Cedar Grove School District Cedar Grove, NJ 2017 Grade 4 Art Approved by the Cedar Grove Board of Education in 2017 Superintendent of Schools Mr. Michael J. Fetherman Board of Education Mrs. Christine Dye, President Mr. Frank Mandala, Vice-President Mr. Peter Prvulovic Mr. David Schoner Mr. Vincent Vollero
Art 4 Course Calendar 1
Week 1 - Week 40 NJ Standards NJ: Grade 2 1.3 Performance D. Visual Art Art 4 Unit Planner: Synthesizing Skills Cedar Grove Public Schools Stage 1: Desired Results NJ: 2014 SLS: Visual & Performing Arts 1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media. 1.3.2.D.5 Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media. NJ Grade 5: 1.1 The Creative Process D. Visual Art 1.1.5.D.1 Identify elements of art and principles of design that are evident in everyday life. 1.3.5.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. Enduring Understandings Content Visual elements of art are derived from the basic elements of art regardless of the medium used to create the art. There are a wide variety of art media, each having its own materials, processes and technical application methods. An understanding of the elements of art is essential to the creative process and artistic production. The basic elements of art govern art creation and composition. The elements of art and design are universal. The students will review the elements of art (color, line, shape) Essential Questions What are the elements of art? Can you express ideas using elements and principles of design? What are the purposes of creating an artwork? How do painting, drawing, sculpture, and collage making skills and techniques help artists to create a quality artwork? Which "art words" are important when creating your artwork? How can you express "feelings" through your artwork? Skills Students will create 2 and 3D works of art using a wide variety of medium using these 2
Students will understand that there are a wide variety of medium for exploring solutions to creative problems. These may include: paint, (tempera, watercolor and acrylic), marker, pastel, oil crayon, clay, model magic, paper, textile, pencil, crayon, glitter. Vocabulary to be reviewed/ introduced may include: line, shape, color, form, texture, space, value, balance, proportion, movement Stage 2: Assessment Evidence Formative Assessment Visual Assessments Class Participation and Teacher Observations Personal Project Learning Activities Lessons may include: Class discussion Sample of final project Modeling of sequential order of steps Multiple intelligence activities Critical thinking skills Cooperative learning groups Guided practice Differentiated instruction Develop projects which may include: 1. watercolor 2. pastels 3. clay 4. oil crayons 5. marker work 6. collage 7. printmaking 8. paint 9. drawing 10. crayon resist 11. portraiture 12. cartoon/fantasy 13. Paint pens Stage 3: Learning Plan Resources modeled skills: Compare & contrast. Make judgments. Provide reasons. Predict Data Patterns. Sequentially process. Make observations. Engage in critical thinking. Evaluate Art Books: Dynamic Art Projects for Children by Denise Logan Usborne Art Ideas by Fiona Watt, Ann Milbourne, Rosie Dickens Usborne Complete Book of Art Ideas by Fiona Watt I Love to Draw by Jennifer Lipset Innovative Art Projects for Children by Nicole Siebert Getting to Know the World s Greatest Artists by Mike Venezia Drawing and Painting Activities: Using Masterworks as Inspiration-Kay Alexander Crizmac Educational Materials Master Art Reproductions Art Songs Educator Magazines: School Arts Magazine Arts and Activities Magazine Art Periodicals Age appropriate websites 3
Week 1 - Week 40 NJ Standards NJ: Grade 2 Art 4 Unit: Aesthetic Response and Critique Methodologies Cedar grove Public Schools 1.4 Aesthetic Responses & Critique Methodologies Stage 1: Desired Results NJ: 2014 SLS: Visual & Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. A. Aesthetic Responses 1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). 1.4.2.A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. 1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. B. Critique Methodologies 1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performances. Enduring Understandings The arts serve multiple functions: enlightenment, education, and entertainment. Though the artist's imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. The artistic process can lead to unforeseen or unpredictable outcomes. Students will demonstrate an understanding of arts philosophies, judgements, and analysis of visual art. Content Variety of subjects and basic and nontraditional media Observations and discussions, which may include: Essential Questions What vocabulary could I use to describe this artwork? What is the artist trying to show us and make us feel? What is my art about? Can you create art using different ideas? How could I discuss my work, and the work of another artist in a positive, helpful manner? How can I improve my artwork? Skills Students will observe and critique: Portraits ( self and others) Compositions with background, middle ground, foreground, and overlapping. 4
figures portrait landscape animals environments weather seasons holiday themed curriculum connected historical Students will begin to use age appropriate vocabulary in response to observation Stage 2: Assessment Evidence Formative Assessment Visual Assessments Class Participation and Teacher Observations Personal Project Visual Arts Project Learning Activities Lessons may include: Sample of final project Modeling of sequential order of steps Multiple intelligence activities Critical thinking skills Cooperative learning groups Guided practice Differentiated instruction Develop projects which may include: watercolor pastels clay oil crayons marker work collage printmaking paint drawing crayon resist portraiture cartoon/fantasy paint pens Stage 3: Learning Plan Resources Compositions produced with different colors by mixing with watercolor or tempera paint. Mixed media compositions 3-D Sculpture Art Books: Dynamic Art Projects for Children by Denise Logan Usborne Art Ideas by Fiona Watt, Ann Milbourne, Rosie Dickens Usborne Complete Book of Art Ideas by Fiona Watt I Love to Draw by Jennifer Lipset Innovative Art Projects for Children by Nicole Siebert Getting to Know the World s Greatest Artists by Mike Venezia Drawing and Painting Activities: Using Masterworks as Inspiration-Kay Alexander Crizmac Educational Materials Master Art Reproductions Art Songs Educator Magazines: School Arts Magazine Arts and Activities Magazine Art Periodicals Age appropriate websites 5
Week 17 - Week 40 NJ Standards NJ: Grade 5 Art 4 Unit Planner: History of the Arts and Culture Cedar Grove Public Schools 1.2 History of the Arts and Culture Stage 1: Desired Results NJ: 2014 SLS: Visual & Performing Arts 1.2: History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. A. History of the Arts and Culture 1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. Enduring Understandings Content Culture affects self-expression, whether we realize it or not. Every artist has a style; every artistic period has a style. The students will understand that art continues to remain an influential and essential component of our history and culture. Great artwork requires skills and discipline. There are characteristic approaches which may define an artistic style and movement. Art styles as they relate to particular artists and cultures. This may include American art, American artists, (Romero Brito, Peter Max), South American art ( Oaxacan tribes) This may include portraiture, landscapes, seascapes, cartooning, organic art. This might also include sculpture, mural and repurposed art. Essential Questions What is "old" and what is "new" in any work of art? How important is "new" in art? How can I appropriately communicate my opinions regarding pieces of art? Where do I see art? How and what is important to the style of a particular artist? Why? What resources are available to me to view and discover art? What determines a particular style of an artist? Skills Students will begin to observe and discuss: abstract art. realistic art. foreground, middle ground, background, and overlapping. color schemes within a work. elements (line, shape, color, texture, and form). different views of portraits. Classify textures. Critiquing the artwork of self and peers. Critiquing the historical components and 6
Formative Assessment Visual Arts Project Learning Activities Lessons may include: Sample of final project Modeling of sequential order of steps Multiple intelligence activities Critical thinking skills Cooperative learning groups Guided practice Differentiated instruction Develop projects which may include: watercolor pastels clay oil crayons marker work collage printmaking paint drawing crayon resist portraiture cartoon/fantasy paint pens Stage 2: Assessment Evidence Stage 3: Learning Plan Resources significance of art though the century. Art Books: Dynamic Art Projects for Children by Denise Logan Usborne Art Ideas by Fiona Watt, Ann Milbourne, Rosie Dickens Usborne Complete Book of Art Ideas by Fiona Watt I Love to Draw by Jennifer Lipset Innovative Art Projects for Children by Nicole Siebert Getting to Know the World s Greatest Artists by Mike Venezia Dropping in on...series- Pamela Geiger Stephens Drawing and Painting Activities: Using Masterworks as Inspiration-Kay Alexander Crizmac Educational Materials Master Art Reproductions Art Songs Educator Magazines: School Arts Magazine Arts and Activities Magazine Art Periodicals Age appropriate websites 7
Week 1 - Week 40 NJ Standards NJ: Grade 5 Art 4 Unit: Unit Planner: The Creative Process Cedar grove Public Schools 1.1 The Creative Process D. Visual Art Stage 1: Desired Results NJ: 2014 SLS: Visual & Performing Arts 1.1.5.D.1 Identify elements of art and principles of design that are evident in everyday life. 1.1.5.D.2 Compare and contrast works of art in various mediums that use the same art elements and principles of design. Enduring Understandings Aesthetics foster artistic expression, interpretation, imagination, significance, and value. The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. The students will understand that a variety of skills, techniques, and medium as well as the elements of art turn ideas into quality works of art. Great art requires discipline and skills, as well as the creativity and imagination of the artist in order to achieve success. Content Students will understand the processes, techniques and materials involved in creating 2 and 3D artwork. This may include : Painting ( tempera, acrylic, solid tempera, watercolor) Drawing (pencil, charcoal, marker, oil crayon,paint-pen) Sculpture (clay, model magic, Pariscraft) Subject matter may include: Portrait (abstract and realistic) Landscape, seascape, still-life Fantasy, cartoon-related Essential Questions Skills What's the difference between geometric and freeform shapes? What is texture and how can it be used in an artwork? What is the importance of proportion in an artwork? How can value and texture enhance an artwork? How do colors enhance an artwork? How do you change the intensity and value of a color? How can you make an artwork "pop?" Identify a landscape, seascape, and cityscape Identify foreground, background, and overlapping Identify elements (line, shape, color, texture, balance, proportion and form) critique the artwork of self and peers Students will demonstrate knowledge and technique in using a variety of medium to achieve success. Students will create 2 and 3D artworks utilizing the elements of art and design. 8
Repurposed art Sculpture (gargoyles, dolls, clay, gnomes, animals) Mask making Stage 2: Assessment Evidence Formative Assessment Visual Assessments Class participation and Teacher Observations Personal Project Learning Activities Lessons may include: Sample of final project Modeling of sequential order of steps Multiple intelligence activities Critical thinking skills Cooperative learning groups Guided practice Differentiated instruction Develop projects which may include: watercolor pastels clay oil crayons marker work collage printmaking paint drawing crayon resist portraiture cartoon/fantasy paint pens Stage 3: Learning Plan Resources Art Books: Dynamic Art Projects for Children by Denise Logan Usborne Art Ideas by Fiona Watt, Ann Milbourne, Rosie Dickens Usborne Complete Book of Art Ideas by Fiona Watt I Love to Draw by Jennifer Lipset Innovative Art Projects for Children by Nicole Siebert Getting to Know the World s Greatest Artists by Mike Venezia Dropping in on...series- Pamela Geiger Stephens Drawing and Painting Activities: Using Masterworks as Inspiration-Kay Alexander Crizmac Educational Materials Master Art Reproductions Art Songs Educator Magazines: School Arts Magazine Arts and Activities Magazine Art Periodicals Age appropriate websites Atlas Version 8.1.1 Rubicon International 2017. All rights reserved 9
New Jersey Student Learning Standards for Visual and Performing Arts Content Area Standard Strand By the end of grade 5 Visual and Performing Arts 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. D. Visual Art Content Statement Indicator # Indicator NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in VISUAL ART. Understanding the function and purpose of the elements of art and principles of design assists with forming an appreciation of how art and design enhance functionality and improve quality of living. The elements of art and principles of design are universal. 1.1.5.D.1 1.1.5.D.2 Identify elements of art and principles of design that are evident in everyday life. Compare and contrast works of art in various mediums that use the same art elements and principles of design. Content Area Standard Strand By the end of grade 5 Visual and Performing Arts 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. A. History of the Arts and Culture Content Statement Indicator # Indicator NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Art and culture reflect and affect each other. 1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. 10
Characteristic approaches to content, form, style, and design define art genres. 1.2.5.A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre. 1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. Content Area Standard Strand By the end of grade 2 Visual and Performing Arts 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. D. Visual Art Content Statement Indicator # Indicator NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in VISUAL ART. Visual statements in art are derived from the basic elements of art regardless of the format and medium used to create the art. There are also a wide variety of art media, each having its own materials, processes, and technical application methods for exploring solutions to creative problems. Symbols convey meaning agreed upon by a group or culture. Manipulation of the basic elements of art and principles of design for personal expression results in visual communication that may be relevant in a variety of settings. Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies. 1.3.2.D.1 1.3.2.D.2 1.3.2.D.3 Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods. Use symbols to create personal works of art based on selected ageappropriate themes, using oral stories as a basis for pictorial representation. Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories. 11
Knowledge of visual art media necessitates an understanding of a variety of traditional and nontraditional tools, applications, possibilities, and limitations. 1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media. 5 Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world. 1.3.2.D.5 Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media. NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in VISUAL ART. The elements of art and principles of design can be applied in an infinite number of ways to express personal responses to creative problems. 1.3.5.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. Contextual clues to culturally specific thematic content, symbolism, compositional approach, and stylistic nuance are prevalent in works of art throughout the ages. Each of the genres of visual art (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) is associated with appropriate vocabulary and a stylistic approach to art-making. The characteristics and physical properties of the various materials available for use in art-making present infinite possibilities for potential application. There are many types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery exhibitions 1.3.5.D.2 1.3.5.D.3 1.3.5.D.4 1.3.5.D.5 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. 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. 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. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas 12
requires effective time management and creative problem-solving skills. inside and outside the classroom. Content Area Standard Strand By the end of grade 2 Visual and Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. A. Aesthetic Responses Content Statement Indicator # Indicator NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 1.4.2.A.1 1.4.2.A.2 1.4.2.A.3 1.4.2.A.4 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). Distinguish patterns in nature found in works of dance, music, theatre, and visual art. Content Area Standard Strand By the end of grade 2 Visual and Performing Arts 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. B. Critique Methodologies Content Statement Indicator # Indicator NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART. Relative merits of works of art can be 1.4.2.B.1 Observe the basic arts elements in 13
qualitatively and quantitatively assessed using observable criteria. Constructive criticism is an important evaluative tool that enables artists to communicate more effectively. 1.4.2.B.2 performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. Apply the principles of positive critique in giving and receiving responses to performances. Contextual clues are embedded in works of art and provide insight into artistic intent. 1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. 14