Program Understandings (k-12) Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles.

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1 Grade Level/Course: Kindergarten Art Content Area: Visual Arts Grade Level/Course Overview: The Rockwood Elementary Art program strives to assist each child to reach his/her fullest creative potential by providing an environment for artistic expression. The child will develop an awareness of creative problem as well as continue development of fine and gross motor skills. The elementary art program is intended to be developmentally appropriate at each grade level. Within the elementary art program every child will have the opportunity to experience the following: - Two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual arts problems. - Elements of art for their effect in communicating ideas through artwork. - Principles of art for their effect in communicating ideas though artwork. - Investigate the nature of art and discuss responses to artwork. - Analyze and evaluate art using art vocabulary. - Explain connections between visual art and performing arts. - Explain the connections between visual art and communications arts, math, science or social studies. - Compare and contrast artworks from different historical time periods and/or cultures. Strands/Domains Product and Performance Elements and Principals Artistic Perceptions Interdisciplinary Connections Historical and Cultural Context Interdisciplinary Themes Program Understandings (k-12) Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles. Artists develop the ability to think critically and solve problems creatively as part of the process of taking an artistic project from concept to completion. Artists study art to make informed critical judgments, gain knowledge about visual communication, and learn to respect the ideas and expression of themselves and others. Artists create connections between different subject areas both within and outside the arts such as dance, theater, music, math, science and social studies. Art expresses the core values of a culture and artists influence and are influenced by the cultures and time periods in which they live. Units of Study Colorful Time with Rhythm and Rhyme Tell a Story The Great Big World Wonders of Nature

2 Strand/Domain* Cluster* CROSSWALK TO STANDARDS: Product-Performance Drawing Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Produce a line using crayon, pencil, or marker GLE/CLE s ACT CCSS MO National I.1.A.K FA 1 VA1 Strand/Domain* Cluster* CROSSWALK TO STANDARDS: Product-Performance Painting Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Tempera painting and water color resist GLE/CLE s ACT CCSS MO National I.1.B.K FA 1 VA1 Strand/Domain* Cluster* CROSSWALK TO STANDARDS: Product-Performance Other Media Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E demonstrate a simple printmaking technique (e.g. stamping, thumb or hand prints, objects) GLE/CLE s ACT CCSS MO National I.1.D.K FA 1 VA1

3 Strand/Domain* Product-Performance Cluster* Sculpture, Ceramics, Other Media CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E E use scissors with control modeling with clay or a similar material: create a sphere clay: pinched forms GLE/CLE s ACT CCSS MO National I.2.A.K I.2.A.K I.2.A.K FA 1 FA 1 FA 1 VA1 VA1 VA1 Strand/Domain* Product-Performance Cluster* Subject Matter: Fine Art CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E E E portrait: create an original picture of self or other person landscape: create a picture showing outside Non-objective: create a design using lines GLE/CLE s ACT CCSS MO National I.3.A.K I.3.A.K I.3.A.K FA 1 FA 1 FA 1 VA1 VA1 VA1

4 Strand/Domain* Cluster* CROSSWALK TO STANDARDS: Product-Performance Theme Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E create original artwork that communicates ideas about the following themes: people(e.g., self and others) outdoors (e.g., seasons, nature) Stories GLE/CLE s ACT CCSS MO National I.3.C.K FA 1 VA1 Strand/Domain* Cluster* CROSSWALK TO STANDARDS: Elements and Principles Line Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Identify and use lines GLE/CLE s ACT CCSS MO National II.1.A.K FA 2 VA2

5 Strand/Domain* Cluster* CROSSWALK TO STANDARDS: Elements and Principles Shapes Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Identify and use shapes, categorize shapes as small and large GLE/CLE s ACT CCSS MO National II.1.B.K FA 2 VA2 Strand/Domain* Cluster* CROSSWALK TO STANDARDS: Elements and Principles Color Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Identify and use color GLE/CLE s ACT CCSS MO National II.1.E.K FA 2 VA2

6 Strand/Domain* Elements and Principles Rhythm/Repetition Cluster* CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Identify and use a pattern by repeating a single shape, line, or color GLE/CLE s ACT CCSS MO National II.2.D.K FA 2 VA2 Strand/Domain* Cluster* CROSSWALK TO STANDARDS: Artistic Perceptions Art Criticism Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Identify the subject of artworks GLE/CLE s ACT CCSS MO National III.2.A.K FA 3 VA3

7 Strand/Domain* Interdisciplinary Connections Cluster* Connecting Visual and Performing Arts CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Use physical movement to interpret line and rhythm in artwork GLE/CLE s ACT CCSS MO National IV.1.A.K FA 4 VA6 Strand/Domain* Interdisciplinary Connections Cluster* Connecting Art and Non-Art Subjects CROSSWALK TO STANDARDS: Grade/Course Level Expectations ACT Readiness Standards Common Core State Standards Missouri Show-Me Standards National Standards Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not E Explain how stories can be told in pictures and /or words GLE/CLE s ACT CCSS MO National IV.2.A.K FA 4 VA6

8 Visual Arts Unit Model The unit plans presented in the Rockwood Visual Arts Curriculum, grades K-5, contain all of the standards that are possible to address. No unit should attempt to utilize every standard listed. Teachers will identify the standards they wish to address in the presented units. It is the responsibility of the teacher to ensure that all standards identified for the course are addressed and assessed during the course of the school year.

9 COURSE/GRADE LEVEL: Kindergarten Art UNIT TITLE: Colorful Time with Rhythm and Rhyme SUGGESTED UNIT TIMELINE: 1 quarter ESSENTIAL QUESTION(S): How can artists tell a story using color? How does color impact an artwork? ENDURING UNDERSTANDING: Artist use different colors in art to convey different emotions. REFERENCE/ STANDARD WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit. MAJOR STANDARD SUPPORTING STANDARD Portrait: create and original picture of self or other person Landscape: create a picture showing the outside Non- Objective: Create a design using lines Create original artwork that communicates ideas about the following themes: People, Outdoors, Stories Produce a line using crayon, pencil, or marker Tempera painting and watercolor resist Demonstrate a simple printmaking technique (stamping, thumb or handprint, objects) Use scissors with control Modeling with clay or similar material: create a sphere Clay: create pinched forms Identify and use lines Identify and use shapes Categorize shapes as large and small Identify and use color Identify and use a pattern by repeating a single shape, line, or color Identify the subject of artworks Use physical movement to interpret line and rhythm in artwork

10 Explain how stories can be told in pictures and/ or words UNIT DESCRIPTION: UNIT VOCABULARY: By the end of this unit, students will be able to visually Tempera communicate their ideas about color using a chosen media. Watercolor resist Students projects will display an understanding of the elements Stamping and principles of art and artistic perceptions. Pinch Portrait Landscape Non-Objective Abstract Line Shape Color Pattern HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Learning Target (Standard) Product/Performance Drawing Produce a line using crayon, pencil, or marker Product/Performance Painting Tempera painting and watercolor resist Product/Performance Other Media Demonstrate a simple printmaking technique Product/Performance Product/Performance Product/ Performance Sculpture, Ceramics, Other Media Sculpture, Ceramics, Other Media Sculpture, Ceramics, Other Media Use scissors with control Modeling with clay or a similar material: create a sphere Clay: create pinched forms Type of Target/DOK Level DOK 2 DOK 4 DOK 2 DOK 2 DOK 4 Assessment Method Product/ Subject Matter Portrait: create an DOK 4 Number of Items Notes

11 Performance Fine Art original picture of self or other person Product/ Performance Product/ Performance Product/ Performance Elements and Principles Elements and Principles Elements and Principles Elements and Principles Elements and Principles Subject Matter Fine Art Subject Matter Fine Art Subject Matter Fine Art Line Shapes Shapes Color Rhythm/ Repetition Landscape: create a picture showing outside Non-Objective: create a design using lines Theme: create original artwork that communicates ideas about the following: People, Outdoors, Stories Identify and use lines Identify and use shapes Categorize and use shapes as large or small Identify and use colors Identify and use a pattern by repeating a single shape, line, or color Artistic Perceptions Art Criticism Identify the subject of artworks Interdisciplinary Connections Interdisciplinary Connections Connecting Visual and Performing Arts Connecting Art and Non-Art Subjects Use physical movement to interpret line and rhythm in an artwork Explain how stories can be told in DOK 4 DOK 4 DOK 4 DOK 2 DOK 3

12 pictures and/or words FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # TEACHER INSTRUCTIONAL STRATEGIES Demonstration Exploratory Learning Pair-share, exploratory learning STUDENT LEARNING TASKS Students will identify different types of lines Look for patterns in the environment made from repeating lines Identify and use colors HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Hand over hand demonstration Work in pairs One on one conferencing to check for understanding HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS Create own lines Create lines using a variety of objects (sticks, yarn, etc.) Look for patterns in magazines and create a collage of patterns Assemble shapes to create a design

13 RESOURCES Pablo Picasso, Le Gourmet (1901) Diego Rivera, Flower Day (1925) James Abbott McNeill Whistler, Arrangement in Black and Gray:The Artists Mother(1871) Faith Ringgold, Tar Beach

14 COURSE/GRADE LEVEL: Kindergarten Art UNIT TITLE: Tell a Story SUGGESTED UNIT TIMELINE: 1 quarter ESSENTIAL QUESTION(S): How can an artist tell a story through a picture? ENDURING UNDERSTANDING: Artist use art to tell a story or send a message. REFERENCE/ STANDARD WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit. MAJOR STANDARD SUPPORTING STANDARD Portrait: create and original picture of self or other person Landscape: create a picture showing the outside Non- Objective: Create a design using lines Create original artwork that communicates ideas about the following themes: People, Outdoors, Stories Produce a line using crayon, pencil, or marker Tempera painting and watercolor resist Demonstrate a simple printmaking technique (stamping, thumb or handprint, objects) Use scissors with control Modeling with clay or similar material: create a sphere Clay: create pinched forms Identify and use lines Identify and use shapes Categorize shapes as large and small Identify and use color Identify and use a pattern by repeating a single shape, line, or color Identify the subject of artworks Use physical movement to interpret line and rhythm in artwork

15 Explain how stories can be told in pictures and/ or words UNIT DESCRIPTION: By the end of this unit, students will be able to visually communicate their stories using a chosen media. Students projects will display an understanding of the elements and principles of art and artistic perceptions. UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster UNIT VOCABULARY: Tempera Watercolor resist Stamping Pinch Portrait Landscape Non-Objective Abstract Line Shape Color Pattern HOW DO WE KNOW STUDENTS HAVE LEARNED? Learning Target (Standard) Product/Performance Drawing Produce a line using crayon, pencil, or marker Product/Performance Painting Tempera painting and watercolor resist Product/Performance Other Media Demonstrate a simple printmaking technique Product/Performance Product/Performance Product/ Performance Sculpture, Ceramics, Other Media Sculpture, Ceramics, Other Media Sculpture, Ceramics, Other Media Use scissors with control Modeling with clay or a similar material: create a sphere Clay: create pinched forms Type of Target/DOK Level DOK 2 DOK 4 DOK 2 DOK 2 DOK 4 Assessment Method Number of Items Notes

16 Product/ Performance Product/ Performance Product/ Performance Product/ Performance Elements and Principles Elements and Principles Elements and Principles Elements and Principles Elements and Principles Subject Matter Fine Art Subject Matter Fine Art Subject Matter Fine Art Subject Matter Fine Art Line Shapes Shapes Color Rhythm/Repetition Portrait: create an original picture of self or other person Landscape: create a picture showing outside Non-Objective: create a design using lines Theme: create original artwork that communicates ideas about the following: People, Outdoors, Stories Identify and use lines Identify and use shapes Categorize and use shapes as large or small Identify and use colors Identify and use a pattern by repeating a single shape, line, or color Artistic Perceptions Art Criticism Identify the subject of artworks Interdisciplinary Connections Connecting Visual and Performing Arts Use physical movement to interpret line and rhythm in an artwork DOK 4 DOK 4 DOK 4 DOK 4 DOK 2

17 Interdisciplinary Connections Connecting Art and Non-Art Subjects Explain how stories can be told in pictures and/or words DOK 3 FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # TEACHER INSTRUCTIONAL STRATEGIES Demonstration Pair-Share, Exploratory Learning Class discussion, Pairshare, RESOURCES Jean-Francois Millet, First Steps Pablo Picasso, Mother and Child (First Steps) 1943 Vincent VanGogh, First steps, after Millet (1890) Faith Ringgold, Tar Beach Eric Carle Andrew Wyeth, Christina s World STUDENT LEARNING TASKS Students can describe a story in an artwork. Read students a story and have them work with a partner and create a picture to tell the story Explain what story does your picture tell HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Give more examples Walk them through an example One-on-one conferencing, checking for understanding One-on-one conferencing HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? Create a wriiten response Can create a sequel EXTENSIONS Come up with a different illustration to show how the story could end in a different way. Share story with class

18 COURSE/GRADE LEVEL: Kindergarten Art UNIT TITLE: The Great Big World SUGGESTED UNIT TIMELINE: 1 quarter ESSENTIAL QUESTION(S): How does an artist s life and experiences influence their artwork? ENDURING UNDERSTANDING: Artists use their own experiences from the world around them as inspiration for artwork. REFERENCE/ STANDARD WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit. MAJOR STANDARD SUPPORTING STANDARD Portrait: create and original picture of self or other person Landscape: create a picture showing the outside Non- Objective: Create a design using lines Create original artwork that communicates ideas about the following themes: People, Outdoors, Stories Produce a line using crayon, pencil, or marker Tempera painting and watercolor resist Demonstrate a simple printmaking technique (stamping, thumb or handprint, objects) Use scissors with control Modeling with clay or similar material: create a sphere Clay: create pinched forms Identify and use lines Identify and use shapes Categorize shapes as large and small Identify and use color Identify and use a pattern by repeating a single shape, line, or color Identify the subject of artworks Use physical movement to interpret line and rhythm in artwork

19 Explain how stories can be told in pictures and/ or words UNIT DESCRIPTION: UNIT VOCABULARY: By the end of this unit, students will be able to visually Tempera communicate ideas about the world around them. Students Watercolor resist projects will display an understanding of the elements and Stamping principles of art and artistic perceptions. Pinch Portrait Landscape Non-Objective Abstract Line Shape Color Pattern HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Learning Target (Standard) Product/Performance Drawing Produce a line using crayon, pencil, or marker Product/Performance Painting Tempera painting and watercolor resist Product/Performance Other Media Demonstrate a simple printmaking technique Product/Performance Product/Performance Product/ Performance Sculpture, Ceramics, Other Media Sculpture, Ceramics, Other Media Sculpture, Ceramics, Other Media Use scissors with control Modeling with clay or a similar material: create a sphere Clay: create pinched forms Type of Target/DOK Level DOK 2 DOK 4 DOK 2 DOK 2 DOK 4 Assessment Method Product/ Subject Matter Portrait: create an DOK 4 Number of Items Notes

20 Performance Fine Art original picture of self or other person Product/ Performance Product/ Performance Product/ Performance Elements and Principles Elements and Principles Elements and Principles Elements and Principles Elements and Principles Subject Matter Fine Art Subject Matter Fine Art Subject Matter Fine Art Line Shapes Shapes Color Rhythm/Repetition Landscape: create a picture showing outside Non-Objective: create a design using lines Theme: create original artwork that communicates ideas about the following: People, Outdoors, Stories Identify and use lines Identify and use shapes Categorize and use shapes as large or small Identify and use colors Identify and use a pattern by repeating a single shape, line, or color Artistic Perceptions Art Criticism Identify the subject of artworks Interdisciplinary Connections Interdisciplinary Connections Connecting Visual and Performing Arts Connecting Art and Non-Art Subjects Use physical movement to interpret line and rhythm in an artwork Explain how stories can be told in DOK 4 DOK 4 DOK 4 DOK 2 DOK 3

21 pictures and/or words FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # TEACHER INSTRUCTIONAL STRATEGIES Demonstration/Modeling Exploratory Learning STUDENT LEARNING TASKS Students can use ideas from the World around them in an artwork Pair-share, exploratory learning RESOURCES HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS One-on-one discussion about things one would see in the world around them One-on-one conferencing Check for understanding HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS Create an artwork for a fantasy world

22 COURSE/GRADE LEVEL: Kindergarten Art UNIT TITLE: Wonders of Nature SUGGESTED UNIT TIMELINE: 1 quarter ESSENTIAL QUESTION(S): What role does nature play in artwork? How can an artist use nature as inspiration for artwork? ENDURING UNDERSTANDING: Artists use a variety of media and processes to visually communicate ideas about nature. REFERENCE/ STANDARD WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit. MAJOR STANDARD SUPPORTING STANDARD Portrait: create and original picture of self or other person Landscape: create a picture showing the outside Non- Objective: Create a design using lines Create original artwork that communicates ideas about the following themes: People, Outdoors, Stories Produce a line using crayon, pencil, or marker Tempera painting and watercolor resist Demonstrate a simple printmaking technique (stamping, thumb or handprint, objects) Use scissors with control Modeling with clay or similar material: create a sphere Clay: create pinched forms Identify and use lines Identify and use shapes Categorize shapes as large and small Identify and use color Identify and use a pattern by repeating a single shape, line, or color Identify the subject of artworks

23 Use physical movement to interpret line and rhythm in artwork Explain how stories can be told in pictures and/ or words UNIT DESCRIPTION: UNIT VOCABULARY: By the end of this unit, students will be able to visually Tempera communicate ideas about nature. Students projects will display Watercolor resist an understanding of the elements and principles of art and Stamping artistic perceptions. Pinch Portrait Landscape Non-Objective Abstract Line Shape Color Pattern HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT Curriculum Curriculum Strand/Domain Cluster Learning Target (Standard) Product/Performance Drawing Produce a line using crayon, pencil, or marker Product/Performance Painting Tempera painting and watercolor resist Product/Performance Other Media Demonstrate a simple printmaking technique Product/Performance Product/Performance Product/ Performance Sculpture, Ceramics, Other Media Sculpture, Ceramics, Other Media Sculpture, Ceramics, Other Media Use scissors with control Modeling with clay or a similar material: create a sphere Clay: create pinched forms Type of Target/DOK Level DOK 2 DOK 4 DOK 2 DOK 2 DOK 4 Assessment Method Number of Items Notes

24 Product/ Performance Product/ Performance Product/ Performance Product/ Performance Elements and Principles Elements and Principles Elements and Principles Elements and Principles Elements and Principles Subject Matter Fine Art Subject Matter Fine Art Subject Matter Fine Art Subject Matter Fine Art Line Shapes Shapes Color Rhythm/Repetition Portrait: create an original picture of self or other person Landscape: create a picture showing outside Non-Objective: create a design using lines Theme: create original artwork that communicates ideas about the following: People, Outdoors, Stories Identify and use lines Identify and use shapes Categorize and use shapes as large or small Identify and use colors Identify and use a pattern by repeating a single shape, line, or color Artistic Perceptions Art Criticism Identify the subject of artworks Interdisciplinary Connections Connecting Visual and Performing Arts Use physical movement to interpret line and rhythm in an artwork DOK 4 DOK 4 DOK 4 DOK 4 DOK 2

25 Interdisciplinary Connections Connecting Art and Non-Art Subjects Explain how stories can be told in pictures and/or words DOK 3 FACILITATING ACTIVITIES Strategies and methods for teaching and learning STANDARD # TEACHER INSTRUCTIONAL STRATEGIES Demonstration Exploratory Learning Pair-share, exploratory learning STUDENT LEARNING TASKS Students can use nature in artwork. Students can go on a nature walk to explore patterns in nature. HOW WILL WE RESPOND WHEN STUDENTS HAVE NOT LEARNED? INTERVENTIONS Show students examples of nature in art. Guided drawing One-on-one conferencing, checking for understanding RESOURCES Claude Monet, Waterlillies 1906 < Claude Monet, Waterlillies < Claude Monet, Wheatstacks (End of Summer) < Andy Goldsworthy images HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED? EXTENSIONS Create a written response to own artwork or artwork of another artist. Create an artwork based on Andy Goldsworthy

26 Kindergarten Art Strand III: Artistic Perceptions Cluster: Art Criticism Understand (Conceptual): Students will understand that As an art viewer, it is important to practice observing art and making inferences about what choices artists make in the creation of their work. Standard: Identify the subject of artworks. Know (Factual) Students will know Observation Subject Learning Targets Do (Reasoning/Performance/Product) Students will View artworks with a variety of subjects. Discuss what they think is happening in the artwork. Infer what is the subject of the artwork they are viewing. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

27 Kindergarten Art Strand I: Product and Performance Cluster: Other Media (Clay) Understand (Conceptual): Students will understand that Artists can use their hands or tools and applied pressure to manipulate sculptural materials like clay. Standard: Modeling with clay or a similar material: Pinched form Know (Factual) Students will know Clay Sphere Form Sculpt Pinch Pinch Pot Learning Targets Do (Reasoning/Performance/Product) Students will Use their fingers to pinch a sphere into a pinched form. Create a pinched form with consistent thickness. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

28 Kindergarten Art Strand I: Product and Performance Cluster: Other Media (Clay) Understand (Conceptual): Students will understand that Artists can use their hands or tools and applied pressure to manipulate sculptural materials like clay. Standard: Modeling with clay or a similar material: Create a sphere. Know (Factual) Students will know Clay Sphere Form Sculpt Learning Targets Do (Reasoning/Performance/Product) Students will Use their hands and workspace surface to mold and roll clay into the form of a sphere. Identify other objects from everyday life that are spherical forms. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

29 Kindergarten Art Strand II: Elements and Principles Cluster: Shape Understand (Conceptual): Students will understand that The elements of art are tools that artists use to create and communicate about their artwork. Standard: Identify and use color. Know (Factual) Students will know Color Color Wheel Roy G. Biv Learning Targets Do (Reasoning/Performance/Product) Students will Observe examples of artworks that use color as a primary design element. Discuss how colors can evoke a certain mood or idea. Identify the colors on the color wheel by name. Use color to create an original work of art. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

30 Kindergarten Art Strand IV: Interdisciplinary Connections Cluster: Connecting Art and Non-Art Subjects Understand (Conceptual): Students will understand that As an art viewer, it is important to practice observing art and making inferences about what story the artist is trying to communicate through their work. Standard: Explain how stories can be told in pictures and/or words. Know (Factual) Students will know Narrative Story Observe Learning Targets Do (Reasoning/Performance/Product) Students will Observe artwork that tells a story. Infer what story the artist is telling in their artwork. Create an artwork that tells a story and explain that story to a partner, to the instructor, or to the class. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

31 Kindergarten Art Strand IV: Interdisciplinary Connections Cluster: Connecting Visual and Performing Arts Understand (Conceptual): Students will understand that Art viewers can use kinesthetic experiences to aid in the understanding of visual elements as they are used in artwork. Standard: Use physical movement to interpret line and rhythm in artwork. Know (Factual) Students will know Line Movement Rhythm Learning Targets Do (Reasoning/Performance/Product) Students will Practice drawing a variety of lines. Observe a variety of lines in artwork. Use their bodies to mimic a line viewed in an artwork (e.g. using arms to make lines, marching in a line with classmates). DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

32 Kindergarten Art Strand I: Product and Performance Cluster: Drawing Understand (Conceptual): Students will understand that Artists use a variety of tools to create lines with different qualities. Standard: Students will produce a line using crayon, pencil, or marker. Know (Factual) Students will know Line Learning Targets Do (Reasoning/Performance/Product) Students will Use a variety of drawing tools to create lines of various qualities. Experiment with creating lines of various type (e.g. straight, curved, wavy, thick, thin). DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

33 Kindergarten Art Strand I: Product and Performance Cluster: Subject Matter (Fine Art) Understand (Conceptual): Students will understand that Artists create artwork inspired by nature as a reflection of their personal surroundings and to visually communicate the importance of places in their lives. Standard: Create an original picture showing outside. Know (Factual) Students will know Landscape Nature Seasons Outdoors Place Learning Targets Do (Reasoning/Performance/Product) Students will Observe examples of landscape created by other artists. Discuss what types of places are depicted in examples. Speculate about the seasonal changes that are taking place in examples. Create a picture of an outdoor place that communicates ideas about nature and/or seasons. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

34 Kindergarten Art Strand II: Elements and Principles Cluster: Line Understand (Conceptual): Students will understand that The elements of art are tools that artists use to create and communicate about their artwork. Standard: Identify and use lines. Know (Factual) Students will know Line Line Type Line Direction Line Thickness Learning Targets Do (Reasoning/Performance/Product) Students will Observe examples of artworks that use line as a primary design element. Discuss how the mood of a line can change when the type, direction, and thickness of the line changes. Use lines of different type, direction, and thickness to create an original, non-objective artwork. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

35 Kindergarten Art Strand I: Product and Performance Cluster: Subject Matter (Fine Art) Understand (Conceptual): Students will understand that Artists create abstract artwork in order to investigate how elements of art can be used on their own without having to look like something from life. Standard: Create an original non-objective design using lines. Know (Factual) Students will know Line Line Type Line Direction Line Thickness Non-Objective Abstract Realistic Learning Targets Do (Reasoning/Performance/Product) Students will Observe examples of non-objective art created by other artists. Discuss the visual differences between realistic art and abstract art. Create a non-objective design (that does not depict a recognizable subject) using a variety of lines. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

36 Kindergarten Art Strand I: Product and Performance Cluster: Subject Matter (Fine Art) Understand (Conceptual): Students will understand that Artists create portraiture to as a reflection of their personal identity and to visually communicate important human relationships they have in their lives. Standard: Create an original picture of self or other person. Know (Factual) Students will know Portrait Facial Feature Relationship Person Learning Targets Do (Reasoning/Performance/Product) Students will Observe examples of portraiture created by other artists. Discuss who the individuals in the portraits represent and what their relationship is to the artist. Create a portrait of self or other person that includes recognizable facial features. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

37 Kindergarten Art Strand I: Product and Performance Cluster: Printmaking Understand (Conceptual): Students will understand that Artists use printmaking to create art with an element of composition that repeats. Standard: Demonstrate a simple printmaking technique. Know (Factual) Students will know Print Repetition Learning Targets Do (Reasoning/Performance/Product) Students will Demonstrate a simple printmaking technique (e.g. stamping, thumb and hand prints, gadget printing). DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

38 Kindergarten Art Strand II: Elements and Principles Cluster: Rhythm/Repetition Understand (Conceptual): Students will understand that The principles of art are tools that artists use to create and communicate about their artwork. Standard: Identify and use a pattern by repeating a single shape, line, or color. Know (Factual) Students will know Pattern Rhythm Repetition Shape Line Color Movement Sequence Learning Targets Do (Reasoning/Performance/Product) Students will Observe examples of artworks that use pattern as a primary design element. Identify examples of patterns in examples of artworks. Continue a pattern that is in progress by finishing a sequence. Repeat a single shape, line, or color to create a pattern in an original work of art. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

39 Kindergarten Art Strand II: Elements and Principles Cluster: Shape Understand (Conceptual): Students will understand that The elements of art are tools that artists use to create and communicate about their artwork. Standard: Identify and use shapes, categorize shapes as small and large. Know (Factual) Students will know Shape Shape Type Shape Size Learning Targets Do (Reasoning/Performance/Product) Students will Observe examples of artworks that use shape as a primary design element. Discuss how the mood of a shape can change when the size of the shape changes. Sort shapes into large and small categories. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

40 Kindergarten Art Strand I: Product and Performance Cluster: Painting (Tempera Paint) Understand (Conceptual): Students will understand that Artists use paint to explore the concept of color and communicate ideas from life. Standard: Students will experiment with tempera paint. Know (Factual) Students will know Paint Brush Tempera Color Learning Targets Do (Reasoning/Performance/Product) Students will Spread tempera paint across a workable surface using brush or other painting tool. Experiment with painting skills (e.g. painting lines, covering a surface with painted color) DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

41 Kindergarten Art Strand I: Product and Performance Cluster: Theme Understand (Conceptual): Students will understand that Artists create work based on specific themes to visually communicate ideas about their life experiences and the world around them. Standard: Create original artwork that communicates ideas about the following themes: people (e.g., self and others) outdoors (e.g., seasons, nature), and stories. Know (Factual) Students will know Theme Subject Observation Portrait People Self Outdoors Seasons Nature Landscape Stories Narrative Character Learning Targets Do (Reasoning/Performance/Product) Students will Observe examples of portraiture, landscape, and narrative art created by other artists. Identify the subject of works of art. Discuss the differences of subject between examples of portraiture, landscape, and narrative art. Describe the story of an artwork based on observations. Create original works of portraiture, landscape, and narrative artwork. DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

42 Kindergarten Art Strand I: Product and Performance Cluster: Other Media (Using scissors with control) Understand (Conceptual): Students will understand that Artists have to practice essential skills like controlled cutting so that they can apply those techniques to more advanced artwork. Standard: Use scissors with control. Know (Factual) Students will know Scissors Cut Scissor Safety Learning Targets Do (Reasoning/Performance/Product) Students will Use controlled cutting techniques to cut on a designated line or to cut out a shape. Demonstrate proper safety in the use of scissors (e.g. holding scissors down while walking, not pointing scissors at others). DOK Level-1 Recall Level-2 Skill/Concept Level-3 Strategic- Level-4 Extended

43 KINDERGARTEN Product and Performance Drawing: Produce a line using crayon, pencil or marker Student can produce a line with control and detail using crayon, pencil or marker. Student can produce a line with control using crayon, pencil or marker. Student struggles with control using crayon, pencil or marker. Student has no control using crayon, pencil or markers. Painting: Tempera Painting Watercolor Resist Printmaking Technique: Stamping, thumb, hand or objects Student can paint with control and precision. Student can apply crayon with even pressure to create a detailed resist. Student can demonstrate a complex printmaking technique with control. Clear image, complex detail Scissors Student can use scissors with precise, intentionally cuts. Student can paint with control. Student can apply a crayon with even pressure to create a resist. Student can demonstrate a simple printmaking technique with control. Clear image Student can use scissors with consistent control Student can paint with some control. Student applies crayon evenly in some places to create an inconsistent resist. Student struggles with control Print is not clear Student can use scissors with inconsistent control Student has no control. Student applies crayon too light. The resist is hard to see. Student struggles with control Print is not clear incomplete Student has no control of scissors.

44 Modeling with Clay or similar material: Sphere Clay Pinched forms Student can identify and create a sphere. Form is complex Craftsmanship is neat Pinches for evenly from bottom to top Smoothens bumps to create a flat surface Adds additional details Student can identify and create a sphere using a modeling material. Bottom of pinched form matches wall of pinched form Pinches form evenly from bottom to top Student inconsistently identifies a sphere. Form of sphere is lumpy and not round Bottom of pinched form matches wall of pinched form Pinches form unevenly from bottom to top Student cannot create or identify a sphere. Bottom of pinched form is heavy and thick Bottom of pinched form is thin and weak Product and Performance Theme Portrait: self, family, friends Student can create a complex, detailed picture of self or other person. Student can create an original picture of self or other person. Student creates portraits with missing facial features. Student creates an incomplete artwork that does not resemble a person. Theme Landscape: Seasons, nature Student can create a complex, detailed picture showing outside. Student can create a picture showing outside. Student creates a picture showing the idea of outside, with incomplete parts. Student s artwork is incomplete and does not show outside parts.

45 Theme Non Objective: Student can create Non-Objective are using a variety of lines and complex patterns. No objects represented Student can create Non-Objective are using a variety of lines. No objects represented. Student created Non-Objective art using lines and real objects. Student creates an incomplete artwork that does not resemble Non- Objective art. Little or no lines shown. Incomplete. Elements & Principles Line Identify and use lines in a complex pattern. Identify and use lines. Inconsistently identifies and uses lines. Cannot identify lines. Lines not present in artwork. Shape Identify and use shapes in a complex pattern. Categorizes shapes as large and small. Color Identify and use color. Can categorize colors into groups. Identify and use shapes. Categorizes shapes as large and small. Identify and use color. Inconsistently identifies and uses shapes. Categorizes shapes as large and small. Inconsistently identifies and uses color. Cannot identify shapes. Shapes not present in artwork. Shapes are not categorized correctly. Cannot identify color names. Incomplete artwork.

46 Rhythm/Repetition Identify and use a complex pattern by repeating several shapes, lines, and colors. Identify and use a pattern by repeating a single shape, line, or color. Identifies and uses a pattern by repeating a single shape, line, or color inconsistently. Cannot identify or use a pattern. Single shape is not repeated. Artistic Perceptions Art Criticism Identify and make personal connections to the subjects of artwork. Identify the subject of artworks. Interdisciplinary Connections Inconsistently identifies subjects of artwork. Cannot identify subjects in artwork. Connecting Visual and Performing Arts Student can use physical movement in dance to interpret purposeful lines in artwork. Student can use physical movement in dance to interpret purposeful lines in artwork. Student inconsistently uses physical movement in dance to interpret line in artwork. Student cannot use movement purposefully in dance to interpret lines in artwork. Student can use physical movement to interpret other elements and principles in artwork.

47 Connecting Art and Non-Art Subjects Student can explain and make personal connections with how storied can be told in pictures and/or words. Student can explain how stories can be told in pictures and/or words. Student inconsistently explains how stories can be told in pictures and/or words. Student cannot explain how stories can be told in pictures and/or words.