Elementary Physical Education

Elementary Visual Arts Curriculum Guide

Baltimore City Public School System

Part Three: Units of Instruction

Grade Page 1 of 6 Grade Unit:

Quarter One

Overview of Unit:

Note: The focus during this week of school is on establishing classroom procedures and routines for Visual Arts Education.

Grade Page 2 of 6 UNIT ONE:

QUARTER ONE (Lesson(s); Dates)

THE ESSENTIAL LEARNER OUTCOMES FOR FINE ARTS  OUTCOME I: PERCIEVING, PERFORMING, AND RESPONDING- AESTHETIC EDUCATION  OUTCOME II: HISTORICAL, CULTURAL, AND SOCIAL CONTEXTS  OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION  OUTCOME IV: MAKING AESTHETIC JUDGEMENTS

BCPSS VISUAL ARTS OBJECTIVES

Introduce/Develop

Maintain

Grade Page 3 of 6 Baltimore City Public School System Division of Curriculum and Instruction

K-1 Grade Units of Instruction

Unit: Craft / Paper Mache’ Sculpture

Indicator(s) Big Ideas/ Instructional Sample Instructional Resources/References Major Objectives Activity/Task Focus Concepts Outcome II: II.B.1 Critical Students Activity Introducing, Alice Sprintzen, Historical, Cultural Response: By will… Student will be reinforcement Crafts, Contemporary and Social Context. studying II introduced to and Design and Technique II.B: Classify selected Identify art paper mache to development reasons why people artworks, use works as create a paper of fine motor Wankelman/Wigg create and use art by description to objects that mache bowl skills. Paper A Handbook of Arts and studying artworks identify include inspired by mache’ Crafts (7th edition) and other sources of probable paintings, Greek Red and sculpture information. reasons why art drawings, and Black figure technique(s) The Walters Art Museum was made and sculptures. pottery. Students will Baltimore, Maryland Outcome III: the ways it Identify Working on a observe and Greek Red and Black Creative Expression might have been subject matter bowl as an identify a figure Pottery collection and Production used. depicting armature, the variety of and or reproductions. people, students will functional III.A: Use a variety II.B.2 Creative places, things layer the vessels and of art media, Expression: and ideas in a outside of the how they processes, and Inspired by variety of art inverted bowl were created. techniques to express selected works. with In addition thoughts and artworks from Describe newspaper students will feelings. different times ways that strips and learn about and cultures, selected wheat paste or the history Outcome IV: create a work of artists use wallpaper and value of Aesthetics and art that reflects materials and paste to create sculpture as Criticism aspects of his or techniques. a bowl. A final art, and as a her daily lives. Begin to layer of white functional IV.B Evaluate develop paper towel object. personally created III.A.1 Creative reading and strip should be artwork and the work Expression: Use writing skills applied for of others. basic media to as they smoothness express ideas pertain to art. (two lessons demonstrating: Identify required with  Safe use subject drying time to  Different matter, follow. way to setting, time, Teacher can use a place and assist student

Grade Page 4 of 6 given details in in trimming material, works of art. rough edges tool, or Develop an once the paper techniqu understanding mache form is e of how the removed from  Visual visual arts the armature. qualities interrelate Students will made with other then discuss possible disciplines, and observe by using such as Greek red and specific language arts, black figure materials social studies, pottery and and mathematics, then embellish techniqu geography, the bowls with es. etc. paint to create IV.B.1 Critical Continue to his/her own Response: develop small black figure Participate in and large pottery group critiques, muscle inspired bowl. using coordination, Teacher may established using tools apply acrylic criteria to and materials spry sealer for discuss choices in techniques additional used in personal such as paper strength and artwork. sculpture, protection. painting, clay IV.B.2 Creative sculpture, Materials: Expression: vegetable Newspapers, Based on the printing, and white paper study of collage, etc. towels, paste, examples of Create art plastic, expressive works ceramic or works, create a representing Styrofoam work of art, people, bowls, using criteria things, scissors, paint, generated by the places, events paint brushes, class. and ideas. acrylic spray. Expand use of art Cross elements by Curriculum mixing Connections: colors, Social Studies: combining focus on a shapes, and country or repeating civilization lines to create where

Grade Page 5 of 6 design. ceramics/ sculpture have Discuss been an personal art integral part of works by their lives. I.e. sharing what Ancient Greek, the work Native represents Americans, and feelings Central/South and Americans, satisfactions Africans resulting etc...and learn from creating more about the the work. various people who create vessels for different purposes.

Grade Page 6 of 6