Shrewsbury Borough School District ART Curriculum Guide Kindergarten 2017

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1 Mission Statement: ART Curriculum Guide Kindergarten The mission of the, a system built on successful cooperation among family, school and community, is to prepare all students to achieve excellence and to become responsible citizens through rigorous educational programs consistent with New Jersey Core Content State Standards and which respect individual differences and diversity. Students will be prepared to meet the challenges presented in the regional high school and the world beyond. Shrewsbury Borough School s Curriculum Writing Committee: Approved by Shrewsbury Borough Board of Education: Administration: Brent MacConnell-Superintendent Debi Avento-Business Administrator Erica Reynolds-Supervisor of Curriculum & Instruction Jennifer Zona-Supervisor of Special Services Implementation: September

2 Course Philosophy: The arts allow for personal, intellectual, social and economic growth by fostering creativity and providing opportunities for expression. Shrewsbury Borough School s art program values and implements 21st century arts education principles by providing guidance for all students to strive for their full potential, inspiration to be lifelong learners and responsible citizens in our everchanging global society. In addition, Shrewsbury Borough School s art curriculum strives to provide each child an opportunity to meet and exceed the Visual and Performing Arts standards, as part of the New Jersey Core Curriculum Content Standards. The mission of Shrewsbury Borough Schools Art program is to cultivate each student s unique creative expression, communication and discovery by providing a thorough education in the elements of art, principles of design, aesthetics, and art history. Through hand s on experiences in the arts and opportunities to work in a variety of mediums including drawing, painting, and sculpture- artistic qualities blossom at each stage of development. 2

3 Course Description: The kindergarten art curriculum emphasizes the student s use of imagination and expression in individualized and collaborative projects that explore a variety of mediums and techniques. In each unit of study, students are exposed to the elements of art and select principles of design, as well as several master artists and art movements. Each lesson is designed to enhance drawing and painting technique, art historical knowledge, inspire creative expression and prepare students for the next level of study. Students will use traditional drawing and painting, collage, clay hand building as well as digital media during this course of study. At the kindergarten level, students will experience art once during a six-week cycle. 3

4 Unit 1 Overview Marking Period: 1 Unit Title: Learning our Elements of Art- Line & color Learning our principles of design: movement/ rhythm Grade Level: Kindergarten Recommended Pacing: Marking period Unit Summary: Marking period one focuses on the elements of art line, color and shape. Students will learn about various lines and create work using mediums that demonstrate different lines and strokes. Students will also identify various ways to form lines and make lines into shapes. Students will learn about the color wheel and the three color families- Primary secondary and neutral colors. Students will apply their color theory knowledge to various projects that explore drawing and painting and collage. Space will be discussed when creating compositions that also involve line movement and rhythm. NJCCSS: D.1, D.2, A.1, A.2, D.1, D.2, D.3, D.4, D.5, A.1, A.2, A.3, A.4, B.1, B.2, B.3 21 st Century Standards: A.1, A.2, A.3, A.4 Technology Standards: A.1, A.3, A.4 4

5 Unit Essential Questions: What is a line? Describe different types of lines. How can you create a shape with lines? How can we show movement in art? What are the primary, secondary and neutral colors? How can you make a secondary color? What kinds of line and shape exist in the work of art? Unit Enduring Understandings: Students will learn about the elements of art- Line, color and space alongside the work of various mast artists. Learning about the various lines, students will further their study of the element of art by identifying how lines can create shapes and movement. Students learn about the primary colors, secondary colors and neutral colors by experiencing mixing colors and applying their color schemes in various artworks. Unit Learning Targets Students will know Students will know how to identify the various lines that exist in art works. Students will know how to identify the lines used in masterworks by Van Gogh and Kandinsky. Students will know how to create shapes, pattern and rhythm using lines. Students will know how to interpret their artwork for use of pattern, rhythm and shapes. Unit Learning Targets Students will do Students will observe various lines in a variety of art works ranging from Van Gogh s Starry night and Kandinsky works. Students will view a video on the life and works of the three artists and the influence of line on their work. Students will view a color wheel and learn the color song, where they will be able to identify primary secondary and neutral colors. Students will use various lines in their artworks that represent shapes, pattern and rhythm. 5

6 Evidence of Learning Formative Assessments: Oral assessment on the element of art line and color Color mixing exercise Equipment Needed: White heavy weight paper, oil pastels, crayons, watercolor, brushes, Brainpop video, art examples, paper, tempera paint, black construction paper, scissors, glue sticks Summative Assessments: Final artworks Technology Component (websites): Select artist and museum websites as per lesson Teacher Resources: Resources: Powerpoint presentation of artists, visual art examples, history and techniques Teacher Notes: 6

7 Unit 2 Overview Marking Period: 2 Unit Title: Learning our Elements of Art- Shape, texture Learning our principles of design: Contrast, pattern Grade Level: Kindergarten Recommended Pacing: Marking period Unit Summary: This unit is centered on the elements of art: Shape and Texture. Students will learn about geometric, free form and symbol shapes and identify artist s use of shapes within their work. Students will build on last marking period s unit on Line, and use various lines to build shapes. Students also use pattern and contrast in drawing, clay and printmaking projects. NJCCSS: D.1, D.2, A.1, A.2, D.1, D.2, D.3, D.4, D.5, A.1, A.2, A.3, A.4, B.1, B.2, B.3 21 st Century Standards: A.1, A.2, A.3, A.4 Technology Standards: A.1, A.3, A.4 7

8 Unit Essential Questions: How do lines create shapes? What is a geometric shape? Symbol shape? Free-form shape? What is a pattern? How did Mondrian use shapes and pattern is his artwork? How can an artist create texture in a drawing? Unit Learning Targets Students will know Students will know how to identify geometric, symbol and free form shapes. Students will know how to use lines to create shapes. Students will know how to create a pattern using shapes, line and color. Students will know how to analyze masterworks for their use of pattern and shape. Unit Enduring Understandings: Students will be introduced to geometric, symbol and free form shapes. Students will be able to identify the different shapes as well as which lines are needed to create those shapes. Students will look at the work of Mondrian for reference in using shapes and patterns. Projects created during this marking period explore drawing, printmaking, and clay hand building. Unit Learning Targets Students will do Students will view a short video on the life and work of Mondrian. Students will view masterworks and identify shapes and patterns. Students will define shapes and pattern. Students will create a drawing, printmaking and clay project exploring shapes and pattern. 8

9 Evidence of Learning Formative Assessments: Oral assessment on the element of art Shape, as well as pattern and contrast. Equipment Needed: White heavy weight paper, oil pastels, brushes, Brainpop video, art examples, glue sticks, scissors, tempera paint, clay, glaze, wood clay tools, pencils, chalk pastels, crayons, textures Summative Assessments: Final artworks Technology Component (websites): Select artist and museum websites as per lesson Teacher Resources: Resources: Powerpoint presentation of artists, art examples, history and techniques Teacher Notes: 9

10 Unit 3 Overview Marking Period: 3 Unit Title: Learning our Elements of Art- Value & Form Learning our principles of design: harmony Grade Level: Kindergarten Recommended Pacing: Marking period Unit Summary: This unit reviews the first 3 elements of art- line, shape and color and introduces the element of art Value. Students will be exposed to various medias including, traditional drawing and painting, collage, and digital. Students will apply their knowledge of the elements of art (line, shape, color and value) to each project. NJCCSS: D.1, D.2, A.1, A.2, D.1, D.2, D.3, D.4, D.5, A.1, A.2, A.3, A.4, B.1, B.2, B.3 21 st Century Standards: A.1, A.2, A.3, A.4 Technology Standards: A.1, A.3, A.4 10

11 Unit Essential Questions: What kinds of shapes are used to create a self portrait? What is Value? How would you create a shadow? How would you create a high light? Unit Enduring Understandings: Students will review the first elements of art- line, shape, color and will be introduced to value. Students will complete a self portrait using lines, shapes and correct color schemes. Students will also explore the difference between a portrait and a self portrait as well as art s existence outside of a museum. Art making through digital media will also be explored. What is a collage? Is art only found in a museum? Where else can art be found? Unit Learning Targets Students will know Students will know how to define and differentiate a portrait and self portrait. Students will know how to mix a neutral color with a primary or secondary to create value. Students will know how to create a collage using various materials. Students will know how to use digital media to create an artwork. Students will know how artist s use different medias to create art as explored in different art movements. Unit Learning Targets Students will do Students will identify neutral colors to mix with a primary or secondary color to create a shade or a tint. Students will observe short films about artists: Matisse, Thiebaud, and animation. Students will create a unique self portrait using shapes. Students will cut and paste various materials in a collage drawing. Students will interpret their work for use of shape, color and value. 11

12 Evidence of Learning Formative Assessments: Oral assessment on the element of art line, shape, color, and value. Subject and use of color and value in O Keeffe and Thiebaud s work. Color mixing value exercise Equipment Needed: White heavy weight paper, water color paper, black construction paper, oil pastels, crayons, brushes, Brainpop videos, art examples, glue sticks, scissors, tempera paint, film short of La Luna, Eric Carle s Papa, will you get the moon for me Summative Assessments: Final artworks 12

13 Technology Component (websites): Select artist and museum websites as per lesson Teacher Resources: Resources: Powerpoint presentation of artists, art examples, history and techniques Teacher Notes: 13

14 Unit 4 Overview Marking Period: 4 Unit Title: Learning our Elements of Art: Space Learning our principles of Design: Proportion/Scale Grade Level: Kindergarten Recommended Pacing: Marking Period Unit Summary: Students will use the element of art Space and Principle of design Proportion/Scale when learning about perspective, landscapes and portraiture. Students will learn about Monet and O Keefe and their use of proportion and scale as well as space. Students will create various art projects that explore all of elements of art (line, shape, color and value, texture and form) at the culmination of the kindergarten art program. NJCCSS: D.1, D.2, A.1, A.2, D.1, D.2, D.3, D.4, D.5, A.1, A.2, A.3, A.4, B.1, B.2, B.3 21 st Century Standards: A.1, A.2, A.3, A.4 Technology Standards: A.1, A.3, A.4 14

15 Unit Essential Questions: How can an artist illustrate perspective? Why is proportion important when drawing a portrait? What is a collage? How are Monet and Georgia O Keefe s works similar? How are they different? Unit Learning Targets Students will know Students will know how to use proportion to illustrate perspective. Students will know how to use space in their portraiture and landscape compositions. Students will know how to identify proportion in masterworks. Students will know how to define and create a collage. Unit Enduring Understandings: Students will review the elements of art- line, shape, color, form value and texture and will be introduced to space. Students will also be introduced to proportion/scale- drawing on their previous projects- students will use scale to illustrate different shapes in a perspective landscape. Using different mark making techniques to further illustrate perspective, students will be exposed to mixed media collage portraiture. Principles of design will be woven into each lesson to help introduce students to a balanced composition. Unit Learning Targets Students will do Students will identify scale in art examples and teacher demonstrations. Students will observe short films about select artists and art movements, and techniques. Students will create a perspective landscape using proportion and space. Students will interpret their work for use of scale and space. 15

16 Evidence of Learning Formative Assessments: Oral assessment on the element of art line, shape, color, value, form and texture. Texture exercise Equipment Needed: White heavy weight paper, water color paper, black construction paper, oil pastels, crayons, brushes, Brainpop videos, art examples, glue sticks, scissors, cotton balls, sand paper, buttons, etc. Summative Assessments: Final artworks Technology Component (websites): Select artist and museum websites as per lesson Teacher Resources: Resources: Powerpoint presentation of artists, art examples, history and techniques Teacher Notes: 16