School Advisory Board Members

NEWARK PUBLIC SCHOOLS

Curriculum Guide: VISUAL ARTS Grades K-8

NEWARK PUBLIC SCHOOLS SCHOOL ADVISORY BOARD MEMBERS

2013-2014

Ms. Antoinette Baskerville-Richardson, Chairperson Mr. Marques-Aquil Lewis, Vice Chairperson

Mr. Rashon K. Hasan Mr. Alturrick Kenney Ms. Eliana Pintor Marin Ms. DeNiqua Matias Dr. Rashied McCreary Ms. Ariagna Perello Mr. Khalil Sabu Rashidi

Mr. Jordan Thomas, Student Representative

2 NEWARK PUBLIC SCHOOLS ADMINISTRATION

2013-2014 Cami Anderson, State District Superintendent

Chief of Staff & General Counsel: Charlotte Hitchcock

Assistant Superintendent: Mitchell Center Assistant Superintendent: Brad Haggerty Assistant Superintendent: Tiffany Hardrick Assistant Superintendent: Roger Leon Assistant Superintendent: Aqua Stovall Assistant Superintendent: Peter Turnamian

Special Assistant, Office of Curriculum and Instruction: Caleb Perkins School Business Administrator: Valerie Wilson

3 NEWARK PUBLIC SCHOOLS

SCHOOL ADVISORY BOARD Program and Instruction Committee

Ms. DeNiqua Matias

Dr. Rashied McCreary

Ms. Ariagna Perello

Mr. Khalil Rashidi

Dr. Caleb Perkins, NPS Special Assistant of Curriculum

Valerie Merritt, NPS Director of Board Relations

4 Kindergarten Through Grade Two Curriculum Units:

K-2 Unit 1: Elements of Art

 Unit Summary

In this unit, students explore and understand the basic elements of art. The learning will establish the foundation from which comprehension and application of complex concepts will develop. Through the study of master artists, students will be able to identify, analyze and progress to create artwork through the application of the basic elements of art: line, color, shape, form, texture, and space. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the topic to reflect the need of the students.

 Unit Essential Questions

What are the parts of art? Art is created by whom? How do we prepare to explore art?

 Unit Enduring Understandings

Artists employ the basic elements of art to create diverse types of artwork. Artists follow a multi-stepped process in the creation of artwork. There are many art mediums and art media that artists utilize in creating artwork. Creativity and inspiration is derived from various sources.

 Unit Learning Targets (students will…)

Establish sketchbook routines to be used throughout the school year. Identify and recall the basic elements of art. Analyze artwork in order to identify the elements of art as used by the artist. Explore the relationship between the elements of art. Experiment with a variety of art tools and artistic mediums. Compare and contrast artwork to identify characteristics, techniques and elements of art. Create artwork based on observation.

 Evidence of Learning

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they can identify and incorporate the basic elements of art: line, color, shape, form, texture and space. The mastery skill will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Kindergarten will demonstrate mastery of concepts through the creation of a painting in the style of Piet Mondrian incorporating, at minimum, the concepts of line, shape and color. (2 periods)

Grade 1 students will demonstrate a mastery of concepts through the creation of painting in the style of Wassily Kandinsky incorporating, the elements of art with emphasis on line, shape, color and form. (2 periods)

5 Grade 2 students will demonstrate a mastery of concepts through the creation of mixed media collage of a landscape incorporating, the elements of art with emphasis on form, texture and space. (2 periods)

 Equipment Needed

Visual aid examples of artist/subject matter being studied, painting media, choice of white paper, variety of brushes, variety of colored paper (for 2nd grade project)

 Primary interdisciplinary connections: Science & Social Studies

 Teacher Resources

Sortland, Bjorn. (1999).Anna's Adventure in Art.21st Century.9781575053769 Guthrie, Woody. (1998).This Land is Your Land. Little, Brown Young Readers.0316042722 Johnson, Crocket. (2000).The Adventures of Harold and the Purple Crayon. Harper Collins.006029129X

6 K-2 Unit 2: Drawing

 Unit Summary

This unit enables students to explore and understand drawing techniques. The learning will establish the foundation from which comprehension and application of complex drawing concepts will develop. Through the study of portraiture the students will be able to identify and develop representations of those people with whom they are most familiar, their family and him/her. Second grade students will develop still life drawing skills. The key focus to instruction throughout the drawing unit is the emphasis on observation and drawing in proportion.

What practices are used in art creation? What tools can be used to create art?

Creativity and inspiration is derived from various sources. Different types of visual art require specific types of tools and mediums in the creation of artwork. Artists follow a multi-stepped process in the creation of artwork. Artwork can reflect an artist’s environment, experiences or his/her imagination.

Develop daily sketchbook entry routines. Employ previously learned skills and concepts in the production of artwork. Analyze artwork in order to review and identify the elements of art as used by the artist. Identify geometric shapes individually and locate shapes within art pieces. Explore the relationship between shapes, line and proportion in the human form. Explore the relationship between shapes, line and proportion between objects. Experiment with a variety of drawing mediums. Compare and contrast artwork to identify characteristics, techniques and elements of art. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the basic skills needed to produce drawings. The student will demonstrate the ability to utilize and manipulate project specific drawing mediums to accurately depict a given subject or concept. The mastery skills will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Kindergarten will demonstrate mastery of drawing skills through the creation of 2 portraits that emphasizes: proportion, placement of facial features and accurate depiction of color in the self-portrait and classmate portrait. (1 period)

Grade 1 students will demonstrate mastery of drawing skills through the creation of a family portrait that emphasizes: proportion and placement of features on the human figure, relative size of individuals depicted and accurate representation of color. (2 periods)

7 Grade 2 students will demonstrate mastery of drawing skills through the creation of a still life drawing that emphasizes: proportion and placement of objects in relation to one another, accurately depicting a setup of at least 4 objects. (2 periods)

Drawing paper, photographs of subjects or mirrors (K & 1), visual aids of a variety of portraits form different artists, (i.e. Leonardo DaVinci, Andy Warhol, Gilbert Stuart, Vincent Van Gogh), collection of still life objects from the classroom; drawing mediums as needed for each project.

 Primary interdisciplinary connections: Mathematics & Social Studies

Cheltenham Elementary Kindergarteners. (1991).We Are All Alike…We Are All Different. Scholastic Inc.0590491733 Reynolds, Peter H. (2003).The Dot.Candlewick.9780763619619 Thomson, Ruth. (2005).What is a Still Life. Franklin Watts.0749655585

8 K-2 Unit 3: Painting

 Unit Summary

This unit enables students to explore and understand painting techniques. The learning will establish the foundation from which comprehension and application of complex painting skills will develop. Each painting topic within the unit builds upon the previous grades’ experience. In Kindergarten, the artists experiment to learn about the color wheel and the properties of paint. The first grade experience provides an opportunity for students to expand upon their previous knowledge and utilize paint to depict a scene representing their community. In second grade, the students will create paintings, not only based on prior experiences but through an in-depth study of master artist, Vincent Van Gogh. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the topic to reflect the need of the students.

What are artists trying to communicate with their artwork? How does an artist’s choice of medium affect their choices in implementing the elements of art? What tools can you use to create art?

Artwork can reflect an artist’s environment, experiences or his/her imagination. Artists create artwork as a form of self-expression and in order to communicate ideas and messages. Artwork can reflect an artist’s environment, experiences or his/her imagination. Learning about the properties of color helps an artist manipulate his/her chosen medium to represent their ideas.

Develop daily sketchbook entry routines. Analyze artwork in order to recognize the elements of art as used by an artist. Explore the relationship between shapes, line and proportion in artwork. Identify basic colors and shades/tints of colors. Differentiate between primary and secondary colors. Experiment with a variety of painting mediums. Experiment with a variety of paints (tempera & watercolor) to analyze the characteristics of each type. Demonstrate understanding of color theory concepts through the creation of paintings. Develop a personal painting style through continued painting experiences. Compare and contrast artwork creating by different artists to identify characteristics and techniques used in their painting styles. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the basic skills needed to create a collage. The student will demonstrate the ability to utilize scissors in a safe manner and manipulate the scissors to create a desired shape from paper or collage material. The mastery skills will be grade specific however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Kindergarten students will reference images or 3-D figurines to analyze the shapes that combine to create an animal’s figure. The student will draw the animal in his/her sketchbook to create a reference

9 illustration for their collage. The student will reinterpret the illustration through the creation of an animal shapes collage. (3 periods)

Grade 1 students will demonstrate the ability to apply the basic elements of art in the creation of artwork. Following a study of the artist Henri Matisse, the student will create a collage that illustrates a story that they have read. The collage will be in the style of Henri Matisse. Students will pair up to create a diagram comparing their respective art pieces. (3 periods)

Grade 2 students will demonstrate the ability to manipulate collage materials in the creation of a number or letter in the style of Jasper John, by applying a pattern to the inside space of a letter/number. Students will combine collage techniques with paint or oil pastels in order to create a multi-media collage. Students will write a reflective piece based on their artwork. (4 periods)

Equipment needed: paper to paint on (specific to the needs of the paint type); a variety of paint brushes; water containers as needed; visual aids for the study of Jasper John (grade 2); a collection of painting examples from master artists (all grades); book: Mouse Paint by Ellen Stoll Walsh (Kindergarten); painting mediums.

 Primary interdisciplinary connections: Mathematics & Social Studies

Walsh, Ellen Stoll. (1995).Mouse Paint.Sandpiper.0152001182 Ringgold, Faith. (1991).Tar Beach. Crown Books for Young Readers.780517580301 Anholt, Laurence. (2007).Van Gogh and the Sunflowers. Barron's Educational Series.0764138545

10 K-2 Unit 4: Collage

 Unit Summary

In this unit, students explore and understand the basic elements of collage. The collage unit builds upon previous units of study, incorporating drawing and painting techniques, and reinforces key concepts regarding the basic elements of art: line, color, shape, form, texture, and space. In the early childhood stages of development, collage provides an opportunity for students to develop their fine motor skills. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. The students will work from identifying key shapes, forms and relationships between them to developing a drawing of the subject. The students will then proceed to reinterpret their drawn art piece through the creation of a collage. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the topic to reflect the needs of the students. In second grade the student will continue to develop drawing techniques through the manipulation of a variety of drawing mediums in the creation of artwork in the style of Jasper Johns. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the topic to reflect the need of the students.

How does an artist’s choice of medium affect their choices in implementing the elements of art? What practices are used in art making? What tools can you use to create art? What are artists trying to communicate with their artwork?

Different forms of visual art require specific types of tools and mediums in the creation of artwork. Artists follow a multi-stepped process in the creation of artwork Artists create art incorporating a variety of art mediums in their creative process. Artists create artwork as a form of self-expression and in order to communicate ideas and messages. Artwork can reflect an artist’s environment, experiences or his/her imagination.

Demonstrate the ability to draw and cut out geometric and organic shapes. Differentiate between positive and negative space in artwork. Establish safe procedures when working with scissors in the art studio. Apply the basic elements of art in the creation of art pieces. Explore the possibilities in creating a multi-media collage. Reinterpret a drawing into a collage. Compare and contrast artwork creating by different artists to identify characteristics and techniques used in their collage making styles. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Write a story based on the art piece they create.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the basic skills needed to create a collage. The student will

11 demonstrate the ability to utilize scissors in a safe manner and manipulate the scissors to create a desired shape from paper or collage material. The mastery skills will be grade specific however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Kindergarten students will reference images or 3-D figurines to analyze the shapes that combine to create an animal’s figure. The student will draw the animal in his/her sketchbook to create a reference illustration for their collage. The student will reinterpret the illustration through the creation of an animal shapes collage. (3 periods)

Grade 1 students will demonstrate the ability to apply the basic elements of art in the creation of artwork. Following a study of the artist Henri Matisse, the student will create a collage that illustrates a story that they have read. The collage will be in the style of Henri Matisse. Students will pair up to create a diagram comparing their respective art pieces. (3 periods)

Grade 2 students will demonstrate the ability to manipulate collage materials in the creation of a number or letter in the style of Jasper Johns, by applying a pattern to the inside space of a letter/number. Students will combine collage techniques with paint or oil pastels in order to create a multi-media collage. Students will write a reflective piece based on their artwork. (4 periods)

Equipment needed: developmentally appropriate scissors; glue; a collection of collage materials reflective of the desired products; visual aids for the study of Henri Matisse (grade 1); a collection of collage examples from master artists (all grades); visual aids of Jasper John’s work (2nd grade);precut shapes as needed for individual modifications

 Primary interdisciplinary connections: Mathematics & Science

Andreae, Giles. (2010).ABC Animal Jamboree. Tiger Tales.9781589250925 Laden, Nina. (1998).When Pigasso Met Mootisse. Chronicle Books.9780811811217 Falconer, Ian. (2000).Olivia.Simon&Schuster Children's Publishing/Antheneum.0689829531

12 K-2 Unit 5: Printmaking

 Unit Summary

This unit enables students to explore and understand basic printmaking concepts. The learning will establish the foundation from which comprehension and application of more complex printmaking skills will develop. Each topic within the unit builds upon the previous grade’s experience. The key learning objectives in the printmaking unit are reinforced through the study of symmetry and patterning in nature. The students will progress from printing simple shapes (vegetables and fruit), to printing shapes with more complex patterns (leaves, tree bark, seashells), to creating their own complex shapes and patterns inspired by nature (butterflies). In Kindergarten, the artists focus on the concept that applying ink to the surface of an object allows for the transfer of an image of that object’s shape onto another surface. The first grade experience furthers the learning by encouraging students to explore not only the transfer of the shape but the effects to the details within the shape, upon transfer. In second grade, the students will create a complex pattern (varying shapes and colors) and print it to create a symmetrical/mirrored image of their design.

What practices are used in art making? What tools can you use to create art? What are the sources of artistic inspiration? How are mathematical concepts reflected in the natural world?

Different forms of visual art require specific types of tools and mediums in the creation of artwork. Artists follow a multi-stepped process in the creation of artwork. Artwork can reflect an artist’s environment, experiences or his/her imagination. Nature has served as an inspiration in the artistic world throughout history. Symmetry and patterning can be found regularly throughout the natural world.

Develop daily sketchbook entry routines. Analyze artwork in order to recognize the elements of art as used by an artist. Analyze artwork in order to classify it according to media. Apply the basic elements of art in the creation of art pieces. Demonstrate the ability to control printmaking mediums to produce desired results. Demonstrate the ability to identify and represent a symmetrical design. Differentiate between positive and negative space in artwork. Establish procedures when working in the art studio. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Writing poetry based on the art piece they create. Create art by employing a multi-step process.

Each student will create a final art piece demonstrating mastery of concepts. Through the completion of the project he/she will show that he/she has developed basic printmaking skills. The student will demonstrate the ability to utilize and manipulate project specific printmaking tools and mediums to

13 accurately depict a subject or concept. The mastery skills will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Kindergarten students will demonstrate mastery through the creation of a print design utilizing harvest vegetables and fruit as their stamp, accurately printing at least 4 demonstrating the ability to control mediums used. (1 period)

Grade 1 students will demonstrate mastery of printmaking skills through the creation of a design incorporating natural objects as stamps (i.e. leaves, tree bark, shells). The students will demonstrate the ability to print at least 5 objects by manipulating the object, tools and mediums used to transfer the overall shapes and natural patterns within the shapes onto a paper. (1 period)

Grade 2 students will demonstrate the ability to create a printed symmetrical design inspired by nature. The learner will follow a multi-step process in the creation of his/her print. The learner will: create a reference drawing of a butterfly, reinterpret half of the butterfly by drawing the outline form (to be used as a guide when applying paint), and construct a print that depicts a butterfly with bilateral symmetry. (3 periods)

Equipment needed: printing paper; liquid tempera paint (to be used in lieu of printing ink); collection of natural objects (specified for each grade); visual aids depicting a variety of butterflies (if possible real science kit specimens are encouraged)

 Primary interdisciplinary connections: Health & Science

Elhert, Lois. (1994).Eating the Alphabet: Fruits and Vegetables.Sandpiper.9780152009021 Maestro, Batsy. (1994)Why Do Leaves Change Color? (Let's Read and Find Out Science, Stage 2.Collins.0064451267 Sandved, Kjell B. (1999)The Butterfly Alphabet. Scholastic Inc.0439079470

14 K-2 Unit 6: 3-D Art Forms

 Unit Summary

In this unit, students explore and understand concepts related to 3-dimensional artwork. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. The students will work from identifying key shapes, forms and relationships between them to developing a drawing of the subject. The students will then proceed to reinterpret their drawn art piece through the creation of a sculpture. Kindergarten and first grade students will integrate a study of animals with the creation of an animal model. Second grade students will explore environmental issues (recycling) and create a found objects sculpture. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the subject of the sculpture to reflect the needs of the students.

How do artists plan their art making? What are the sources of artistic inspiration? How does art change with the passage of time?

Artists create art incorporating a variety of art mediums in their creative process. Artwork can reflect an artist’s environment, experiences or his/her imagination. Nature has served as an inspiration in the artistic world throughout history. Artists follow a multi-stepped process in the creation of artwork.

Differentiate between two-dimensional and three-dimensional artwork. Establish safe procedures when working in the art studio. Apply the basic elements of art in the creation of art pieces. Compare and contrast artwork creating by different artists to identify characteristics and techniques used in creating sculpture. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Title artwork in order to express the subject matter or message. Develop daily sketchbook routines. Analyze artwork in order to recognize the elements of art as used by an artist. Analyze artwork in order to classify it according to media. Apply the basic elements of art in the creation of art pieces. Demonstrate the ability to control sculptural mediums and tools to produce desired results. Understand that an artist may be motivated to create in order to promote action. Differentiate between positive and negative space in artwork. Create art by employing a multi-step process. Hypothesize the effects that human actions have on the environment.

Each student will create a final art piece demonstrating mastery of concepts. Through the completion of the project he/she will show that he/she has developed skills in creating sculpture through one of

15 two methods: modeling or assembling. The student will demonstrate the ability to utilize and manipulate project specific materials and tools. The mastery skills will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Kindergarten students will demonstrate mastery through the creation of a clay animal sculpture emphasizing the overall structure of the animal’s form, based on a study of the animal kingdom. (3 periods)

Grade 1 will demonstrate mastery through the creation of a clay animal sculpture emphasizing the animal’s structural form and textures, following on a study of the animal kingdom. (3 period)

Grade 2 students will demonstrate the ability to assemble a sculpture made from at least 4 found or recycled objects. (3 periods)

Equipment needed: collection of animal images; clay (or other suitable substitute); modeling dough; found objects (grade 2); glue; clay tools (as needed)

 Primary interdisciplinary connections: Science

Berkes, Marianne. (2004).Over in the Ocean: In A Coral Reef. Dawn Publications.1584690623 Berkes, Marianne. (2007).Over in the Jungle: A Rainforest Rhyme. Dawn Publications.1584690925 Roca, Nuria. (2003).What is Art? Painting and Sculpture. Barron’s Educational Series.0764127004

16 K-2 Unit 7: Art in My World

 Unit Summary

In this unit, students explore and understand art that is found in their everyday life. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. Kindergarten students will explore the process an illustrator undergoes in developing the images for a book, by learning about author/illustrator Eric Carle. First grade students will work cooperatively to create a class mural. Second grade students will be introduced to the industrial/product design project through the reinvention of an everyday object found in their home that tells a story. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the subject of the design to reflect the needs of the students.

How do artists plan their art making? What is the purpose or function of art? Where is art created around the world?

Artists follow a multi-stepped process in the creation of artwork. Artwork can reflect an artist’s environment, experiences or his/her imagination. Creativity and inspiration is derived from various sources. Industrial designers plan objects that are mass produced. Artistic and creative ideas are embedded in everyday objects.

Analyze artwork in order to classify it according to media. Apply the basic elements of art in the creation of art. Demonstrate the ability to control tools and mediums specific in the creation of an artwork. Establish safe procedures when working in the art studio. Create artwork based on observation. Create artwork based on imagination and inspiration exploring visual concepts as opposed to observation. Title artwork in order to express the subject matter or message. Illustrate a story. Collaborate in the creation of artwork. Recognize that art is a component of everyday life. Analyze the function(s) and purpose of an object.

Each student will create a final art piece demonstrating mastery of concepts. Through the completion of the project he/she will show that he/she has developed an understanding of the concept that “art” is present in our everyday lives. The student will demonstrate the ability to work through the artistic process and create a product that is readily available in his/her community. The mastery skills will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

17 Kindergarten students will demonstrate an understanding of the artistic process through the creation of a class book, following a study of the author/artist Eric Carle. (4 periods)

Grade 1 will demonstrate mastery through the creation of a cooperative class mural. The students will contribute to a mural about sea life. (3 periods)

Grade 2 students will demonstrate the ability to redesign an everyday product into an art piece that tells a story about their life experiences. The student will title the object to reflect the subject matter. (3 periods)

The equipment needed varies between the projects, refer to activity pages.

Primary interdisciplinary connections: Science, Language Arts and Social Studies 

Carle, Eric. (1990).The Mixed-Up Chameleon.HarperCollins.0064431622 Pratt, Kristin Joy. (1994).A Swim Through the Sea. Dawn Publications.9781883220044 Boehm, Arlene. (2001).Jack in Search of Art. Roberts Rinehart.1570982341

18 Kindergarten Pacing Guide (Based upon 185 educational day and one 50 minute visual arts period per week)

Unit 1: Unit 6: 3- Unit 7: Unit 2: Unit 3: Unit 4: Unit 5: UNIT Elements of D Art Art in My Drawing Painting Collage Printmaking Art Forms World

Harvest Mouse Animal Clay Artist K Grade Artist Study: I Am Vegetable Paint Mix- Shapes Animals Study: Eric Topic Piet Mondrian Special and Fruit Up Collage Sculpture Carle Prints Proportions Telling a The Elements of Creating in Artwork Story Symmetry and The Artistic Focus Art (Lines, Shapes Color Theory from (Human Through Patterns Process and Color) Observation Face) Art

Duration 5 periods 4 periods 6 periods 5 periods 4 periods 5 periods 6 periods

19 Unit 1: Elements of Art Grade: Kindergarten Artist Study: Piet Mondrian

Applies to Standards:

1.1 The Creative Process, 1.2 History of the Arts and Culture, 1.3 Performance, 1.4 Aesthetic Response & Critique Methodologies

Brief Description:

Through the study of Piet Mondrian, students will be able to identify, analyze and progress to create artwork through the application of the basic elements of art: line, color, shape. Kindergarten will demonstrate mastery of concepts through the creation of a painting in the style of Piet Mondrian incorporating, at minimum, the concepts of line, shape and color. The duration of the formative assessment will be 2 periods.

How to Teach It:

Period 1 1. Students will be introduced to the element of lines through a brief discussion and examples of various types of lines. (ex. Horizontal, vertical, zigzag, curve etc…) 2. Incorporate a story, book, or art that is about lines so students can visualize the use of lines in art. (ex. Harold’s Purple Crayon ) 3. Have students demonstrate an understanding of the concept of line by creating line art in their sketchbooks that incorporates at least 5 kinds of line.

Period 2 1. Introduce students to the element of color by examining the color wheel through a class discussion. Have students identify and differentiate the primary and secondary colors. 2. Following the discussion have students draw in their sketchbook using only the three primary colors. 3. Close the period by reviewing the color wheel and identifying the primary and secondary colors.

Period 3 1. Students will be introduced to the element of shapes through a brief discussion and examples of various types of 2-D shapes. 2. The teacher will lead the class in an activity where students will create and identify 2-D shapes. For example, the class may do a scavenger hunt for particular shaped objects within their classroom. 3. Close the period by having students practice drawing shapes in their sketchbook. Period 4 1. Students will be introduced to the art of Piet Mondrian by examining his artwork. The class will review previously learned elements of art by analyzing Mondrian’s work. 2. The class will compare and contrast a sample of Mondrian’s work to the work of another artist of a different style. The teacher will introduce critique concepts. 3. The teacher will introduce sample art and demonstrate the process of creating the student project.

20 4. Close the period by having the student create a minimum of 3 vertical and 3 horizontal black lines on white drawing paper, in preparation for the next class.

Period 5 a.i.1. Students will complete the Mondrian styled artwork by adding primary colors in the shapes created by the intersecting black lines, created period 4. a.i.2. Close the period by leading a class discussion comparing and contrasting the students’ artwork with that of Mondrian. Prompt students to identify the elements of line, shape and color.

Example

21 Unit 2: Drawing

Grade: Kindergarten I Am Special

Brief Description:

Through the study of drawing the students focus will be on themselves as the subject of art. Students will demonstrate the ability to incorporate line, shape, color and texture through the drawing of a portrait. The duration of the summative assessment is 1 period.

How to Teach It:

Period 1 1. Students will be introduced to the concept of portrait versus self-portrait through a brief definition and discussion of examples from various artists. The teacher will lead the class to identify shapes, lines, and color found within the portrait (human face). 2. Have students complete a pre-assessment by drawing a self-portrait. 3. Close the period by reading the book, We are Alike, We are All Different.

Period 2 1. The class will review the concepts of line and shape, in relation to portraits. 2. The teacher will model as students draw along in their sketchbook, learning how to use lines and shapes to create the parts of the face: eyebrows, eyes, nose, mouth, and ears. Students will label the parts with words as they draw them.

Period 3 1. The teacher will introduce sample art and demonstrate the process of creating the student project, while quizzing students on the concepts of shape and line in relation to parts of the face. 2. The concept of texture will be introduced, as the teacher ads hair to the illustration. 3. The concept of color will be introduced through the use of multicultural skin tone crayons, as the teacher ads color to the portrait. 4. Close the period by having students begin their self-portrait.

Period 4 1. Student complete self-portraits. 2. Close the unit by having students list at least 5 descriptive words about their portrait.

22 Example

23 Unit 3: Painting Grade: Kindergarten Mouse Paint-Mix-Up

Brief Description:

Through the study of painting, the students’ will acquire knowledge of color theory by mixing the primary colors to make the secondary colors. Students will learn why the colors have an order on the color wheel and accurately duplicate it. Students will demonstrate the ability to mix two primary colors to achieve a secondary color through the creation of a painting, using only red, blue and yellow paint. The duration of the summative assessment is 2 periods.

How to Teach It:

Period 1 a.i.1. Students will be introduced to the element of color through a read-a- loud of the book, Mouse Paint. Following the read-aloud, the teacher will introduce the color wheel chart, to be used as a reference in the art studio. a.i.2. The teacher will introduce color mixing by completing a color wheel. The teacher will model as students color in a blank color wheel (added to their sketchbook). Emphasis will be placed on the order and placement of the primary colors in order to achieve secondary colors. Students will be instructed on how to combine two primary colored crayons to create a new secondary color. Period 2 1. The teacher will introduce how to properly use paint to create art:

a.i.2.a. Using a paintbrush. a.i.2.b. Setting up a painting station. a.i.2.c. Cleaning and storing of paintbrushes, palettes, and water containers used in painting. a.i.2.d. Placing artwork on the drying rack. a.i.2.e. Clean-up of art studio.

2. Students will demonstrate an understanding of painting procedures by creating a small painting. 3. Close the period by reinforcing established procedures.

Period 3 a.i.1. The teacher will have previously setup the class into 3 painting stations, one each with a combination of two primary colors that when mixed create a secondary. a.i.2. The class will work in 3 groups, rotating painting stations, allowing for students to experiment in the mixing of colors. a.i.3. Close period by demonstrating clean-up procedure.

24 Period 4 1. The students will create monochromatic paintings. 2. Close period by demonstrating clean-up procedure.

Period 5 1. Students will apply color mixing techniques to create a painting incorporating all of the colors of the color wheel. Period 6 1. Students will analyze critique and make judgments about student paintings in relation to color theory.

2. Close the unit by reviewing skills learned and having students write a reflection in their sketchbooks.

25 Unit 4: Collage

Grade: Kindergarten Animal Shape Collage

Brief Description:

In the early childhood stages of development, collage provides an opportunity for students to develop their fine motor skills. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. The students will work from identifying key shapes, forms and relationships between them to developing a drawing of the subject. The students will then proceed to reinterpret their drawn art piece through the creation of a collage.

How to Teach It:

Period 1 1. Students will be introduced to the concept of collage as a viable form of artwork. 2. The teacher will show some collage examples from the ABC Animal Jamboree. Tiger Tales teacher reference. 3. Teacher will also exhibit various animals so that students can use them as a visual reference collage making Period 2 1. The teacher will introduce how to properly engage in the collage making process. 2. Teacher will being by drawing a large animal of their choice on a white sheet of 12x14 paper. This animal will be drawn in a very simplistic way and the teacher will show how basic shapes are used to draw the animal 3. The teacher will being to cut pieces of colored paper to fill the area that he/she has drawn and glue them to the surface of the white paper in the proper areas. The pieces of cut paper will be various shades and tints of the same color (i.e. pink, red, burgundy or sky blue, royal blue, navy blue) and over lapped and they are glued down.

Period 3 1. The students will use this period to draw out their animals large enough to be filled. 2. Students will draw out the background of their picture and the teacher will emphasis the setting of the animal as the background. 3. Teach will explain the difference between artistic subject and background. Students will learn that the subject in the piece in the animal and the background in the space behind that animal

26 4. Students will cut pieces of construction paper that they will use to complete their collage. They can keep their pieces of cut paper in and envelope or the teacher can have one container of cut paper for the class 5. Close period by demonstrating clean-up procedure.

Period 4 1. The students will use a large glue stick and cut pieces of paper to fill the drawn animal with color. 2. The teacher will reiterate the difference between the subject and the background. 3. Students will fill the background of their collage with the corresponding colors of cut paper

Period 5 1. The students will use a large glue stick and cut pieces of paper to fill the drawn animal with color. 2. The teacher will reiterate the difference between the subject and the background. 3. Students will fill the background of their collage with the corresponding colors of cut paper

Period 6 1. Students will analyze critique and make judgments about student paintings in relation to the collage technique demonstrated by the teacher. 2. The Student will write a story on the animal that they have made into a collage.

27 Unit 5: Printmaking

Grade: Kindergarten Harvest and Vegetable Fruit Prints Applies to Standards:

Brief Description:

This unit enables students to explore and understand basic printmaking concepts. The learning will establish the foundation from which comprehension and application of more complex printmaking skills will develop. Each topic within the unit builds upon the previous grade’s experience. The key learning objectives in the printmaking unit are reinforced through the study of symmetry and patterning in nature. In Kindergarten, the artists focus on the concept that applying ink to the surface of an object allows for the transfer of an image of that object’s shape onto another surface. This can be done through the simple technique of transferring.

How to Teach It:

Period 1 1. The teacher will begin a discussion on print making. 2. The teacher will show various examples of artistic prints to the students. 3. The teacher will introduce the subject matter for print making as being fruits and vegetables by using the text Eating the Alphabet: Fruits and Vegetables. 4. Teacher will also exhibit various fruits and vegetables so that students can use them as a visual reference while print making Period 2 1. The teacher will begin the print making process by demonstrating how to use the sponge stamping technique on a paper. 2. The teacher will use sponge to stamp green tempera paint or ink on a white sheet of 8.5x11 paper. This paint/ink will cover the entire sheet. 3. The teacher will use piece of Styrofoam to create the printing matrix

28 4. The teacher will use a pencil to draw the shape of a fruit (apple or strawberry) onto the tray 5. The teacher will use the point of a pencil to etch into the image into the Styrofoam. 6. The teacher will use a brier or a paint brush to “ink” the matrix plate (the Styrofoam etching) 7. The teacher will use the inked matrix to create and impression on the green 8.5x11 paper.

Period 3 1. The students will use this period to stamp tempera paint or ink on a white sheet of 8.5x11 paper. This paper should be given a period to dry. 2. The students will use their sketch books to practice drawing the fruits or vegetables of their choice. 3. The image should be created out of large basic shapes 4. Students will create their own matrix plate by drawing a fruit or vegetable of their choice onto a Styrofoam surface and using a pencil to etch the image into the matrix. 5. Close period by demonstrating clean-up procedure.

Period 4 1. The students will use the matrix that they created to make impression on the paper that they have prepared 2. The students can use the matrix plate to make more than one impression. 3. Students may also explore the stamping technique on various surfaces approved by the teacher.

Period 5 1. Students will analyze critique and make judgments about their prints in relation to the print impressions created by the teacher.

Example:

29 Unit 6: 3-D Art Forms

Grade: Kindergarten Clay Animal Sculpture

Brief Description:

In this unit, students explore and understand concepts related to 3-dimensional artwork. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout

30 various steps of the artistic process. The students will work from identifying key shapes, forms and relationships between them to developing a drawing of the subject. The students will then proceed to reinterpret their drawn art piece through the creation of a sculpture. Kindergarten and first grade students will integrate a study of animals with the creation of an animal model

How to Teach It:

Period 1 1. The teacher will explain the difference between two dimensional shapes and three dimensional forms. 2. The teacher will begin a discussion on how art can be three dimensional (3D) 3. The teacher will display various examples of sculptures 4. The teacher will introduce the subject matter for the 3D art project as being animals by using the text Over in the Ocean: In A Coral Reef. 5. Teacher will also exhibit various animals so that students can use them as a visual reference while molding their clay. Period 2 1. The students will start the project by making some sketches in the sketch book of animals and choosing which one they want to form. 2. The teacher will demonstrate how to use the clay by wedging it which is freeing it of all air bubbles and increasing its plasticity (this is done by rolling the clay into a ball). 3. The students will follow the example of the teacher using the color clay of their choice 4. If color clay is not available white air dry clay can be used 5. This period should be used to completely finish their animal form and a period should be given to allow the piece to dry. Period 3

1. The students will use this period to paint their animals. 2. The forms should be given another period to completely dry. 3. Close period by demonstrating clean-up procedure.

Period 4 1. The students will have the option of creating a model of the habitat that their clay animal would live in 2. This can be done in many ways one of which is decorating the inside of shoe boxes.

Period 5 1. Students will analyze critique and make judgments about their prints in relation to the print impressions created by the teacher.

31 Example

Unit 7: Art in My World

Grade: Kindergarten Artist Study: Eric Carle Applies to Standards:

32 Brief Description:

In this unit, students explore and understand art that is found in their everyday life. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. Kindergarten students will explore the process an illustrator undergoes in developing the images for a book, by learning about author/illustrator Eric Carle

How to Teach It:

Period 1 1. The teacher will explain how art is all around us and a part of everyday life. 2. The teacher will introduce the artist and author Eric Carle and introduce the students to the Mixed Up Chameleon 3. The teacher should take time to build on the premise that Eric Carle’s works were influenced by his daily life Period 2 1. The students will start the project by making some sketches in the sketch book of animals and or things that surround them in life 2. The students will use crayons to add color to their sketches 3. The students will choose whim picture they would like to create in style of Eric Carle. 4. The students will start by preparing the papers that they will use in their work. 5. This can be done by finger painting, coloring, or gluing down torn tissue paper on to any number of papers that the teacher deems necessary. Period 3

1. The students will use this period to draw the image that they selected on the back of each paper that they have prepared. 2. The students will cut the drawn images out of the paper that they have prepared. 3. The students will use large glue sticks to glue down the cut image onto a separate sheet of paper 4. The teacher can have the students create a background for the cut image if he/she chooses.

Period 4 1. Students will analyze critique and make judgments about their work

Example

33 34 First Grade Pacing Guide (Based upon 185 educational day and one 50 minute visual arts period per week)

Unit 1: Unit 6: 3- Unit 7: Art Unit 2: Unit 3: Unit 4: Unit 5: UNIT Elements of D Art in My Drawing Painting Collage Printmaking Art Forms World

Artist 1st Artist Study: Leaf and Clay My My Study: Sea Life Grade Wassily Nature Textured Family Community Henri Class Mural Topic Kandinsky Prints Animals Matisse

The Elements of Proportions Art (Lines, in Artwork Telling a Story Color Symmetry and The Artistic Creating from Focus Shapes, Forms (Human Through Art Theory Patterns Process Observation and Color) Figure)

Unit 1: Elements of Art

35 Grade: 1st Artist Study: Wassily Kandinsky Applies to Standards:

Brief Description:

Through the study of Wassily Kandinsky, students will be able to learn about the artist as well as identify, analyze, and progress to create artwork through the application of the basic elements of art: line, color, shape, and form. The students will demonstrate mastery of concepts through the creation of a painting in the style of Wassily Kandinsky incorporating, at minimum, the concepts of line, shape, color, and form. Formative assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Reintroduce students to the element of color by examining the color wheel through a class discussion. Have students identify and differentiate the primary and secondary colors. 2. Following the discussion have students draw in their sketchbook using only the three primary colors and separately using only the secondary colors. 3. Close the period by reviewing the color wheel and identifying the primary and secondary colors found in a Wassily Kandinsky painting.

Period 2 1. Students will be reintroduced to the element of shapes through a brief discussion and shown examples of various types of 2-D shapes. 2. The teacher will lead the class in an activity where students will create and identify 2-D shapes. For example, have the class look for particular 2-D shaped objects within their classroom. 3. Close the period by having students practice drawing shapes in their sketchbook.

Period 3 1. Students will be introduced to the element of form through a brief discussion and examples of the various types of form. (Ex: sphere, cylinder, cone, cube, etc…) 2. Incorporate a story, book, or art that represents form so students can visualize the use of form in art. (Ex: Sticker Art Shapes: Wassily Kandinsky ) 3. Have students demonstrate an understanding of the concept of form by having students point out various forms found throughout the class, as well as by having the students explain in their sketchbooks the difference between form and shape. Students would have to write down at least 5 examples of form.

Period 4 1. Students will be introduced to the art of Wassily Kandinsky by examining his artwork. The class will review previously learned elements of art by analyzing Kandinsky’s work. 2. The class will compare and contrast a sample of Kandinsky’s work to the work of another artist of a different style. The teacher will introduce critique concepts. 3. The teacher will introduce sample art and demonstrate the process of creating the student project. 4. Close the period by having the student create a minimum of 3 lines, 3 shapes, and 3 forms on white drawing paper in preparation for the next class.

36 Period 5 1. Students will complete the Kandinsky styled artwork by adding primary and secondary colors to the lines, shapes, and forms created in the Period 4 class. Close the period by leading a class discussion comparing and contrasting the students’ artwork with that of Kandinsky. Prompt students to identify the elements of line, shape, color, and form

Example:

Unit 2: Drawing

37 Grade: 1st My Family

Brief Description:

By studying the human figure and its proper proportions, students will be able to identify, analyze and progress to create a portrait of their family. The students will demonstrate mastery of concepts through the creation of a drawing of their family using the proper proportions of the human figure. Concepts of what a family is and who may be part of a family will be discussed.

How to Teach It:

Period 1 1. Students will be introduced to the human figure and its proper proportions through a brief discussion and examples of proportion charts. 2. Students will be asked to volunteer to model for fellow students to sketch quit sitting sessions for figure drawing. 3. Have students demonstrate an understanding of the concept of figure drawing with proper proportions by creating a figure drawing of a friend in their sketchbooks.

Period 2 1. Begin a class discussion about the concept of what a family is. Including the various members that may be found or not found in a nuclear family. 2. Following the discussion have students draw in their sketchbook a sketch of their family members. 3. Close the period by reviewing with the students who can be found in a family and how big or small is their own family. 4. Students will be asked to bring in a photo of their families for future reference.

Period 3 1. Students will be reintroduced to the human figure and its proper proportions by reviewing proportion charts. 2. The students will begin to draw their family using proper proportions. The students will also have to choose a background for their family to be in. Period 4 1. Students will continue to work on their family drawings and be asked to stop at times to review their own work to see if they are staying within figure drawing proportions. 2. Students will be asked to color in their family drawings using colored pencils so as not to lose the line work of their drawings. 3. The teacher will walk around to help each student and refocus them on proportions if necessary by reviewing the proportion charts with the student.

Period 5 1. Students will complete their family drawings with proper proportions. 2. Close the period by leading a class discussion comparing and contrasting the different types of families we are all a part of, and how it is still considered a family. The students’ drawings can be hung up for a Gallery Walk within the classroom.

38 Example

39 Unit 3: Painting

Grade: 1st My Community

Brief Description:

By learning about the process of telling a story through art, students will be able to identify, analyze, and progress to create a painting of their community. The students will demonstrate the mastery of concepts through the creation of a painting of their community using the concept of telling a story through art. Examples of various books that are text free can be used for further reinforcement. (Examples: “Pancakes for Breakfast” by: Tomie DePaola or “Magpie Magic” by: April Wilson)

How to Teach It:

Period 1 1. Students will be introduced to the concept of telling a story through art by viewing examples of wordless picture books. (“Magpie Magic” by April Wilson) 2. Begin a class discussion on the wordless picture book by asking the students questions about the illustrations in the book and how it can tell a story without any words. 3. Have students begin to think about their community and what is seen throughout their community by writing down their thoughts into their sketchbook. (Ex: parks, tall buildings, etc.)

Period 2 1. Begin a class discussion about the community they live in. Including the various areas that may be found throughout their community. 2. Following the discussion have the students draw in their sketchbook a sketch of a particular scene in their community. 3. Close the period by reviewing with the students who can be found in a community and the various responsibilities these members hold? Can their responsibilities create a story? Period 3 1. Students will be reintroduced to the color wheel by viewing the primary and secondary colors. 2. The students will begin to draw a sketch of their chosen part of the community on white drawing paper. 3. The students should also be told to start thinking about the colors they would want to use in their paintings of the community. Period 4 1. Students will continue to work on their community paintings and be asked to stop at times to review their own work to see if they are telling a story through their artwork. 2. Students will be asked to begin painting their sketch of the community. Period 5

1. Students will continue with their community paintings. Students will be reminded to include details in order to capture more of their story.

Period 6 1. Students will complete their paintings.

40 2. Close the period by leading a class discussion on the similarities of their community views found throughout their paintings. The students’ paintings can be hung up for a Gallery Walk within the classroom.

Example

41 Unit 4: Collage

Grade: 1st Artist Study: Henri Matisse Applies to Standards:

Brief Description:

Through the study of Henri Matisse, students will be able to learn about the artist as well as identify, analyze and progress to create artwork through the use and understanding of color theory. The students will demonstrate mastery of concepts through the creation of a collage in the style of Henri Matisse incorporating the use of color theory. Formative assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be reintroduced to the element of color by examining the color wheel through a class discussion. Have students identify and differentiate the primary and secondary colors. 2. Introduce to the class color groupings such as the warm and cool colors. 3. Close the period by reviewing the color wheel and identifying the primary and secondary colors found in a Henri Matisse collage. Period 2 1. Students will be introduced to the collage technique through a discussion and shown examples of various types of collage. 2. Incorporate a book or art piece that is created through collage. (Example: Eric Carle books) 3. Close the period by having students work with color groupings in their sketchbook.

Period 3 1. Students will be introduced to the art of Henri Matisse by examining his artwork. The class will review previously learned color theory by analyzing Matisse’s work. 2. The class will compare and contrast a sample of Matisse’s work to the work of another artist of a different style. The teacher will introduce critique concepts. 3. The teacher will introduce sample art and demonstrate the process of collage for the project. 4. Students will be asked to think about a collage they would like to create for the next class.

Period 4 1. Students will be briefed on the collage technique. 2. Students will begin their collages in the style of Henri Matisse. 3. The teacher will repeat color theory while the students are working on their collages. Period 5 1. Students will complete their Matisse styled collages. 2. Close the period by leading a class discussion comparing and contrasting the students’ artwork with that of Matisse. Prompt students to identify the use of color theory in their own collages.

42 Example

43 Unit 5: Printmaking

Grade: 1st Grade Leaf and Prints Applies to Standards:

Brief Description:

By learning about symmetry in nature, students will be able to identify, analyze, and progress to create prints from nature through the process of printmaking. The students will demonstrate mastery of the concepts through the creation of leaf and nature prints using pattern and symmetry for design. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the concept of pattern by being shown examples of patterns. 2. Have students create a simple pattern, difficult pattern, and a complex pattern in their sketch books. 3. Students will be asked to bring in leaves, if possible, for the next class.

Period 2 1. Begin a class discussion about symmetry and where in nature symmetry can be found. 2. Have the students take out their leaves and various objects from nature (or provide them) for them to analyze the leaves, while looking for symmetry.

Period 3 1. Begin a class discussion about nature and the various forms in nature that are symmetrical. 2. Incorporate a story, book, or visual about creating new forms using objects from nature. (Example: “Leaf Man” by Lois Ehlert) 3. Introduce the process of printmaking by creating prints of the leaves and other natural objects. 4. Close the class by asking the students to start thinking about a work of art that they would like to create using their own leaves.

Period 4 1. Students will create their print project using proper printmaking techniques and by using their leaves to create a patterned design. 2. Close the period by leading a class discussion comparing and contrasting the prints that were designed with symmetry and the prints that were not designed with symmetry.

44 Unit 6: 3-D Art Forms Grade: 1 Clay Textured Animals

Brief Description:

By learning about 3-D art forms, students will be able to identify, analyze, and progress to create an animal out of clay through the process of hand building with clay. The students will demonstrate mastery of concepts through the creation of a clay animal while incorporating texture and realistic details. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the element of 3D design through a discussion about the difference between 2D and 3D artwork. Examples of 3D works of art should be shown to the students. 2. Introduce texture to the class through a brief explanation, and by having the students feel different types of texture. 3. Have students demonstrate an understanding of the concept of texture by having them write down a list of various types of texture found throughout the class in their sketchbooks.

Period 2 1. Begin a class discussion with the students about different types of animals found throughout the world. 2. Have students pick an animal that they would like to create out of clay. 3. Have the students research what their animals look like, asking them to look for details in the animals’ physical appearances.

Period 3 1. Demonstrate to the students proper clay building techniques. 2. Have the students create their chosen animals out of clay using proper clay building techniques. Store sculptures for continued work in the future. Period 4 1. Have students finalize their clay creations by adding texture to their animals. 2. Close the period by having the students critique and analyze their peers’ creations, looking for texture and correct details in the clay textured animals.

45 Example

46 Unit 7: Art in My World Grade: 1 Sea Life Class Mural

Brief Description:

Through the study of various types of natural sea life, students will be able to identify, analyze, and progress to create a class mural through the application of the elements of art. The students will demonstrate mastery of concepts through the creation of a class mural which will be created from observations of various types of natural sea life. as well as observations of famous murals. Formal assessment will be conducted using a project based rubric which will include group participation, as it is a class mural.

How to Teach It:

Period 1 1. Students will be introduced to murals by being shown examples of murals created by various artists. (Example: Diego Rivera, Wyland, etc.) 2. Students will be explained why murals are created and that they are often created with help. 3. Students will be shown a small seashell and asked to recreate it in a larger scale in their sketchbooks.

47 Period 2 1. Begin a class discussion about the ocean and the various types of sea life that is found in the ocean. 2. Incorporate a story, book, or visual that is about the ocean and its sea life. (Example: “A House for Hermit Crab” by Eric Carle) 3. Create a class produced list of different sea life that should be included in the class mural. Students should pick which sea life creation they would like to reproduce to a larger scale for the class mural. Students should research their sea life. Period 3 1. Discuss with the students the dimensions of the mural and how once every one completes their piece, they will all be brought together for the class mural. 2. Students will begin to create their chosen part of the mural. Students creating sea life should create a minimum of 2, while other students will be painting the background. Period 4 1. Students will continue working on their piece or their responsibility of the mural. 2. Close the period by having a class discussion about working together to create one large piece.

Period 5 1. Students will continue to finalize their pieces by adding real life details from their researched photos. 2. Students will begin to cut out their creations to be added to the class mural.

Period 6 1. Begin a class discussion about space and placement of each piece on the class mural. 2. Have students glue down each piece to the class mural. 3. Close the period by having the students analyze the mural as a whole, discussing if they feel if it is complete or if it missing anything.

Example

48 Second Grade Pacing Guide (Based upon 185 educational day and one 50 minute visual arts period per week)

Unit 1: Unit 7: Art Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: 3-D UNIT Elements of in My Drawing Painting Collage Printmaking Art Forms Art World

49 Artist 2nd Landscapes Artist Study: Found Classroom Study: Symmetrical Art in My Grade Across Vincent Van Objects Still Life Jasper Butterflies Home Topic America Gogh Sculpture Johns

The Elements of Proportions Symmetry Telling A Art (Form Creating from The Artistic Focus in Artwork Color Theory and Story Through Texture and Observation Process (Relative Size) Patterns Art Space)

Unit 1: Elements of Art

Grade: 2nd Landscapes Across America Applies to Standards:

Brief Description:

In this unit, students explore and understand the basic elements of art. The learning will establish the foundation from which comprehension and application of complex concepts will develop. Through the study of master artists, students will be able to identify, analyze and progress to create artwork through the application of the basic elements of art: line, color, shape, form, texture, and space. There are

50 ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the topic to reflect the need of the students.

How to Teach It:

Period 1 1. Students will be introduced to landscapes by being shown examples created by various artists. 2. Students will be shown illustrations from the book This Land is Your Land 3. Students will be introduced to the concepts of foreground, middle ground, and background.

Period 2 1. The teacher will demonstrate how to do a paint wash on a white sheet of paper. 2. The teacher will talk briefly about atmospheric perspective and how colors appeared to be lighter as they fade off into the distance. 3. The teacher will demonstrate proper blending techniques with the paintbrush tempera paint or watercolor paint and water. 4. The teacher will show students examples of a silhouette and introduce this concept for their art making project. Period 3 1. The students will create sketches of the kind of landscape they would like to create. 2. The students will begin to work on their wash using the colors that they have chosen in order to represent day time or night. 3. The artwork will be giving one day to dry and students will engage in cleanup procedure. Period 4 1. The students will troll this silhouette figures on black construction paper 2. The students will use scissors to cut out their silhouette and a jumble glue stick to glue it down in the foreground of their wash.

Period 5 1. Students will continue to finalize their pieces by adding small details in the foreground, middle ground and background of the work.

Period 6 1. Begin a class discussion about space and placement of each piece. 2. The students will close this project by doing a small critique on their own work to judge if they have met the objective and are satisfied with the results. This information should be written in the sketchbooks.

51 Unit 2: Drawing

Grade: 2nd Classroom Still Life Applies to Standards:

52 1.1 The Creative Process, 1.2 History of the Arts and Culture, 1.3 Performance, 1.4 Aesthetic Response & Critique Methodologies

Brief Description:

This unit enables students to explore and understand drawing techniques. The learning will establish the foundation from which comprehension and application of complex drawing concepts will develop. Second grade students will develop still life drawing skills. The key focus to instruction throughout the drawing unit is the emphasis on observation and drawing in proportion.

How to Teach It:

Period 1 1. Students will be introduced to concept of still life’s by viewing works from artists such as Vincent van Gogh) 2. The teacher will explain arrangement and composition by using basic shapes such as cones, spheres and cubes. 3. The teacher will talk about the importance of light source positioning and introduce the concept of highlights and shadows on objects. 4. The teacher will demonstrate to dimensional modeling and shading

Period 2 1. The students will arrange objects at their table and a composition that they like. 2. The students will use their sketchbook to create at least three sketches of the composition they’ve created from three different perspectives

Period 4 1. Students will continue working on their sketches. 2. The students will begin to work on their final drawing. 3. The teacher will emphasize the proper proportion of objects in relationship to one another.

Period 5 1. The students will work on modeling and shading to create a sense of highlight and shadow in their work 2. Teacher may explore smudging, hatch lines, and pencil pressure depending upon the skill level of the students. 3. The teacher should differentiate expectations of each student based upon his or her skill level

Period 6 1. The lesson should close with a critique of the drawings. 2. Student should be encouraged to talk about their favorite drawing and why it is their favorite. The student should also be encouraged to give one complement and one suggestion of improvement to the artists whose work they chose.

53 54 Unit 3: Painting

Grade: 2 Artist Study: Vincent Van Gogh

Brief Description:

This unit enables students to explore and understand painting techniques. The learning will establish the foundation from which comprehension and application of complex painting skills will develop. Each painting topic within the unit builds upon the previous grades’ experience. In second grade, the students will create paintings, not only based on prior experiences but through an in-depth study of master artist, Vincent Van Gogh. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the topic to reflect the need of the students.

How to Teach It:

Period 1 1. Students will be reintroduced to the works of Vincent van Gogh. 2. The focus of this lesson will be centered around painting technique. 3. Students will be shown various painting techniques as demonstrated by the teacher.

Period 2 1. The students will create a drawing of the subject matter of their choice in their sketchbooks. 2. Students will transfer drawing to a large sheet of paper. 3. Students will be encouraged to draw lightly with a pencil and plan out the color scheme of their work by lightly labeling what each object should be painted. Period 3 1. The students will begin by painting their background lightly. (This can be done by using mostly water with a small amount of pigment) 2. Once the colors of the work are favorable to the student he or she can use large amounts of pigment and less amounts of water. 3. Students will engage in cleanup procedures. Period 4 1. Students will complete their painting.

Period 5 . 1. This lesson should be concluded by a critique. The student should be given the opportunity to examine their work to see if they feel that they have met their own goal as well as the proposed objective.

55 Example

56 Unit4: Collage

Grade: 2nd Artist Study: Jasper Johns Applies to Standards:

Brief Description:

Through the study of Jasper Johns, students will be able to identify, analyze, and progress to create artwork through the application of the basic elements of art and through the use of collage techniques. Students will demonstrate the mastery of concepts through the creation of a collage in the style of Jasper Johns, incorporating pattern and symmetry. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the concept of pattern by being shown examples of patterns, from simple to complex. 2. Begin an activity with the students by having them complete various patterns that are incomplete. Patterns should be simple to complex, working with color patterns and shape patterns. 3. Close period by showing the students an example of a Jasper Johns piece of art.

Period 2 1. Students will be introduced to the art of Jasper Johns by examining his artwork. The students will review patterns by analyzing Johns’ artwork. 2. After the students have been shown several examples of Johns’ artwork, begin a class discussion on the repetitive designs found in his artwork. 3. Have students bring out their sketchbooks to play around with lines and shapes for their future project.

Period 3 1. The teacher will reintroduce a chosen Jasper Johns painting showing pattern. 2. The teacher will introduce sample art and demonstrate the process of creating the student project. 3. Students will continue with their projects. Period 4 1. Students will finalize their projects. 2. Close the period by leading a class discussion comparing and contrasting the students’ artwork with that of Jasper Johns. The students should be asked to look for the similarities and differences.

57 Example

58 Unit 5: Printmaking Grade: 2 Symmetrical Butterflies

Brief Description:

By learning about symmetry in nature, students will be able to identify, analyze, and progress to create symmetrical butterflies. The students will demonstrate mastery of concepts through the creation of a butterfly with symmetrical wing design through printmaking. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the definition of symmetry. 2. Students will be shown example from nature that has symmetry. 3. Teacher will create a brief activity with students completing a symmetry activity by having the students verbalize what is missing on one side from the other side of a symmetrical object.

Period 2 1. Begin the class by showing students examples of butterflies and having the students recall the definition of symmetry. 2. Incorporate a book, story, or work of art that works with symmetry in butterflies. (Example: “Symmetry in Nature” by Allyson Valentine Schrier) 3. Have students take out their sketchbooks to start putting down ideas for them to create their own design for their symmetrical butterflies.

Period 3 1. Begin a class discussion about the various designs that can be found on butterflies. Show examples of different types of butterflies. 2. The teacher will introduce sample designs and demonstrate the process of creating the student project using printmaking techniques. 3. Students will begin sketching and carving their designs for their butterflies. Period 4 1. Students will continue working on their butterflies. 2. Teacher will encourage learners of various abilities to create a more complex design. Period 5 1. Students will complete their symmetrical printed butterflies. 2. Close the period by having the students critique and analyze their peers’ creations looking for symmetry in the designs.

59 Example:

60 Unit 6: 3D Art Forms Grade: 2 Found Objects Sculpture

Brief Description:

By learning about 3D art forms, students will be able to identify, analyze, and progress to create a sculpture made out of found objects. The students will demonstrate mastery of concepts through the creation of a sculpture through the use of found objects. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be reintroduced to the element of 3D design through a discussion about the difference between 2D and 3D artwork. Examples of 3D works of art will be displayed. 2. Students will be taught the definition of a sculpture and asked the question: What can a sculpture be made out of?

Period 2 1. Students will be lead into a class discussion about what materials a sculpture can be made out of. 2. Students will be introduced to the various materials that are used or can be used to create a sculpture. 3. The definition of “found objects” will be given to the students and explained. 4. Teacher will begin a brief activity asking the students to point out found objects throughout the classroom. 5. Close the period by asking the students to start collecting found objects for their use in a future sculpture. Period 3 1. Begin the class by giving the students 4 simple objects that could be put/held together using tape. Have the students create a quick, miniature found objects sculpture. 2. Begin a class discussion about the thoughts of the simple sculptures. Have the students analyze if it was difficult and/or if they would build it differently? 3. Have students take out their own found objects and have them begin building their sculptures. Period 4 1. Students will continue to build their sculptures. 2. Encourage students to use objects that are very rounded, pointy, etc. Not just simple blocks.

61 Period 5 1. Students will finalize their found objects sculptures. 2. Students should be asked to set up their found object sculptures throughout the class for a Gallery Walk. 3. Close the period by leading a class discussion recalling what a sculpture is and the various materials that can be used to create a sculpture.

Example

62 Unit 7: Art in My World Grade: 2 Art in My Home

Brief Description:

Through the study of various types of homes, students will be able to identify, analyze, and progress to create a visual of their own home through the application of the elements of art. The students will demonstrate mastery of concepts through the creation of a drawing of their desired home, which will be created from personal preferences and observations. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 4. Students will be introduced to different types of homes and personal spaces by being shown examples, such as; houses, apartments, animals’ homes, etc. 5. Begin a class discussion about the different ways a house could be designed and decorated. Ask students why houses are designed a certain way? For décor or for a use? Why are houses decorated? 6. Have students take out their sketchbooks and begin a quick sketch of their own home or living space.

Period 2 4. Lead a class discussion with the students about how sometimes a house or living space can be designed or decorated to each person’s ideas and likenesses. 5. Have each student give an example of one object in their rooms, or living space that they really like or chose to have in their room. 6. Have the students create quick sketches of their object.

Period 3 4. Begin the class by reading the book, “The Big Orange Splot” by Daniel Manus Pinkwater.

63 5. Discuss the main idea of the story with the students about creating what you like or want and not worry about anyone else’s thoughts, in this case the neighbors. 6. Students will be asked to start thinking about a house that they would like to design. 7. Their houses must have a minimum of 2 windows, to get them started on design. Period 4 5. Students will begin designing their drawings of their creative homes, which can be made into any shape and use various dimensions. Period 5 a.i.3. Students will finalize their drawings of their creative homes. a.i.4. Close the period by leading a class discussion with the students about the various homes that are seen in their peers’ homes. Also ask the students to find any similarities and differences from one house to the next house.

Example

64 Grade Three Through Grade Four Curriculum Units:

3-4 Unit 1: Principles of Design

 Unit Summary

In this unit, students explore and understand the principles of design. The learning will establish the foundation from which comprehension and application of more complex concepts will develop. The learner will expand upon his/her prior knowledge of the basic elements of art and will work to incorporate the principle of design when creating. Through the study of master artists and art works, students will be able to identify, analyze and progress to create artwork through the application of the principles of design: balance, proportion, rhythm, emphasis and unity. The learners will create paper Molas, original artwork based on a study of Gustav Klimt and solve a symmetrical design problem. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the topic to reflect the need of the students.

Artists employ the basic principles of design and the elements of art to create diverse types of artwork. Artists follow a multi-stepped process in the creation of artwork. There are many art mediums and art media that artists utilize in creating artwork. Creativity and inspiration is derived from various sources.

Establish sketchbook routines to be used throughout the school year. Identify and recall the basic elements of art. Identify and recall the principles of design. Analyze artwork in order to identify the elements of art and principles of design, as used by the artist. Explore the relationship between the elements of art and the principles of design.

65 Experiment with a variety of art tools and artistic mediums. Compare and contrast artwork to identify characteristics, techniques and elements of art. Create artwork based on observation. Title artwork in order to express the subject matter or message. Writing poetry based on the art piece they create.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that he/she can identify and incorporate the basic elements of art (line, color, shape, form, texture and space) and the principles of design (balance, proportion, rhythm, emphasis and unity). The mastery skill will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs. Grade 3 students will demonstrate a mastery of concepts through the creation of a Mola, following a study of Central and South American art, incorporating at minimum, the elements of art and the three principles of design: balance, proportion and emphasis. (3 periods)

Grade 4 students will demonstrate a mastery of concepts through the creation of a drawing, using the art work of Gustav Klimt as inspiration, incorporating at minimum, the elements of art and the three principles of design: rhythm, emphasis and unity. (3 periods)

Visual aids of central and south American Molas; construction paper in a variety of colors; glue; scissors; visual aids of Gustav Klimt’s artwork; drawing paper; variety of drawing media; visual aids of artwork for analysis that exemplify the use of the elements of art and principles of design cohesively; color wheel or color theory reference materials.

 Primary interdisciplinary connections: Math & Social Studies

Jungk, Peter Shephan. (2009).Adorable Adele: A Modern Fairy Tale.Neue Galerie New York. 1931794189

66 3-4 Unit 2: Drawing

 Unit Summary

This unit enables students to explore and understand drawing techniques. The learner will establish the foundation from which comprehension and application of complex drawing concepts will develop. Third grade students will conduct an author/illustrator study of Patricia Polacco, learning through the diversity of human characters that she incorporates into her books. Fourth grade students will learn about how the human body moves and how to represent that movement in two-dimensional artwork. Through these studies in portraiture the students will be able to identify and follow standard guidelines in the depiction of the human figure. The key focus to instruction throughout each topic of the drawing unit is the emphasis on observation and drawing in proportion

What practices are used in making art? Art is created by whom? What tools are used to produce art?

Creativity and inspiration are derived from various sources. Different types of visual art require specific types of tools and mediums in the creation of artwork. Artists follow a multi-stepped process in the creation of artwork. Artwork can reflect an artist’s environment, experiences or his/her imagination. Artists rely on standard guidelines, modifying each in relation to their intention and as dictated by subject matter.

Develop daily sketchbook entry routines. Employ previously learned skills and concepts in the production of artwork. Analyze artwork in order to review and identify the elements of art as used by the artist. Explore the relationship between shapes, line and proportion in the human form. Apply established guidelines in the drawing of the human form, applying modifications as needed. Deconstruct architectural landscapes in order to determine the forms and shapes that create building forms. Create an architectural drawing using 1 point perspective techniques. Experiment with a variety of drawing mediums. Compare and contrast artwork to identify characteristics, techniques and elements of art. Create artwork based on observation.

67 Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Demonstrate the ability to control tools and mediums specific in the creation of an artwork.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the skills needed to produce drawings that reflect his/her artistic intentions. The student will demonstrate the ability to utilize and manipulate project specific drawing mediums to accurately depict a given subject or concept. The mastery skills will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

Grade 3 students will demonstrate mastery of drawing skills through the creation of 2 portraits that emphasize: proportion, placement of facial features and accurate depiction of color in a self-portrait and a portrait of someone they admire or have learned a lesson from. (4 periods)

Grade 4 students will demonstrate mastery of drawing skills through the ability to represent the human figure in action. The students will create a drawing in the style of Keith Haring and incorporate text in two languages expressing the verb that the figure is representing. (2 periods)

Drawing paper, drawing mediums as needed for each project, rulers, library of Patricia Polacco books; visual aids of Keith Haring artwork; visual aids of cityscapes drawn from various visual perspectives.

 Primary interdisciplinary connections: Math, Language Arts & World Language

J Polacco, Patricia. (2011).Just in Time, Abraham Lincoln. Putnam Juvenile. 9780399254710

68 3-4 Unit 3: Painting

 Unit Summary

This unit enables students to explore and understand painting techniques. At the conclusion of grade five, students will have acquired a level of basic literacy in regards to their painting abilities skills. Each painting topic within the unit builds upon the previous grades’ experiences. In third grade, the students embark on an artist study of Georgia O’Keefe. Students will reinterpret observations drawings into a multi-media close-up painting of a flower. Fourth grade student s will explore animals and their natural habitats. After a study of the natural world students will create a watercolor painting of their chosen animals, demonstrating their literacy of the color wheel and properties of color.

What practices are used in art making? What are artists trying to communicate with their artwork? What are the sources of artistic inspiration?

Develop daily sketchbook entry routines. Employ previously learned skills and concepts in the production of artwork. Analyze artwork in order to review and identify the elements of art as used by the artist. Explore the relationship between the elements of art and the principles of design in artwork. Demonstrate understanding of color theory through the application of color choice in artwork. Apply established guidelines in the representation of the human face, applying modifications as needed. Compare and contrast artwork creating by different artists to identify characteristics and techniques used in their painting styles. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Demonstrate the ability to control tools and mediums specific in the creation of an artwork. Experiment with a variety of paints (tempera & watercolor) to analyze the characteristics of each type.

69 Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the skills needed to create paintings as a form of expression. The student will demonstrate the ability to utilize and manipulate project specific painting mediums to accurately communicate a concept or idea. The mastery skills will be grade specific however student expectations should be modified accordingly with regard to their developmental needs.

Grade 3 students will demonstrate proficiency by creating a painting in the style of Georgia O’Keefe. Students will demonstrate the ability to select a subject, focus on the essential part/essence of the subject and apply painting techniques in creating a representation. (3 periods)

Grade 4 students will demonstrate proficiency by creating a watercolor painting of an animal in its natural environment. Following a study of animals, the painting will illustrate the students’ abilities in utilizing watercolor mediums, applying color theory and interpretation of subject matter. (3 periods)

Painting tools and mediums as dictated by grade specific project; visual aids of artwork by Georgia O’Keefe; books or articles about Georgia O’Keefe; flower reference images; animal reference images; color wheel for reference.

Winter, Jeanette. (2003).My Name is Georgia: A Portrait by Jeanette Winter.Sandpiper.9780152045975

70 3-4 Unit 4: Collage

 Unit Summary

In this unit, students explore collage techniques. The collage unit builds upon previous units of study, incorporating drawing and painting techniques, and reinforces key concepts regarding the elements of art (line, color, shape, form, texture, and space) and the principles of design (balance, proportion, rhythm, emphasis and unity) . Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout the various stages of the artistic process. The students will create American quilt squares in third grade, colorful paper mosaics based on roman art in fourth grade.

Different forms of visual art require specific types of tools and mediums in the creation of artwork. Artists follow a multi-stepped process in the creation of artwork. Artists create art incorporating a variety of art mediums in their creative process. Artists create artwork as a form of self-expression and in order to communicate ideas and messages. Artwork can reflect an artist’s environment, experiences or his/her imagination.

Demonstrate the ability to draw and cut out geometric and organic shapes. Differentiate between positive and negative space in artwork. Establish safe procedures when working with scissors and other tools in the art studio. Apply the elements of art and the principles of design in the creation of art pieces. Develop and finalize a collage that visually tells a story. Reinterpret a drawing into a collage. Compare and contrast artwork created by different artists to identify characteristics and techniques used in their collage making styles. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Write poetry based on the art piece they create. Plan artwork based on a story.

71  Evidence of Learning

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the skills needed to create a collage. The student will demonstrate the ability to utilize scissors in a safe and appropriate manner and manipulate the scissors to create a desired shape from paper or collage material. The mastery skills will be grade specific however student expectations should be modified accordingly with regard to their developmental needs. Students in each grade will demonstrate knowledge and understanding of symmetry and patterns.

Grade 3 students will demonstrate concepts of symmetry and patterning through the creation of a paper quilt square. Each square will include: 4 colors to symbolize four personality traits of the artist; a symbol to represent the artist’s family and a symbol to represent the artist’s strongest, positive personality trait. The class will cooperate to create a class quilt. (2 periods)

Grade 4 students will demonstrate concepts of symmetry and pattering in art by creating a paper mosaic based on an introduction to Roman art. The student will develop a drawing and interpret the drawing into a mosaic-like art work. The student will write an acrostic poem based on his/her paper mosaic. (4 periods)

Developmentally appropriate scissors; glue; a collection of collage materials reflective of the desired products; visual aids for the study of American quilts; visual aids for the study of roman mosaics; visual aids for the study of Romare Bearden; books on each of the study subjects would also be useful to have available for students as a reference; a collection of collage examples from master artists (all grades); precut shapes as needed for individual modifications. .

 Primary interdisciplinary connections: Math and Language Arts

Polacco, Patricia. (2001).The Keeping Quilt.Aladdin.0153052120 Hartfield, Claire. (2002).Me and Uncle Romie: A Story Inspired by the Life of Romare Beardon.Dial.9780803725201

72 3-4 Unit 5: Printmaking

 Unit Summary

This unit enables students to explore printmaking concepts and techniques. Through the creation of prints, the student will show that he/she is able to manipulate and control printmaking mediums, in order to express their intentions as artists. Each topic within the unit builds upon the previous grade’s experience, expanding in complexity. Third grade students will explore color combinations by creating sets of relief prints in complementary colors. Fourth grade students will create collographs that tell a story through the combined display of the print and its’ ghost print.

What practices are used in art making? What tools can you use to create art? What are the sources of artistic inspiration?

Develop daily sketchbook entry routines. Analyze artwork in order to recognize the elements of art as used by an artist. Analyze artwork in order to classify it according to media. Apply the elements of art and principles of design in the creative process. Make choices based on color theory in the artistic process. Demonstrate the ability to control printmaking mediums to produce desired results. Differentiate between positive and negative space in artwork. Establish procedures when working in the art studio. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Creating multi-media artwork. Writing poetry based on the art piece they create. Create art by employing a multi-step process.

73 Each student will create a final art piece demonstrating mastery of concepts. Through the project the student will show that he/she can identify and incorporate the elements of art (line, color, shape, form, texture, and space) and the principles of design (balance, proportion, rhythm, emphasis and unity). The mastery skill will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

Grade 3 students will employ a relief method to create sets of prints in complementary colors. Students will draw a symmetrical design, trace the design onto the Styrofoam plate and successfully print a set of 2 in complementary colors. (3 periods)

Grade 4 students will experiment with adding materials to a cardboard substrate in order to print a collograph. The students will add varied pieces of cardboard and material in a design that tells a story. The resulting image will communicate in picture form a story students have written. (3 periods)

Printmaking tools and mediums; paper as needed for projects; collection of scrap materials and cardboard pieces; flat substrate piece (cardboard); oil pastels; plexi glass in the desired size of the monoprint; drawing mediums to use to enhance the original ghost print; brayers. .

 Primary interdisciplinary connections: Science and Language Arts

Scholastic Books. ( 1996 )The History of Printmaking (Voyages of Discovery).Scholastic Trade. 0590476491

74 3-4 Unit 6: 3-D Art Forms

 Unit Summary

In this unit, students explore and understand concepts related to 3-dimensional artwork. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. These projects presented for grades 3 and 4 allow the students to explore 3-D art through a variety of materials. Third grade students will experiment with basic pop-up book techniques to create a short book based on animals learned about in science class. Fourth graders will work with clay to create clay pinch pots.

Artists create art incorporating a variety of art mediums in their creative process. Artwork can reflect an artist’s environment, experiences or his/her imagination. Nature has served as an inspiration in the artistic world throughout history. Artists follow a multi-stepped process in the creation of artwork..

Differentiate between two-dimensional and three-dimensional artwork. Establish safe procedures when working in the art studio. Compare and contrast artwork creating by different artists to identify characteristics and techniques used in creating sculpture. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Title artwork in order to express the subject matter or message. Develop daily sketchbook routines. Analyze artwork in order to recognize the elements of art as used by an artist. Analyze artwork in order to classify it according to media. Demonstrate the ability to control sculptural mediums and tools to produce desired results. Understand that an artist may be motivated to create in order to promote action. Differentiate between positive and negative space in artwork. Create art by employing a multi-step process. Hypothesize the effects that human actions have on the environment. Establish sketchbook routines to be used throughout the school year

Each student will create a final art piece demonstrating mastery of concepts. Through the completion of the project he/she will show that he/she has developed skills in creating sculpture through one of two methods: modeling or assembling. The student will demonstrate the ability to utilize and manipulate project specific materials and tools. The mastery skills will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Grade 3 students will create a popup book with 3 layouts featuring simple pop-up techniques. The students will write a short story for the pop-up book illustrating the beginning, middle and end of the story. (5 periods)

Grade 4 students will create a coil pinch pot demonstrating the ability to wedge, form and join clay into a structure through the coil method. (2 periods)

Variety of card stock paper; drawing materials; glue sticks; clay; clay tools; variety of materials as set in parameters by the art teacher for mask making; glue; tape. .

 Primary interdisciplinary connections: Social Studies and Language Arts

Sabuda, Robert.(2004).America the Beautiful: A Pop-Up Book. Little Simon.9780689847448 Diaz, James.(1999 )Elements of Pop Up: A Pop Up Book for Aspiring Paper Engineers. Little Simon. 0689822243

76 3-4 Unit 7: 3-D Art in My World

 Unit Summary

In this unit, students explore and understand art that is found in their everyday life. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 3 students will explore concepts in graphic design through the development of a “Bully-Free Zone” poster. Fourth grade students will examine photographs as primary sources of history and document via a collaborative photo essay, a day in the life of a 4th grader.

How do artists plan their art making? What is the purpose or function of art? Where is art created around the world

Develop daily sketchbook routines. Analyze artwork in order to recognize the elements of art as used by an artist. Analyze artwork in order to classify it according to media. Demonstrate the ability to control sculptural mediums and tools to produce desired results. Understand that an artist may be motivated to create in order to promote action. Differentiate between positive and negative space in artwork. Create art by employing a multi-step process. Hypothesize the effects that human actions have on the environment. Establish sketchbook routines to be used throughout the school year. Apply a multi-step process in creating artwork. Recall and identify key elements or themes of artwork studied.

Each student will create a final art piece demonstrating mastery of concepts. Through the completion of the project he/she will show that he/she has developed an understanding of the concept that “art” is present in our everyday lives. The student will demonstrate the ability to work through the artistic

77 process and create a product that is readily available in his/her community. The mastery skills will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Grade 3 students will demonstrate the knowledge and skills learned through the design and production of a poster that teaches a lesson. The student should convey the message by employing poster design guidelines. The suggested theme for the poster is: Bully Free Zone. (4 periods)

Grade 4 students will demonstrate understanding that art is a form of documentation through the creation of a collaborative class book documenting a day in the life of a fourth grader. Students can work as a class or in small groups. Each book will meet specifications as set by the classroom teacher. Though the recommended format is photography, if equipment is not available, drawing may be substituted. (4 periods)

The equipment needed varies between the projects, refer to activity pages. .

Polacco, Patricia.(1998).Thank You, Mr. Faulker. Penguin Group.0399231668

78 Third Grade Pacing Guide (Based upon 185 educational day and one 50 minute visual arts period per week)

Unit Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: 6: 3-D Unit 7: Art UNIT Principles of Drawing Painting Collage Printmaking Art in My World Design Forms

Artist Artist 3rd Grade Central and South Study: Study: American Pop-Up Poster Design: Relief Printing Topic American Molas Patricia Georgia Quilts Books Bully Free Zone Polacco O'Keefe Proportion The Principles of Creating Telling s in Symmetry Design (Balance, from a Story The Artistic Focus Artwork and Color Theory Proportion and Observatio Throug Process (Human Patterns Emphasis) n h Art Face) 6 Duration 5 periods 5 periods 5 periods 4 periods 4 periods 6 periods periods

79 Unit 1: Principles of Design Grade: 3

Central and South American Molas

Brief Description:

Through the study of Central and South American Molas, students will be able to identify, analyze and progress to create a Mola through the application of the principles of design: balance, proportion, and emphasis. The students will demonstrate mastery of concepts through the creation of a Mola, following a study of Central and South American art, incorporating the three principles of design: balance, proportion, and emphasis. Formative assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the principles of design through a discussion and shown examples of the use of balance, proportion, and emphasis in artwork. 2. Have students demonstrate an understanding of the concept of balance, proportion, and emphasis by having them point out the three principles of design from various works of art. If possible assign each student their own work of art.

Period 2 1. Introduce students to the history of Central and South American art with an emphasis on the creation of Molas. 2. Following the discussion have students draw in their sketchbook a quick sketch of a Mola explaining the lack of details in Molas but the definite use of various principles of design.

Period 3 1. The teacher will introduce sample art and demonstrate the process of creating the student project. 2. The students will begin designing their own Molas. Period 4 1. Students will continue working on their Molas. 2. Teacher will begin a class discussion about color use with the Molas. 3. Students will begin incorporating color into their Molas. Period 5

80 1. Students will complete their Molas inspired by the history of Central and South American Molas. 2. Close the period by leading a class discussion comparing and contrasting the students’ artwork with that of typical Central and South American Molas. Prompt students to identify the principles of design: balance, proportion, and emphasis.

Example

81 Unit 2: Drawing Grade: 3

Artist Study: Patricia Polacco

Brief Description:

Through the study of Patricia Polacco and her illustrations, students will be able to identify, analyze, and progress to create a portrait through the application of specific drawing guidelines. Students will demonstrate mastery of drawing skills through the creation of 2 portraits that have emphasis on: proportion, placement of facial features/characteristics, and accurate depiction of skin pigments in a self- portrait and portrait of someone they admire. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the artist Patricia Polacco and her well known children’s’ books. 2. Read the books, “Thank You, Mr. Faulkner” by Patricia Polacco and “ Just in Time, Abraham Lincoln” by Patricia Polacco to the class. 3. Begin a class discussion with the students about the illustrations found throughout the books. Have the students point out the differences between her illustrations and most illustrations found in other children’s’ books.

Period 2 1. Introduce students to the human face, and its proper proportions through a class discussion and by showing examples of proportion charts. 2. Following the discussion have students draw in their sketchbook a quick sketch of the person sitting next to them in class. 3. Close the period by asking the students to begin thinking about someone they admire. They will then be asked to bring in a picture of this person for the next class.

Period 3

82 1. The teacher will review with the students the proper proportions needed when drawing a human face. 2. The students will begin to draw a portrait of their chosen person using the proper facial proportions. 3. Close the period by reminding the students to use accurate skin depiction of their chosen person. 4. The students will continue their portraits at home. Period 4 1. The students will be given mirrors in order for them to create self- portraits. 2. The teacher will continue to remind the students about proper proportions for the human face as well as accurate skin color depiction. 3. Students will continue working on self-portraits of just their face. Period 5 1. Students will continue to work on their self-portraits if needed. 2. Close the period by leading a class discussion on how different a person can look by just slightly changing the placement of their features.

Example

83 Unit 4: Collage Grade: 3

American Quilts

84 1.1 The Creative Process, 1.2 History of the Arts and Culture, 1.3 Performance, 1.4 Aesthetic Response & Critique Methodologies

Brief Description:

The students will learn about the history of quilting in America, by creating a class quilt incorporating symmetry and pattern into their creation. The students will demonstrate mastery of concepts of symmetry and pattern through the creation of a paper quilt square. Each square will include: 4 colors to symbolize 4 personality traits of the student; a symbol to represent the students’ family and a symbol to represent the student’s strongest, positive personality trait. All quilt squares will be brought together to create a class quilt. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the history of quilting in America. 2. Read the book, “The Keeping Quilt” by Patricia Polacco to the class. 3. Have students create a quick sketch in their sketchbooks of a symbol they would like to portray on a quilt square.

Period 2 1. Introduce students to symmetry by showing examples of objects with symmetry found throughout the classroom. 2. Reintroduce to the students what a pattern is by showing the students a simple, hard, and complex pattern. Create an activity by having the students create the beginning of a pattern and having their classmate finish the pattern. 3. Close the period by reviewing symmetry and pattern with the students.

Period 3 1. Begin a class discussion about personality traits and the various types of symbols that can be used to represent these personality traits. Be sure to emphasis strong, positive traits with the students. 2. Have each student design their chosen traits/symbols. Students may also begin to pick out colors for their collaged quilt square. Period 4 1. Students will continue to work on their collaged quilt square until finalized. 2. The teacher will assemble all of the class quilts squares to create one class quilt. 3. Close the period by having the students explain what each of their quilt squares represents about them.

Example

85 Unit 5: Print Making Grade: 3

86 Complementary Relief Prints

Brief Description:

This unit enables students to explore printmaking concepts and techniques. Through the creation of prints, the student will show that he/she is able to manipulate and control printmaking mediums, in order to express their intentions as artists. Each topic within the unit builds upon the previous grade’s experience, expanding in complexity. Third grade students will explore color combinations by creating sets of relief prints in complementary colors.

How to Teach It:

Period 1 1. Students will be introduced to relief printmaking. 2. The teacher will demonstrate how to use dried model magic and etching tools to create a relief matrix. 3. Teacher demonstrate how to use a brier to and color to the model magic plate

Period 2 1. The students will use the sketch book to create three sketches of what kind of image that they want to make a print of. 2. The students will make flat 8x10 model magic plates about ½ inch thick. 3. The plates will be given 1 period to dry.

Period 3 1. The students will do a graphite transfer to put the sketched image on the dried model magic plate. 2. The students will add details to the transferred drawing. Period 4 1. Students will use etching tools to carve into the dried model magic plate. 2. The students will use briers to and ink or paint to the plate. 3. The students use 9x12 white heavy graphite paper to do a rubbing of the inked image. 4. Students will make 2 impressions or prints of complementary colors.

87 Example

88 Unit 6: 3-D Art Forms Grade: 3

Pop- Up Books

Brief Description:

In this unit, students explore and understand concepts related to 3-dimensional artwork. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. The three projects presented for grades 3, 4 and 5 allow the students to explore 3-D art through a variety of materials.

How to Teach It:

Period 1 1. The teacher will introduce the students to pop- up books as a form of 3D artwork. 2. The teacher will review Elements of Pop Up: A Pop Up Book for Aspiring Paper Engineers.

Period 2 1. Students will use their sketch books to draw what kind of pop- up scene that they would like to portray. 2. The students will use 1 sheet of 12x18 poster board or oak tag to create their pop- up book. 3. Students select their image and transfer it to the interior of the poster board. 4. The students will draw the images that they want to pop- out on a separate sheet of oak tag.

Period 3 1. The students will do complete their drawings 2. Students will use crayons or color pencils to add color to images

89 Example:

90 Unit 7: Art in My World Grade: 3

Bully Free Zone Poster

Brief Description:

In this unit, students explore and understand art that is found in their everyday life. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 3 students will explore concepts in graphic design through the development of a “Bully-Free Zone” poster.

How to Teach It:

Period 1 1. Teacher will conduct a discussion about bullying. 2. Teacher will anti bullying posters display posters. 3. Teacher will introduce the artistic concept of graphic design.

Period 2 1. Students will use their sketch book to create a design that illustrates the concept of anti- bullying. 2. The students will redraw the selected image on 12x18 poster board.

Period 3 1. The teacher will talk to the students about how to choose an effective font. 2. Teacher will show various examples of effective font and how it impacts the images. 3. Students will write their anti- bullying message using the font that they have chosen. Period 4 1. Students will continue to work on their poster until finalized.

Period 5 1. The teacher will demonstrate how to properly use markers. 2. Students will use markers to add color to their posters. 3. Students will finish the project by having a critique to see if they meet their objective .

91 Fourth Grade Pacing Guide (Based upon 185 educational day and one 50 minute visual arts period per week)

Unit Unit 1: Unit 5: 6: 3-D Unit 7: Art Unit 2: Unit 3: Unit 4: UNIT Principles of Printmakin Art in My Drawing Painting Collage Design g Form World s

Animals and 4th Grade Artist Study: People In their Colorful Coil Historic Collograph Topic Gustav Klimt Action Environment Mosaics Pots Images s

Proportion The Principles of s in Symmetr The Art as Design (Rhythm, Telling a Story Focus Artwork Color Theory y and Artistic Documentatio Emphasis and Through Art (Human Patterns Process n Unity) Figure)

4 Duration 5 periods 5 periods 6 periods 5 periods 5 periods 5 periods periods

92 Unit 1: Elements of Art Grade: 4

Artist Study: Gustav Klimt

Brief Description:

Through the study of Gustav Klimt, students will be able to identify, analyze and progress to create artwork through the application of the principles of design: rhythm, emphasis, and unity. The students will demonstrate mastery of concepts through the creation of a painting, using the art work of Gustav Klimt as inspiration, incorporating, at minimum, the elements of art and principles of design. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the principles of design through a discussion and shown various examples. 2. Incorporate works of art that show obvious principles of design so students can visualize the use of the principles of design in art. 3. Have students demonstrate an understanding of the concept of the 3 principles of design by creating a quick sketch in their sketchbooks that incorporates at least 2 kinds of principles.

Period 2 1. Introduce students to the artist Gustav Klimt and various pieces of his artwork. 2. Discuss his use of the principles of design throughout his pieces. 3. Have the students figure out where his use of the principle of design is found in some of his pieces. Also discuss how different his work would be if he left out these important principles. Period 3 1. Students will be asked to compare and contrast a sample of Gustav Klimt’s work to the work of another artist of a different style. Teacher will introduce critique concepts. 2. The teacher will introduce sample art and demonstrate the process of creating the student project. 3. Students will be reminded to use the 3 principles of design in their own paintings. Those being rhythm, emphasis, and unity.

Period 4 1. Students will continue to work on their paintings. 2. Close the period by discussing with the students the various types of materials that they can use to incorporate into their paintings for the final piece. Period 5 1. Students will complete their Gustav Klimt inspired paintings by adding final details. 2. Close the period by leading a class discussion comparing and contrasting the students’ artwork with that of Gustav Klimt. Prompt students to identify the principles of design in their peers’ paintings in a critique fashion.

93 Example

People in Action

Brief Description:

Through the study of portraiture, students will be able to identify and follow standard guidelines in the depiction of the human figure. Students will learn about how the human body moves and how to represent that movement by creating a two-dimensional artwork. Students will demonstrate mastery of drawing skills through the ability to represent the human figure in action. The students will create a drawing in the style of Keith Haring and incorporate text in two languages expressing the verb that the figure is representing. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the various movements of the human body. 2. Have the students create a list of the different ways human bodies move. (Example: jump, run, walk, etc) 3. Students will be shown examples of the human body in motion, specifically joints. 4. Close the period by having the students think about their favorite movement.

Period 2 1. Introduce students to the proper proportions of the human figure. This can be done using proportion charts. 2. Following the discussion have students draw in their sketchbook a quick sketch of a person in movement. (No longer than 2 minutes) 3. Close the period by reviewing the movements lines found in their quick sketches. Explaining how the legs and arms were not drawn straight. Why not?

Period 3 1. Students will be introduced to the artwork of Keith Haring. 2. Students will be asked to try to figure out what movement each figure is doing in each of his works of art. 3. Close the period by having students practice drawing figures in their sketchbook. Period 4 1. Students will be asked to think of a movement that they would like to represent in their own artwork, using the style of Keith Haring. 2. The teacher will introduce sample art and demonstrate the process of creating the student project. 3. Students will work on their drawings. Period 5 1. Students will complete their Keith Haring inspired movement pieces.

95 2. Close the period by having the students critique each other’s artwork. Each student will be given a student friendly rubric to fill out for assigned peer artwork.

Example

96 Unit 3: Painting Grade: 4

Animals and their Environments

Brief Description:

Through the exploration of animals and their natural habitats, students will be able to create a watercolor painting of their chosen animals, demonstrating their literacy of the color wheel and properties of color. The students will demonstrate mastery of concepts by creating a watercolor painting of an animal in their natural habitat. Following a study of a chosen animal, the painting will illustrate the students’ abilities in utilizing watercolor mediums and applying color theory. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Introduce students to the element of color by examining the color wheel through a class discussion. Have students identify and differentiate the primary and secondary colors. 2. Following the discussion have students draw in their sketchbook using only the three primary colors. 3. Close the period by reviewing the color wheel and identifying the primary and secondary colors.

Period 2 1. Begin a class discussion with the students about various animals found throughout the world and their habitats. Include visual examples of these animals. 2. Discuss with the students what an animal’s habitat is and how sometimes they are very specific places for a reason. (Example: food, protection, temperature, etc.) 3. Have the students write down 3 different animals that they are interested in. 4. In their sketchbooks, have the students draw quick sketches of each animal.

Period 3 1. Students will be asked to pick 1 of the 3 animals that they had written down in the previous class. 2. The students will begin to research their chosen animal and its habitat. Remind the students that all details must be included in their painting. 3. Close the period by showing the students how to work with watercolor paint. Period 4 1. Students will be asked to start drawing their chosen animal in its habitat. 2. The teacher will introduce sample art and demonstrate the process of creating the student project using watercolor paints.

97 Period 5 1. Students will continue to work on their watercolor paintings of their chosen animal. 2. Remind students to show the animal’s habitat and to include details.

Period 6 1. Students will finalize their watercolor paintings. 2. Begin a class discussion about the various animals found throughout the world and their habitats by allowing the students to view their peers’ artwork and ask the individual artists questions about their chosen animal.

Example

Colorful Mosaics

Brief Description:

Through the study of Roman Art, students will be able to identify, analyze and progress to create a mosaic work of art through the application of the elements of art and principles of design, using symmetry and pattern. The students will demonstrate mastery of concepts of symmetry and pattern in art by creating a paper mosaic based on an introduction to Roman Art. The student will create a drawing, which will be the foundation for their mosaic collage. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the history of Roman Art and their use of the mosaic college technique. 2. Students will be shown various examples of mosaic pieces and explained the history of using the mosaic collage technique. 3. Have students demonstrate an understanding of the concept of using a mosaic technique by having the students create a quick sketch in their sketchbooks using color pencils and “dots” to represent the tiles.

Period 2 1. Introduce students to the concept of symmetry by showing them examples of symmetrical pieces. 2. Reintroduce to the students what a pattern is and how a pattern is created. 3. Close the period by reviewing patterns and symmetrical pieces found throughout the classroom.

Period 3 1. Students will be asked to come up with a design using pattern and symmetry. The design will then have to be created using the mosaic technique. 2. The teacher will introduce sample art and demonstrate the process of creating the student project. 3. Students will begin their design. Period 4 1. Students will continue to work on their mosaic collage using various colors and be reminded to maintain symmetry in their art work. Period 5

99 1. Students will complete their mosaic square by adding in final details. 2. Close the period by leading a class discussion in the similarities and differences between the students’ designs and the designs found in Roman Art.

Example

Color Theory

Brief Description:

This unit enables students to explore printmaking concepts and techniques. Through the creation of prints, the student will show that he/she is able to manipulate and control printmaking mediums, in order to express their intentions as artists. Each topic within the unit builds upon the previous grade’s experience, expanding in complexity. Fourth grade students will create collographs that tell a story through the combined display of the print and its’ ghost print.

How to Teach It:

Period 1 How to Teach It:

Period 1 1. Students will be introduced to relief printmaking. 2. The teacher will demonstrate how to use dried model magic and etching tools to create a relief matrix. 3. Teacher demonstrate how to use a brier to and color to the model magic plate

Period 3 1. The students will do a graphite transfer to put the sketched image on the dried model magic plate. 2. The students will add details to the transferred drawing. Period 4 1. Students will use etching tools to carve into the dried model magic plate. 2. The students will use briers to and ink or paint to the plate. 3. The students use 9x12 white heavy graphite paper to do a rubbing of the inked image. 4. Students will make 2 impressions or prints of complementary colors.

101 Example:

102 Unit 6: 3-D Art Forms Grade: 4

Pop- Up Books

Brief Description:

In this unit, students explore and understand concepts related to 3-dimensional artwork. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. The three projects presented for grades 3, 4 and 5 allow the students to explore 3-D art through a variety of materials.

How to Teach It:

Period 1 1. The teacher will introduce the students to pop- up books as a form of 3D artwork. 2. The teacher will review Elements of Pop Up: A Pop Up Book for Aspiring Paper Engineers.

Period 2 1. Students will use their sketch books to draw what kind of pop- up scene that they would like to portray. 2. The students will use 1 sheet of 12x18 poster board or oak tag to create their pop- up book. 3. Students select their image and transfer it to the interior of the poster board. 4. The students will draw the images that they want to pop- out on a separate sheet of oak tag.

Period 3 1. The students will do complete their drawings 2. Students will use crayons or color pencils to add color to images

103 Example:

104 Grade Five Through Grade Six Curriculum Units:

 Unit Summary

In this unit, students explore and understand the principles of design. The learning will establish the foundation from which comprehension and application of more complex concepts will develop. The learner will expand upon his/her prior knowledge of the basic elements of art and will work to incorporate the principle of design when creating. Through the study of master artists and art works, students will be able to identify, analyze and progress to create artwork through the application of the principles of design: balance, proportion, rhythm, emphasis and unity. The learners will create paper Molas, original artwork based on a study of Gustav Klimt and solve a symmetrical design problem. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the topic to reflect the need of the students.

Artists employ the basic principles of design and the elements of art to create diverse types of artwork. Artists follow a multi-stepped process in the creation of artwork. There are many art mediums and art media that artists utilize in creating artwork. Creativity and inspiration is derived from various sources.

Establish sketchbook routines to be used throughout the school year. Identify and recall the basic elements of art. Identify and recall the principles of design. Analyze artwork in order to identify the elements of art and principles of design, as used by the artist. Explore the relationship between the elements of art and the principles of design. Experiment with a variety of art tools and artistic mediums. Compare and contrast artwork to identify characteristics, techniques and elements of art. Create artwork based on observation.

105 Title artwork in order to express the subject matter or message. Writing poetry based on the art piece they create.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that he/she can identify and incorporate the basic elements of art (line, color, shape, form, texture and space) and the principles of design (balance, proportion, rhythm, emphasis and unity). The mastery skill will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs. Grade 5 students will demonstrate a mastery of concepts by solving a design problem requiring the artists to create a symmetrical design with a repeating composition, incorporating the elements of art and principles of design. (5 periods)

Grade 6 Following an artist study of Leonardo DaVinci, 6th grade students will demonstrate mastery of concepts through the creation of a handmade sketchbook and a series of drawings of the human figure using proportion guidelines. (3 periods)

Visual aids of central and south American Molas; construction paper in a variety of colors; glue; scissors; visual aids of Gustav Klimt’s artwork; drawing paper; variety of drawing media; visual aids of artwork for analysis that exemplify the use of the elements of art and principles of design cohesively; color wheel or color theory reference materials.

Jungk, Peter Shephan.(2009).Adorable Adele: A Modern Fairy Tale.Neue Galerie New York. 1931794189

 Unit Summary

This unit enables students to explore and understand drawing techniques. The learner will establish the foundation from which comprehension and application of complex drawing concepts will develop. Third grade students will conduct an author/illustrator study of Patricia Polacco, learning through the diversity of human characters that she incorporates into her books. Fourth grade students will learn about how the human body moves and how to represent that movement in two-dimensional artwork. Through these studies in portraiture the students will be able to identify and follow standard guidelines in the depiction of the human figure. The key focus to instruction throughout each topic of the drawing unit is the emphasis on observation and drawing in proportion

What practices are used in making art? Art is created by whom? What tools are used to produce art?

Creativity and inspiration is derived from various sources. Different types of visual art require specific types of tools and mediums in the creation of artwork. Artists follow a multi-stepped process in the creation of artwork. Artwork can reflect an artist’s environment, experiences or his/her imagination. Artists rely on standard guidelines, modifying each in relation to their intention and as dictated by subject matter.

Develop daily sketchbook entry routines. Employ previously learned skills and concepts in the production of artwork. Analyze artwork in order to review and identify the elements of art as used by the artist. Explore the relationship between shapes, line and proportion in the human form. Apply established guidelines in the drawing of the human form, applying modifications as needed. Deconstruct architectural landscapes in order to determine the forms and shapes that create building forms. Create an architectural drawing using 1 point perspective techniques. Experiment with a variety of drawing mediums. Compare and contrast artwork to identify characteristics, techniques and elements of art. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Demonstrate the ability to control tools and mediums specific in the creation of an artwork.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the skills needed to produce drawings that reflect his/her artistic intentions. The student will demonstrate the ability to utilize and manipulate project specific drawing mediums to accurately depict a given subject or concept. The mastery skills will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

Grade 5 students will demonstrate the ability to manipulate drawing mediums and tools to create an imagined architectural cityscape as seen from a birds’ eye view. The artist will show mastery though the accurate rendering of at least seven buildings. (3 periods)

Grade 6 students will demonstrate mastery of concepts through the writing of a story and creating an illustration in the style of the Lascaux cave paintings. (2 periods)

Drawing paper, drawing mediums as needed for each project, rulers, library of Patricia Polacco books; visual aids of Keith Haring artwork; visual aids of cityscapes drawn from various visual perspectives.

 Primary interdisciplinary connections: Math, Language Arts & World Language

J Polacco, Patricia.(2011).Just in Time, Abraham Lincoln. Putnam Juvenile. 9780399254710

 Unit Summary

This unit enables students to explore and understand painting techniques. At the conclusion of grade five, students will have acquired a level of basic literacy in regards to their painting abilities skills. Each painting topic within the unit builds upon the previous grades’ experiences. In third grade, the students embarked on an artist study of Georgia O’Keefe. Students will reinterpret observation drawings into a multi-media close-up painting of a flower. Fourth grade students will explore animals and their natural habitats. After a study of the natural world students will create a watercolor painting of their chosen animals, demonstrating their literacy of the color wheel and properties of color.

What practices are used in art making? What are artists trying to communicate with their artwork? What are the sources of artistic inspiration?

Develop daily sketchbook entry routines. Employ previously learned skills and concepts in the production of artwork. Analyze artwork in order to review and identify the elements of art as used by the artist. Explore the relationship between the elements of art and the principles of design in artwork. Demonstrate understanding of color theory through the application of color choice in artwork. Apply established guidelines in the representation of the human face, applying modifications as needed. Compare and contrast artwork creating by different artists to identify characteristics and techniques used in their painting styles. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Demonstrate the ability to control tools and mediums specific in the creation of an artwork. Experiment with a variety of paints (tempera & watercolor) to analyze the characteristics of each type.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the skills needed to create paintings as a form of expression. The student will demonstrate the ability to utilize and manipulate project specific painting mediums to accurately

109 communicate a concept or idea. The mastery skills will be grade specific however student expectations should be modified accordingly with regard to their developmental needs.

Grade 5 students will create a portrait of a historical figure based on a gridded reference photograph. The students will demonstrate the ability to represent a known personality and have it easily recognized through their painting techniques and use of symbolic imagery. (3 periods) Grade 6 Following a study of Celtic and Islamic art, 6th grade students will demonstrate mastery of concepts through the invention of a design incorporating an interlocking patter, similar in characteristic to those employed in Celtic or Islamic art. (3 periods)

Painting tools and mediums as dictated by grade specific project; visual aids of artwork by Georgia O’Keefe; books or articles about Georgia O’Keefe; flower reference images; animal reference images; color wheel for reference.

Winter, Jeanette.(2003).My Name is Georgia: A Portrait by Jeanette Winter.Sandpiper.9780152045975

 Unit Summary

In this unit, students explore collage techniques. The collage unit builds upon previous units of study, incorporating drawing and painting techniques, and reinforces key concepts regarding the elements of art (line, color, shape, form, texture, and space) and the principles of design (balance, proportion, rhythm, emphasis and unity) . Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout the various stages of the artistic process. The students will create American quilt squares in third grade, colorful paper mosaics based on roman art in fourth grade.

Demonstrate the ability to draw and cut out geometric and organic shapes. Differentiate between positive and negative space in artwork. Establish safe procedures when working with scissors and other tools in the art studio. Apply the elements of art and the principles of design in the creation of art pieces. Develop and finalize a collage that visually tells a story. Reinterpret a drawing into a collage. Compare and contrast artwork created by different artists to identify characteristics and techniques used in their collage making styles. Create artwork based on observation. Create artwork based on imagination and inspiration based on visual concepts as opposed to observation. Write poetry based on the art piece they create. Plan artwork based on a story.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that they acquired the skills needed to create a collage. The student will demonstrate the ability to utilize scissors in a safe and appropriate manner and manipulate the scissors to create a

111 desired shape from paper or collage material. The mastery skills will be grade specific however student expectations should be modified accordingly with regard to their developmental needs. Students in each grade will demonstrate knowledge and understanding of symmetry and patterns.

Grade 5 students will demonstrate basic literacy of collage techniques through an interpretation of a book in the style of Romare Bearden. Students will chose a favorite book or story and demonstrate understanding of the elements of art and the principles of design through the creation of a collage, emphasis will be placed on the use of symmetry and patterns throughout the artwork. (4 periods)

Grade 6 Following a study of the artist Mary Cassatt, 6th grade students will demonstrate mastery of concepts through the creation of a painting of a significant woman in history, employing impressionistic painting techniques. (4 periods)

Developmentally appropriate scissors; glue; a collection of collage materials reflective of the desired products; visual aids for the study of American quilts; visual aids for the study of roman mosaics; visual aids for the study of Romare Bearden; books on each of the study subjects would also be useful to have available for students as a reference; a collection of collage examples from master artists (all grades); precut shapes as needed for individual modifications. .

 Primary interdisciplinary connections: Math and Language Arts

Polacco, Patricia.(2001).The Keeping Quilt.Aladdin.0153052120 Hartfield, Claire.(2002).Me and Uncle Romie: A Story Inspired by the Life of Romare Beardon.Dial.9780803725201

 Unit Summary

This unit enables students to explore printmaking concepts and techniques. Through the creation of prints, the student will show that he/she is able to manipulate and control printmaking mediums, in order to express their intentions as artists. Each topic within the unit builds upon the previous grade’s experience, expanding in complexity. Third grade students will explore color combinations by creating sets of relief prints in complementary colors. Fourth grade students will create collographs that tell a story through the combined display of the print and its’ ghost print.

What practices are used in art making? What tools can you use to create art? What are the sources of artistic inspiration?

Each student will create a final art piece demonstrating mastery of concepts. Through the project the student will show that he/she can identify and incorporate the elements of art (line, color, shape, form, texture, and space) and the principles of design (balance, proportion, rhythm, emphasis and unity). The mastery skill will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

113 Grade 5 students will design and construct a mask, following a study of masks around the world. The mask will convey story about the artist and demonstrate understanding of proportions of the human face. The mask parameters will be determined by individual teachers. (4 periods)

Grade 6 Following a study of the artist Pablo Picasso, 6th grade students will demonstrate mastery of concepts through the creation of a self-portrait painting or collage featuring at least two views, employing cubist painting techniques. (4 periods)

Printmaking tools and mediums; paper as needed for projects; collection of scrap materials and cardboard pieces; flat substrate piece (cardboard); oil pastels; plexi glass in the desired size of the monoprint; drawing mediums to use to enhance the original ghost print; brayers. .

Scholastic Books.( 1996 )The History of Printmaking (Voyages of Discovery).Scholastic Trade. 0590476491

 Unit Summary

In this unit, students explore and understand concepts related to 3-dimensional artwork. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. These projects presented for grades 3 and 4 allow the students to explore 3-D art through a variety of materials. Third grade students will experiment with basic pop-up book techniques to create a short book based on animals learned about in science class. Fourth graders will work with clay to create clay pinch pots.

Artists create art incorporating a variety of art mediums in their creative process. Artwork can reflect an artist’s environment, experiences or his/her imagination. Nature has served as an inspiration in the artistic world throughout history. Artists follow a multi-stepped process in the creation of artwork..

Each student will create a final art piece demonstrating mastery of concepts. Through the completion of the project he/she will show that he/she has developed skills in creating sculpture through one of two methods: modeling or assembling. The student will demonstrate the ability to utilize and

115 manipulate project specific materials and tools. The mastery skills will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs. Grade 5 students will design and construct a mask, following a study of masks around the world. The mask will convey story about the artist and demonstrate understanding of proportions of the human face. The mask parameters will be determined by individual teachers. (4 periods)

Grade 6 Following a study of the artist Victor Vasarely, 6th grade students will demonstrate mastery of concepts through the creation of a drawing employing techniques used in op art. (3 periods)

Variety of card stock paper; drawing materials; glue sticks; clay; clay tools; variety of materials as set in parameters by the art teacher for mask making; glue; tape. .

Sabuda, Robert.(2004).America the Beautiful: A Pop-Up Book. Little Simon.9780689847448 Diaz, James.(1999 )Elements of Pop Up: A Pop Up Book for Aspiring Paper Engineers. Little Simon. 0689822243

 Unit Summary

In this unit, students explore and understand art that is found in their everyday life. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 3 students will explore concepts in graphic design through the development of a “Bully-Free Zone” poster. Fourth grade students will examine photographs as primary sources of history and document via a collaborative photo essay, a day in the life of 4th grader.

How do artists plan their art making? What is the purpose or function of art? Where is art created around the world

Each student will create a final art piece demonstrating mastery of concepts. Through the completion of the project he/she will show that he/she has developed an understanding of the concept that “art” is present in our everyday lives. The student will demonstrate the ability to work through the artistic process and create a product that is readily available in his/her community. The mastery skills will be grade specific; however student expectations should be modified/adapted accordingly to reflect individual developmental needs.

Grade 5 students will demonstrate the ability interpret a tale into a possible storyboard for television or film production. The storyboard should include a graphic for each scene, the dialogue and a description of the setting. The storyboard should include a minimum of 6 panels based upon a plot

117 diagram detailing: opening title; exposition; rising action; climax; falling action and resolution. (3 periods)

Grade 6 Following a lesson on one point perspective techniques, 6th grade students will demonstrate mastery of concepts through the drawing of their dream room utilizing 1 point perspective techniques. (4 periods)

The equipment needed varies between the projects, refer to activity pages. .

Polacco, Patricia.(1998).Thank You, Mr. Faulker. Penguin Group.0399231668

118 Fifth Grade Pacing Guide (Based upon 185 educational day and one 50 minute visual arts period per week)

Unit 1: Unit 6: Unit 7: Unit 2: Unit 3: Unit 4: Unit 5: UNIT Principles 3-D Art Art in My Drawing Painting Collage Printmaking of Design Forms World

Artist Masks Architecture Multi- 5th Grade Symmetrical Study: from Film & TV - Imagining Portraiture Media Topic Design Romare Around Storyboarding the Future Monoprints Bearden the World Proportion Creating The Symmetr s in Artistic from Color Telling a Story Focus Principles of y and Artwork Process Observatio Theory Through Art Design Patterns (Human n Face) Duration 6 periods 6 periods 4 periods 5 periods 5 periods 5 periods 4 periods

119 Unit 1: Principles of Design Grade: 5

Symmetrical Design

Brief Description:

Through the study of master artists and art works, students will be able to identify, analyze and progress to create artwork through the application of the principles of design: balance, proportion, rhythm, emphasis, and unity. The students will demonstrate mastery of concepts by solving a design problem requiring the artists to create a symmetrical design with a repeating composition, incorporating the elements of art and principles of design. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the principles of design by viewing examples of art work using the principles of design. 2. Present the students with individual pieces of art for them to point out the use of the principles of deign in their piece.

Period 2 1. Introduce students to symmetrical design by explaining what is needed in symmetrical design. 2. Following the discussion have students draw in their sketchbook a quick sketch with symmetrical design. 3. Close the period by having the students color in their symmetrical designs with proper color use.

Period 3 1. Students will be introduced to problem solving in design. The students will create a symmetrical design with a repeating composition. 2. The teacher will show examples of symmetrical design with repeating composition. 3. Close the period by having students begin to think about a design that they would like to create. Period 4 1. Students will begin working on their symmetrical repeating composition design. 2. Students will be reminded to make sure they are incorporating the elements of art and principles of design in their own drawings. Period 5 1. Students will continue to work on their symmetrical designs. 2. Students will be introduced to color concepts for finalizing their pieces.

Period 6

120 1. Students will finalize their designs. 2. Close the period by having a Gallery Walk of all the students’ art work. Each student will have to pick their favorite design and give a quick explanation of why it is their favorite design.

Example

Architecture – Imagining the Future

Brief Description:

Through the exploration and understanding of drawing techniques, students will be able to develop one-point perspective drawings skills through the drawing of a bird’s eye view in architectural study. The students will focus on the emphasis of observation and drawing in proportion. The students will demonstrate the ability to manipulate drawing mediums to create an imagined architectural cityscape as seen from a bird’s eye view. The student will show mastery through the proportional creation of at least six buildings. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to various architectural landscapes. 2. Students will be shown examples of various buildings and cityscapes. 3. Begin a class discussion with the students about the various architectural buildings that are found throughout their neighborhood or cities nearby.

Period 2 1. Introduce students to the idea of what a bird’s eye view is. 2. Introduce to the students what drawing with a one-point perspective is. 3. Demonstrate how to draw with a one point perspective. 4. Have the students create a simple building using one- point perspective in their sketchbooks. Period 3 1. Students will be asked to begin thinking about a cityscape that they would like to create. 2. The teacher will discuss with the students the various materials that they will be using for the project. 3. Teacher will also explain the requirements in this project, such as the creation of a minimum of six buildings. Shape and design will be up to the artist. Period 4 1. Students will begin working on their one-point perspective drawings.

Period 5 1. Students will continue to work on their cityscape designs.

122 Period 6 1. Students will finalize their projects. 2. Students will be asked to explain where their cityscapes are located and if they based any of their building designs on buildings they have seen or know to exist.

Example

123 Unit 3: Painting Grade: 5

Portraiture

Brief Description:

Through the exploration and study of various painting techniques, and by reexamining standard portraiture guidelines, the students will be able to create a painting based on a gridded portrait. The portrait will be of a chosen historical figure based on a gridded reference photograph. The students will demonstrate the ability to represent a known personality and have it be easily recognized through their painting techniques and use of symbolic imagery. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be reintroduced to the standard guidelines of portraiture. 2. Students will be introduced to drawing from a grid. 3. Have students demonstrate an understanding of the concept of drawing from the grid by having them take turns drawing one square from a grid of a teacher’s class activity.

Period 2 1. The students will be asked to think about a historical figure that they would like to create a portrait of. 2. The students will be asked to research this chosen person and to make a copy of a photograph of this person. Period 3 1. Students will be asked to draw an even grid on the photograph of their chosen person. 2. Students will draw a grid on their drawing paper. 3. Students will begin to draw from the grid. 4. Students will begin to ad paint to their portraits. Period 4 1. Students will finalize their portraits. While being reminded to represent their chosen person’s personality in their paint colors and painting techniques. 2. Create a Gallery Walk of all the portraits throughout the classroom.

124 3. Have each student explain who their chosen person is and name one personality trait of that chosen person.

Example

Artist Study: Romare Bearden

Brief Description:

Through the study of Romare Bearden, students will be able to identify, analyze and progress to create artwork in the style of Romare Bearden through the application of the elements of art and principles of design. The students will demonstrate basic literacy of collage techniques by creating through an interpretation of a book in the style of Romare Bearden. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to various artworks by the artist Romare Bearden. 2. Incorporate the book, “Me and Uncle Romie: A Story Inspired by the Life of Romare Bearden” by Claire Hartfield. 3. Have students pick a favorite artwork by Romare Bearden and describe it in their sketchbooks.

Period 2 1. Introduce students to basic collage techniques. 2. Following the discussion have students pick a favorite book or story of theirs that they will create a collage of. 3. Close the period by having the students choose what color paper they will need for their collage.

Period 3 1. Students will begin working on their collage project. 2. Students will be reminded to show emphasis on the use of symmetry and patterns throughout their artwork.

126 Period 4 1. Students will continue to work on their collage. 2. Students will be asked to team up with a partner for positive feedback of their projects.

Period 5 1. Students will complete their projects by adding final details. 2. Close the period by leading a class discussion comparing and contrasting the students’ artwork with that of Romare Bearden.

Example

127 Unit 5: Printmaking Grade: 5

Artist Study: Multimedia Monoprints

Brief Description:

In fifth grade, students will incorporate previously acquired skills to create a multi-media monoprint based on an inspirational image. Through the creation of prints, the student will show that he/she is able to manipulate and control printmaking mediums, in order to express their intentions as artists. Each topic within the unit builds upon the previous grade’s experience, expanding in complexity.

How to Teach It:

Period 1 1. Students will be re-introduced to relief printmaking. 2. The teacher will demonstrate how to use dried model magic and etching tools to create a relief matrix. 3. Teacher demonstrate how to use a brier to and color to the model magic plate 4. The teacher may also use a Styrofoam surface such as a lunch plate or packaging tray.

Period 3

128 1. The students will do a graphite transfer to put the sketched image on the dried model magic plate. 2. The students will add details to the transferred drawing. Period 4 1. Students will use etching tools to carve into the dried model magic plate. 2. The students will use briers to and ink or paint to the plate. 3. The students use 9x12 white heavy graphite paper to do a rubbing of the inked image. 4. Students will make 2 impressions or prints of complementary colors.

Unit 6: 3-D Art Forms Grade: 5

Masks From Around the World

Brief Description:

In this unit, students explore and understand concepts related to 3-dimensional artwork. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. The three projects presented for grades 3, 4 and 5 allow the students to explore 3-D art through a variety of materials. Fifth graders will survey celebrations and masks from around the world and then build their own. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the subject of the sculpture to reflect the needs of the students.

How to Teach It:

Period 1 1. Students will be introduced to various celebrations from around the world and how masks are used for these festivals. 2. The teacher will post examples of these masks around the room for visual reference 3. The students will draw 3 examples of masks that they like and describe it in their sketchbooks.

Period 2 1. The teacher will introduce students to basic paper Mache techniques. 2. The teacher will make paste out of either glue and water or flour and water 3. The teacher will blow up a balloon and use news paper strips dipped in the paste and evenly laid on the balloon.

129 4. This balloon coating will be done at least 4 times to create a hard shell out of the news paper.

Period 3 1. Students will begin working on their Masks by blowing up their balloons. 2. They will tear news paper into even strips and dip them into the paste. 3. Students will lay news paper strips on the surface of the balloon to cover it. 4. Students will make at least 2 coats and the shell will be given 1 period to dry. Period 4 1. Students will continue to work on their mask by adding 2 more coats of newspaper and paste. 2. Students will add facial feature out of moist newspaper. 3. The mask must be given 1 period to dry.

Period 5 1. The students will paint the mask white using tempera paint. 2. Students will draw details using pencil 3. Students will paint detail of the face using water and tempera paint.

Unit 7: Art in My World Grade: 5

Masks From Around the World

Brief Description:

In this unit, students explore and understand art that is found in their everyday life. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. In grade 5, students will examine storyboarding techniques by converting a read-aloud of Edgar Allen Poe’s, The Tell Tale Heart, into a storyboard for television or film. Additional focus will be on careers in the art world. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the subject of the design to reflect the needs of the students.

How to Teach It:

Period 1 1. Students will be introduced to the concept of making a story board. 2. The teacher will use the writings of Edgar Allen Poe to exemplify how this written text can be turned into a story board. 3. The students will choose which story or poem that they want to convert into a 6 panel story board. 4. The students will begin drawing their illustrations in their sketch books.

Period 2 1. The students will begin by getting a set of 6 4x7 sheets of drawing paper. 2. The students will draw their illustrations with pencil on the panels of paper.

130 3. The students will use marker or color pencil to add color to their work.

Period 3 1. Students will continue to finalize all of their drawings Period 4 1. The teacher will demonstrate how to mount all of the panels onto black posterboard. 2. The students will finish the lesson with a critique to see if they did an acceptable piece of art work.

Sixth Grade Pacing Guide (Based upon 185 educational day and one 50 minute visual arts period per week)

Unit 1: Unit 2: Unit 3: Unit 6: Unit 7: The Ancient & Middle Ages Unit 4: Pre- Unit 5: Modern UNIT Art in Artistic Classic &Renaissan Modern Modernism & Post Society Process Civilizations ce Modern

6th Artist Study: Paleolithic Celtic & Interior Grade Leonardo Impressionism Cubism Op Art Cave Art Islamic Art Design Topic DaVinci

Analyzing The Artistic Telling a Story Symmetry and Creating from Color Art as a Focus Shapes, Forms Process Through Art Patterns Observation Theory Career and Symbols

131 Unit 1: The artistic Process Grade: 6

Artist Study: Leonardo Da Vinci

Brief Description:

Through the study of Leonardo Da Vinci, students will develop journaling and sketching skills. The students will demonstrate mastery of concepts through the creation of a handmade sketchbook and a series of drawings of the human figure using proportion guidelines. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the artist Leonardo Da Vinci. 2. Incorporate a book by reading, “Leonardo Da Vinci for Kids” by Janis Herbert. 3. Students will be explained proper human figure proportions when drawing.

Period 2 1. Introduce students to the various other responsibilities that were held by Leonardo Da Vinci. 2. Following the discussion have students choose what their favorite responsibility of his was and have them write a short explanation about why it is their favorite.

132 3. Close the period by reviewing images of some of Leonardo Da Vinci’s journal entries with the students.

Period 3 1. Students will be introduced to the concept of keeping a journal/sketchbook just like Leonardo Da Vinci. 2. The teacher will lead the class in an activity where students will create their own handmade journal. 3. Students will design the cover of their own journal. Period 4 1. Students will be reintroduced to the guidelines used when drawing human figure proportions. 2. Students will be asked to begin drawing several images of the human figure using their proportional guidelines.

Period 5 1. Students will continue to work in their sketchbooks on their human figures. 2. Students may also incorporate other ideas into their journals of various art class ideas.

Period 6 1. Students will be asked to finalize their journals/sketchbooks. 2. Students will be asked to talk about what part of Leonardo Da Vinci’s life was most influential to them.

Example

133 Unit 2: Ancient & Classic Civilizations Grade: 6

Paleolithic Cave Art

134 Applies to Standards:

Brief Description:

Through the study of the Lascaux cave paintings, students will be able to identify, analyze and progress to create artwork in the style of Paleolithic cave art. The students will demonstrate mastery of concepts through the writing of a story and creating an illustration in the style of the Lascaux cave paintings. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the history of the Lascaux caves and the paintings found in the caves from Paleothic times. 2. Incorporate a historical resource book for visual examples of the cave paintings. 3. Begin a class discussion about why the caves may have these paintings and why the cave paintings are of mostly animals. Period 2 1. Begin a class discussion with the students about the various subject matter that is found throughout the caves. 2. Have the students pick a particular section of the cave to write a story about. 3. Allow the students to begin writing their stories.

Period 3 1. Students will be introduced to the materials that they are to use to create an illustration to go with their written stories. 2. Students will create their illustrations. 3. Close the period by having the students do a pair share explaining their illustrations and stories.

Example:

135 Unit 3: Middle Ages & Renaissance Art Grade: 6

136 Celtic & Islamic Art

Brief Description:

Through the study of Celtic and Islamic art, students will be able to identify, analyze and progress to create a design incorporating interlocking patterns as found in Celtic and Islamic Art. The students will demonstrate mastery of concepts through the invention of their own interlocking design similar to those found throughout Celtic and Islamic art. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the history of Celtic and Islamic art, in particular, interlacing knot work. 2. Incorporate a historical resource book for visual examples. 3. Introduce to the students the similarities found in both cultures when it comes to interlocking patterns in design.

Period 2 1. Introduce students to several different interlocking patterns, including patterned designs with easy, hard, and very intense interlocking designs. 2. Following the discussion have students draw in their sketchbook a possible design that they would like to work with for their creative piece.

Period 3 1. Students will be introduced to the creation process of creating an interlocking pattern design. 2. The teacher will lead the class in an activity where students will begin to work on their interlocking design using writing materials. Period 4 1. Students will be introduced to the process of creating their interlocking design using thin rope. 2. The students will continue to work on their design using their own drawing as blueprints. Period 5 1. Students will complete their interlocking patterned design and interlacing knot work in the style of Celtic and Islamic art. 2. Close the period by having the students explain how they came up with their designs.

137 Example:

Unit 4: Pre-Modern art

138 Grade: 6

Impressionism

Brief Description:

Through the study of Mary Cassatt, students will be able to identify, analyze and progress to create artwork in the impressionistic style. The students will demonstrate mastery of concepts through the creation of a painting of a significant woman in history, using impressionistic painting techniques. Formal assessment will be conducted using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to Impressionism period in art. 2. Incorporate various examples of Impressionist artwork for the students to get a visual understanding. 3. Have students demonstrate an understanding of the style of Impressionism by writing down the difference between Impressionism and another art period of their choice.

Period 2 1. Introduce students to the artist Mary Cassatt and some of her paintings. 2. Following the discussion have students point out what makes her paintings Impressionism paintings. 3. Close the period by reviewing with the students the role Mary Cassatt played in the artwork as a famous female artist.

Period 3 1. Students will be asked to pick a significant woman in history that they would like to research and create a painting of. 2. The students will be allowed to research this woman and must include 3 reasons why this woman is so significant in history. Period 4 1. Students will begin working on a painting of their chosen woman. 2. The students will be reminding to paint their chosen woman using an Impressionist style of painting. Period 5 1. Students will complete their paintings of their significant women in history. 2. Students will set up their paintings throughout the classroom for a Gallery Walk and must explain their 3 reasons for having chosen their significant woman.

139 Example

140 Unit 5: Modernism Grade: 6

Cubism

Brief Description:

In this unit, students explore the artists of the Modernism movement. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Students in grade 6 will explore the artwork of Pablo Picasso and create a self- portrait in the cubist style, either in a painting or collage.

How to Teach It:

Period 1 1. Students will be introduced to Cubism period in art. 2. Students will view the works of Pablo Picasso. 3. The teacher will show how cubism reflects the same objects from many different perspective on the same 2D picture plane.

Period 2 1. The students will choose the object that they want to draw and make a sketch of it in their sketch books. 2. The students will then redraw the object on a larger sheet of white paper. 3. The student will reposition the object 2 more times and redraw the object on the same picture plane. 4. The teacher will emphasize the importance of overlapping the drawings in the same style as traditional cubists

Period 3 1. The teacher will use the color wheel to reinforce color relationships (i.e. complementary and analogous colors) 2. The students will use markers or tempera paint to add color to the painting . Period 4 1. The students will use markers or tempera paint to add color to the painting 2. The students will finish this project by having a critique to see if the work produce meets the lesson objectives.

141 Example

142 Unit 6: Modern and Post Modern Grade: 6

Opt Art

Brief Description:

In this unit, students explore the artists of the Modern and Post-Modern art. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Students in grade 6 will explore the artwork of Victor Vasarely and create an optical illusion drawing emphasizing color theory.

How to Teach It:

Period 1 1. Students will be introduced to the Concept of Art. 2. The teacher will show the art work of Victor Vasarely. 3. The students will be required to do at least 3 different drawings in their sketch books so that they can choose a design to finalize.

Period 2 1. The teacher will give the students a basic lesson on color theory and show how colors appear different depending on the color that they are paired with 2. The students will redraw the opt art design that they select onto a larger sheet of paper.

Period 3 1. The teacher will use the color wheel to reinforce color relationships (i.e. complementary and analogous colors) 2. The students will use markers or tempera paint to add color to the painting . Period 4 1. The students will use markers or tempera paint to add color to the painting 2. The students will finish this project by having a critique to see if the work produce meets the lesson objectives.

143 Unit 7: Art in Society Grade: 6

Interior Design

Brief Description:

In this unit, students explore and understand that the visual arts play an essential role in the world and throughout different society. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. Following a lesson on one point perspective techniques, 6th grade students will demonstrate mastery of concepts through the drawing of their dream room utilizing 1 point perspective techniques. (4 periods)

How to Teach It:

Period 1 1. Students will be introduced to the Concept of One Point perspective drawing. 2. The teacher will demonstrate how this technique is done. 3. The teacher will display examples of proper one on point perspective technique. 4. The students will draw their own one point perspective drawing in their sketch books.

Period 2 1. The teacher will show the students different styles of interior decoration. 2. The students will begin to use one point perspective to create their own interior decoration room onto a larger sheet of paper.

Period 3 1. The teacher will be sure to show students again how to use the ruler, the vanishing point, and the horizon line are all used in one point perspective drawing. 2. The students will use markers or tempera paint to add color to the painting . Period 4 1. The students will use markers or tempera paint to add color to the painting 2. The students will finish this project by having a critique to see if the work produce meets the lesson objectives.

144 Example:

145 Seventh Grade and Eighth Grade Pacing Guide Based on a school year of 185 days, with a 50 minute visual arts period per week.

Unit 3: Unit 1: Unit 6: Unit 2: Ancient Middle The Unit 4: Pre- Unit 5: Modern Unit 7: Art UNIT & Classic Ages Artistic Modern Modernism & Post in Society Civilizations &Renaiss Process Modern ance

7th Gothic Careers in Grade Egyptian Art Architectur Realism Expressionism Pop Art Photography Art Topic e

Symmetry Art as Art as a Analyzing Shapes, Telling a Story The Artistic Focus and Color Theory Documentatio Career Forms and Symbols Through Art Process Patterns n Duration 4 periods 4 periods 6 periods 5 periods 4 periods 6 periods 6 periods

8th Form vs. Greek & Roman Renaissanc Harlem Computer Industrial Grade Romanticism Function Art e Art Renaissance Art Design Topic

Analyzing Creating Shapes, Symmetry and Telling a Story Art as a The Artistic Focus from Color Theory Forms and Patterns Through Art Career Process Observation Symbols Duration 6 periods 4 periods 5 periods 5 periods 5 periods 4 periods 6 periods

146 Grade Seven Through Grade Eight Curriculum Units:

 Unit Summary

In this unit, students explore the artistic process from the inception of an idea to the realization of a finalized art work. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 7 students will explore possible career paths in the arts and create an informational poster for a chosen career. Grade 8 students will compare the architectural designs of Frank Gehry and Frank Lloyd Wright through an analysis of form versus function and design a building based on the concepts learned.

What are the sources of artistic inspiration? How do artists plan their art making? What is the purpose or function of art?

Creativity and inspiration are derived from various sources. Artwork can reflect an artist’s environment, experiences or his/her imagination. Artists follow a multi-stepped process in the creation of artwork. Artists create artwork as a form of self-expression and in order to communicate ideas and messages

Analyze artwork in order to identify the elements of art and principles of design, as used by the artist. Analyze the function(s) and purpose of an object. Apply a multi-step process in creating artwork. Combine the elements of art and principles of design in the creative process. Compare and contrast artwork to identify characteristics, techniques and elements of art. Create an architectural drawing using 1 and 2 point perspective techniques. Create art by employing a multi-step process. Create artwork based on imagination and inspiration exploring visual concepts as opposed to observation. Create artwork based on observation. Deconstruct architectural landscapes in order to determine the forms and shapes that create building forms. Demonstrate the ability to control tools and mediums specific in the creation of an artwork. Develop daily sketchbook routines. Differentiate between two-dimensional and three-dimensional artwork. Employ previously learned skills and concepts in the production of artwork. Establish safe procedures when working in the art studio. Establish sketchbook routines to be used throughout the school year. Experiment with a variety of art tools and artistic mediums. Experiment with a variety of drawing mediums. Explore the relationship between shapes, line and proportion in the human form. Make choices based on color theory in the artistic process.

147 Recognize that art is a component of everyday life. Title artwork in order to express the subject matter or message. Understand that an artist may be motivated to create in order to promote action or ideas.

Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that he/she can works through the artistic process from the initial idea to the final art piece. The project will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

Grade 7 Following an introduction to career in the field of art, 7th grade students will demonstrate a mastery of concepts through the creation of an informational poster on the topic of careers in art. The poster must include: an image; the title of the career; tools and mediums the artists use in the chosen career; five tips on successfully following that particular career path. (3 periods)

Grade 8 Following an introduction to the concept form versus function, through a study of architects Frank Lloyd Wright and Frank O. Gehry, 8th grade students will design a building emphasizing concepts learned. (4 periods)

Equipment needed: visual aids of Leonardo DaVinci’ s art work; materials to make sketchbooks; human figure guideline reference chart; articles, books and other information collected about art careers; poster board; articles, books and other information collected about architecture, Frank Lloyd Wright and Frank O. Gehry; drawing mediums and paper as needed for each project.

Herbert, Janis. (1998).Leonardo Da Vinci for Kids.Turtleback.0613706021 For additional resources see recommended book list starting on page 11.

 Unit Summary

In this unit, students explore the art of ancient and classic civilizations. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 7 student will create a sculpture of an Egyptian canopic jar that represents him/her as an individual. Grade 8 students will explore the architecture of the Greeks and Romans and design and architectural structure incorporating characteristics of the times periods.

Art is created by whom? What are the sources of artistic inspiration? How does an artist’s choice of medium affect their choices in implementing the elements of art? How does art change with the passage of time?

Artists employ the basic elements of art to create diverse types of artwork. There are many art mediums and art media that artists utilize in creating artwork. Artwork can reflect an artist’s environment, experiences or his/her imagination. Nature has served as an inspiration in the artistic world throughout history.

Analyze the function(s) and purpose of an object. Application of appropriate painting techniques. Apply a multi-step process in creating artwork. Combine the elements of art and the principles of design in creating artwork. Compare and contrast artwork created by different artists to identify distinct characteristics and techniques. Create an architectural drawing using 1 and 2 point perspective techniques. Create art by employing a multi-step process. Create artwork based on imagination and inspiration exploring visual concepts as opposed to observation. Deconstruct architectural landscapes in order to determine the forms and shapes that create building forms. Demonstrate the ability to control process specific tools and media in the creation of an artwork. Demonstrate understanding of color theory through the application of color choice in artwork. Develop daily sketchbook routines. Differentiate between two-dimensional and three-dimensional artwork. Employ previously learned skills and concepts in the production of artwork. Establish safe procedures when working in the art studio. Experiment with a variety of art tools and artistic media. Explore the relationship between the elements of art and the principles of design in artwork. Illustrate a story. Infer an artist’s intent in the creation of artwork. Recall and identify key elements or themes of artwork studied. Recognize that art is a component of everyday life. Title artwork in order to express the subject matter or message. Understand that an artist may be motivated to create in order to promote action or ideas. Write a story based on artwork.

149 Each student will create a final art piece demonstrating mastery of concepts. Through the project he/she will show that he/she can recognize commonalities, analyze ideas and interpret artwork based upon knowledge of the art of ancient and classic civilizations. The project will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

Grade 7 students will demonstrate a mastery of concepts through the creation of a canopic jar made from clay (or substitute material) that symbolizes each of them as individuals. (3 periods)

Grade 8 students will demonstrate a mastery of concepts through an architectural drawing that employs common characteristics of Greek and Roman architecture, at minimum employing domes, columns and arches. (3 periods)

Visual aids of Egyptian Canopic jars; articles, books and other information collected about Egyptian art and Canopic jars; articles, books and other information collected about Greek and Roman architecture; visual aids of Greek and Roman architecture; drawing materials as needed for specific projects.

 Unit Summary

In this unit, students explore the art of the Middle Ages and the Renaissance. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 7 students will examine Gothic architecture and design a building emphasizing characteristics of the time period and perspective drawing techniques. Grade 8 students will analyze the artwork, The School of Athens, by Raphael and create a drawing that illustrates the advancements in perspective techniques popular at the time.

How are mathematical concepts reflected in the natural world? What is the purpose or function of art? What are the parts of art?

Artists combine the elements of art and the principles of design in diverse types of artwork. Symmetry and patterning can be found regularly throughout the natural world. Artists create artwork as a form of self-expression and in order to communicate ideas and messages. Learning about the properties of color helps an artist manipulate his/her chosen medium to represent their ideas.

Analyze artwork in order to classify it according to media. Analyze artwork in order to identify the elements of art and principles of design, as used by the artist. Analyze the function(s) and purpose of an object. Apply a multi-step process in creating artwork. Combine the elements of art and the principles of design in creating artwork. Compare and contrast artwork created by different artists to identify distinct characteristics and techniques. Create an architectural drawing using 1 and 2 point perspective techniques. Deconstruct architectural structures in order to determine the forms and shapes that create building forms. Demonstrate the ability to control process specific tools and mediums in the creation of an artwork. Demonstrate understanding of color theory through the application of color choice in artwork. Develop daily sketchbook routines. Differentiate between two-dimensional and three-dimensional artwork. Employ previously learned skills and concepts in the production of artwork. Establish safe procedures when working in the art studio. Experiment with a variety of art tools and artistic mediums. Explore the relationship between the elements of art and the principles of design in artwork. Recall and identify key elements or themes of artwork studied. Recognize that art is a component of everyday life. Understand that an artist may be motivated to create in order to promote action or ideas. Apply established guidelines in the drawing of the human form, applying modifications as needed. Create an architectural drawing using 1 and 2 point perspective techniques. Differentiate between two-dimensional and three-dimensional artwork.

Each student will create a final art work demonstrating mastery of concepts. Through the project he/she will show that he/she can recognize commonalities, analyze ideas and interpret artwork based upon knowledge of the art of the middles ages and the renaissance. The project will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

Grade 7 Following a study of Gothic architecture, 7th grade students will demonstrate a mastery of concepts through an architectural drawing that employs perspective techniques emphasizing characteristics of gothic architecture, in particular the patterns and symmetry characteristic of the time period. (4 periods)

Grade 8 Following an in depth analysis of the painting by Raphael, The School of Athens, 8th grade students will demonstrate a mastery of concepts through a drawing that employs common characteristics of art from the renaissance period, emphasizing the use of perspective appropriately given a particular subject matter. (3 periods)

Visual aids of Gothic Architecture; articles, books and other information collected about Gothic Architecture; articles, books and other information collected about the Renaissance; visual aids of Renaissance Paintings that show developments in perspective techniques; visual aid of the painting The School of Athens; drawing materials as needed for specific projects.

 Unit Summary

In this unit, students explore the art of Pre-Modern artists. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Following a survey of significant woman in history and the art of Mary Cassatt, students in Grade 7 students will view the artwork of realist Edward Hopper comparing and contrasting his cityscapes and landscapes and paint a picture that incorporates 2 figures in a setting. Grade 8 students will explore the characteristics artwork of the romantic period and interpret a photograph of an American landscape in the style of Thomas Cole.

What are the sources of artistic inspiration? How does art change with the passage of time? What practices are used in art making?

Explore the relationship between the elements of art and the principles of design in artwork. Illustrate a story. Infer an artist’s intent in the creation of artwork. Recall and identify key elements or themes of artwork studied. Recognize that art is a component of everyday life. Understand that an artist may be motivated to create in order to promote action or ideas. Write a story based on artwork Create an architectural drawing using 1 and 2 point perspective techniques. Create artwork based on observation. Explore the relationship between shapes, line and proportion in the human form. Explore the relationship between the elements of art and the principles of design in artwork. Make choices based on color theory in the artistic process. Plan artwork based on a story. Title artwork in order to express the subject matter or message. Understand that an artist may be motivated to create in order to promote action or ideas. Apply established guidelines in the representation of the human face, applying modifications as needed. Apply established guidelines in the drawing of the human form, applying modifications as needed.

153 Each student will create a final art work demonstrating mastery of concepts. Through the project he/she will show that he/she can recognize commonalities, analyze ideas and interpret artwork based upon knowledge of the art of the pre0modern art era. The project will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs

Grade 7 Following a study of the artist Edward Hopper, 7th grade students will demonstrate mastery of concepts through the creation of a painting of a landscape or cityscape incorporating at least 2 figures, employing painting techniques used in realism. (4 periods)

Grade 8 Following a study of the artist Thomas Cole, 8th grade students will demonstrate a mastery of concepts through a painting that employs common characteristics of art from the period of romanticism, emphasizing the use of color and light. (4 periods)

Visual aids of art from the period of Realism (in particular Edward Hopper); articles, books and other information collected about Realism and Edward Hopper; articles, books and other information collected about Romanticism; visual aids of art from the Romantic periods (in particular Thomas Cole); drawing and painting materials as needed for specific projects; reference images as needed for specific projects.

 Primary interdisciplinary connections: Social Studies

 Unit Summary

In this unit, students explore the artists of the Modernism movement. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 7 students will create a self-portrait painting in the style of artist Amedeo Modigliani, employing techniques of the expressionist movement. Grade 8 students will discover the Harlem Renaissance through music and art, creating a painting or collage that tells a story, reminiscent of the style of artist William H. Johnson.

What are the parts of art? How do artists plan their art making? How does art change with the passage of time?

Artists employ the basic elements of art to create diverse types of artwork. Artists follow a multi-stepped process in the creation of artwork. Creativity and inspiration are derived from various sources. There are many art mediums and art media that artists utilize in creating artwork.

Each student will create a final art work demonstrating mastery of concepts. Through the project he/she will show that he/she can recognize commonalities, analyze ideas and interpret artwork based upon knowledge of the art of the premodern art era. The project will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

155 Grade 7 Following a study of the artist Amedeo Modigliani, 7th grade students will demonstrate mastery of concepts through the creation of a self-portrait or portrait painting, employing painting techniques used in expressionism. (3 periods)

Grade 8 Following a study of the artist William H. Johnson, 8th grade students will demonstrate a mastery of concepts through a painting or collage that employs common characteristics of art from the Harlem Renaissance, emphasizing the interaction between the elements and principles of art. (3 periods)

Visual aids of art from the Expressionistic period (in particular Amedeo Modigliani); articles, books and other information collected about Expressionism and Amedeo Modigliani; articles, books and other information collected about the Harlem Renaissance and artist William H. Johnson; visual aids of art from the period of the Harlem Renaissance and William H. Johnson; drawing and painting materials as needed for specific projects; reference images as needed for specific projects.

 Primary interdisciplinary connections: Math and Social Studies

 Unit Summary

In this unit, students explore the artists of the Modern and Post-Modern art. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 7 students will survey artists in the Pop Art movement and create an interpretation of an iconic American symbol in the style of one of the artists. Grade 8 students will be introduced to the computer as an art tool and create a computer based artwork through the use of a given program (i.e. Photoshop Elements; Paint).

Artists create art incorporating a variety of art mediums in their creative process. Artwork can reflect an artist’s environment, experiences or his/her imagination. Nature has served as an inspiration in the artistic world throughout history. Artists follow a multi-stepped process in the creation of artwork.

157 Each student will create a final art work demonstrating mastery of concepts. Through the project he/she will show that he/she can recognize commonalities, analyze ideas and interpret artwork based upon knowledge of the art of the pre0modern art era. The project will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

Grade 7 Following a study of artists from the pop art movement, 7th grade students will demonstrate mastery of concepts through the interpretation of an American icon in the style of one of the artists. (4 periods)

Grade 8 Following an introduction to the concept of computer based art, 8th grade students will demonstrate a mastery of concepts through the use of a given program to create a unique art piece. (3 periods)

Visual aids of art from the Pop Art period; articles, books and other information collected about the Pop Art Movement; articles, books and other information collected about the development of computers as a creative tool; manual for reference of skills needed for particular software being used; visual aids of art created through the use of computer; drawing and painting materials as needed for specific projects; reference images as needed for specific projects; computers and project specific software. .

 Unit Summary

In this unit, students explore and understand that the visual arts play an essential role in the world and throughout different society. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. Seventh grade students will explore the art of photography as historical documentation. Emphasis throughout the three grades will also be placed on careers and the many career opportunities in the art world. There are ample opportunities for this unit to be applied in an interdisciplinary plan, by altering the subject of the design to reflect the needs of the students.

How do artists plan their art making? What is the purpose or function of art? Where is art created around the world?

Each student will create a final art work demonstrating mastery of concepts. Through the project he/she will show that he/she can recognize commonalities, analyze ideas and interpret artwork based upon knowledge of the art of the pre-modern art era. The project will be grade specific; however student expectations should be modified accordingly with regard to their developmental needs.

159 Grade 7 Following an introduction to photography and the technical aspects of using a camera, 7th grade students will demonstrate mastery of concepts through the creation of a class book (or exhibit) documenting a day in the life of a 7th grade student. (4 periods)

Grade 8 Following a review of figure drawing techniques and an introduction to fashion design, 8th grade students will demonstrate a mastery of concepts through the redesign of dress code uniforms. (4 periods)

Visual aids of documentary photography; articles, books and other information collected about documentary photography; manuals for photographic equipment to be used; photographic equipment; images, articles, books and other information collected about the industrial design (in particular fashion design); visual aids of figure drawing guidelines; drawing materials as needed for specific projects; reference images as needed for specific projects.

 Primary interdisciplinary connections: Math

160 Unit 1: The Artistic Process Grade: 7

Careers in Art

Brief Description:

By exploring the artistic process from the inception of an idea to the realization of a finalized work, students will be able to explore a possible career path in arts and create an informational poster for their chosen career. The students will demonstrate mastery of concepts through the creation of an informational poster on the topic of careers in art. The poster must include: an image, the title of the career, tools and mediums the artists use in the chosen career, and five tips on successfully following that particular career path. A project based rubric will be used to assess the final project.

How to Teach It:

Period 1 1. Students will be introduced to the concept of having a career and what it means. 2. Begin a class discussion about careers that include a form of art. 3. Discuss with students all the different type of art based careers that they can have if they choose to. (Reference the sheet of various careers found in the curriculum).

Period 2 1. Introduce students to the basics of poster design. 2. Following the discussion have students begin to think about an art based career that they would like to illustrate for a poster. 3. Close the period by reviewing the various careers chosen and how we as the public use or see these careers every day.

Period 3 1. Students will be given the criteria for their art career based posters. Posters must include: an image, the title of the career, tools and mediums the artist uses in the chosen career, and 5 tips on successfully following that particular career path. 2. Students will begin designing their posters. Period 4 1. Students will finalize their career posters. 2. Students will be asked to make sure all the required criteria for the poster design is present. 3. Students will be asked to present their poster design to the class and if need asked to explain the chosen career in more detail.

161 Example

Egyptian Art

Brief Description:

Through the study of Egyptian art, students will be able to identify, analyze and progress to create a sculpture of an Egyptian canopic jar that represents him/her as an individual by taking an idea and developing it using his/her own artistic process. The students will demonstrate mastery of concepts through the creation of a canopic jar made from clay or similar material that symbolizes each of them as individuals. Students will be assessed by using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to Egyptian art of various mediums, including sculpture. 2. Incorporate resources including articles or slides from museums for further visual understanding. 3. Have students discuss their favorite pieces found in Egyptian art.

Period 2 1. Introduce students to canopic jars found in Egyptian art. 2. Begin a class discussion about the idea behind canopic jar and how each one is designed by the artist using their personal preference in design. 3. Have the students begin to think about a design that they would like to use in their own canopic jars.

Period 3 1. Students will be reintroduced to clay building steps and design. 2. Students will begin to create their own canopic jars with personal design choices.

Period 4 1. Students will continue to work on their canopic jars by adding final details. 2. Close the period by having the students write a quick explanation of their chosen design and having their fellow classmates guess which explanation goes with which canopic jar.

163 Example

164 Unit 3: Middle Ages & Renaissance Grade: 7

Gothic Architecture

Brief Description:

Through the study of Gothic Architecture, students will be able to examine Gothic architecture and design a building emphasizing characteristics of the time period and perspective drawing techniques. The students will demonstrate mastery of concepts through an architectural drawing that employs perspective techniques emphasizing characteristics of gothic architecture, in particular the pattern and symmetry characteristics of the time period. The students will be assessed using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the history of Gothic Architecture. 2. Incorporate various visual resources for further understanding. 3. Begin a class discussion with the students about different buildings that they have seen that may have hints of Gothic Architecture. Period 2 1. Reintroduce students to drawing techniques for architectural drawings. 2. Following the discussion have students begin to draw in their sketchbook some of the designs that they would like to incorporate into their own Gothic building. 3. Close the period by reviewing the various designs found throughout Gothic Architecture.

Period 3 1. Students will be given the criteria for their architectural drawings. 2. Students will begin working on their drawings. Period 4 1. Students will continue to work on their Gothic inspired architectural designs. 2. The teacher should continue to emphasis what makes Gothic architecture so different from architecture found throughout other periods. Period 5 1. Students will continue working on their drawings.

Period 6

165 1. Students will finalize their drawings by adding any final details. 2. Students will display their Gothic architecture drawings along the classroom for a Gallery Walk for their classmates to see their drawings.

Example

166 Unit 4: Pre-Modern Grade: 7

Realism

Brief Description:

Through the study of Edward Hopper’s realist artwork, students will be able to identify and compare and contrast his cityscapes and landscape paintings. The students will demonstrate mastery of concepts through the creation of a painting of a landscape or cityscape incorporating at least 2 figures, while incorporating painting techniques used in realism. The students will be assessed using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the history of Pre-Modern art, with emphasis on the period of Realism. 2. Incorporate a various visual examples from different artists who created using realism techniques. 3. Have students demonstrate an understanding of realism by asking them to point out a painting using realism techniques from those of other periods.

Period 2 1. Introduce students to the artist Edward Hopper and some of his pieces. Be sure to include his landscapes and cityscapes. 2. Begin a discussion with the class about the landscapes and cityscapes. 3. Have the students begin to compare and contrast the landscape paintings and cityscape paintings.

Period 3 1. Students will be reintroduced to the paintings of Edward Hopper. 2. The teacher will lead the class in an activity where students will be asked to pick their favorite painting between a landscape and a cityscape painting. 3. Explain to the students the criteria for the project. Students must paint a cityscape or landscape, incorporate 2 figures, and create the painting using realist painting techniques. Period 4

167 1. Students will begin working on their paintings. 2. Teacher should continue to emphasis realist painting techniques throughout the process. Period 5 1. Students will complete the Edward Hopper inspired artwork by adding final details. 2. Students will be asked to present to the class their paintings, explaining why they chose to paint either a cityscape or a landscape painting and who the 2 figures are that they chose for their painting.

Example

168 Unit 5: Color Theory Grade: 6

Expressionist Painting

Brief Description:

Following a study of the artist Amedeo Modigliani, 7th grade students will demonstrate mastery of concepts through the creation of a self-portrait or portrait painting, employing painting techniques used in expressionism. (3 periods)

How to Teach It:

Period 1 1. Students will be introduced to Expressionism types of Artwork. 2. Students will learn how to create a color palette. 3. The students will choose the subject matter that they want to represent in an expressionist way. 4. The student will create a sketch of this subject matter in their sketch book.

Period 2 1. The students will transfer their sketch onto a large sheet of paper. 2. The students will lightly paint a wash of pigment onto their paper. 3. The paper must be given one period to dry.

Period 3 1. The teacher will use the color wheel to reinforce color relationships (i.e. complementary and analogous colors) 2. The students will use tempera paint to add color to the painting. 3. The teacher will emphasis creating contrasts and building vibrant relationships between colors that evoke emotions. . Period 4 1. The students will use markers or tempera paint to add color to the painting

169 2. The students will mount their work on a larger sheet of black poster board. 3. The students will finish this project by having a critique to see if the work produce meets the lesson objectives.

Example

170 Unit 6: Modern- Post Modern Grade: 7

Pop-Art

Brief Description:

In this unit, students explore the artists of the Modern and Post-Modern art. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 7 students will survey artists in the Pop Art movement and create an interpretation of an iconic American symbol in the style of one of the artists.

How to Teach It:

Period 1 1. The students will be introduced to the American Pop Art Movement. 2. The students will observe works from Andy Warhol. 3. The students will create in their sketchbooks a picture an American icon that they want to create a Pop Art rendition of. Period 2 1. The students will do a graphite transfer six different times of the icon. 2. The students will look at what color combinations that they can use to create their pop art work. 3. The teacher will reinforce the proper marker usage technique.

Period 3 1. Students continue to use marker to add color to their piece. Period 4 1. Students will continue to use marker to add color to their piece. 2. When the students are finished they will mount their work on black poster board.

171 Example:

Photography

Brief Description:

In this unit, students explore and understand that the visual arts play an essential role in the world and throughout different society. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. Following an introduction to photography and the technical aspects of using a camera, 7th grade students will demonstrate mastery of concepts through the creation of a class book (or exhibit) documenting a day in the life of a 7th grade student. (4 periods)

How to Teach It:

Period 1 1. The teacher will introduce the students to the basics of photography 2. The student will take notes on his subject matter in their sketch book. 3. Vocabulary words should be utilized to teach concepts. 4. Students can utilize the photography of Ansel Adams

Period 2 1. The student will use two pieces of card stock to create a manual view finder. 2. The teacher will go over what an interesting composition should contain. 3. The teachers will emphasize the principals of design to identify captivating compositions. 4. The students will create five 2 minute sketches of what they think is a good composition.

173 Period 3 1. The teacher will go over the basics of camera usage 2. The students will use the cameras to take pictures of students in 7th grade life. Period 4 1. The students will create an exhibit or class book as the culminating activity. 2. The students will mount their work on a larger sheet of black poster board. 3. The students will finish this project by having a critique to see if the work produce meets the lesson objectives.

Unit 1: The Artistic Process Grade: 8

Form vs. Function

Brief Description:

Through the study of two different architects, Frank Gehry and Frank Lloyd Wright, students will be able to analyze and compare form versus function in the architectural designs of both architects. The students will demonstrate mastery of concepts through the creation of a design of a building emphasizing the concept learned of form versus function. Students will be assessed using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the concept of form versus function in architectural design. 2. Begin a class discussion about what form is in architectural design and what function is in architectural design. 3. Have students demonstrate an understanding of the concept of form versus function by having them list descriptive words for form and function in their sketchbooks.

Period 2 1. Introduce students to the architects, Frank Gehry and Frank Lloyd Wright, by showing them their architectural designs. 2. Following the discussion have students points out the various areas of form found in the pieces, and the various areas of function found in the pieces.

174 3. Close the period by reviewing the differences found in both artists’ architectural designs.

Period 3 1. Students will be asked to design a building of their own that must incorporate both form and function in the design. 2. The students will be reminded to use two or three point perspective in their drawings.

Period 4 1. Students will continue to work on their building designs with the concept of form and function in their mind. Period 5 1. Students will complete their building designs by adding any final details to their drawings.

Period 6 1. Students will be asked to present their building designs. The rest of the class will be asked to point out what is form and what is function in their fellow classmates’ architectural drawings.

Example

Greek & Roman Art

Brief Description:

Through the study of Greek and Roman art, students will be able to explore and identify the architecture of the Greeks and Romans to design an architectural structure incorporating characteristics of the time periods. The students will demonstrate mastery of concepts through an architectural drawing that incorporates common characteristics of Greek and Roman architecture, with the use of domes, columns, and arches. The students will be assessed using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to Greek and Roman art with a concentration on architectural design. 2. Incorporate several visual examples of both Greek and Roman design. 3. Have students point out the differences and similarities that can be seen between the Greek and Roman architecture.

Period 2 1. Introduce students to the major characteristics of Greek and Roman design such as the domes, columns, and arches.

176 2. Following the discussion have students draw in their sketchbook a quick sketch of one of those characteristics. 3. Have the students begin to think about which type of architecture they would like to design for their project.

Period 3 1. Students will be instructed to begin drawing an architectural drawing that incorporates characteristics of Greek and Roman architecture. 2. Students should be reminded to incorporate domes, columns, and arches in their drawings. Period 4 1. Students will finalize their drawing of Greek and Roman architecture. 2. Students will be asked to display their drawings throughout the classroom so that their fellow classmates can point out the Greek and Roman characteristics.

Unit 3: Middle Ages & Renaissance Grade: 8

Renaissance Art

Brief Description:

Through the study of the history of Renaissance Art, students will be able to identify and analyze the painting, The School of Athens by the famous painter Raphael and then create a drawing that illustrates the advancements of perspective techniques which were popular at the time. The students will demonstrate mastery of concepts through the creation of a drawing that shows common characteristics of art from the Renaissance period, emphasizing the use of perspective appropriately given a particular subject matter. The students will be assessed using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the history of Renaissance art. 2. Incorporate various visual for further understanding. 3. Have students discuss what makes Renaissance art different from other time periods that they have learned about.

Period 2 1. Introduce students to the painting, The School of Athens, by the painter Raphael.

177 2. Begin a discussion about the history of the painter and how he came across painting The School of Athens. 3. Explain to the students the characters in the painting and the importance of their history. Period 3 1. Students will be introduced to the characteristics of Renaissance art when creating similar artwork. 2. The teacher will lead the class in an activity where students will create a drawing that shows common characteristics of art from the Renaissance period. The use of perspective techniques will be demonstrated to the students for their use of it in their own drawings. Period 4 1. Students will continue their Renaissance art based drawings, with the use of perspective techniques. Period 5 1. Students will finalize their drawing with any final details. 2. Students will be asked to view a partner’s drawing and to look for their perspective drawing technique. Students will talk with each other about their drawings.

Example

178 Unit 4: Pre-Modern Grade: 8

179 Romanticism

Brief Description:

Through the study of the history of the art period called Romanticism, students will be able to identify, analyze and progress to interpret a photograph of an American landscape in the style of Thomas Cole. The students will demonstrate mastery of concepts through the creation of a painting that employs common characteristics of art from the period of romanticism, emphasizing the use of color and light. The students will be assessed using a project based rubric.

How to Teach It:

Period 1 1. Students will be introduced to the period of art known as Romanticism, including the main characteristics and techniques found from that period. 2. Incorporate visuals of various pieces of art from the period of Romanticism. 3. Have students demonstrate an understanding of the time period by comparing and contrasting a painting from Renaissance art and a painting from the Romanticism period.

Period 2 1. Introduce students to the artist Thomas Cole and to his artwork. 2. Following the discussion have students point out the artist’s use of color and light in one of his paintings. 3. Close the period by having the students point out the light source from chosen pieces of his paintings.

Period 3 1. Students will be reintroduced to the use of color and light found in the paintings of Thomas Cole. 2. The teacher will lead the class in an activity where students will create a painting in the style of Thomas Cole. 3. Close the period by having students write down ideas for their drawings in their sketchbooks. Period 4 1. Students will continue to work on their paintings using color and light. Period 5 1. Students will complete their Thomas Cole inspired artwork by adding final details. 2. Students will be asked to set up their paintings throughout the classroom for a Gallery Walk. 3. Fellow students may walk around to view their classmates’ paintings and ask their fellow classmates any questions about their paintings.

Example

180 Unit 5: Modernism

181 Grade: 8

Harlem Renaissance

Brief Description:

Following a study of the artist William H. Johnson, 8th grade students will demonstrate a mastery of concepts through a painting or collage that employs common characteristics of art from the Harlem Renaissance, emphasizing the interaction between the elements and principles of art. (3 periods) .

How to Teach It:

Period 1 1. Students will be introduced to the Harlem Renaissance. 2. Students will be introduced specifically to the works of William H. Johnson. 3. The student will identify the specific piece of Johnson that resonates with them.

Period 2 1. The students will research the piece that they have selected. 2. Following the teacher will facilitate a discussion to have students to think about their work and present their findings. 3. The students will think of a topic in their own life that they want to illustrate in the style of William H. Johnson.

Period 3 1. Students will create a sketch of the subject matter that they have chosen in their sketch books. 2. Students will begin to add color to their work to see which combinations have the most impact in their work. Period 4 1. The students will transfer their sketch onto a large sheet of white paper.

Period 5 a.i.1. The students will begin to add paint to their work a.i.2. The teacher will emphasize the importance of using only flat smooth colors as they paint

Period 6

a.i.1. The students will complete their art work in the style of William H. Johnson a.i.2. The teacher will conduct a critique with the students to see if they have met their objective.

Example:

183 Unit 6: Modern- Post Modern Grade: 8

Computer Art

Brief Description:

In this unit, students explore the artists of the Modern and Post-Modern art. Each of the unit projects will provide the opportunity for the student to take an idea and develop it by following his/her own artistic process. Grade 8 students will be introduce d to the computer as an art tool and create a computer based artwork through the use of a given program (i.e. Photoshop Elements; Paint).

How to Teach It:

Period 1 1. The students will be introduced to the American Pop Art Movement. 2. The students will observe works from Andy Warhol. 3. The students will begin to employ the principles of design in their sketchbooks. Period 2 1. The student will be taught the basics of Photoshop. Period 3 1. Students will use the computer program to design and add color to their piece. Period 4 1. Students will continue to use marker to add color to their piece. 2. When the students are finished they will mount their work on black poster board.

184 Example:

Photography

Brief Description:

In this unit, students explore and understand that the visual arts play an essential role in the world and throughout different society. Each of the unit projects will provide the opportunity for the student to take an idea and develop it throughout various steps of the artistic process. Following an introduction to photography and the technical aspects of using a camera, 7th grade students will demonstrate mastery of concepts through the creation of a class book (or exhibit) documenting a day in the life of a 7th grade student. (4 periods)

How to Teach It:

Period 1 1. The teacher will introduce the students to the basics of photography 2. The student will take notes on his subject matter in their sketch book. 3. Vocabulary words should be utilized to teach concepts. 4. Students can utilize the photography of Ansel Adams

Period 2 1. The student will use two pieces of card stock to create a manual view finder. 2. The teacher will go over what an interesting composition should contain. 3. The teachers will emphasize the principals of design to identify captivating compositions. 4. The students will create five 2 minute sketches of what they think is a good composition.

Period 3 1. The teacher will go over the basics of camera usage 2. The students will use the cameras to take pictures of students in 7th grade life. Period 4 1. The students will create an exhibit or class book as the culminating activity. 2. The students will mount their work on a larger sheet of black poster board. 3. The students will finish this project by having a critique to see if the work produce meets the lesson objectives.

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