Subject Area. Content Area: Visual Art. Course Primary Resource: A variety of Internet and print resources Grade Level: 3

Transcription

1 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, Proportion Pattern Rhythm and Movement September November Unit Plan 2: The Many Reasons People Create Art Exploring art from Different Cultures Respect and Integrity for the Art of Different Cultures Identify One s Own Creativity December February Unit Plan 3: Many Ways to Create Art 1 Using Familiar Media in a New Manner Exploring Self-expression Practicing craftsmanship March April Unit Plan 4: Many Ways to Create Art 2 Exploring New Media Applying New skills May June Date created: January 20, 2013 GRADE 3 VISUAL ART CURRICULUM 1

2 Created by: Margaret Gianfrancesco Board approved on: 12/17/2012 Content Area: Visual Art Target Course/Grade Level: 3 Unit Summaries: Unit 1 Artists Express Themselves Through Design Unit Overview Students will review what they have previously learned about how artists use the elements of art and principles of design to express themselves creatively. They will expand upon their knowledge of color theory by learning different color schemes and they will be introduced to the art principles of movement and harmony. They will also review the methods of critique and utilize their art vocabulary to express their thoughts and ideas about works of art. Unit 2 The Many Reasons People Create Art Throughout history artists have created art for a variety of purposes. Artists from around the world have similar themes because they create art based on their experiences such as families, animals, nature and celebrations. There are also characteristics that would make artwork belong to a certain culture or part of the world. Culture and environment provide inspiration for creating art. In this unit students will use art forms from different cultures to inspire their own art. There are many forms of visual art, each having its own methods and media. In this unit students will explore how artists use methods and media as tools to communicate through a variety of art forms with a variety of drawing and painting media. Students will learn that although each art form has its own distinct characteristics, artists still need to apply the principles of design to create strong works of art. Unit 4 Many Ways to Create Art 2 In this unit students will continue to explore how artists use methods and media as tools to communicate through a variety of art forms including, sculpture and printmaking. Students will continue to apply the principles of design to create strong works of art. Content Area Skills: New Jersey Technology Standards: 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. For specific technology cumulative progress indicators: GRADE 3 VISUAL ART CURRICULUM 2

3 21 st Century Themes: Ringwood Visual Art Curriculum 9.1 Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problemsolving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. 9.2 Personal Financial Literacy: All students will develop skills and strategies that promote personal and financial responsibility related to financial planning, savings, investment, and charitable giving in the global economy. 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge about and engage in the process of career awareness, exploration, and preparation in order to navigate the globally competitive work environment of the information age. For specific college and career readiness anchor standards: Unit Rationale Big Idea: Unit 1 In continuing to study and build upon the visual art concepts of the elements and principles of design and the methods of critique, students will enhance their knowledge of the tools artists need for creative expression. Unit 2 This unit focuses on art from varied cultures. Students should understand that people from all cultures and parts of the world create art for a variety of purposes. Exploring the creative expressions from other cultures helps build the student s understanding of the role, development and influence the arts have throughout history and across cultures. Units 3 and 4 It is important for students to learn about and explore a variety of methods and media appropriate for different art forms in order to understand the unlimited amount of choices and possibilities artists have to express themselves in the visual arts. Learning Targets 2009 New Jersey Core Curriculum Content Standards Visual Arts 1.1: The Creative Process D. Visual Art 1. Identify elements of art and principles of design that are evident in everyday life. 2. Compare and contrast works of art in various mediums that use the same art elements and principles of design. 1.2: History of the Arts and Culture A. History of the Arts and Culture 1. Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 2. Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. 3. Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. 1.3: Performance D. Visual Art 1. Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design. 2. Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles. 3. Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres. GRADE 3 VISUAL ART CURRICULUM 3

4 4. Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art. 5. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom. 1.4: Aesthetic Responses & Critique Methodologies A. Aesthetic Responses 1. Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. 2. Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. 3. Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context). B. Critique Methodologies 1. Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria. 2. Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers. 3. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. 4. Define technical proficiency, using the elements of the arts and principles of design. 5. Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art. Unit Essential Questions Unit 1 Artists Express Themselves Through Design How do artists express themselves? Can everything you see in art, be put into words? What makes an artwork strong? How can art capture our attention? How can art keep our attention? Unit 2 The Many Reasons People Create Art Why do people make art? What is art's purpose? What can we learn by studying the art of different cultures? Why are there so many ways to create art? What types of decisions do artists make when creating art? Unit 4 Many Ways to Create Art Unit Enduring Understandings Unit 1 Artists Express Themselves Through Design Unit Enduring Understandings: The principles of art (balance, harmony, unity, emphasis, proportion, pattern, rhythm and movement) are the ways that the elements of art (color, line, shape, form, texture, and space) are arranged. A work of art has Harmony when the art elements are organized in a pleasing way. Movement is the feeling of motion in an artwork created by repeating lines, shapes or colors. Introduction to Critique Description: What do I see Analysis: How is the work organized? Interpretation: What is the artist trying to communicate? Judgment: Is this a successful work of art? Unit 2 The Many Reasons People Create Art Throughout history artists have created art for a variety of purposes and functions. To help recognize and identify art from various cultures you must look at the components of the artwork including materials, design, technique and subject matter. Weaving is an ancient art form. Many cultures throughout history have used weaving as a functional art form but it can also be used purely as a visual art GRADE 3 VISUAL ART CURRICULUM 4

5 2 What can you learn by exploring different art methods and materials form. Many cultures use symbols to communicate ideas through their art. Colors can symbolize different things to different people and cultures. Media are the materials used by an artist to create a work of art Artists use a variety of techniques and processes to manipulate media to achieve desired effects. Artists use different methods and media as tools to communicate. Drawing involves making marks on a surface by applying pressure from a tool such as pencils, pen and ink, crayons, charcoals, pastels, and markers. The main techniques used in drawing are: hatching, crosshatching, scribbling, stippling, and blending. Painting is the application of pigments to a surface using an application tool such as brush, but other objects may be used. Unit 4 Many Ways to Create Art 1 There are many forms of visual arts, each having its own characteristics. Sculpting is the development of a three-dimensional solid form created by shaping a material such as clay, metal or wood using additive and/or subtractive sculptural techniques. Printmaking is the pressing an inked plate onto paper. When printing, an artist uses tools such as a printing plate, printing inks, brayer and printing press. Unit Objectives: Unit 1 Artists Express Themselves Through Design SWABT: Apply skills to think visually, and communicate ideas in visual ways. SWABT: Create art works from their imagination, their observations and their experiences. SWABT: Continue to develop a basic understanding of the principles of design: unity, variety, balance, movement, harmony, emphasis, proportion, pattern and rhythm SWABT: Apply the basic principles of balance, harmony, unity, emphasis, proportion, and movement to works of art. SWABT: Express their thoughts and ideas about works of art using the proper art vocabulary. SWABT: Critique works of art by describing what they see, analyzing how it was organized, interpreting what the artist was trying to communicate and making a judgment if it a successful work of art. Unit 2 The Many Reasons People Create Art SWABT: Identify that art is created for a variety of purposes and functions. SWABT: Describe the impact that history and culture have on a work of art. SWABT: Describe that artists from different cultures have similar themes. SWABT: Explore how artists use colors and symbols to communicate ideas in their art. SWABT: Apply styles and techniques from cultural artworks to create a work of art with personal meaning. SWABT: Understand that artists use a variety of methods and media as a tool for self-expression. GRADE 3 VISUAL ART CURRICULUM 5

6 SWABT: Develop creative art making skills by utilizing methods and media appropriate to a variety of art forms including drawing and painting SWABT: Explore the use of paint, pastels, pencils, and markers and select appropriate tools in the production of works of art. SWABT: Utilize a variety of art tools, materials and processes responsibly, appropriately and safely. Unit 4 Many Ways to Create Art 2 SWABT: Compare and contrast the use of art elements & principles in different media (includes two and three dimensional work). SWABT: Develop creative art making skills by utilizing methods and media appropriate to a variety of art forms including sculpting and printmaking. SWABT: Explore the use of clay and printing inks and select appropriate tools in the production of works of art. SWABT: Utilize a variety of art tools, materials and processes responsibly, appropriately and safely. Evidence of Learning Formative Assessment: Teacher observation Student participation Self-assessment Summative Assessment: Project Outcomes Mid-term exam End-term exam Modifications (ELLs, Special Education, Enrichment, 504 & I/R&S): Modification, materials and equipment will be determined by grade level. Differentiated instruction will be provided at all grade levels. Student s education plan will be followed. Equipment Needed: Variety of supplies including, paper, pencils, crayons, paint, construction paper, glue scissors, clay etc. Common Resources Available (Including, but not limited to): Print and digital art images Content Area: Visual Art Lesson Components 21 st Century Themes GRADE 3 VISUAL ART CURRICULUM 6

7 Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy 21 st Century Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration Information Literacy Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections to be determined: Art lessons may expand to include connections with Language Arts, Mathematics, Social Studies, Science and Music. Integration of Technology: Integration of Technology: SMART Board, Document Camera and PC GRADE 3 VISUAL ART CURRICULUM 7