Woodlynne School District Curriculum Guide Art Grades K-2 1
Woodlynne School District Curriculum Guide Content Area: Visual Arts Course Title: Art Grade Level: K-2 Unit 1: The Elements of Art & The Principles of Design 4 Weeks Unit 2: 2D Art 16 Weeks Unit 3: 3D Art 16 Weeks Note: Unit lengths in this document represent sessions in which students meet one time per week. Board Approved on: 2
Content Area Visual Arts Unit Title The Elements of Art & The Principles of Design Target Course/Grade Level Art: Grades K-2 Unit 1 Unit Summary/Rationale During this unit, students will be able to identify the elements of art and the principles of design in a given work of art. Students will create their own art with the elements and principles in mind. The elements of art are line, shape, color, value, space, form, and texture. The principles of design are rhythm, balance, proportion, emphasis, variety, harmony, unity. Interdisciplinary Connections Language Arts, Mathematics, Science Technology Integration laptop, projector, Smart board 21 st Century Themes Global Awareness 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration Learning Targets Standard(s) 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. Strand(s) D. Visual Art The basic elements of art and principles of design govern art creation and composition. 1.1.2. D.1: Identify the basic elements of art and principles of design in diverse types of artwork. Recognizing the elements of art and principles of design in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy 3
1.1.2. D.2: Identify elements of art and principles of design in specific works of art and explain how they are used. Standard(s) 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. Strand(s) D. 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. 1.3.2. D.1: 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. 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. 1.3.2.D.2: Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories as a basis for pictorial representation. 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.3: Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories. 4
Standard(s) 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. Strand(s) A. Aesthetic Responses Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 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.3: 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). Unit Essential Questions Why are the elements and principles of art necessary? How does an artist use elements of art and principles of design to create? Terminology: Elements: line, shape, color, value, space, form, texture Principles: rhythm, balance, proportion, emphasis, variety, harmony, unity Unit Enduring Understandings All artists, through time and across cultures, use the elements and principles to aide in the rendering of successful works of art. Tools and materials each have their own specific functions and should be used accordingly. 5
Goals/Objectives Students will be able to - Create a work of art that will demonstrate each element and principle in a visual way. Differentiate between each of the elements of art and the principles of design. Use tools, techniques, media and technology to produce works of art. Learning Activities/Instructional Strategies Some activities may include: Practice being a line with your body. Draw your own line and glue beads to it. Each student gets a variety of wooden shapes. Arrange the shapes to represent animals, people, etc. Use marker to add detail. Create a story to go with your picture and share with the class. Draw a picture of a zoo animal. Use the rubbing plates to add texture to your animal. Write one sentence describing your picture. Read Keith Haring s Big. Draw a tiny person at the bottom of your paper. Draw a HUGE hat on their head. Emphasize correct proportion and incorrect proportion. Teacher observation Ticket out Rubric Student work Evidence of Learning (Formative & Summative) Look at a given piece of art; explain how you see line, shape, texture and proportion being used. 6
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - teacher made worksheets, magazine articles, posters, trade books, http://www.crayola.com, http://www.haringkids.com/, http://www.colorwithleo.com/parents.php 7
Content Area Visual Arts Unit Title 2D Art Target Course/Grade Level Art: Grades K-2 Unit 2 Unit Summary/Rationale During this unit, students will be creating various types of 2-dimensional media. Some drawing topics include perspective, figure drawing, sketching, mannequin drawing, gesture drawing, portraits, still life, and observing animals/nature. Some painting topics include tempera and watercolor. Some color theory topics include values, tints/shades, warm/cool, and the color wheel. Some printmaking topics include pattern and design. Interdisciplinary Connections - Language Arts, Mathematics, Social Studies, Science Technology Integration laptop, projector, Smart board 21 st Century Themes Global Awareness 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Technology Learning Targets Standard(s) 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. Strand(s) D. Visual Art The basic elements of art and principles of design govern art creation and composition. 1.1.2. D.1: Identify the basic elements of art and principles of design in diverse types of artwork. 8
Recognizing the elements of art and principles of design in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy 1.1.2. D.2: Identify elements of art and principles of design in specific works of art and explain how they are used. Standard(s) 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. Strand(s) A. History of the Arts and Culture Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art. 1.2.2. A.1: Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. The function and purpose of art-making across cultures is a reflection of societal values and beliefs. 1.2.2. A.2: Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. Standard(s) 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. Strand(s) D. Visual Art 9
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. 1.3.2. D.1: 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. 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.3: Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories. 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. 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. Standard(s) 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. 10
Strand(s) A. Aesthetic Responses Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 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.3: 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). 1.4.2. A.4: Distinguish patterns in nature found in works of dance, music, theatre, and visual art. Standard(s) 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Strand(s) A. Critical Thinking and Problem Solving The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. 9.1.4. A.5: Apply critical thinking and problem-solving skills in classroom and family settings. 11
Strand(s) B. Creativity and Innovation Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. 9.1.4. B.1: Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Strand(s) C. Collaboration, Teamwork, and Leadership Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. 9.1.4. 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). Strand(s) D. Cross-Cultural Understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. 9.1.4. D.1: Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 9.1.4. D.2: Express needs, wants, and feelings appropriately in various situations. Strand(s) F. Accountability, Productivity, and Ethics The nature of the 21st-century workplace has shifted, demanding greater individual accountability, productivity, and collaboration. 12
9.1.4. F.2: Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities. Ethical behaviors support human rights and dignity in all aspects of life. 9.1.4 F.3: Explain the importance of understanding and following rules in family, classroom, and community settings. Unit Essential Questions What is art? What kinds of things can be used to make art? Who is an artist? How do I use art in my everyday life? Unit Enduring Understandings 2-dimensional art, in all its forms, can be used as a valuable resource for self-expression and communication, regardless of age. Tools and materials each have their own specific functions and should be used accordingly. The artistic process can lead to unforeseen and unpredictable outcomes. Terminology: (examples) value, tints/shades, warm/cool, still life, shadows, highlight, realistic, abstract, tempera, watercolor, portrait, sketching, observe, proportion, contour line Goals/Objectives Students will be able to - Understand and use the visual and formal language of art. Make critical and aesthetic judgments about works of art. Learning Activities/Instructional Strategies Some activities may include: Students learn about the color wheel and how it is made. Mix red, blue and yellow icing to make secondary and tertiary colors. Spread icing on cookies and assemble them on a mat shaped like the color wheel. Distinguish between a landscape and a cityscape. Students use cut paper to design their own cityscape. Discuss perspective and 13 Evidence of Learning (Formative & Summative) Teacher observation Rubric Questioning techniques (individual and group) Quiz Student work
Appreciate historical works of art from other cultures and civilizations. Use tools, techniques, media and technology to produce works of art. proportion; ex. cars should be small compared to buildings. Students view pictures of Japanese cherry blossom scrolls and comment on art techniques. Each student designs and draws his or her own cherry blossoms on muslin cloth. Use paint and ink. Design a vase with cut paper and discuss symmetry. Use the stamping method with tempera paint to add flowers. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - teacher made worksheets, magazine articles, teacher examples, posters, trade books, http://www.deepspacesparkle.com/new-to-art/, http://makingartfun.com/, http://www.hsv.k12.al.us/schools/art/dixon/lesson.htm 14
Content Area Visual Arts Unit Title 3D Art Target Course/Grade Level Art: Grades K-2 Unit 3 Unit Summary/Rationale During this unit, students will be introduced to the concept of 3-dimensional art using a variety of techniques and materials. Some sculpture projects may include using found objects, constructions, objective and non-objective. Some ceramics projects may include coiling, pinch pots, and glazing. Some crafts may include paper crafts, weaving, stitchery, masks, and metal. Interdisciplinary Connections - Language Arts, Mathematics, Social Studies, Science Technology Integration laptop, projector, Smart board 21 st Century Themes Global Awareness 21 st Century Skills Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration Learning Targets Standard(s) 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. Strand(s) A. History of the Arts and Culture The function and purpose of art-making across cultures is a reflection of societal values and beliefs. 1.2.2. A.2: Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. Standard(s) 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. 15
Strand(s) D. 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. 1.3.2. D.1: 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. 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.3: Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories. 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. Standard(s) 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. Strand(s) A. Aesthetic Responses 16
Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 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. Standard(s) 8.2 Technology Education, Engineering, and Design All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. Strand(s) G. The Designed World The designed world is the product of a design process that provides the means to convert resources into products and systems. 8.2.2. G.2: Explain the importance of safety in the use and selection of appropriate tools and resources for a specific purpose. Standard(s) 9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. Strand(s) A. Critical Thinking and Problem Solving 17
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time. 9.1.4. A.1: Recognize a problem and brainstorm ways to solve the problem individually or collaboratively. 9.1.4. A.5: Apply critical thinking and problem-solving skills in classroom and family settings. Strand(s) B. Creativity and Innovation Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving. 9.1.4. B.1: Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking. Strand(s) C. Collaboration, Teamwork, and Leadership Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. 9.1.4. 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). Strand(s) D. Cross-Cultural Understanding and Interpersonal Communication Effective communication skills convey intended meaning to others and assist in preventing misunderstandings. 9.1.4. D.1: Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience. 18
9.1.4. D.2: Express needs, wants, and feelings appropriately in various situations. Strand(s) F. Accountability, Productivity, and Ethics The nature of the 21st-century workplace has shifted, demanding greater individual accountability, productivity, and collaboration. 9.1.4. F.2: Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities. Ethical behaviors support human rights and dignity in all aspects of life. 9.1.4 F.3: Explain the importance of understanding and following rules in family, classroom, and community settings. Unit Essential Questions What are the artist s considerations when creating 3-dimensional versus 2-dimensional art? Unit Enduring Understandings 3-dimensional art, in all its forms, can be used as a valuable resource for self-expression and communication, regardless of age. Tools and materials each have their own specific functions and should be used accordingly. 3-dimensional art occupies space. Terminology: (examples) sculpture, found objects, constructions, objective and non-objective, ceramics, coiling, pinch pots, glazing, crafts, weaving, stitchery, masks, metal 19
Goals/Objectives Students will be able to - Understand and use the visual and formal language of art. Make critical and aesthetic judgments about works of art. Appreciate historical works of art from other cultures and civilizations. Use tools, techniques, media and technology to create 3D sculptures. Learning Activities/Instructional Strategies Some activities may include: Students sculpt their own pinch pot monster using the pinch pot technique. Share your monster with the class, and then give comments to each other. Discuss the Inuit culture and other Eskimo groups. Create a tiny Inuit diorama using clay. Sculpture can include an Eskimo, igloo, and kayak. Let air dry and paint. Use paper strips and make a placemat employing the paper weaving technique. Familiarize students with Pueblo Indian arts and crafts, especially coil pots. Students use coiling, scoring and painting slip to construct their own coil pot. Let dry and paint. Review student work Ticket out Think, pair, share Teacher observation Student work Evidence of Learning (Formative & Summative) 20
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - teacher made worksheets, magazine articles, teacher examples, posters, trade books, http://www.artforsmallhands.com/, (Smart board game) activitieshttp://exchange.smarttech.com/details.html?id=cf421f32-59da-48c9-a3b0-2d2cc934ed3f, http://www.theclayteacher.com/project_list_by_grade.html, http://www.artismessy.org/, http://www.dickblick.com/lesson-plans/ 21