Teaching and Assessing 21 st Century Skills. Kate Baker
|
|
- Esmond Nichols
- 5 years ago
- Views:
Transcription
1 Teaching and Assessing 21 st Century Skills Kate Baker
2 Seattle Public Schools To create new and useful ideas, innovations, and products NCAS Visual Arts Anchor Standard 1: Generate and conceptualize artistic ideas and work Creativity
3 Seattle Public Schools To elaborate, refine, analyze and evaluate one s own ideas and others ideas NCAS Visual Arts Anchor Standard 2: Organize and develop artistic ideas and work Anchor Standard 3: Refine and complete artistic work Critical Thinking Anchor Standard 4: Select, analyze, and interpret artistic work for presentation Anchor Standard 7: Perceive and analyze artistic work Anchor Standard 8: Interpret intent and meaning in artistic work Anchor Standard 9: Apply criteria to evaluate artistic work Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
4 Communication Seattle Public Schools The ability to articulate thoughts and emotions effectively using oral, written, and nonverbal skills Listen effectively Inform, instruct, motivate persuade Negotiate Give and receive feedback NCAS Visual Arts Anchor Standard 3: Refine and complete artistic work Anchor Standard 5: Develop and refine artistic techniques and work for presentation Anchor Standard 6: Convey meaning through the presentation of artistic work Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art
5 Seattle Public Schools NCAS Visual Arts Collaboration To demonstrate ability to work effectively and respectfully with diverse teams Involves flexibility, sharing, responsibility, and being open and responsive to new and diverse perspectives
6 Seattle Public Schools NCAS Visual Arts Perseverance Persisting in a task through to completion Remaining focused Looking for ways to reach one s goal in the face of obstacles
7 Seattle Public Schools NCAS Visual Arts Growth Mindset A belief that intelligence and ability can be increased with effort and in one s own capabilities and capacity to learn
8 3 rd Grade Yup ik Masks Creativity: Cr1.1 Critical Thinking: Cr2.2, Re7.1, Re8.1 Communication: Cr3.1 Collaboration
9 Learning Objectives: Yup ik Masks 1 Beginning Criteria 2 Developing Criteria 3 Accomplished Criteria 4 Exemplary Criteria Creativity: Cr1.1.3a I can elaborate on ideas from Native American art objects. I copied ideas from Native American art objects or my peers. I can add something unique to my artwork. I can elaborate on ideas from Native American art objects. I can expand upon ideas from Native American art in my artwork. Critical Thinking: Cr2.2.3a I can demonstrate quality craftsmanship using a variety of art tools and equipment. It was hard for me to demonstrate craftsmanship. I was working too fast or I was unable to control the tools and equipment. I can demonstrate quality craftsmanship with some of the art tools and equipment we used. I can demonstrate quality craftsmanship using a variety of art tools and equipment. I demonstrated quality craftsmanship and modeled proper use of tools and equipment for others. Critical Thinking: Re7.1.3a & Re8.1.3a I can interpret art by looking closely, doing research, and constructing/testing a hypothesis. I can describe what I see when looking at art. I can interpret art by looking closely and doing research. I can interpret art by looking closely, doing research, and constructing/ testing a hypothesis. I can interpret art by analyzing use of media to create subject matter, characteristics of form, and mood. Communication: Cr3.1 I can add details to my artwork that help communicate meaning. I did not add any details to my artwork. I added details to my artwork. I can add details to my artwork that help communicate meaning. I revised my artwork before adding details to help communicate meaning. Collaboration I can contribute and follow in group projects. I had a hard time working with my group on the Exploration Matrix. I did not feel like I was able to contribute and/or follow along. I followed along, but did not contribute whilemy group completed the Exploration Matrix and presented it to the class. I followed along and found ways to contribute whilemy group completed the Exploration Matrix and presented it to the class. I followed along and found ways to contribute whilemy group completed the Exploration Matrix and presented it to the class. I was invested in the outcome of the group and contributed to the collective vision.
10 Exploration Matrix: Critical Thinking and Collaboration
11 Learning Targets: I can interpret art by looking closely, doing research, and constructing/testing a hypothesis. I can contribute and follow in group projects.
12
13
14 Learning Objectives: Yup ik Masks Critical Thinking: Re7.1.3a& Re8.1.3a I can interpret art by looking closely, doing research, and constructing/testing a hypothesis. Collaboration I can contribute and follow in group projects. 1 Beginning Criteria I can describe what I see when looking at art. I had a hard time working with my group on the Exploration Matrix. I did not feel like I was able to contribute and/or follow along. 2 Developing Criteria I can interpret art by looking closely and doing research. I followed along, but did not contribute while my group completed the Exploration Matrix and presented it to the class. 3 Accomplished Criteria I can interpret art by looking closely, doing research, and constructing/ testing a hypothesis. I followed along and found ways to contribute while my group completed the Exploration Matrix and presented it to the class. 4 Exemplary Criteria I can interpret art by analyzing use of media to create subject matter, characteristics of form, and mood. I followed along and found ways to contribute while my group completed the Exploration Matrix and presented it to the class. I was invested in the outcome of the group and contributed to the collective vision.
15 Mask Design: Creativity and Communication
16 I can elaborate on ideas from Native American art objects. Learning Targets: I can add details to my artwork that help communicate meaning.
17
18 Learning Objectives: Yup ik Masks Creativity: Cr1.1.3a I can elaborate on ideas from Native American art objects. Communication: Cr3.1 I can add details to my artwork that help communicate meaning. 1 Beginning Criteria I copied ideas from Native American art objects or my peers. I did not add any details to my artwork. 2 Developing Criteria I can add something unique to my artwork. I added details to my artwork. 3 Accomplished Criteria I can elaborate on ideas from Native American art objects. I can add details to my artwork that help communicate meaning. 4 Exemplary Criteria I can expand upon ideas from Native American art in my artwork. I revised my artwork before adding details to help communicate meaning.
19 Plaster Gauze: Critical Thinking
20 Learning Target: I can demonstrate quality craftsmanship using a variety of art tools and equipment.
21
22 Learning Objectives: Yup ik Masks Critical Thinking: Cr2.2.3a I can demonstrate quality craftsmanship using a variety of art tools and equipment. 1 Beginning Criteria It was hard for me to demonstrate craftsmanship.i was working too fast or I was unable to control the tools and equipment. 2 Developing Criteria I can demonstrate quality craftsmanship with some of the art tools and equipment we used. 3 Accomplished Criteria I can demonstrate quality craftsmanship using a variety of art tools and equipment. 4 Exemplary Criteria I demonstrated quality craftsmanship and modeled proper use of tools and equipment for others.
23 Finish your sketch. Make sure that you include: q Animal features q Human features q Circle(s) q Hand(s) q Color q Notes about materials for 3-D parts Mask Construction: Creativity, Critical Thinking, and Communication Transfer ideas from your sketch onto your mask using pencil. Don t forget to put a mold under your mask for support! Draw shapes on cardboard that you want to attach to your mask. Add a tab to make sure that it can be attached securely. Cut them out and bring them to the back table to be attached with hot glue. Paint your mask. Show good craftsmanship by using the right tools. Use a small brush for details, staying inside the lines you drew. Use a big, flat brush for larger areas, making sure to cover the plaster evenly. Your mask is bumpy, so you might need to brush in more than one direction. When the paint is dry, choose fabric, yarn, pipe cleaners, wire, or other materials you want to add to your mask. Bring them to the back table to be attached with hot glue. When your mask is finished, complete the checklist to make sure that you included everything that is required. Then, write an artist s statement that will help others understand and appreciate your mask.
24 I can elaborate on ideas from Native American art objects. Learning Targets: I can demonstrate quality craftsmanship using a variety of art tools and equipment. I can add details to my artwork that help communicate meaning.
25
26 Learning Objectives: Yup ik Masks Creativity: Cr1.1.3a I can elaborate on ideas from Native American art objects. Critical Thinking: Cr2.2.3a I can demonstrate quality craftsmanship using a variety of art tools and equipment. Communication: Cr3.1 I can add details to my artwork that help communicate meaning. 1 Beginning Criteria I copied ideas from Native American art objects or my peers. It was hard for me to demonstrate craftsmanship. I was working too fast or I was unable to control the tools and equipment. I did not add any details to my artwork. 2 Developing Criteria I can add something unique to my artwork. I can demonstrate quality craftsmanship with some of the art tools and equipment we used. I added details to my artwork. 3 Accomplished Criteria I can elaborate on ideas from Native American art objects. I can demonstrate quality craftsmanship using a variety of art tools and equipment. I can add details to my artwork that help communicate meaning. 4 Exemplary Criteria I can expand upon ideas from Native American art in my artwork. I demonstrated quality craftsmanship and modeled proper use of tools and equipment for others. I revised my artwork before adding details to help communicate meaning.
27 Self Assess & Reflect: Critical Thinking and Communication
28
29
30 5 th Grade Still Life Creativity: Cr1.2 Critical Thinking: Cr2.1, Cr2.2 Communication: Cr3.1 Collaboration Perseverance Growth Mindset
31
32 Learning Objectives I can create depth in my artwork through placement, overlapping, and size. I can select media and care for materials appropriately. I can accept feedback and use it to improve my work. I can demonstrate perseverance by working through challenges.
33
34 The background is the part of the picture plane that seems to be farthest from the viewer. It is usually located at the top of the picture plane. The middle ground is the area between the foreground and background. The foreground is the part of the picture plane that appears closest to the viewer. The foreground is usually at the bottom of the picture plane.
35 Charles Demuth, Still Life with Apples and a Green Glass. Watercolor.
36 Karen Zeller, Still Life Collage.
37
38 Karen Lawson, Very Cherry. Oil Pastel.
39 Susan Adams, Still Life with Blue Teapot One. Chalk Pastel.
40
41 Wayne Thiebaud, Boston Cremes. Oil on canvas.
42 What strategies can we use to persevere through challenges? Ask for help Erase and try again Turn it into a Beautiful Oops Work on something else for a while
43 Project Timeline: Part 1 Pick objects for your still life composition. Set up your still life. Think about how you will use placement, overlapping, and size to create a sense of depth. Use pencil and paper to create a contour line drawing of your still life. PATS on the Back
44 Choosing Paper Drawing Paper Oil pastel Chalk pastel Crayon Colored pencil Ink fountain pens, sharpies Markers Collage Drawing pencils Charcoal Mixed media Watercolor Paper Watercolor tray Watercolor (liquid) Watercolor pencils Water soluble oil pastels Tempera (liquid) Tempera cakes Tempera + glue Mixed media
45
46 Selecting Media collage pastel
47 Selecting Media watercolor oil
48 Project Timeline: Part 2 Pick 2-4 different media to try out. Experiment with media a photocopy of your contour line drawing. (5-10 minutes) Choose your favorite medium, or a combination of media, and use it to add color to your original still life drawing. Exit Ticket
49
50 Learning Objectives Critical Thinking: Create depth in artwork through placement, overlapping, and size. 1 Beginning Criteria Minimal use of design elements to create a still life with depth. 2 Developing Criteria Some use of design elements to create a still life with depth. 3 Accomplished Criteria Uses design elements to create a still life with depth. 4 Exemplary Criteria Includes detail, color, and/or line to create a still life with depth. 0-1 techniques used 2 techniques used 3 techniques used 4+ techniques used Critical Thinking: Cr2.2.5a Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment. Beginning understanding of materials is demonstrated. Developing understanding of materials is demonstrated. Proficient use of materials is demonstrated. Exemplary use of materials is demonstrated. Growth Mindset: I can accept feedback and use it to improve my work. Perseverance: Demonstrate perseverance by working through challenges in a multi-step process. I did not change anything about my art after getting feedback. Avoids challenges and prefers easy work. I changed very little about my art after getting feedback. I only made changes because it was required. Takes on familiar challenges. I revised my artwork after receiving feedback from a peer. Persisted through familiar and new project challenges. I carefully considered the pros and cons of making changes to my work based on the feedback I received and revised my work accordingly. Actively seeks and works through new challenges.
51
Grade 5: Kansas Visual Art Performance Standards
Grade 5: Kansas Visual Art s (Cr1.1.5) (Cr1.2.5) (Cr2.1.5) (Cr2.2.5) (Cr2.3.5) (Cr3.1.5) (Pr4.1.5) (Pr5.1.5) (Pr.6.1.5) (Re7.1.5) (Re7.2.5) (Re8.1.5) (Re9.1.5) (Cn10.1.5) (Cn11.1.5) Creating Combine ideas
More informationDelaware Standards for Visual & Performing Arts
Delaware s for Visual & Performing Arts 1 Delaware Arts s by grade with their Enduring Understanding (EU), Essential Questions (EQ), and s to guide instruction. Visual Arts-Grade Three 2 CREATING Anchor
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
4 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationGrade 6: Creating. Enduring Understandings & Essential Questions
Process Components: Investigate Plan Make Grade 6: Creating EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
7 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationLEVEL: 2 CREDITS: 5 GRADE: PREREQUISITE: None
DRAWING 1 #580 LEVEL: 2 CREDITS: 5 GRADE: 9-1 2 PREREQUISITE: None COURSE DESCRIPTION: This course will follow a series of drawing activities that will teach fundamentals of drawing along with a diversity
More informationUnit 5: Choice Projects & End of Year Art III
Unit 5: Choice Projects & End of Year Art III 1 Grade: Time Allotted: 8th 9 weeks Unit Introduction: This unit focuses on students developing a style and purpose in their artwork. They will have freedom
More informationArchdiocese of Washington Catholic Schools Academic Standards Art
6 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationART Year Overview. Mrs. Heather Chelmecki Developed Based on Applied Content Outcomes
ART Year Overview Mrs. Heather Chelmecki 2017-2018 Developed Based on Applied Content Outcomes Trimester 1 Trimester 2 Trimester 3 1-2 classes 2-4 classes 5 classes 10 classes 6 classes ART ROOM OVERVIEW
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
1 st Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationSubject Area. Content Area: Visual Art. Course Primary Resource: A variety of Internet and print resources Grade Level: 3
Content Area: Visual Art Subject Area Course Primary Resource: A variety of Internet and print resources Grade Level: 3 Unit Plan 1: Artists Express Themselves through Design Balance Harmony Unity Emphasis,
More informationVAPA Visual Arts Week At A Glance
VAPA Visual Arts Week At A Glance Specialist: Christina Jansson Grade Lesson Objective Standard Key Vocabulary Art Project 1 Day 1- Students will identify the elements of art and use observation and listening
More informationVisual Art. Course Title: Head of Department: Teacher(s) + Cycle/Division: Grade Level: Credit Unit: Duration:
Course Title: Head of Department: Teacher(s) + e-mail: Cycle/Division: Grade Level: Credit Unit: Duration: Visual Art Parisa B.Tonkaboni parisa@greenwood.sch.ae Elementary 4 1 Year\ 2 Semester: 1 session
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
8 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationProficient: Kansas Visual Art Performance Standards
Proficient: Kansas Visual Art s (Cr1.1.l) (Cr1.2.l) (Cr2.1.l) (Cr2.2.l) (Cr2.3.l) (Cr3.1.l) (Pr4.1.l) (Pr5.1.l) (Pr.6.1.l) (Re7.1.l) (Re7.2.l) (Re8.1.l) (Re9.1.l) (Cn10.1.l) (Cn11.1.l) Creating Use multiple
More informationVA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials.
GRADE 7 VISUAL ARTS Visual art continues to build opportunities for self-reflection, and exploration of ideas. Students benefit from structure that acknowledges personal interests and develops individual
More informationNational Core Arts Standards Grade 8 Creating: VA:Cr a: Document early stages of the creative process visually and/or verbally in traditional
National Core Arts Standards Grade 8 Creating: VA:Cr.1.1. 8a: Document early stages of the creative process visually and/or verbally in traditional or new media. VA:Cr.1.2.8a: Collaboratively shape an
More informationGrade 4: Kansas Visual Art Performance Standards
Grade 4: Kansas Visual Art s (Cr1.1.4) (Cr1.2.4) (Cr2.1.4) (Cr2.2.4) (Cr2.3.4) (Cr3.1.4) (Pr4.1.4) (Pr5.1.4) (Pr.6.1.4) (Re7.1.4) (Re7.2.4) (Re8.1.4) (Re9.1.4) (Cn10.1.4) (Cn11.1.4) Creating Brainstorm
More informationDrawing and Painting. Curriculum Guide (ART 201/202, 301/302, 401/402) December, 2014
Drawing and Painting (ART 201/202, 301/302, 401/402) Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.org
More informationeasy hundertwasser designs
TIME REQUIRED: 1 session @ 30-minutes easy hundertwasser designs DEEP SPACE SPARKLE/PATTY PALMER 2014. All Rights Reserved. www.deepspacesparkle.com easy Hundertwasser designs Friedensreich Hundertwasser
More informationPage 1 of 5 Drawing I Curriculum Guide
High School Unit: Observation Enduring Concept: Artists use close observation to understand objective reality to become more observant citizens and visual information literate. 1. Observe and Learn to
More informationCraft + Mixed Media. 1 The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced.
Craft + Mixed Media. 1 The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced. Standards: 9.1 A, C, H, J 1.Use a variety of materials and tools to
More informationDelaware Standards for Visual & Performing Arts
Delaware s for Visual & Performing Arts 1 Delaware Arts s by grade with their Enduring Understanding (EU), Essential Questions (EQ), and s to guide instruction. Visual Arts- Accomplished 2 CREATING Anchor
More informationPlum Borough School District
Art I 9 th Drawing Skills/Sketchbook Students will experiment with a variety drawing techniques (ex. crosshatching, stippling, shading,etc.) in weekly assigned sketchbook assignments that assess a given
More informationArt Instructional Units
Art Instructional Units ART INSTRUCTIONAL UNITS TASK FORCE MEMBERS JANEEN LINDSAY SHARON COSLOP JILL CUCCI SMITH SABINA MULLER, CURRICULUM AND INSTRUCTION SUPERVISOR SEPTEMBER 2013 Unit 1 The Element of
More informationMIDDLE SCHOOL COURSE OUTLINE
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT Department Art MIDDLE SCHOOL COURSE OUTLINE Course Title Intermediate Art 7/8 Course Code 1055 Abbreviation Art Intermed 7-8 Grade Level 7/8
More informationTarget: Thinks critically. Criteria: Asks clarifying questions, uses evidence to question or explain creative choices, constructs meaning.
ARTS IMPACT LESSON PLAN Arts Foundations Visual Arts Lesson Color Mixing and Relationships Author: Beverly Harding Buehler Enduring Understanding Mixing primary colors creates secondary and tertiary colors.
More information3rd Grade Art Scope and Sequence
3rd Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationPlum Borough School District
Course Art II Grade 10th Unit/Lesson Drawing Techniques and 2D design Overview Students will use a variety of drawing techniques including stippling, crosshatching, and shading to render a series of objects.
More informationAnchor Standard Kindergarten. Activities for Differentiation & *Modifications. 21 st Century Skills Integration. Benchmark Assessments
DISCIPLINE: Arts s GRADE LEVEL/COURSE: Art- Kindergarten to Grade 2 Kindergarten VA:CR1-1.KA Generate conceptualize artistic ideas and work VA:CR1-2.KA Organize and develop ideas and work. engage in exploration
More informationCURRICULUM MAPPING. Subject: Art Grade: Fifth Grade. I. Unit - Drawing. A. Content/Essential Questions
CURRICULUM MAPPING Subject: Art Grade: Fifth Grade I. Unit - Drawing Still Life drawing Create mixed media works of art using drawing Observation drawing study Use various materials to illustrate with
More informationLivingston American School Trimester Lesson Plan
Livingston American School Trimester Lesson Plan Week 1 Week 2 Week 3 Week 4 Concept / Topic To Teach: Symmetrical Drawing Symmetrical Drawing Adding color with oil pastel Pattern Medium: Tempera paint
More informationVisual Art Standards Grades P-12 VISUAL ART
Visual Art Standards Grades P-12 Creating Creativity and innovative thinking are essential life skills that can be developed. Artists and designers shape artistic investigations, following or breaking
More informationAASD ART CURRICULUM Kindergarten. Art Kindergarten
Art Kindergarten Description Instruction in visual art for kindergarten students provides them with the knowledge, skills, and attitudes necessary to be successful as creative art learners through the
More informationDEEP SPACE 60-MINUTE ART SESSION. Impressionist WATERSCAPE
DEEP SPACE ONE @ 60-MINUTE ART SESSION Impressionist WATERSCAPE DEEP SPACE SPARKLE & THE MEMBERS CLUB 1! ART MOVEMENT Impressionism About The Siene at Argentuil Art Supplies: 12 x 18 sulphite/ drawing
More informationARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) KINDERGARTEN LESSON THREE: Lines to Touch Artist-Mentor Beverly Harding Buehler
ARTS IMPACT ARTS-INFUSED INSTITUTE LESSON PLAN (YR1-TTAL) Artist-Mentor Beverly Harding Buehler Examples: Grade Level: K (Link to Arts Connections, Level K, Lines to Touch, pages 20-21A) Enduring Understanding
More informationART DEPARTMENT ART COURSES CAN BE USED AS ELECTIVE CREDITS
ART DEPARTMENT ART COURSES CAN BE USED AS ELECTIVE CREDITS CONTENT MISSION STATEMENT: All students have a need for, and a right to, education in the Visual Arts as a part of their life-long learning experience.
More informationFirst Semester Exam Review If packet is 100% complete and turned in the day of the exam, you can earn 10pts extra credit on your exam grade.
2D Art NAME: First Semester Exam Review If packet is 100% complete and turned in the day of the exam, you can earn 10pts extra credit on your exam grade. PART 1 Exam Review Unit 1 Drawing: Fill in the
More informationCourse: Grade One Year: 2019 Teacher: D. Remetta
Course: Grade One Year: 2019 Lesson: Cave Painting Artistic Process: Creating: Conceiving and developing new ideas and work. Anchor Standard: Generate and conceptualize artistic ideas and work. VA:Cr2.1.1a:
More informationUnit 2: Line, Shape, Texture Art I & Art II
Unit 2: Line, Shape, Texture Art I & Art II Grade: Time Allotted: Unit Introduction: 6th-8th 6 weeks This unit focuses on three of the elements of art and how artists can use them within their works. Students
More informationAchievement Targets & Achievement Indicators. Envision, propose and decide on ideas for artmaking.
CREATE Conceive Standard of Achievement (1) - The student will use a variety of sources and processes to generate original ideas for artmaking. Ideas come from a variety of internal and external sources
More informationPermanent Collection Dazzling Donuts: Low Relief Sculptures
Permanent Collection Dazzling Donuts: Low Relief Sculptures Grade Level: Pre-K Materials: Felt Glue Paper Plate Markers Stickers About the Project: Students will look at images of still life paintings
More informationDrawing and Painting. (ART 201/202, 301/302, 401/402) Quick Reference Curriculum Guide. December, 2014
Drawing and Painting (ART 201/202, 301/302, 401/402) Quick Reference Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619
More informationTarget: Creates effective optical illusions using color. Criteria: Combines complementary colors that are similar in value to deceive the eye.
ARTS IMPACT PROJECT BASED LEARNING UNIT PLAN Visual Arts and STEM Infused PBL Unit Not Everything is What it Appears to Be Authors: Jay McGrath, Beverly Harding Buehler Grade Level: Fourth Project Idea:
More informationEnduring Understanding Contour lines show the inner and outer edges of a form. Overlapping can imply depth.
ARTS IMPACT LESSON PLAN Visual Arts and Writing Infused Lesson Lesson Two: Still Life Shapes in Space Author: Beverly Harding Buehler Grade Level: Third Enduring Understanding Contour lines show the inner
More informationDrawing and Painting. Curriculum Guide (ART 201/202, 301/302, 401/402) June, 2016
Drawing and Painting (ART 201/202, 301/302, 401/402) Curriculum Guide June, 2016 Visual Arts Curriculum, Instruction, and Assessment 2100 Fleur Drive Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.org
More informationDEEP SPACE 45-MINUTES + 1 CLASS TO MAKE PAINTED PAPER ERIC CARLE S ORANGE ELEPHANT
DEEP SPACE TWO @ 45-MINUTES + 1 CLASS TO MAKE PAINTED PAPER ERIC CARLE S ORANGE ELEPHANT ORANGE ELEPHANT COLLAGE WHAT YOU LL NEED: 12 x 18 white paper for background Selection of orange painted paper Blue
More information6th Grade Art. Access the SAS content at: Unit: Color and Design Duration: 15 Sessions. Suggested Activities. Instructional Materials
Unit: Color and Design Duration: 15 Sessions 6th Grade Art Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Concepts Competencies Vocabulary Instructional Materials
More informationNorth Kitsap School District GRADE 2 Essential Academic Learning Requirements ELEMENTARY VISUAL ART
Essential Learning 1: The student understands and applies arts knowledge and skills. To meet this standard the student will: 1.1.1 Understands arts Identifies and concepts and demonstrates vocabulary:
More informationYEAR 7 Visual Arts. Self-Portraiture
YEAR 7 Visual Arts Self-Portraiture Due Date: Friday 13 th April 2018 Assessment Name: Self portrait project Mark: /100 Weighting: 20% SYLLABUS OUTCOMES TO BE ASSESSED: 4.2 explores the function of and
More informationExpressive Arts Curriculum Map
Expressive Arts Curriculum Map Art Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 7 Baseline Lettering and perspective Portraiture and mark-making Continuous line portraits. Matisse Keith Haring Formal
More informationPhysical Space - LANDSCAPES. Milito
Physical Space - LANDSCAPES Milito OBJECTIVES: SWBAT / I CAN -Understand & use physical space on a 2D surface to create a watercolor torn paper landscape collage - Visually represent a foreground, middle
More informationUMASD Curriculum Guide Grades D Exploration
Time Frame: Week 1 UMASD Curriculum Guide Grades 11-12 2 D Exploration Enduring Understandings / Big Ideas: 1. Explore why artists create and introduce vocabulary and art historical periods. 2. Active
More information1 st Grade Art Scope and Sequence
1 st Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationFirst Semester. Art II Scope and Sequence Year at a Glance
Art II Scope and Sequence Year at a Glance First Semester Three Week Periods 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks 4 th 3 weeks 5 th 3 weeks 6 th 3 weeks Design and Contour and Value Value Space Space
More informationAFRICAN BATIKS CLASS EXPERIENCE TOOTHPASTE BATIKS ART AND MUSIC GRADES: K-4 BASED ON
AFRICAN BATIKS TOOTHPASTE BATIKS ART AND MUSIC GRADES: K-4 BASED ON Unattributed Fulani/Songhay/Tuareg Artist, Mali Blanket (arkilla jenngo) mid-20th century Wool Gift of Ira Spanierman by exchange 1978.352
More informationArt Approved: May 2008 Geneva-Fairmont Alignment: Fillmore Central Update: 2003 Revision: May 2008 Revision: June 2009
A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Approved: May 2008 Geneva-Fairmont Alignment: 1999-2000 Fillmore Central Update: 2003 Revision: May 2008 Revision: June 2009 Curriculum
More informationKnowledge, Skills and Understanding breakdown for Art. Year 1 Drawing Painting Printing Textiles. 3D Collage Use of IT Knowledge
Knowledge, Skills and Understanding breakdown for Art Year 1 Drawing Painting Printing Textiles Can they communicate something about themselves in their drawing? Can they create moods in their drawings?
More informationAP Studio Art 2D and Drawing Summer Assignments
AP Studio Art 2D and Drawing Summer Assignments I. Sketchbook- Make your sketchbook your new "best friend" over the summer. Take it with you everywhere you go. Take notes for ideas that occur to you while
More informationLake Mills School District Year at a Glance Scope and Sequence for Art
Overarching Goal of the Curricular Area: able to communicate Kindergarten Unit Theme Other (Collage) able to demonstrate beginning motor skills in drawing, painting, gluing, folding, cutting, bending,
More informationUnit 2: Drawing Art III
Unit 2: Drawing Art III 1 Grade: 6th-8th Time Allotted: 8 weeks Unit Introduction: This unit seeks to introduce basic drawing techniques and media to improve students drawing skills. Students will practice
More informationContent Skills Assessments Lessons
Teacher: CORE Art Grade 4 Year: 2012-13 Course: Art Grade 4 Month: All Months S e p t e m b e r My story-pictures and symbols that tell about the many parts of myself Essential Questions Can drawing communicate
More informationTOOLS AND MATERIAL. Practical Guidelines (Secondary Level) Tools and Material. Notes
Tools and Material Practical Guidelines 1 TOOLS AND MATERIAL AIM: To get acquainted to various tools and materials in drawing and painting. INTRODUCTION In drawing and painting, it is absolutely necessary
More informationBemidji Schools Course Map Visual Arts K-12 Scope and Sequence: Color & Design
Bemidji Schools Course Map Visual Arts K-12 Scope and Sequence: Color & Design Brief Description of Content Standard Benchmarks The student will: Assessment Activities Evaluation Criteria Project One:
More informationKindergarten. St. Joseph School and Church Painting. Shape Collage
Kindergarten St. Joseph School and Church Painting Students looked at photographs for shapes in buildings. They found triangles, squares and rectangles and drew them. They added windows, doors and other
More informationShrewsbury Borough School District ART Curriculum Guide Grade
Mission Statement: Shrewsbury Borough School District ART Curriculum Guide Grade 2 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and
More informationPlein Air Painting: Utah s Plein Air Painters
Lesson 9 Plein Air Painting: Utah s Plein Air Painters Making Art Outside Creating In Natural Light and Environments LESSON OVERVIEW/OBJECTIVES Students will learn about Plein Air (French for open air
More informationThird Grade Visual Arts Curriculum Overview
Third Grade Visual Arts Curriculum Overview Students will continue to build on, expand and apply the above through the creation of original artworks. Using their powers of observation, abstraction, invention,
More informationArt 1. Art 1 Core Units. Grade: 7 Duration: 1 Trimester Prerequisites: Comics
Art 1 Course Rational: Art 1 is an introduction to the visual arts through the study of the elements of art. work in a variety of media to develop how to apply artist s tools and techniques to express
More informationSponsored Educational Materials Grades 7 12 IGNITE INSPIRATION! Lesson: Stenciling With Collage
Sponsored Educational Materials Grades 7 12 IGNITE INSPIRATION! Lesson: Stenciling With Collage Luis Gonzalez, 18, Boston Celebrate arts in education and self-expression by encouraging your students to
More informationMine Hill Township School District (2 nd Grade/Art)
Mine Hill Township School District (2 nd Grade/Art) Written by: Jenny Watson Reviewed by: Mr. Adam Zygmunt Curriculum Coordinator Mr. Lee S. Nittel Superintendent Approval date: March 21, 2016 Mine Hill
More informationArchdeacon Cambridge Art and Design content and skills
Archdeacon Cambridge Art and Design content and skills National Curriculum Aims for all pupils to: produce creative work, exploring their ideas and recording their experiences become proficient in drawing,
More informationMaterials: Your choice! (Felt tipped or ball point pen, color pencils, or color sharpies) Black or white Paper Black or white graphite paper
PROJECT #1 CREATING ART WITH POINTS Point is the fundamental to all other design elements and can be used independently in design. Research and select a painting that you would like to recreate with dots.
More information7th Grade Art. Access the SAS content at: Unit: Color and Design Duration: 15 Sessions. Suggested Activities
Unit: Color and Design Duration: 15 Sessions Access the SAS content at: www.pdesas.org Big Idea: The elements and principles of art are powerful tools that are accessible to study and practice in the classroom.
More informationMaryland Fine Art Standards for Early Learners Based on the National Core Art Standards VISUAL ARTS/CREATING
VISUAL ARTS/CREATING CREATING: Process Components: Investigate, Plan, Make, Investigate, Reflect, Refine, Continue Anchor Standard 1: Generate and conceptualize artistic ideas and work. Anchor Standard
More information8th Grade Art. Concepts Competencies Vocabulary. Students will be able to:
Unit: Color and Design Durations: 15-20 Sessions 8th Grade Art Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Concepts Competencies Vocabulary Instructional Materials Suggested Activities
More informationVA:Cn Portfolio. -Design VA:Cn Art History
AUGUST / SEPTEMBER CORE CONTENT Connecting: Synthesize and relate knowledge and personal experiences to make art. PROCESS SKILLS/ Create works of art that reflect community and cultural traditions. -Create/Design
More informationCow Catherine Hall. Creating a Triptych
Cow Catherine Hall Creating a Triptych Overview: Students will collaborate in groups of three to create triptychs that convey a unified theme, color palette, style, dimension and design. They will join
More informationSTUDIO ART 11 & 12 COURSE OUTLINE
STUDIO ART 11 & 12 COURSE OUTLINE Assessment Methods and Evaluation Process: 10% Art is a process. It is important that you check in with your teacher as you are completing the assignments below Here is
More informationCAEA Lesson Plan Format. Specific Lesson Title: Sand Dollar Mixed Media Journal Spread, Grade Five (Figure 0 gives a sample spread, deconstructed)
CAEA Lesson Plan Format Lesson Title: Mixed Media Journaling in the Content Areas Name of Presenters: Andrea Guillaume and Kristine Quinn Grade Level: Elementary Background Information: Art journaling
More informationLVPA Summer Studio Series:
LVPA Summer Studio Series: Name Introduction: Create a series of images based on personal interests at a 1-finished-image per week schedule = 8 total drawings (or 1 painting per two week schedule = 4 total
More informationObjectives/Outcomes. Materials and Resources. Title/Description of Lesson Kandinsky Line and Watercolor project. Grade Level: 7th 12th
V Viissuuaall & &P Peerrffoorrm miinngg A Arrttss P Prrooggrraam m,, S SJJU US SD D A Arrttss C Coonnnneeccttiioonnss Title/Description of Lesson Kandinsky Line and Watercolor project Grade Level: 7th
More informationART LESSONS IN THE CLASSROOM FIFTH GRADE LESSON 3
COLOR DOMINANCE IN STILL LIFE DESCRIPTION OF PROJECT: Teach in multiple sessions Students create a still life making one object dominant through use of color. PROBLEM TO SOLVE: How are elements in a composition
More informationEye to Eye: A New Look at the Dixon Collection Color Mix, Color Catch: Cellophane Collages
Eye to Eye: A New Look at the Dixon Collection Color Mix, Color Catch: Cellophane Collages Grade Level: Pre-K Materials: Paper Plates Contact Paper Colored Cellophane Crayons About the Artist: Marc Chagall
More informationAP STUDIO 2D ART SUMMER ASSIGNMENT AP Studio Art 2D is a college class and requires a significant amount of time outside of class to
AP STUDIO 2D ART SUMMER ASSIGNMENT 2018 AP Studio Art 2D is a college class and requires a significant amount of time outside of class to meet the requirements of the portfolio; relatively twice as much
More informationPre-AP Studio Art: 2-D Design Portfolio Written Summer 2008
1 Pre-AP Studio Art: 2-D Design Portfolio Written Summer 2008 Course description: Students enrolled in this course have either successfully completed or d competencies for the knowledge and skills of Art
More informationCommunity-based Art Curriculum Archive
California State University, San Bernardino CSUSB ScholarWorks Curricula Community-based Art Curriculum Archive 6-2017 Beginning Drawing Jaime Hudson Catherine French Follow this and additional works at:
More informationOne Point Perspective Drawing/Painting
One Point Perspective Drawing/Painting Grade: 4 Medium: Drawing and Painting Learning Objective: Students will use one point perspective to create a piece of art that has a 3D appearance. Authors: Heather
More informationPRE-K Standards Mobile Lab School Creative Thinking and Creative Arts Bus Workshop
Supplies Needed: PRE-K Standards Mobile Lab School Creative Thinking and Creative Arts Bus Workshop Large Group: Book: Lily Brown s Paintings By Angela Johnson, Paintings by E.B. Lewis Science: Capital
More informationVocabulary Glossary Visual Arts K-4
Vocabulary Glossary Visual Arts K-4 1. abstract- Artwork in which little or no attempt is made to represent images realistically and where objects are often simplified or distorted. 2. abstraction- The
More informationEnduring Understanding Actual texture is the way something feels on the surface. Using different kinds of lines can create different textures.
ARTS IMPACT LESSON PLAN Visual Arts and Writing Infused Lesson Lesson Three: Lines to Touch Author: Beverly Harding Buehler Grade Level: Kindergarten Enduring Understanding Actual texture is the way something
More informationFinal Project Guidelines Artwork + Statement + E-portfolio Rubric
Final Project Guidelines Artwork + Statement + E-portfolio Rubric 15 points Project Description Your final project will utilize all of the techniques you learned in class. We will explore how to use these
More information5th Grade Art Scope and Sequence
5th Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationSponsored Educational Materials Grades 7 12 IGNITE INSPIRATION! Lesson: Illustrating Characters
Sponsored Educational Materials Grades 7 12 IGNITE INSPIRATION! Lesson: Illustrating Characters Luis Gonzalez, 18, Boston Celebrate arts in education and self-expression by encouraging your students to
More information4 th Grade Lasker Collage
4 th Grade Lasker Collage Class Time: 45 minutes 10:20 Start Duration: 2.5 days 10:57 Clean Up 11:02 Review Attachments: PowerPoint 11:04 Line Up / Push In Chairs by Table 11:05 End PWCS Art Objectives
More informationArtistic Literacy for All!
Artistic Literacy for All! Introducing the Arizona Academic Standards in the Arts What comes to mind when you consider the word, literacy? If you are like most people, your thoughts immediately jump to
More informationLine Variation Grade 3 Lesson 2 (Art Connections, Level 3, pgs )
Line Variation Grade 3 Lesson 2 (Art Connections, Level 3, pgs. 20-23) Big Idea Different qualities of lines can suggest the varied textures in our natural world. Learning Targets Target 1: Identify and
More informationAdvanced Placement Studio Art Syllabi: Drawing and 2-D Design Portfolios. Course Description
Advanced Placement Studio Art Syllabi: Drawing and 2-D Design Portfolios Course Description Both Portfolios This course emphasizes the making of art as an ongoing process. Through studio practice, informed
More informationLesson Plans Patron, Master Artist, and Apprentice: A Symbiotic Relationship Visual Arts Grades 6 12
Lesson Plans Patron, Master Artist, and Apprentice: A Symbiotic Relationship Visual Arts Grades 6 12 Patron, Master Artist, and Apprentice: A Symbiotic Relationship Visual Arts Grades 6 12 1 curricular
More informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 4
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 4 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Unit 1: Intensity, Texture, Emphasis and
More information