PENNSVILLE SCHOOL DISTRICT

Transcription

1 PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Curriculum Design Template Content Area: Related Arts Course Title: Elementary Art Grade Level: 3-5 Line 9 Weeks Color and Value 9 Weeks Form and Space 9 Weeks Texture 9 Weeks Date Created: 1/10/12 - Justine Adams & Colleen Reilly Board Approved on: January 30, 2012

2 PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Elementary Art Unit Name: Line Grade Level: 3-5 Content Statements Line is a mark made by a moving point according to its direction, weight, and the variations in its direction and weight. Lines have expressive qualities. They can be utilized to evoke feeling. The quality of line has various properties and functions. Appropriate vocabulary is used to discuss the element of line and its use in a piece of art. The basic elements of art and principles of design govern art creation and composition. The characteristic of line can vary from culture to culture. Types of line can be indicative of a particular style or period around the world. Cumulative Progress Indicators D.1 - Identify elements of art and principles of design that are evident in everyday life D.2 - Compare and contrast works of art in various mediums that use the same art elements and principles of design D.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 D.2 - Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using ageappropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles D.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 D.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 A.1 - Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications B.1- Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.

3 1.4.5.B.2 - Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers B.3 - Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art B.4 - Define technical proficiency, using the elements of the arts and principles of design B.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 A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A.2 - Evaluate available resources that can assist in solving problems A.3 - Determine when the use of technology is appropriate to solve problems A.4 - Use data accessed on the Web to inform solutions to problems and the decisionmaking process C.1 - Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) D.1 - Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience D.3 - Demonstrate an awareness of one s own culture and other cultures during interactions within and outside of the classroom E.1 - Explain how digital media are used in daily life in a variety of settings E.2 - Demonstrate effective communication using digital media during classroom activities E.3 - Distinguish how digital media are used by individuals, groups, and organizations for varying purposes F.2 - Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities.

4 9.1.4.F.3 - Explain the importance of understanding and following rules in family, classroom, and community settings. Overarching Essential Questions How do the elements of art govern the creation of art? Unit Essential Questions What is line? How is line used in art? Unit Rationale Line is apparent in all works of art and additional media, but students may not know the qualities of line and how each affects the work and the world around them. Overarching Enduring Understandings The elements of art work together to create an effective art piece Unit Enduring Understanding Students will explore the use of line in a variety of forms in the creation of their own art work and the study of master works from various cultures and periods. Unit Overview Students will explore, identify and notate line qualities and their functions. Authentic Learning Experience Students will recognize and understand the complex nature of visual expression through the use of line, utilizing its various qualities. Students should recognize the significance of the use of line as it relates to the individual and the group. Integration of 21 st Century Themes Global Perspectives Students will look at the use of line in art from different countries. Students will note the similarities and differences in the use of line elements among artwork from various regions. Civic Literacy Students will have an opportunity to compare the use of line in different cultures with the use of line from their own culture. Students will develop a respect for art from other culture that stems from self-awareness and individual creative expression. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Use various types of reasoning (inductive, deductive) to interpret the method and procedure for utilizing different line types in the creation of a work of art (T,A). Use Systems Thinking Examine and analyze works of art to distinguish various line types and their application (E). Make Judgments and Decisions Apply knowledge of line usage in the creation of their own work to create an effective visual statement (T,A; E). Solve Problems Determine the most effective use of line in the creation of a specific work of art (T,A; E).

5 Learning Targets/Scaffolding Define line. Discuss and explain the basic types of line and their uses. Explain that line can evoke feelings and emotion Discuss the similarities and differences of line usage among various cultures. Evidence of Learning Summative Assessment (45 Days) Students will work on various projects that emphasize several line forms and applications using an array of media; assessment will be indicative of the proper use of each. Equipment needed: A variety of art media and implements, technology resources, supplemental print materials. Teacher Resources: Written material, software, Skype, YouTube, computer, samples. Key Terms Elements of Art - Elements of art are the basic visual symbols found in the work such as lines, shape, form, space, point, light, motion, direction, scale, dimension, texture and color. Line - a mark that spans a distance between two points. As an art element, line pertains to the use of various marks, outlines and implied lines in artwork and design, most often used to define shape in two-dimensional work. Composition - The arrangement of lines, colors and form. Contour - Contour drawing shows the outline of the subject, and not the volume or mass of an object. Blind Contour - forms created by looking only at the subject, and not the paper while drawing. Gesture - This quick drawing captures the energy and movement of the subject. It does not necessarily have to be realistic. Horizontal - lines run parallel such as === Vertical - lines run up and down such as Diagonal - lines are slanting lines such as \\\\\ Angled - lines are a combination of diagonal lines such as /\/\/\/\/ ><<> Curved - lines are curly and express movement such as ~~~~~ Spiral - moving lines with a curvature Interrupted - a discontinued line Hatching - Parrallel lines grouped together to create the appearance of value Cross-Hatching - Intersecting hatching lines used to create dark values. Stipple - A series of dots grouped together to create the illusion of lights and darks. Instructional Strategies Individual and group activities that center around the study and application of line 21 st Century Technology students will have access to and will use Smart Board, Skype and computers and software during the class period as needed. Students will critique individual and group work. Customizing Learning/Differentiation Students will have the opportunity to work in this class in many different ways: collaboration, individual work, small and large group and individual assessment.

6 Students have access to a variety of media and pacing opportunities are catered toward individual student progress. Formative Assessment Teacher observation Written evaluation Individual rubric Creative competency Primary Interdisciplinary Connections Mathematics Geography Dance Music Language Arts Science Resources Original works of art Film and print media References Online organization websites Written materials Collaboration Tools Skype Group projects Digital Tools ArtStor Computer SmartBoard Suggested Activities for Inclusion in Lesson Planning Differentiation of materials and skill level targets, time allotment as it applies to specific needs, varied instruction strategies and approaches to a range of learning styles. Unit Timeline Lesson Timeframe Lesson 1 3 days Op Art Collage Lesson 2 2 days Blind Contour Portrait Lesson 3 4 days Van Gogh Hatching Replica

7 Sample Lesson Plan 1 Template Content Area: Art 3-5 Lesson Title: Line Style Painting Timeframe: 3 days Lesson Components 21 st Century Themes X Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy X Civic Literacy Health Literacy 21 st Century Skills X Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration X Information Literacy X Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Language Arts, Mathematics, Geography Integration of Technology: Use of SmartBoard, Online Resources, Video Equipment needed: SmartBoard, Samples, Paper, Pencil, Watercolor Paint, Brushes, Permanent Marker Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Become familiar with the elements and principles of art. Define line. Define value. Become cognizant of the Impressionistic style of Vincent van Gogh and background on the artist Explore the techniques of hatching and cross hatching. Lesson Sequence 1. Define line 2. Discuss the principles of value including highlight, shadow, and midtone. 3. Demonstrate hatching and crosshatching as shading techniques. 4. Students practice hatching an crosshatching to shade a specific object. 5. Introduce Vincent van Gogh through biography and selected images. Identify hatching within the works. 6. Study van Gogh drawings and paintings and select specific images from the works. Teacher Observation ssonvidual Rubric Teacher/Stude nt Feedback

8 Develop skills in shading utilizing hatching and crosshatching. Create an interesting composition utilizing images from the works of Van Gogh. 7. Practice drawing the images on a sheet of scratch paper. 8. On a 9x12" sheet of drawing paper, redraw the selected images to create an original landscape. 9. Outline pencil lines in ink and add hatching to shade. 10. Demonstrate the proper technique for applying watercolor paint to an inked image. Add color to the drawing using watercolor paint. Differentiation The flexibility of the lesson is designed to enable all students to achieve individual levels of mastery and to receive the individual support as needed. Resources Provided Art materials needed for lesson Hatching and Cross Hatching worksheet Vincent van Gogh print Google Docs presentation on SmartBoard PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Elementary Art Unit Name: Color and Value Grade Level: 3-5 Content Statements The basic elements of art and principles of design govern art creation and composition. Color depends on light because it is made of light. There must be light for us to see color. Color has three properties. They are hue, value, and intensity. There are primary colors, secondary colors, and intermediate colors. Colors are mixed to create new colors. Cumulative Progress Indicators D.1 - Identify elements of art and principles of design that are evident in everyday life D.2 - Compare and contrast works of art in various mediums that use the same art elements and principles of design A.1 - Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs A.2 - Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art A.3 - Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

9 Value refers to the lightness or darkness of a hue. Intensity refers to the purity of a hue. The color wheel has warm and cool colors. Warm colors appear to advance in an image, while cool colors appear to recede. Colors can be used to evoke feelings and emotions. Colors have different significances from culture or culture due to this relationship D.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 D.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 D.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 D.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 D.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 A.1 - Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications A.2 - Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view A.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.1 - Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria B.3 - Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art B.4 - Define technical proficiency, using the elements of the arts and principles of design B.5 - Distinguish ways in which individuals may disagree about the relative merits and effectiveness of

10 artistic choices in the creation and performance of works of dance, music, theatre, and visual art A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A.2 - Evaluate available resources that can assist in solving problems A.3 - Determine when the use of technology is appropriate to solve problems A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process A.5 - Apply critical thinking and problemsolving skills in classroom and family settings B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Overarching Essential Questions How do the elements of art govern the creation of art? Unit Essential Questions What is color? What is value? How are color and value used in art? Overarching Enduring Understandings The elements of art work together to create an effective art piece. Unit Enduring Understanding Students will explore the use of color and value in a variety of forms in the creation of their own art work and the study of master works from various cultures and periods. Unit Rationale Color is apparent in all works of art and additional media, but students may not know the specific qualities of color and how they are manipulated to affect a work of art. Value affects color and perception of forms, but students may not be aware of this phenomenon. Unit Overview Students will explore, identify and create artwork that possesses a range of color qualities and value scales. Authentic Learning Experience Students will explore and understand color theory as it applies to the world around them. They will note how color quality and value can affect perception and mood - qualities that are individual to the viewer. Students will experience the reward of creating an art piece that is self-expressive. Integration of 21 st Century Themes Global Perspectives Students will look at the use of color in art from different countries. Students will note the similarities and differences in the use of color qualities among

11 artwork from various regions. Students will recognize how color and/or value is present in all works of art, regardless of culture. Civic Literacy Students will have an opportunity to compare the function of color in foreign cultures and note the relationship with the use of color in the world around them. Students will develop a respect for art from other culture that stems from selfawareness and individual creative expression. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Use various types of reasoning (inductive, deductive) to interpret the method and procedure for utilizing different colors and techniques in the creation of a work of art (T,A). Use the correct value on a color scale to imply the lightness or darkness of an object (T, A) Use Systems Thinking Examine and analyze works of art to distinguish various color usage and their application techniques (E). Make Judgments and Decisions Apply knowledge of color theory and value scales in the creation of their own work to create an effective visual statement (T, A; E). Solve Problems Determine the most effective use of color in the creation of a specific work of art (T, A; E). Learning Targets/Scaffolding Define color. Discuss and explain the properties of color - hue, value, and intensity. Define value. Create a color wheel that illustrates the transition from warm to cool colors. Explain that color can evoke feelings and emotion Discuss the similarities and differences of color significance among various cultures. Evidence of Learning Summative Assessment (45 Days) Students will work on various projects that focus on color theory and color mixing, using an array of media and techniques; assessment will be indicative of the proper use of each. Equipment needed: A variety of art media and implements, technology resources, supplemental print materials. Teacher Resources: Written material, software, Skype, YouTube, computer, samples. Key Terms Elements of Art - Elements of art are the basic visual symbols found in the work such as lines, shape, form, space, point, light, motion, direction, scale, dimension, texture and color.

12 Achromatic - Black, white and greys. Artwork that is executed without color. Acrylic - Thicker and stronger than tempera or watercolor paint, Acrylic is a waterbased "plastic" paint. Basic color principles - All color theory is based on the principle that 'color is light'. Chroma - This is the intensity, or strength, or purity of a color. Squeezing paint directly from the tube to the palette is 'full chroma'. Color - When light is reflected off an object, color is what the eye sees. The primary colors are red, yellow and blue. The secondary colors are orange, purple and green. Complementary Colors - Complementary colors are those which appear opposite to one another on a color wheel. The complimentary colors are red and green, blue and orange, and yellow and purple. Dominance - Dominance is an object or color that stands out in relation to the rest of the painting. Gouache- (Tempera) Opaque watercolors and the technique of painting with such colors using white to make tints. Hue - Hue is another word for color. The attribute which describes colors by name, i.e. red, blue, yellow etc. Impressionism - Impressionism is referred to as the most important art movement of the 19th century. The term impressionism came from a painting by Claude Monet. His painting was titled Impression Sunrise. Impressionism is about capturing fast fleeting moments with color, light, and surface. Intensity - This term is used to describe the brightness, or the dullness of a color. Intermediate colors - Obtained by mixing adjoining Primary and Secondary colors. Pigment - Pigment is the material used to create the effect of color on any surface. Primary colors - Red, yellow, blue. Secondary colors - Orange, Violet, Green. Each color is midway between the Primaries from which it can be mixed. Shade - Using a mixture of black mixed with a color to make it darker. The opposite of shade is tint. Tertiary colors - Colors that represent a mixture of secondary colors. Tint - Tint is the opposite of shade. Tinting is combining white with a color to make it lighter. Value - Shadows, darkness, contrasts and light are all values in artwork. Wash - A highly fluid application of color. Watercolor - A translucent, water-based paint that comes in cake or tube form. Instructional Strategies Individual and group activities that center around color theory and application of color. 21 st Century Technology students will have access to and will use Smart Board, Skype and computers and software during the class period as needed. Students will critique individual and group work. Customizing Learning/Differentiation Students will have the opportunity to work in this class in many different ways: collaboration, individual work, small and large group and individual assessment. Students have access to a variety of media and pacing opportunities are catered toward individual student progress.

13 Formative Assessment Teacher observation Written evaluation Individual rubric Creative competency Primary Interdisciplinary Connections Mathematics Geography Dance Music Language Arts Science Resources Original works of art Film and print media Color wheel References Online organization websites Written materials Collaboration Tools Skype Group projects Digital Tools ArtStor Computer SmartBoard Suggested Activities for Inclusion in Lesson Planning Differentiation of materials and skill level targets, time allotment as it applies to specific needs, varied instruction strategies and approaches to a range of learning styles. Unit Timeline Lesson Lesson 1 Expressive Color Painting Lesson 2 Mexican Sugar Skull Resist Drawing Lesson 3 Josef Albers Color Squares Timeframe 3 days 4 days 2 days Sample Lesson Plan 1 Template

14 Content Area: Art 3-5 Lesson Title: Mexican Sugar Skull Resist Drawing Timeframe: 4 days Lesson Components 21 st Century Themes X Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy X Civic Literacy X Health Literacy 21 st Century Skills X Creativity and Innovation X Critical Thinking and Problem Solving X Communication X Information Literacy and Collaboration X Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Georgraphy, Science, Mathematics Integration of Technology: Use of SmartBoard, Online Resources, YouTube Video Equipment needed: SmartBoard, Samples, Black Paper, Pencil, Oil Pastels, Glue, Sugar Skull Design Handout Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

15 Students: Define Dia de los Muertos. Explore cultural traditions of Mexico through the study of the Dia de los Muertos celebration. Discover the stylistic characteristics of Mexican folk art. Explore the use of line and color in art. Create an accurate Dia de los Muertos skull resist drawing. Learn the proper technique for creating a resist drawing. Refine drawing, gluing, and coloring skills. Lesson Sequence 1. Explain that art varies from culture to culture and that often times, art from a certain country will have a specific style. 2. Instruct students to find Mexico on the classroom map. Explain that the art of Mexico has a certain style. Typically Mexican folk art uses very bright colors and patterns. They are often visually appealing and eye-catching designs. 3. Provide a handout with information about Dia de los Muertos. Explain traditions, such as honoring the dead, making foods, and decorating sugar skulls. 4. Show students a short video clip on the Mexican celebrations during the holiday and the crafting of a sugar skull. 5. Show the class, in small groups, an actual sugar skull. Students may get a close-up look at the skull and lightly touch it. Ask students what they notice about it - color, shape, texture, materials, patterns, design? 6. Explain to students that sugar skulls are often made to honor a loved one. Have students think of someone that they would like to honor, dead or living, and keep them in mind as they are creating their artwork. 7. Show students examples of sugar skulls - actual and created - noting the use of bright color and pattens in the art work. Point out specific shapes, colors, and lines used in creation of the design. 8. On black drawing paper, go over how to create the skull shape, adding in eyes, nose, and teeth. 9. Add in shapes and patterns to fill the skull with elaborate line work - noting that the lines should not be too close together - students should draw LARGE. 10. Demonstrate how glue can be applied to resist the application of color. Have students trace over their pencil lines with glue. All glue lines will be black at the end of the project. Let glue dry on tables or on the floor to prevent running. 11. Fill in spaces not covered by glue with rich oil pastel colors - remind students that skulls are often colorful and eye-catching. Teacher Observation Individual Rubric Teacher/Student Feedback

16 Differentiation The flexibility of the lesson is designed to enable all students to achieve individual levels of mastery and to receive the individual support as needed. Resources Provided Art materials needed for lesson Sugar Skull Handouts Actual Sugar Skull Google Docs presentation on SmartBoard PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Elementary Art Unit Name: Form and Space Grade Level: 3-5 Content Statements The basic elements of art and principles of design govern art creation and composition. Form describes volume and mass, or the three dimensional objects that take up space. Forms can be viewed from many angles. Forms can have a number of qualities, including architectural, geometric, organic, and abstract. Form has 3-D qualities, while shape has 2-D qualities. Space creates a feeling of depth. It organizes elements in a composition. Compositions consist of a foreground, middle ground, and a background. Overlapping can be used to create a sense of space. Linear space is a way of organizing objects in space. One-point, two-point, and areal perspective are used to create the illusion of Cumulative Progress Indicators D.1 - Identify elements of art and principles of design that are evident in everyday life D.2 - Compare and contrast works of art in various mediums that use the same art elements and principles of design A.1 - Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs A.2 - Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art A.3 - Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history D.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.

17 space on a 2-D plane D.2 - Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using ageappropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles D.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 D.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 A.2 - Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view A.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.1 - Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria B.4 - Define technical proficiency, using the elements of the arts and principles of design B.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,

18 theatre, and visual art B.2 - Design an alternative use for an existing product C.1 - Explain the impact of disposing of materials in a responsible way A.4 - Use data accessed on the Web to inform solutions to problems and the decisionmaking process A.5 - Apply critical thinking and problemsolving skills in classroom and family settings B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking D.3 - Demonstrate an awareness of one s own culture and other cultures during interactions within and outside of the classroom F.2 - Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities F.3 - Explain the importance of understanding and following rules in family, classroom, and community settings. Overarching Essential Questions How do the elements of form and space play a role in the appearance of a work of art? What is the relationship that exists between the form and the space of an object? Unit Essential Questions What is form? What is space? How are form and space used in art? Unit Rationale Form and space are apparent in all works of art and additional media, but students may Overarching Enduring Understandings The elements of art work together to create an effective art piece. Form and space affect the perception of the viewer. Unit Enduring Understanding Students will explore the uses of form and space in the creation of their own art work and the study of master works from various cultures and periods. Unit Overview Students will explore, identify and develop a sense of space and form, that, in turn, will serve a

19 not know the concepts behind each element. specific purpose within a work of art. Authentic Learning Experience Students will explore the qualities of form and space as it dictates the world around them. Students will understand the concept of each element as it applies to their visual world and how it is translated into an art piece. Integration of 21 st Century Themes Global Perspectives Students will look at the use of form and space used in art work from several countries. They will note the similarities among each. Civic Literacy Students will recognize form and space as a way to organize the world around them. Students will develop a respect for art from other culture that stems from self-awareness and individual creative expression. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Use various types of reasoning (inductive, deductive) to interpret the method and procedure for utilizing form and space in the creation of a work of art (T,A). Use Systems Thinking Examine and analyze works of art to distinguish various perspectives dictated by both form and space (E). Make Judgments and Decisions Apply knowledge of various techniques and styles of form and space in the creation of their own work to create an effective visual statement (T,A; E). Solve Problems Determine the most effective use of form, space, or both in the creation of a specific work of art (T,A; E). Learning Targets/Scaffolding Define form and space. Discuss the relationship shared by the two as it relates to 2-D and 3-D works of art. Explore different qualities of form, including architectural, geometric, organic, and abstract. Recognize how foreground, middle ground, and background affect the space of an image. Note the use of overlapping. Discuss how different types of perspective affect the viewers perception of a form in space. Evidence of Learning Summative Assessment (45 Days) Students will work in 2-D and 3-D media to create works of art that reflect the various qualities of form and space; assessment will be indicative of the proper use of each. Equipment needed: A variety of art media and implements, technology resources, supplemental print materials. Teacher Resources: Written material, software, Skype, YouTube, computer, samples.

20 Key Terms Elements of Art - Elements of art are the basic visual symbols found in the work such as lines, shape, form, space, point, light, motion, direction, scale, dimension, texture and color. Armature - A structure used beneath something else for support. For example, a sculptor might create a clay sculpture with a wood or wire armature beneath it as support. Think about the frame of a house being constructed before all of the brick or siding is built on top. Background - The area in an image that is furthest away from the viewer Balance - An art and design principle concerned with the arrangement of one or more elements in a work of art so that they appear symmetrical (even) or asymmetrical (uneven) in design and proportion. Collage - Collage is from the French meaning "paste up". The combination of pieces of cloth, magazines and other found objects to create artwork. Composition - The arrangement of lines, colors and form. Firing - To harden clay, you have to heat it at high temperatures which fuses the clay particles. Foreground - The area in an image that is closest to the viewer. Form - An element of art, such as you would see in a sculpture that has three dimensions. Middle Ground - The area in an image that is between the foreground and the background. Modeling Material - Material that is formed into a shape. Most modeling materials harden when the moisture in them evaporates, such as clay. Some do not harden, such as plastecine and can be used again. Organic - Shapes that are not regular or even, using a combination of edges that are curved or angular. Plaster - When mixed with water, this powder will harden into a chalk-like solid used to create sculptures, and other forms of artwork. Repetition - Repetition is created when objects, shapes, space, light, direction, lines etc. are repeated in artwork. Rhythm - When the regular repetition of particular forms or elements occurs in a work of art, that work is said to have rhythm. It suggests motion. Shape - Shapes can be in the form of squares, circles, triangles, rectangles, and ovals. Space - Organizes elements in a composition Symmetry - Symmetry is when one side of something balances out the other side. Unity - A feeling of completeness is created by the use of elements in the artwork. Instructional Strategies Individual and group activities that center around the function of form and space in a work of art. 21 st Century Technology students will have access to and will use Smart Board, Skype and computers and software during the class period as needed. Students will critique individual and group work. Customizing Learning/Differentiation Students will have the opportunity to work in this class in many different ways: collaboration, individual work, small and large group and individual assessment. Students have access to a variety of media and pacing opportunities are catered toward individual student progress. Formative Assessment

21 Teacher observation Written evaluation Individual rubric Creative competency Primary Interdisciplinary Connections Mathematics Geography Dance Music Language Arts Science Resources Original works of art Film and print media References Online organization websites Written materials Collaboration Tools Skype Group projects Digital Tools ArtStor Computer SmartBoard Suggested Activities for Inclusion in Lesson Planning Differentiation of materials and skill level targets, time allotment as it applies to specific needs, varied instruction strategies and approaches to a range of learning styles. Unit Timeline Lesson Lesson 1 Two-Point Perspective Castle Drawings Lesson 2 Organic and Inorganic Shapes Collage Lesson 3 Junk Sculptures Timeframe 3 days 2 days 4 days Sample Lesson Plan 1 Template

22 Content Area: Art 3-5 Lesson Title: Junk Sculptures Timeframe: 4 days Lesson Components 21 st Century Themes X Global Awareness X Financial, Economic, Business, and Entrepreneurial Literacy X Civic Literacy X Health Literacy 21 st Century Skills X Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration X Information Literacy X Media Literacy ICT Literacy X Life and Career Skills Interdisciplinary Connections: Mathematics, Science, Geography Integration of Technology: Use of SmartBoard, Online Resources Equipment needed: SmartBoard, Samples, Paper, Pencil, Scrap Material, Recyclables, Masking Tape, Hot Glue, Paint, Paintbrushes Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Define form. Explore the relationship between form and sculpture. Recognize the work of artist Leo Sewell as it pertains to assemblage sculptures. Explore the technique of sculpture making. Create a work of art that resembles the work of a "junk sculpture" as created by Sewell Lesson Sequence 1. Define form. Explain that form is governed by 3-D properties. Explain that sculptures are a type of form. 2. Discuss the technique of sculpture making. What is sculpture? How are sculptures created? What types of materials can be used? 3. Focus on the use of "junk" or "found objects" in art. Can they serve as a legitimate art form? Why or why not? 4. Introduce the artist Leo Sewell. Show examples of his work in assemblage. Note how form, color, and balance are important elements in his design process. 5. Discuss the difference between 2D and 3D design. What are the differences and similarities of the two? Should they be approached differently? Teacher Observation Individual Rubric Teacher/Stu dent Feedback

23 Strengthen sense of 6. Divide students into groups of 2-4. Students design elements such will create 10 thumbnail sketches of animals to as balance, color, and use as design ideas for their project (other forms form. Explore the may be used, but must be approved first.) As a similarities and group, students will select the best design for their difference between final project. 2D and 3D design. 7. Each student will create a rough draft of the Define the term sculpture. Rough draft should include a front, top, "armature." and side view of the sculpture. Rough draft should Define the term be colored using the desired color scheme. "sculpture." 8. Students will begin building an armature for their sculpture. Explain that the armature is the "skeleton" of the sculpture that holds the form together. The armature should have the general shape of the final sculpture. Armatures can be created using larger pieces of junk or paper and masking tape. 9. When the armature is constructed, the group will add additional pieces of junk to the sculpture, using hot glue, as they apply to the design. 10. Acrylic paint may be applied if desired. Differentiation The flexibility of the lesson is designed to enable all students to achieve individual levels of mastery and to receive the individual support as needed. Resources Provided Art materials needed for lesson Examples of shapes - shapes poster, art room environment Google Docs presentation on SmartBoard PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Elementary Art Unit Name: Texture Grade Level: 3-5 Content Statements The basic elements of art and principles of design govern art creation and composition. Texture refers to the surface quality of an artwork. Cumulative Progress Indicators D.1 - Identify elements of art and principles of design that are evident in everyday life D.2 - Compare and contrast works of art in various mediums that use the same art elements and principles of design.

24 Texture can be simulated, which occurs when smooth surfaces look as if they are textured, or actual, which is tangible. Textures exist all around us in our environment and in nature. Art from different cultures possesses specific and varying textural that are particular to each culture D.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 D.2 - Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using ageappropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles D.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 D.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 A.1 - Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications B.1- Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria B.2 - Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers B.3 - Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art B.4 - Define technical proficiency, using the elements of the arts and principles of design B.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,

25 theatre, and visual art A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A.2 - Evaluate available resources that can assist in solving problems A.3 - Determine when the use of technology is appropriate to solve problems A.4 - Use data accessed on the Web to inform solutions to problems and the decisionmaking process A.5 - Apply critical thinking and problemsolving skills in classroom and family settings B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking C.1 - Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) D.1 - Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience D.3 - Demonstrate an awareness of one s own culture and other cultures during interactions within and outside of the classroom F.2 - Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities F.3 - Explain the importance of understanding and following rules in family, classroom, and community settings. Overarching Essential Questions How do the elements of art govern the creation of art? Unit Essential Questions What is texture? How is texture created? Overarching Enduring Understandings The elements of art work together to create an effective art piece. Unit Enduring Understanding Students will explore the use of texture in a variety of 2-D and 3-D works. They will create of their own art work and study of master works from various cultures and periods.

26 Unit Rationale Texture is apparent in the world around us, but students may not know how it relates to art. Unit Overview Students will explore, identify and notate textural qualities and their functions. Authentic Learning Experience Students will recognize and understand the complex nature of visual expression through the use of texture, utilizing its various qualities. Students will experience the feeling of texture. Integration of 21 st Century Themes Global Perspectives Students will look at the use of texture in art from different countries. Students will note the similarities and differences in the use of textural elements and materials among artwork from various regions. Civic Literacy Students will have an opportunity to compare the use of texture in their environment with other textures. Students will notice the effect of different art media on texture. Students will see how texture is used in other cultures and how that may differ from their own experience. Students will develop a respect for art from other culture that stems from self-awareness and individual creative expression. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Use various types of reasoning (inductive, deductive) to interpret the method and procedure for creating and utilizing various types of textures in the creation of a work of art (T,A). Rationalize the use of simulated and actual texture and the effectiveness of each in the art work. (T,A). Use Systems Thinking Examine and analyze works of art to distinguish various textures and their application (E). Make Judgments and Decisions Apply knowledge of simulated and actual textures in the creation of their own work to create an effective visual statement (T,A; E). Solve Problems Determine which texture is used in a specific 3-D object (T,A). Determine the most effective use of texture in the creation of a specific work of art (T,A; E). Learning Targets/Scaffolding Define texture. Discuss different types of textures and the qualities that each possess.

27 Investigate the difference between simulated and actual texture. Apply each to a specific design. Discuss the similarities and differences of texture usage among various artists and cultures. Evidence of Learning Summative Assessment (45 Days) Students will work on various projects that emphasize several type of textures and methods of creating textures within an array of media; assessment will be indicative of the proper use of each. Equipment needed: A variety of art media and implements, technology resources, supplemental print materials. Teacher Resources: Written material, software, Skype, YouTube, computer, samples. Key Terms Elements of Art - Elements of art are the basic visual symbols found in the work such as lines, shape, form, space, point, light, motion, direction, scale, dimension, texture and color. Texture - Texture creates the feeling of an object. Simulated - texture that which occurs when smooth surfaces look as if they are textured Actual - texture which is tangible. These include slick, smooth, rough, bumpy, velvety, satiny, etc. Instructional Strategies Individual and group activities that center around the study and creation and observation of texture. 21 st Century Technology students will have access to and will use Smart Board, Skype and computers and software during the class period as needed. Students will critique individual and group work. Customizing Learning/Differentiation Students will have the opportunity to work in this class in many different ways: collaboration, individual work, small and large group and individual assessment. Students have access to a variety of media and pacing opportunities are catered toward individual student progress. Formative Assessment Teacher observation Written evaluation Individual rubric Creative competency Primary Interdisciplinary Connections Mathematics Geography Language Arts Science Resources Original works of art Film and print media