of Quilts: America and Cloth, PBS Home Videos, 2006 (77 min.) Drawing On the Right Side Of the Brain, Bay Area Video, 1999 (120 min.) Drawing With Line Series: Composition, Fones Production, Easy Way To Draw Faces, Discover Art, 1994 Edward Hopper, Microcinema, 2007 (30 min.) Faith Ringgold: The Last Story Quilt, Home Vision, 1998 (28 min.) The Fantastic World of M.C. Escher, Acorn Media, 2006 (50 min.) Frida Kahlo, A & E Home Video, 2005 (50 min.) Magritte: Monsieur Rene Magritte, Image Entertainment, 2001 (15 min.) Modern Art: 20th Century Trends, Davis Publication, 2004 (30 min) Optical Illusions: How to Create Them, Crystal Productions, 2010 (24 min.) Exploring Your Creativity Series, Sandra Angelo s DVD Art Class Van Gogh: A Museum For Vincent, Vanguard Pnroductions, 1990 (32 min.) Van Gogh s Van Gog, Homevision, 2002 (57 min.) 21

31 Exploring Your Creativity Series, Sandra Angelo s DVD Art Class Other resources at the discretion of the instructor, with approval of administration. Performance Task(s): Paper Quilling Mexican Tin Art Sugar Skull Triptych Mask Making African Bead Making Huichol Yarn Painting Native American Dream Catchers Stage 2 Assessment Evidence Other Evidence: Formative: Aesthetic analysis responses Google Classroom response questions Collaborative learning activities Feedback sessions Class critique Notebooks Do now activities Quizzes Summative: Department Created Rubric Department created summative assessments Instructional Strategies Suggested Learning Activities Modifications Stage 3 Learning Plan Descriptions SPACED PRACTICE: Space out studying time. RETRIEVAL PRACTICE Practice bringing information to mind without the help of materials. ELABORATION Explain and describe ideas with many details. INTERLEAVING Switch between ideas while you work. CONCRETE EXAMPLES Use specific examples to understand abstract ideas. DUAL CODING Combine words and visuals. Other instructional strategies at the discretion of the instructor, to meet appropriate standards. Discuss and analyze various cultural art backgrounds. Discuss color theory and create a color wheel. Experiment with a variety of materials while creating craft arts. Other instructional learning activities at the discretion of the instructor, to meet appropriate standards. Special Education Students: (These are just suggested ideas to modify instruction. All modifications and accommodations should be specific to each individual child s IEP) Extra visual verbal cues and prompts. Additional time to complete project. Verbal and visual cues regarding staying on task. 22

32 Use of computers Have students restate the directions. English Language Learners: Alternate responses. Advance notes. Extended time ]Teacher modeling Simplified instruction Frequent breaks E-dictionary access Students at Risk of Failure: Classroom structure/rules and routines Opportunities to respond Incorporating students choice and interest Responding to problem behavior Gifted Students: Ask students higher level questions Determine where students interests lie and capitalize on their inquisitiveness Encourage students to explore concepts in depth and encourage independent studies or investigations 23

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