Grade 6 Visual Arts Curriculum Guide

TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Unit 1: Principles of Design: Balance

Grade level: Sixth Grade

“I can” Statement: I can identify the of principles of balance and use it in an artwork based on a famous work of art or piece of literature/math. Stage 1: Desired Results Goals: By the end of Sixth Grade, students will:  Engage in exploration and imaginative play with materials.  Engage collaboratively in creative art-making in response to an artistic problem.  Through experimentation, build skills in various media and approaches to art-making.  Identify safe and non-toxic art materials, tools, and equipment.  Create art that represents natural and constructed environments.  Explain the process of making art while creating.  Identify uses of art within one’s personal environment.  Describe what an image represents.  Create art that tells a story about a life experience.

Enduring Understandings: (Anchor Standard 1: Generate and conceptualize artistic ideas and work.)  Creativity and innovative thinking are essential life skills that can be developed.  Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals. (Anchor Standard 2: Organize and develop artistic ideas and work.)  Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.  Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.  People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. (Anchor Standard 3: Refine and complete artistic work.)  Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. (Anchor Standard 7: Perceive and analyze artistic work.)  Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.  Visual imagery influences understanding of and responses to the world. (Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.) TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

 Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. (Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)  People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions: (Anchor Standard 1)  What conditions, attitudes, and behaviors support creativity and innovative thinking?  What factors prevent or encourage people to take creative risks?  How does collaboration expand the creative process?  How does knowing the contexts histories, and traditions of art forms help us create works of art and design?  Why do artists follow or break from established traditions?  How do artists determine what resources and criteria are needed to formulate artistic responses? (Anchor Standard 2)  How do artists work?  How do artists and designers determine whether a particular direction in their work is effective?  How do artists and designers learn from trial and error?  How do artists and designers care for and maintain materials, tools, and equipment?  Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?  How do objects, places, and design shape lives and communities?  How do artists and designers determine goals for designing or redesigning objects, places, or systems?  How do artists and designers create works of art or design that effectively communicate? (Anchor Standard 3)  What role does persistence play in revising, refining, and developing work?  How do artists grow and become accomplished in art forms?  How does collaboratively reflecting on a work help us experience it more completely? (Anchor Standard 7)  How do life experiences influence the way you relate to art?  How does learning about art impact how we perceive the world?  What can we learn from our responses to art?  What is an image?  Where and how do we encounter images in our world?  How do images influence our views of the world? (Anchor Standard 10)  How does engaging in creating art enrich people's lives? TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

 How does making art attune people to their surroundings?  How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? (Anchor Standard 11)  How does art help us understand the lives of people of different times, places, and cultures?  How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit? Content National Core Art Standards Skills: Student Learning Objectives Students will be able to:  Introduction to different art media and how Creating to properly use them. Investigate - Plan - Make  Demonstrate knowledge of the principle of design; VA:Cr 1.1.6a: Combine concepts concentrating in the principle of balance within two-  Physical & Visual Balance. collaboratively to generate dimensional examples as well as creating this innovative ideas for creating art. principle within their original art work.

 Symmetrically, VA:Cr 1.2.6a: Formulate an  Identify Physical & Visual balance in two-dimensional Asymmetrically & Radical. artistic investigation of personally works of art and apply those design in their original relevant content for creating art. artwork.  Composition Investigate  Negative & Space balance. VA:Cr 2.1.6a: Demonstrate openness in trying new ideas,  Experimenting in three-dimensional space materials, methods, and approaches in making works of art and design.  Introduction to critique and evaluating art  Identify symmetrical, asymmetrical, radical balance in work VA:Cr 2.2.6a: Explain two-dimensional works of art and apply those design environmental implications of in their original artwork. conservation, care, and clean-up of art materials, tools, and equipment.

VA:Cr 2.3.6a: Design or redesign objects, places, or systems that meet the identified needs of TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

diverse users.  Identify composition balance in two-dimensional works of art and apply those design in their original Reflect - Refine - Continue artwork. VA:Cr 3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly. Presenting Select VA:Pr 4.1.6a: Analyze similarities and differences associated with preserving and presenting two dimensional, three dimensional, and digital artwork.

Analyze VA:Pr 5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the  Use a variety of art making materials (e.g., paint, needs of the viewer, and the crayons, markers etc.) and color mixing to create layout of the exhibit. realistic, abstract and expressive balance in two- dimensional works of art. Share  Use the principle of design to create two- dimensional VA:Pr 6.1.6a: Assess, explain, artwork based on personal symbols that is seen in and provide evidence of how everyday life (e.g., cityscape, railroad.) museums or other venues reflect  Demonstrate the principle of balance by creating history and values of a three dimensional artwork based on observation of community. the physical world (e.g., landscapes, animals, people) using a variety of media and tools appropriate to the Responding production of the works (e.g., clay and shaping tools, Perceive cardboard, scissors and glue, wire). VA:Re 7.1.6a: Identify and  Use the various materials, tools, techniques and interpret works of art or design demonstrate their knowledge by identifying the that reveal how people live around materials, tools as well as methods they have used. the world and what they value.  After viewing a master work(s) that communicates TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

emotion(s), describe what emotions the artwork VA:Re 7.2.6a: Analyze ways that conveys and how the artist conveys those emotions visual components and cultural (i.e., through content/subject; through medium used; associations suggested by images through use of principle of balance, etc.). Create a influence ideas, emotions, and work of art that tells a story of that emotional actions. response.  Communicate personal responses to a variety of Analyze historical works of art with common subjects or VA:Re 8.1.6a: Interpret art by themes. Responses will describe likes and dislikes distinguishing between relevant through comparing and contrasting characteristics of and non-relevant contextual the various art works. information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.

Interpret VA:Re 9.1.6a: Develop and apply relevant criteria to evaluate a work of art.

Connecting Synthesize VA:Cn 10.1.6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art making.

Relate VA:Cn 11.1.6a: Analyze how art reflects changing times, traditions, resources, and cultural uses TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Stage 2: Assessment Evidence What evidence will show that students understand? Performance Task Option: Students understand the importance of elements of art; SLO

Creating  Document early stages of the creative process visually and/or verbally in traditional or new media.  Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.  Demonstrate willingness to experiment, innovate and take risks to pursue ideas, forms, and meanings that emerge in the process of art making or designing.  Apply relevant criteria to examine reflect on and plan revisions for a work of art or design in progress

Presenting

 Develop and apply criteria for evaluating a collection of art works for presentation.  Collaboratively prepare and present selected theme-based artworks for display, and formulate exhibition narratives for the viewer.

Responding

 Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.

Connecting

 Make art collaboratively to reflect on and reinforce positive aspects of group identity.  Distinguish different ways art is used to represent, establish, reinforce and reflect group identity.

Assessment Task Option:

SLO TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Responding

Students collaboratively examine and respond to a body of contemporary artworks in order to make interpretations of meaning conveyed through such works.

 Construct an interpretation of an artwork supported by reasons based on observations and relevant contextual information.

Creating

Students use knowledge gained to experiment, plan, and make their own artworks to express meaning relevant to a theme or idea important to the group.

 Visually and/or verbally documents early stages of the creative process while generating ideas for art making.  Refer to the methods used by contemporary artists to make meaning when shaping an artistic investigation.  Demonstrate and/or discuss a willingness to try alternate ways of working and experimenting with materials, tools, and ideas.  Identify characteristics of quality specific to the artwork in progress and explain how they were used to make revisions.

Presenting

Students develop an artist statement to accompany their work and prepare both to display.

 Develop criteria for evaluating artworks.  Apply criteria to selecting and evaluating artwork for display.  Select artworks based on a theme to display in a public or private place.  Prepare artworks for display.  Develop an exhibition narrative to guide viewers.

Connecting

Students collaboratively exhibit their work and develop an exhibition narrative to guide viewers.

 Make an individual art work that reflects on and reinforces a collaboratively chosen theme or idea. Contribute to an exhibition narrative that distinguishes how the exhibited art works represent, establish, reinforce, and/or reflect a group TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE theme or idea. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Unit 2: Principles of Design: Contrast

“I can” Statement: I can identify the principles of contrast and use it in an artwork based on a famous work of art or piece of literature/math. Stage 1: Desired Results Goals: By the end of Sixth Grade, students will:  Engage in exploration and imaginative play with materials.  Engage collaboratively in creative art-making in response to an artistic problem.  Through experimentation, build skills in various media and approaches to art-making.  Identify safe and non-toxic art materials, tools, and equipment.  Create art that represents natural and constructed environments.  Explain the process of making art while creating.  Identify uses of art within one’s personal environment.  Describe what an image represents.  Create art that tells a story about a life experience. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Enduring Understandings: (Anchor Standard 1: Generate and conceptualize artistic ideas and work.)  Creativity and innovative thinking are essential life skills that can be developed.  Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. (Anchor Standard 2: Organize and develop artistic ideas and work.)  Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.  Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.  People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. (Anchor Standard 3: Refine and complete artistic work.)  Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. (Anchor Standard 7: Perceive and analyze artistic work.)  Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.  Visual imagery influences understanding of and responses to the world. (Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.)  Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. (Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)  People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions: (Anchor Standard 1)  What conditions, attitudes, and behaviors support creativity and innovative thinking?  What factors prevent or encourage people to take creative risks?  How does collaboration expand the creative process?  How does knowing the contexts histories, and traditions of art forms help us create works of art and design?  Why do artists follow or break from established traditions?  How do artists determine what resources and criteria are needed to formulate artistic responses? (Anchor Standard 2)  How do artists work?  How do artists and designers determine whether a particular direction in their work is effective?  How do artists and designers learn from trial and error?  How do artists and designers care for and maintain materials, tools, and equipment?  Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?  How do objects, places, and design shape lives and communities? TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

 How do artists and designers determine goals for designing or redesigning objects, places, or systems?  How do artists and designers create works of art or design that effectively communicate? (Anchor Standard 3)  What role does persistence play in revising, refining, and developing work?  How do artists grow and become accomplished in art forms?  How does collaboratively reflecting on a work help us experience it more completely? (Anchor Standard 7)  How do life experiences influence the way you relate to art?  How does learning about art impact how we perceive the world?  What can we learn from our responses to art?  What is an image?  Where and how do we encounter images in our world?  How do images influence our views of the world? (Anchor Standard 10)  How does engaging in creating art enrich people's lives?  How does making art attune people to their surroundings?  How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? (Anchor Standard 11)  How does art help us understand the lives of people of different times, places, and cultures?  How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit? Content National Core Art Standards Skills: Student Learning Objectives Students will be able to: TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

 Introduction to different art media and how Creating to properly use them. Investigate - Plan - Make  Demonstrate knowledge of the principle of design; VA:Cr 1.1.6a: Combine concepts concentrating in the principle of contrast within two-  Negative & Positive space. collaboratively to generate dimensional examples as well as creating this innovative ideas for creating art. principle within their original art work.  Identify the negative & positive space two-  High, Low & balance contrast. VA:Cr 1.2.6a: Formulate an dimensional works of art and apply those design in artistic investigation of personally their original artwork. relevant content for creating art.  Pattern Contrast: intricate pattern vs. no pattern Investigate VA:Cr 2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

 Edge Contrast: hard edge vs. soft VA:Cr 2.2.6a: Explain edges environmental implications of  Compare the similarities between the principle of conservation, care, and clean-up balance and contrast within two-dimensional art work.  Value Contrast: dark, middle and light of art materials, tools, and values equipment.  Distinguish the difference between high, low and balanced contrast. VA:Cr 2.3.6a: Design or redesign objects, places, or systems that meet the identified needs of diverse users.

Reflect - Refine - Continue VA:Cr 3.1.6a: Reflect on whether  Intensity Contrast: pure colors vs. personal artwork conveys the muted color intended meaning and revise accordingly. Presenting  Recognize the qualities of the principle of contrast Select including but limited to the eight different kinds of VA:Pr 4.1.6a: Analyze similarities contrast within the two-dimensional works of art and TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

 Temperature Contrast: cool colors vs. and differences associated with apply similar use of varied contrast in their original warm colors preserving and presenting two artwork. dimensional, three dimensional,  Identify the principles of contrast in famous, self- and digital artwork. generated, and peer artwork and apply these principles to the creation of original artwork. Analyze  Use modeling tools to create three-dimensional forms VA:Pr 5.1.6a: Individually or both in the round and relief. collaboratively, develop a visual  Recognize and use to create symbols of contrast. plan for displaying works of art,  Texture Contrast: textured vs. smooth Use a variety of art making materials and color mixing analyzing exhibit space, the to create realistic, abstract and expressive two- needs of the viewer, and the dimensional works of art. layout of the exhibit.  Use the principle to create two- dimensional artwork based on personal symbols that is seen in everyday Share life. VA:Pr 6.1.6a: Assess, explain,  Use the various materials, tools and techniques and and provide evidence of how demonstrate their knowledge by identifying the  Shape Contrast: organic shapes vs. museums or other venues reflect materials, tools and methods they have used. geometric shapes. history and values of a community.  After viewing a master work(s) that communicates emotion(s), describe what emotions the artwork Responding conveys and how the artist conveys those emotions Perceive (i.e., through content/subject; through medium used; VA:Re 7.1.6a: Identify and through use of contrast, etc.). Create a work of art interpret works of art or design that tells a story of that emotional response. that reveal how people live around the world and what they value.  Size Contrast: large shapes vs. small  Communicate personal responses to a variety of shapes historical works of art with common subjects or VA:Re 7.2.6a: Analyze ways that themes. Responses will describe likes and dislikes visual components and cultural  Experimenting in three-dimensional space through comparing and contrasting characteristics of associations suggested by images the various art works. influence ideas, emotions, and  Introduction to critique and evaluating art actions. work Analyze VA:Re 8.1.6a: Interpret art by distinguishing between relevant TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.

Relate VA:Cn 11.1.6a: Analyze how art reflects changing times, traditions, resources, and cultural uses

Stage 2: Assessment Evidence What evidence will show that students understand? Performance Task Option: Students understand the importance of elements of art; SLO

Creating  Document early stages of the creative process visually and/or verbally in traditional or new media.  Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.  Demonstrate willingness to experiment, innovate and take risks to pursue ideas, forms, and meanings that emerge in the process of art TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

making or designing.  Apply relevant criteria to examine reflect on and plan revisions for a work of art or design in progress

Presenting

Responding

Connecting

Assessment Task Option:

SLO Responding

Creating

Students use knowledge gained to experiment, plan, and make their own artworks to express TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE meaning relevant to a theme or idea important to the group.

Presenting

Connecting

 Make an individual art work that reflects on and reinforces a collaboratively chosen theme or idea. Contribute to an exhibition narrative that distinguishes how the exhibited art works represent, establish, reinforce, and/or reflect a group theme or idea. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Unit 3: Principles of Design: Emphasis

“I can” Statement: I can identify the principle of emphasis and use it in an artwork based on a famous work of art or piece of literature/math. Stage 1: Desired Results Goals: By the end of Sixth Grade, students will:  Engage in exploration and imaginative play with materials.  Engage collaboratively in creative art-making in response to an artistic problem.  Through experimentation, build skills in various media and approaches to art-making.  Identify safe and non-toxic art materials, tools, and equipment.  Create art that represents natural and constructed environments.  Explain the process of making art while creating.  Identify uses of art within one’s personal environment.  Describe what an image represents.  Create art that tells a story about a life experience.

Enduring Understandings: (Anchor Standard 1: Generate and conceptualize artistic ideas and work.)  Creativity and innovative thinking are essential life skills that can be developed.  Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals. (Anchor Standard 2: Organize and develop artistic ideas and work.)  Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.  Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.  People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. (Anchor Standard 3: Refine and complete artistic work.)  Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. (Anchor Standard 7: Perceive and analyze artistic work.)  Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

 Visual imagery influences understanding of and responses to the world. (Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.)  Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. (Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)  People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions: Anchor Standard 1)  What conditions, attitudes, and behaviors support creativity and innovative thinking?  What factors prevent or encourage people to take creative risks?  How does collaboration expand the creative process?  How does knowing the contexts histories, and traditions of art forms help us create works of art and design?  Why do artists follow or break from established traditions?  How do artists determine what resources and criteria are needed to formulate artistic responses? (Anchor Standard 2)  How do artists work?  How do artists and designers determine whether a particular direction in their work is effective?  How do artists and designers learn from trial and error?  How do artists and designers care for and maintain materials, tools, and equipment?  Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?  How do objects, places, and design shape lives and communities?  How do artists and designers determine goals for designing or redesigning objects, places, or systems?  How do artists and designers create works of art or design that effectively communicate? (Anchor Standard 3)  What role does persistence play in revising, refining, and developing work?  How do artists grow and become accomplished in art forms?  How does collaboratively reflecting on a work help us experience it more completely? (Anchor Standard 7)  How do life experiences influence the way you relate to art?  How does learning about art impact how we perceive the world?  What can we learn from our responses to art?  What is an image?  Where and how do we encounter images in our world?  How do images influence our views of the world? TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

(Anchor Standard 9)  How does one determine criteria to evaluate a work of art?  How and why might criteria vary?  How is a personal preference different from an evaluation? (Anchor Standard 10)  How does engaging in creating art enrich people's lives?  How does making art attune people to their surroundings?  How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? (Anchor Standard 11)  How does art help us understand the lives of people of different times, places, and cultures?  How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit? Content National Core Art Standards Skills: Student Learning Objectives Students will be able to:  Introduction to different art media and how Creating to properly use them. Investigate - Plan - Make  Demonstrate knowledge of the principle of design; VA:Cr 1.1.6a: Combine concepts concentrating in the principle of emphasis within two-  Placement collaboratively to generate dimensional examples as well as creating this innovative ideas for creating art. principle within their original art work.  Focal Point  Explain the importance of placement when creating VA:Cr 1.2.6a: Formulate an original two-dimensional art work demonstrating the  Isolation artistic investigation of personally principle of emphasis. relevant content for creating art.  Emphasis & Subordination. Investigate VA:Cr 2.1.6a: Demonstrate  Dominant & Non-dominant characteristics. openness in trying new ideas, materials, methods, and  Experimenting in three-dimensional space approaches in making works of art and design.  Introduction to critique and evaluating art work VA:Cr 2.2.6a: Explain  Describe the use of isolation when creating original environmental implications of two-dimensional art work demonstrating principle of TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

conservation, care, and clean-up emphasis. of art materials, tools, and equipment.

VA:Cr 2.3.6a: Design or redesign objects, places, or systems that meet the identified needs of diverse users.

Reflect - Refine - Continue  Locate the focal point in two-dimensional examples VA:Cr 3.1.6a: Reflect on whether and support their understanding of the focal point personal artwork conveys the within their original art work. intended meaning and revise accordingly. Presenting Select VA:Pr 4.1.6a: Analyze similarities and differences associated with preserving and presenting two dimensional, three dimensional, and digital artwork.

Analyze VA:Pr 5.1.6a: Individually or  Recognized the relations between emphasis vs. collaboratively, develop a visual subordination two-dimensional works of art and apply plan for displaying works of art, those design in their original artwork. analyzing exhibit space, the needs of the viewer, and the layout of the exhibit.

Share VA:Pr 6.1.6a: Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Responding Perceive VA:Re 7.1.6a: Identify and interpret works of art or design that reveal how people live around the world and what they value.

VA:Re 7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.  Distinguish between dominate and non-dominate characteristics within two-dimensional examples and Analyze in their original art work. VA:Re 8.1.6a: Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed.

Connecting Synthesize VA:Cn 10.1.6a: Generate a collection of ideas reflecting current interests and concerns  Apply the principle of emphasis while including but that could be investigated in art not limited to highlight, color and size in famous, self- making. generated, and peer artwork and apply these TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

elements to the creation of original artwork. Relate VA:Cn 11.1.6a: Analyze how art reflects changing times, traditions, resources, and cultural uses

 Use modeling tools to create three-dimensional forms both in the round and relief.  Recognize as well as demonstrate contrast and emphasis to create symbols. Use a variety of art making materials (e.g., paint, crayons, markers etc.) to create realistic, abstract and expressive two- dimensional works of art.  Use the principle of emphasis to create two- dimensional artwork based on personal symbols that is seen in everyday life.  Use the principles of balance, contrast, and emphasis to create 3 dimensional artwork based on observation of the physical world (e.g., containers, animals, people) using a variety of media and tools appropriate to the production of the works (e.g., clay and shaping tools, cardboard, scissors and glue, wire).  Use the various materials, tools and techniques and demonstrate their knowledge by identifying the materials, tools and methods they have used  After viewing a master work(s) that communicates emotion(s), describe what emotions the artwork conveys and how the artist conveys those emotions (i.e., through content/subject; through medium used; through use of line, shape, color, repetition, etc.). TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Create a work of art that tells a story of that emotional response.  Observe the basic (i.e., line, shape, and color) and principals of design (i.e., balance, contrast, emphasis etc.) and share those observations with peers in a group critique of a work(s) of art.

Stage 2: Assessment Evidence What evidence will show that students understand? Performance Task Options: SLO Creating  Document early stages of the creative process visually and/or verbally in traditional or new media.  Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.  Demonstrate willingness to experiment, innovate and take risks to pursue ideas, forms, and meanings that emerge in the process of art making or designing.  Apply relevant criteria to examine reflect on and plan revisions for a work of art or design in progress

Presenting

Responding

 Interpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Connecting

Performance Task Options:

SLO Responding

Creating

Presenting

Students develop an artist statement to accompany their work and prepare both to display. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Connecting

 Make an individual art work that reflects on and reinforces a collaboratively chosen theme or idea. Contribute to an exhibition narrative that distinguishes how the exhibited art works represent, establish, reinforce, and/or reflect a group theme or idea. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Unit 4: Principle of Design: Movement

“I can” Statement: I can identify the principles of movement and use it in an artwork based on a famous work of art and/or piece of literature/math. Stage 1: Desired Results Goals: By the end of Sixth Grade, students will:  Engage in exploration and imaginative play with materials.  Engage collaboratively in creative art-making in response to an artistic problem.  Through experimentation, build skills in various media and approaches to art-making.  Identify safe and non-toxic art materials, tools, and equipment.  Create art that represents natural and constructed environments.  Explain the process of making art while creating.  Identify uses of art within one’s personal environment.  Describe what an image represents.  Create art that tells a story about a life experience. TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Enduring Understandings: (Anchor Standard 1: Generate and conceptualize artistic ideas and work.)  Creativity and innovative thinking are essential life skills that can be developed.  Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. (Anchor Standard 2: Organize and develop artistic ideas and work.)  Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.  Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.  People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. (Anchor Standard 3: Refine and complete artistic work.)  Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. (Anchor Standard 7: Perceive and analyze artistic work.)  Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.  Visual imagery influences understanding of and responses to the world. (Anchor Standard 9: Apply criteria to evaluate artistic work.)  People evaluate art based on various criteria. (Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.)  Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. (Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)  People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions: Anchor Standard 1)  What conditions, attitudes, and behaviors support creativity and innovative thinking?  What factors prevent or encourage people to take creative risks?  How does collaboration expand the creative process?  How does knowing the contexts histories, and traditions of art forms help us create works of art and design?  Why do artists follow or break from established traditions?  How do artists determine what resources and criteria are needed to formulate artistic responses? (Anchor Standard 2)  How do artists work?  How do artists and designers determine whether a particular direction in their work is effective?  How do artists and designers learn from trial and error?  How do artists and designers care for and maintain materials, tools, and equipment? TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

 Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?  How do objects, places, and design shape lives and communities?  How do artists and designers determine goals for designing or redesigning objects, places, or systems?  How do artists and designers create works of art or design that effectively communicate? (Anchor Standard 3)  What role does persistence play in revising, refining, and developing work?  How do artists grow and become accomplished in art forms?  How does collaboratively reflecting on a work help us experience it more completely? (Anchor Standard 7)  How do life experiences influence the way you relate to art?  How does learning about art impact how we perceive the world?  What can we learn from our responses to art?  What is an image?  Where and how do we encounter images in our world?  How do images influence our views of the world? (Anchor Standard 9)  How does one determine criteria to evaluate a work of art?  How and why might criteria vary?  How is a personal preference different from an evaluation? (Anchor Standard 10)  How does engaging in creating art enrich people's lives?  How does making art attune people to their surroundings?  How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? (Anchor Standard 11)  How does art help us understand the lives of people of different times, places, and cultures?  How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit? Content National Core Art Standards Skills: Student Learning Objectives Students will be able to:  Introduction to different art media and how Creating to properly use them Investigate - Plan - Make  Identify knowledge of the principle of design;  Motion VA:Cr 1.1.6a: Combine concepts concentrating in the principle of movement within two- TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

collaboratively to generate dimensional examples as well as creating this  Rhythm innovative ideas for creating art. principle within their original art work.

 Experimenting in three-dimensional space VA:Cr 1.2.6a: Formulate an  Define and demonstrate how the principle of artistic investigation of personally movement as the path the viewer’s eye takes through  Introduction to critique and evaluating art relevant content for creating art. the artwork within their two-dimensional artwork. work Investigate VA:Cr 2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

VA:Cr 2.2.6a: Explain environmental implications of conservation, care, and clean-up of art materials, tools, and  Identify the principle of design, focusing on the equipment. principle of movement including but not limited to line VA:Cr 2.3.6a: Design or redesign weight, pattern, color and rhythm in famous, self- objects, places, or systems that generated, and peer artwork and apply these meet the identified needs of elements to the creation of original artwork. diverse users.  Identify and Integrate motion or movement in a visual image occurs when objects seem to be moving in Reflect - Refine - Continue their original art work. VA:Cr 3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly. Presenting Select VA:Pr 4.1.6a: Analyze similarities and differences associated with preserving and presenting two dimensional, three dimensional,  Describe the difference between movement and TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

and digital artwork. rhythm basic verbal vocabulary and incorporate basic shapes in original pieces of art to support the Analyze narrative content. VA:Pr 5.1.6a: Individually or  Recognize and use movement to create symbols. collaboratively, develop a visual Use a variety of art making materials and color mixing plan for displaying works of art, to create realistic, abstract and expressive two- analyzing exhibit space, the dimensional works of art. needs of the viewer, and the layout of the exhibit.

Share VA:Pr 6.1.6a: Assess, explain, and provide evidence of how museums or other venues reflect history and values of a community.  Use the principle of movement to create two- Responding dimensional artwork based on personal symbols that Perceive is seen in everyday life. VA:Re 7.1.6a: Identify and  Use the elements of shape, texture and color to interpret works of art or design create 3 dimensional artwork based on observation of that reveal how people live around the physical world using a variety of media and tools the world and what they value. appropriate to the production of the art works.

VA:Re 7.2.6a: Analyze ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions.

Analyze VA:Re 8.1.6a: Interpret art by distinguishing between relevant and non-relevant contextual information and analyzing subject  Use the various materials, tools and techniques and matter, characteristics of form and demonstrate their knowledge by identifying the materials, tools and methods they have used to TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

structure, and use of media to create movement. identify ideas and mood conveyed.  After viewing a master work(s) that communicates emotion(s), describe what emotions the artwork Interpret conveys and how the artist conveys those emotions VA:Re 9.1.6a: Develop and apply (i.e., through content/subject; through medium used; relevant criteria to evaluate a work through use of line, shape, color, repetition, etc.). of art. Create a work of art that tells a story of that emotional response. Connecting Synthesize VA:Cn 10.1.6a: Generate a collection of ideas reflecting current interests and concerns that could be investigated in art making.

Relate VA:Cn 11.1.6a: Analyze how art reflects changing times, traditions, resources, and cultural uses

 Observe the elements of art and principals of design and share those observations with peers in a group critique of a work(s) of art.  Observe a work(s) of art and give reasons for liking or disliking the artwork(s), using elements of art and principals of design as their basis for personal observations.

Stage 2: Assessment Evidence What evidence will show that students understand? TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

Performance Task Options: SLO Creating  Document early stages of the creative process visually and/or verbally in traditional or new media.  Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.  Demonstrate willingness to experiment, innovate and take risks to pursue ideas, forms, and meanings that emerge in the process of art making or designing.  Apply relevant criteria to examine reflect on and plan revisions for a work of art or design in progress

Presenting

Responding

Connecting

Performance Task Options: TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE

SLO Assessment Task Option:

Responding

Creating

Presenting

Connecting TRENTON PUBLIC SCHOOLS GRADE 6 VISUAL ARTS CURRICULUM GUIDE Unit 5: Principles of Design: Pattern

“I can” Statement: I can identify the principles of pattern and use it in an artwork based on a famous work of art and/or piece of literature. Stage 1: Desired Results Goals: By the end of Sixth Grade, students will:  Engage in exploration and imaginative play with materials.  Engage collaboratively in creative art-making in response to an artistic problem.  Through experimentation, build skills in various media and approaches to art-making.  Identify safe and non-toxic art materials, tools, and equipment.  Create art that represents natural and constructed environments.  Explain the process of making art while creating.  Explain the purpose of a portfolio or collection.  Explain what an art museum is and distinguish how an art museum is different from other buildings.  Identify uses of art within one’s personal environment.  Describe what an image represents.  Create art that tells a story about a life experience.

Enduring Understandings: (Anchor Standard 1: Generate and conceptualize artistic ideas and work.)  Creativity and innovative thinking are essential life skills that can be developed.  Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. (Anchor Standard 2: Organize and develop artistic ideas and work.)  Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.  Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.  People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. (Anchor Standard 3: Refine and complete artistic work.)  Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. (Anchor Standard 5: Develop and refine artistic techniques and work for presentation.)  Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. (Anchor Standard 6: Convey meaning through the presentation of artistic work.)  Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. (Anchor Standard 7: Perceive and analyze artistic work.)  Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.  Visual imagery influences understanding of and responses to the world. (Anchor Standard 9: Apply criteria to evaluate artistic work.)  People evaluate art based on various criteria. (Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.)  Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. (Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)  People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions: Anchor Standard 1)  What conditions, attitudes, and behaviors support creativity and innovative thinking?  What factors prevent or encourage people to take creative risks?  How does collaboration expand the creative process?  How does knowing the contexts histories, and traditions of art forms help us create works of art and design?  Why do artists follow or break from established traditions?  How do artists determine what resources and criteria are needed to formulate artistic responses? (Anchor Standard 2)  How do artists work?  How do artists and designers determine whether a particular direction in their work is effective?  How do artists and designers learn from trial and error?  How do artists and designers care for and maintain materials, tools, and equipment?  Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?  How do objects, places, and design shape lives and communities?  How do artists and designers determine goals for designing or redesigning objects, places, or systems?  How do artists and designers create works of art or design that effectively communicate? (Anchor Standard 3)  What role does persistence play in revising, refining, and developing work?  How do artists grow and become accomplished in art forms?  How does collaboratively reflecting on a work help us experience it more completely? (Anchor Standard 5)  What methods and processes are considered when preparing artwork for presentation or preservation?  How does refining artwork affect its meaning to the viewer?  What criteria are considered when selecting work for presentation, a portfolio, or a collection? (Anchor Standard 6)  What is an art museum?  How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?  How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding? (Anchor Standard 7)  How do life experiences influence the way you relate to art?  How does learning about art impact how we perceive the world?  What can we learn from our responses to art?  What is an image?  Where and how do we encounter images in our world?  How do images influence our views of the world? (Anchor Standard 9)  How does one determine criteria to evaluate a work of art?  How and why might criteria vary?  How is a personal preference different from an evaluation? (Anchor Standard 10)  How does engaging in creating art enrich people's lives?  How does making art attune people to their surroundings?  How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? (Anchor Standard 11)  How does art help us understand the lives of people of different times, places, and cultures?  How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit? Content National Core Art Standards Skills: Student Learning Objectives Students will be able to:  Introduction to different art media and how Creating  Identify knowledge of the principle of design; to properly use them. Investigate - Plan - Make concentrating in the principle of pattern within two- VA:Cr 1.1.6a: Combine concepts dimensional examples as well as creating this  Repetition collaboratively to generate principle within their original art work. innovative ideas for creating art.  Regular Pattern  Define pattern as repeating visual elements such as VA:Cr 1.2.6a: Formulate an line, color, shape, texture, value or image tends to artistic investigation of personally unify the total effect of a work of art as well as create relevant content for creating art. rhythm within their original art work.

Investigate  Distinguish how repetition is related to pattern and  Irregular Patterns VA:Cr 2.1.6a: Demonstrate how patterns with repetition are used to create the openness in trying new ideas, illusion of movement. materials, methods, and approaches in making works of art and design.  Radiations Patterns. VA:Cr 2.2.6a: Explain environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.

VA:Cr 2.3.6a: Design or redesign objects, places, or systems that  Gradation Pattern. meet the identified needs of diverse users.  Identify the principle of pattern including line weight, Reflect - Refine - Continue color and texture in famous, self-generated, and peer VA:Cr 3.1.6a: Reflect on whether artwork and apply these patterns to the creation of personal artwork conveys the original artwork. intended meaning and revise accordingly.  Describe the difference between regular and irregular Presenting  Introduction to critique and evaluating art pattern in basic verbal vocabulary and incorporate Select work basic shapes in original pieces of art to support the VA:Pr 4.1.6a: Analyze similarities narrative content. and differences associated with preserving and presenting two  Use modeling tools to create three-dimensional dimensional, three dimensional, patterns both in the round and relief. and digital artwork.  Recognize and use different forms of pattern to create Analyze symbols. VA:Pr 5.1.6a: Individually or collaboratively, develop a visual  Recognized the relations between pattern and plan for displaying works of art, rhythm two-dimensional works of art and apply those analyzing exhibit space, the design in their original artwork. needs of the viewer, and the layout of the exhibit.  Use a variety of art making materials and color mixing to create realistic, abstract and expressive two- Share dimensional works of art. VA:Pr 6.1.6a: Assess, explain, and provide evidence of how  Identify how various types of patterns can be found in museums or other venues reflect every environment, picture or artwork. Demonstrate history and values of a how these patterns form shapes, can be expressive, community. and/or be used to imply motion throughout a piece of art. Responding Perceive  Demonstrate how lines, color, and media VA:Re 7.1.6a: Identify and manipulation can be combined to make a texture or interpret works of art or design pattern through the creation of original artwork. that reveal how people live around Identify how artists use line to suggest pattern and the world and what they value. describe how the appearance of pattern changes depending on the different colors employed in or VA:Re 7.2.6a: Analyze ways that suggested by the artwork. visual components and cultural associations suggested by images  Manipulate patterns to create shapes, forms, and influence ideas, emotions, and other visual elements which aid in the creation of actions. visual stories and describe ways that known artists use shape and form to tell stories. Analyze

VA:Re 8.1.6a: Interpret art by distinguishing between relevant  Examine three-dimensional art by famous artists. and non-relevant contextual Use appropriate vocabulary to describe the methods information and analyzing subject and materials used to make their art and employ an matter, characteristics of form and array of art mediums and appropriate tools in the production of original works of art. structure, and use of media to identify ideas and mood conveyed.

Connecting Synthesize  Create two and three-dimensional art works, using VA:Cn 10.1.6a: Generate a age-appropriate themes drawn from oral stories as a collection of ideas reflecting basis for pictorial representation. current interests and concerns  Apply knowledge of visual communication by using that could be investigated in art existing symbols and/or invented symbols within the making. pictorial narrative.  Identify various subject matter artists select for their Relate works of art. VA:Cn 11.1.6a: Analyze how art  Compare and contrast various subject matters in both reflects changing times, traditions, cultural and historical works of art that evoke emotion resources, and cultural uses and/or communicate a cultural meaning.  Create a visual story that illustrates a personal response to an art experience  Observe unity and select one principle of a work of art and describe how the artist used that principle to convey an emotion or idea.  Recognize, identify and describe how an artist uses principle of unity in works of art to communicate ideas and/or emotions.  Share personal opinions about particular works of art and use principles of positive critique to share reasons for like and dislikes about the work.  Recognize, identify and describe contextual clues embedded in works of art.  Share personal opinions about likes or dislikes pertaining to the various themes in works of art. Stage 2: Assessment Evidence What evidence will show that students understand? Performance Task Options: SLO Creating  Document early stages of the creative process visually and/or verbally in traditional or new media.  Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.  Demonstrate willingness to experiment, innovate and take risks to pursue ideas, forms, and meanings that emerge in the process of art making or designing.  Apply relevant criteria to examine reflect on and plan revisions for a work of art or design in progress

Presenting

Responding

Connecting

 Make art collaboratively to reflect on and reinforce positive aspects of group identity.  Distinguish different ways art is used to represent, establish, reinforce and reflect group identity. Assessment Task Options:

SLO Responding

Creating

Presenting

Connecting

 Make an individual art work that reflects on and reinforces a collaboratively chosen theme or idea. Contribute to an exhibition narrative that distinguishes how the exhibited art works represent, establish, reinforce, and/or reflect a group theme or idea. Unit 6: Principles of Design: Rhythm

“I can” Statement: I can identify the principles of rhythm and use it in an artwork based on a famous work of art and/or piece of literature/math. Stage 1: Desired Results Goals: By the end of Sixth Grade, students will:  Engage in exploration and imaginative play with materials.  Engage collaboratively in creative art-making in response to an artistic problem.  Through experimentation, build skills in various media and approaches to art-making.  Identify safe and non-toxic art materials, tools, and equipment.  Create art that represents natural and constructed environments.  Explain the process of making art while creating.  Explain the purpose of a portfolio or collection.  Explain what an art museum is and distinguish how an art museum is different from other buildings.  Identify uses of art within one’s personal environment.  Describe what an image represents.  Create art that tells a story about a life experience.

Enduring Understandings: (Anchor Standard 1: Generate and conceptualize artistic ideas and work.)  Creativity and innovative thinking are essential life skills that can be developed.  Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative art making goals. (Anchor Standard 2: Organize and develop artistic ideas and work.)  Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.  Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.  People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. (Anchor Standard 3: Refine and complete artistic work.)  Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. (Anchor Standard 5: Develop and refine artistic techniques and work for presentation.)  Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. (Anchor Standard 6: Convey meaning through the presentation of artistic work.)  Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. (Anchor Standard 7: Perceive and analyze artistic work.)  Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.  Visual imagery influences understanding of and responses to the world. (Anchor Standard 9: Apply criteria to evaluate artistic work.)  People evaluate art based on various criteria. (Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.)  Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. (Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)  People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions: (Anchor Standard 1)  What conditions, attitudes, and behaviors support creativity and innovative thinking?  What factors prevent or encourage people to take creative risks?  How does collaboration expand the creative process?  How does knowing the contexts histories, and traditions of art forms help us create works of art and design?  Why do artists follow or break from established traditions?  How do artists determine what resources and criteria are needed to formulate artistic responses? (Anchor Standard 2)  How do artists work?  How do artists and designers determine whether a particular direction in their work is effective?  How do artists and designers learn from trial and error?  How do artists and designers care for and maintain materials, tools, and equipment?  Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?  How do objects, places, and design shape lives and communities?  How do artists and designers determine goals for designing or redesigning objects, places, or systems?  How do artists and designers create works of art or design that effectively communicate? (Anchor Standard 3)  What role does persistence play in revising, refining, and developing work?  How do artists grow and become accomplished in art forms?  How does collaboratively reflecting on a work help us experience it more completely? (Anchor Standard 5)  What methods and processes are considered when preparing artwork for presentation or preservation?  How does refining artwork affect its meaning to the viewer?  What criteria are considered when selecting work for presentation, a portfolio, or a collection? (Anchor Standard 6)  What is an art museum?  How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?  How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding? (Anchor Standard 7)  How do life experiences influence the way you relate to art?  How does learning about art impact how we perceive the world?  What can we learn from our responses to art?  What is an image?  Where and how do we encounter images in our world?  How do images influence our views of the world? (Anchor Standard 9)  How does one determine criteria to evaluate a work of art?  How and why might criteria vary?  How is a personal preference different from an evaluation? (Anchor Standard 10)  How does engaging in creating art enrich people's lives?  How does making art attune people to their surroundings?  How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? (Anchor Standard 11)  How does art help us understand the lives of people of different times, places, and cultures?  How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit? Content National Core Art Standards Skills: Student Learning Objectives Students will be able to:  Introduction to different art media and how Creating to properly use them. Investigate - Plan - Make  Identify knowledge of the principle of design;  Linear Rhythm VA:Cr 1.1.6a: Combine concepts concentrating in the principle of rhythm within two- collaboratively to generate dimensional examples as well as creating this innovative ideas for creating art. principle within their original art work.

VA:Cr 1.2.6a: Formulate an  Define and demonstrate how the principle of rhythm artistic investigation of personally as the repetition of visual movement - colors, shapes relevant content for creating art. or lines.  Indicate the parallels between rhythm in sound/ music  Alternating Rhythm. Investigate with similarities of rhythm in a visual composition. VA:Cr 2.1.6a: Demonstrate  Demonstrate the use of alternation patterning in openness in trying new ideas, which a sequence of repeating motifs are presented materials, methods, and in turn; (short/long; fat/thin; round/square; dark/light.) approaches in making works of art  Describe the difference and similarities between and design. rhythm and movement basic verbal vocabulary and incorporate basic shapes in original pieces of art to VA:Cr 2.2.6a: Explain support the narrative content. environmental implications of   Use modeling tools to create three-dimensional forms conservation, care, and clean-up  Introduction to critique and evaluating art both in the round and relief. of art materials, tools, and  Recognize as well as use line and rhythm to create work equipment. symbols. VA:Cr 2.3.6a: Design or redesign  Use a variety of art making materials (e.g., paint, objects, places, or systems that crayons, markers etc.) and color mixing to create meet the identified needs of realistic, abstract and expressive two-dimensional works of art. diverse users.  Identify how various types of line that is related to rhythm can be found in every environment, picture or Reflect - Refine - Continue artwork. Demonstrate how these lines form shapes, VA:Cr 3.1.6a: Reflect on whether can be expressive, and/or be used to imply rhythm personal artwork conveys the throughout a piece of art. intended meaning and revise  Demonstrate how principle of design can be accordingly. combined to make a rhythm through the creation of Presenting original artwork. Identify how artists use line to Select suggest texture and describe how the appearance of VA:Pr 4.1.6a: Analyze similarities texture changes depending on the different surfaces and differences associated with employed in or suggested by the artwork. preserving and presenting two  Manipulate designs to create rhythm, patterns, and dimensional, three dimensional, other visual principles which aid in the creation of and digital artwork. visual stories and describe ways that known artists use shape and form to tell stories. Analyze  Examine three-dimensional art by famous artists. VA:Pr 5.1.6a: Individually or Use appropriate vocabulary to describe the methods collaboratively, develop a visual and materials used to make their art and employ an plan for displaying works of art, array of art mediums and appropriate tools in the analyzing exhibit space, the production of original works of art. needs of the viewer, and the  Use Rhythm and color to create textures and/or layout of the exhibit. patterns in two and three-dimensional artwork that is based on observation of everyday life. Share  Using common materials found in the environment VA:Pr 6.1.6a: Assess, explain, apply knowledge of to create a three- dimensional and provide evidence of how artwork based on the culture of everyday life. museums or other venues reflect  Create two and three-dimensional art works, using history and values of a age-appropriate themes drawn from oral stories as a community. basis for pictorial representation. Apply knowledge of visual communication by using existing symbols Responding and/or invented symbols within the pictorial narrative. Perceive VA:Re 7.1.6a: Identify and  Identify various subject matter artists select for their interpret works of art or design works of art. that reveal how people live around  Compare and contrast various subject matters in both the world and what they value. cultural and historical works of art that evoke emotion and/or communicate a cultural meaning.  Create a visual story that illustrates a personal VA:Re 7.2.6a: Analyze ways that response to an art experience (e.g., a class trip to a visual components and cultural museum, a virtual tour of an art exhibit). associations suggested by images  Observe and select one element of a work of art and influence ideas, emotions, and describe how the artist used that element to convey actions. an emotion or idea.  Recognize, identify and describe how an artist uses Analyze rhythm, pattern, movement in works of art to VA:Re 8.1.6a: Interpret art by communicate ideas and/or emotions. distinguishing between relevant  Share personal opinions about particular works of art and non-relevant contextual and use principles of positive critique to share information and analyzing subject reasons for like and dislikes about the work. matter, characteristics of form and  Recognize, identify and describe emotional reflection structure, and use of media to using the principle of Rhythm in their original works of identify ideas and mood art. conveyed.  Share personal opinions about likes or dislikes pertaining to the various themes in works of art (e.g., Interpret family, neighborhood) and give reasons for their VA:Re 9.1.6a: Develop and apply opinions. relevant criteria to evaluate a work of art.

Relate VA:Cn 11.1.6a: Analyze how art reflects changing times, traditions, resources, and cultural uses Stage 2: Assessment Evidence What evidence will show that students understand?

Performance Task Options: SLO Creating  Document early stages of the creative process visually and/or verbally in traditional or new media.  Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.  Demonstrate willingness to experiment, innovate and take risks to pursue ideas, forms, and meanings that emerge in the process of art making or designing.  Apply relevant criteria to examine reflect on and plan revisions for a work of art or design in progress

Presenting

Responding

Connecting

SLO Responding

Creating

Presenting

Connecting

Students collaboratively exhibit their work and develop an exhibition narrative to guide viewers.  Make an individual art work that reflects on and reinforces a collaboratively chosen theme or idea. Contribute to an exhibition narrative that distinguishes how the exhibited art works represent, establish, reinforce, and/or reflect a group theme or idea. Unit 7: Principles of Design: Unity

“I can” Statement: I can identify the principles of unity and use it in an artwork based on a famous work of art and/or piece of literature/math. Stage 1: Desired Results Goals: By the end of sixth Grade, students will:  Engage in exploration and imaginative play with materials.  Engage collaboratively in creative art-making in response to an artistic problem.  Through experimentation, build skills in various media and approaches to art-making.  Identify safe and non-toxic art materials, tools, and equipment.  Create art that represents natural and constructed environments.  Explain the process of making art while creating.  Explain the purpose of a portfolio or collection.  Explain what an art museum is and distinguish how an art museum is different from other buildings.  Identify uses of art within one’s personal environment.  Describe what an image represents.  Create art that tells a story about a life experience.

Enduring Understandings: (Anchor Standard 1: Generate and conceptualize artistic ideas and work.)  Creativity and innovative thinking are essential life skills that can be developed.  Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. (Anchor Standard 2: Organize and develop artistic ideas and work.)  Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.  Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.  People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. (Anchor Standard 3: Refine and complete artistic work.)  Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time. (Anchor Standard 5: Develop and refine artistic techniques and work for presentation.)  Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it. (Anchor Standard 6: Convey meaning through the presentation of artistic work.)  Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding. (Anchor Standard 7: Perceive and analyze artistic work.)  Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.  Visual imagery influences understanding of and responses to the world. (Anchor Standard 9: Apply criteria to evaluate artistic work.)  People evaluate art based on various criteria. (Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.)  Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences. (Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)  People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions: Anchor Standard 1)  What conditions, attitudes, and behaviors support creativity and innovative thinking?  What factors prevent or encourage people to take creative risks?  How does collaboration expand the creative process?  How does knowing the contexts histories, and traditions of art forms help us create works of art and design?  Why do artists follow or break from established traditions?  How do artists determine what resources and criteria are needed to formulate artistic responses? (Anchor Standard 2)  How do artists work?  How do artists and designers determine whether a particular direction in their work is effective?  How do artists and designers learn from trial and error?  How do artists and designers care for and maintain materials, tools, and equipment?  Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?  How do objects, places, and design shape lives and communities?  How do artists and designers determine goals for designing or redesigning objects, places, or systems?  How do artists and designers create works of art or design that effectively communicate? (Anchor Standard 3)  What role does persistence play in revising, refining, and developing work?  How do artists grow and become accomplished in art forms?  How does collaboratively reflecting on a work help us experience it more completely? (Anchor Standard 5)  What methods and processes are considered when preparing artwork for presentation or preservation?  How does refining artwork affect its meaning to the viewer?  What criteria are considered when selecting work for presentation, a portfolio, or a collection? (Anchor Standard 6)  What is an art museum?  How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?  How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding? (Anchor Standard 7)  How do life experiences influence the way you relate to art?  How does learning about art impact how we perceive the world?  What can we learn from our responses to art?  What is an image?  Where and how do we encounter images in our world?  How do images influence our views of the world? (Anchor Standard 9)  How does one determine criteria to evaluate a work of art?  How and why might criteria vary?  How is a personal preference different from an evaluation? (Anchor Standard 10)  How does engaging in creating art enrich people's lives?  How does making art attune people to their surroundings?  How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making? (Anchor Standard 11)  How does art help us understand the lives of people of different times, places, and cultures?  How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit? Content National Core Art Standards Skills: Student Learning Objectives Students will be able to:  Introduction to different art media and how Creating  Identify knowledge of the principle of design; to properly use them. Investigate - Plan - Make concentrating in the principle of unity within two- VA:Cr 1.1.6a: Combine concepts dimensional examples as well as creating this  Harmony collaboratively to generate principle within their original art work. innovative ideas for creating art.

VA:Cr 1.2.6a: Formulate an artistic investigation of personally relevant content for creating art.

 Proximity Investigate VA:Cr 2.1.6a: Demonstrate  Similarity openness in trying new ideas, materials, methods, and  Continuity approaches in making works of art  Identify the principle of unity including but not limited and design. to the other principles of design as well as the  Introduction to critique and evaluating art reinforcing the elements of art in famous, self- work VA:Cr 2.2.6a: Explain generated, and peer artwork and apply these environmental implications of elements to the creation of original artwork. conservation, care, and clean-up  Describe the difference/ similarities between unity, of art materials, tools, and rhythm, movement in basic verbal vocabulary and equipment. incorporate basic shapes in original pieces of art to support the narrative content. VA:Cr 2.3.6a: Design or redesign objects, places, or systems that  Use modeling tools to create three-dimensional forms meet the identified needs of both in the round and relief. diverse users.  Recognize and use unity to create symbols.  Use a unity of art making materials and color mixing Reflect - Refine - Continue to create realistic, abstract and expressive two- VA:Cr 3.1.6a: Reflect on whether dimensional works of art. personal artwork conveys the  Identify how unity can be found in every environment, intended meaning and revise picture or artwork. accordingly.  Demonstrate how unity can be expressive, and/or be Presenting used to imply motion throughout a piece of art. Select VA:Pr 4.1.6a: Analyze similarities and differences associated with preserving and presenting two dimensional, three dimensional, and digital artwork.

Analyze VA:Pr 5.1.6a: Individually or collaboratively, develop a visual plan for displaying works of art,  Demonstrate how unity with color, and media analyzing exhibit space, the manipulation can be combined to make a needs of the viewer, and the compositional unity through the creation of original layout of the exhibit. artwork.  Identify how artists use line to suggest unity and Share describe how the appearance of unity changes VA:Pr 6.1.6a: Assess, explain, depending on the different surfaces employed in or and provide evidence of how suggested by the artwork. museums or other venues reflect  Use the principle of unity to create shapes, forms, and history and values of a other visual elements which aid in the creation of community. visual stories and describe ways that known artists use shape and form to tell stories. Responding  Examine three-dimensional art by famous artists. Perceive Use appropriate vocabulary to describe the methods VA:Re 7.1.6a: Identify and and materials used to make their art and employ an interpret works of art or design array of art mediums and appropriate tools in the that reveal how people live around production of original works of art. the world and what they value.  Imply the techniques of creating unity while using patterns and color in two and three-dimensional VA:Re 7.2.6a: Analyze ways that artwork that is based on observation of everyday life. visual components and cultural  Using common materials found in the environment associations suggested by images and apply knowledge of the principle of unity to create influence ideas, emotions, and a three-dimensional artwork based on the culture of actions. everyday life.  Create two and three-dimensional art works, using Analyze age-appropriate themes drawn from oral stories as a VA:Re 8.1.6a: Interpret art by basis for pictorial representation. distinguishing between relevant  Apply knowledge of visual communication by using and non-relevant contextual existing symbols and/or invented symbols within the information and analyzing subject pictorial narrative. matter, characteristics of form and  Identify various subject matter artists select for their structure, and use of media to works of art. identify ideas and mood  Compare and contrast various subject matters in both conveyed. cultural and historical works of art that evoke emotion and/or communicate a cultural meaning. Interpret  Create a visual story that illustrates a personal VA:Re 9.1.6a: Develop and apply response to an art experience. relevant criteria to evaluate a work  Observe and select one principle of a work of art, and of art. describe how the artist used that element to convey an emotion or idea. Connecting  Recognize, identify and describe how an artist uses Synthesize principles of design in works of art to communicate VA:Cn 10.1.6a: Generate a ideas and/or emotions. collection of ideas reflecting  Share personal opinions about particular works of art current interests and concerns and use principles of positive critique to share that could be investigated in art reasons for like and dislikes about the work. making.  Recognize, identify and describe contextual clues embedded in works of art. Relate  Share personal opinions about likes or dislikes VA:Cn 11.1.6a: Analyze how art reflects changing times, traditions, pertaining to the various themes in works of art. resources, and cultural uses

Stage 2: Assessment Evidence What evidence will show that students understand? Performance Task Options: SLO Creating  Document early stages of the creative process visually and/or verbally in traditional or new media.  Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.  Demonstrate willingness to experiment, innovate and take risks to pursue ideas, forms, and meanings that emerge in the process of art making or designing.  Apply relevant criteria to examine reflect on and plan revisions for a work of art or design in progress Presenting

Responding

Connecting

SLO Responding

Creating

Presenting

Connecting

 Make an individual art work that reflects on and reinforces a collaboratively chosen theme or idea. Contribute to an exhibition narrative that distinguishes how the exhibited art works represent, establish, reinforce, and/or reflect a group theme or idea.