GRADE K ART Description All students in kindergarten art will learn to use tools and materials safely. All students will be able to identify colors and shapes in their world. They will understand how line is used to create shapes and forms. Students will be able to differentiate between two dimensional and three dimensional art.

Course Overview

Course Objectives Essential Questions Sample Performance Assessments Students will be able to: • How can we use scissors successfully? • Explore cutting and gluing through collage • Recognize basic shapes and the difference • How can we glue effectively? and paper construction. between a line and a shape. • What shapes are in our world? • Identify colors in their art work and the • Identify and recognize colors in their • Where do you see color in the world? world around them. world. • Where do you see forms in the world? • Experience the difference between a two- • Understand how to use scissors and all art • What lines can you see in the world? dimensional and a three-dimensional form. tools safely and correctly. • Explore the difference between a line and a • Understand how line is used to create shape. shapes and forms two dimensional and three dimensional forms. • Understand how lines are used to create shapes and forms. Content Outline Standards Grade Level Skills • Be able to use the correct scissor grip I. Unit 1 – Cutting and Gluing Connecticut SDE Arts Curriculum Framework when cutting straight and curved lines. II. Unit 2 – Identifying Colors • Be able to apply glue neatly and select and III. Unit 3 – Identifying Shapes Connecticut State Visual Arts Standards are met in use various methods for applying glue. IV. Unit 4 – Line the following areas: • Be able to adhere materials securely. V. Unit 5 – Introduction to Form • Media • Select colors that express an idea. • Connections • Use light and dark colors. • Overlap colors. • Create art work with primary colors. • Draw and cut geometric shapes. • Use shapes within a composition. • Draw a variety of lines. • Use tools and manipulate materials to build a representational form.

Grade K Art Curriculum BOE Approved 03/13/12

KINDERGARTEN: Cutting and Gluing

Standards Students will understand, select and apply media techniques and processes. Students will use art media and tools in a safe and responsible manner.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • How can we use scissors in our daily lives? • Collage • Understand how to use scissors safely. • How can we glue effectively? • Paper construction • Identify the correct scissor grip. • Paper mobiles • Recognize cutting on lines. Focus Questions • Cutting areas within an art composition • Understand how to use glue neatly. • How do I hold scissors correctly to cut various • Identify the various methods of gluing for materials? each task. • What is the correct application of glue?

Resources Materials Skill Objectives • Exemplar Artists such as Matisse, • Various papers Students will: Mondrian, Miro, Kandinsky, Eric Carle • White glue and glue sticks • Be able to use the correct scissor grip. Ezra Jack Keats • Scissors • Be able to cut straight and curved lines. • Children’s books such as: The Very • Collage materials • Be able to apply glue neatly. Hungry Caterpillar, Peter’s Chair • Colored Foam Sheets • Be able to select and use various • Constellation Series of Posters on Miro • Popsicle Sticks methods for applying glue. • Be able to adhere materials securely.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • Dropping In On Series of DVD’s • Adaptive glue sticks • Mondrian, Miro, Kandinsky • www.kinderart.com • Adaptive scissors • Native American Cultures • www.incredibleartdepartment.com • Additional exercises for gifted students • Mexican Art • Additional time as rewards for students during • Chinese Art Art class times.

Grade K Art Curriculum BOE Approved 03/13/12

KINDERGARTEN: Identifying Colors

Standards Students will make connections between the visual arts, other disciplines and daily life. Students will demonstrate understanding of how the visual arts are used in the world around us.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • Where do you see color in the world? • Collage • Identify and recognize colors in their • Resist painting world. Focus Questions • Abstract tempera painting • Understand the difference between lights • What are the colors around us? • Painting people and darks in color. • Responding to children’s books • Recognize and understand primary colors and their source.

Resources Materials Skill Objectives • Applicable storybooks such as, • Tempera paint or cakes Students will: Mouse Paint, White Rabbit’s Color Book, • Watercolors • Select colors that express an idea. and Color Dance, The Color Tree • Brushes • Use light and dark colors. • Color Wheels • Crayons • Overlap colors. • Color paddles • Oil pastels • Create art work with primary colors. • Posters of artist’s work such as • Various colored papers Mondrian • Collage materials

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.mrsbrownart.com • Adaptive markers and crayons • Kandinsky, Matisse, Mondrian, Miro • www.deepspacesparkle.com • Color paddles • Mexican culture • www.crayola.com • Slant boards • Extra time and materials

Grade K Art Curriculum BOE Approved 03/13/12

KINDERGARTEN: Identifying Shapes

Standards Students will make connections between the visual arts, other disciplines and daily life. Students will demonstrate understanding of how the visual arts are used in the world around us.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What shapes are in our world? • Cutting and gluing shapes • Understand the difference between a line • Create tracer. and a shape. Focus Questions • Rubbings • Recognize geometric shapes. • What is a square? • Model magic or clay to create three • Recognize invented shapes. • What is a rectangle? dimensional forms • Identify shapes in the world around them. • What is a circle? • What is a triangle?

Resources Materials Skill Objectives • Applicable Storybooks such as Mouse • Various papers Students will: Shapes, When a Line Bends a Shape • Markers and crayons • Draw and cut geometric shapes. Begins • Scissors • Invent made up shapes. • Exemplar artists such as Mondrian, • Glue • Use shapes within a composition. Kandinsky, Calder. • A variety of paints • Use shapes to create recognizable • Three dimensional materials objects.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.teacherdiscovery.com • Stencils and templates • Calder mobiles, stabiles • www.deepspacesparkle.com • Adaptive scissors • Mondrian, Miro • www.incredibleartdepartment.com • Adaptive brushes • Mexican Art • Molds and manipulatives • Native American patterns

Grade K Art Curriculum BOE Approved 03/13/12

KINDERGARTEN: Line

Standards Students will make connections between the visual arts, other disciplines and daily life. Students will demonstrate understanding of how the visual arts are used in the world around us.

Unit Objectives Essential Questions Assessments Students will be able to: • What lines can you identify in the world? • Watercolor resist • Identify various types of lines. • Pencil and marker • Recognize lines in their environment. Focus Questions • Painting a variety of lines What is a straight line? • Understand how lines can create shapes • • Wire on a two dimensional surface and forms. What is a zig zag line? • • What is a wavy line? • What is a dotted line?

Resources Materials Skill Objectives • Applicable storybooks such as: • Pencils Students will: Taking a Walk with a Line, & • Fine and broad line markers • Draw a variety of lines. Harold and the Purple Crayon • Paper • Use lines to create shapes. • Posters demonstrating a variety of lines • Straight edge • Use lines to create a pattern. • Watercolors • Make trace lines. • crayons • Draw thin and thick lines.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • Samples on the internet that show where • Adaptive markers and crayons • Keith Haring lines exist in nature and in everyday life • Larger pencils • Giacometti • Smart boards to experience and • Grips • Native American design work demonstrate line • Larger paper • Early American Quilts • www.sharpies.com

Grade K Art Curriculum BOE Approved 03/13/12

KINDERGARTEN: Introduction to Form Standards Students will make connections between the visual arts, other disciplines and daily life. Students will demonstrate understanding of how the visual arts are used in the world around us.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • Where do you see forms in the world? • Pinch pots • Understand the difference between a • Clay animals/dinosaurs shape and form. Focus Questions • Stabiles • Differentiate between two dimensional • What is the difference between a circle and a • Clay beads and three dimensional art. sphere? • Paper sculpture - curls, zigzags, fringes • Recognize forms in their world. • What is the difference between a square and a • Identify sculpture. box?

Resources Materials Skill Objectives • Set of 3-dimensional forms • Clay or Model magic Students will: • Artists such as: Alexander Calder, • Various recycled materials • Combine and attach materials to create Andrew Goldsworthy, Miro • Popsicle sticks a form. • Posters demonstrating forms • Glue • Use tools to build and enhance forms. • Scissors • Manipulate materials to build a • A variety of materials to create textures representational form.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • Samples from the internet of forms in our • Foil • Andrew Goldsworthy’s cairns environment • Adaptive scissors • Grand Canyon • www.modelmagic.com • Large three dimensional objects • Bears and Dinosaurs • www.dickblick.com

Grade K Art Curriculum BOE Approved 03/13/12

GRADE 1 ART Description All students in first grade art will learn to explore color and color mixing. All students will be able to identify and manipulate a variety of shapes, textures and forms in their environment. Students will use different media, techniques and processes to communicate ideas, feelings, experiences, and stories.

Course Overview

Course Objectives Essential Questions Sample Performance Assessments Students will be able to: • How is color used in our artwork? • Landscape painting showing the time of • Identify the primary and secondary colors. • How do we use shapes in our artwork? day, a season, or an environment. • Identify symmetrical, organic and • What is a pattern? What is texture? • Overlapping tissue papers to make new geometric shapes. • How is form used in our art making? colors. • Identify patterns and recognize various • Drawing figures, or animals, using shapes textures. • Symmetry in nature, such as symmetrical • Identify and differentiate between 2D and Butterflies. 3D forms. • Simple weaving on burlap, or paper. • Quilt patterns, jewelry patterns. • Texture plate rubbings, printmaking and stamps. • Model Magic, or ceramic animals • Foam and twisted paper shapes and forms • Sculpting with found objects (i.e. sticks, shells, etc.).

Content Outline Standards Grade Level Skills Students will: I. Unit 1 – Color Connecticut SDE Arts Curriculum Framework • Mix primary colors to make secondary II. Unit 2 – Shapes colors. III. Unit 3 – Patterns and Textures Connecticut State Visual Arts Standards are met in • Select and apply colors to feelings and IV. Unit 4 – Three Dimensional Form the following areas: ideas. • Media • Draw and cut geometric and organic • Connections shapes. • Create shapes in different scales and various sizes.

Grade 1 Art Curriculum BOE Approved 03/13/12 • Produce symmetrical shapes. • Create “AB” and “ABC” patterns. • Make textural rubbings. • Use a variety of materials to create a three dimensional form.

Grade 1 Art Curriculum BOE Approved 03/13/12

GRADE 1: Color

Standards Students will understand, select and apply media, techniques and processes. Students will differentiate between a variety of media, techniques, and processes.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • How is color used in our artwork? • Landscape painting showing the time of • Identify the primary and secondary colors. day, a season, or an environment • Understand how to mix the primary colors Focus Questions • Overlapping tissue papers to make new to create secondary colors. • What are the primary colors? colors • Identify warm and cool colors. • What are the secondary colors? • Symmetrical and asymmetrical painting • Recognize where colors exist in our • What are warm and cool colors? • Miro transparencies world. • Where do colors exist around us? • Eric Carle painted papers and collaged compositions

Resources Materials Skill Objectives • The Color Wheel • Paint Students will: • Refer to artists such as: Mondrian, Miro, • A wide variety of paper, such as tissue paper • Mix primary colors to make secondary Van Gogh, Kandinsky, Seurat • Oil pastels colors. • Children’s books such as: Mouse Paint, • Brushes • Select and apply colors to feelings and The Rainbow Goblins, The Color Tree, • Drawing materials such as crayons and markers ideas. The Yellow Cow Sees the World in Blue, • Model Magic • Select colors to create an environment, Little Blue and Little Yellow, Color • Crayons such as night or day. Dance • Colored chalk • Use warm or cool colors as it applies to • Color Paddles • Colored cellophane their work.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.crayola.com • Sponges • Study for Composition No. 2,Wassily • www.dickblick.com • Large brushes Kandinsky • Smart boards to demonstrate color mixing • Foam stampers • Significance in cultural celebrations • Texture paddles (i.e. Chinese New Year) • Additional instructions, such as dry brush and • “New York”, Franz Kline blending techniques, for gifted students • “Parade”, Jim Steven

Grade 1 Art Curriculum BOE Approved 03/13/12

GRADE 1: Shapes

Standards Students will understand, select and apply media, techniques and processes. Students will differentiate between a variety of media, techniques, and processes.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • How do we use shapes in our artwork? • Overlapping shapes to create object • Identify symmetrical shapes. • How do we recognize shapes in our constancy, such as using organic • Identify organic shapes. environment? shapes. • Identify geometric shapes. • Drawing figures, or animals, using • Recognize types of shapes in the Focus Questions shapes. environment. • What is the line of symmetry? • Landscapes drawn using geometric • What is the difference between an organic shape shapes. and a geometric shape? • Symmetry in nature, such as symmetrical butterflies. • Using pattern blocks to create symmetrical shapes. Resources Materials Skill Objectives • Applicable children’s books such as The • Various types of paper Students will: Shape of Things, • Scissors • Draw and cut geometric shapes. • Exemplar artists such as Matisse, Miro, • Markers and crayons • Draw and cut organic shapes. and Picasso, Van Gogh • Pencils • Create shapes in different scales. • Tangrams • Glue • Create shapes in various sizes. • Paint • Produce symmetrical and asymmetrical • Pattern blocks shapes.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.dickblick.com • Stencils • Analyze how art/artists influence time • www.nationalgeographics.com for shapes • Fractal magnets periods, events, or society (i.e. Picasso, in nature • Adaptive scissors Miro, Chirroco) explore the artistic • www.mindenpictures.com • Adaptive brushes tools, processes, and subjects • www.moma.org • Tangrams for gifted students representative of major periods or • www.amnh.org styles; explore contemporary American artwork; distinguish ways that arts inform vs. entertain. Grade 1 Art Curriculum BOE Approved 03/13/12 GRADE 1: Patterns and Introduction to Texture

Standards Students will understand the visual arts in relation to history and cultures. Students will recognize that the visual arts have a history and a variety of cultural purposes and meanings.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is a pattern? • Necklaces with patterns • Identify “AB” and “ABC” patterns. • What is texture? • Simple weaving on burlap, or paper • Discuss patterns in works of art. • Cozy quilts • Recognize patterns in the environment. Focus Questions • Texture plate rubbings • Understand how patterns are used in • How do you create a pattern with line, color, • Printmaking/stamping collage. and shape? • Recognize various textures. • Where do we find patterns in our world? • Where do we find texture around us?

Resources Materials Skill Objectives • Exemplar Artists such as Klimt, Matisse, • Paint Students will: Faith Ringgold • Markers and crayons • Create “AB” and “ABC” patterns. • Cultural references such as mosaics, • Paper • Use line, color, and/or shape to create a jewelry, architecture, aboriginal art • Scissors and glue pattern. • Posters demonstrating patterns • Beads, burlap, yarn, colored straws • Do collage patterns. • Pattern Fish • Model magic • Make textural rubbings. • Textured surfaces in the immediate • Wallpaper and other patterned papers • Create textures. environment • Textured surfaces for rubbings • Fabric Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.americancraftmuseum.com • Stencils • Examine how patterns in art have been • www.princetonol.com • Large manipulatives used as a means of communication for • www.fiberarts.com • Graph paper patterns for gifted students different cultures such as Middle Eastern cultures. • Explore the use of texture and pattern in clothing of different cultures, such as African cloths Cassat, Kahlo, Durer. • Native American beading and weaving. • African Masks

Grade 1 Art Curriculum BOE Approved 03/13/12

GRADE 1: Three Dimensional Form

Standards Students will understand, select and apply media, techniques and processes. Students will differentiate between a variety of media, techniques, and processes.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • How is form used in our art making? • Model Magic, or ceramic animals. • Identify and differentiate between 2D and • Where do we find form in nature? • Foam shape forms: either animals or 3D forms. portraits, or other representational • Understand how to create form and how it Focus Questions forms. exists in space. • How do you create a form using organic or • Pop-up books to make forms. • Recognize 3D forms in the environment. geometric shapes? • Foam packing peanut sculptures, corn • Recognize how three dimensional forms • Where do we find forms in our room or starch. can communicate ideas and feelings. surroundings? • Twisted paper forms. • How can we combine forms to create structure? • Sculpting with found objects (i.e. sticks, shells, etc.). • Colored plastic coated wire forms.

Resources Materials Skill Objectives • The Elements of art poster titled “Form” • Paper Students will: • Refer to artists such as: Calder, Picasso, • Model Magic • Create sculptures that use pre-existing Miro, Michelangelo • Clay forms to create structure. • Robert Sabuda, “Alice’s Adventures in • Glazes • Create forms that can communicate Wonderland: A Pop-Up Adaptation” and • Foam shapes/sheets feelings, ideas or stories. “Cookie Count: A Tasty Pop-Up.” • Glue • Select forms to create an environment • Artist prints • Pipe cleaners or habitat. • Live artist example • Cardboard • Use a variety of materials to create a • Sculpture examples • Scissors three dimensional form.

• Wikki sticks

Grade 1 Art Curriculum BOE Approved 03/13/12 Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.artforsmallhands.com • Pre-cut shapes • Oaxocana - Native American forms • www.dickblick.com • Tracers • South American face vessels • www.amaco.com • More detailed forms for gifted students • African sculpture, masks • DVD: “I Can Fly” (Kids and Creativity) • Shape sorter • Wayne Thiebaud - everyday objects • www.nasco.com represented as form on canvas • Pop Art

Grade 1 Art Curriculum BOE Approved 03/13/12

GRADE 2 ART Description Students in grade 2 will learn how colors, color mixing and painting can be used to express feelings and communicate ideas. Grade 2 Art students will learn to recognize spatial relationships in their environment and in their work.

Course Overview

Course Objectives • Essential Questions Sample Performance Assessments Students will be able to: • Where is color found in our world? • Seasonal interpretations in painting • Understand how colors can express • What is painting? • Rousseau collages feelings and communicate ideas. • What is depth? • Tissue paper landscapes • Discuss how various artists use color. • What is a three dimensional (3D) form? • Landscape painting • Identify primary and secondary colors. (Foreground/background, atmospheric • Discuss a variety of artists and their perspective) paintings subject matter. • Portrait painting (using warm and cool • Distinguish the difference between the colors to evoke emotion) foreground, middle ground and • Still Life painting (gauging size background. perspective) Abstract painting (geometric • Understand overlapping. arrangements) • Define three dimensional, (3D). • Overlapping shapes in collage, found • Identify three dimensional forms in their objects, or paintings environment. • Paper , wire, clay and other sculptural • Discuss historical and cultural examples of forms three dimensional art.

Content Outline Standards Grade Level Skills Students will: I. Unit 1 – Color Application Connecticut SDE Arts Curriculum Framework • Use color to evoke an emotion or a mood. II. Unit 2 – Painting • Use color to create contrast. III. Unit 3 – Spatial Relationships Connecticut State Visual Arts Standards are met in • Mix primary colors to create secondary IV. Unit 4 – Three Dimensional Forms the following areas: colors. • Media • Create paintings that communicate feelings • Connections, History and Culture and personal interpretations. • Elements and Principles • Apply color to make objects appear closer or farther away. Grade 2 Art Curriculum BOE Approved 03/13/12 • Adjust the size of objects to make them appear closer or farther away • Overlap objects to make them appear closer and further away • Build a 3D form in a variety of materials • Use form to communicate ideas • Use form for realistic representation

Grade 2 Art Curriculum BOE Approved 03/13/12

GRADE 2: Color Application

Standards Students will understand, select and apply media, techniques and processes. Students will use different media, techniques and processes to communicate ideas, feelings, experiences, and stories.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • Where is color found in our world? • Painting with a limited palette • Understand how colors can express • Seasonal interpretations in painting feelings and communicate ideas. Focus Questions • Rousseau collages Understand how colors can represent the How do various artists use color? • • • Tissue paper landscapes environment. • How can you make color choices in relationship • Paintings and mixed media to interpret • Discuss how various artists use color. to each other? stories • Identify primary and secondary colors. • How can you use color to evoke an emotion?

Resources Materials Skill Objectives • Exemplar Artists such as Mondrion, Van • Tempera paint Students will: Gogh, and Kandinsky, Matisse, Rousseau • Watercolors • Use color to evoke an emotion or a Andy Warhol • Brushes mood. • A Color Wheel • Glue • Use color to create contrast • Applicable Storybooks such as: Lily’s • Scissors • Apply color to create a specific Plastic Purple Purse, Rainbow Fish • Various papers environment. Fish Count, A Color of His Own • Crayons and oil pastels ( water soluble) • Use and experiment with color • Paint swatches relationships. • Mix primary colors to create secondary colors.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.crayola.com • Adaptive scissors • Flag’s colors of various nations • www.moma.org • Adaptive brushes • Colors of different culture’s clothing • www.picasso.fr/us/ • Label colors such as African fabrics to manipulate color • Atmospheric perspective for advanced students • Colors used in parades, celebrations and • www.arteducators.org headdresses • Kidpix program • Folk Art paintings

Grade 2 Art Curriculum BOE Approved 03/13/12

GRADE 2: Painting

Standards Students will make connections between the visual arts, other disciplines and daily life. Students will recognize that works of visual art are produced by artisans and artists working in different cultures, times and places. Students will understand the visual arts in relation to history and cultures. Students will create art work that demonstrates understanding of how history or culture can influence visual art.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is painting? • Landscape painting • Understand how various artists’ (foreground/background, atmospheric techniques may differ in painting. Focus Questions perspective) • Identify and discuss painting subjects, • How do various artists apply paint? • Portrait painting (using warm and cool including Landscape, Portraiture, and Still • What are the differences between painting colors to evoke emotion) Life. subjects? • Still Life painting (gauging size • Discuss a variety of artists and their • How can you apply paint? perspective) paintings subject matter. • Abstract painting (geometric arrangements)

Resources Materials Skill Objectives • Exemplar Artists such as Seurat, Van • Paint Students will: Gogh, and Monet. • Various Painting Tools, such as rollers, brushes, • Paint using various methods of • A Color Wheel Q-tips, and toothbrushes. application. • Applicable storybooks i.e. Eric Carle, Leo • Various Painting Surfaces, such as paper, • Use painting tools and paints Lionni, Tomi de Paolo, “Linnea in canvas, and masonite. effectively. Monet’s Garden” Cristina Bjork • Create paintings that communicate • Laura Chapman’s series “Discover Art” feelings and personal interpretations.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.arteducators.org • Spray bottles • Diego Rivera Industrial Murals • www.yalecenterforbritishart.com • Funny brushes • Monet, Van Gogh, Matisse, Seurat (ycba.com) • Color shapers paintings • www.jacksonpollock.org • Specialized brushes encouraging details for • Wayne Thiebaud advanced students • Pop artists • Chinese brush paintings

Grade 2 Art Curriculum BOE Approved 03/13/12 GRADE 2: Spatial Relationships

Standards Students will understand and apply elements and organizational principles of art. Students will use the elements of art and principles of design to communicate ideas.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: What is depth? • Landscape or cityscape, to show • Distinguish the difference between the foreground middle ground and foreground, middle ground and Focus Questions background. background. • How can you make objects appear closer or • Overlapping shapes in collage, found • Recognize foreground, middle ground, farther away? objects, or paintings. and background in artist’s work. • What is the difference between the foreground • Representational objects on a surface • Identify objects that are closer and further and background? to indicate spatial relationships. away. • Cut paper Molas • Understand overlapping. • Cut paper and collage materials

Resources Materials Skill Objectives • Picture books, such as The Snowy Day by • Various drafting materials, such as rulers and Students will: Ezra Jack Keats, Black and White by Tana compasses. • Apply color to make objects appear Hoban, and Round Trip by Ann Jonas. • Tracers on tag board closer or farther away. • Exemplar Artists by Winslow Homer, • A wide variety of drawing and painting • Adjust the size of objects to make them Grant Wood, Charles Wysocki, and materials, such as water soluble oil pastels, appear closer or farther away. Andrew Wyeth. colored pencils, tempera paint • Overlap objects to make them appear • Folk artists, Laura Burch cat paintings • Found objects closer and further away. • Still life objects

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.ycba.yale.edu • A wide variety of tracing templates • Hudson River School of Painting • www.nationalgeographic.com/kids • Adaptive drawing materials • Andrew Wyeth • www.nga.gov/kids • Introduce one point perspective for advanced • Christo students • Folk artists such as Laura Burch • Ansel Adams-and other photographic examples of spatial relationships

Grade 2 Art Curriculum BOE Approved 03/13/12

GRADE 2: Three Dimensional Forms

Standards Students will make connections between visual arts, other disciplines and daily life. Students will recognize that works of visual art are produced by artisans and artists working in different cultures, times, and places.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is a three dimensional (3D) form? • Paper sculptures • Define three dimensional, (3D). • Clay forms • Identify the difference between 3D and Focus Questions • Wire sculpture 2D. • What is the difference between 3D and 2D? • Assemblage • Identify three dimensional forms in their • How can I build a 3D form? environment. • What do we use to build a 3D form? • Discuss historical and cultural examples of three dimensional art.

Resources Materials Skill Objectives • Exemplar Artists, such as Oldenburg, • Various building materials, such as clay, wood, Students will: Michelangelo, and Calder, Picasso, paper, and wire. • Build a 3D form in a variety of Moore • Found materials materials. • Existing three dimensional art samples • Clay sculpting tools • Use appropriate tools effectively to • Posters • Texture plates, rolling pins, stamps, crimpers, create a three dimensional form. • Ceramics for beginners by Susan Halls extruders • Apply texture to the three dimensional • 3D blocks, Styrofoam form. • Yarn, fiber • Use form to communicate ideas • Use form for realistic representation

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.pepsico.com • Adaptive clay sculpting tools • Statue of Liberty, Lincoln Memorial • www.dia.org • Drape molds or forms • Native American totem poles • www.hirshhorn.si.edu • Stencils and tracers • Gargoyles on Notre Dame Cathedral • Google search for samples of artist’s work • Change the scale of the forms for advanced • Spiral Jetty, by Robert Smithson students

Grade 2 Art Curriculum BOE Approved 03/13/12 GRADE 3 ART Description Students in grade 3 will learn how drawing, painting, 3D art and texture and different media techniques and processes can be used to communicate ideas, feelings, experiences, and stories. Grade 3 Art students will describe their personal response to specific works of art using visual art terminology. Students will identify the different ways visual characteristics are used to convey ideas.

Course Overview

Course Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is drawing? • Chinese animals, black ink brush lines • Understand how lines can be expressive. • What is painting? • Albrect Durer lesson- animals and details • Differentiate a variety of lines. • What is color mixing? • Scratch boards • Develop awareness of scale and proportion. • What is 3D art? • Landscape and still life drawings in a • Recognize values. • What is texture? variety of materials • Understand the use of color mixing. • Warm and cool paintings • Recognize how the application of paint is • Aboriginal paintings used to express a mood, a season, or an • Clay forms original idea. • Paper sculpture • Recognize various styles of painting that • Assemblages artists use. • Paper mache, wood, wire and other • Identify the properties of 2-D shapes versus sculptural materials to create form 3-D shapes. • Making textured papers • Identify properties of texture in 2-D and 3- D artwork.

Content Outline Standards Grade Level Skills Students will: I. Unit 1 – Drawing Connecticut SDE Arts Curriculum Framework • Use a variety of lines in drawing. II. Unit 2 – Painting • Use shading to create volume. III. Unit 3 – 3-D Art Connecticut State Visual Arts Standards are met in • Use texture lines in drawing, and texture on IV. Unit 4 – Texture Application the following areas: form. • Media • Apply knowledge of scale and proportion. • Connections • Use primary colors to mix secondary colors. • Explore a variety of painting applications, using various brush strokes, and sizes.

Grade 3 Art Curriculum BOE Approved 03/13/12 • Create a 3-D form. • Use a variety of materials to create 3-D forms.

Grade 3 Art Curriculum BOE Approved 03/13/12

GRADE 3: Drawing

Standards Students will use different media, techniques and processes to communicate ideas, feelings experiences and stories.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is drawing? • Chinese animals, black ink brush lines • Understand how lines can be expressive Focus Questions • Contour drawing • Differentiate a variety of lines • How do we utilize scale and proportion? • Albrect Durer lesson- animals and • Develop awareness of scale and proportion • How do we enhance drawing with detail? details • Recognize values • How do we use drawing to communicate ideas? • Scratch boards • Landscape and still life drawings in a variety of materials • Aboriginal drawings using a variety of materials and found objects

Lesson Planning Resources Materials/Resources Skill Objectives • Taking a Walk with a Line • Colored markers, crayons, oil pastels, chalk Students will: • Sumi-E by artists work such as, Picasso, graphite pencils, colored pencils, charcoal • Use a variety of lines in drawing. Durer, Miro,Van Gogh, Franz Marc, • Gray scale • Use shading to create volume. Kandinsky • Paper • Use texture lines in drawing. • Cave artists • Blending tools • Apply knowledge of scale and • Harold and the Purple Crayon by Crockett • Erasers proportion. Johnson • Ink and brushes • The Adventures of Hugo Cabret by Brian • Rulers, compasses Selznick Technology Resources Differentiated Instruction Sample Historic and Cultural Connections Websites: • Stencil templates • Pre historic art exhibits symbolic • www.drawingontherightsideofthebrain.com • Large markers/pencils/crayons, brushes representations as mark making in caves • www.dickblick.com • Guided lines • African art • www.billybear4kids.com • Extra fine markers, specialty markers, • Tribal art • www.onlinesketchpad.com tortillons and specialty papers for advanced • Japanese art students Computer Programs: • • Paint

Grade 3 Art Curriculum BOE Approved 03/13/12 DVD Programs: • Larry Gluck’s Art of Drawing

Ipad Applications: • Art Studio • Pro

Grade 3 Art Curriculum BOE Approved 03/13/12

GRADE 3: Painting

Standards Students will use different media, techniques and processes to communicate ideas, feelings experiences and stories.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is painting? • Color wheels • Understand the use of color mixing • What is color mixing? • Painting landscapes • Recognize how the application of paint is Focus Questions • Still life in a variety of paint materials used to express a mood, a season, or an • How do we mix colors? • Painting with found objects, such as original idea. • How is paint applied through different sponges and/or palette knives • Recognize various styles of painting that techniques? artists use • Understanding a variety of brush strokes

Lesson Planning Resources Materials Skill Objectives • Aboriginal Art • Paint- tempera, watercolor, acrylics Students will: • Reference artists such as, Marc Chagall • Water soluble oil pastels • Use primary colors to mix secondary Paul Klee, Kandinsky, Jackson Pollock, • Watercolor pencils colors. Georgia O’Keeffe, Seurat, Monet • Paper, watercolor paper • Explore a variety of painting • Metropolitan Museum Children’s series • Brushes applications, using various brush on artists • Watercolor markers strokes, and sizes. • Children’s books such as: • Sponges, palette knives, Q-tips, other found • Use a variety of tools to apply paint. Why is Blue Dog Blue by George materials • Create paintings that reflect a mood, a Rodrigue season, or original idea. The Blue Rider: The Yellow Cow Sees The World in Blue by Doris Kutschbach Linnea in Monet’s Garden by Christina Bjork Technology Resources Differentiated Instruction Samples Historic and Cultural Connection Websites: • Large brushes, sponges, sponge brushes • New Guinea and Australian Tribal art • www.tuxpaint.com • Taped paper to surface for better control • Cajun cultural myths ( Blue Dog) • www.crayola.com • Guide lines • German, Russian Expressionist art • www.metmuseum.org/learn/for-kids • Grippers ( Kandinsky, Franz Marc) • www.mowa.org/kids/kids_enter.html • Instruction encouraging more details, tinting, • Latin art • www.artgallery.yale.edu/ and shading for advanced students • Eastern European Jewish culture (Marc Chagall) Grade 3 Art Curriculum BOE Approved 03/13/12 DVD’s Programs: • Dan Nelson’s The Young Leonardo

Ipad Applications: • Brushes • Sumo Paint

Grade 3 Art Curriculum BOE Approved 03/13/12

GRADE 3: 3-D Art

Standards Students will describe their personal response to specific works of art using visual art terminology.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is 3-D art? • Clay forms • Identify the properties of 2-D shapes versus 3- Focus Questions • Paper sculpture D shapes • How do we create 3-D art? • Assemblages • Understand additive process in 3-D design • What do we use to create 3D art? • Paper mache • Recognize how different materials create a 3- • Wire sculpture D form • Wood sculptures • Foam sculptures • Plaster craft Lesson Planning Resources Materials/Resources Skill Objectives • Reference artists such as, Michelangelo, • Clay Students will: Frank Stella, Andy Goldsworthy, Nathan • Clay modeling tools • Create a 3-D form. Sawaya, Frank Lloyd Wright, Oldenburg • Paper • Develop all sides of a 3-D form. • “Paper, Scissors, Sculpt!” by Ben A. Gonzales • Collage materials • Use a variety of materials to create 3-D forms.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections Websites: • Adaptive clay tools • Native American architecture exhibits a • www.artcyclopedia.com/media/Sculptor.html • Building blocks variety of structural elements in • www.nga.gov/kids/lizzy/lizzy.html • Building blocks wigwams, longhouses, and tepees. • www.sculptor.com • Pre-cut material • Asian Art exhibits Buddha figurines and • www.brickartist.com • Instruction encouraging larger 3D art work decorative dragons. • www.oldenburgvanbruggen.com/ for advanced students • Greek and Roman art exhibits marble • Smaller scale projects for special needs statues and amphora vases. • Limited choices • American sculptors such as Segal, DVD’s Programs: • A variety of choices for more advanced Butterfield, and Nevelson. • “Discovering Sculpture: The Lost Wax students • Italian Renaissance Era Technique” • Art Deco Era • Robert Maxwell’s Creating Animal Sculptures in Clay • “Sculpture 1: The Character Armature”

Grade 3 Art Curriculum BOE Approved 03/13/12

GRADE 3: Texture Application

Standards Students will identify the different ways visual characteristics are used to convey ideas.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is texture? • Modeling techniques • Identify properties of texture in 2-D and Focus Questions • Rubbing methods 3-D artwork. • How do we create textural effect? • Making textured papers • Understand the various types of textured • How do we create 3-D texture? • Mask making with plaster craft surfaces • Paintings with salt/sand • Identify textures in our environment • Understand how texture is created

Lesson Planning Resources Materials/Resources Skill Objectives • Louise Nevelson • Clay, model magic Students will: • Max Ernst • Fabrics/yarns • Demonstrate a variety of textures on • Van Gogh • Texture and rubbing plates modeling materials. • Pablo Picasso • Drawing materials • Explore 2-D textural effects. • Rembrandt • Demonstrate a variety of techniques of where to find textures. • Use textural effects on three dimensional forms.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connection Websites: • Adaptive tools- already textured papers • Spain exhibits textural art from Gaudi • fabrics.net/fabricinfo.htm • Rubbing plates and Picasso. • www.frankstellanyc.com • Already chosen textures • Native American art exhibits a variety • www.fabricandart.com • Finding your own textures for advanced of textures in dream catchers, • www.mixedmediaart.net students moccasins, maracas, totem poles, DVD Programs: • Large markers/pencils/crayons Satchel, and Headdresses. • “Portrait of an Artist: Louise Nevelson” • Coiling, twining, and wicker basketry of • “Layered and Textured Backgrounds: Art Egyptian, Native American, and Journaling Tips and Tricks” European cultures. • African art exhibiting textured patterns for textiles and Adrinkra cloth.

Grade 3 Art Curriculum BOE Approved 03/13/12

GRADE 4 ART Description Students in grade 4 will learn how colors, color mixing and painting can be used to express feelings, convey meaning, and communicate ideas.

Course Overview

Course Objectives Essential Questions Sample Performance Assessments Students will be able to: • How is color used? • Letter d and poster designs • Identify complementary colors and • What role does design play in our daily • Contour line portraits analogous colors. lives? • Symmetrical design in a portrait • Recognize and uses tints and shades. • What role does form play in our • Asymmetrical designs in a still life • Discuss colors expressing mood. environment? • Designs using rhythm and movement • Identify the elements of design. • What is non-objective art? tessellations • Recognize unity and repetition. • Where is shape found? • A balanced composition using cut paper • Understand use of balance, symmetry and • Metal relief asymmetry, unity and repetition. • Figurative sculpture, and pottery and mask • Identify form in specific works of art. making • Make distinctions between objective and • Mobile, stabile, assemblage inspired by non-objective art forms. Calder, Arp, Brancusi, • Identify shapes in their environment. • Non-objective weavings using fibers and/ • Distinguish between a variety of shapes in or paper design and works of art. • Mosaics • Identify organic and non-organic shapes. • Non-objective paintings • Create a shape based on words and emotions

Content Outline Standards Grade Level Skills Students will: I. Unit 1 – Color Connecticut SDE Arts Curriculum Framework • Use elements of design in a 2 dimensional II. Unit 2 – Design composition. III. Unit 3 – Form Connecticut State Visual Arts Standards are met in • Use balance, symmetry and IV. Unit 4 – Non-Objective/Abstract Art the following area: asymmetry to create a 2 dimensional piece. V. Unit 5 – Shapes • Create form from natural and manmade • Media material. • Connections Grade 4 Art Curriculum BOE Approved 03/13/12 • Create the human form in a variety of interpretations. • Create clay pottery using a variety of methods. • Create examples of both representational art and non-objective art. • Create 3-D forms using multiple and varied shapes. • Create shapes on a 2 dimensional surface. • Create organic and nonorganic shapes.

Grade 4 Art Curriculum BOE Approved 03/13/12

GRADE 4: Color

Standards Students will combine the visual arts with another art form to create coherent multimedia work.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • How is color used in art? • Landscape using analogous colors. • Identify complementary colors. Focus Questions • Abstract still life using complimentary • Recognize analogous colors. • What are tints and shades, complimentary and colors. • Recognize and uses tints and shades. analogous colors? • Portraits of Early American figures • Discuss how colors can be used to express • How do colors convey meaning? in pastels. a mood or emotion. • How do colors affect emotions? • Large scale color composition • Recognize how artists have used color to demonstrating knowledge of famous convey meaning, emotions and moods. artists. • Tint and shade composition in realistic and abstract compositions. • Depict life in early American times in a colorful folk art painting.

Lesson Planning Resources Materials/Resources Skill Objectives • Examples of painted still life design: • Watercolors Students will be able to: Picasso, Braque, Bonnard, Cezanne, • Tempera • Use analogous colors. O’Keeffe, Rothko • Acrylics • Visually express an emotion through the • Examples of painted portraits: Munch, • Oil Pastel use of color. Cassatt, Chagall, Matisse, Picasso, • Chalk • Effectively use complementary colors in Sargent • Colored pencils a composition. • Crystal Color posters • Paper • Create paintings using tints and shades. • Horace Pippin- turn of the century artist • Scissors • Create a composition using large scale • Glue proportions.

• Color wheel • Determine the meaning of a story or

• Color sticks book through the use of color.

• Assorted papers, canvas, watercolor,

construction

Assorted brushes •

Grade 4 Art Curriculum BOE Approved 03/13/12 Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • MOMA • Have students create new colors using color • Impressionism/Postimpressionism • Metropolitan Museum of Art paddles. • Cubism-Braque, Picasso • Picasso Museum • Mix paints in primary and secondary colors to • Fauvism-Matisse, Bonnard • www.tigercolor.com express emotion. • African and Native American art • www.vangoghgallery.com • Use Crayola color sticks, and oil pastels. • Class cultures in 19th and 20th century • www.crayola.com • Create a tint and shade value scale. America and Europe • www.colorcombos.com • India, North African Mendhi body • www.colormatters.com painting • Russian, Eastern European Jewish History-Marc Chagall • Large scale American colorists- O’Keeffe, Rothko • Equador-Arpilleras • Panama- Molas • Early American artists such as John Singer Sargent or John S. Copley

Grade 4 Art Curriculum BOE Approved 03/13/12

GRADE 4: Design

Standards Students will understand, select and apply media, techniques and processes.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What role does design play in our daily lives? • Word abstraction • Identify the elements of design. • Letter design • Understand the basic concepts of design. Focus Questions • Poster design • Identify lines, shapes, forms, texture, and • What are the elements of design? • Contour line portraits colors. • What is unity and repetition? • Symmetrical design in a portrait • Recognize unity and repetition. • What is symmetry and asymmetry? • Asymmetrical designs in a still life • Understand use of balance, symmetry and • What role does balance play in creating a • Designs using rhythm and movement asymmetry. composition? tessellations • A balanced composition using cut paper

Lesson Planning Resources Materials/Resources Skill Objectives • Examples of good design products: i.e. • Markers (Sharpies) Students will: logos (Cereal boxes, CDs, album covers • Paper • Identify examples of good design in magazine advertising, posters, etc.) • Pencil their environment using the elements of • Crystal Art design posters • Watercolor pencils design. • Laura Chapman Textbook - Teacher • Construction paper • Use elements of design in a 2 Edition • Oak tag dimensional composition. • M.C. Escher, William Morris, Peter Max, • Use balance, symmetry and asymmetry Louis Comfort Tiffany, Owen Jones, to create a 2 dimensional piece. Alphonse Mucha

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • www.artsmudge.com • Using alphabet stamps, have students create a • Mexican Sun designs • Cornell.edu-Art, Design and Visual design. • 19th century furniture design Thinking • Roller ink stamps • Interior design through the ages • Arts and crafts movement • 20th century album covers, movie posters, travel posters

Grade 4 Art Curriculum BOE Approved 03/13/12

GRADE 4: Form/Clay

Standards Students will identify specific works of art as belonging to particular styles, cultures, times and places.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What role does form play in our environment? • Clay masks • Identify form in specific works of art. • Metal relief • Understand the difference between shape Focus Questions • Figurative sculpture and form. • How do we differentiate between shape and • Assemblages • Recognize where forms exist in our form? • Pottery environment. • Slab • Understand the role of forms in nature.

Lesson Planning Resources Materials/Resources Skill Objectives • Examples of masks from various cultures • Clay Students will: • DVD of cultures of the world • Wire • Create form from natural and manmade • Examples of sculptural work: Henry • Wood material. Moore, Picasso, Degas, Brancusi, Arp, • Glaze • Create the human form in a variety of Giacometti, Rodin, Nevelson, Cornell • Clay tools interpretations. • Paint • Create clay pottery using a variety of • Textiles, fiber methods. • Metal foil • Create formed slab construction.

• Model magic

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • Hirschorn Museum, Washington, DC • Special large handle clay tools • Greco/Roman sculpture • Yale Art Gallery • Modeling clay • Neoclassical sculpture • Museum of Natural History, NYC • Push molds • African and Pan Oceanic tribal art • Metropolitan Museum of Art • Field trip to Pepsico, Purchase, NY • Native American figures, and pottery • MOMA, NY • Model magic • Mexican and African masks

Grade 4 Art Curriculum BOE Approved 03/13/12

GRADE 4: Non-Objective/Abstract Art

Standards Students will discuss a variety of sources for art and content.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is non-objective art? • Mobile, stabile, assemblage inspired by • Make distinctions between objective and Focus Questions Calder, Arp, Brancusi, non-objective art forms. • What inspired [and inspires] artists to create • Non-objective weavings using fibers • Understand how non-objective art non-objective art and/or paper developed. • Painting or drawing inspired by • Discriminate between non-objective art Kandinsky, Miro, Delaunay and random scribbles.

Lesson Planning Resources Materials/Resources Skill Objectives • Prints and posters of examples of both • Wire Students will: representational and non-objective art • Wood • Create examples of both forms. • Foil representational art and non-objective • DVDs and posters of works by Miro, • Paint art. Mondrian, Frankenthaler, Morris Louis, • Foam • Create non-objective mobile or stabile. Sonia Delaunay, Calder. • Poster board and chipboard • Create a painting or drawing that does • Sculptural models of both art forms. • Yarn and fiber not depict a person, place, or thing.

Technology Resources Differentiated Instruction Sample Historic and Cultural Connections • MOMA • Give students large black mural paper and • Native American design • National Gallery of Art, Washington, DC strands of colored yarn to create a Pollock- • German/Russian culture • Yale Art Gallery Inspired painting • 19th century modern design- such as the • Use scape shapes [Sculpture in a Box] or work of William Morris colorful poster board to create a non- objective • African fabrics work

Grade 4 Art Curriculum BOE Approved 03/13/12

GRADE 4: Shapes

Standards Students will describe visual characteristics of works of art using visual art terminology.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • Where is shape found? • Collage • Identify shapes in their environment. Focus Questions • Cut paper designs • Distinguish between a variety of shapes in • How are organic and non-organic shapes used in • Mosaics design. art and design? • Non-objective paintings using organic • Discuss shapes in art work. shapes • Identify organic and non- organic shapes. • Create a shape based on words and emotions

Lesson Planning Resources Materials/Resources Skill Objectives • Kandinsky prints: examples of signs and • Cut paper Students will: symbols in our environment • Wood • Create a collage using different shapes. • Louise Nevelson, Calder, Gaudi, Wright, • Chipboard • Create 3-D forms using multiple and Tiffany, examples of Art Nouveau and • Foam varied shapes. Art Deco design • Clay • Create shapes on a 2 dimensional • Poster board surface. • Colored foil • Create organic and nonorganic shapes.

• Sharpie markers

• Paint

Technology Resources Differentiated Instruction Sample Culture and Historical Connections • MOMA • Give students shapes and shape sorters to help • Arts and Craft Movement in American • Whitney Museum of American Art distinguish shapes art • Smithsonian Museum • Use templates to create shapes • Folk art • Metropolitan Museum • Use blocks to create architectural design forms • Native American art • Mexican art • Kandinsky • Stella

Grade 4 Art Curriculum BOE Approved 03/13/12

GRADE 5 ART Description All students in grade 5 art will learn to use perspective. All students will be able to apply color theory and design. They will understand additive and subtractive sculpture. Students will be able to draw from observation.

Course Overview

Course Objectives Essential Questions Sample Performance Assessments Students will be able to: • How do artists use color theory to create • Collage landscape with tissue paper • Learn to use perspective. form and space? • Still Life painting of fruit or vegetables • Αpply color theory. • How do artists create the illusion of space? • Glue & chalk drawings • Αpply elements and principles of design. • Where do we see design? • Draw 3-D forms in space • Understand additive and subtractive • What is sculpture? • 3-D layer drawing showing foreground, sculpture. • How do you draw what you see? middle ground and background • Draw from observation. • Block letters in the sky • Collage cut a quilt design • Sculpture-create a clay pot • Drawing - create a product or label design • Mobiles or Stabiles • Portraits • Still Life - contour, and values working from observation Content Outline Standards Grade Level Skills • Use tints and shades of colors to create I. Unit 1 – Color Theory Connecticut SDE Arts Curriculum Framework value. II. Unit 2 – Perspective • Use complimentary colors. III. Unit 3 – Design Connecticut State Visual Arts Standards are met in • Create neutral colors. IV. Unit 4 – Sculpture the following areas: • Identify tertiary colors. V. Unit 5 – Drawing • Media • Line drawing of a room.

• Connections • Draw 3-D forms in space. • 3-D layer drawing showing foreground, middle ground and background.

• Boxes or block letters in the sky. • Use design principles of balance, unity and rhythm to create a 2-dimensional piece.

Grade 5 Art Curriculum BOE Approved 03/13/12 • Create a 3-D form using additive and subtractive methods of construction. • Use a variety of materials to create a 3-D form. • Using different tools to create different surface textures. • Draw from observation. • Use photo references to create imaginary scenes • Create value and texture with shading and line.

Grade 5 Art Curriculum BOE Approved 03/13/12

GRADE 5: Color Theory

Standards Students will apply visual arts knowledge and skills to solve problems common in daily life.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • How do artists use color theory to create form • Collage landscape with tissue paper • Explore color value and space? • Painting color wheel designs • Understand how mixing black and white Focus Questions • Still life painting of fruit or vegetables with color creates tints and shades • What are the primary colors? • Glue & chalk drawings • Understand how complimentary colors • What are the secondary colors? • Cut paper and tissue paper designs create neutral colors • What are intermediate colors? • Oil pastels depicting color schemes • Recognize spectral colors. • What are neutral colors? • Create value using spectral colors • What are tints and shades?

Lesson Planning Resources Materials Skill Objectives • Artist prints - Picasso, Andy Warhol, • Oil pastels Students will: O’Keeffe • Watercolors • Use tints and shades of colors to create • Color wheel • Acrylic paints value. • Adventures in Art - Laura Chapman • Tempera paints • Use complimentary colors. • Crystal Color Posters • Colored papers • Create neutral colors. • Tissue papers • Identify intermediate colors.

Technology Resources Differentiated Instruction Historical and Cultural Connections • Color mixing game- • Adaptive Materials: large brushes, pencil or • Molas www.colorwithleo.com/art_colorwheel.php crayon holder • Bark painting • eHow http://www.ehow.com/info_8399446 • Adaptive Techniques: layering colored tissue • African masks color-mixing-games-kids.html paper, cellophane or transparent pre-colored • Rothko, Hopper, Kandinsky material. • Create a “color diary”: experimenting with color mixing

Grade 5 Art Curriculum BOE Approved 03/13/12

GRADE 5: Perspective

Standards Students will consider, select from and apply a variety of sources for art content to communicate intended meaning.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • How do artists create the illusion of space? • Line drawing of a room. • Identify 3- dimensional shapes. Focus Questions • Draw 3-D forms in space • Understand the use of linear perspective. • What is the horizon line? • 3-D layer drawing showing foreground, • Apply linear perspective to create depth. • What is the vanishing point? middle ground and background • Effectively use scale to create depth. • What are converging lines? • Boxes in space • Use line to create space. • What are parallel lines? • Block letters in the sky • What is one-point perspective? • What is a “bird’s eye “view? Lesson Planning Resources Materials Skill Objectives • Artist prints-interpretations of perspective • Ruler Students will: Van Gogh - The Bedroom, Frank Lloyd • Pens • Create the illusion of a 3-Dimensional Wright • Pencils space on a flat surface. • Photographs of places -cityscapes, • Colored pencils • Create the illusion of a 3-Dimensional building. • Compasses space using scale. • Building blocks, Legos • Create the illusion of a 3-Dimensional • Learn to Draw 3-D by Doug DuBosque space using one-point perspective. Technology Resources Differentiated Instruction Historical and Cultural Connections • DVD, Website, Transparency film to • Use string and glue to create the horizon and • Immigration - Ellis Island identify the vanishing point in a converging lines. • Civil War photograph • Use paper cut-out shapes in varying sizes to the • Jacob Lawrence, Faith Ringgold • Google SketchUp - free 3-D drawing illusion of space using scale. • African American cultural studies program • Create an imaginary landscape. • Intro landscape website - www.schoolsliaison.org.uk/kids/landscape .htm

Grade 5 Art Curriculum BOE Approved 03/13/12

GRADE 5: Design

Standards Students will understand and apply elements and organizational principles of art. Students will recognize and reflect on the effects of arranging visual characteristics in their own and others’ work.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • Where do we see design? • Collage cut a quilt design • Understand structure of a composition. • Sculpture - create a clay pot • Begin to understand the principles of Focus Questions • Drawing - create a product or label design. • What is composition? design • Understand the difference between • What is balance? • Painting - abstract picture realistic and abstract design. • What is repetition? • Use design principles to create 2-D and 3-D artwork.

Lesson Planning Resources Materials Skill Objectives • Artist prints - Kandinsky, Helen Cordero, • Paper Students will: Faith Ringgold • Clay • Use design principles of balance, unity • Everyday objects • Wire and rhythm to create a 2-dimensional • Graphic design • Paint piece. • Principles of Design poster series • Mixed media • Use design elements of texture, shape • Found Objects and form to create a 3-dimensional • Computer piece.

Technology Resources Differentiated Instruction Historical and Cultural Connections • Kid Pix • Adaptive materials, scissors, large brushes, • Quilting patterns • Clicker Paint Program alternative media. • Native American clay pots • Artsedge.kennedy-center.org • Collage - photography, magazine pictures. • African Adinkra • William Morris designs

Grade 5 Art Curriculum BOE Approved 03/13/12

GRADE 5: Sculpture

Standards Students will understand the visual arts in relation to history and cultures.

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • What is sculpture? • Plan a design for a sculpture. • Discuss various forms of sculpture. Focus Questions • Create a sculpture. • Identify techniques for creating • How do artists use 3-D design? • Clay structures. • What materials create structure? • Mobiles • Understand the process of creating 3-D • What is the difference between additive and • Stabiles structures. subtractive sculpture? • Assemblage • Consider the surface of their finished piece.

Lesson Planning Resources Materials Skill Objectives • Artist prints-interpretations of sculpture • Clay Students will: Rodin, Calder, Moore, Litchenstein, • Paper mache • Create a 3-D form using additive and Remington • Wire subtractive methods of construction. • 3-Dimensional examples of sculpture • Paper • Use a variety of materials to create a • Multicultural examples of pottery, masks • Wood 3-D form. • DVD, step-by-step • Found objects • Using different tools to create different • Mixed media surface textures. • Texture stamps • Glazes

• Sponges

• Toothbrushes

Clay tools • Technology Resources Differentiated Instruction Historical and Cultural Connections • Museum field trip (virtual) • Adaptive clay tools, modeling clay, Model • Civil War- horse sculptures • Time Line - how artists create sculpture Magic • Oaxaca animals - Mexico form one generation to the next • Independent piece of their own that extends • Chinese Terra Cotta Warriors what they have learned.

Grade 5 Art Curriculum BOE Approved 03/13/12

GRADE 5: Drawing

Standards Students will reflect on and evaluate the quality and effectiveness of their own and others’ work using specific criteria (e.g. technique, formal and expressive qualities, content).

Unit Objectives Essential Questions Sample Performance Assessments Students will be able to: • How do you draw what you see? • Portraits • Consider how drawing is used to create • Shaded design - working from the foundation of a piece of art. Focus Questions imagination • Identify different materials used to make • What is perspective? • Still Life - contour, working from a line. • What is proportion? observation • Beginning understanding of proportion • What is shading? • “Honey I Shrunk the Kids” small people and scale. • How do lines create different effects? + large objects • Gargoyle drawings

Lesson Planning Resources Materials Skill Objectives • Prints of artists’ sketchbook pages • Pencils Students will: (Michelangelo), A Day with Picasso, • Erasers • Draw from observation. Klee, Keith Haring • Sharpies • Use photo references to create • Artist Storybooks (“Sunday in the Park • Colored pencils imaginary scenes. with George”) • Oil pastels • Create value and texture with shading • Photo references from magazines • Markers and line. • Still Life objects - vase, shoe, stuffed • Sumi • Create form using shading. animals • Mirrors • Drawing surfaces (i.e. drawing paper, watercolor paper, tag board)

Technology Resources Differentiated Instruction Historical and Cultural Connections • Google images • Adaptive materials. Large crayons, pencils, • Cave paintings • Kid Pix wire, wiki stix. • Native American pictographs • – free, www.tuxpaint.org • Explore use of lines (cross hatching and • Castles & medieval figures pointillism) to create form.

Grade 5 Art Curriculum BOE Approved 03/13/12