Hughesville Junior/Senior High School s1

Danville Area School District Course Overview

Course: Liberty Valley Intermediate School --- Art Teacher: Theresa Madison Course Introduction: Course Text or Student Materials:

Liberty Valley Intermediate School in the Danville The art room will supply materials for class, but on occasion donations of found or “upcycled” School District has a spiraling- integrated visual arts program. materials will be used from the home. Lessons will be founded on the National and Pa. Art Education Standards, primarily within the Discipline Based Learning Style of The art room will supplement the program with the use of the “Art in Action Textbooks” and Art Education. The 3rd, 4th and 5th grade students will have reference the various historical contents and visual information. maximum opportunity for hands-on experiences. Students will learn from traditional arts, exemplary artists and historically- Vocabulary time tested arts. They will be involved in a production of artworks, learning within the historical foundations, discussing A. Color art works, critiquing to make judgments, and exploring around 1. Primary—red, yellow and blue the world. A solid focus on vocabulary and definitions of the 2. Secondary—orange, purple and green elements and principals of art will be incorporated. 3. Warm—red, orange, yellow, red- orange, Students will create, re-create, learn, share and be yellow-orange and yellow-green respectful. They will envision, observe and engage in materials, 4. Cool– blue, purple , green, blue-purple, to develop art and crafts. There will be an experience in various Blue-green media from drawing, fibers, paints, clays, plaster, papier mache’, 5. Transparent, Translucent and Opaque printmaking and stitchery. We will see through the use of copies, 6 Neutrals—black,grey, tan and brown prints, slideshows, books, internet sources and technologies. 7. Complimentary Students will be taught good work habits, proper handling of 8. Value/Monochromatic th tools, techniques, safety and art room manners. Grading is based 9. Tertiary added in 4 grade th on growth and with the use of a lesson rubric. Generally, 10. Hue added in 4 grade creativity, attention to details of the assigned problem, B. Line craftsmanship and effort will be emphasized. 1. Thick/ Thin Art Happenings 2. Dotted/ Dashed Throughout the school year, student work will be 3. Zig-zag/Jagged displayed on our eight oversized bulletin boards located 4. Curved / Straight throughout our building. On the DASD homepage, we have a link 5. Horizontal to the “Gallery” web page. The bulletin boards will also be posted 6. Vertical there along with other student works and ART room happenings. 7. Diagonal On the evening of parent teacher conferences, displays will be 8. Parallel – added in 5th grade set up with our current projects. The fifth graders will create a 9. Perspective – added in 5th grade “legacy” piece, using their culminating art education knowledge; C. Shape and Form past projects have included stained glass, fused glass, paintings, 1. Geometric and ceramic works. 2. 2 Dimensional and 3 Dimensional During the summer, the art club will have the 3. Overlapping opportunity to attend a workshop. They will develop a 4 Organic collaborative district artwork and explore for a piece(s) of their 5. Positive and Negative own. D. Pattern and Texture 1. Repetition E. Composition 1. Overlapping 2. Balance Formal—symmetrical Informal– Asymmetrical Radial 3. Focal Point—emphasis 4. Contrast 5. Movement—rhythm 6. Background, and Foreground

Units of Study: Student Objectives: PA Art Standards: 3rd grade - German, European, Tribal African, Liberty Valley students will be introduced to the 9.1.3. A. Elements and Principles Middle Eastern, Asian/ China as well as math and Elements and Principles of Design by using the 9.1.3.B. apply Elements and Principles seasonal influences in projects and discussions. spiraling “Vocabulary Plan”. 9.1.3.C. use Vocab 9.1.3.D. varied styles th 4 grade – Early American, American Indian, The students will create giving greater attention to 9.1.3.E. define objects, express emotions, illustrate an action or details and control of the different media European American, Central America, South an experience (appropriate to the age level). American, Canadian as well as math and seasonal 9.1.3.F. exhibition influences in projects and discussions. They will develop problem solving skills in 2D and 9.1.3.G. practice 5th grade – Hawaiian/Polynesian, Alaskan, 3D media in art forms. 9.1.3.H. safety

European, Egyptian and African American as well as 9.1.3.I. arts events- local math and seasonal influences in projects and The students will learn multi-step techniques 9.1.3. J. produce w/ old and new materials/media introduced in two and three dimensional medias. discussions. 9.1.3. K. knowledge of old and new materials/media 9.2.3.A. historical, cultural and social context Students will be introduced to the steps in art 9.2.3.B. time line to history/events criticism: discussing the artwork, analyzing it, and 9.2.3. C. styles and genre interpreting the “visual experience”. Striving to 9.2.3. D. historical and cultural perspective. accomplish each of the skills in the lessons. 9.2.3.E. events and culture changes art Many lessons will incorporate art history and 9.2.3.F. social studies vocab. geographical groupings of culture and people. 9.2.3. G. geographic regions. Noted in the “Units of Study” for each grade level. 9.2.3.H. Pa. artists 9.2.3.I. beliefs in art The students will produce art, showing 9.2.3.J. differences in cultures organization, knowledge, goals and techniques. The 9.2.3.K. traditions students will develop the ability to identify, analyze and apply information for making visual decisions. 9.2.3.L. common themes 9.3.3.A. examination Students will develop self-confidence and 9.3.3.B. discuss the arts elements, principles and concepts. responsibility reinforcing communication skills, and 9.3.3.C. materials and processes relative develop a better understanding of self, family and 9.3.3. D. Meanings in critical response other cultures. 9.3.3.E. types of critical analysis 9.3.3.F. similar and different characteristics in art In addition, students will experience a wide variety of art medium and learn to develop planning in 9.3.3.G. critic's position or opinion their work. These experiences w2ill aid the student 9.4.3. A. philosophical statement in making aesthetic judgments or evaluations. 9.4.3. B. communicate opinion 9.4.3. C. individual responses

Instructional Plan:

Bell ringer / opening Lesson Influences I can statement Essential Question Demonstrations Instructional Technology Document camera and projector Unit Objectives DOK Guided Practice Student Inquiry and Practices Teacher Questioning Adaptive lessons Safety Practices Closure Chore Chart

Student Assistance: Paraprofessionals/aids with IEP students. Adaptive lessons and adaptive materials for those in need. Additional challenges for GIEP students. Students who are behind, or need extra assistance, should see Mrs. Madison and arrangements will be made. Closure: Grading: Homework

Recap lesson and/or lesson slip Students will meet once in a 6 day rotation. Looking for art in the world around us. and/or “Questions packet” The class period is 40 minutes in length. Make sure students have an understanding of the today’s lesson goals. Daily evaluation and seating chart tracking of “Behavior Award Bees” and “Daily art award Cleanup procedures – chore chart daily tickets”. assignments. Report card grades - Storage carts- Names and section numbers on Grades will be given using the 1 to 4 scale. projects. Large plastic storage bins for clay Number one being “Below Basic”. Two is works. Drying racks, and storage bins with “Basic”, Three is “Proficient” and Four is assigned class groups labeled. “Advanced” rating.

Assessments and Evaluation:

Meeting lesson objectives and goals.

Stepped process of each lesson is followed.

AWARDS 2 per class - Be-havin’ award – school rules, manners, sharing, kindness, honesty, safety etc.

Art Award – follows through on lesson goals. Daily outstanding achievement.

Student and Parent Communication:

Mrs. Madison has a web-site on the Liberty Valley Home Page under the Danville School District, Danville Pa. More information and “happenings” can be found there.

At the start of the school year a brochure is sent home that is a recap of this document. It is in a reader friendly format. Also a “I can – Rules and Routines Rubric” is sent home

Email communications – [email protected]

Student Expectations and Classroom Rules of Conduct

Students will appropriately participate and follow all policies as outlined in the Danville Student Handbook and on the DASD webpage, which contains procedures regarding absences, classroom behavior, make-up work, academic integrity, and all other student conduct guidelines.