DUMONT PUBLIC SCHOOLS

Transcription

1 DUMONT PUBLIC SCHOOLS Elementary and Intermediate Visual Arts Grades K-8 Prepared by: Denise Alloca Chris Boettger Patty Brower Margie Jordan Jamie Lee Medaglia Revised 2017 B.O.E. APPROVED AUGUST 24, 2017

2 Table of Contents Philosophy... 1 Program Goals... 2 Pacing Guide... 4 Instructional Materials... 4 Assessment... 5 Objectives... 6 Suggested Modification Strategies: English as a Second Language (ESL) Student... 7 Special Education Student... 7 Inclusion of Interdisciplinary Connections... 8 Inclusion of 21 st Century Themes and Skills... 9 Unit 1: Art History and Culture (NJSLS 1.2) Unit 2: Creation and Performance (NJSLS 1.3 & 1.1) Unit 3: Aesthetic Application (NJSLS 1.1) Unit 4: Critique and Reponses (NJSLS 1.4) Glossary... 67

3 Philosophy Art Education expands the mind. It sensitizes the child to new intellectual potentials. Perhaps the teaching of art, more than any other educational experience is concerned with growth of the human potential. -Nelson Rockefeller Art education expands the mind. It provides an opportunity to help students build meaningful connections among the various fields of learning though genuine experiences. The arts provide a means to develop each student s potential by building self-esteem and confidence, through problem solving, critical thinking, and the use of materials. Since art accommodates different learning styles while still requiring self-discipline, the role of art is significant in reaching the alienated and disadvantaged student. Art is a universal language providing a way to express feelings and ideas that words cannot convey. It offers a way of understanding oneself and it enables connections between art and our own culture and the cultures of diverse people. That is why art should be a central strand of the curriculum. Art is open to everyone. Art provides an opportunity for self-expression. Art sharpens awareness of the visual world. Art adjust to the individual s capabilities. Art allows for understanding of our cultural heritage. 1

4 Program Goals The goals of our education program are to promote the growth of every child in the following areas: 1. Perceptual and Intellectual Growth a. To develop perception and increase visual acuity. b. To expand and enrich visual imagery and fantasy. c. To develop creative thinking abilities. d. To apply problem solving and decision making techniques in carrying out an art assignment. e. To be able to relate some concepts of mathematics, science, history, and other disciplines to art. 2. Aesthetic Growth a. To develop individuals sensitivity to, and awareness of, the environment. b. To develop aesthetic judgment and critical faculties through discussion, criticism and comparison of artworks. 3. Social Growth a. To develop respect for one s own work as well as for the work of others. b. To develop respect for materials and their use. c. To develop ability to work together with others, share materials and learn group problem solving. d. To develop ability to share perceptions verbally and discuss artwork. e. To develop ability to communicate knowledge, ideas and feelings through art. f. To develop artistic skills for creative use of leisure time. g. To overcome stereotyped images of the roles of men and women in the arts.

5 4. Emotional Growth a. To develop every individual s self-confidence and increase one s feeling of self-worth and esteem. b. To use the visual arts as a way of getting in touch with one s feelings and needs. c. To offer all individuals another avenue for self-expression. d. To increase an individual s flexibility of thought and action. 5. Manipulative and Technical Growth a. To increase and develop large muscle, small muscle, eye-hand coordination and manipulative skills. b. To explore the potentials and the limitations of various media. c. To explore the sequential process involved in various techniques. 3

6 Pacing Guide For a dynamic, creative art education program to be successful, sufficient time should be allocated in the school day and it should be under the direction of a certified art specialist. Time allotments will be based on school, teacher, student and grade level interests. It is understood, however, that the students will experience all of the suggested areas. A minimum of one period, under the direction of an art specialist, per week is recommended. A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type activities. Since art classes are predominately activity centered, they require adequate time to provide for; presenting and understanding historical eras and diverse cultures, working and creating individual art works, developing proper skills for using tools and materials, organizing classroom clean up, and reviewing concepts covered. Grade level pacing for each unit will be devised on a forty-five day period Instructional Materials Instructional materials are listed throughout the guide under the Suggested Activities and Resources columns.

7 Assessment Art specialist will evaluate students in grades six through eight using the following criteria: Participation Teacher will make an assessment as to how well the student is prepared for class each day, attentiveness and energy to projects being created. Class participation follows through to project participation. Each student is expected to work to the best of their individual ability. Project Performance Students are expected to complete all projects assigned. Teacher will make an assessment as to students work based on their individual ability, following of directions, craftsmanship* and meeting the objectives of the given assignment. * The ability to demonstrate pride and neatness in ones own work. Care, Use and Maintenance of Materials Students will be evaluated on their use of tools and materials in the art room. Care and safety will be followed at all times. Students are expected to mirror the demonstrated application of tools and materials for expected outcomes. 5

8 Objectives The objectives listed in each unit are repeated several times during a school year, giving the children of Dumont the ability to approach the objectives at various maturity levels. The four units of study are: 1) Art History and Culture, 2) Creation and Performance, 3) Aesthetic Application, 4) Critique and Responses, and these are designed as a 45 day overlay. This gives the art specialist the ability to focus and enhance areas of needed concentration. In addition, it allows for the ability to bring in a discipline based art program that exposes the students to historical eras, and cultural diversity. When possible, the art curriculum may relate to other content disciplines. It is important however to maintain the integrity of the units when designing these interdisciplinary lessons. By effectively incorporating the art curriculum into other subject matter, students gain a deeper understanding of the importance of the arts in our everyday lives.

9 Suggested Modification Strategies: English as a Second Language (ESL) Student Consult with ESL staff Peer scaffolding Repeat, reword and clarify instructions Visual references Priority seating Special Education Student Consult with Special Education staff Peer scaffolding Visual references Modify art tools and media Priority seating Adjust assignments Repeat, reword and clarify instructions Chunking project steps Extended time Adapt technology to individual needs Constructive use of instructional aides Compliance with IEP 7

10 Inclusion of Interdisciplinary Connections Art in its nature is connected to every content area including but not limited to: Language Arts Math Science Social Studies Geography Information and Career Technologies Foreign Languages Music Violence Awareness Character Education and Bullying Prevention Interdisciplinary connections are included throughout the curriculum in the Suggested Activities column and noted by a single asterisk (*).

11 Inclusion of 21 st Century Themes and Skills Collaboration Working with peer groups to scaffold information, critique and improve the given assignment. Collaborating to distribute, collect and share tools and materials. Effectively sharing media, techniques and opinions to aid in the production of artwork. Creativity and Innovation Creatively interpreting directions to make a piece of artwork that is reflective of both the parameters of the given assignment and provides opportunities for students to explore divergent thinking as applied to the lesson. Communication Expressing ideas and thoughts toward a specific piece of artwork or a collection of works through the process of critique. Using proper art terms when visually reading a piece of artwork to express ideas and opinions. Understanding the use of the visual language as a form of expression and communication. Critical Thinking Internalizing the given problem (assignment), making informed choices towards the completion of the assignment, looking at alternative solutions, questioning ideas and concepts as they apply to the unit. 9

12 Technology Applying technology in a variety of ways to reinforce and further explore concepts learned. Using technology independently as a resource for visual references and research. Understanding the opportunities for applying current technology to daily learning. 21 st Century Themes and Skills are included throughout the curriculum in the Objectives, Suggested Activities and Resources columns and noted by a double asterisk (**).

13 NJSLS Addressed: 1.2 Unit 1: Art History and Culture (45 days, overlaid) * Enduring Understanding: Art allows for understanding of our culture. Art heightens the awareness of diversity in other cultures. Art is constant in our everyday world. Art reflects the societal changes within world cultures.** Art creation develops critical thinking through discussion and comparison of art movements. Essential Question: What is art? How does art change over time? How do artist make decisions? How is art created in different cultures? How does the viewing of art make you feel? Application of Formal and Informal Properties Unit Vocabulary (if applicable) Elements Line Shape Texture Space Value Color Form Principles Balance Movement Pattern Emphasis Contrast Unity Rhythm Era Period Movement Style Culture Century Media/Medium Techniques Canvas Copyright 11

14 Kindergarten Unit 1: Art History and Culture Identify works of art based on themes which may include family and communities from a variety of world cultures and historical periods A.1 * Themes from Various Cultures and Historical Periods: Portrait Self Portrait Family Portrait Community Landscape Discover works of art and artists based on past and present cultures A.2 * Artists: Leonardo da Vinci Thomas Gainsborough Vincent van Gogh Claude Monet Piet Mondrian * Historical Periods: Renaissance Impressionism Abstraction * Cultures throughout History: Aboriginal African Asian European Latin American Native American

15 1 st Grade Unit 1: Art History and Culture Identify works of art based on themes which may include family and communities from a variety of world cultures and historical periods A.1 * Themes from Various Cultures and Historical Periods: Portrait Self Portrait Family Portrait Community Landscape Describe works of art and artists based on past and present cultures A.2 * Artists: Pablo Picasso Leonardo da Vinci Vincent van Gogh Piet Mondrian * Historical Periods: Cubism Renaissance Impressionism Abstraction * Cultures throughout History: Aboriginal African Asian European Latin American Native American 13

16 2 nd Grade Unit 1: Art History and Culture Identify works of art based on themes which may include family and communities from a variety of world cultures and historical periods A.1 * Themes from Various Cultures and Historical Periods: Portrait Self Portrait Family Portrait Community Landscape Identify works of art and artists based on past and present cultures A.2 * Artists: Frida Kahlo Claude Monet Vincent van Gogh Pablo Picasso Piet Mondrian * Historical Periods: Surrealism Impressionism Cubism Abstraction * Cultures throughout History: Aboriginal African Asian European Latin American Native American

17 3 rd Grade Unit 1: Art History and Culture Recognize works of art and artists as a reflection of societal values and beliefs in past and present cultures A.1 * Create artwork in the style of an artist through the introduction of historical artworks: Vincent van Gogh Pablo Picasso Henri Matisse Frida Kahlo Romare Bearden Determine the impact of significant contributions of artists from diverse cultures throughout history and relate the artistic elements that define their styles A A.3 * Historical Periods: Cave Art Cubism Folk Art Impressionism Abstraction * Cultures throughout History: Aboriginal African Asian European Latin American Native American 15

18 4 th Grade Unit 1: Art History and Culture Recognize works of art and artists as a reflection of societal values and beliefs in past and present cultures A.1 * Create artwork in the style of an artist through the introduction of historical artworks: Vincent van Gogh Faith Ringgold Grant Wood John J. Audubon Pablo Picasso Determine the impact of significant contributions of artists from diverse cultures throughout history and relate the artistic elements that define their styles A A.3 * Historical Periods: African American Folk Art Regionalism Cubism Impressionism * Cultures throughout History: Aboriginal African Asian European Latin American Native American

19 5 th Grade Unit 1: Art History and Culture Recognize works of art and artists as a reflection of societal values and beliefs in past and present cultures A.1 * Create artwork in the style of an artist through the introduction of historical artworks: Pablo Picasso Marc Chagall Andy Warhol Joan Miro Willem de Kooning Determine the impact of significant contributions of artists from diverse cultures throughout history and relate the artistic elements that define their styles A A.3 * Historical Periods: Cubism Pop Art Surrealism/Fantasy Art Expressionism * Cultures throughout History: Aboriginal African Asian European Latin American Native American 17

20 6 th Grade Unit 1: Art History and Culture Recognize Visual Art as a reflection of societal values and beliefs A.1 * Analyze and describe works of exemplary art and artists and their affect on societal values and beliefs of their time. Create artwork in the style of an artist: Jacob Lawrence Vincent Van Gogh Andy Warhol Pablo Picasso Henri Matisse Emily Carr Keith Haring Map historical innovations in art that were caused by the creation of new technologies A.1 * Suggested Historical Periods Applied to Projects: Impressionism Pop Art Abstract * Suggested Artists Related to Periods: Claude Monet Vincent van Gogh Georgia O Keeffe

21 7 th Grade Unit 1: Art History and Culture Relate common artistic elements that define distinctive genres in art. Apply the Design Elements to the specific artwork A.2 * Analyze and describe works of exemplary art and artists and their affect on societal values and beliefs of their time. Create artwork in the style of an artist: Jacob Lawrence Vincent Van Gogh Andy Warhol Pablo Picasso Henri Matisse Emily Carr Keith Haring Differentiate past and contemporary works of art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures A.2 * Compare and contrast the differences between artists from different time periods. African Mask/Cubism Abstract/Realism Renaissance/Baroque Expressionism/Surrealism 19

22 8 th Grade Unit 1: Art History and Culture Determine the impact of significant contributions of individual artists in visual art from diverse cultures throughout history. Use the Elements to apply the Principles of Design A.3 * Analyze and describe works of exemplary art and artists and their affect on societal values and beliefs of their time. Create artwork in the style of an artist: Jacob Lawrence Vincent Van Gogh Andy Warhol Pablo Picasso Henri Matisse Emily Carr Keith Haring Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts A.3 * Examine how the social and political environment influences artists. Pop Art/Political Influences Folk Art/Social Statements Cubism/Industrial Concepts

23 NJSLS Addressed: 1.1, 1.3 Unit 2: Creation and Performance (45 days, overlaid) Enduring Understanding: Art tools aid in the development of fine and gross motor skills. Art tools allow for individual expression. Art skills are a necessary part of life. ** Art enables completed works exhibited inside and outside of the classroom. ** Art creation develops critical thinking. ** Essential Question: How do tools aid in the creation of art? What skills are necessary in the creation of art? How do artist make decisions? How do art skills integrate into other content areas? How does the viewing of art make you feel? Application of Formal and Informal Properties Unit Vocabulary (if applicable) Elements Line Shape Texture Space Value Color Form Principles Balance Movement Pattern Emphasis Contrast Unity Rhythm Weaving Collage Printing Watercolor Ferrell Brush Stitchery Markers Drawing Book Making Tempera Paint Shading/Blending Modeling Pastels Crayons 21

24 Kindergarten Unit 2: Creation and Performance Create two and three-dimensional works of art using the basic elements of color, line, shape, and texture, as well as a variety of art mediums and application methods. ** D.1 Two-Dimensional Projects/Ideas: Landscape Portrait Positive/Negative Abstract Design Mixed-Media Use visual vocabulary based on age-appropriate themes when creating personal works of art. Employ basic vocabulary to demonstrate knowledge of the materials, tools, and methodologies D D.3 Three-Dimensional Projects/Ideas: Clay Paper Sculpture Suggested Age-Appropriate Themes: Family ** Community ** Seasons Animals Suggested Vocabulary: Color: light, dark Line: thick, thin, zigzag, curved, straight Shape: geometric, free-form Texture: smooth, rough, spongy, bumpy, scratchy Pattern

25 Kindergarten Unit 2: Creation and Performance Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art while demonstrating the appropriate understanding, use and care of those materials and tools. ** Participate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. ** D D D.2 Projects Using Art Tools and Materials: Scissors Glues Rulers Papers Brushes Various Mark-Making Materials D.5 Group Exhibits ** Murals Bulletin Boards Art Display Art Show 23

26 1 st Grade Unit 2: Creation and Performance Create two and three-dimensional works of art using the basic elements of color, line, shape, and texture, as well as a variety of art mediums and application methods. ** D.1 Two-Dimensional Projects/Ideas: Landscape/Cityscape Portrait Positive/Negative Abstract Design Mixed-Media Three-Dimensional Projects/Ideas: Clay Paper Sculpture Soft Sculpture Use visual vocabulary based on age-appropriate themes when creating personal works of art. Employ basic vocabulary to demonstrate knowledge of the materials, tools, and methodologies. ** D D.3 Suggested Age-Appropriate Themes: Self Portrait Family Community ** Seasons Animals Suggested Vocabulary: Color: light, dark Line: thick, thin, zigzag, curved, straight Shape: geometric, free-form Texture: smooth, rough, spongy, bumpy, scratchy Pattern Overlapping

27 1 st Grade Unit 2: Creation and Performance Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art while demonstrating the appropriate understanding, use and care of those materials and tools. ** Participate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. ** D D D.2 Projects Using Art Tools and Materials: Scissors Glues Rulers Papers Brushes Various Mark-Making Materials D.5 Group Exhibits ** Murals Bulletin Boards Art Display Art Show 25

28 2 nd Grade Unit 2: Creation and Performance Create two and three-dimensional works of art using the basic elements of color, line, shape, and texture, as well as a variety of art mediums and application methods. ** Use visual vocabulary based on age-appropriate themes when creating personal works of art. Employ basic vocabulary to demonstrate knowledge of the materials, tools, and methodologies. ** D D D.3 Two-Dimensional Projects/Ideas: Landscape/Cityscape Portrait Abstract Design Mixed-Media Three-Dimensional Projects/Ideas: Clay Paper Sculpture Suggested Age-Appropriate Themes: Self Portrait Family ** Community ** Seasons Animals Suggested Vocabulary: Color: light, dark, warm, cool, Primary, Secondary Line: thick, thin, zigzag, curved, straight Shape: geometric, free-form, positive, negative Texture: smooth, rough, spongy, bumpy, scratchy Pattern: repeated, random Overlapping

29 2 nd Grade Unit 2: Creation and Performance Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art while demonstrating the appropriate understanding, use and care of those materials and tools. ** Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media. ** Participate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. ** D D D D.5 Projects Using Art Tools and Materials: Scissors Glues Rulers Papers Various Mark-Making Materials Works of Art Based on Observations of the Physical World: Winter Tree Collage * Henri Rousseau/Animal Painting * Georgia O Keeffe/Flower Drawing * Spider Drawing D.5 Group Exhibits ** Murals Bulletin Boards Art Display Art Show 27

30 3 rd Grade Unit 2: Creation and Performance Create two and three-dimensional works of art that employ the elements of art and principles of design. ** Create original artworks that express an understanding of the characteristics of diverse cultures, historical eras and genres. ** Differentiate and incorporate different properties, processes, and medium/media to create original works of art. ** D D D D.4 Two-Dimensional Projects/Ideas: Landscape Portrait Positive/Negative Batik Three-Dimensional Projects/Ideas: Clay Paper Sculpture Repousse * Artwork Based on Style and Genre: Faith Ringgold Pablo Picasso Vincent van Gogh African Art European Art Hispanic Art * Non-Representational Design: Abstract Landscape Expressive Drawing Media/Medium Marker/Crayon Watercolor Tempera Paint

31 3 rd Grade Unit 2: Creation and Performance Participate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. ** Demonstrate the appropriate understanding, use and care of art materials and tools. ** D.5 Group Exhibits ** Murals Bulletin Boards Art Display Art Show D D.2 Projects Using Art Tools and Supplies: Scissors Glues Rulers Papers Brushes 29

32 4 th Grade Unit 2: Creation and Performance Create two and three-dimensional works of art that employ the elements of art and principles of design. ** D.1 Two-Dimensional Projects/Ideas: Landscape Portrait Positive/Negative Greek Pottery Design * Etching Create original artworks that express an understanding of the characteristics of diverse cultures, historical eras and genres. ** D D.3 Three-Dimensional Projects/Ideas: Clay Paper Mask Paper Cube Paper Sculpture * Artwork Based on Culture, Era and Genre: Abstract Expressionism Pop Art Folk Art African Art European Art

33 4 th Grade Unit 2: Creation and Performance Differentiate and incorporate different properties, processes, and medium/media to create original works of art. ** Participate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. ** Demonstrate the appropriate understanding, use and care of art materials and tools. ** D.4 * Non-Representational Design: Cube Expressive Drawing Abstract Cityscape Media/Medium Marker/Crayon Watercolor Tempera Paint D.5 Group Exhibits ** Murals Bulletin Boards Art Display Art Show D D.2 Projects Using Art Tools and Supplies: Scissors Glues Rulers Papers Brushes Stylus 31

34 5 th Grade Unit 2: Creation and Performance Create two and three-dimensional works of art that employ the elements of art and principles of design. ** Create original artworks that express an understanding of the characteristics of diverse cultures, historical eras and genres. ** D D D.3 * Two-Dimensional Projects/Ideas: Amedeo Modigliani Portrait Kimmy Cantrell Mask Vincent van Gogh Landscape German Nutcracker * Three-Dimensional Projects/Ideas: Clay Papier-Mâché Japanese Paper Weaving Asian Paper Lantern Pyramid * Artwork Based on Culture, Era and Genre: African Art German Art Post Impressionism African American Art

35 5 th Grade Unit 2: Creation and Performance Differentiate and incorporate different properties, processes, and medium/media to create original works of art. ** Participate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. ** Demonstrate the appropriate understanding, use and care of art materials and tools. ** D.4 * Non-Representational Design: Pyramid Abstract Design Expressive Drawing Media/Medium Marker/Crayon Watercolor Tempera Paint D.5 Group Exhibits ** Murals Bulletin Boards Art Display Art Show D D.2 Projects Using Art Tools & Supplies: Scissors Glues Rulers Papers Brushes Stylus 33

36 6 th Grade Unit 2: Creation and Performance Demonstrate the appropriate understanding, use and care of art materials and tools. ** D D.2 Projects Using Art Tools & Supplies: Scissors Brushes Glues Rulers Markers Differentiate and incorporate different properties, processes, and medium/media to create original works of art. ** D D D D.3 * Non-Representational Design Projects: Zentangle Drawing Challenger/Challengee Block Printing D.6 Create two and three-dimensional works of art while recognizing and applying the Elements and Principles of Design to make a visual statement. ** D D D D D.3 Two-Dimensional Projects/Ideas: Tessellations * Batik Illustration Landscape * Portrait * Three-Dimensional Projects/Ideas: Wood Sculpture Paper Sculpture Tunnel Book Collage

37 6 th Grade Unit 2: Creation and Performance Create original artworks that express an understanding of the characteristics, thematic content and symbolism of diverse cultural and historic eras. ** D D.5 * Original artworks based on the style and genre of following artists but not restricted to these artists only. MC Escher Vincent Van Gogh Jacob Lawrence Roy Lichtenstein Pablo Picasso Keith Haring * Artworks Based on Diverse Cultures: ** African Art Moorish Art Molas Aboriginal Art Asian Art Possible Media/Medium Used: Oil Pastels Marker/Crayon Tempera Paint Watercolor Paper/Tissue 35

38 7 th Grade Unit 2: Creation and Performance Demonstrate the appropriate understanding, use and care of art materials and tools. ** Create two and three-dimensional works of art while recognizing and applying the Elements of Design to make a visual statement. Describe how these Elements pertain and apply to historical eras, genres and cultures. ** D D D D D.5 Projects Using Tools & Supplies: Printmaking Stencil Cutting Stain Glass Window Tempera Painting * Design Projects May Include: Edvard Munch style Picture Georgia O Keeffe Abstract Andy Warhol Print Greek Vessel Design Picasso Collage Amedeo Modigliani Portrait Identify genres and historical eras and cultures to create original works of Art that demonstrates an understanding of diversity and cultural heritages. ** D D D D.5 * Historical Era, Culture, Genres for projects may include: ** Abstract Expressionism Impressionism Pop Art Egypt /Greek /Roman Native American Cultures Media/Medium Project Options: Pencil/ Crayon/ Marker Paper/ Glue/ Polymer Watercolor/ Tempera Paints

39 7 th Grade Unit 2: Creation and Performance Recognize and apply the Elements of Design and synthesize techniques and processes to communicate with original artwork. ** D.6 Elements of Design: Elements Visual Journal Elements Poster Elements Book or Cube * Design Projects May Include: Edvard Munch style Picture Georgia O Keeffe Abstract Andy Warhol Print Greek Vessel Design Picasso Collage Amedeo Modigliani Portrait 37

40 8 th Grade Unit 2: Creation and Performance Demonstrate the appropriate understanding, use and care of art materials and tools. ** Create two and three-dimensional works of art while recognizing and applying the Principles and Elements of Design to make a visual statement. Describe how these Elements pertain and apply to historical eras, genres and cultures. ** Identify genres and historical eras and cultures to create original works of Art that demonstrates an understanding of diversity and cultural heritages. ** D D D D D D D D D.5 Projects Using Tools & Supplies: Paper/Matt Knives Glue/Paper/Scissors Painting/Brushes * Design Projects May Include: Vincent Van Gogh style Picture Keith Haring/Pop Art Roman Column Design Rene Magritte Collage Andy Warhol/Pop Art Henri Matisse/Portrait * Historical Era, Culture, Genres for Projects May Include: ** Abstract Expressionism Impressionism Pop Art/Surrealism Egypt/Greek/Roman Native American Cultures Media/Medium Project Options: Pencil/ Crayon/Marker Paper/ Glue/Polymer Watercolor/Tempera Paints Printing Blocks/Ink Cardboard

41 8 th Grade Unit 2: Creation and Performance Recognize and apply the Principles of Design by incorporating the understanding of how the Elements work with the Principles. Synthesize techniques and processes to communicate this understanding by creating original artwork. ** D D.6 Principles of Design Principles Visual Journal Principles Posters Principles Books or Cubes * Design Projects May Include: Edvard Munch style Picture Georgia O Keeffe Abstract Andy Warhol Print Greek Vessel Design Picasso Collage Amedeo Modigliani Portrait 39

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43 NJSLS Addressed: 1.1 Unit 3: Aesthetic Application (45 days, overlaid) Enduring Understanding: Art allows for expression through cognitive understanding. ** Art tools allow for application of the elements and principles of design. Art skills are utilized to develop the use of elements and principles. Art creation develops critical thinking. ** Essential Question: How do artists consciously arrange a composition? What elements are necessary in the creation of art? How do artists make decisions? How does the use of principles enhance the elements? How do we create a pleasing piece of artwork? Application of Formal and Informal Properties Unit Vocabulary (if applicable) Elements Line Shape Texture Space Value Color Form Principles Balance Movement Pattern Emphasis Contrast Unity Rhythm Still Life Proportion Perspective Composition Organic Two-Three Dimensional Sculpture Relief Negative/Positive Space Foreground/ Middleground/ Background Simulated/Actual Texture Overlapping Atmospheric Perspective Linear Perspective Vanishing Point 41

44 Kindergarten Unit 3: Aesthetic Application Discover the basic elements of art and principles of design in diverse types of artwork. ** D.1 Projects Applying Elements and Principles of Design: Abstract Design Landscape Portrait Animal Painting * Historical Eras may include but are not restricted to the following: ** Renaissance Fauvism Cubism Expressionism Modernism Identify elements of art and principles of design in specific works of art. ** D.2 * Artists Demonstrating Use of Elements of Art and Principles of Design: Leonardo da Vinci Henri Matisse Piet Mondrian Wassily Kandinsky Georgia O Keeffe

45 1 st Grade Unit 3: Aesthetic Application Discover the basic elements of art and principles of design in diverse types of artwork. ** D.1 Projects Applying Elements and Principles of Design: Abstract Design Landscape Portrait Animal Painting * Historical Eras may include but are not restricted to the following: ** Renaissance Impressionism Fauvism Cubism Abstract Expressionism Identify elements of art and principles of design in specific works of art. ** D.2 * Artworks Applying Elements of Art and Principles of Design: Pablo Picasso Jasper Johns Piet Mondrian Jackson Pollock 43

46 2 nd Grade Unit 3: Aesthetic Application Identify the basic elements of art and principles of design in diverse types of artwork. ** D.1 Projects Applying Elements and Principles of Design: Abstract Design Landscape Portrait Animal Painting * Historical Eras may include but are not restricted to the following: ** Renaissance Cubism Fauvism Expressionism Modernism Identify elements of art and principles of design in specific works of art and explain how they were used. ** D.2 * Artworks Applying Elements of Art and Principles of Design: Edward Hicks Claude Monet Henri Rousseau Vincent van Gogh Henri Matisse Pablo Picasso Frida Kahlo Louise Nevelson Georgia O Keeffe Keith Haring

47 3 rd Grade Unit 3: Aesthetic Application Identify and discuss elements of art and principles of design that are evident in everyday life. ** D.1 Projects Applying Elements of Art and Principles of Design: Landscape Non-Representational Design Native American Art Portrait Compare and contrast works of art in various mediums that use the same art elements and principles of design. ** D.2 * Artworks Using Elements of Art and Principles of Design: ** Impressionism Abstract Expressionism Pointillism Realism 45

48 4 th Grade Unit 3: Aesthetic Application Identify and discuss elements of art and principles of design that are evident in everyday life. ** D.1 Projects Applying Elements of Art and Principles of Design: Portrait Still Life Animal Painting Printmaking Non-Representational Design Compare and contrast works of art in various mediums that use the same art elements and principles of design. ** D.2 * Artworks Using Elements of Art and Principles of Design: ** Impressionism American Artist/ J.J. Audubon Folk Art Primitive Art African American Art

49 5 th Grade Unit 3: Aesthetic Application Identify and discuss elements of art and principles of design that are evident in everyday life. ** D.1 Projects Applying Elements of Art and Principles of Design: Landscape Perspective Printmaking Non-Representational Design Animal Painting Compare and contrast works of art in various mediums that use the same art elements and principles of design. ** D.2 * Artworks Using Elements of Art and Principles of Design: ** Impressionism Realism Henri Rousseau/ animals Albrecht Dürer/ Printmaking Expressionism 47

50 6 th Grade Unit 3: Aesthetic Application Apply Elements and Principles of Design to original artwork in order to communicate an understanding of the intellectual and emotional significance they have on concepts within different historical eras and cultures. ** D.1 * Projects applying Design Elements: Non-Representational Design Graphic Design Poster Landscape Portrait Animal Painting Popup Book African Mask * Historical Eras may include but not restricted to the following: ** Renaissance Impressionism Abstract Expressionism Rococo Modernism * Cultures may include present and past but not restricted to the following: ** European Egyptian/Greek/Roman Moorish African

51 6 th Grade Unit 3: Aesthetic Application Compare and contrast various masterworks of art from diverse cultures. Observe and discover the application of the elements and Principles of Design within these works. ** D.2 * Projects applying Design Elements: Non-Representational Design Graphic Design Poster Landscape Portrait Animal Painting Popup Book African Mask * Historical Eras may include but not restricted to the following: ** Renaissance Impressionism Abstract Expressionism Rococo Modernism * Cultures may include present and past but not restricted to the following: ** European Egyptian/Greek/Roman Moorish African 49

52 7 th Grade Unit 3: Aesthetic Application Formulate the Elements of Design to original artwork in order to communicate an understanding of the intellectual and emotional significance they have on concepts within different historical eras and cultures. ** D.1 Projects applying Design Elements: Non-Representational Design Graphic Design Poster Landscape Portrait Animal Painting Popup Book African Mask Historical Eras may include but not restricted to the following: ** Renaissance Impressionism Abstract Expressionism Rococo Modernism Cultures may include present and past but not restricted to the following: ** European Egyptian/Greek/Roman Moorish African

53 7 th Grade Unit 3: Aesthetic Application Compare and contrast various masterworks of art from diverse cultures. Observe and discover the application of the elements and Principles of Design within these works. ** D.2 * Projects applying Design Elements: Non-Representational Design Graphic Design Poster Landscape Portrait Animal Painting Popup Book African Mask * Historical Eras may include but not restricted to the following: ** Renaissance Impressionism Abstract Expressionism Rococo Modernism * Cultures may include present and past but not restricted to the following: ** European Egyptian/Greek/Roman Moorish African 51

54 8 th Grade Unit 3: Aesthetic Application Formulate the Principles of Design by applying the Elements of Design to original artwork in order to communicate an understanding of the intellectual and emotional significance they have on concepts within different historical eras and cultures. ** D.1 * Projects applying Design Elements: Non-Representational Design Graphic Design Poster Landscape Portrait Animal Painting Popup Book African Mask * Historical Eras may include but not restricted to the following: ** Renaissance Impressionism Abstract Expressionism Rococo Modernism * Cultures may include present and past but not restricted to the following: ** European Egyptian/Greek/Roman Moorish African

55 8 th Grade Unit 3: Aesthetic Application Compare and contrast various masterworks of art from diverse cultures. Observe and discover the application of the elements and Principles of Design within these works. ** D.2 * Projects applying Design Elements: Non-Representational Design Graphic Design Poster Landscape Portrait Animal Painting Popup Book African Mask * Historical Eras may include but not restricted to the following: ** Renaissance Impressionism Abstract Expressionism Rococo Modernism * Cultures may include present and past but not restricted to the following: ** European Egyptian/Greek/Roman Moorish African 53

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57 NJSLS Addressed: 1.4 Unit 4: Critique and Responses (45 days, overlaid) Enduring Understanding: Art can cause an intellectual and emotional reaction. ** Art is a factor of personal expression, style and taste. ** Art can be assessed through discussion and critique. ** Art creation develops critical thinking. ** Essential Question: How do we judge art? What cognitive thinking skills do we need to critique work? Why is comparing and contrasting art important? Why is critiquing art necessary? Application of Formal and Informal Properties Unit Vocabulary (if applicable) Elements Line Shape Texture Space Value Color Form Principles Balance Movement Pattern Emphasis Contrast Unity Rhythm Critique Museum Gallery Interpret Evaluate Judge Analyze Compare Contrast Differentiate Observe 55

58 Kindergarten Unit 4: Critique and Responses Describe qualities of exemplary works of art and characteristics of the artist who created them. ** A.1 * Suggested Artists: Portrait/Leonardo da Vinci Abstraction/Piet Mondrian Nature/Georgia O Keeffe Use imagination to create a story based on an arts experience that communicated an emotion or feeling. ** A.3 * Suggested Projects: Expressionism/Franz Marc Surrealism/Marc Chagall Distinguish patterns in nature found in art. ** A.4 * Suggested Projects Relating to Patterns in Nature: Crayon Resist Fish Georgia O Keeffe Flower Drawing Patterned Turtle Add It Up Alligator

59 1 st Grade Unit 4: Critique and Responses Describe qualities of exemplary works of art and characteristics of the artist who created them. ** A.1 * Suggested Artists: Portrait/Pablo Picasso Abstraction/Piet Mondrian Use imagination to create a story based on an arts experience that communicated an emotion or feeling. ** A.3 * Suggested Projects: Expressionism/Franz Marc Surrealism/Marc Chagall Distinguish patterns in nature found in art. ** A.4 Suggested Projects Relating to Patterns in Nature: Cool Cats Collage Trees Through the Seasons * Overlapping Grass Drawing Picasso s Posies * 57

60 2 nd Grade Unit 4: Critique and Responses Identify aesthetic qualities of exemplary works of art and identify characteristics of the artist who created them. ** Compare and contrast culturally and historically diverse works of art that evoke emotion and that communicate cultural meaning. ** Use imagination to create a story based on an arts experience that communicated an emotion or feeling. ** A A A.3 * Suggested Artists: Portrait/Frida Kahlo Animal Painting/ Henri Rousseau Impressionism/ Vincent van Gogh Abstraction/Pablo Picasso * Suggested Works: Prehistoric Medieval Renaissance Impressionism Fauvism Expressionism Abstraction Pop Art * Suggested Projects: Expressionism/Franz Marc Surrealism/Marc Chagall

61 2 nd Grade Unit 4: Critique and Responses Distinguish patterns in nature found in art. ** A.4 * Suggested Projects Relating to Patterns in Nature: Birds of the Rainforest Roaming with Rousseau Van Gogh Skies Overlapping Hand Designs Leaf Rubbings Georgia O Keeffe Flower Drawings Spider Web Drawings Printed Veggie Bouquet 59

62 3 rd Grade Unit 4: Critique and Responses Employ basic discipline specific arts terminology to categorize works of art according to established classifications. ** A.1 Mediums/Terminology Watercolor Crayon/Marker Crayon Batik Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference. ** A.3 * Genres/Themes Impressionism Fauvism Family ** Landscape * Art/Artist Landscape/Claude Monet Color/Henri Matisse Family/Mary Cassatt **

63 4 th Grade Unit 4: Critique and Responses Employ basic discipline specific arts terminology to categorize works of art according to established classifications. ** A.1 Mediums/Terminology Tempera Mixed-Media Crayon/Marker Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural and historical points of view. ** A.2 * Genres/Themes Realism Impressionism Family ** Landscape Cityscape Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference. ** A.3 * Art/Artist Urban/Faith Ringgold Realism/Winslow Homer Family/Mary Cassatt ** 61

64 5 th Grade Unit 4: Critique and Responses Employ basic discipline specific arts terminology to categorize works of art according to established classifications. ** A.1 Mediums/Terminology Tempera Collage Crayon/Marker Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural and historical points of view. ** A.2 * Genres/Themes Realism Fauvism Family ** Narrative Cityscape Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference. ** A.3 * Art/Artist Realism/Marisol Escobar Narrative/Romare Bearden Cityscape/Georgia O Keeffe Family/Henry O. Tanner **

65 6 th Grade Unit 4: Critique and Responses Generate observational and emotional responses to diverse culturally and historically specific works of art. ** Identify works of art that are used for utilitarian and non-utilitarian purposes. ** A A A A.1 * Observe, verbalize, and express response to artworks, periods, and/or cultures that may include but are not restricted to the following: African Art/Cubism Pop Art/Social Statement Surrealism/Psychology Dada/Antiwar Create works of art that can be defined as functional (utilitarian), or decorative (non-utilitarian). ** Assess the application of the elements of art and principles of design in visual artworks using observable, objective criteria. ** B B B.4 Examine works of art using the progression of the critique process: ** Describe Analyze Interpret Evaluate 63

66 7 th Grade Unit 4: Critique and Responses Generate observational and emotional responses to diverse culturally and historically specific works of art. ** Identify works of art that are used for utilitarian and non-utilitarian purposes. ** A A A A.1 * Observe, verbalize, and express response to artworks, periods, and/or cultures that may include but are not restricted to the following: ** African Art/Cubism Pop Art/Social Statement Surrealism/Psychology Dada/Antiwar Create works of art that can be defined as functional (utilitarian), or decorative (non-utilitarian). ** Evaluate the effectiveness of a work of art by differentiating between the artist s technical proficiency and the work s content and form. ** B B.1 Examine works of art using the progression of the critique process: ** Describe Analyze Interpret Evaluate

67 8 th Grade Unit 4: Critique and Responses Evaluate the effectiveness of a work of art by differentiating between the artist s technical proficiency and the works content and form. ** B B.1 Examine works of art using the progression of the critique process: ** Describe Analyze Interpret Evaluate Identify works of art that are used for utilitarian and non-utilitarian purposes. ** A A.1 Define and create works of art that can be identified as functional (utilitarian), or decorative (nonutilitarian). ** Distinguish among artistic styles, trends, and movements in art within diverse cultures and historical eras. ** A.3 * Compare and/or create artwork from different historical eras or movements. Use the process of critique to analyze works. ** Impressionism/Cubism Abstract/Realism Fauve/Pointillism Regionalism/Expressionism Abstract/Abstract Expressionism 65

68 8 th Grade Unit 4: Critique and Responses Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values. ** A.4 * Analyze the changes in accepted meanings over time in the perception of an artist or artwork. Create artwork in the style of that artist: ** Vincent van Gogh Jacob Lawrence Paul Gauguin Claude Monet Andre Derain

69 Glossary Design Elements 1. Line A line is a distinct mark made by pen, pencil, chalk or tool having length but little breadth. The basic element in creating a good design is line for it is line that delineates shapes, encloses space, adds texture and value. Lines have values from light to dark and qualities such as thick, thin, jagged, wavy, etc. Line also has the power to convey emotion by combining qualities, value, and placement in the composition. For example, horizontal lines are considered to be restful, vertical lines inspirational, and diagonal lines dynamic. Line is often used in a larger sense when describing the essence of a work with an implication of rhythm, unity and balance. For example, one may speak of the lines of a building, the flowing lines of a dress, or the lines of a sculpture. 2. Shape Shape is an enclosed area defined two dimensionally by boundaries. Shape can be geometric or organic, positive or negative, simple or complex. 3. Form Form is the existence of matter or objects in three-dimensional space. The draftsman and painter can create the illusion of mass, while the sculptor, architect, industrial designed and craftsman work directly with mass. Artists must consider the relationship of height, width, and depth relative to the media with which they work. 67

70 4. Space Space, the intervening expanse or interval between areas or masses, exists in its two dimensional or three dimensional aspects, flowing through and around mass, form and shape. On a flat picture plane, illusion of space and depth are created by placement of positive and negative shapes, by overlapping and by varying the size of shapes, by using value and color contrast, and by creating linear perspective. When working with three-dimensional forms, space and mass are interdependent, each delineating the other. Study of space as a design element can also deal with problems of open and congested space, deep and shallow space, personal space and space used to express subjective fantasy and optical illusion. 5. Value Value is gradation of light. It enhances the quality as well as reveals the pattern or design in a work of art. It helps to create the mood and expression of the subject. 6. Color Color is the visual property dependent upon response to light, including the attributes of hue, brightness and saturation. Colors, as sensations are the results of a sequence of processes including: the production of light by some source and the modification of the light by the illuminated object, the optics and physiology of the eye, and the physiology and psychology of the central nervous system. Color Mixing of primary, secondary, tertiary colors using The Prang color wheel (Red Yellow and Blue).