Visual Arts Curriculum. Stafford Public Schools Stafford, Connecticut

Transcription

1 Visual Arts Curriculum Stafford Public Schools Stafford, Connecticut Adopted by the Stafford Board of Education May 24, 2010

2 DISTRICT ACKNOWLEDGEMENTS STAFFORD PUBLIC SCHOOLS BOARD OF EDUCATION Mr. Mark Fontanella, Chairperson Mrs. Sandy Fowler, Secretary Mrs. Lisa Bradway Mrs. Lisa Finch Mrs. Tracy Rummel Mr. Stephen Szymanski Ms. Beth Ann Morhardt SUPERINTENDENT OF SCHOOLS Thérèse G. Fishman, Ed.D. DIRECTOR OF CURRICULUM AND INSTRUCTION Michael J. Bednarz i

3 CONTRIBUTOR ACKNOWLEDGEMENTS This curriculum guide was created through the contributions of the following people: Amanda Fischetti Art Teacher Stafford High School Tannis Longmore Art Teacher Staffordville/West Stafford Dee Paradis Art Curriculum Team Leader Stafford Elementary School Elizabeth Vannelli Art Teacher Stafford Middle School Michael Bednarz Art Curriculum Team Admin. Director of Curriculum ii

4 TABLE OF CONTENTS Title Page... District Acknowledgements... i Contributor Acknowledgements... ii Table of Contents... iii Equal Opportunity Statement... 1 Introduction... 2 Stafford Board of Education Mission/Philosophy and Goals... 3 Stafford Guiding Principles for Curriculum Development... 4 Fine Arts/Visual Arts Philosophy... 5 Program Goals... 6 General Learning Environment Statements... 7 Learning Environment Statements... 9 Content Standards Curriculum at a Glance: Pre-K K Performance Expectations by Grade Level/Course PreKindergarten Kindergarten Grade One Grade Two Grade Three Grade Four Grade Five Grade Six Grade Seven Grade Eight Grades References Appendices iii

5 EQUAL OPPORTUNITY STATEMENT The Stafford Board of Education does not discriminate on the basis of race, color, national origin, religion, age, sex, marital status, sexual orientation, or disability in its educational programs and services or employment decisions, under the provisions of Titles VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, The Americans with Disabilities Act of 1991, and appropriate Connecticut Statutes. Revised and Adopted by the Stafford Board of Education June 21,

6 INTRODUCTION The Visual Arts are recognized as a vital part of the Stafford Public School's ongoing effort to improve the quality of education for all children in grades PK- 12. Engaging children in personally relevant visual thinking and creation, Visual Arts education supports the development of the whole child, integrating the social, emotional and intellectual realms. Visual Arts provide a unique way for students to exhibit self-expression, practice introspection, venture innovation and strengthen self confidence. The development and refining of this Visual Arts curriculum was a collaborative effort by the Visual Arts specialists of the Stafford School System during the school years. Feedback from the Director of Curriculum was utilized throughout the process to revise grade level art units. The Visual Arts curriculum reflects the knowledge, skills and concepts that all students are expected to acquire as they progress through this Visual Arts program. The curriculum is aligned with the National and State of Connecticut Standards for the Visual Arts. The Visual Arts staff feels strongly that this curriculum offers opportunities for students to strive to their maximum potential and to excel in the Arts. This document will be reviewed annually under the auspices of the district's Visual Arts Curriculum Team in order to refine performance expectations, improve assessment tools, and incorporate "best practice" strategies and technology rich learning activities strategies. 2

7 Stafford Public Schools Mission and Belief Statements The mission of the Stafford Public Schools is to prepare our students to assume productive, meaningful, and responsible roles in an increasingly competitive global society. In pursuit of this Mission, we believe that: It is our obligation to support and challenge all students and staff to meet or exceed established standards of performance in a safe and secure environment Assessment of all programs and instructional decisions will be based on research and data. An appreciation of self, work ethic, community, diversity, and citizenship is fundamental to the learning process. Creativity, joy in learning, and personal expression are essential to the development of a successful learner. Staff, families and the entire community must work together to be accountable for the present and future success of the students in the Stafford Public Schools. Stafford Public Schools Strategic Goals With Associated Components of Success 1. Integrate core content knowledge with 21st Century essential skills needed for success in the 21 st Century. The district will use best practice research to collaboratively and clearly identify a set of 21st Century essential skills needed for success in the 21 st Century. Standards and clear methods of instruction and assessment will be identified, developed, and implemented for integrating these 21st Century essential skills across all grade levels and subject areas. Resources will clearly support the integration of these skills into the instruction and assessment processes. 2. Systematically gather and analyze evidence of student performance to ensure continuous progress toward the goals of the educational program. Data will demonstrate increased student engagement in meaningful and relevant activities that promote acquisition of 21st Century essential skills. Student performance data in key goal areas will be gathered, reported, analyzed and used for improving instructional practices. All students will achieve mastery of identified 21st Century essential skills. 3. Analyze and improve systems to promote effective communication and collaboration among and between administration, staff, students, parents, and community. Important information, initiatives, issues and events are systematically and clearly communicated to school staff, students, parents and the community. Community groups and town stakeholders are consistently engaged in meaningful collaboration with the district to promote informed decision making. 4. Analyze and improve accountability processes to ensure that all systems are aligned with the Mission and a core set of prioritized goals for learning and management. All systems indicators (student performance, personnel, budget, and facilities) for measurement are identified, analyzed and reported on a regular basis to ensure alignment and accountability for the stated goals of the district. District and school improvement plans will be directly tied to the data. 3

8 STAFFORD GUIDING PRINCIPLES FOR CURRICULUM DEVELOPMENT Expectations/Standards In order to encourage the pursuit of excellence, the curriculum will reflect a strong commitment to high expectations and standards. Independent Learners The curriculum will foster independence and responsibility in all learners. Community The curriculum will provide opportunities for students to develop the skills required to become effective members of the school, local, and global communities. Learning must encompass the wide array of cultures, creeds, value systems and morés present in our diverse and increasingly complex world. Respect The curriculum will provide opportunities for students to develop respect for themselves and others. It will be inclusive, gender-fair, multicultural, and globally oriented. Communication The curriculum will foster the development of communication skills. These include expressive and receptive language skills, as well as skills in the areas of the visual arts and music. Coordination The curriculum will provide learning experiences that are systematic and sequential. Equity The curriculum will provide equitable educational experiences for all students. The experiences will reflect multiple intelligence, interests, talents, abilities, and diversity. The curriculum will offer a multitude of possibilities. Meaningful Learning The curriculum will provide experiences that cause students to be active learners and to make connections between their learning and real world experiences. Content The curriculum will reflect current practice and theory, as well as relevant and enduring content. The content will be delivered in a flexible and challenging manner to students of all skill levels. Responsibility The curriculum will provide experiences that elevate the student to a position of significant responsibility for what is mastered. Outcomes The curriculum will empower students to grow. It is a series of opportunities and challenges, not obstacles. Technology The curriculum will infuse technology in an integral way to support dynamic, interactive, and worthwhile learning experiences. 4

9 FINE ARTS PHILOSOPHY We believe that an education in the arts, visual art, music, dance and theater, nurtures the whole child. It provides students with the opportunities to express, in the most profound way, the human spirit, building many kinds of literacy while developing intuition and dexterity into unique forms of expression. Art education synthesizes all disciplinary learning by communication through all the senses. VISUAL ARTS PHILOSOPHY Visual art education is the teaching of art aesthetics, art history, art criticism, and art production. Visual art is recognized as a vital part of the Stafford Public School s ongoing effort to improve the quality of education for all children. The visual arts provide a unique way for communicating what is common to all human beings and what is special to each of us as creative individuals. Visual arts provide valuable opportunities for children to understand our cultural heritage and that of other civilizations. It also enhances our nation s economic competitiveness in the Twenty First Century by developing creative problem-solving skills, imagination, selfdiscipline, and attention to detail. 5

10 PROGRAM GOALS As a result of visual arts education in grades Pre-K 12, each student will: Create works of art as a result of differentiated instruction; Connect works of art to cultures, times and places; Develop critical thinking and 21 st century skills by reflection upon, response to, description of and by evaluating works of art from various cultures, times and places; Synthesize the visual arts with interdisciplinary subject areas and with every day life; Integrate technology as an essential part of the Visual Arts community; and Critique personal and peer artwork with respect and with constructive criticism. 6

11 General Environmental Statements Appropriate for all Classrooms LEARNING ENVIRONMENT STATEMENTS 1. The physical and emotional environment is safe and conducive to learning for all students. e.g. student work is displayed; interest and respect are apparent between teacher and students and between students; rules are posted; the physical environment is clean, ordered, and without hazards. 2. Grouping for instruction is flexible. e.g. there is a purposeful and appropriate mix of small and whole group work, such as whole group discussions, peer conferencing and evaluations, group projects, and cooperative learning groups, which reflects the true enterprise of science. 3. Instruction is developmentally appropriate for the intellectual and emotional level of the students. 4. Discourse, which leads to learning, is evident between teacher and students and between students. 5. Students are engaged in learning through hands-on activities, various opportunities for involvement and application of science to real world problems, and collaboration. 6. The learning environment is supportive. e.g. there is availability of multiple resources such as books, multi-media, instructional support teachers and co-teachers, technology appropriate for scientific enterprise, and instructional supplies. e.g., students use a variety of current materials for investigation and research. When appropriate, the teacher extends the learning environment to the outdoors and into the community to include a wide variety of resources. 7. Routines and transitions are orderly and use time appropriately. 8. There is a clear structure for learning, which leads students to learn. e.g. initiations are used to focus the student learning; closures are used to ascertain the purpose of a lesson and its link to long-term learning; the learning is focused on clear lesson objectives; concepts are presented in an orderly fashion and are linked to previous and to new learning; clear expectations are communicated to students about the skills which are necessary for success. 7

12 9. A variety of assessment tools and procedures are used. e.g. various levels of understanding are assessed; various methods are used to assess student achievement including teacher observation, evidence from student work, oral assessments, performance tasks and application of skills and knowledge, and benchmark assessments. Students incorporate analysis and communication of scientific investigation, including critique of work. Periodic assessments should be in place, which help promote consistency in educational opportunities for students in the same course or grade levels. Methods such as benchmark, mid-course, and end-of-course assessments should be used to achieve this. 10. Teacher and student reflections are evident. e.g. what changes are made based on evidence gathered during lessons, assessments and professional development? 11. Cross-curricular integration is evident. e.g. reading, writing, speaking and listening are integrated throughout all content area lessons; a clear link is made between mathematics, science, and social studies; the use of technology is evident in all content areas. 12. There is instructional consistency among and within schools and grade levels, which is achieved through procedures such as department and cluster meetings, grade level meetings, teacher evaluations, and curriculum committees. 13. The teacher will guide students through inquiry-based learning activities and will encourage and develop students curiosity about the world. 14. The teacher will encourage students to raise questions, pursue investigations, and draw conclusions. 15. Students have experiences that will contribute to the understanding of unifying concepts in science, which provide students with powerful ideas and connections to deepen their understanding of the natural world. 16. Teachers engage in collegial conversations about standards, achievement, and improvement of instruction by reflecting on student data including student work samples. 8

13 LEARNING ENVIRONMENT STATEMENTS In providing all children with a quality arts education, everyone has a role. Teachers and schools play an essential role in ensuring quality arts education by: providing all students with substantial, sustained, sequential instruction in the arts delivered by expert teachers who can model, support and evaluate students arts work; seeking ways to provide all students with access to quality instruction not only in the common arts areas of music and the visual arts, but also in dance, theatre and video/film; assessing and improving students arts achievement at all levels; recognizing and showcasing students arts accomplishments, including district art show and rotating displays in the Board of Education Conference room; providing interested students with access to advanced study in each art form adequate to prepare them for lifelong involvement and arts careers; providing appropriate staffing, facilities, scheduling and other support necessary to ensure a quality comprehensive arts education; planning facilities and technology that provide students with opportunities to create electronic arts products, including multimedia; making use of community, regional and state arts resources as a means of enriching the school arts curriculum; ensuring that parents understand the role they can play in their child s arts education; and taking advantage of the arts capacity to engage students and increase learning throughout the curriculum. Parents play an essential role in their children s arts learning by: singing, dancing, drawing and otherwise engaging in creative play with their young children; providing their children throughout life with access to arts performances and exhibitions, to stimulate their artistic interest and growth; encouraging their children to participate in arts courses and activities, both in and outside school; helping their children find and nurture their special artistic talents; and working with their local district to improve the quality of arts education. Teacher and administrator preparation and in-service professional development programs play an essential role in improving the quality of arts education by: providing programs to develop skilled educators not only in art and music, but also in dance, theatre and video/film; providing arts faculty and administrators with opportunities to improve their ability to deliver quality arts instruction, including participation in local, state-wide, and regional inservice sessions and conferences specifically designed for their arts discipline; and including the arts in the education and training of all educators to ensure that they tap the power of the arts as they plan and deliver instruction in all curriculum areas. Credit Source: CT State Board of Education Position Statement on Arts Education Adopted Oct. 6,

14 Pre-Kindergarten Visual Arts Standards Pre-Kindergarten Creative Expression/Aesthetic Development Standard* By the end of preschool, children will: a) use different art forms as a vehicle for creative expression and representation b) develop an appreciation of the arts Content Standards for Visual Arts: Preschool programs will provide children with opportunities to: PK VA1 PK VA2 PK VA3 Preschool programs will provide children with opportunities to exhibit curiosity about and explore how materials function and affect the senses. Performance Standards (indicators) Educational experiences will assure that preschool children will: a) use a variety of art materials and activities for sensory experience and exploration Preschool programs will provide children with opportunities to create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) works that express or represent experiences, ideas, feelings and fantasy using various media. Performance Standards (indicators) Educational experiences will assure that preschool children will: a) demonstrate the ability to represent experiences, thoughts and ideas using several art forms b) use a variety of visual art media for self-expression Preschool programs will provide children with opportunities to describe or respond to their own creative work or the creative work of others. Performance Standards (indicators) Educational experiences will assure that preschool children will: a) use oral language to explain or describe or ask questions about a work of art b) express interest in and show appreciation for the creative work of others *Source: Connecticut s Preschool Curriculum Framework 10

15 Connecticut Standards for Visual Arts Organized to Show Articulation (Sequence) Across Grade Levels Content Standard 1: Students will understand, select and apply media, techniques and processes K 4 Students a. differentiate between a variety of media, techniques and processes 5 8 Students select media, techniques and processes to communicate ideas, reflect on their choices, and analyze what makes them effective 9 12 Students apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood b. describe how different media, techniques and processes cause different effects and personal responses improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (two-dimensional and three-dimensional, including media/technology) conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes c. use different media, techniques and processes to communicate ideas, feelings, experiences and stories d. use art media and tools in a safe and responsible manner use different media, techniques and processes two-dimensional and threedimensional, including media/technology to communicate ideas, feelings, experiences and stories (insert arrow to indicate continue from previous level ) communicate ideas consistently at a high level of effectiveness in at least one visual arts medium (insert arrow to indicate continue from previous level ) 11

16 Content Standard 2: Students will understand and apply elements and organizational principles* of art K Students a. identify the different ways visual characteristics are used to convey ideas Students use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas Students judge the effectiveness of different ways of using visual characteristics in conveying ideas b. describe how different expressive features, and ways of organizing them, cause different responses recognize and reflect on the effects of arranging visual characteristics in their own and others work (insert arrow to indicate continue from previous level ) c. use the elements of art and principles of design to communicate ideas select and use the elements of art and principles of design to improve communication of their ideas apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions and effectively solve a variety of visual art problems ( * While the elements of art are applicable to works of art from all cultures, the principles of design are not. Here the term organizational principles therefore refers not only to the western principles of design, but also to all other approaches to organizing art.) 12

17 Content Standard 3: Students will consider, select and apply a range of subject matter, symbols and ideas K Students a. discuss a variety of sources for art content* b. select and use subject matter, symbols and ideas to communicate meaning Students consider, select from and apply a variety of sources for art content to communicate intended meaning consider and compare the sources for subject matter, symbols and ideas in their own and others work Students use, record and develop ideas for content over time use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts and cultural and aesthetic values to communicate intended meaning ( * examples of content include personal experience, imagination, environment, music, storytelling, literature, poetry, cultural and historical context) 13

18 Content Standard 4: Students will understand the visual arts in relation to history and culture K 4 Students 5 8 Students 9 12 Students a. recognize that the visual arts have a history and a variety of cultural purposes and meanings know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists analyze and interpret artworks in terms of form, cultural and historical context, and purpose b. identify specific works of art as belonging to particular styles, cultures, times and places c. create art work that demonstrates understanding of how history or culture can influence visual art describe and place a variety of specific significant art objects by artist, style, and historical and cultural context analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning compare works of art to one another in terms of history, aesthetics and culture; justify their conclusions; and use these conclusions to inform their own art making 14

19 Content Standard 5: Students will reflect upon, describe, analyze, interpret and evaluate their own and others work K 4 Students a. identify various purposes for creating works of art 5 8 Students compare and contrast purposes for creating works of art 9 12 Students research and analyze historic meaning and purpose in varied works of art b. describe visual characteristics of works of art using visual art terminology describe and analyze visual characteristics of works of art using visual art terminology (insert arrow to indicate continue from previous level ) c. recognize that there are different responses to specific works of art d. describe their personal responses to specific works of art using visual art terminology e. identify possible improvements in the process of creating their own work f. compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures describe their own responses to, and interpretations of, specific works of art reflect on and evaluate the quality and effectiveness of their own and others work using specific criteria (e.g., technique, formal and expressive qualities, content) describe/analyze their own artistic growth over time in relation to specific criteria reflect critically on various interpretations to better understand specific works of art defend personal interpretations using reasoned argument apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of arts (insert arrow to indicate continue from previous level ) 15

20 Content Standard 6: Students will make connections between visual arts, other disciplines and daily life K 4 Students a. identify connections between characteristics of the visual arts and other arts disciplines 5 8 Students compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context 9 12 Students analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style b. identify connections between the visual arts and other disciplines in the curriculum describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines c. describe how the visual arts are combined with other arts in multimedia work d. demonstrate understanding of how the visual arts are used in the world around us e. recognize that works of visual art are produced by artisans and artists working in different cultures, times and places combine the visual arts with another art form to create coherent multimedia work apply visual arts skills and understandings to solve problems common in daily life identify various careers that are available to artists create and solve interdisciplinary problems using multimedia (insert arrow to indicate continue from previous level ) apply visual arts skills and understandings to solve problems relevant to a variety of careers 16

21 PERFORMANCE EXPECTATIONS BY GRADE LEVEL PREKINDERGARTEN Unit: Two-Dimensional Media Essential Questions: What two-dimensional media do artists frequently use? How do artists express themselves with two-dimensional media? elect to use a variety of 2-D art materials and activities for sensory experience and exploration demonstrate the ability to represent experiences, thoughts and ideas using several art forms use a variety of visual art media for self-expression. use oral language to explain or describe or ask questions about a work of art express interest in and show appreciation for the creative work of others. Unit: Three-Dimensional Media and Aesthetic Arranging Essential Questions: What three-dimensional media do artists frequently use? How do artists express themselves with three-dimensional media? elect to use a variety of 3-D art materials and activities for sensory experience and exploration demonstrate the ability to represent experiences, thoughts and ideas using several art forms use a variety of visual art media for self-expression Use oral language to explain or describe or ask questions about a work of art express interest in and show appreciation for the creative work of others. 17

22 PERFORMANCE EXPECTATIONS BY GRADE LEVEL KINDERGARTEN Course or Unit: Drawing Essential Questions: What are the physical qualities of drawing materials? How do artists express themselves with drawing materials? differentiate between a variety of media, techniques and processes use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content, examples include: personal experience, imagination storytelling, literature select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art recognize that there are different responses to specific works of art demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places Course or Unit: Painting Essential Questions: What are the physical qualities of paint? How do artists express themselves with paint differentiate between a variety of media, techniques and processes use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content, examples include: personal experience, imagination storytelling, literature select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art recognize that there are different responses to specific works of art demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places 18

23 PERFORMANCE EXPECTATIONS BY GRADE LEVEL KINDERGARTEN Course or Unit: Collage Essential Questions: What are the physical qualities of collage materials? How do artists express themselves with collage? differentiate between a variety of media, techniques and processes use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas use the elements of art and principles of design to communicate ideas select and use subject matter, symbols and ideas to communicate meaning identify various purposes for creating works of art recognize that there are different responses to specific works of art Demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists Course or Unit: Sculpture Essential Questions: What are the physical qualities of materials for modeled and constructed sculpture? How do artists express themselves with sculpture Expectations differentiate between a variety of media, techniques and processes use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content, examples include: personal experience, imagination storytelling, literature select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art recognize that there are different responses to specific works of art demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places 19

24 PERFORMANCE EXPECTATIONS BY GRADE LEVEL KINDERGARTEN Course or Unit: Printmaking and Fiber Arts Essential Questions: How do artists express themselves with printmaking and fiber arts? How will students visually communicate thoughts, ideas, and feelings with printmaking and fiber arts? differentiate between a variety of media, techniques and processes use art media and tools in a safe and responsible manner describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art recognize that there are different responses to specific works of art demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places 20

25 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 1 Course or Unit: Drawing Essential Questions: How do artists express themselves with drawing materials? How will students visually communicate thoughts, ideas, and feelings with drawing materials? differentiate between a variety of media, techniques and processes use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas and describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content, examples include: personal experience, imagination storytelling, literature select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art describe visual characteristics of works of art recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art identify connections between the visual arts and other disciplines in the curriculum demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places Course or Unit: Painting Essential Questions: How do artists express themselves with paint? How will students visually communicate thoughts, ideas, and feelings with paint? differentiate between a variety of media, techniques and processes use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas and describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content, examples include: personal experience, imagination storytelling, literature select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art describe visual characteristics of works of art recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places 21

26 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 1 Course or Unit: Collage Essential Questions: How do artists express themselves with collage materials? How will students visually communicate thoughts, ideas, and feelings with collage materials? differentiate between a variety of media, techniques and processes use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas and describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content, examples include: personal experience, imagination storytelling, literature select and use subject matter, symbols and ideas to communicate meaning identify various purposes for creating works of art recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists Course or Unit: Sculpture Essential Questions: How do artists express themselves with sculpture materials? How will students visually communicate thoughts, ideas, and feelings with sculpture materials? differentiate between a variety of media, techniques and processes use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas and describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content, examples include: personal experience, imagination storytelling, literature select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art identify connections between the visual arts and other disciplines in the curriculum describe how the visual arts are combined with other arts in multimedia work demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places 22

27 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 1 Course or Unit: Printmaking and Fiber Arts Essential Questions: How do artists express themselves with printmaking and fiber arts? How will students visually communicate thoughts, ideas, and feelings with printmaking and fiber arts? differentiate between a variety of media, techniques and processes use art media and tools in a safe and responsible manner describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art describe visual characteristics of works of art recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places 23

28 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 2 Course or Unit: Drawing Essential Questions: How do artists express themselves with drawing materials? How will students visually communicate thoughts, ideas, and feelings with drawing materials? differentiate between a variety of media, techniques and processes describe how different media, techniques, and processes cause different effects and personal responses use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner discuss a variety of sources for art content select and use subject matter, symbols and ideas to communicate meaning identify various purposes for creating works of art describe visual characteristics of works of art using visual arts terminology recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art identify possible improvements in the process of creating their own work identify connections between the visual arts and other disciplines in the curriculum describe how the visual arts are combined with other arts in multimedia work demonstrate understanding of how the visual arts are used in the world around us Course or Unit: Painting Essential Questions: How do artists express themselves with paint? How will students visually communicate thoughts, ideas, and feelings with paint? differentiate between a variety of media, techniques and processes describe how different media, techniques, and processes cause different effects and personal responses use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas and describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content, examples include: personal experience, imagination storytelling, literature select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art describe visual characteristics of works of art using visual art terminology recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art identify possible improvements in the process of creating their own work describe how the visual arts are combined with other arts in multimedia work recognize that works of visual art are produced by artisans and artists working in different cultures, times and places 24

29 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 2 Course or Unit: Collage Essential Questions: How do artists express themselves with collage materials? How will students visually communicate thoughts, ideas, and feelings with collage materials? describe how different media, techniques, and processes cause different effects and personal responses use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner identify the different ways visual characteristics are used to convey ideas and describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas select and use subject matter, symbols and ideas to communicate meaning describe visual characteristics of works of art using visual arts terminology identify possible improvements in the process of creating their own work recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art Course or Unit: Sculpture Essential Questions: How do artists express themselves with sculpture materials? How will students visually communicate thoughts, ideas, and feelings with sculpture materials? differentiate between a variety of media, techniques and processes describe how different media, techniques, and processes cause different effects and personal responses use different media, techniques and processes to communicate ideas, feelings, experiences and stories use art media and tools in a safe and responsible manner discuss a variety of sources for art content select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art describe visual characteristics of works of art using visual art terminology recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art identify possible improvements in the process of creating their own work demonstrate understanding of how the visual arts are used in the world around us recognize that works of visual art are produced by artisans and artists working in different cultures, times and places 25

30 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 2 Course or Unit: Printmaking and Fiber Arts Essential Questions: How do artists express themselves with printmaking and fiber arts? How will students visually communicate thoughts, ideas, and feelings with printmaking and fiber arts? differentiate between a variety of media, techniques and processes describe how different media, techniques, and processes cause different effects and personal responses use art media and tools in a safe and responsible manner describe how different expressive features, and ways of organizing them, cause different responses use the elements of art and principles of design to communicate ideas discuss a variety of sources for art content select and use subject matter, symbols and ideas to communicate meaning recognize that the visual arts have a history and a variety of cultural purposes and meanings identify various purposes for creating works of art recognize that there are different responses to specific works of art, and describe their personal responses to specific works of art identify possible improvements in the process of creating their own work recognize that works of visual art are produced by artisans and artists working in different cultures, times and places demonstrate understanding of how the visual arts are used in the world around us 26

31 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 3 Unit/Topic: 3-D Non-ceramic (not used in every class every year) Essential questions: How have various cultures used materials to create 3-D works of art? Choose appropriate materials for planned 3-D piece Plan how to use chosen materials Use previously acquired knowledge Proper use of materials to be used to create standing sculpture Describe the use of symmetry and asymmetry in 3-D creations Unit/Topic: Beading (not used in every class every year) Essential questions: How have various cultures used beads? Experiment with variety of stringing methods Discuss various uses of beads Find beads common to each other, such as material, color, size, design Tell about specific beads and their history Classify various bead styles Unit/Topic: Ceramics Pinching and Glazing Essential questions: How has the use of fired clay improved and influenced cultures? Use earthenware clay to form pleasing containers Describe/explain science of heat on clay Discriminate between decorative and functional Perform pinching techniques Describe the historic uses of clay Unit/Topic: Printmaking Essential questions: How have various cultures used printmaking to identify and communicate with others? Compare and contrast prints of various cultures Demonstrate how to incise a plate Use appropriate art vocabulary Demonstrate use of brayer Solve the problem of plate reversal Identify prints from various cultures Identify incised vs. raised prints 27

32 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 3 Unit/Topic: Watercolor 3 Essential questions: Why are watercolors an important form of communication? Demonstrate knowledge of watercolor Describe structure of color wheel Will mix colors to produce new colors and hues Use various brushes to create different effects Use water color vocab properly Discuss and analyze own and others work Unit/Topic: Weaving Essential questions: How has weaving affected our lives? How does weaving manifest itself in various cultures? Explain how weaving is patterning Develop a simple weaving pattern 28

33 PERFORMANCE EXPECTATIONS BY GRADE LEVEL GRADE 4 Unit/Topic: 3-D Non-ceramic (not used in every class every year) Essential questions: How have various cultures used materials other than clay to create 3-D works of art? Describe how materials were modified to create art work Plan how to best use chosen materials Use acquired knowledge Build on knowledge to make new discoveries Choose appropriate materials for planned 3-D work Unit/Topic: Beading (not used in every class every year) Essential questions: How have various cultures used beads? Discuss sources and origins of beads Recognize specific bead styles Compare and contrast various stringing methods Unit/Topic: Ceramics: Attaching and Pinching Essential questions: How has the use of clay improved and influenced various cultures? Use earthenware clay to form pleasing containers Demo ability to score and slip Discriminate between decorative and functional Explain glazing process and science behind it Apply previous knowledge to activity Unit/Topic: Figure Drawing (human) Essential questions: Why have various cultures emphasized the human figure in art since early cave art? Analyze and recognize body proportions Describe elements of body proportions Illustrate proportions common to all Compare and contrast male and female proportions 29