Unit: Line Color and Shape- Grade K Theme 1: Line Theme 2: Shape Theme 3: Color Months: September to December Essential Questions/Big Ideas: 1. How can we use line, shape, and color to create artwork? 2. What are the different kinds of shapes, lines, and color? 3. How can we get inspired by stories and artists to create unique artwork? NJSLS Standards: Outcomes: I can Assessments/ Accommodations/Modifications and Resources 1.1.2.D.1, 1.2.2.A.1, 1.2.2.A.2, Methods 1.3.2.D.1, 1.3.2.D.2, Rubrics and Small Group Instruction: Have s do checklists (pre connect-the-dots worksheets, practice freehand and post). drawing techniques 1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3, 1.4.2.A.41.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 CRP Standards: NGSS Standards: Identify the different lines (straight, curvy, zig-zag, and wavy), color, and shapes (organic and geometreic). Connect different artists and/or authors to each project Demonstrate the safe and appropriate use and care of art materials and tools. Create two-dimensional works of art while exploring color, line, and shape guides and activity books. Multimedia presentations. Art Websites
Use vocabulary to describe various art forms Start being able to create independent ideas and art projects that represent their own creativity. Start to demonstrate planning, persistence, and problem-solving skills while working independently Begin to practice drawing more recognizable representations as eye-hand coordination and fine motor skills develop. Cross-Curricular: Unit: Value, Texture, Form, Space with a continuation of Line, Color, and Shape. - Grade K Theme 1: Value Theme 2: Texture Theme 3: Space Theme 4: Form Months: December to March
Essential Questions/Big Ideas: 1. In what ways can we use the elements and principles learned to create one unified piece 2. What are value, space, form, and texture? NJSLS Standards: Outcomes: I can Assessments Accommodations/Modifications and 1.1.2.D.1, 1.2.2.A.1, Resources 1.2.2.A.2, 1.3.2.D.1, Identify the different lines, color, shape, textures, spaces, forms and values. Rubrics and checklists (pre and post). Small Group Instruction: Have s do connect-the-dots worksheets, practice freehand drawing techniques 1.3.2.D.2,1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3,1.4.2.A.4 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 CRP Standards: NGSS Standards: Demonstrate the safe and appropriate use and care of art materials and tools. Create works of art while exploring all seven elements of art Use vocabulary to describe various art forms Be able to vocally explain the different elements of art guides and activity books. Multimedia presentations. Art Websites Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate
materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently Create more recognizable representations as eye-hand coordination and fine motor skills develop. Make connections to every day and cross curricular subjects such as math, science, language arts, etc. Cross-Curricular: Units: Implementing All of the Elements of Art - Grade K Theme 1: Combining different elements together to create realistic and representational pieces. Months: March to June Essential Questions/Big Ideas: 1. How can we combine all seven elements of Art to make a cohesive art piece? 2. How
can we use the elements of art to create more realistic drawings? NJSLS Standards: Outcomes: I can Assessments Accommodations/Modifications and 1.1.2.D.1, 1.2.2.A.1, Resources 1.2.2.A.2, 1.3.2.D.1, Have an understanding of the seven elements of art. 1.3.2.D.2,1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3,1.4.2.A.4 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 CRP Standards: NGSS Standards: Identify how artists and specific works of visual art reflect, and are affected by, past and present cultures. Demonstrate the safe and appropriate use and care of art materials and tools. Create two and three-dimensional works of art while exploring color, line, shape, value, texture, space, and form. Rubrics and checklists (pre and post). Small Group Instruction: Have s do connect-the-dots worksheets, practice freehand drawing techniques guides and activity books. Multimedia presentations. Art Websites Use vocabulary to describe various art forms Demonstrate a growing ability to represent experiences,
thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently Create more recognizable representations as eye-hand coordination and fine motor skills develop. Come up with original ideas Demonstrate a growth in use of materials when compared to Marking Period One. Cross-Curricular:
Unit: Review of the Elements of Art - Grade 1 Theme 1: Color Theory Theme 2: Using the elements of art to create realistic drawings/artworks. Theme 3: Intro to the Principles of Art (Balance, Emphasis, Proportion) Months: September to December Essential Questions/Big Ideas: 1. What are the primary, secondary, and tertiary colors? 2. In what ways can we use information given to us and make it our own? 3. How can we use the POD to help enhance our projects? NJSLS Standards: Outcomes: I can Assessments Accommodations/Modifications and 1.1.2.D.1, 1.2.2.A.1, Resources 1.2.2.A.2, 1.2.2.A.2 Review the elements of art Rubrics and Small Group Instruction: Have s do 1.3.2.D.1, 1.3.2.D.2, and begin to understand the checklists (pre connect-the-dots worksheets, practice freehand 1.3.2.D.3, 1.3.2.D.2 three first Principles of and post). drawing techniques 1.3.2.D.4, 1.3.2.D.5, Design (balance, emphasis, 1.4.2.A.1, 1.4.2.A.2, guides and activity books. proportion). 1.4.2.A.3, 1.4.2.A.4 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 CRP Standards: NGSS Standards: Begin to be able to identify an artist s style and work in comparison to other artworks Begin to show an ability to identify how artists and specific works of visual art reflect, and are affected by, past and present cultures. Multimedia presentations. Art Websites
Demonstrate the safe and appropriate use and care of art materials and tools. Use symbols to create personal works of art based on age-appropriate stories that tell a visual story. Create two-dimensional works of art that have a strong use of the elements of art plus the three PODs learned this marking period. Use vocabulary to describe various art forms Begin to Demonstrate a growing ability to represent experiences, thoughts, and ideas through art Start to show an advanced idea of planning, persistence, and problem-solving skills
while working independently Be able to work in small groups to create one unified art piece. Begin to practice drawing more recognizable representations as eye-hand coordination and fine motor skills develop. Cross-Curricular: Unit: Introduction to Contrast, Harmony, Movement, and Repetition Grade 1 Theme 1: Movement and Repetition Theme 2: Contrast and Harmony Theme 3: Elements of Art and Principle of Design Months: December to March Essential Questions/Big Ideas: 1. What is movement, repetition, harmony, and contrast? 2. How do you know which elements and principles you are using? 3. Can you identify different elements and principles in artwork? NJSLS Standards: Outcomes: I can Assessments Accommodations/Modifications and Resources
1.1.2.D.1, 1.2.2.A.1, 1.2.2.A.2, 1.3.2.D.1, 1.3.2.D.2,1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3,1.4.2.A.4 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 CRP Standards: NGSS Standards: Discuss and show a basic understanding of the four new principles learned. Recall the previous elements of art and principles of design taught previously Use and define vocabulary correctly Be able to point out how we are using each EOAs and PODs Be able to identify different EOAs and PODs in famous artworks Make connections to cross curricular activities. Rubrics and checklists (pre and post). Small Group Instruction: Have s do connect-the-dots worksheets, practice freehand drawing techniques guides and activity books. Multimedia presentations. Art Websites Demonstrate a growth in drawing skill through the use of combining the EOAs and PODs. Demonstrate an understanding of how to properly use materials to best
enhance the artwork Being to show an active creative process that is original and self-developed. Cross-Curricular: Units: Proportion and Variety- Grade 1 Theme 1: Creating Proper Proportions Theme 2: Creating Variation in Art Theme 3: Bringing All of the Elements and Principles of Art Together Months: Second Part of March to June Essential Questions/Big Ideas: 1. How can we create variation in art? 2. What is proportion and why is it important? 3. What are all of the elements of art and principles of design? NJSLS Standards: Outcomes: I can Assessments Accommodations/Modifications and 1.1.2.D.1, 1.2.2.A.1, Resources 1.2.2.A.2, 1.3.2.D.1, Learn how to properly Rubrics and Small Group Instruction: Have s do 1.3.2.D.2,1.3.2.D.3, proportion objects in checklists (pre connect-the-dots worksheets, practice freehand 1.3.2.D.4, 1.3.2.D.5, comparison to their and post). drawing techniques 1.4.2.A.1, 1.4.2.A.2, environment 1.4.2.A.3,1.4.2.A.4 guides and activity books. 1.4.2.B.1, 1.4.2.B.2, Practice developing variation 1.4.2.B.3 to create complex and Multimedia presentations. interesting pieces of art. self-assessment
CRP Standards: NGSS Standards: Define the Elements of Art and Principles of Design. Show a thorough understanding on how to use materials properly. self-assessment. Art Websites Be able to recall different artists, authors, and illustrators Cross-Curricular: Unit: Elements of Art and Principles of Design - Grade 2 Theme 1: Beginning the Application and Mastery of EOA and POD Knowledge Theme 2: Beginning Mastery of Materials Months: September to December Essential Questions/Big Ideas: 1.What are all of the EOAs and PODs? 2. In what ways can I use the EOAs and PODs in art? 3. How can I utilize the EOAs and PODs in every day life? NJSLS Standards: Outcomes: I can Assessments Accommodations/Modifications and 1.1.2.D.1, 1.2.2.A.1, Resources 1.2.2.A.2, 1.3.2.D.1, 1.3.2.D.2,1.3.2.D.3, Identify and define the EOAs Rubrics and Small Group Instruction: Have s do
1.3.2.D.4, 1.3.2.D.5, 1.4.2.A.1, 1.4.2.A.2, and PODs checklists (pre and post). 1.4.2.A.3,1.4.2.A.4 Create artwork that utilizes 1.4.2.B.1, 1.4.2.B.2, most, if not all, of the EOAs and PODs. 1.4.2.B.3 Apply prior knowledge of CRP Standards: NGSS Standards: color and begin to learn more advanced concepts. Begin to develop an understanding of the emotion of art and how it can create emotional responses. Apply prior knowledge of materials and begin to master the materials showing an advanced understanding. Frequently and accurately use vocabulary during class discussions. connect-the-dots worksheets, practice freehand drawing techniques guides and activity books. Multimedia presentations. Art Websites Cross-Curricular:
Unit: Gross Motor and Ball Skills - Grade 2 Theme 1: Beginning the Application and Mastery of EOA and POD Knowledge Theme 2: Beginning the Mastery of Materials Theme 3: Advanced Immersion in Artists Months: December and March Essential Questions/Big Ideas: 1. How can we look at other artists to inspire our own? 2. Why is it important to look at different cultures art to make our own better? NJSLS Standards: Outcomes: I can Assessments Accommodations/Modifications and 1.1.2.D.1, 1.2.2.A.1, Resources 1.2.2.A.2, 1.3.2.D.1, Compare and contrast Rubrics and Small Group Instruction: Have s do 1.3.2.D.2,1.3.2.D.3, different artists and cultures, checklists (pre connect-the-dots worksheets, practice 1.3.2.D.4, 1.3.2.D.5, and be able to identify and post). freehand drawing techniques 1.4.2.A.1, 1.4.2.A.2, different artist/culture work 1.4.2.A.3,1.4.2.A.4 guides and activity books. 1.4.2.B.1, 1.4.2.B.2, Begin to understand how to 1.4.2.B.3 critique different artworks Multimedia presentations. Begin a mastery and Art Websites CRP Standards: demonstrate a comfort level of using EOAs and PODs NGSS Standards: Show an understanding of vocabulary terms through class discussion Demonstrate creativity with individual ideas
Demonstrate problem solving techniques for different projects Make viable connections between every day and art Make cross-curricular connections Show an advanced understanding for materials previously used Show a beginning of mastery for new materials introduced this marking period. Cross-Curricular: Units: Team Building and Rhythmic Activities - Grade 2 Theme 1: Mastery of EOA and POD Knowledge Theme 2: Mastery of Materials Theme 3: Advanced Immersion in Artists Months: March to June Essential Questions/Big Ideas: 1. What are the EOAs and PODs? 2. Discuss different artists/cultures and their influence over society.
NJSLS Standards: Outcomes: I can Assessments Accommodations/Modifications and 1.1.2.D.1, 1.2.2.A.1, Resources 1.2.2.A.2, 1.3.2.D.1, Show a mastery of the EOAs in artwork, discussion, and exit slips Rubrics and checklists (pre and post). Small Group Instruction: Have s do connect-the-dots worksheets, practice freehand drawing techniques 1.3.2.D.2,1.3.2.D.3, 1.3.2.D.4, 1.3.2.D.5, 1.4.2.A.1, 1.4.2.A.2, 1.4.2.A.3,1.4.2.A.4 1.4.2.B.1, 1.4.2.B.2, 1.4.2.B.3 CRP Standards: NGSS Standards: Show a mastery of the PODs in artwork, discussion, and exit slips. Show a mastery of art materials learned for the passed three years. Show an advanced understanding of different artists, illustrators, and cultures Have an advanced use of vocabulary terms self-assessment. self-assessment. guides and activity books. Multimedia presentations. Art Websites Show an advanced understanding of creating your own ideas Reinforce problem solving techniques