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Program: .- RC 012 830-851.. and Use of Form,Pattern and Polor. Chapter 7, Resources,-Includes from the Original Document.- '

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Program: .- RC 012 830-851.. and Use of Form,Pattern and Polor. Chapter 7, Resources,-Includes from the Original Document.- ' DOCONEN'T REtONE ED. 205 316 RC 012 829 AUTHOR . -.Carpenter,RaChel, Small Relools-Visual Arts Turriculum, K-3: Scope,' Obiectivesulictivities,. Resources, RonitorLng- Procedures. The COmprehensiye.Arts in Education . -Program: .- INSTITUTION Washington. Office of the _State_ Superintendent -of--77;,-*-- Public_Tnstruction, Olympia. TUB DATE.- Apr 78" VOTE - For related dOcuments, see RC. 012'825-820 and RC 012 830-851.. !DRS PRICE MF04/PC29 Plus Postage. DESCRIPTORS *Art Activities: ArtsAppreciation: *Art Education: Art Materials: *Behavioral Obiectives: Childrens Art: Creative Activities: Creative Art: 2ducational Obiectives: *Instructional Materials: Learning* Activities: Perception:, Primary Education; Resource Materials: *Small Schools: State Curriculum Guides: Student Evalfiation:- *Visual Arts . ABSTRACT Devoted to the visual arts, this volume of the - Washington Small SchOols Curriculum for grades K-3 utilizes the format of presenting learning objectives with recommended grade'. ',placement levels and suggestin4 activities, monitoring procedures and resources used in teaching the objectives. Chi_ ter 1, Color, presebts painter's terms, arorth characteristics of5-1i2-year-oldsand their implications forart and activities focusing on the color wheel' and "Ilene/ and identifying color. Chapter 2, Line, emphasizes the variety and properties of Tine in creating pattern, exture, shaper rhythm and depth. Chapter 3, Pattern, suggests actities, inclaling burlap" weaving, vegetable prints, -flags, magazine 1/1mosaics and beadwork, to studv phttern. Chapter 4, Texture, stresses the difference between tactile and visual textures. Chapter 5, Shape and Form, examines the (difference-between shape ftwo-dimensiorall 'ana'form lthree-dimensionail using.lmope tricks, beans and macaroni, snowflakeN, `transparencies, egg cartons, etc. Chapter 6, Composition, considers they arrangement of space through placement and size, choiceof shape, and use of form,pattern and polor. Chapter 7, Resources,-includes guidelines for encouraging areativitv,_use of booksYgp.ans for 'visual arts centers, wet-and dry tettnigtres, "and- ihere to look for ' -, ,. materials. The guide also"provides chapter and subject bibliographies. (NEC) *****Iii**********0*****.********,*******31**********,*****************1 *. Reproductions supplied EARS are.the:.best that can'bemade * from the original doCument.- ' , ibit.******t**********************i*********"******************************4 - U.S.. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFCTMATION CENTER IERIC) riThis document has been reproduced as LW' received from the person or organization originating it. Minor changes have been made to improve reproduction quality re. Points of view or opinions stated in this docu- ment do-not necessarily represent official NIE' position or policy. .. = "Mr Jr/ NOW 11!-- " PERM ISSION TO REPRODUCE THIS, a MATERIAL HAS BEEN GRANTED BY FEcoQ tlei -01-"Ne' se. NAO" : Ali iiroor no TO THE EDUCATIONAL RESOURCES . - Nol INFORMATION CENTER ERIC)." /.7,- 'Small Schools . Visual Arts Curriculum 3 Scope! . ObjectiVea Activities- Resources Monitoring Procedures This is a publication of the Instructional and Professional Services Division of the Superintendent of Publtc 'Instruction, Olympia,"Waihington, Dr. Frank B. Broui'llet State Superintendent of Public Instruction Dr. Jack Frisk D'eguLt.Su-plwrintendent . Dr.MonicaSchmidt .', Assistant Superintendent Diirision of Instructional:and Professional Services . William Radcliffe, Jr. Director Basic Educatibn Section THANK. YOU / The Visual Arts Small Schools Curriculum 'Guide K-3 is a Composite: of many creative ideas from many sources. The tompilation.of these ideas into a workable aid. usable documeiirrequiteS of a s' gle individual.. For.thiS effortWearegratefuI to RaChel. :Carpedtter, a.parent and former art-teacher.from Puyallup.'. Creative assistance in the'project'came.fram her..family, her husband.Loren Carpenter-,'who is employed in computer graphieSat:the Boeing, Company'in Seattle andler .son Tay.Carpenter and his school mates - at,Firgrove:Elementary School who also were creative contributors. CarOle Hider and Agnes Engle prav4edsecreterial.servi.ces in the preparation of the document and proof reading..' iii _ACKNOWUDGEMENTS Staff James A. Sjolund, Project Director, Comprehensive Arts in Education Susan Albert, JDR 3rd FundFellow,"*CAEP Special Consultants Mark Gilstrap, Arts for Learning,. Seattle Public Schools Shirley Harrigan, 2nd Grade Teacher, Firgrove Elementary, Puyallup Judy Gibson, 1-2 Grade Teacher,4 Firgrove Elementary, Puyallup; Raymond W. Thompson, Arts Supervisor. Seattle Public Schools Ann Reich, 'Arts for Learning,. Seattle.Public.Schools Kathy Hastings,Artist-in-Schools, Portland, Oiegon Office Services r Agnes Engle, SeCretarial Service'Cener .Carole Hiner, Secretary, Basic Education,SPI INTRODUCTION When one's considering a stateWide curriculum guideline, the tendency is. somewhat-fearful. Curriculum guidelinescoSt-a-substanfial-amount-.- of money when widely distributed. They_are v6ry valuable to those who )go through the guideline writing process, because as the.writing progresses, authors have many opportunities to think about what they are saying, to sort things out in their own minds as they are selecting andarranging content materials. For:the user,.however.a curriculum guide can be quite sterile. It representssomeone,elses thinking. It is interesting, but not internaliied. This document-is'designed for your own involvement and.decision making. It is a "bank" of objectives, activities aux! suggested resources that you can make withdrawalS:from.You must decide what your programAg. You.have this.material available to use to save precious time. The title is Small Schools Sharing! _If you have ideas for activities and'resourCes, other objectives, other suggested monitoriug'procedures, we need to knowabout them. .Pleaseleel a respOnsibility.to'share. Don't be hashftl about sending-anything. Your idea may. be the one that works for one child, the technique that makes the breakthrough -for that patticular concept or objective. If it is, it is-priceletst If yOu have suggestions as to ways to improve the guideline, format,.. philosophy or any other ponsiderationlease be in touch.Your sugges- tions are valued. In order to make the best use of this document, you should first become familiar with the StUdent Learning Objectives Handbook, which has just been revised. Your school will have a copy by the fait of 1978. JimSjoluj° Project'Director Comprehensive Arts in-Education Program FORMAT. One unique feature of the Small Schools Curriculum is theformat or ariangement of information on the page. The format was'developed in order to facilitate the transportability.of the product by allowing districts to personalize _the Orriculum.--materials tomeet their-own educational programs. The Small Schools Format provides-a simple ar--, -rangement-for-ii-Sting objectives and identifying activities, monitoring procedures, and resources used ia.teaching. ' Page One The first format page lists the sequence of student learning objectives related to a specific area of the curriculum for either reading, language arts, mathematics, science or social studi4. For each objective a grade placement has been recommended indicating where each objective should be taught and mastered.The grade fecommghdatima is made with the understhnding that it applies to most students and that there will always be-some students who require either a. longer orahor.ter time than recommended to master the knowledges, skillS and Values indicated by the- objectives. Columns at the right of the page have been provided sodistrict personnel can indicate the grade placement ofobjectives to coincide with the curricuibm materials available in,their.schgels. District personnel may also choose to delete an objective by strikingit from the list or add another objective by writing it directly on the sequenced objective. page. Page TWO' On £he second format page, one oi more objectives from the first, fornilt page are, rewritten and suggested activities, monitoring procedures and resources used in teaching to the---objective(s) are identified. ',The objectives -are correlated to the State Goals fOr WashingtonCoon Schools and to,broad K-12.program goals. The suggested grade plaCernent-' of the objectives and the activities. is indicated... Wherever apgliCable, _the relatedness of-an objective,tc-other curriculum areas have been shown. Particular effort has beaa, given to : correlating the materials _ with the areas. of-En14,1onme.ntal. Education' and Career Education. .. a Below isanexample of 'a completed second format page. TeaChers and principals in local districts may-personalize' this-page-,by -listing'their own resources and by correlating their distr4..ct goals to, thestudent learning objectives. - : C O. DEFINITION OF FORMAT TERMS Small Schools CUrriculum Project. Subject indic4tes a broad courseof study.The subject classifies the learning.into one of the general areas of curriculum, i.e., music, reading, mathematics, social studies. Specific Area indictes a particular-learning category contained_within the subject. Within the subject-of-visual arts there exist several speCific areas, i.e., color, line, pattern, texture, shape and form, and compotition., State Goal indicates a broad .term policy statement relating to the education of all students'within the State of Washington. In 1972 t e State Board of Education adopted
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