VISUAL AND PERFORMING ARTS
ART CURRICULUM K-8
Revised 2007-2008
NORTH WARREN CLUSTER: BLAIRSTOWN, FRELINGHUYSEN, AND KNOWLTON ELEMENTARY SCHOOLS NORTH WARREN REGIONAL MIDDLE SCHOOL
Committee: Kim Truelove Blairstown Kenna Pearson Frelinghuysen Krista Tate Knowlton Cheryl Hough NWR Middle School Randy Ross NWR Middle School
Holly Gravel Curriculum Consultant
ART CURRICULUM K-8
TABLE OF CONTENTS
Pages
Kindergarten 4-5
First Grade 6-7
Second Grade 8-9
Third Grade 10-12
Fourth Grade 13-15
Fifth Grade 16-18
Sixth Grade 19-21
Seventh Grade 23-27
Eighth Grade 28-32
NJ 2004 33-34 Core Curriculum Content Standards Overview
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ART CURRICULUM
GRADES K-6
3
Subject: Art Grade: K
Elements of art: color, value, line, shape, form, text, and space Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. What are the elements of art? Questions 2. How do you use the elements in your art?
NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4, 4.2, 5.5
Color – Recognize primary and secondary colors. Skills/ Value – Understand how to mix the correct amount of each color to achieve Proficiencies different values.
Line – Illustrate different kinds of lines.
Shape – Identify different kinds of shapes. (Math 4.2)
Form – Construct a 3D piece of art.
Texture – Use and apply texture.
Space – Understand 3D vs. 2D and spatial relationships.
Aesthetics – Observe various works of art and develop an opinion.
Critique – Express your opinion.
Color – Place fruits and vegetables where they fit on a color wheel. Suggested Use paint to produce secondary colors. Activities Value – Understand how to mix the correct amount of each color to achieve correct value.
Line – Draw lines that are straight, curvy, fat, thin, angled……Use these lines to create simple drawings and shapes. (Van Gogh )
Shape – Use geometric shapes to create everyday objects. (Math 4.2 ) Model how shapes create forms.
Form – Use pinch technique to create a Model Magic turkey. Create the form with paper mache. 4
Texture – Use various media to create texture – paint with a paper towel, toothbrush…… Do a leaf rubbing. (Science 5.5)
Space – Make a mixed media collage. Create a self-portrait that emphasizes the placement of facial features; explain how Picasso “broke the rules.”
Aesthetics – Students tell a story about a work of art they created. (Lang. Arts 3.3) Look for the elements of art in everyday life.
Critique – Critique one another’s work. (Lang. Arts 3.3, 3.4)
Creating– Display works of art in the classroom and hallways.
Assessments/ Teacher observation Performance Grade completed works of art Indicators
www.bears.co.nz Resources/ www.geocities.com www.haringkids.com Materials www.enchantedlearning.com www.FamilyFun.com www.Kinderart.com www.mycraftbook.com www.artmuseums.com www.moma.org www.metmuseum.org www.crayola.com www.princetonol.com www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt The Usborne Complete Book of Drawing – Nigel Reeve Art for Kids – Kathryn Temple Drawing with Children – G.P.Putnam’s Sons Elements and Principles of Design Posters - Crystal Productions Co. Katie and the Sunflower – James Mayhew Vincent Van Gogh – Ernest Raboff Tangrams ABC Kit – Susan Johnston
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Subject: Art Grade: 1
Elements of art: color, value, line, shape, form, text, and space Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential Questions 1. How can you use the elements of art in different ways?
NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 3.2, 3.3, 3.4, 4.2, 7.1
Color – Label primary and secondary colors. Skills/ Value – Differentiate between warm and cool colors. Proficiencies Line – Identify lines in the work of an artist.
Shape – Connect shapes to produce form.
Form – Connect shapes to produce form.
Texture – Be aware of varying degrees of texture.
Space – Cut shapes; understand positive and negative spaces.
Aesthetics – Observe various works of art. Express an opinion about a work of art.
Critique – Consider the opinions of others about works of art.
Color – Fill in the names of the colors on a color wheel (in English or Spanish) Suggested and appropriately color each segment. (Lang. Arts 3.2 and World Activities Language 7.1)
Value – Do a color wash using warm and cool colors: Paint a fish with half warm colors, half cool colors/Fill in the sky in a Halloween scene with warm or cool colors.
Line – Paint fat lines and skinny lines with varying amounts of paint. Use works of art by Kandinsky to discuss line; then recreate similar works of art.
Shape – Use rulers to create geometric shapes; then use the shapes to create objects. (Math 4.2) Use a circle as a major element in a work of art; then write an “I Spy” story. (Lang. Arts 3.2) 6
Form – Assemble forms with geometric shapes (Math 4.2) Use wire to create the shape of a tree. Use rectangular-shaped paper to form a 3D circle to create a snake chain.
Texture – Use Van Gogh paintings to discuss texture; paint fat and skinny lines with varying amounts of texture. Add various materials to paint to create different textures.
Space – Arrange shapes to see how positive and negative space changes.
Aesthetics – Observe and recreate the work of a famous artist. Express an emotional response to a work of art. (Lang. Arts 3.3, 3.4)
Critique – Discuss multiple opinions about a famous work of art. (Lang. Arts 3.3, 3.4) Creating – Display works of art in the classroom and hallways.
Assessments/ Performance Teacher observation Indicators Grade completed works of art
www.native-languages.org www.chromaonline.com www.geocities.com Resources/ www.enchantedlearning.com Materials www.FamilyFun.com www.Kinderart.com www.mycraftbook.com www.artmuseums.com www.moma.org www.metmuseum.org www.crayola.com www.princetonol.com www.artencyclopedia.com www.members.aol.com
The Usborne Complete Book of Art Ideas – Fiona Watt The Usborne Complete Book of Drawing – Nigel Reeve Art for Kids – Kathryn Temple Drawing with Children – G.P.Putnam’s Sons Elements and Principles of Design Posters - Crystal Productions Co. Native American - Anne D’Alleva Art Forms 7th edition – Duane Preble, Sarah Preble, and Patrick Frank Drawing a Tree – Bruno Munari Handbook of Arts and Crafts – Willard Wankelman and Philip Wigg The Grandma Moses Storybook – Otto Kallir 7
Subject: Art Grade: 2
Elements of art: color, value, line, shape, form, text, and space Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. How have artists used the elements of art in their work? Questions 2. How can you use the elements of art in different ways? NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4,.4.2, 5.5
Color – Identify the placement of complementary colors on the color wheel.
Value – Examine differences in value.
Skills/ Line – Demonstrate the use of line through perspective. Proficiencies Shape – Use simple shapes to create illustrations. (Math 4.2)
Form – Construct a project using various techniques in clay.
Texture – Add texture to create a tactile work of art.
Space – Demonstrate how objects closer to you are bigger and ones farther away are smaller.
Aesthetics – Observe various works of art. Identify all the elements of art. Express an opinion about a work of art.
Critique – Respect other students’ opinions about artwork.
Color – Create a flower using complementary colors. (Science 5.5) Suggested Value – Paint an object using a monochromatic color scheme. Activities Line – Draw a desk in perspective. Create a landscape; then add appropriate objects in perspective (desert – add cacti, Arctic – add penguins…..). (Science 5.5) Paint with line using quick brushstrokes.
Shape – Create self portraits and discuss the various shapes of faces. Create family portraits. Create hex signs using shapes that symbolize meanings in folk art.
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Form – Use pinch, coil, and modeling techniques.
Texture – Create sand leaves. (Science 5.5) Add tissue paper/pencil shavings/rice/sawdust…to a shape to add texture.
Space – See “Line” above.
Aesthetics – View and discuss famous artworks from various cultures.
Critique – Have a discussion about different viewpoints of artwork. (Lang. Arts 3.3, .34)
Creating – Display works of art in the classroom and hallways.
Assessments/ Teacher observation Performance Grade completed works of art Indicators
www.urbanext.uiuc.edu www.ecke.com www.thestorefinder.com Resources/ www.amishnews.com Materials www.cqsb.gc.ca www.geocities.com www.enchantedlearning.com www.FamilyFun.com www.Kinderart.com www.mycraftbook.com www.artmuseums.com www.moma.org www.metmuseum.org www.crayola.com www.princetonol.com www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt The Usborne Complete Book of Drawing – Nigel Reeve Art for Kids – Kathryn Temple Drawing with Children – G.P.Putnam’s Sons Elements and Principles of Design Posters - Crystal Productions Co. NW News – Hannukuh, Ramadan, Kwanza - Issue 2006 #25 Stained Glass, A Brief History Pablo Picasso– Ernest Raboff Your Guide to Pennsylvania Amish Country History of Art – Kristen Bradbury
9 Subject: Art Grade: 3
Elements of art: color, value, line, shape, form, text, and space Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. How can different elements of art be combined to create a work of art? Questions NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4, 4.2, 5.5, 6.4, 9.1
Color – Mix secondary colors to match an object. Skills/ Value – Blend media to create value. Proficiencies Line – Understand that line can be taken away as well as applied.
Shape – Understand that depth is created by overlapping shapes.
Form – Create 3D art by changing a 2D shape into a 3D form.
Texture – Understand the difference between visual and tactile texture.
Space – Create 3D art.
Aesthetics – Identify similarities and differences in two famous works of art.
Critique – Compare similar subject matters in artwork from various cultures.
Other – Understand that being an artist is a career. (Career Ed. 9.1)
Color – Choose an object from nature and try to match the color/hue. Suggested Activities Value – Shine a light source on a still life to show highlights, midtones, and shadow. Use pastels, crayons, pencils, markers, or charcoal to create a still life and shade it.
Line – Scratch out a design on a student-made scratchboard.
Shape – Use leaves to overlap and create a design. (Science 5.5) Cut out fruit shapes and overlap to create a fruit bowl. Use a repeated shape and overlap it to create an optical illusion. (Math 4.2)
Form – Create 3D “amusement parks” using 2D strips of paper. Design a building using measurements and then construct the 3D form. (Math 4.2)
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Texture – Discuss the composition of a building. Draw lines and shapes to create the visual texture of brick, stone, wood……
Space – Use clay to make: pencil toppers, a sun, a moon landscape with craters, a “man on the moon...” (Social Studies 6.4)
Aesthetics – Compare and contrast two famous works of art. Discuss the lives of famous artists.
Critique – Display the work of several artists who have addressed the same subject matter in their work of art. Discuss and critique. (Lang. Arts 3.3, 3.4)
Creating – Display works of art in the classroom and hallways.
Assessments/ Teacher observation Performance Grade completed work Indicators
www.geocities.com www.enchantedlearning.com www.FamilyFun.com Resources/ www.Kinderart.com Materials www.mycraftbook.com www.artmuseums.com www.moma.org www.metmuseum.org www.crayola.com www.princetonol.com www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt The Usborne Complete Book of Drawing – Nigel Reeve Art for Kids – Kathryn Temple Drawing with Children – G.P.Putnam’s Sons Elements and Principles of Design Posters - Crystal Productions Co. Art from Many Hands - Jo Miles Schuman Art and Man – M.C.Escher: Optical Art – Scholastic Art Dec.‘91/Jan.‘92 Alexander Calder – Working with Volume – Scholastic Art Dec.‘99/Jan.‘00
11 Subject: Art Grade: 3
Principles of art: balance, unity, harmony, emphasis, rhythm, movement, contrast, and pattern Creating works of art Content Aesthetics Critique Art’s relation to history and cultures Essential 1. What are the principles of art? Questions 2. How can combining different elements of art create a principle of art? NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 4.3, 6.3 Skills/ Proficiencies Combine various elements of art to illustrate principles of art.
Use art tape to create lines; color the shapes with markers. (Piet Mondrian) Suggested Activities Create tessellations similar to the work of M.C.Escher. (Math 4.3)
Create collages. (Matisse)
Cut out a space alien to fit a piece of paper. Identify positive and negative space that creates balance.
Draw Georgia O’Keefe flowers; use markers, pastels, paint…..to color them.
One point perspective - Draw your name; apply different colors to the top/bottom/sides to demonstrate emphasis.
Aboriginal patterns - After discussing Australian aboriginal art, create your own similar patterns. (Social Studies 6.3)
Straw mobiles – Discuss how Calder used repetition and movement to create mobiles; create your own mobile. Assessments/ Performance Teacher observations Indicators Grade completed works of art www.geocities.com The Usborne Complete Book of Art www.enchantedlearning.com Ideas – Fiona Watt www.FamilyFun.com The Usborne Complete Book of www.Kinderart.com Drawing – Nigel Reeve Resources/ www.mycraftbook.com Art for Kids – Kathryn Temple Materials www.artmuseums.com Drawing with Children – G.P.Putnam www.moma.org Elements and Principles of Design www.metmuseum.org Posters - Crystal Productions Co. www.crayola.com Art from Many Hands - J. M. Schuman www.princetonol.com Art and Man – M.C.Escher: Optical www.artencyclopedia.com Art – Scholastic Art Dec.‘91/Jan.‘92 Alexander Calder – Working with Volume – Scholastic Art Dec.‘99 12
Subject: Art Grade: 4
Elements of art: color, value, line, shape, form, text, and space Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. What is an artist’s intent? Questions 2. How can you make creative decisions with intent using the elements of art? NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.3, 8.2, 9.1 Color – Repeat the same work of art using printmaking techniques and tools.
Skills/ Value – Apply media to show light and dark values.
Proficiencies Line – Create lines of varying widths and dimension to add interest to a work of art. Shape – Create an abstract collage of shapes using various media.
Form – Create 3D art.
Texture – Apply texture to mixed media.
Space – Demonstrate knowledge of layout design.
Aesthetics – Analyze the subject matter of a work of art.
Critique – Recognize the value of critiquing one’s own work and the work of others. Other – Identify careers in the art field. (Career Ed. 9.1) Use the library as a resource.
Color – Printmaking: Xerox multiple copies of a digital print and color them Suggested with magic markers to produce an Andy Warhol type of design. Activities (Technology 8.2)
Value – Paint Georgia O’Keefe style flowers by changing the value of the colors.
Line – Sketch a shoe. Create lines using Elmer’s Glue, then paint them with metallic paint. Create tribal designs using symmetry. (Math 4.2, Social Studies 6.3)
Shape – Create an abstract collage of shapes using various media.
Form – Use clay to make a coil pot, pinch pot, draped pot, and/or slab pot.
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Texture – Use clay to create a fish, then add texture. Create Egyptian motifs using various media and textures. Discuss why these motifs were important to Egyptians. (Social Studies 6.3)
Space – Research a career in art on the Internet; write three facts about the career and add an illustration to create a poster. (Technology 8.2, Lang. Arts. 3.1, 3.2, 3.3, 3.4, Career Ed. 9.1)
Aesthetics – Learn appropriate art vocabulary.
Critique – Recognize the value of critiquing one’s own work and the work of others.
Creating – Display works of art in the classroom and hallways.
Assessments/ Teacher observations Performance Grade completed works of art Indicators
www.drawinglab.evansville.edu www.jhpottery.com www.geocities.com Resources/ www.artmuseums.com Materials www.moma.org www.metmuseum.org www.princetonol.com www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt The Usborne Complete Book of Drawing – Nigel Reeve Art for Kids – Kathryn Temple Drawing with Children – G.P.Putnam’s Sons Elements and Principles of Design Posters - Crystal Productions Co. Michelangelo: Painter, Sculptor, and Architect – Antonio Paolucci Native American – Anne D’Alleva Symbols of Native America – Heike Owusu Famous Indian Tribes – William Moyers and David C. Cooke The Kids’ Multicultural Art Book – Alexandra Terzian Art Treasures from the Ice Age – Jean Phillipe Riguad Famous Artists – Leonardo DaVinci – Anthony Mason
14 Subject: Art Grade: 4
Principles of art: balance, unity, harmony, emphasis, rhythm, movement, contrast, and pattern Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. What is an artist’s intent? Questions 2. How can you make creative decisions with intent using the principles of art?
NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 6.3, 6.4 Skills/ Proficiencies Combine various elements of art to illustrate principles of art.
Redesign the American flag. (Social Studies 6.3) Suggested Activities Create Native American weaving patterns using yarn, string, and cardboard looms. Discuss why certain patterns were important to these people. (Social Studies 6.3)
Create cave art using appropriate symbols. (Social Studies 6.4)
Create examples of Pop Art; emphasize form with color.
Assessments/ Performance Teacher observations Indicators Grade completed works of art
www.drawinglab.evansville.edu Art for Kids – Kathryn Temple www.jhpottery.com Drawing with Children – G.P.Putnam www.geocities.com Elements and Principles of Design Resources/ www.artmuseums.com Posters - Crystal Productions Co. Materials www.moma.org Michelangelo: Painter, Sculptor, and www.metmuseum.org Architect – Antonio Paolucci www.princetonol.com Native American – Anne D’Alleva www.artencyclopedia.com Symbols of Native America – H.Owusu Famous Indian Tribes – William Moyers and David C. Cooke The Usborne Complete Book of Art The Kids’ Multicultural Art Book – Ideas – Fiona Watt Alexandra Terzian The Usborne Complete Book of Art Treasures from the Ice Age – Drawing – Nigel Reeve Jean Phillipe Riguad Famous Artists – Leonardo DaVinci – Anthony Mason
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Subject: Art Grade: 5
Elements of art: color, value, line, shape, form, text, and space Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. How do you know which elements of art should be used to create the Questions desired effect in your art work?
NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4, 4.2, 4.3, 5.5, 6.3, 6.6
Color – Understand that you can use the color of paper as a background. Skills/ Value – Blend opposite colors. Proficiencies Line – Follow the rules of perspective.
Shape – Apply shapes in various ways.
Form – Use mixed media to illustrate various forms from history and nature. (Science 5.5)
Texture – Use various tools to apply texture.
Space – Give depth to a 2D space.
Aesthetics – Understand the contributions made by artists from ancient times.
Critique - Compare and contrast modern art to art of the ancient world. Use appropriate art vocabulary. (Lang. Arts 3.3, 3.4, Social Studies 6.3, 6.6)
Color – Create a painting on a colored piece of paper. Suggested Activities Value – Students shade their name using opposite colors. Draw a cartoon. Paint stripes over it following a rainbow pattern. Where the cartoon image intersects the stripe, change the value of the color.
Line – Draw a landscape in perspective. Draw your dream home in 2 point perspective.
16 Shape – Use a ruler to create Greek columns with proper proportions. Discuss how ancient Greek architecture has influenced modern architecture. (Math 4.2, 4.3, Social Studies 6.3, 6.6) Create a “broken window” painting in the style of Paul Klee. Apply masking tape to canvas to create an abstract shape; paint.
Form – Create leaf-shaped bowls out of clay. Use clay to make Egyptian sarcophagi. (Social Studies 6.3, 6.6) Create medieval castles from wire. (Social Studies 6.3, 6.6)
Texture – Apply hieroglyphics to Egyptian sarcophagi. (Social Studies 6.3, 6.6) Use sticks, rocks, and leaves to replicate cave paintings.
Space – Create a watercolor landscape showing foreground, midground, and background.
Aesthetics – Understand the characteristics of Greek, Egyptian, and medieval art. (Social Studies 6.3, 6.6) Compare and contrast hieroglyphics to English.(Social Studies 6.3)
Critique – Compare and contrast modern art to art of the ancient world. (Social Studies 6.3, 6.6)
Creating – Display works of art in the classroom and hallways.
Assessments/ Teacher observations Performance Grade completed works of art Indicators
www.olejarz.com www.culture.gouv.fr www.greatscott.com Resources/ www.geocities.com Materials www.artmuseums.com www.moma.org www.metmuseum.org www.princetonol.com www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt The Usborne Complete Book of Drawing – Nigel Reeve Art for Kids – Kathryn Temple Drawing with Children – G.P.Putnam’s Sons Elements and Principles of Design Posters - Crystal Productions Co. Art Smart – Susan Rodriguez Art from Many Hands – Jo Miles Schuman The Tumultuous Life of Salvador Dali – Meryle Seacrest Brush and Color or Line and Wash – Paul Taggart
17 Subject: Art Grade: 5
Principles of art: balance, unity, harmony, emphasis, rhythm, movement, contrast, and pattern Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. How do you know which principles of art should be used to create the Questions desired effect in your art work?
NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 5.5, 8.1
Skills/ Combine various elements of art to illustrate principles of art. Proficiencies
Create a food package in the Pop Art style. Suggested Activities Shade your name using opposite colors on the color wheel.
Conduct Internet research on an endangered species. Create a mixed media illustration of the animal and give a brief report. (Lang. Arts 3.1, 3.2, 3.3, 3.4, 3.5, Science 5.5, Technological Literacy 8.1)
Create a black and white sketch of a cat; use color only for the eyes.
Create an abstract sculpture using various materials.
Assessments/ Teacher observations Performance Grade completed works of art Indicators The Usborne Complete Book of Art www.olejarz.com Ideas – Fiona Watt www.culture.gouv.fr The Usborne Complete Book of www.greatscott.com Drawing – Nigel Reeve Resources/ www.geocities.com Art for Kids – Kathryn Temple Materials www.artmuseums.com Drawing with Children – G.P.Putnam www.moma.org Elements and Principles of Design www.metmuseum.org Posters - Crystal Productions Co. www.princetonol.com Art Smart – Susan Rodrigue www.artencyclopedia.com Art from Many Hands – J.M. Schuman The Tumultuous Life of Salvador Dali Meryle Seacrest Brush and Color or Line and Wash Paul Taggart
18 Subject: Art Grade: 6
Elements of art: color, value, line, shape, form, text, and space Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. How does art of the past influence modern day art? Questions 2. How can some elements of art found in art of the past be implemented in your own artwork?
NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 3.2, 9.1
Color – Understand the dramatic impact of color. Skills/ Value – Apply value techniques using mixed media. Proficiencies Line – Use lines differently to achieve desired effects.
Shape – Analyze the use of shapes on 2D and 3D surfaces.
Form – Assemble forms using correct proportions and materials.
Texture – Make appropriate choices when applying visual or tactile texture.
Space – Use two point perspective to re-create a 3D object on a 2D surface.
Aesthetics – Appreciate what producing art means to you.
Critique – Discuss the intent in the artwork of others.
Create artwork by combining various elements of art: Suggested Wire sculptures Activities 3-D clay sculpture Woodburning projects Mixed media Recreate paintings using your own ideas Graffiti projects Write your name in two point perspective and illustrate it with your interests and hobbies. Egyptian scratchboards Paul Klee ink and watercolor Chinese fans and cutouts Abstract painting Pop Art comics (Lichtenstein)
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Aesthetics – Write an essay telling about a preferred art career. What would you like to see done with your art ( displayed in a museum, kept for yourself……..)? (Lang. Arts 3.2)
Critique – Discuss intentions of famous artists and/or classmates when creating art.
Creating – Display works of art in the classroom and hallways.
Assessments/ Teacher observation Performance Grade completed work Indicators
www.olejarz.com www.culture.gouv.fr www.greatscott.com Resources/ www.geocities.com Materials www.artmuseums.com www.moma.org www.metmuseum.org www.princetonol.com www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt The Usborne Complete Book of Drawing – Nigel Reeve Art for Kids – Kathryn Temple Drawing with Children – G.P.Putnam’s Sons Elements and Principles of Design Posters - Crystal Productions Co. Art Smart – Susan Rodriguez Art from Many Hands – Jo Miles Schuman Street Style and Art-Graffiti LA – Steve Gody
20
Subject: Art Grade: 6
Principles of art: balance, unity, harmony, emphasis, rhythm, movement, contrast, and pattern Creating works of art Content Aesthetics Critique Art’s relation to history and cultures
Essential 1. How does art of the past influence modern day art? Questions 2. How can some principles of art found in art of the past be implemented in your own artwork?
NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 6.3, 8.1 Skills/ Proficiencies Combine various elements of art to illustrate principles of art.
Cave art – Paint with sticks, rocks, leaves….Use black paint for most of the Suggested symbols; add red for emphasis. (Social Studies 6.3) Activities Chinese cutouts – Put tissue behind the cutouts to show emphasis.
Create Chinese dragons using various materials.
Create Jackson Pollack spatter paintings.
Create an enlarged cartoon page (as if it were being magnified). Use dots inside the images (Lichtenstein).
Choose an image from the Internet. Use computer applications to change it in some way. (Technological Literacy 8.1)
Assessments/ Teacher observations Performance Grade completed works of art Indicators www.olejarz.com The Usborne Complete Book of Art www.culture.gouv.fr Ideas – Fiona Watt www.greatscott.com The Usborne Complete Book of www.geocities.com Drawing – Nigel Reeve Resources/ www.artmuseums.com Art for Kids – Kathryn Temple Materials www.moma.org Drawing with Children – G.P.Putnam www.metmuseum.org Elements and Principles of Design www.princetonol.com Posters - Crystal Productions Co. www.artencyclopedia.com Art Smart – Susan Rodriguez Art from Many Hands - J. M. Schuman Street Style and Art-Graffiti LA Steve Gody 21
ART CURRICULUM
GRADES 7-8
22 Subject: Art Grade: 7 (Cycle)
Content Perspective: one point and two point
Essential 1. How do you draw in three dimensions? Questions NJCCCS 1.1, 1.2, 1.3, 1.4, 4.2
Elements and Principles (1.3) Skills/ Apply the concept of perspective into a linear drawing.
Proficiencies Aesthetics (1.1) Interpret the use of lines in space.
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Draw names in one point perspective using block lettering. (Math 4.2) Activities Draw a cityscape in two point perspective. (Math 4.2)
Critique (1.4) Discuss and critique perspective in works of art.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art. Indicators
Teacher demonstration
Art prints Resources/ Materials Videos
Handouts
Posters
Worksheets
23 Subject: Art Grade: 7 (Cycle)
Content Color Theory
Essential 1. How do colors relate to art? Questions NJCCCS 1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3) Skills/ Understand the structure of the color wheel. Apply the concept of color theory to a work of art. Proficiencies Aesthetics (1.1) Learn art vocabulary: analogous, complementary, primary, secondary, tertiary Analyze how art is often defined by its originality.
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Create secondary and tertiary colors on the color wheel. Activities Create a landscape using various color media. Draw symmetrical shapes and color them using analogous and complementary colors.
Critique (1.4) Discuss and critique color in works of art.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art. Indicators
Art prints
Videos Resources/ Materials Color wheel chart
Various media: pastels, oil pastels, colored pencils……
Teacher demonstration
24 Subject: Art Grade: 7 (Cycle)
Positive and negative spatial concepts Content contrast black and white line and texture
Essential 1. How do you distinguish between positive and negative space? Questions NJCCCS 1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3) Skills/ Understand when working on a scratchboard highlighted areas are created. Understand that texture and line contain visual information. Proficiencies Aesthetics (1.1) Differentiate between positive and negative space. Analyze how art is often defined by its originality.
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Draw a picture; transfer it to a scratchboard. Activities Create a white drawing on black paper.
Critique (1.4) Discuss and critique examples of positive and negative space and line and texture in works of art.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art Indicators
Art prints
Video Resources/ Materials Teacher demonstration
Worksheets
Handouts
25 Subject: Art Grade: 7 (Cycle)
Content Portraiture
Essential 1. How do you draw a portrait? Questions NJCCCS 1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3) Skills/ Apply proportion guidelines in portrait drawings. Examine varied facial features. Proficiencies Aesthetics (1.1) Compare and contrast genres, styles, and techniques of portraiture. Express how art is inspired by an individual’s imagination. Learn art vocabulary: portrait, proportion….
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Survey portrait artists. Activities Do an exercise based on facial proportions and features. Create a portrait of a classmate.
Critique (1.4) Discuss and critique portraits.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art Indicators
Art prints
Videos Resources/ Materials Handouts
Teacher demonstration
Worksheets
26 Subject: Art Grade: 7 (Cycle)
Content Art History
Essential 1. How has art changed over time? Questions NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 6.4
Elements and Principles (1.3) Skills/ Survey artists and art movements. (Social Studies 6.4)
Proficiencies Creating (1.2) Identify careers and lifelong opportunities for making art.
Aesthetics (1.1), World Cultures, History, Society (1.5) Distinguish among artistic styles, trends, and movements. (Ex. Renaissance, Impressionism….) Understand that the perception of an artist’s work may change over time. Express how art is inspired by an individual’s imagination.
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Create art based on a historic artist or movement using various media. Activities Watch a video about Careers in Art; discuss.
Critique (1.4) Discuss and critique famous works of art representing various artists, styles, or movements.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art. Indicators Tests/quizzes
Resources/ Art prints Materials Videos
Handouts
27
Subject: Art Grade: 8 (Cycle)
Content 3-D Design
Essential 1. How do you create 3-D forms? Questions NJCCCS 1.1, 1.2, 1.3, 1.4, 6.3, 6.4
Elements and Principles (1.3) Skills/ Look for examples of art elements and principles in everyday life. Use shape, form, and balance when building a 3-D artwork. Proficiencies Aesthetics (1.1) Compare and contrast 2-D and 3-D design. Learn art vocabulary: 2-D, 3-D, balance, form……
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Construct a paper sculpture of a famous building/structure. (Ex. US Capitol, Activities Statue of Liberty, Neuschwanstein Castle…..) (Social Studies 6.3, 6.4)
Critique (1.4) Discuss and critique sculptures.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art Indicators
Teacher demonstration
Resources/ Worksheets Materials Websites
Templates
28
Subject: Art Grade: 8 (Cycle)
Content Shading objects
Essential 1. How does the use of light define an object? Questions NJCCCS 1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3) Skills/ Look for examples of elements and principles of art in everyday life. Understand and apply a tonal system using line, shape, texture, and contrast. Proficiencies Illustrate the use of light on drawn objects.
Aesthetics (1.1) Learn art vocabulary: value, line, shape, texture, contrast….
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Draw and shade various objects. Activities
Critique (1.4) Discuss and critique tonal systems in works of art.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art Indicators
Teacher demonstration
Resources/ Examples Materials Handouts
29
Subject: Art Grade: 8 (Cycle)
Content Figure drawing
Essential 1. How can you measure a human figure? Questions NJCCCS 1.1, 1.2, 1.3, 1.4, 4.2
Elements and Principles (1.3) Skills/ Examine proportions of the human figure. Apply proportional guidelines in drawing the human figure. (Math 4.2) Proficiencies Compare and contrast various systems of measuring a human figure.
Aesthetics (1.1) Learn art vocabulary: proportion
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Illustrate a measurement system. Activities Draw human figures from observation.
Critique (1.4) Discuss and critique human proportions in works of art.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art Indicators
Teacher demonstration
Resources/ Posters Materials Worksheets
Video
30
Subject: Art Grade: 8 (Cycle)
Content Color and Pattern
Essential 1. How does the color wheel function? Questions NJCCCS 1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3) Skills/ Understand the structure of the color wheel. Apply the concept of color theory to a patterned work. Proficiencies Differentiate between various color systems.
Aesthetics (1.1) Learn color vocabulary: analogous, complementary, primary, secondary, tertiary….
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Apply a color system to a patterned template. Activities
Critique (1.4) Understand the basic process of critique. Discuss and critique color and pattern in works of art.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art Indicators
Teacher demonstration Resources/ Posters Materials Color wheel
31 Subject: Art Grade: 8 (Cycle)
Content Artist Biographies (Van Gogh, Monet, Cassatt, DaVinci, Rembrandt……)
Essential 1. How do artists compose works of art? Questions NJCCCS 1.1, 1.2, 1.3, 1.4, 1.5, 6.3, 6.4
Elements and Principles (1.3) Skills/ Understand how artists use the principles of art (balance, movement, rhythm, contrast, emphasis, pattern, and unity) in works of art. Proficiencies Aesthetics (1.1), World Cultures, History, Society (1.5) Distinguish among artistic styles, trends, and movements in various art forms. Describe changes in meaning over time in the perception of a known work of art.
Critique (1.4) Understand the basic process of critique.
Creating (1.2) Suggested Read and view artists’ profiles. (Social Studies 6.3, 6.4) Activities Discuss and analyze artists and their careers. (Social Studies 6.3, 6.4)
Critique (1.4) Compare and contrast the technical proficiency of artists.
Assessments/ Teacher observation of participation and class effort Performance Grade completed works of art Indicators Tests/quizzes
Resources/ Handouts Materials Videos
Posters
32 OVERVIEW OF THE 2004 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS
VISUAL AND PERFORMING ARTS 1.1 Aesthetics (Knowledge/Skills) 1.2 Creation and Performance (Dance/Music/Theater/Visual Art) 1.3 Elements and Principles of the Arts (Dance/Music/Theater/Visual Arts) 1.4 Critique (Knowledge/Skills) 1.5 World Cultures, History, and Society (Knowledge/Skills)
HEALTH AND PHYSICAL EDUCATION 2.1Wellness (Personal health/Growth and development/Nutrition/Diseases and health conditions/ Safety/Social and emotional health) 2.2 Integrated Skills (Communication/Decision making/Planning and goal setting/Character development/Leadership, advocacy, and service/Health services and careers) 2.3 Drugs and Medicines (Medicines/Alcohol, tobacco, and other drugs/Dependency/addiction and treatment) 2.4 Human Relationships and Sexuality (Relationships/Sexuality/Pregnancy and parenting) 2.5 Motor Skill Development (Movement skills/Movement concepts/Strategy/Rules, safety, and sportsmanship/Sport Psychology) 2.6 Fitness (Fitness and Physical Activity/Training/Achieving and Assessing Fitness) LANGUAGE ARTS LITERACY 3.1 Reading (Concepts about print/Phonological awareness/Decoding and word recognition/ Fluency/Reading strategies (before, during, and after reading)/Vocabulary and concept development/Comprehension skills and response to text/Inquiry and research) 3.2 Writing (Writing as a process/Writing as a product/Mechanics, spelling, and handwriting/ Writing forms, audiences, and purposes) 3.3 Speaking (Discussion/Questioning (inquiry) and contributing/Word choice/Oral presentation 3.4 Listening (Active listening/Listening comprehension) 3.5 Viewing and Media Literacy (Constructing meaning/Visual and verbal messages/Living with media)
MATHEMATICS 4.1 Number and Numerical Operations (Number sense/Numerical operations/Estimation) 4.2 Geometry and Measurement (Geometric properties/Transforming shapes/Coordinate geometry/Units of measurement/Measuring geometric objects) 4.3 Patterns and Algebra (Patterns/Functions and relationships/Modeling/Procedures) 4.4 Data Analysis (statistics), Probability, Discrete Math – systematic listing and counting/Discrete Math – Vertex-edge graphs and algorithms) 4.5 Mathematical Processes (Problem solving/Communication/Connections/Reasoning/ Representations/Technology)
33 SCIENCE 5.1 Scientific Processes (Habits of Mind/Inquiry and problem solving/Safety) 5.2 Science and Society (Cultural contributions/Historical perspectives) 5.3 Mathematical Applications (Numerical operations/Geometry and measurement/Patterns and algebra/Data analysis and probability) 5.4 Nature and Process of Technology (Science and technology/Nature of technology/ Technological design) 5.5 Life Science (Matter, energy, and organization in living systems/Diversity and biological evolution/Reproduction and heredity) 5.6 Physical Science – Chemistry (Structure and properties of matter/Chemical reactions) 5.7 Physical Science – Physics (Motion and forces/Energy transformations) 5.8 Earth Science (Earth’s properties and materials/Atmosphere and weather/Processes that shape the earth/How we study the earth)
SOCIAL STUDIES 6.1 Social Studies Skills 6.2 Civics (Civic life, politics, and government/American values and principles/The Constitution and American democracy/Citizen ship, International education: global challenges, cultures, and connections) 6.3 World History (The birth of civilization to 1000BC/Early human societies to 500 AD//Expanding zones of exchange and interaction to 1400AD/The age of global encounters(1400-1750)/The age of revolutionary change (1750-1914)/The era of the great wars(1914-1945)/The modern world (1945- 1979)/Looking to the future (1980-present) 6.4 United States/New Jersey History [Family and community life/State and nation/Many worlds meet (to 1620)/Colonization and settlement (1585-1763)/Revolution and the new nation (1754-1820)/Expansion and reform (1801-1861)/Civil War and Reconstruction (1850-1877)/The Industrial Revolution (1870-1900)/The emergence of modern America (1890-1930)/The Great Depression and WWII (1929-1945)/ Postwar years (1945-1970)/Contemporary America (1968-present)] 6.5 Economics (Economic literacy/Economics and society) 6.6 Geography (The world in spatial terms/Places and regions/Physical systems/Human systems/Environment and society)
WORLD LANGUAGES 7.1 Communication (Interpretive mode/Interpersonal mode/Presentational mode) 7.2 Culture (Interpretive mode/Interpersonal mode/Presentational mode)
TECHNOLOGICAL LITERACY 8.1 Computer and Information Literacy: Basic Computer Tools and Skills (Keyboarding/Word processing/Internet usage/Spreadsheets/Database concepts and usage/Publications and presentations) & Application of Productivity Tools (Social aspects/Information access and research/Problem solving) 8.2 Technology Education (Nature and impact of technology/Design process and impact assessment/Systems in the designed world)
CAREER EDUCATION AND CONSUMER, FAMILY, AND LIFE SKILLS 9.1 Career and Technical Education (Career awareness and planning/Employability skills) 9.2 Consumer, Family, and Life Skills (Critical thinking/Self-management/Interpersonal communication/Character development and ethics/Consumer and personal finance/Safety)
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