Mendota Elementary School District, Mendota, Illinois

Priority Targets for Art Grade 6

Goal #25 Know the language of the arts

 Advance their study of color theory

 Identify the role of a specific color scheme in a work of art

 Identify which elements are used in a work of art

 Evaluate the visual qualities of symbols that create meaning in works of art

Goal #26 Through creating and performing, understand how works of art are produced

 Demonstrate an understanding of creation of illusion of space (overlapping, variations, etc..)

 Demonstrate an understanding of formal/linear perspective (e.g. horizontal lines, vanishing point)

 Demonstrate knowledge and skills to create two and three dimensional work

Goal #27 Understand the role of the arts in civilization, past, and present

 Identify and describe how the arts communicate the similarities and differences among various people, places and times.

 Compare and contrast arts functions in different cultures Illinois Learning Standards/Targets and Sixth Grade Art – Mendota Elementary School District #289

Units of Instruction Essential Outcomes P-Priority S-Supporting #1 #2 #3 #4 5 #6 #7 #8 #9 10 11 Understanding the Arts (25) Essential Outcome 1 Students will know the language of the art

P P P P Target 6 25a Advance their study of color theory

P P P Target 6 25b Identify the role of a specific color scheme in a work of art

Target 6 25c Identify which elements are used in a work of art

Target 6 25d Evaluate the visual qualities of symbols that create meaning in works of art

Understand How Works of Art are Produced (26) Essential Outcome 2 Students will, through creating and performing, understand how works of art are produced

P Target 6 26a Demonstrate an understanding of creation of illusion of space (overlapping, variations, etc.)

P P P Target 6 26b Demonstrate an understanding of formal/linear perspective (e.g. horizontal lines, vanishing point)

Target 6 26c Demonstrate knowledge and skills to create two and three dimensional work

Art in Civilizations Past and Present (27) Essential Outcome 3 Students will understand the role of the arts in civilization, past, and present

P P P P Target K 27a Identify and describe how the arts communicate the similarities and differences among various people, places and times.

P P P Target K 27b Compare and contrast arts functions in different cultures

Unit Numbers Unit Names Outcomes Assessment Targets Essential Questions Pacing #1 Understanding Two weeks Students will be able to; Define and recognize 25.A.3d Identify and describe the elements of value, What are the Elements and Art: Elements the elements of art. Make an abstract design, perspective and color schemes; the principles of contrast, Priciples of Art and Design? emphasis and unity; and the expressive qualities of thematic and Principles experimenting with the elements of art. Identify the principles of art. Use the elements and development and sequence. of Art principles of art in studio experience. 25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media How can we apply the and technology. Elements and Principles of Art and Design to our artwork? 26.B.3e ????

26.B.3d Demonstrate knowledge and skills to create 2- and 3-dimensional works and time arts (e.g., film, animation, video) that are realistic, abstract, functional and decorative. #2 Rain Forest Three This lesson focuses on drawing and 25.A.3d Identify and describe the elements of value, Did students orally evaluate Paintings Weeks painting from observation. Students will be perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive qualities of thematic images or rain forests and introduced to tropical rain forests in South development and sequence. compare them to Henri America, primarily the Amazon Jungle. Rousseau’s tropical scenes? Afterwards students will develop abstract 25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media jungle-like drawings from various plants. Did students will in writing They will then create a larger drawing into and technology. identify the use of color and an abstract version and paint using a 25.B.3 Compare and contrast the elements and principles variety of color harmonies. in two or more art works that share similar themes. line and describe how that may have enhanced pattern 26.B.3d Demonstrate knowledge and skills to create 2- and 3- and abstraction in their dimensional works and time arts (e.g., film, animation, drawings? video) that are realistic, abstract, functional and decorative.

27.A.3b Compare and contrast how the arts function in After finishing their ceremony, technology, politics, communication and entertainment. abstract paintings, students will decide if painting in this manner is a valid form of creating art in comparison to other forms of art such as realism?

#3 Oaxacan Three Students will create Oaxacan inspired 25.A.3d Identify and describe the elements of value, Did students investigate and Wood Weeks perspective and color schemes; the principles of contrast, report on Oaxacan creatures using wood scraps. Their emphasis and unity; and the expressive qualities of thematic Sculptures creatures will be created using a mythical development and sequence. Woodcarvings and the creature wheel and then assembled and importance of the glued in a manner to emphasize 25.A.3e Analyze how the elements and principles can be woodcarvings in Zapotec organized to convey meaning through a variety of media movement or as if their creature is in celebrations through art, and technology. music, dance and drama? motion. They will then paint their creatures utilizing color and line inspired 25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes. Students will understand by the Zapotec Indians. Their choice of the four arts forms and how color and line will be inspired by Mexican 26.A.3e ????? they relate to one another celebration music that will also emphasize and how they are 26.B.3d rhythm and movement in their creature. Demonstrate knowledge and skills to create 2- and 3- interrelated through the Students will orally discuss how the dimensional works and time arts (e.g., film, animation, creation of their wooden

Unit Big Ideas Front Loaded Vocabulary “What vocabulary Interdisciplinary Common Core “What are the essential or enduring gaps exist that need to be pre-taught before Standards understandings that students will take with instruction begin?” ”What Common Core Literacy them following this unit of instruction?” Standards can be applied to my units of instruction and what learning activity is associated with these standards?” #1 Line, Shape, Color, Value, Form, Texture, Space, 2012-2013 Drawing & Painting Balance, Contrast, Emphasis, Movement, Pattern, Rhythm, Unity #2 By creating abstract drawings from Oil Pastel 2012-2013 Drawing observation students will learn that a Oil Pastels Color Theory variety of drawing and painting Watercolor Wash techniques can be used to enhance a Mixed media still life. By comparing drawing from observation students will realize how Analogous colors abstraction can occur from simple/natural shapes. Monochromatic Neutrals

Abstract Art

Tropical Rain Forest

Amazon Jungle, Brazil

Ecosystem

Henri Rousseau #3 Participating in activities that involve Color- The way an object reflects or 2012-2013 Drawing, Sculpture, Painting movement through visual art, music, absorbs light. dance and drama can help one understand the similarities and Line- Path traced by a moving point and is differences of the use of movement in perhaps the most flexible and revealing each of the arts. element of design.

Movement: Art- Arrangement of the elements to create a sense of motion.

Music- Tempo of sound that creates a sense of motion.

Dance- Simple dance sequences that allows you to travel from place to place.

Drama- Performing by Assessment Worksheet

Assessment (Objective-Performance Task): Describe the objective or performance assessment as it will be presented to the students. If performance based, include the rubric with levels of performance for each of the targeted criteria and a description of what they will produce or perform. Include an engaging scenario (situation, challenge, role, audience, performance / product) that focuses the student attention on why they are completing the performance tasks. In addition, provide brief descriptions of four scaffolded common assessments that will be integrated into the lessons.

Linking Performance Assessment Tasks and Unit Assessments:

Pre-Test Task 1 Task 2 Task 3 Task 4 Post Test

(Formative) Recognize Interpret Apply Evaluate (Summative)

List Summarize Model Justify

Describe Compare Analyze Create

Progress Monitoring Target Checks

Unit Assessment Pre-Assessment Description and Post Assessment Description Formative Assessments Tasks (Target Number Type Checks) that will be used during “Describe the assessment(s) as it will be presented to the students. If a performance based instruction to check student learning– assessment, include the Rubric with levels of performance for each of the criteria.” Task #1, Task #2, Task #3, Task #4

Selected Pre-Assessment – Students will complete a fifteen question selected response assessment based on the Task #1 – List the steps in the process Response unit targets. Task #2-Compare the two processes Constructed Post Assessment – Students will complete an objective assessment that includes multiple choice, T/F, Response and short written responses. Task #3- Apply the process in a lab setting

Performance Task #4- Evaluate the data generated from the Assessment lab experience #1 Selected Task #1 – Observations: Conferencing/ Response Teacher meets with students to discuss specific targeted skill(s). Student’s progress and individual/ small groups responses are recorded informally (checklist/notes). Later this information can be transferred Constructed to the student’s grade pages and/or final rubric. Task #2-Projects Response Students demonstrate knowledge on a specific set of artmaking standards. A rubric is given Task#3- Self/Peer Assessment Performance prior to the creation of the project. Assessment Task #4- Visual Assessment

Task #5- Questions Post- Assessment/ self- Reflection: Students reflect on their learning, and assess where they are in the continuum. Students can also be used as peer evaluators, explaining how they feel a product reflects what was expected.

Students use visuals, such as drawings, diagrams, photos or 3D creations to demonstrate and understanding of the artmaking standards. This may be an ongoing sort of assessment where questioning between student and teacher is used.

Challenge students to demonstrate higher level thinking by asking challenging questions such as asking them to explain, justify, imagine or defend. Done verbally and/or in writing.

#2 Selected Teacher meets with students to discuss specific targeted skill(s). Student’s progress and Task #1 – Observations: Conferencing/ Response responses are recorded informally (checklist/notes). Later this information can be transferred individual/ small groups to the student’s grade pages and/or final rubric. Constructed Task #2-Projects Response Students demonstrate knowledge on a specific set of artmaking standards. A rubric is given prior to the creation of the project. Task#3- Self/Peer Assessment Performance Assessment Task #4- Visual Assessment

Post- Assessment/ self- Reflection: Students reflect on their learning, and assess where they Task #5- Questions are in the continuum. Students can also be used as peer evaluators, explaining how they feel a product reflects what was expected.

Students use visuals, such as drawings, diagrams, photos or 3D creations to demonstrate and understanding of an artmaking standard. This may be an ongoing sort of assessment where questioning between student and teacher is used. Challenge students to demonstrate higher level thinking by asking challenging questions such as asking them to explain, justify, imagine or defend. Done verbally and/or in writing.

Students use visuals, such as drawings, diagrams, photos or 3D creations to demonstrate and understanding of an artmaking standard. This may be an ongoing sort of assessment where questioning between student and teacher is used.

Post- Assessment/ self- Reflection: Students reflect on their learning, and assess where they Task #5- Questions are in the continuum. Students can also be used as peer evaluators, explaining how they feel a product reflects what was expected. Students use visuals, such as drawings, diagrams, photos or 3D creations to demonstrate and understanding of an artmaking standard. This may be an ongoing sort of assessment where questioning between student and teacher is used.

Students use visuals, such as drawings, diagrams, photos or 3D creations to demonstrate and understanding of an artmaking standard. This may be an ongoing sort of assessment where questioning between student and teacher is used.

#6 #7 #8

6th Grade Art Priority Targets and Instructional Plans