Grade 5: Cycle 4 Art Curriculum Map. Curriculum Calendar Map Standards by Six Weeks Grading Periods

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1 Curriculum Calendar Map Standards by Six Weeks Grading Periods The Curriculum Calendar Map is a guide for teachers regarding which standards should be taught during each six weeks grading period. It is a planning tool to assist with aligning the curriculum to assessment and instruction, and details the skills and concepts being taught over the course of the instructional year. The map lists the Texas Essential Knowledge of Skills Student Expectations (TEKS SEs). The TEKS SEs are the required curriculum from the Texas Legislature and specifies what students must learn in order to be proficient at each grade level. Possible Lesson Objectives encompass the content (what students should know), processes, and skills (what students should be able to do) that lead to proficiency of the TEKS SEs. The possible lesson objectives have been aligned to the TEKS SEs with the Readiness Standards printed in red, the Supporting Standards printed in blue, and standards not assessed on STAAR in black. If an SE is typed in bold font, it indicates a Dallas ISD performance of less than 50% on the Spring 2013 STAAR/EOC. If an SE has a strike-through, that part of the SE is not being taught during that six weeks grading period. The District-wide use of the Curriculum Calendar Maps provides all Dallas ISD students an equal opportunity to learn the same viable content. The implementation of the curriculum will ensure our students are poised for future academic success and are college or career ready.

2 Fourth Six Weeks Grading Period January 7, 2013 February 21, 2013 Mon Tue Wed Thu Fri Sat/Sun Jan. 6 Student Holiday Jan. 7 Jan. 8 Jan. 9 Jan. 10 Jan Jan. 13 Jan. 14 Jan. 15 Jan. 16 Jan. 17 Jan Jan. 20 Martin Luther King, Jr. Holiday Jan. 21 Jan. 22 Jan. 23 Jan. 24 Jan Jan. 27 Jan. 28 Jan. 29 Jan. 30 Jan. 31 Feb. 1-2 Feb. 3 Feb. 4 Feb. 5 Feb. 6 Feb. 7 Feb. 8-9 Feb. 10 Feb. 11 Feb. 12 Feb. 13 Feb. 14 Feb Feb. 17 Student Holiday Feb. 18 Feb. 19 Feb. 20 Feb. 21

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4 TEKS Student Expectations Possible Lesson Objectives (LO) Resources 5.1 Foundations: observations and perceptions The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating artworks. A. Develop and communicate ideas drawn from life experiences about self, peers, family, school, or community and from the imagination as sources for original works of art. Students will explore and discuss ideas for original works of art. Students will communicate experiences involving self, peers, family, school or community to create a sketch book, journal or other idea collection for future works of art.

5 B. Use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity. C. Discuss the elements of art as building blocks and the principles of design as organizers of works of art. Students will use appropriate vocabulary to discuss pose, figure, portrait, expression, facial feature,self-portrait, focal point, tactile, texture, visual texture,classical art, ideal form and bust. Students will identify the effective use of facial expressions in portraits. Students will identify the focal point and narrative forms in self-portraits. Students will identify and recognize characteristics of proportion. Students will recognize symbols in portraits and create an abstract self-portrait. Students will identify form and texture in sculptures. Students will explain how the elements of art are used by artists as the building blocks or parts of an artwork. Students will explain how the principles of design are used by artists as organizers of an artwork. 5.2 Creative expression The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas

6 creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. A. Integrate ideas drawn from life experiences to create original works of art. B. Create compositions using the elements of art and principles of design. Students will create an original art piece that reflects a life experience. Students will create a realistic portrait of their choice that reflects their personal life experience. Students will create an original composition and be able to discuss the elements of art and principles of design in their artwork. Students will create an abstract portrait utilizing symbols in their artwork. Instructional Posters on Elements of Art and Principles of Design C. Produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of materials. Students will create portraits, such as a portrait using effective use of facial expressions, an abstract portrait, or a clay portrait. Instructional Posters on Elements of Art and Principles of Design

7 5.3 Historical and cultural relevance The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. A. Compare the purpose and effectiveness of artworks from various times and places, evaluating the artist's use of media and techniques, expression of emotions, or use of symbols. B. Compare the purpose and effectiveness of artworks created by historic and contemporary men and women, making connections to various cultures. Students will explore artworks from various times and places. Students will compare the purposes behind a variety of artworks. Students will evaluate the effectiveness of various artworks and discuss the artist s use of media and techniques, expression of emotions, or use of symbols. Students will compare main ideas in paintings, such as Girl with Pearl Earring, by Jan Vermeer, Arrangement with Grey and Black No. 1, by James Whistler, and Little Dancer of Fourteen Years, by Edgar Degas, and discuss how the time period of Instructional Posters on Elements of Art and Principles of Design

8 C. Connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers. D. Investigate connections of visual art concepts to other disciplines. 5.4 Critical evaluation and response The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. A. Evaluate the elements of art, principles of design, or expressive qualities in artworks of self, peers, and historical and contemporary the painting compares to today s cultures. Students will identify and explain a variety of art careers such as engineers, film makers, graphic artists, and web designers. Students will apply other subjects such as Math, Science, Reading, and History into the visual art concepts. Students will evaluate the elements of art as they discuss and compare artworks completed by self, peers, and a variety of historical and contemporary artists such as

9 artists. B. Use methods such as oral response or artist statements to identify main ideas found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums. C. Compile collections of personal artworks for purposes of selfassessment, such as physical artworks, electronic images, sketchbooks, or portfolios. Vermeer, Degas, Whistler, and Dali. Students will evaluate expressions, facial features and proportions as they discuss famous portraits such as Girl with the Pearl Earring, Arrangement of Grey and Black No. 1, and Little Dancer of Fourteen Years. Students will be able to identify the main ideas and details in a variety of artworks and explain the elements of art and principles of design in the artworks. Students will collect their original artworks in their own portfolios. Students will evaluate personal artworks and complete a self-assessment rubric. Instructional Posters on Elements of Art and Principles of Design TEKS Student Expectations Possible Lesson Objectives Possible Demonstrations of Learning 5.1 Foundations B. Use appropriate vocabulary when discussing the elements of art, including The student will be able to use appropriate Given a variety of art prints, the student vocabulary when discussing the use of texture, focal correctly uses appropriate vocabulary to

10 line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity. point, ideal form and expression in artworks, including the following terms: pose, figure, portrait, expression, facial features, self-portrait, tactile texture, visual texture, classical art, and bust. discuss the use of in the texture, focal point, ideal form and expression in the artworks. C. Discuss the elements of art as building blocks and the principles of design as organizers of works of art. The student will be able to classify artworks as Arrangement of Grey and Black No. 1, American Gothic, Mona Lisa, Girl With Pearl Earring, and Little Dancer of Fourteen Years. Given a selection of artworks, the student correctly classifies the artworks in the correct category of classical art, portraits or sculptures. 5.2 Creative Expression B. Create compositions using the elements of art and principles of design. 5.3 Historical and cultural relevance The student will be able to identify a portrait with correct proportions of facial features and expressions. Given a selection of portrait paintings, the student accurately identifies the proportional facial features and expressions within the paintings. A. Compare the purpose and effectiveness of artworks from various times and places, evaluating the artist's use of media and techniques, expression of emotions, or use of symbols. The student will be able to evaluate the expression of emotions and use of symbols in a variety of artworks. Given a chance to respond in writing or verbally, the student evaluates an art print for emotional expression and use of symbols with at least 75% accuracy.

11 Assessment Vocabulary and Concepts: narrative art pose figure portrait expression facial feature self-portrait focal-point tactile texture visual texture classical art ideal form bust Review: point of view emphasis space horizon line perspective placement movement atmospheric perspective diffusion linear perspective vanishing point environmental art Artrageous! Prints: Mona Lisa - Da Vinci Starry Night - Van Gogh Luncheon of the Boating Party - Renoir Girl With Pearl Earring - Vermeer No. 5 - Pollock Japanese Bridge - Monet Three Musicians - Picasso Little Dancer of Fourteen Years - Degas (sculpture) American Gothic - Wood The Scream - Munch Persistence of Memory - Dali From the Lake - O Keeffe Arrangement of Grey and Black No. 1 (Whistler s Mother) Whistler Campbell s Soup Cans - Warhol Whaam! - Lichtenstein Broadway Boogie Woogie - Mondrian The Goldfish 1925 Klee Dallas City Hall - I.M. Pei

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