Rose Tree Media School District s5

ROSE TREE MEDIA SCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: Art GRADE LEVEL: Grade 5 CREATION DATE: June, 2004 Essential Question, Concept or Theme: Production, Performance, and Exhibition Approx. Time Allotment: PA Standards: 9.1.5 A, B, C, F, H (See Addendum A – Kid Friendly Language) Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Students will: Materials Learning Activities  Use line to create a sense  Products: Paintings,  Participate in teacher led discussions of movement drawings, sculptures,  Paints: tempera, watercolor  Observe resources provided by the  Manipulative shapes to collages  Papers: tissue, construction, foil teacher give illusion of depth  Performances: Exhibits paper  Observe teacher demonstrations of  Draw and paint to create a  Assessments: Reflective  Pencils, crayons, markers, oil pastels technique  Learn safety considerations and good value scale Journal, Questions,  Fabric, felt, clay work habits  Add texture to a three- Discussions, Games  Glue  Work on assigned projects for the dimensional surface allotted time  Transform shapes into Resources three-dimensional form  Art Books, Artifacts, and Games Instructional Strategies  Reproductions – Including but not  Gather resource materials: books,  Vary the value and change prints the size of an object to limited to:  Prepare display boards and visual determine its position in  Copley, Boy with a Squirrel aids for classroom use space  Mexican, Figure of an Old Man  Post standards, objectives, and steps  Depict three-dimensional  Stuart, George Washington  Discuss with students their prior space on a two-  Trumbull, Signing of the knowledge of the unit  Discuss vocabulary and artists as dimensional surface Declaration of Independence they relate to the unit  Illustrate movement  Peale Family, Assorted Works  Note safety consideration for use of through color and line  Durer, Assorted Works materials and tools  Use formative evaluation Technology - Including but not limited individually  Using assigned seating for studio to: work sessions  CD-rom  Assign student roles in the  Internet distribution and clean-up of art  TV to PC connection materials  Evaluate the project for future use  Prepare art work for display in the school as well as in the community

Grade 5 Art Page 2 - 2 - June, 2004 Essential Question, Concept or Theme: Production, Performance, and Exhibition Approx. Time Allotment: PA Standards: 9.1.5 A, B, C, F, H (See Addendum A – Kid Friendly Language) Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection

 Preferential seating  Books  Parent volunteer Interdisciplinary Connections  Peer assistance  Video assistance  Individual aides  Behind the  Peer assistance Science – Life Cycles, and Weather  Modified expectations Scenes –  Teacher’s aide Social Studies – Indigenous People of  Modify tools perspective  Individual help from Ancient North and South America,  Special adaptations as specified in IEP  Frederick teacher Remington Western Explorations, Colonization,  Auditory and visual cues American Revolution, Westward  Music Expansion

Language Arts – Year of the Boar and Jackie Robinson – China/Baseball, Mixed up Files of Mrs. Basil E. Frankweiler

Grade 5 Art Page 3 - 3 - June, 2004 Essential Question, Concept or Theme: Historical and Cultural Context Approx. Time Allotment: PA Standards: 9.2.5 A; 9.2.5 A, C, D, E, F, G, I, J, K, L (See Addendum A – Kid Friendly Language) Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Students will: Materials Learning Activities  Be exposed to Pre-  Products: Paintings,  Participate in teacher led discussions Columbian through early drawings, sculptures,  Paints: tempera, watercolor  Observe resources provided by the 19th century Art and collages  Papers: tissue, construction, foil teacher Artists (Including Age of  Performances: Exhibits paper  Observe teacher demonstrations of Explorers, Colonial and  Assessments: Reflective  Pencils, crayons, markers, oil pastels technique Revolutionary Periods in  Learn safety considerations and good Journal, Questions,  Fabric, felt, clay work habits America Discussions, Games  Glue  Work on assigned projects for the  Understand that works of allotted time art can serve different Resources purposes  Art Books, Artifacts, and Games Instructional Strategies  Will relate art to historic  Reproductions – Including but not  Gather resource materials: books, events in America prints limited to:  Prepare display boards and visual  Copley, Boy with a Squirrel aids for classroom use  Mexican, Figure of an Old Man  Post standards, objectives, and steps  Stuart, George Washington  Discuss with students their prior  Trumbull, Signing of the knowledge of the unit  Discuss vocabulary and artists as Declaration of Independence they relate to the unit  Peale Family, Assorted Works  Note safety consideration for use of  Durer, Assorted Works materials and tools  Michelangelo – Pieta  Use formative evaluation individually  Asian Collection  Using assigned seating for studio work sessions Technology - Including but not limited  Assign student roles in the to: distribution and clean-up of art  CD-rom materials  Evaluate the project for future use  Internet  Prepare art work for display in the  TV to PC connection school as well as in the community

Grade 5 Art Page 4 - 4 - June, 2004 Essential Question, Concept or Theme: Historical and Cultural Context Approx. Time Allotment: PA Standards: 9.2.5 A; 9.2.5 A, C, D, E, F, G, I, J, K, L (See Addendum A – Kid Friendly Language) Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection

 Preferential seating  Books  Parent volunteer Interdisciplinary Connections  Peer assistance  Video assistance  Individual aides  Music  Peer assistance Science – Life Cycles, and Weather  Modified expectations  Teacher’s aide Social Studies – Indigenous People of  Modify tools  Individual help from Ancient North and South America,  Special adaptations as specified in IEP teacher Western Explorations, Colonization,  Auditory and visual cues American Revolution, Westward Expansion, Central America, Asia

Language Arts – Mixed-up Files of Mrs. Basil E. Frankweiler – Michelangelo/Art Museum/Statues, Year of the Boar and Jackie Robinson – China/Baseball

Grade 5 Art Page 5 - 5 - June, 2004 Essential Question, Concept or Theme: Critical Response Approx. Time Allotment: PA Standards: 9.3 A, B, C, D, F (See Addendum A – Kid Friendly Language) Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Students will: Materials Learning Activities  Describe use of space in a  Products: Paintings,  Participate in teacher led discussions work of art drawings, sculptures,  Paints: tempera, watercolor  Observe resources provided by the  Use the critical analysis collages  Papers: tissue, construction, foil teacher skills: describe, analyze,  Performances: Exhibits paper  Observe teacher demonstrations of interpret, and judge  Assessments: Reflective  Pencils, crayons, markers, oil technique pastels  Learn safety considerations and good  Look at elements of art Journal, Questions, work habits and describe how different Discussions, Games  Fabric, felt, clay  Work on assigned projects for the artists use them differently  Glue allotted time  Use broad, descriptive  Work individually using self directed vocabulary Resources critical analysis  Art Books, Artifacts, and Games Instructional Strategies  Reproductions – Including but  Gather resource materials: books, prints not limited to:  Prepare display boards and visual aids  Copley, Boy with a Squirrel for classroom use  Mexican, Figure of an Old Man  Post standards, objectives, and steps  Stuart, George Washington  Discuss with students their prior knowledge of the unit  Trumbull, Signing of the  Discuss vocabulary and artists as they Declaration of Independence relate to the unit  Peale Family, Assorted Works  Note safety consideration for use of  Durer, Assorted Works materials and tools  Use formative evaluation individually  Using assigned seating for studio work Technology - Including but not sessions limited to:  Assign student roles in the distribution  CD-rom and clean-up of art materials  Internet  Evaluate the project for future use  TV to PC connection  Prepare art work for display in the school as well as in the community  Use sorting and matching games using reproductions

Grade 5 Art Page 6 - 6 - June, 2004 Essential Question, Concept or Theme: Critical Response Approx. Time Allotment: PA Standards: 9.3 A, B, C, D, F (See Addendum A – Kid Friendly Language) Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection

 Preferential seating  Books  Parent volunteer Interdisciplinary Connections  Peer assistance  Video assistance  Individual aides  Music  Peer assistance Science  Modified expectations  Teacher’s aide Social Studies – Indigenous People of  Modify tools  Individual help from Ancient North and South America,  Special adaptations as specified in IEP teacher Western Explorations, Colonization,  Auditory and visual cues American Revolution, Westward Expansion

Grade 5 Art Page 7 - 7 - June, 2004 Essential Question, Concept or Theme: Aesthetic Response Approx. Time Allotment: PA Standards: 9.4 A, B (See Addendum A – Kid Friendly Language) Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Students will: Materials Learning Activities  Understand the five major  Products: Paintings,  Participate in teacher led discussions uses of art: religious, drawings, sculptures,  Paints: tempera, watercolor  Observe resources provided by the utilitarian, documentation, collages  Papers: tissue, construction, foil teacher ornamentation, and self-  Performances: Exhibits paper  Observe teacher demonstrations of expression  Assessments: Reflective  Pencils, crayons, markers, oil pastels technique  Learn safety considerations and good  Examine the concept of Journal, Questions,  Fabric, felt, clay work habits beauty Discussions, Games  Glue  Work on assigned projects for the  Understand why some allotted time works of art and artists are Resources “important” and others not  Art Books, Artifacts, and Games Instructional Strategies  Reproductions – Including but not  Gather resource materials: books, prints limited to:  Prepare display boards and visual  Copley, Boy with a Squirrel aids for classroom use  Mexican, Figure of an Old Man  Post standards, objectives, and steps  Stuart, George Washington  Discuss with students their prior  Trumbull, Signing of the knowledge of the unit  Discuss vocabulary and artists as Declaration of Independence they relate to the unit  Peale Family, Assorted Works  Note safety consideration for use of  Durer, Assorted Works materials and tools  Use formative evaluation Technology - Including but not limited individually  Using assigned seating for studio to: work sessions  CD-rom  Assign student roles in the  Internet distribution and clean-up of art  TV to PC connection materials  Evaluate the project for future use  Prepare art work for display in the school as well as in the community

Grade 5 Art Page 8 - 8 - June, 2004 Essential Question, Concept or Theme: Aesthetic Response Approx. Time Allotment: PA Standards: 9.4 A, B (See Addendum A – Kid Friendly Language) Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection

 Preferential seating  Books  Parent volunteer Interdisciplinary Connections  Peer assistance  Video assistance  Individual aides  Music  Peer assistance Social Studies – Indigenous People of  Modified expectations  Teacher’s aide Ancient North and South America, Western Explorations, Colonization,  Modify tools  Individual help from American Revolution, Westward  Special adaptations as specified in IEP teacher Expansion  Auditory and visual cues Language Arts – Mixed-up Files of Mrs. Basil E. Frankweiler – Michelangelo/Art Museum/Statues,

Grade 5 Art Page 9 - 9 - June, 2004