School In The Park Curriculum

Transcription

1 SITP Curriculum 2009/10 page 1 School In The Park Curriculum SITP Curriculum for Museum of Art 3rd Grade Museum grade level TOPIC ELEMENTS OF ART: Exploration of the elements of art (highlighting American Artists including artists of Mexico, as at SDMA, Mexican Art is part of the American & Californian Art Collection California State Standards Addressed Visual Arts 1.0 Artistic Perception 1.2 Describe how artists use tints and shades in painting 1.4 Compare and contrast two works of art made by different art tools and media 1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space and value 2.0 Creative Expression 2.2 Mix and apply tempera paints to create tints, shades and neutral colors 2.4 Create a work of art based on the observation of objects and scenes in daily life 2.6 Create an original work of art emphasizing rhythm and movement using a selected printing process 3.0 Historical & Cultural Context 3.3 Distinguish and describe representational, abstract and nonrepresentational works of art 4.0 Aesthetic Valuing 4.1 Compare and contrast selected works of art and describe them, using appropriate vocabulary of art. 5.0 Connections, Relationships, Applications 5.3 Look at images in figurative works of art and predict what might happen next, telling what clues in the work support their ideas 5.4 Describe how artists have affected people s lives English-Language Arts Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development 1.2 Decode regular multisyllabic words

2 SITP Curriculum 2009/10 page Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation and expression 1.6 Use sentence and word context to find the meaning of unknown words 2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text 2.3 Demonstrate comprehension by identifying answers in the text Writing 1.2 Write legibly in cursive or joined italic 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things or experiences Listening and Speaking 1.1 Retell, paraphrase and explain what has been said by a speaker 1.3 Respond to questions with appropriate elaboration 1.7 Use clear and specific vocabulary to communicate ideas to establish the tone Mathematics Number Sense 3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context Measurement & Geometry 2.1 Identify, describe and classify polygons 2.2 Identify attributes of triangles 2.3 Identify attributes of quadrilaterals 2.4 Identify right angles Science Physical Sciences 2.a. Students know sunlight can be blocked to create shadows 2.c. Students know the color of light striking an object affects the way the object is seen 2.d. Students know an object is seen when light traveling from the object enters the eye History-Social Science: Continuity & Change 3.5 (4.) Discuss the relationship of students work in school and their personal human capital Instructional Goals & Objectives Goals each week: 1. Museum Educators connect art and culture with the interests of the students while spending time in the galleries: 2 visits to SDMA galleries 1 visit SDMA s Sculpture Garden

3 SITP Curriculum 2009/10 page 3 2. Students learn about important artists represented in SDMA s collection. They read biographies, compare and contrast artwork and answer questions about the artists. 3. Museum Educators relate daily art projects to important CA State Standards covered during the school year. These standards reach far beyond the VAPA standards to encompass Language Arts, Science, History-Social Science and Mathematics Standards as well. 4. Homeroom teachers are provided with an assortment of activities they can explore with their students after the Museum Educators time. These projects further explore the standards related to the day s art theme covered earlier in the day. 5. Students discuss and write daily vocabulary words to be included in their portfolio. 6. Students leave with a comprehensive collection of artwork and art-related information in an individual portfolio. Key Vocabulary Monday vocabulary: primary colors, secondary colors, geometric shapes, organic shapes Tuesday vocabulary: biography, narrative, media, two-dimensional (2-D) Wednesday vocabulary: texture, print, rhythm, movement Thursday vocabulary: asymmetrical balance, symmetrical balance, sculpture, 3-D Friday vocabulary: abstract, representational, contour, curator Days 1 5 Activity Descriptions DAY 1 Monday: COLOR/SHAPE 9:00 Intro/Pre-test 9:10 Power Point 9:25 Discuss table names (exploring artists) and weekly theme (elements of art) 9:35 Introduce daily vocabulary Discuss the concepts behind the words and have students write the words and definitions in their vocabulary pages. They will pass out the vocabulary cards at the table and share/rotate the words. Ask students to write all of the words first, then fill in the definitions. If they do not finish in time for the next activity, have them follow-up later when free time is available Monday vocabulary: primary colors, secondary colors, geometric shapes, organic shapes 9:50 Introduce color wheel Demonstrate using primary and secondary colors and how to fill in the color wheel Students learn about preparing their painting palette and collecting their art materials for the day s project

4 SITP Curriculum 2009/10 page 4 10:15 Art Activity: Painting Discuss artist inspiration behind the project (Arthur Dove) Show some of his paintings Art Project Demonstration: Draw out and overlap geometric and organic shapes, paint them with appropriate colors to explore primary and secondary colors Writing Activity: Students read the biography and look at the artwork for their designated table artist of the week. Each day students will study the artist using provided biography and accompanying books. Students will answer questions about this artist in their vocabulary/writing booklet. (As students finish exploring their artist, they may choose from the other 5 artists throughout the week.) * Teachers may wish to explore the shapes quizzing game to reinforce geometric shapes discussed today, exploring Mathematics Standards 2.1, 2.2, 2.3 and 2.4 DAY 2 Tuesday: SHAPE/color review Morning review: Vocabulary from previous day, color quizzing (consider color mixing with clay) 9:00 Introduce daily vocabulary: biography, narrative, media, two-dimensional (2-D) 9:15 Discuss artist inspiration behind the project (Diego Rivera) Discuss narrative paintings and show examples of some of Rivera s works Explore the artist s use of shape and color in his paintings Discuss other artists who explore narrative as their painting style: 1. Faith Ringold 2. Frida Kahlo Ask students to reflect on a story they could tell through a work of art. They could explore a dream, a family trip, a special birthday, etc. Ask them to consider this and have some share these ideas. Let them know that we will make our own narrative artwork when we return from the museum. 9:35 Color Observation Activity: Using the transparent color sheets in primary colors, go outside on way to museum to explore how the color of light striking an object affects the way a color is seen. Explore shadows, if possible. 9:45 Gallery visit Discuss the 6 artists of the week and their artwork seen in the galleries 10:15 Art Activity: Narrative drawing with oil pastels

5 SITP Curriculum 2009/10 page 5 Demonstrate the use of oil pastels, overlapping to create new colors. Find the connection with blending paints with the idea of blending colors of oil pastels. Discuss how arts choose different media to create different types of art Demonstrate the project on a small square of paper and fill in a narrative scene Discuss the idea of telling a story through the art. Writing Activity: Continue work on artist bio questions. Optional questions: Compare and contrast two works of art that use shape and color. * Teachers may wish for students to explore Language Arts Standards for Writing 1.2 and 2.2 by describing their own narrative work of art *Teachers may wish for students to explore additional reading books about other narrative painters, including Faith Ringold and Frida Kahlo. DAY 3 Wednesday: TEXTURE Morning review: Vocabulary from previous day, shape quizzing 9:00 Introduce daily vocabulary: texture, print, rhythm, movement 9:15 Texture Activity Students sample different textures at the tables. Could also go outdoors for activity/discussion. Can join this activity with the actual texture placement on printing plates if needed 9:35 Demonstrate/Discuss different printmaking techniques: Show block-prints, silk-screens, etchings. Relate to Modern Mexico exhibition, Andy Warhol and collagraph 10:00 Art Activity: Printmaking Making collagraph prints with collage and different textured materials Demonstrate how to use brayers and inks Optional: set up a printing station for the whole class to use Writing Activity: Continue work on artist bio questions. Optional questions: Where do textures come from? How do artists express it?

6 SITP Curriculum 2009/10 page 6 Day 4 Thursday: FORM/BALANCE/shape review Morning review: Vocabulary from previous day 9:00 Introduce Daily Vocabulary: asymmetrical balance, symmetrical balance, sculpture, 3-D 9:15 Discuss artist inspiration behind the project (Alexander Calder and Louise Nevelson) Art Project Demonstration, draw out and cut shapes 9:45 Sculpture Garden visit/discussion/activity sheet 10:30 Art Activity continued: assembling sculptures Writing Activity Continue work on artist bio questions. Optional questions: Explore the artist packets. Find two different types of balance or form and describe them. * Students could explore Mathematics Standards for Measurement and Geometry 1.1, 1.2, 1.3 and 1.4 by measuring their sculptures, and components of their sculptures, using rulers provided in the classroom * Teachers may wish to discuss the individual pieces of the sculptures to reinforce Mathematics Standards for Measurement and Geometry 2.1, 2.2, 2.3 and 2.4. Day 5 Friday: ABSTRACT Morning review: Vocabulary from previous day, review of colors, shapes 9:00 Introduce Daily Vocabulary: abstract, representational, contour, curator 9:15 Discuss artist inspiration behind the project (Georgia O Keeffe) Art Project Demonstration: Nature-inspired chalk pastel drawings. Show or demonstrate technique, introduce the material, sample projects Have students test out materials 9:35 Divide students into smaller groups and have them discuss their favorite artists explored throughout the week. They may review their notes on that artist, underlining interesting facts they d like to share with the class. Ask them to share something they found interesting while in the galleries. 9:45 Gallery visit: You re a Curator Activity: Discussing Art Based on this week s research about the artists of focus, students will discuss artwork as we walk through the galleries. They will share what they like about a piece of art and some

7 SITP Curriculum 2009/10 page 7 interesting history about the artist. They will become a mini-expert and will share their knowledge with their classmates and teachers. One Museum Educator will start with the students outside and move into the Museum One Museum Educator will begin in the Museum and move outside with the students Additional tour component: Tour students in the Picasso Miró Calder exhibition, reviewing elements of art as we view these works. Special attention is given to the Picasso and Miró, 10:15 Art Activity continued: students work directly from provided leaves. 11:00 Post-test Texture bag game (optional with teacher) * Teachers may wish to relate a science activity with the art activity by exploring the Science Content Standard for Life Sciences 3.a: Plants (and animals) have structures that serve different functions in growth, survival and reproduction. 5. Final Assessment Instrument