Aligned to the New Jersey Student Learning Standards as Applicable

Transcription

1 Course Title: Pre-Kindergarten Visual Art Content Area: Art Grade Level(s): Pre-Kindergarten Course Description: In pre-kindergarten, students will receive an introduction to the artistic process as well as a variety of media. Students will gain knowledge and experience using scissors, glue, paintbrushes, markers, and crayons. Students will be introduced to a variety of lines, shapes, and colors in order to recognize and create their own. Curriculum Writer(s): Amy Donohoe and Emily Steeber Rossi Date Created: July 2018 Date Approved by Board of Education: August 2018 Pacing Guide Unit 1: Line Unit 2: Shape Unit 3: Color Unit 4: Cutting Unit 5: Painting/Printing 5-7 days or class periods 5-7 days or class periods 5-7 days or class periods 5-7 days or class periods 5-7 days or class periods 1

2 Unit 1: Line Unit Summary: Students will analyze a variety of exemplary uses of line in famous artworks and/or children s literature. They will practice making a variety of lines in their artwork. Interdisciplinary Connections/Content Area Integrations Including Technology: Mathematics (creating shapes and patterns), Literacy (Up Tall and High by Ethan Long and A Color of His Own by Leo Lionni), and Science (learning about flowers) NJSLS Number 1.4.1/1.3.P.D /1.3.P.D /1.3.P.D /1.3.P.D /1.3.P.D /1.3.P.D /1.4.P.A.4 NJSLS Content Demonstrate the safe and appropriate use and care of art materials and tools. Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space. Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g., illustrator, sculptor, and photographer) and elements in the visual arts. Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. Create more recognizable representations as eye-hand coordination and fine-motor skills develop. Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. 2

3 Summative Assessments: Completed projects which may include color and line (Deep Space Sparkle), surfboard collage, Miro paper composition, pattern birds, Up Tall and High, A Color of His Own, color wheel flower, and seasonal and/or holiday projects Teacher-created performance rubric Formative Assessments: Games to check understanding Questioning Kinesthetic signals Class/peer discussion Movement activities (e.g., four corners) Enduring Understandings: The basic elements of art and principles of design govern art creation and composition. Recognizing the elements of art in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy. Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies. Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics as do the artists who create them. Reactions and observations enable artists to communicate more effectively. Essential Questions: How can you recognize art in your everyday life? What clues can you learn about a person by looking at his/her art? How can art be made? Is there a right and wrong way to make art? What tools (traditional and contemporary) can be used to make art? In what ways can art affect your feelings? Why do we make art? 3

4 How does an artist create and solve problems? Instructional Outcomes: Students will be able to Create a drawing using line and shape. Use line to create shapes that may be painted. Use a variety of line types to add decoration to a surfboard (or any other object). Use black marker to create lines in the style of an artist (e.g., Joan Miro). Draw an animal or object using oil pastel, paying attention to lines and shapes. Use line and shape to draw a chameleon inspired by Leo Lionni s A Color of His Own following directed line instruction (or other animal or object of teacher or student choosing). Use line and color to draw a fish (or other animal). Employ the watercolor resist technique to create a wash over their oil pastel lines. Suggested Learning Activities: Color and Line: Students use oil pastel to make lines (which create shapes) and fill in with cake tempera paints. Surfboard Collage: Students draw surfboards on black construction paper with oil pastel (fluorescent) or Crayola construction paper crayons. Miro Paper Composition: Students use premade Miro-like shapes to arrange on white paper. Next they use paper scraps to create more shapes, and finally they use black Sharpie and oil pastel to add details. Pattern Birds: Students use the simple oil pastel and watercolor resist method. They draw a bird and fill its body with line to create pattern. Then they paint over their picture with watercolor. Up Tall and High: Students will use line to create a simple cartoon-like bird inspired by the book Up Tall and High. A Color of His Own: Students will use line and shape to draw a chameleon inspired by Leo Lionni s A Color of His Own following directed line instruction. Color Wheel Flower: Students trace and draw circles and petals on colored paper and painted paper to create a flower collage. Seasonal and/or Holiday Themed Projects: Students incorporate the use of a variety of lines in their seasonal/holiday projects. 4

5 Suggested Differentiation: Tier 1 Learners: Modify lessons to include teacher-made tracers, premade materials (by teacher), one-on-one help from teacher and/or a buddy, vary projects within the topic, and allow for student choice. Tier 2 Learners: Vary projects within the topic and allow for student choice. Students may choose to add their own touches once all objectives have been met. Tier 3 Learners: These learners may choose to do an artist statement or add more visual art elements/principles and/or their own touch. Curriculum Development Resources: Art Educators of NJ: Deep Space Sparkle Lesson Plans and Teacher Training Videos (subscription required): National Art Education Association Formative Assessment Poster: New Jersey Core Curriculum Content Standards for Visual and Performing Arts: South Brunswick School District: A Parent s Guide to the Curriculum: Preschool Teaching and Learning Standards: The Mailbox Magazine Notes/Comments: 5

6 Unit 2: Shape Unit Summary: Students will recognize a variety of exemplary uses of shape in famous artworks, literature, and their own artwork. Students will practice creating shapes in their own artwork. Interdisciplinary Connections/Content Area Integrations Including Technology: Mathematics (geometric shapes), Literacy (A Color of His Own by Leo Lionni and Manana Iguana by Ann Whitford Paul), and Science (stars and constellations) NJSLS Number 1.4.1/1.3.P.D /1.3.P.D /1.3.P.D /1.3.P.D /1.3.P.D /1.3.P.D /1.4.P.A.4 NJSLS Content Demonstrate the safe and appropriate use and care of art materials and tools. Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space. Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g., illustrator, sculptor, and photographer) and elements in the visual arts. Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. Create more recognizable representations as eye-hand coordination and fine-motor skills develop. Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. 6

7 Summative Assessments: Completed projects which may include Matisse inspired easy organic shape collage, rectangle robots, Miro paper composition collage, A Color of His Own, Calder inspired fish shape drawing, Manana Iguana, shape birdhouses, and constellations Teacher-created performance rubric Formative Assessments: Games to check understanding Questioning Kinesthetic signals Class/peer discussion Movement activities (e.g., four corners) Enduring Understandings: The basic elements of art and principles of design govern art creation and composition. Recognizing the elements of art in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy. Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies. Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics as do the artists who create them. Reactions and observations enable artists to communicate more effectively. Essential Questions: How can you recognize art in your everyday life? What clues can you learn about a person by looking at his/her art? How can art be made? Is there a right and wrong way to make art? What tools (traditional and contemporary) can be used to make art? In what ways can art affect your feelings? 7

8 Why do we make art? How does an artist create and solve problems? Instructional Outcomes: Students will be able to Use various shapes to trace/draw shapes (such as circles and petals) on colored paper and safely cut them out and arrange to create a collage (i.e. robot or flower collage or another subject of their choice). Identify and create organic and geometric shapes in their artwork similar to the style of artist Henri Matisse (or another artist of the teacher s choice). Use line and shape to draw a chameleon inspired by Leo Lionni s A Color of His Own following directed line instruction. Use curved lines and different shapes to create a turtle (or other animal/object) drawing with black oil pastel. Analyze and use shape so that they can trace, cut, arrange, and glue their organic shapes into an abstract composition. Observe abstract art by any artist (e.g., Joan Miro) so that they can describe their style. Analyze and use lines and geometric and organic shapes so that they can create abstract art in the style of any abstract artist (e.g., Alexander Calder). Use precut star shapes to create a constellation from painted or colored paper. Suggested Learning Activities: Matisse Inspired Easy Organic Shape Collage: Students create their own painted paper using primary colors and then they use stencils (organic shapes) to create Matisse-like shapes. Rectangle Robots: Students will arrange premade rectangles to create an original robot. Miro Paper Composition Collage: Students use templates to create Miro-like shapes to arrange on white paper. Next they use paper scraps to create more shapes, and finally they use black Sharpie and oil pastel to add details. A Color of His Own: Read the story by Leo Lionni and complete a directed line drawing of a chameleon and paint. Calder Inspired Fish Shape Drawing: Students use black Sharpie, crayon, or pastel to make a fish, fill in with a net like pattern, and finally draw different shapes in each section of the fish. Students create a watercolor wash on white paper to use as a background. 8

9 Manana Iguana: Read story Manana Iguana. Then students use oil pastel or crayon to create the round body shape of a turtle, color, cut, and glue to a painted background. Shape Birdhouses: Students fold and cut a 9 X 12 piece of paper to create a birdhouse. Next they paint it using pattern. Then they use small pieces of paper to create the bird body, wing, head, and legs. Finally, they put it all together on a background. Constellations: Students will use premade star shapes on a painted background to create constellations. Suggested Differentiation: Tier 1 Learners: Modify lessons to include teacher-made tracers, premade materials (by teacher), one-on-one help from teacher and/or a buddy, vary projects within the topic, and allow for student choice. Tier 2 Learners: Vary projects within the topic and allow for student choice. Students may choose to add their own touches once all objectives have been met. Tier 3 Learners: These learners may choose to do an artist statement or add more visual art elements/principles and/or their own touch. Curriculum Development Resources: Art Educators of NJ: Deep Space Sparkle Lesson Plans and Teacher Training Videos (subscription required): National Art Education Association Formative Assessment Poster: New Jersey Core Curriculum Content Standards for Visual and Performing Arts: South Brunswick School District: A Parent s Guide to the Curriculum: Preschool Teaching and Learning Standards: 9

10 The Mailbox Magazine Notes/Comments: Unit 3: Color Unit Summary: In this unit, students will identify colors in famous works of art as well as their own. They will discover which colors mix to create orange, green, and purple. They will use their knowledge of color to determine which ones to use in their own work. Interdisciplinary Connections/Content Area Integrations Including Technology: Social Studies (Clementine Hunter, Vincent Van Gogh, Georgia O Keefe, and Claude Monet) NJSLS Number 1.4.1/1.3.P.D /1.3.P.D /1.3.P.D /1.3.P.D.4 NJSLS Content Demonstrate the safe and appropriate use and care of art materials and tools. Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space. Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g., illustrator, sculptor, and photographer) and elements in the visual arts. Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. 10

11 1.4.5/1.3.P.D /1.3.P.D /1.4.P.A.4 Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. Create more recognizable representations as eye-hand coordination and fine-motor skills develop. Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. Summative Assessments: Completed projects which may include color wheel flower, Play-Doh color wheel, Fruit Loop rainbow project, Play-Doh color matching, Clementine Hunter s zinnias, Vincent Van Gogh inspired stamped flowers, Georgia O Keefe inspired colorful cut out flowers, and Claude Monet inspired easy value flowers Teacher-created performance rubric Formative Assessments: Games to check understanding Questioning Kinesthetic signals Class/peer discussion Movement activities (e.g., four corners) Enduring Understandings: The basic elements of art and principles of design govern art creation and composition. Recognizing the elements of art in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy. Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies. Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world. 11

12 Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics as do the artists who create them. Reactions and observations enable artists to communicate more effectively. Essential Questions: How can you recognize art in your everyday life? What clues can you learn about a person by looking at his/her art? How can art be made? Is there a right and wrong way to make art? What tools (traditional and contemporary) can be used to make art? In what ways can art affect your feelings? Why do we make art? How does an artist create and solve problems? Instructional Outcomes: Students will be able to Observe and use the color wheel to identify primary colors and secondary colors. Mix balls of Play-Doh to create secondary colors. Choose a background color that will allow subject matter to pop. Observe color in the work of any artist the teacher chooses (e.g., Georgia O Keefe) so that students can give at least two interesting facts about the author s life and/or work. Use the double-loading painting technique to create tints by dipping their brush into a color and adding white. Use Fruit Loops or another colorful cereal or object to glue down the colors of the rainbow. Suggested Learning Activities Color Wheel Flower: Students trace and draw circles and petals on colored paper and painted paper to create a flower collage. Play-Doh Color Wheel: Give each student individual, laminated color wheels and balls of Play-Doh in the primary colors. Have them mix combinations of primary colors to create secondary colors and place in correct location on their color wheels. Fruit Loop Rainbow Project: Students use Fruit Loops (or another colorful cereal, or colorful shapes) to fill in a rainbow in color order. 12

13 Play-Doh Color Matching: Students receive a variety of Play-Doh colors and a dish of buttons or shapes in a variety of colors. They will stick items in the Play-Doh of the same color. Clementine Hunter s Zinnias: Students learn about the African American folk artist, Clementine Hunter, and paint flowers in her style. Vincent Van Gogh Inspired Stamped Flowers: Students fold and cut paper to make a vase and then glue to black background paper. Next they use a sponge (cut into petal shapes) to stamp the petals. Georgia O Keefe Inspired Colorful Cut Out Flowers: Students paint large flowers on 15 X 15 paper using warm colored tempera paints, and then they use black and white tempera and a super skinny brush to add details. Claude Monet Inspired Easy Value Flowers: Students use tempera paint (a color plus white) and the double-loading technique to create different tints on their flowers. Suggested Differentiation: Tier 1 Learners: Modify lessons to include teacher-made tracers, premade materials (by teacher), one-on-one help from teacher and/or a buddy, vary projects within the topic, and allow for student choice. Tier 2 Learners: Vary projects within the topic and allow for student choice. Students may choose to add their own touches once all objectives have been met. Tier 3 Learners: These learners may choose to do an artist statement or add more visual art elements/principles and/or their own touch. Curriculum Development Resources: Art Educators of NJ: Deep Space Sparkle Lesson Plans and Teacher Training Videos (subscription required): National Art Education Association Formative Assessment Poster: New Jersey Core Curriculum Content Standards for Visual and Performing Arts: 13

14 South Brunswick School District: A Parent s Guide to the Curriculum: Preschool Teaching and Learning Standards: The Mailbox Magazine Notes/Comments: Unit 4: Cutting Unit Summary: Students will gain practice and experience with the technique of cutting through creating a variety of projects and activities. Interdisciplinary Connections/Content Area Integrations Including Technology: Mathematics (symmetry and patterns) and Literacy (Manana Iguana by Ann Whitford Paul) NJSLS Number 1.4.1/1.3.P.D /1.3.P.D /1.3.P.D.3 NJSLS Content Demonstrate the safe and appropriate use and care of art materials and tools. Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space. Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g., illustrator, sculptor, and photographer) and elements in the visual arts. 14

15 1.4.4/1.3.P.D /1.3.P.D /1.3.P.D /1.4.P.A.4 Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. Create more recognizable representations as eye-hand coordination and fine-motor skills develop. Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. Summative Assessments: Completed projects which may include torn paper penguins, symmetrical butterfly, violets in vase, Manana Iguana, castles, art from Australia: easy watercolor platypus, and shape birdhouses Teacher-created performance rubric Formative Assessments: Games to check understanding Questioning Kinesthetic signals Class/peer discussion Movement activities (e.g., four corners) Enduring Understandings: The basic elements of art and principles of design govern art creation and composition. Recognizing the elements of art in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy. 15

16 Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies. Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics as do the artists who create them. Reactions and observations enable artists to communicate more effectively. Essential Questions: How can you recognize art in your everyday life? What clues can you learn about a person by looking at his/her art? How can art be made? Is there a right and wrong way to make art? What tools (traditional and contemporary) can be used to make art? In what ways can art affect your feelings? Why do we make art? How does an artist create and solve problems? Instructional Outcomes: Students will be able to Cut out shapes (turtle in Manana Iguana) and glue to background. Cut and tear paper to make a variety of things (penguins, snow, violets, etc.) for different projects. Cut specific shapes that have been already drawn by the teacher (or that they have drawn on their own). Show an understanding of the different processes and skills needed for cutting and tearing. Demonstrate the appropriate way to hold and use scissors when cutting. Suggested Learning Activities: Torn Paper Penguins: Students cut and tear up black and white construction paper to glue down and create penguins on light blue construction paper backgrounds. Next they tear and cut up white paper to create snow adding the beak, eyes, etc. Symmetrical Butterfly: Students paint an entire piece of paper and allow to dry. Next time, flip paper over and trace child s hand to form butterfly. Child then cuts it out. 16

17 Violets in Vase: Students practice making colorful letter V s all over a piece of paper (use crayon or marker). Trace a vase shape on back of paper and cut out. Glue to colorful construction paper background. Cut and tear pieces of purple construction paper and tissue paper to make flowers (violets) and add stems. Manana Iguana: Read story Manana Iguana. Then students use oil pastel or crayon to create the round body shape of a turtle, color, cut, and glue to a painted background. Castles: Students use watercolor or tempera paints to create a castle. They use black oil pastel or crayon to create repeated patterns on the castle. Art from Australia: Easy Watercolor Platypus: Students use the watercolor resist technique to create a platypus or any other animal with a pattern on its body. Cut out and glue to painted or colored background. Shape Birdhouses: Students fold and cut a 9 X 12 piece of paper to create a birdhouse. Next they paint it using a pattern. Then they use small pieces of paper to create the bird body, wing, head, and legs. Finally they put it all together on a background. Suggested Differentiation: Tier 1 Learners: Modify lessons to include teacher-made tracers, premade materials (by teacher), one-on-one help from teacher and/or a buddy, vary projects within the topic, and allow for student choice. Tier 2 Learners: Vary projects within the topic and allow for student choice. Students may choose to add their own touches once all objectives have been met. Tier 3 Learners: These learners may choose to do an artist statement or add more visual art elements/principles and/or their own touch. Curriculum Development Resources: Art Educators of NJ: Deep Space Sparkle Lesson Plans and Teacher Training Videos (subscription required): National Art Education Association Formative Assessment Poster: New Jersey Core Curriculum Content Standards for Visual and Performing Arts: 17

18 South Brunswick School District: A Parent s Guide to the Curriculum: Preschool Teaching and Learning Standards: The Mailbox Magazine Notes/Comments: Unit 5: Painting/Printing Unit Summary: Students will identify exemplary use of texture in famous works of art and in some children s literature. Interdisciplinary Connections/Content Area Integrations Including Technology: Mathematics (shapes and symmetry) and Literacy/Science (Tree by Britta Teckentrup and bug reference) NJSLS Number 1.4.1/1.3.P.D /1.3.P.D /1.3.P.D.3 NJSLS Content Demonstrate the safe and appropriate use and care of art materials and tools. Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space. Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g., illustrator, sculptor, and photographer) and elements in the visual arts. 18

19 1.4.4/1.3.P.D /1.3.P.D /1.3.P.D /1.4.P.A.4 Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. Create more recognizable representations as eye-hand coordination and fine-motor skills develop. Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. Summative Assessments: Completed projects which may include color and line, ferry boat, butterfly, James Rizzi bird, busy buzzing bee print, super bug, dandelion prints, tree for all seasons, magic letter/number crayon resist painting, and mixed media portraits/fairytale portraits Teacher-created performance rubric Formative Assessments: Games to check understanding Questioning Kinesthetic signals Class/peer discussion Movement activities (e.g., four corners) Enduring Understandings: The basic elements of art and principles of design govern art creation and composition. Recognizing the elements of art in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy. 19

20 Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies. Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics as do the artists who create them. Reactions and observations enable artists to communicate more effectively. Essential Questions: How can you recognize art in your everyday life? What clues can you learn about a person by looking at his/her art? How can art be made? Is there a right and wrong way to make art? What tools (traditional and contemporary) can be used to make art? In what ways can art affect your feelings? Why do we make art? How does an artist create and solve problems? Instructional Outcomes: Students will be able to Use line to create shapes that may be painted with tempera or watercolor paints. Create using the watercolor resist technique by sketching with oil pastel or crayon and painting over with watercolors. Use color to paint repeated elements on a symmetrical butterfly (or other animal). Use a wet-on-wet watercolor technique when applying paint to background creating contrast. The subject (bird) will be bright, and the background will be fuzzy. Use found objects (dandelions, potato mashers, and sponges) to print onto paper. Use appropriate vocabulary when discussing texture of two- and three-dimensional works of art. Suggested Learning Activities: Color and Line: Students use oil pastel to make lines (which create shapes) and fill in with cake tempera paints. Ferry Boat: Look at samples of art by James Rizzi. Draw a boat with oil pastel or crayon and paint with watercolor paints. 20

21 Butterfly: Observe butterflies in nature and notice symmetry. Fold paper, draw ½ the butterfly with oil pastel, fold paper and rub, cut out butterfly, fill in details, and paint. James Rizzi Bird: Look at samples of work by James Rizzi (Birds and Flowers, 1994), do a directed drawing of a bird with oil pastel or crayon, and paint bird with watercolor. Use wet-on-wet technique to paint a blended background. Busy Buzzing Bee Print: Use a potato masher to print black tempera paint on a yellow background. Allow to dry, add wings, and google eyes. Super Bug: Read any book about a bug and create a bug print by applying paint to ½ of a paper and folding. Allow to dry. Use cut paper and crayons or marker to add details. Dandelion Prints: Have children pick some dandelions and use them to print with tempera paints. Their prints will look like fireworks. Tree for All Seasons: Read Tree by Britta Teckentrup. Use a sponge to print grass on clouds on background paper. Allow to dry. Fold and cut brown paper to create a tree trunk. Use crayon to add texture to tree trunk. Stamp leaves using cardboard or foam leaf stampers. Add finishing touches (advanced or older students). Magic Letter/Number Crayon Resist Painting: Teacher or students draw letters and/or numbers all over a paper with white crayon or oil pastel. Students paint over entire paper with watercolors and watch the letters/numbers magically appear. Mixed Media Portraits/Fairytale Portraits: Students start with a crown template, trace with oil pastel or crayon, and then do directed portrait drawing. They finish with paint. Suggested Differentiation: Tier 1 Learners: Modify lessons to include teacher-made tracers, premade materials (by teacher), one-on-one help from teacher and/or a buddy, vary projects within the topic, and allow for student choice. Tier 2 Learners: Vary projects within the topic and allow for student choice. Students may choose to add their own touches once all objectives have been met. Tier 3 Learners: These learners may choose to do an artist statement or add more visual art elements/principles and/or their own touch. Curriculum Development Resources: Art Educators of NJ: 21

22 Deep Space Sparkle Lesson Plans and Teacher Training Videos (subscription required): National Art Education Association Formative Assessment Poster: New Jersey Core Curriculum Content Standards for Visual and Performing Arts: South Brunswick School District: A Parent s Guide to the Curriculum: Preschool Teaching and Learning Standards: The Mailbox Magazine Notes/Comments: 22