Visual Arts Curriculum

Transcription

1 MOUNT HOLLY TOWNSHIP PUBLIC SCHOOLS Mount Holly, New Jersey Curriculum Dr. Eric Hibbs ~ Superintendent Jim DiDonato ~ Director of Curriculum Authors : Lynne Lutz Michael Ziegler Revised 2011 Pre Kindergarten through Eighth Grade

2 Mount Holly Township Public Schools Curriculum Guide District Mission Statement We believe in the worth of all students and their right to have the opportunity to obtain the knowledge and skills necessary to prosper in an increasingly global world. The mission of the Mount Holly Township Public Schools is to provide a caring, nurturing, safe environment that challenges all students to develop their full potential intellectually, socially, emotionally, and physically in cooperation with parents, staff, Board of Education, and the community. The Board of Education expects that all students achieve the New Jersey Core Curriculum Content Standards at all grade levels.

3 Mount Holly Township Public Schools Curriculum Guide Preface The Mount Holly Township School District s Curriculum not only aligns with the New Jersey Core Curriculum Content Standards, but has been designed to provide students with visual art experiences that will prepare them for the 21 st Century. The Mount Holly Township School District recognizes the importance of providing students with an engaging Curriculum that will assist students in obtaining the necessary knowledge and skills to prosper in an increasingly global world. The Mount Holly Township School District realizes the importance of visual art in the lives of our students. We understand that when students participate in visual art activities and engaging lessons in visual art it requires the continual use of the thought processes of observation, divergent thinking, analysis, synthesis, and reflection (New Jersey Visual and Performing Arts Curriculum Framework, 1998). We recognize the importance of visual art to fully develop our students minds and to further foster the development of the higher level thinking skills of Bloom s Taxonomy (create/design). Creativity is a driving force in the 21 st century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations (National Center of Education and the Economy, 2007). The Mount Holly Township Curriculum provides visual art lessons and experiences on cultural diversity that will help students to develop an awareness and appreciation for other cultures and traditions. This cultural awareness and appreciation will assist students through future endeavors as they obtain an understanding of cultural similarities and differences among individuals that will be applicable to real life situations. To ensure that our students are being immersed in the educational experiences in visual art that will develop needed skills for the future and that demonstrate student growth, the Mount Holly Township School District s standards are aligned with the state s standards. The Curriculum begins in pre kindergarten with color, line, and shape and advances these concepts through eighth grade by adding the concepts of texture, form, space, and value as students enter higher grade levels. The Mount Holly Township Curriculum is designed to be a guide, a resource, and an instructional tool to be used by the educators of the Mount Holly Township School District. The Mount Holly Township School District is dedicated to provide all students with an engaging Curriculum designed to provide students with the knowledge and skills of an advancing world so that they may prosper in the 21 st Century and in the future.

4 Mount Holly Township Public Schools Curriculum Guide TABLE OF CONTENTS Highlighting Visual Art History and Culture Topics by Grade Span By the end of second grade concepts By the end of grade five concepts By the end of grade eight concepts Pre Kindergarten: Standard 1.1, 1.2, 1.3, 1.4 Color Line Shape Kindergarten: Standard 1.1, 1.2, 1.3, 1.4 Color Texture Line Shape First Grade: Standard 1.1, 1.2, 1.3, 1.4 Color Texture Line Shape Second Grade: Standard 1.1, 1.2, 1.3, 1.4 Color Texture Line Shape Form Third Grade: Standard 1.1, 1.2, 1.3, 1.4 Color Shape Line Form Texture Space Fifth Grade: Standard 1.1, 1.2, 1.3, 1.4 Color Shape Line Form Texture Space Sixth Grade: Standard 1.1, 1.2, 1.3, 1.4 Color Shape Line Form Texture Space Value Seventh Grade: Standard 1.1, 1.2, 1.3, 1.4 Color Space Line Value Texture Eighth Grade: Standard 1.1, 1.2, 1.3, 1.4 Color Form Line Space Texture Value Shape Fourth Grade: Standard 1.1, 1.2, 1.3, 1.4 Color Shape Line Form Texture Space

5 By the end of grade 2, students learn: HIGHLIGHTING VISUAL ART HISTORY AND CULTURE TOPICS BY GRADE SPAN Historical Content (list important events, time periods, etc.) Primitive art Cultural Experiences and Diversity (list peoples, traditions, etc.) Indigenous artists Places /Geographical Locations Cave Art, African Other Modern Art, Picasso, Pollock, O Keeffe European, American Pop Art Warhol, Oldenberg American, European Abstract Expressionism Mondrian, Kandinsky European Impressionism Monet European Post Impressionism Van Gogh European

6 By the end of grade 5, students learn: HIGHLIGHTING VISUAL ART HISTORY AND CULTURE TOPICS BY GRADE SPAN Historical Content (list important events, time periods, etc.) Cultural Experiences and Diversity (list peoples, traditions, etc.) Places /Geographical Locations Other Primitive art Aboriginee, African, Lascaux Huichol Australia, Africa, European, South American Modern Art Matisse, Escher European Abstract Gotleib, Notan American, Japanese Realism Homer American Post Impressionism Cezanne European

7 By the end of grade 8, students learn: HIGHLIGHTING VISUAL ART HISTORY AND CULTURE TOPICS BY GRADE SPAN Cultural Experiences and Diversity (list peoples, traditions, etc.) Places /Geographical Locations Historical Content (list important events, time periods, etc.) Other Primitive art Aboriginee, African Australia, Africa Modern Art Escher, Degas, Cassett European, American Abstract Gotleib, Notan American, Japanese Realism Homer American Post Impressionism Cezanne European

8 - Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum Pre K Color What are color names? Recognize and recite colors Red, yellow and blue Green, orange and violet Black and white Recall and demonstrate the use of color Recall and demonstrate the use of color Recall and demonstrate the use of color

9 - Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum Pre K Line How is line used? Line is used to create shapes Straight lines Curved lines Straight lines create squares, rectangle and triangles Curved lines create circles, and ovals

10 - Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum Pre- K - Shape How are shapes used? Shapes are used to create objects. Name shapes Create shapes Create an object using shape Square, rectangle, circle, triangle, etc. Draw the square, rectangle, circle, triangle, etc. Create a recognizable object out of these shapes.

11 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum Kindergarten - Color How is color used? Color is used to recognize objects What objects are red, yellow blue, etc. Create color appropriate objects

12 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum Kindergarten - Line How is line used? Line is used to create objects. Traditional lines Non-traditional lines To recognize objects and shapes To recognize objects and shapes Straight, curved, wavy and zigzag lines Create a work of art using all four lines

13 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum Kindergarten - Texture What is texture? Something you can feel. Smooth, hard rough and soft Experience texture Recall and recognize these textures. Create a work of textured art.

14 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum Kindergarten - Shape How are shapes used? Shapes are used to create pattern and design. Create a pattern Create a design Create an AB pattern using shape Create a design using shape

15 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 1 st Grade - Color How is color used? Color is used to create other colors. Primary colors are red, blue and yellow Secondary colors are violet, green and orange Primary colors make secondary colors Recite primary colors Recognize secondary colors Create secondary by combining primary colors

16 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 1 st Grade - Line How is line used? Line is used to create design Understand vertical and horizontal lines Advanced objects and shapes Lines create our environment Create using vertical and horizontal lines Use a variety of lines to create a work of art. Create everyday objects using line

17 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 1st Grade - Texture What is texture? Texture is the way things feel to the touch or appear to the eye. Various materials create texture. Create a 2-D texture project Create a 3-D texture project

18 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 1 st Grade - Shape How do shapes create space and depth? Shapes divide space and overlapping shapes create depth. Shapes create space Overlapping shapes create depth Create shapes and recognize space created Create overlapping shapes and recognize position in space

19 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 2 nd Grade - Color What are warm and cool colors? Identify warm and cool colors. Warm colors are red, yellow and orange. Cool colors are blue, violet and green. Warm and cool colors create feelings. Create a work focused on warm colors. Create a work focused on cool colors. Recognize feeling represented by colors.

20 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 2 nd Grade - Line How are lines used? Lines create details. Lines create details Lines or shapes create distance and movement. Students create a picture using lines to create details. Students create using a variety of lines to create mod, rhythm and movement.

21 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 2 nd Grade - Texture What materials create texture? Students will recognize that texture is the way things feel or appear to the eye. 2-D projects have texture. Create a 2-D texture project. 3-D projects have texture. Create a 3-D texture project. Mixed media projects have texture. Create a mixed media texture project.

22 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 2 nd Grade - Shape How are shapes used? Shapes have positive and negative space. Combining simple shapes creates complex shapes in 2D and 3D. Shapes create balance and can be positive and negative. Create and identify positive and negative space. Simple shapes combined create complex shapes. Create complex shapes by combining simple shapes.

23 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 2 nd Grade - Form What is form? 3-D art has form 3-D art has height, width and depth Combining different shapes creates different forms. Create a work of art and define its height, width and depth. Have students combine shapes to create new forms.

24 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 3 rd Grade- Color What are tints and shades? Create tints and shades by using black and white. White is used to tint. Black is used to shade. Create a work of art utilizing tinting to add detail. Create a work of art utilizing shading to add detail.

25 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 3 rd Grade- Line How is line used? Lines are created using a variety of mediums. Lines are created with paint. Lines are created by incising clay. Create a work of art using paint to develop direction, pattern and movement. Create a 3-d work of art using incised lines.

26 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 3 rd Grade - Texture How is texture used? Texture is the way a surface feels to the touch or appears to the eye. Texture can be visual or tactile. Textures are affected by surface qualities of the materials. Create work that are tactile and works that create illusion of texture. Create textures by manipulating different types of tools or materials.

27 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 3 rd Grade- Shape What is shape? Shapes are symmetrical and asymmetrical. Symmetrical shapes when evenly divided are exactly the same. Asymmetrical shapes when divided are not equal. Have students identify and create a symmetrical work. Have students identify and create asymmetrical work.

28 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 3 rd Grade- Form What is the form of a functional work? Functional art serves a purpose. Form follows function. Create a form that serves as a function. 3-D art can have function. Create a 3-D work that serves as a function.

29 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 3 rd Grade- Space How is space used? Shapes create space. 3-D forms have height, width and depth. All 2-D and 3-D works have positive and negative space. Create a form that utilizes space. Create work of art and indicate positive and negative space within.

30 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 4 th Grade - Color How is color used? Complimentary colors compliment one another. Complimentary colors are opposite each other on the color wheel. Complimentary colors can be used to create a bold likeable scheme. Identify complimentary colors on the color wheel. Create a work of art using correct compliment combinations.

31 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 4 th Grade - Line How is line used? Concentric shapes repeat design internally or externally. Concentric shapes repeat. Line design can be internal or external of shape. Create a line design which repeats infinitely. Create a work of art which mimics shapes interior or exterior.

32 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 4 th Grade - Texture How is texture used? Varying pressure and tools create a multitude of results. Pressure and tools create texture. Texture can be visual or tactile. Create a work of art using tools and found objects to create a variety of textures. Create works of art that are tactile and works of art that create the illusion of texture.

33 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 4 th Grade - Shape How is shapes used? Differentiate geometric and organic shapes. Geometric shapes are mathematical and have names, Organic shapes are found in nature. Create a work of art with geometric shapes using tools and names. Create organic shapes and identify shapes in nature.

34 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 4 th Grade - Form How is form used? Representational art can follow a theme. Representational art represents an object. Objects can represent a theme. Create a realistic form which represents an object. Create an object which represents a season, holiday, etc.

35 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 4 th Grade - Space How is space used? Ability to explain height, width, depth and their differences. 3-D forms have height, width and depth All 2D and 3D work have positive and negative space. Create objects that define space.

36 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 5 th Grade Color How is color used? Analogous colors are found next to each other on the color wheel. Analogous colors to blue are green and violet. Analogous colors to green are blue and yellow. Create a work of art using analogous color scheme. Identify analogous combinations using primary/secondary color wheel.

37 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 5 th Grade - Line How is line used? Lines create mood, rhythm and movement. Lines make patterns and may add detail. Line repetition can create illusion of action. Create a work of art that uses lines to make shape and lines to create detail. Create a work of art with spatial relationship that creates rhythmic movement.

38 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 5 th Grade - Texture How is texture used? Textures can have infinite varieties. Texture has dimensionality. Texture is visual or tactile. Create dimensional objects. Understand that texture can be seen and felt. Textures are affected by surface quality of materials creating details and pattern to an object. Create collage, ceramic models and mobiles.

39 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 5 th Grade Shape How is shape used? Shapes create balance. Shape has function and form. Shape has weight and balance. Create depth by varying the size of shapes in relation to one another. Create a balanced work through assemblage and collage.

40 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 5 th Grade Form How is form used? Differences between form and shape create movement. Form is constructed through the additive of subtractive process. Repeated shapes show movement and rhythm. Create a form in clay using additive or subtractive process. Create rhythm and movement by repeating shapes.

41 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 5 th Grade - Space How is space used? Ability to explain height, width, depth and their differences. 3-D forms have height, width and depth. All 2-D and 3-D works have positive and negative space. Create an object that creates space. Identify positive and negative space.

42 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 6 th Grade Color What are primary, secondary and intermediate colors? Mix primary and secondary colors together to get intermediate colors. Color wheel Color mixing Create a color wheel using only the three primary colors. Create various browns by mixing primary, secondary and intermediate colors.

43 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 6 th Grade Line What is line? Line is balance, captivate and borders art. Line is width, length and direction. Create a work of art demonstrating how width, length and direction affect art.

44 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 6 th Grade Texture How is a tactical surface created? Areas of values, lines or implied forms of texture. Texture can enhance form and separate it. Create a two-dimensional project creating the illusion of texture using rubbing plates and found objects.

45 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 6 th Grade Shape What is shape? Shape is an enclosed space. Shape is limited to twodimensions using length and width. Create a two-dimensional project creating the illusion of shape with length and width.

46 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 6 th Grade Form What is form? The manner in which the artist presents his subject matter. Form is design and composition. Create a work of art demonstrating the use of form in design and in composition.

47 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 6 th Grade - Space How is space used? Ability to explain height, width, depth and their differences. 3-D forms have height, width, and depth. All 2-D and 3-D works of art have positive and negative space. Create objects that create space. Identify positive and negative space.

48 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 6 th Grade Value What is value? A degree of lightness on a scale of grays running from black to white. Value is the lightness and darkness in a composition (drawing and painting). Students will create a work of art using degrees of blacks and whites to show value.

49 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 7th Grade - Color What is color theory? Color groups: 1. warm, 2. cool, 3. tints, 4 shades, The mixing of primary and secondary colors to create color groups. Students will use the color groups to create an environmental feeling in their art.

50 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 7th Grade - Line How is line used? Line is used to show direction and feeling. Line is zigzag, horizontal vertical, etc. Line is sharp, blurry, fuzzy and choppy. Use directional line to create a work of art. Use line to create a work of art that shows feelings.

51 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 7th Grade - Texture Textures, what are they? To identify and explore the use of form and texture on a flat surface. Textures: Describe them and explore different kinds. Looking at texture, feel them and figure out how to create them is art work using medias such as pencil, paper, and scratchboard.

52 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 7th Grade - Space How is space used? Ability to explain height, width, depth and their differences. 3-D forms have height, width, and depth. All 2-D and 3-D works of art have positive and negative space. Create objects that create space. Identify positive and negative space.

53 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 7th Grade - Value What is value? An element of art that refers to luminance. Changes in value, whether sudden of gradual, can add greatly to the visual impact of the art form. Students will create two dimensional work using gray scales to create foreground, background, etc.

54 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 8 th Grade - Color How is color and color theory used? Primary, secondary, intermediate, cool, warm, tints and shades. Color and color theory are used to enrich and enhance everyday works of art. Students will use the various groups of colors to enrich and enhance their art work both in two-dimensional and three-dimensional works.

55 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 8th Grade - Line How is line used? Line is used to show value, direction, feeling, width, length and direction. Line is short, long, curved, zigzag, dotted, fat, thin, wavy and straight. Line is lightness and darkness. Create a work of art using the nine basic lines. Use value of line (lightness and darkness) to enhance art work.

56 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 8th Grade - Texture What is texture? Texture is the smoothness, roughness, softness, etc. of a picture or object. Texture is an element of art that shows the surface quality or feel of an object. Students will create a two and three dimensional work of art showing the qualities of texture.

57 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 8th Grade - Shape How is shape used? Shape uses all elements of line, color, value and texture to create itself. Shape is defined and determined by other art elements such as line, color, value and texture. Students will create a two-dimensional and three-dimensional work of art using shape.

58 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 8th Grade - Form What is form? Form is a three-dimensional shape that shows length, width and depth. Length, width and depth are used to create form which will help define form. Students will use form to create a clay pot or sculpture.

59 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 8 th Grade - Space How is space used? Ability to explain height, width, depth and their differences. 3-D forms have height, width, and depth. All 2-D and 3-D works of art have positive and negative space. Create objects that create space. Identify positive and negative space.

60 Standard 1.1, 1.2, 1.3, Mt. Holly Art Curriculum 8th Grade - Value What is value? The lightness or darkness of a color. Changes in value can also be used to help the artist express an idea. Students will use the value of color (lights and darks) to create a two dimensional work of art.