Art Curriculum Grades K-8

Transcription

1 Warren Township Schools Warren Township, NJ Art Curriculum Grades K-8 Dr. Tami R. Crader Adopted: June 27, 2011 (K-6) Superintendent of Schools Nov. 28, 2011 (7-8) William Kimmick Curriculum Coordinator Stacey Hann-Modugno Curriculum Supervisor Curriculum Committee: Rebecca Black Meryl Lettire Donna Pellagrino

2 Grade: Kindergarten UNIT: Art History and Art Appreciation Essential Question: What is the purpose of Art? Why do we create? A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate an understanding that humans apart from all other beings create art. Demonstrate an understanding that art is a form of communication. Demonstrate and apply the idea that symbols and images can communicate ideas, emotions and narratives. Examine cave paintings and other primitive art Examine symbolic art including the art of Keith Haring, and Jean-Michel Basquiat Make a list of common symbols Study hieroglyphics Egyptian art Symbol painting Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Relate to the idea that artworks reflect a specific time and culture. Examine drawings, paintings and sculptures from various periods and cultures BENCHMARKS By the end of kindergarten the learner will be able to: A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, A.3, Relate to reproductions from famous artists of specific art periods to introduce lessons, units of study or techniques. Critique personal work based upon goals and objectives of each project Paintings Sculptures Drawings Mixed media Textiles Printmaking Ceramics Whole class critique Create artworks based upon historical periods

3 Grade: Kindergarten UNIT: Ceramics Essential Question: How has clay been used in various cultures throughout history? A.1, A.2, A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6 Demonstrate an understanding that people throughout history have used clay to create vessels. Demonstrate and apply an understanding that clay can be formed into shapes. Demonstrate ability to roll, pound, squeeze and form clay to create shapes. Demonstrate individual expression. Examine ancient ceramic pottery from primitive cultures including Mayan, Greek and Roman vessels Hand-Manipulation exercises Pinch pots Pinch and pull animals Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of kindergarten the learner will be able to: 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.3, Develop proper clean-up habits. Practice and review cleanup and set up procedures Critique personal work based upon goals and objectives of each project Whole class critique Form a sphere, and roll a coil Form a basic pinch pot Begin to create texture with hands and tools

4 Grade: Kindergarten UNIT: Design Essential Question: What is design and how do artists use it in the creation of art? A.1, D.1, A.1, D.1, A.1, D.1, A.1, A.2, D.1, Demonstrate and apply an understanding that artists use design in their artwork. Recognize various elements and principles of design within art. Recognize positive and negative space within an artwork. Relate to reproductions from famous artists to understand the use of design in art. Painting Sculptures Drawings Mixed Media Printmaking Ceramics Abstract paper design collage Examine paintings, drawings, and various artworks from differing periods of time and cultures Demonstrate individual expression. Tissue paper collage Abstract shape design Develop proper clean-up habits Practice and review cleanup and set-up procedures Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of kindergarten the learner will be able to: Create a design incorporating art elements A.1, A.3, Critique personal work based upon goals and objectives of each project Whole class critique

5 Grade: Kindergarten UNIT: Drawing Essential Question: How are a point, a line, and a shape different? How do artists use lines to create shapes and textures? Identify and demonstrate the use of Point and line exercises Teacher-created lines to create artworks. rubrics Teacher Demonstrate motor control in Abstract shape drawings observations and establishing linear directions and size. comments Identify basic geometric shapes such as Examine Non-Objective/ Non- circles, triangles, rectangles, ovals and Representational work by artists Journals D.4, A.1, squares. Authentic A.2, A.4 such as Joan Miro and Paul Klee to identify geometric and Assessment: amorphous shapes Achievement-based products/ artworks A.1, A.3, Compare and contrast geometric and amorphous shapes. Shape drawings with overlapping geometric and amorphous shapes Relate lines and simple shapes to common objects. Demonstrate this Still-life drawings from observation understanding by using lines to create 2- D drawings of 3-D objects. Sea-life drawings from observation Jungle Drawings from observation Identify and demonstrate use of texture. Textural rubbings Demonstrate individual expression. Non-Representational drawings Develop proper clean-up habits Practice and review clean-up and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique BENCHMARKS By the end of kindergarten the learner will be able to: Identify what a line and shape are and how they are related to one another. Create various lines. Use lines to create shapes.

6 Grade: Kindergarten UNIT: Painting Essential Question: How do artists use color mediums and various painting tools to create art? Identify and demonstrate the proper use Painting exercises, and care of brushes and paint. Watercolor washes Tempera paintings Demonstrate the proper use of different Crayon Resist Paintings, types of paint. Finger Paintings Recognize and identify a variety of colors.,,,,, A.1, A.3, Identify primary colors and their properties. Simple color mixing exercises Overlapping color exercises Identify black as dark and white as light. Black and white tint and shade color project Develop an understanding of the properties of various color mediums. Develop skills in the use of lines and shapes, in color when painting. Sponge painting Watercolor paintings Straw painting Paint using colors within forms and shapes Demonstrate individual expression. Non-Representational paintings Develop proper clean-up habits Practice and review clean-up and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of kindergarten the learner will be able to: Mix colors Identify primary and secondary colors Apply paint with a brush to canvas or paper

7 Grade: Kindergarten UNIT: Printmaking Essential Question: What is printmaking? How do artists create a print? D.1, D.1, D.3, D.1, D.1, D.3, D.1, D.1, D.3, D.1, D.1, D.3,, D A.1, A.3, Recognize that prints may be produced using a variety of objects and paint. Identify the properties of printmaking. Demonstrate motor control when creating a print. Recognize positive and negative space within a print. Demonstrate individual expression. Blottos Examine various forms of printmaking including woodcuts and linoleum cuts Vegetable prints Blottos Finger and handprints. Examine prints created to view positive and negative space. Develop proper clean-up habits Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of kindergarten the learner will be able to: Identify qualities of a print and how it is different from other forms of art. Create a basic print using hand pressure.

8 Grade: Kindergarten UNIT: Sculpture Essential Question: Can the manipulation of materials to form shapes constitute a simple sculpture? Demonstrate the use of hand-manipulation to create clay forms. Demonstrate motor control in establishing forms out of clay. Demonstrate and experience rolling, pounding squeezing and forming objects out of clay. Hand manipulation exercises Form sphere Pinch pot Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, A.3, Identify the difference between 3- dimensional and 2-dimensional artworks. Demonstrate individual expression. Pinch pots Examine drawings, paintings and sculptures Develop proper clean-up habits Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique BENCHMARKS By the end of kindergarten the learner will be able to: Identify threedimensional forms and create one or more.

9 Grade: Kindergarten UNIT: Textiles Essential Question: What are textiles? How are textiles utilitarian objects? What can we tell about a culture through the study of their textiles? : A.1, A.2, A.1, A.2, A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6 Identify the unique qualities and properties of textiles. Develop an understanding of how textiles are created. Identify the various ways textiles are used in society. Demonstrate ability to manipulate paper to create woven pieces. Employ various techniques to manipulate and transform fabrics. Examine weavings, tapestries, quilts and fabrics of various cultures Examine looms Study quilts Examine sewing machines, needles, rings, thread and other tools for joining fabrics Study Quilts of Faith Ringgold Kente cloth fabric design God s eyes Woven paper placemats Fabric collage Printing on burlap Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Products/artworks BENCHMARKS By the end of kindergarten the learner will be able to: Identify what textiles are. Create a paper weaving based upon an understanding of textiles.

10 Grade: Kindergarten UNIT: Textiles Essential Question: What are textiles? How are textiles utilitarian objects? What can we tell about a culture through the study of their textiles? A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6 Demonstrate individual expression Weavings in paper Paper and fabric quilts Develop proper clean-up habits Practice and review cleanup and set-up procedures A.1, A.2, A.4 Critique personal work based upon goals and objectives if each project. Whole class critique

11 Grade: First UNIT: Art History & Art Appreciation Essential Question: How does art reflect society? How does it reflect culture? A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate and apply an understanding that humans, apart from all other beings, create art. Demonstrate and apply an understanding that art is a reflection of a specific culture. Examine art of various non-western cultures Art based upon work seen from specific cultures, examples: Molas - Cuna people Dot paintings- Aborigines of Australia Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate and apply the idea that art reflects a specific time period A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate the ability to identify artworks based upon specific art periods, style or cultures. Examine drawings, paintings and sculptures from various periods and cultures BENCHMARKS By the end of first grade the learner will be able to: A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Relate to reproductions from famous artists of specific art periods to introduce lessons, units of study or techniques. Paintings Sculptures Drawings Mixed media Textiles Printmaking Ceramics Create artworks in the style of a particular historical period and or culture A.1, A.3, Critique personal work based upon goals and objectives of each project Whole class critique

12 Grade: First UNIT: Ceramics Essential Question: How has clay been used in various cultures throughout history? A.1, A.2, A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.3, Further Demonstrate and apply an understanding that people throughout history have used clay to create vessels. Further demonstrate and apply an understanding that clay can be formed into shapes. Demonstrate ability to create slabs out of clay. Demonstrate individual expression. Examine ancient ceramic pottery from primitive cultures including Mayan, Greek and Roman vessels. Hand-Manipulation exercises Pinch pot Pinch and pull animals Animal pinch pots Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of first grade the learner will be able to: Develop proper clean-up habits. Practice and review cleanup and set up procedures Create a basic slab Attach and join slabs Critique personal work based upon goals employing slip and and objectives of each project score techniques Whole class critique Create texture using various tools and stamping

13 Grade: First UNIT: Design Essential Question: What are the specific elements and principles of design and how do artists use them in their artwork? A.1, D.1, A.1, D.1, A.1, D.1, A.1, A.2, D.1, D.1,, A.3 Demonstrate a greater understanding that artists use design in their artwork. Recognize the importance of elements of and principles of design within art. Recognize positive and negative space within an artwork. Relate to reproductions from famous artists to understand the use of design in art. Demonstrate and apply an understanding of the elements and principles of design in art. Demonstrate individual expression. Pastel drawings and paintings. Painting Sculptures Drawings Mixed Media Printmaking Ceramics Study Mondrian and create work showing the positive and negative areas. Examine paintings, drawings, and various artworks from differing periods of time and cultures. Pattern designs to create quilt squares. Create a design Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of first grade the learner will be able to: incorporating principles of design. Develop proper clean-up habits. Practice and review cleanup and set-up procedures A.1, A.3, Critique personal work based upon goals and objectives of each project Whole class critique

14 Grade: First UNIT: Drawing Essential Question: How are lines used by different artists to represent 3-dimensional forms in drawings? D.4, A.1, A.2, A.4 Identify and demonstrate the use of various lines including straight, curves, wavy, and dotted to create artworks. Demonstrate and apply knowledge of geometric shapes into drawings. Apply lines and shapes into the creation of patterns. Abstract drawings using a variety of lines Non-Objective/Non- Representational drawings based upon study of Abstract artists Pattern designs Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks D.4, A.1, A.2, A D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Refine drawing of lines and shapes to common objects. Demonstrate this understanding by using lines to create 2-D drawings of 3-D objects. Continue to refine the use of texture in drawings. Demonstrate the understanding that combinations of shape(s) create a unified design. Leaf drawings from observation Nature Drawings incorporating natural textures based upon Aboriginal and Native American art works Examine Piet Mondrian s work to create designs using one or two shapes BENCHMARKS By the end of first grade the learner will be able to: Create various patterns with lines. Create shapes to represent recognizable images.

15 Grade: First UNIT: Drawing Essential Question: How are lines used by different artists to represent 3-dimensional forms in drawings? D.4, A.1, A.2, A.4 Distinguish between open and closed shapes. Portraits using open and closed shapes D.4, A.1, A.2, A D.4, Demonstrate individual expression. Charcoal and pastel drawings Develop proper clean-up habits Practice and review cleanup and set-up procedures A.1, A.2, A.3 Critique personal work based upon goals and objectives of each project Whole class critique

16 Grade: First UNIT: Painting Essential Question: How do artists use various colors, materials, and textures to create art?,,,,, A.1, A.3, Identify primary and secondary colors. Identify black as dark and white as light. Demonstrate an understanding and apply the knowledge that primary colors mix to produce secondary colors. Further develop painting skills. Identify different types of paint and how they are used. Further develop skills with paint when creating lines and shapes. Use various materials and techniques to achieve textures in paint. Painting exercises Watercolor washes Tempera paintings Primary and secondary color mixing exercises Painting Representational and Non-Representational works. Sponge painting Crayon Resist Newspaper Sponge Painting Comb Removal Demonstrate individual expression. Non-Representational paintings Develop proper clean-up habits Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique Teacher-created rubrics Teacher observations and comments Journal Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of first grade the learner will be able to: Use a variety of tools to apply paint to artwork Use various methods to apply paint to artwork Blend and mix primary colors to create secondary and intermediate colors

17 Grade: First UNIT: Printmaking Essential Question: What are the various materials that can be used when creating a print? D.1, D.5, D D.1, D.5, D.5, D.5, D.5, D.5, D.5, D.5, D A.1, A.3, Demonstrate a basic understanding of the printmaking process. Demonstrate an understanding and apply the knowledge of what a Monoprint is to create one. Recognize that prints can be made out of a variety of objects and mixed media. Identify and understand printmaking vocabulary. Discussion and demonstration of printmaking Blottos Monoprints Leaf Print Found Object Art Sponge Print Examine tools, materials, and vocabulary Demonstrate individual expression. Crayon Prints Cork Prints Demonstrate an understanding of the value of materials and equipment. Share equipment and take care of the materials being used. Develop proper clean-up habits Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of first grade the learner will be able to: Ability to make multiple prints with various tools using hand pressure.

18 Grade: First UNIT: Sculpture Essential Question: Can manipulation of materials to form shapes be used to construct a complete sculpture? Demonstrate the refined use of handmanipulation to form clay objects. Demonstrate refined motor control in establishing forms out of clay. Demonstrate and experience refined rolling, pounding squeezing and forming objects out of clay. Hand manipulation exercises Form sphere Pinch pot Slab building Coil rolling Slip and Score Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate ability to creatively shape and join clay. Identify the difference between 3- dimensional and 2-dimensional artworks. Examine drawings, paintings and sculptures BENCHMARKS By the end of first grade the learner will be able to: Build and join forms to create a sculpture A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate individual expression. Pinch pots with added slabs and coils Develop proper clean-up habits Practice and review cleanup and set-up procedures A.1, A.2, A.3 Critique personal work based upon goals and objectives of each project Whole class critique

19 Grade: First UNIT: Textiles Essential Question: How have textiles been used as decorative art? How have textiles been used to convey a narrative, describe a period of time, or reflect a culture? A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6 Further develop an understanding of the unique qualities and properties of textiles. Further develop an understanding of how textiles are created. Identify the various ways textiles are used in society. Demonstrate ability to manipulate textile materials. Employ various methods and techniques to create textiles. : Further explore weaving of various cultures Introduce Molas Paper Molas Examine looms Study quilts Examine sewing machines, needles, rings, thread and other tools for joining fabrics Study Quilts of Faith Ringgold Kente cloth fabric design Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Products/artworks BENCHMARKS By the end of first grade the learner will be able to: Drawing on fabric with fabric markers Explore color in God s eyes Identify a loom and how Fabrics collages Quilts Weavings Painting on muslin it functions Create a paper weaving on a loom.

20 Grade: First UNIT: Textiles Essential Question: How have textiles been used as decorative art? How have textiles been used to convey a narrative, describe a period of time, or reflect a culture? A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, A.3, A.4 Demonstrate and apply knowledge that textiles can convey a story. : Study African American Quilts Narrative Paper Quilts Demonstrate individual expression. Faith Ringgold Quilts Molas Develop proper clean-up habits. Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives if each project. Whole class critique

21 Grade: Second UNIT: Art History & Art Appreciation Essential Question: How does history influence art? Can we examine art to understand what life was like during a specific time and place? A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate and apply an understanding that humans, apart from all other beings, create art. Demonstrate and apply an understanding that art is a reflection of a specific culture. Examine art of various European periods Art based upon work observed from specific historical periods Impressionist flowers Early American quilts Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate and apply the idea that art reflects a specific time period A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Demonstrate the ability to identify artist based upon specific style and period. Identify art movement based upon style of artist s work. Study art of specific artists in various periods Paintings reflective of artist style Drawings reflective of artist style Examine art reproductions Art work in style of art movement BENCHMARKS By the end of second grade the learner will be able to: Demonstrate the ability to compare and contrast different styles and periods in art and create artwork based upon this knowledge.

22 Grade: Second UNIT: Art History & Art Appreciation Essential Question: How does history influence art? Can we examine art to understand what life was like during a specific time and place? A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Relate to the idea of a timeline as reflected in the development and progression of art throughout history. Compare and contrast styles of art from two specific periods A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, A.3 Relate to reproductions from famous artists Paintings of specific art periods to introduce lessons, Sculptures units of study or techniques. Drawings Mixed media Textiles Printmaking Ceramics Relate to themes in other disciplines. Introduce other disciplines in units of study; Science change of seasons Math symmetry Social Studies Revolutionary war Language Arts writing and illustrating Critique personal work based upon goals and objectives of each project Whole class critique

23 Grade: Second UNIT: Ceramics Essential Question: Do ceramic pieces have a function? How has ceramics helped to shape culture? What tools are used in creating this piece of clay? : A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, Demonstrate and apply an understanding that clay can be manipulated. Further develop an understanding and apply the knowledge that there are many characteristics of clay. Animated figures and Animals Examine different qualities of fired pieces; Bone dry, Bisque, Glazed pieces Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Products/artworks A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A.4 Develop an ability to manipulate clay to produce desired forms. Demonstrate various hand-manipulation building techniques; such as the coil making and slab rolling. Pinch Pot Slab house Diwali Lamp BENCHMARKS By the end of second grade the learner will be able to: Create slab with rolling pin Refine construction of ceramic pieces with various slip and score techniques Identify glazing techniques and apply to finish of ceramic pieces

24 Grade: Second UNIT: Ceramics Essential Question: Do ceramic pieces have a function? How has ceramics helped to shape culture? What tools are used in creating this piece of clay? A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, A.3, A.4 : Explore methods of adding color to clay. Painting on Diwali lamps, using gloss medium to imitate clear glaze Adding decorative elements to ceramics Glazing figures and animals Demonstrate individual expression Coil Diwali pots Develop proper clean-up habits. Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives if each project. Whole class critique

25 Grade: Second UNIT: Design Essential Question: How do artists use the elements and principles of design in their artwork? A.1, D.1, A.1, D.1, A.1, D.1, A.1, A.2, D.1, D.1,, A.3 Further demonstrate an understanding that artists use design in their artwork. Further demonstrate and apply the understanding of elements of and principles of design within art. Recognize positive and negative space within an artwork. Relate to reproductions from famous artists to understand the use of design in art. Examine and analyze artworks for balance and harmony Composition using design elements, such as pattern and rhythm Cityscape drawing incorporating pattern in architecture Symmetry design collage Demonstrate and apply an understanding of how elements and principles of design can be used in art. Kente Cloth design Demonstrate individual expression. Radial Symmetry design Develop proper clean-up habits. Practice and review cleanup and set-up procedures Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of second grade the learner will be able to: Pattern design Identify various types of patterns. Create a symmetrical design A.1, A.3, Critique personal work based upon goals and objectives of each project Whole class critique

26 Grade: Second UNIT: Drawing Essential Question: How is drawing from one s imagination different from drawing from observation? A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A.4 Distinguish between drawing from one s imagination and observation. Recognize proportions and size of objects in relation to other objects. Develop a more realistic or representational result in drawing Demonstrate a schematic but identifiable, figure including all limbs Define shape on a 2-D surface using varied media. Develop the use of lines and shapes to communicate, in an expressive manner, images from the artist s imagination Butterfly cartoons Butterfly drawings from photographic reference Refine butterfly drawings applying details seen through observation Detailed nature drawing Figure drawings from observation Collage incorporating drawing and various glue and paper Examine Paul Klee s work to create imaginative narrative art works with fantastic images Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of second grade the learner will be able to: Create drawings from observation to represent recognizable images. Apply value into drawings. Create imaginative images into a drawing.

27 Grade: Second UNIT: Drawing Essential Question: How is drawing from one s imagination different from drawing from observation? A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, A.2, A.3 Distinguish between open and closed shapes. Develop the sky/ground concept employing a horizon line Portraits using open and closed shapes Landscape drawings Demonstrate individual expression Cartoon illustrations based upon the work of Keith Haring and Japanese Anime and Manga Develop proper clean-up habits Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique

28 Grade: Second UNIT: Painting Essential Question: How is painting from one s imagination different from observation?,, D.1, D.2, D.3, D.1, D.2, D.3,, D.5,, A.1, A.1, A.3, Demonstrate greater control with paint mediums, brushes and tools. Further refine and apply their understanding of various types of paint mediums and their unique properties. Further develop the use of line, shape, and color representationally and nonrepresentationally in the creation of artworks. Identify and use the elements and principles of design in various paintings. Demonstrate creativity and technical skills in the production of visual art. Recognize enlargement and reduction in artworks. Demonstrate individual expression and emotion in artwork. Painting exercises Teacher-created rubrics Teacher observations and comments Opaque watercolor wash Dry brush watercolor Journals Pointillism Landscape Aboriginal art Still life painting Landscape painting Authentic Assessment: Achievement-based products/ artworks Imaginative painting Examine Paul Klee and create an imaginative painting Dream painting Still life painting Landscape painting Representational and Non- Representational paintings Develop proper clean-up habits Practice and review clean-up and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique BENCHMARKS By the end of second grade the learner will be able to: Develop and apply various brush techniques Create representational images in a painting Create texture in a painting with varied application of paint including impasto

29 Grade: Second UNIT: Printmaking Essential Question: How is printmaking a mixed media art form? Demonstrate a basic understanding of the Discussion and A.2, D.1, printmaking process. demonstration of printmaking A.2, D.1, A.2, D.1, Identify the unique properties of a additive printmaking including Collagraphs and Monoprints. Demonstrate an ability to create each. Recognize that prints can be made out of a variety of objects and mixed media. Styrofoam Print Glue Design Print Monoprint Oaktag shape Collagraph prints. Leaf Print Found Object Art Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks A.2, D.1, A.2, D.1, D.1, D.2, D.3, D.3, A.1, A.3, Demonstrate repetitive patterns in printmaking. Identify and understand printmaking vocabulary. Sponge Print Examine tools, materials, and vocabulary Demonstrate individual expression. Collagraphs Styrofoam Prints Demonstrate an understanding of the value of materials and equipment. Share equipment and take care of the materials being used. Develop proper clean-up habits. Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique BENCHMARKS By the end of second grade the learner will be able to: Incorporate the printmaking process into various media. Use multiple objects to create prints.

30 Grade: Second UNIT: Sculpture Essential Question: How can sculpture vary in style? How does additive sculpture and subtractive sculpture differ? A.1, 1.2,2.A.2, D.4, A.1, A.2, A A.1, A.2, A.3 Demonstrate refined motor control in establishing forms out of various materials including clay. Develop the ability to manipulate tools to create additive and subtractive elements to sculptural works. Apply understanding that sculpture can be additive or subtractive and demonstrate this understanding by carving and joining various materials. Demonstrate ability to creatively shape and join clay and other soft materials. Demonstrate the ability to carve materials to create subtractive elements in a sculpture. Identify and demonstrate understanding of various forms of sculpture. Freestanding figurative sculptures Additive and subtractive tool usage Animal sculptures Relief sculpture Examine relief and freestanding sculptures of various periods and cultures Explore methods of adding color to sculptures. Glaze sculptures Paint sculptures Demonstrate individual expression. Develop proper clean-up habits Practice and review clean-up and set-up procedures Critique personal work based upon goals and objectives of each project Whole class critique Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of second grade the learner will be able to: Identify different additive and subtractive sculptural methods and apply them of the creation of artworks.

31 Grade: Second UNIT: Textiles Essential Question: What can we learn about a culture through their textiles? How do artists of particular cultures and societies apply the elements and principles of design to the creation of their work? : A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6 Further develop an understanding of the unique qualities and properties of textiles. Explore design in textiles; including patterns, symmetry and color usage in various weavings, tapestries and quilts. Further develop and apply the understanding of how textiles are created. Examine textiles of various periods Study Early American quilts Study Native American Weavings Native American Weavings Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Products/artworks A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6 Identify the parts of a weaving; the Warp and Weft and apply the knowledge to the creation of a weaving. Identify the various ways textiles are used in society and apply this knowledge to the creation of textiles. Contrasting color yarn weaving Study Quilts of Faith Ringgold Kinta cloth fabric design BENCHMARKS By the end of second grade the learner will be able to: Create a textile design based upon the study of a particular culture and style.

32 Grade: Second UNIT: Textiles Essential Question: What can we learn about a culture through their textiles? How do artists of particular cultures and societies apply the elements and principles of design to the creation of their work? A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D A.1, A.2, 1.3.P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6, A.1, A.2, A.3, A P.D.2, 1.3.P.D.3, 1.3.P.D.4, 1.3.P.D.5, 1.3.P.D.6 : Employ various techniques using textiles. Further use of fabrics in collage Introduce Native American baskets Baskets Demonstrate individual expression. Design personal symbols for Memory/Album quilt Develop proper clean-up habits. Practice and review cleanup and set-up procedures A.1, A.2, A.3, A.4 Critique personal work based upon goals and objectives if each project. Whole class critique

33 Grade: Third UNIT: Art History & Art Appreciation Essential Question: How does culture influence art? Can we examine art to understand what life is like in a specific geographical area? A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A.3 Demonstrate and apply an understanding that humans, apart from all other beings, create art. Demonstrate and apply an understanding that art is a reflection of a specific culture. Examine art of various cultures and periods Art based upon work observed from specific cultures both European and non-european Pop Art wrappers Native American Weavings Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A.3 Demonstrate and apply the idea that art reflects a specific time period. Demonstrate the ability to identify artists from a particular art movement. Study artists of specific movements. Examples: Renaissance, Pop Art, and Cubism Paintings reflective of movement Drawings reflective of movement BENCHMARKS By the end of third grade the learner will be able to: Create a time-line of art periods of various cultures.

34 Grade: Third UNIT: Art History & Art Appreciation Essential Question: How does culture influence art? Can we examine art to understand what life is like in a specific geographical area? A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A A.1, A.2, A.3 Identify movement based upon style of several artists work. Relate to the idea of a timeline as reflected in the development and progression of art throughout history. Examine art reproductions Artwork in style of movement Compare and contrast styles of art from two specific periods. Relate to reproductions from famous artists Paintings of specific art periods to introduce lessons, Sculptures units of study or techniques. Drawings Mixed media Textiles Printmaking Ceramics Relate to themes in other disciplines. Introduce other disciplines in units of study; Science change of seasons Math symmetry Social Studies Revolutionary war Language Arts writing and illustrating Critique personal work based upon goals and objectives of each project Whole class critique

35 Grade: Third UNIT: Ceramics Essential Question: Do ceramic pieces have a function? How has ceramics helped to shape culture? What tools are used in creating individual pieces of clay? How can clay retain an impression?, D.2, D.3, D.4, A.1, A.2, D.2, D.3, D.4, Demonstrate and apply an understanding that clay can be manipulated, to create an impression. Further Develop an understanding and apply the knowledge that there are many characteristics of clay. : Slab leaf dishes Teacher-created rubrics Teacher observations and comments Examine different qualities Journals of fired pieces; Bone dry, Authentic Bisque, Glazed pieces Assessment: Products/artworks, D.2, D.3, D.4, A.1, A.2, D.2, D.3, D.4, A.1, A.2, A.3, D.2, D.3, D.4 Refine ability to manipulate clay to produce desired forms. Continue to Develop ability to create and apply various hand manipulation building techniques to ceramic pieces, such as coil and slab building. Pinch Pot Slab animal bells BENCHMARKS By the end of third grade the learner will be able to: coil pots Slab houses Manipulate clay pieces into specific identifiable forms Explore methods of adding color to clay. Explore glazing techniques Add decorative elements to ceramics Experiment with washes Smooth and/ or burnish clay surfaces

36 Grade: Third UNIT: Ceramics Essential Question: Do ceramic pieces have a function? How has ceramics helped to shape culture? What tools are used in creating individual pieces of clay? How can clay retain an impression?, A.1, A.2, D.2, D.3, D.4, A.1, A.2, A.3 : Demonstrate individual expression Color choices in glazing D.2, D.3, D.4 Develop proper clean-up habits. Practice and review cleanup and set-up procedures A.1, A.2, A.3 Critique personal work based upon goals and objectives if each project. Whole class critique

37 Grade: Third UNIT: Design Essential Question: How can design be used to create original artwork? A.2, D.1, D A.2, D.1, D A.2, D.1, D.3, D A.2, D.1, D A.1, A.2, D.1, D A.2, D.1, D.4 Further demonstrate and apply an understanding that artists use design in their artwork. Demonstrate and apply the importance of elements of and principles of design within art. Examine art where a feeling or emotion is apparent while using design. Recognize positive and negative space within an artwork. Relate to reproductions from artists and cultures to understand the use of design in art. Demonstrate and apply an understanding of the use of elements and principles in art. Demonstrate individual expression. Masks Examine and analyze artworks for emphasis and contrast Contrast compositions Study various art, identifying emotions created through text, imagery, or color. Cityscape drawing incorporating pattern in the architecture. Examine masks from various cultures Develop proper clean-up habits Practice and review cleanup and set-up procedures Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of third grade the learner will be able to: Symmetry and patterns designs Create artwork applying multiple design elements and principles into the creation of finished art work A.1, A.3, Critique personal work based upon goals and objectives of each project Whole class critique

38 Grade: Third UNIT: Drawing Essential Question: How can representational drawing from observation be refined, and what techniques can be employed to create more realism in 2-dimensional art works? A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A A.1, 1.2, 5.A.2, D.2, D.3, D D.1, D.2, D.3, D D.1, D.2, D.3, D D.1, D.2, D.3, D A.1, 1.2, 5.A.2, D.2, D.3, D.4 Develop more accurate representation of people and objects. Demonstrate combinations of linear characteristics in drawing. Develop the use of lines to create texture on a 2-dimensional level. Study the art of Andy Warhol and Pop Art Pop Art drawings from food wrappers Study the art of Leonardo DaVinci and Albrecht Durer Contour line drawings Texture drawings Demonstrate overlapping lines. Abstract linear art Demonstrate proper shading techniques. Value drawing of a 3-D shape employing one or more shading techniques Develop skills to draw the figure in correct Examine Figure drawings proportions. Relate proportions to body of master draftsman parts. Figure drawing Teacher-created rubrics Teacher observations and comments Journals Authentic Assessment: Achievement-based products/ artworks BENCHMARKS By the end of third grade the learner will be able to: Apply different shading techniques into drawings. Use various drawing media and tools to complete artwork.

39 Grade: Third UNIT: Drawing Essential Question: How can representational drawing from observation be refined, and what techniques can be employed to create more realism in 2-dimensional art works? A.1, 1.2, 5.A.2, D.2, D.3, D.4, A.1, A.2, A D.1, D.2, D.3, D.4, A.1, 1.2, 5.A.2, D.2, D.3, D.4, D.1, D.2, D.3, D.4, A.1, A.2, A.3 Produce emotion in drawing. Figurative drawing based upon the study of the German Expressionists Identify and demonstrate the concept of perspective. Landscape drawings Demonstrate individual expression. Abstract drawings using mixed media Develop proper clean-up habits, Practice and review cleanup and set-up procedures Critique personal work based upon goals and objectives of each project, Whole class critique

40 Grade: Third UNIT: Painting Essential Question: How can an artist further enhance a realistic painting and an imaginative painting using color, technique, and creativity? D.1, D.2, D A.1, A.2, D.1, D.2, D A.1, A.2, D.1, D.2, D.3, D.4 Identify and apply knowledge of the properties of warm and cool colors. Further develop understanding of paint as a rendering tool for line, shape, and color. Translate three-dimensional forms into two-dimensional forms. Fall leaves painting Study Pop Art to create works applying warm and cool colors Study still-life painting and create their own Teacher-created rubrics Teacher observations and comments Journal Authentic Assessment: Achievement-based products/ artworks A.1, A.2, D.1, D.2, D.4 Continue to develop skills in rendering line, shape, and color representationally and non-representationally in artworks. Study the art of Monet and Seurat Impressionist landscape painting