District Overview Visual Arts Classes Introduce Students to the Key Skills, Concepts

District Overview Visual Arts classes introduce students to the key skills, concepts, and studio art disciplines that are basic to the development of their creative expression and visual literacy. In the elementary years, the focus is on exploration and experimentation. In the middle school years, students learn the essential skills of each art discipline. The high school provides a foundation in classical and modern methods of drawing, painting, graphic design, and sculpture, which gives students the insights and abilities to undertake more advanced works in these areas of concentration and build their portfolios. From K-12, Visual Arts emphasizes the following intellectual skills:  Methods, Materials, and Techniques  Elements and Principles of Design  Observation and Abstraction  Critical Response and Exhibiting  Stylistic Influence and Expression Grade 6 Description Students at this stage of artistic development will review the key art skills, concepts, and processes learned in the Kindergarten through Fifth Grade and apply this knowledge to the essential art learning provided at the Sixth Grade level. A variety of two-dimensional and three-dimensional art mediums will be used in Sixth Grade art class, with emphasis placed on process as well as product. Students will explore the arts in the context of other disciplines, making connections to literature, social studies, world history, mathematics, and science. Grade Six students will develop the ability to state what they like and dislike about various forms of visual art and will explain why they hold their opinions. They will describe and evaluate art forms using specific visual arts criteria, and will expand their appreciation of the visual arts and personal artistic expression. Grade 6 Units:  Unit 1: Drawing and Sketching  Unit 2: Painting and Printmaking  Unit 3: Sculpture and Clay  Unit 4: Art History and Criticism

Subject: Grade: Suggested Timeline: Art 6 Three 42 minute class periods per 6 day cycle/one semester Unit Title: Drawing and Sketching Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply visual arts materials, tools, techniques, processes, and technology. They will learn that artists experiences with methods, materials, and techniques in combination with concepts and themes result in works of art. Why is the exploration and application of materials, tools, techniques, processes, and technology in a safe and responsible manner important in visual art? Unit Objectives: At the end of this unit students will be able to independently use their learning to:  Expand the repertoire of 2D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects;  Create artwork that demonstrates an awareness of the range and purpose of tools, for example: pens, brushes, markers, pastels, tools, and computers  Actively apply the appropriate vocabulary related to the methods, materials, and techniques students have learned and used in grades K–5  Maintain the workspace, materials, and tools responsibly and safely  Use electronic technology for reference and apply accumulated knowledge to computer programs, for example: power point, ActivInspire, Publisher, media player Focus Standards Addressed in this Unit: 9.1.C Production, Performance and Exhibition: Recognize and use fundamental vocabulary within the visual arts Important Standards Addressed in this Unit: 9.1.D Production, Performance and Exhibition: Use knowledge of varied styles within the visual arts through a performance or exhibition of unique work Misconceptions:  The creation of art takes lengthy periods of time and complete focus  All artwork must be inspired by personal ideas, observations of the world around us, and the work of other artists  Thumbnail sketches must be made before creating an artwork  Art materials are mostly nontoxic to people and the environment Concepts/Content: Competencies/Skills: Description of Activities:  Two-dimensional- drawing  Begin to evaluate the selection of  Create drawings using oil pastel: nature  Craftsmanship and then choose to use materials,  Create digital art using Publisher: parodies  Medium/media tools, techniques, processes, and  Apply color theory to “Using Color” workbook  Safety with materials technologies for a variety of  Use paint chips to create a color “palette” purposes and with a direct focus  Determine the difference between one and two on craftsmanship point perspective when drawing landscapes

 Start to experiment with and  Combine a complex variety of line and color to produce artwork with a variety of illuminate calligraphy media, by using a variety of  Select light (tint) and dark (shade) color value to resources, and by combining create dimension in drawing plants that never materials in new and innovative bloom ways  Initiate experiences with materials, tools, techniques, processes, and technology to enhance the communication of ideas  Create artworks to express individual ideas, thoughts, and feelings from memory and imagination and that explore feelings, ideas, and issues from a variety of points of view  Use a sketchbook for practice  Self-monitor by asking questions before, during, and after art production Assessments:  Assemble a portfolio of sketches and art technique practice worksheets  Create an oil pastel and cut paper “Tree of Life”  Draw a simple landscape in one or two point perspective  Create a color palette from a modern artwork: emulate the artist  Create an Illuminated letter  Compose a grouping of mushrooms in oil pastel Interdisciplinary Connections: Additional Resources: Reading, Writing, Speaking, Listening https://www.portal.state. pa .us/ academic _ standards _- arts_and_humani ties. 1.5 Quality of writing PA Academic Standards for the Arts and Humanities 1.6 Speaking and Listening http://www.pdesas.org/module/content/resources/2781/view.ashx. SAS 1.8 Research Materials and Resources. Mathematics www.amaco.com/whatsNew/index.html. American Art Clay Co. 2.2 Computation and Estimation www.fm.coe.uh.edu/resources/lessonplans.htm. Resources for Teachers.

2.3 Measurement and Estimation www.ukans.edu/~sma/prints.html. The Printroom. 2.9 Geometry Spencer Museum of Art, University of Kansas. Science and Technology Topal, Cathy Weisman. Children, Clay, and Sculpture — Children and 3.3 Biological Sciences Painting. Worcester, MA: Davis, 1992. 3.4 Physical Science, Chemistry, and Physics Wilson, Brent. Teaching Drawing From Art. Worcester, MA: Davis, 1987. 3.5 Earth Sciences Art Lessons for Children. Donna Hugh. DVD. www.coycreek.com 1991 3.6 Technology Education Vol. 2-oil pastel mushrooms Environment and Ecology 4.3 Environmental Health 4.6 Ecosystems and their Interactions 4.7 Threatened, Endangered, and Extinct Species Geography 7.3 The Human Characteristics of Places and Regions 7.4 The Interactions Between People and Places History 8.2 Pennsylvania History 8.3 United States History 8.4 World History Health, Safety, and Physical Education 10.3 Safety and Injury Prevention Career Education and Work 13.1 Career Awareness and Preparation Subject: Grade: Suggested Timeline: Art 6 Three 42 minute class periods per 6 day cycle/one semester Unit Title: Painting and Printmaking Unit Overview/Essential Understanding: Students will demonstrate knowledge and apply the elements of art, the principles of design, and sensory and expressive features of visual arts. They will learn that the visual elements and principles of design are essential tools for creating and organizing works of art. How are works of art organized? Unit Objectives: At the end of this unit students will be able to independently use their learning to:  Identify and use selected elements of art to express ideas, emotions, and experiences in a work of art  Identify and use selected principles of design to express ideas, emotions, and experiences in a work of art  Discriminate between color terms and apply color schemes in a work of art  Explore and experiment with emphasis, unity, and harmony Focus Standards Addressed in this Unit:

9.1.A Production, Performance and Exhibition: Know and use the elements and principles of each art form to create works in the visual arts Important Standards Addressed in this Unit: 9.1.B Production, Performance and Exhibition: Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the visual arts Misconceptions:  Everyone sees color exactly the same  Expressive line must be curved and organic  Objects must have an physical outline  All perspective drawing must be eye level Concepts/Content: Competencies/Skills: Description of Activities:  The viewer’s imagination can  Create paintings using tempera: rainforest complete implied lines around a reptiles shape  Create a print using a stencil: theorem  Converging lines suggest distance  Be aware that a stencil (negative space) will and can direct the eye create an object (positive space)  Shapes and forms can represent  Manipulate glue to create a textural surface in symbolic ideas bookmaking  Complimentary colors create  Bokusaiga is Japanese ink color painting contrast and analogous colors create a harmonious effect  Surface texture can be manipulated to create an emotional response  Negative space affects the viewer’s perception of positive space  Value creates the perception of three dimension on a two- dimensional surface  The conscious use of the elements and principles changes the dynamics of a composition Assessments:  Tempera paint an iguana or chameleon in rainforest environment  Create a theorem still life

 Create a pocket journal using a repousse technique  Ink color paint/bokusaiga blossoms Interdisciplinary Connections: Additional Resources: https://www.portal.state. pa .us/ academic _ standards _- arts_and_humani ties. PA Academic Standards http://www.pdesas.org/module/content/resources/2781/view.ashx. SAS www.eduweb.com. Educational Web Adventures – Inside Art. www.colormatters.com. Color Matters. http://www.incredibleart.org/files/Ps-EsTest.htm Art is Fundamental. Eileen S. Prince. Amazon books. 2008 Illustrated Elements and Principles Book. Gerald Brommer. Crystal Productions. 1998

Subject: Grade: Suggested Timeline: Art 6 Three 42 minute class periods per 6 day cycle/one semester Unit Title: Sculpture and Clay Unit Overview/Essential Understanding: Students will demonstrate their powers of observation, abstraction, and invention to express themselves in a variety of media, materials, and techniques. They will learn that art is a universal language that encompasses all forms of communication. How do artists use the language of art to communicate across cultures and time? Unit Objectives: At the end of this unit students will be able to independently use their learning to:  Articulate expressions and experiences with others through one’s own work  Apply information from other disciplines to enhance the understanding and production of artworks  Devise and experiment with a variety of possibilities for solving a visual problem  Compare and contrast the use of visual images, themes, and ideas by various artists and cultures  Develop more advanced life skills through the study and production of art Focus Standards Addressed in this Unit: 9.4.B Aesthetic Response: Know how to communicate an informed individual opinion about the meaning of works in the visual arts Important Standards Addressed in this Unit: 9.3.D Critical Response: Explain meanings in the visual arts through individual works and the works of others using a fundamental vocabulary of

critical response Misconceptions:  One must be artistically talented to create “good” artwork  Every artwork has a theme/subject and was created to impart a meaning to the viewer  People can only communicate through words  Art teachers, fine artists, and fashion designers are the only art careers available to creative people  It is not important to plan by sketching and practicing with materials before beginning an artwork Concepts/Content: Competencies/Skills: Description of Activities:  Theme  Utilize art informational resources  Create sculpture by using multi media: high,  Image to communicate art ideas medium, low relief  Idea  Integrate information and skills  Create ceramics using the drape method: bowls  Connections from art into other areas of  Create fiber art using a simple loom: earth art  Communication knowledge and academic  Use multimedia collage techniques  Perspective disciplines  Viewpoint  Visualize new ideas using mental  Originality and visual imagery  Demonstrate an understanding of the relationship between creativity and problem solving strategies to generate more than one solution for an artistic problem Assessments:  Create a “rollo” sculpture with paper  Create a leaf shaped bowl in clay  Create a weaving of a tree using naturel materials  Create a collage jewelry piece Interdisciplinary Connections: Additional Resources: https://key arts .wikispaces.com/file/view/ Visual + Arts .pdf. Standards outline checklist. http://www.arteducators.org/NAEANatlVisualStandards. National Visual Art Standards https://www.portal.state. pa .us/ academic _ standards _- arts_and_humani ties. PA Academic Standards for the Arts and Humanities http://www.incredibleart.org. The Incredible Art Department.

http://www.crayola.com. Crayola website-activities and worksheets www.aliceville.com/artdic . Dictionary of Art Terms. www.pbs.org/teachersource. PBS Teacher Source. www.theartnewspaper.com. The Art Newspaper. www.wetcanvas.com. Cyber Living for Artists. www.kn.pacbell.com/wired/art2. Eyes on Art: a learning to look curriculum Winner, Ellen, ed., Arts PROPEL: Imaginative Writing Handbook, 1993 Art Journaling 101: What to Write. Julie Ann Shahin. 9/21/2011 Dictionary of Art. Jane Turner. 703 D554Tu, 1996 Scholastic art- student magazine for art information

Subject: Grade: Suggested Timeline: Art 6 Three 42 minute class periods per 6 day cycle/one semester Unit Title: Art History and Criticism Unit Overview/Essential Understanding: Students will demonstrate appropriate visual arts vocabulary in describing, analyzing, and evaluating art works. They will learn to make informed critical judgments through the creating, observation, and exhibiting of artworks and learn to respect one’s own expression and the expression of the work of others. How is art analyzed and understood? Unit Objectives: At the end of this unit students will be able to independently use their learning to:  Cultivate strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art  Develop multiple formal and informal strategies for responding to and reflecting on artworks, verbal or written  Critique artworks (their own or others) through reflection upon and assessment of the characteristics and merits of artworks by expressing personal, constructive, and validating viewpoints  Articulate the features of an artwork including: subject matter, media, techniques, theme, meaning, mood, formal choices, elements of art, principles of design, and the intentions of those who created the work Focus Standards Addressed in this Unit: 9.3.F Critical Response: Know how to recognize and identify similar and different characteristics among works in the arts Important Standards Addressed in this Unit: 9.4.D Aesthetic Response: Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the visual arts Misconceptions:

 Criticism always has a negative connotation  Personal opinions are involved when describing and analyzing artwork  Artwork must be “old” or created by a master artist in order to be valuable  Artist create artworks for monetary gain and have no intrinsic value except to the creator  An artwork must be recognizable/realistic, with subject matter and materials that are familiar to the observer  Cultural artworks are only valued by the civilization that created them Concepts/Content: Competencies/Skills: Description of Activities:  Critique: describe, analyze,  Demonstrate the ability to ARTISTS: Examine and discuss the art created by interpret, judge compare and contrast two or Michelangelo, Klimt, Munch, Goldsworthy, Coltrane  Representational/non- more works of art and can analyze GENRE: emulated portraits, environmental art representational/abstract a body of work landscapes, computer still life  Subject matter  Recognize that peers, other CULTURES: Research and analyze the art and artifacts  Symbol artists, environment, cultural from Greek/Roman, Colonial America, Oaxaca, China  Style beliefs, emotions, communication STYLES/MOVEMENTS: Recognize ideas and designs in  Medium/media skills, age, and time may influence art through Middle Ages, Art Nouveau, Jazz, Abstract  Period artistic choices Expressionism  Culture  Continuously critique their own artwork using visual and verbal Classify artworks into categories: drawing, painting, approaches and revises the work printmaking, collage, sculpture, pottery, textiles, as needed architecture, photography, film, digital when creating  Provide respectful and parodies constructive criticism to peers in Describe the emotions conveyed when cultures use art formal class critiques as part of celebrations  Write a personal reflection about The Critical Process a work of art (their own or others) Describe: what did the artist use to make this artwork?, what are the characteristics?, is there a time/place/event or is it that captures the meaning and non-representational? purpose Analyze: use art vocabulary to examine the artwork, how is  Prepare artwork for exhibition by it organized writing a title, signature, and Interpret: explain what this artwork means (moods, statement on finished work of art thoughts, ideas) and give reasons to support your and takes an active role in explanation selection of artworks to be Judge: do you think the artwork is important/special, displayed valuable/priceless, respected, expensive/inexpensive/worthless, worthy of being in a museum

Assessments:  Create a mandala-radial symmetry  Create a “jazz clip”  Play the Style Game- parody a famous artwork  Create a Dias de los Muertos skull design Connections: Additional Resources: math- radial symmetry, using grids https://www.portal.state. pa .us/ academic _ standards _- arts_and_humani ties. geography- rainforests, landscapes PA Academic Standards history- colonial traditions https://key arts .wikispaces.com/file/view/ Visual + Arts .pdf. Standards outline science- gymnosperms checklist. writing- reflect journaling http://www.arteducators.org/NAEANatlVisualStandards. National Visual Art Standards Communication: www.artchive.com. The Artchive. Provides articles in art criticism art and music- jazz www.artcyclopedia.com. Art Cyclopedia. impressionistic exploration www.kcsd.k12.pa.us/~projects/critic. How to Read a Painting/art criticism smartest artist critique skills Ideas: http://www.educationworld.com/a_lesson/lesson/lesson002.shtml. Enrich sketchbooks (pre-assembled) Learning with Discipline-Based Art Education The Oxford Dictionary of art / edited by Ian Chilvers. -- 3rd ed. OXFORD 2004 Kellogg, Rhoda. Analyzing Children’s Art. Palo Alto, CA: National Press Books: 1969. Beattie, Donna Kay. Assessment in Art Education. Worcester, MA: Davis Press, 1997.