Burrell Area School District Curriculum Design Framework Course: Visual Art Tracking Document

Understandi Knowledge/Skills Instructional Acceptable ngs Needed to Demonstrate Methods Materials/ Standards Evidence for Objectives. Understandings (Exemplars – SAS) Resources Assessment

Kindergarten X X X X X X st 1 ​ Grade X X X X X X nd​ 2 ​ Grade X X X X X X rd​ 3 ​ Grade X X X X X X ​ th 4 ​ Grade X X X X X X th​ 5 ​ Grade X X X X X X th​ 6 ​ Grade X X X X X X th​ 7 ​ Grade X X X X th​ 8 ​ Grade X X X X ​ Creativity/Innovatio X X X X X X n X X Drawing/Painting X X X X ​ X X X Ceramics/Sculpture X X X ​ Graphic Design/Print X X X X X X Metals/Crafts X X X X X X

Burrell Area School District Curriculum Design Framework Grade: Kindergarten Course: Visual Art Understandings Knowledge/Skills Needed to Acceptable Evidence for Instructional Methods (Standards) Demonstrate Understandings Materials/Resources Assessment (Exemplars – SAS) Learning Objectives 1. Art has its own 1. Students will use Knowledge: Radial Design Scissors vocabulary that art vocabulary Shape: Teacher will introduce the Paper people use when properly. - Circle concept of radial design by - Tissue making and talking - Square demonstrating how to fold - Construction about art. 2. Teacher will - Rectangle a coffee filter into four - White drawing monitor - Triangle sections. Students are then Drawing tools 1.1 Students will be students’ encouraged to repeat - Crayons able to identify identification of Color: shapes, colors, and lines in - Oil pastels basic shapes, basic shapes, - Red each of the four sections. - Markers colors, and lines. colors, and lines. - Orange Students will then apply - Pencils 9.1b - Yellow water to the design, and will Painting tools 3. Teacher will - Green discuss how the water - Watercolor 1.2 Students will be verify that - Blue changed the colors, lines, - Tempera able to create a students can - Violet (Purple) and shapes. - Brushes pattern. 9.1a, create a pattern. - Brown - Water cups HM11, CS2 - Black Line Drawing - Sponges ​ 4. Teacher will - White Teacher will read the story Printing tools 1.3 Students will be monitor ‘Going For a Walk With a - Sponges able to use a students’ Line: Line’. Students will then be - Rollers variety of textured appropriate use - Straight given a random line on a - Found objects material. 9.1a of tools and - Curved sheet of paper and will be Modeling tools materials. - Zig Zag encouraged to incorporate - Clay or another that line into a composition three-dimensional 1.4 Students will be 5. Teacher will Pattern is a repeated sequence of their choice. modeling material able to safely and monitor students’ of lines, shapes, and/or colors. A variety of materials that appropriately use experimentation have textures. tools and materials. and discussion of Texture Glue sticks 9.1h a variety of - Smooth White glue 1.5 Students will be drawing and - Rough able to compare painting materials. - Bumpy different drawing - Prickly and painting materials. 9.1j Skills: Cutting using scissors. Drawing Painting Modeling Printing/Stamping Gluing Collage 2. People use a 1. Teacher will Knowledge: Experimenting with Pattern A variety of traditional variety of tools to monitor and Some tools can be dangerous. Students will be encouraged and non-traditional tools, create art. encourage to use traditional and including but not limited students to use a Non-traditional tools can be non-traditional printmaking to: 2.1 Students will use variety of used to create art. tools to create patterns in a traditional and traditional and work of art. For example, Traditional non-traditional non-traditional Skills: sponges, stamps, spools, Brushes materials to create tools to create Use tools properly and safely. cardboard, utensils, and Markers works of art. 9.1j, art. cardboard can all be used to Crayons HM11, CS2 2. Teacher will Create art using both create repeating shapes. Pencils ​ monitor traditional and non-traditional 2.2 Students will be students’ tools. Non-traditional able to safely and appropriate use Q-tips appropriately use a of tools and Cardboard variety of materials. Hands traditional and Sponges non-traditional tools. 9.1h 3. Art can convey 1. Teacher will Knowledge: Art and Emotion A variety of images that emotion. monitor Art can convey emotion. Teacher will begin the show emotion, for students’ lesson by showing a variety example: 3.1 Students will be discussion of Emotions: of art examples that portray - Mary Cassatt’s able to speculate emotions - Sad emotion. Students will Children on the and discuss the portrayed in a - Happy discuss what emotion is Beach emotions that are work of art. - Angry being portrayed and how being portrayed in Further, the - Scared they know. Students will - Rousseau’s ‘Tiger a work of art. 9.3b, teacher will be discuss whether or not they in a Tropical HM3 monitoring the Skills: like the work of art and Storm’ students’ Decode works of art. why. Teacher will 3.2 Students will be rationale and emphasize that it’s okay to able to justify their justification of Speculate regarding the have different opinions and rationale for their their choices. emotion that is being it’s okay to form a choice. 9.4d, HM7 portrayed. judgement as long as they do so respectfully and have reasons for what they believe.

Students will then be asked to model an emotion given an oral cue. Students will be encouraged to describe what they see and use their observations to create a series of artworks portraying the emotions sad, happy, angry, and afraid. 4. People create art 1. Teacher will Knowledge: Visual Storytelling Illustrated books or for a variety of guide discussion People create art to tell a Teacher provides students reproductions of artists’ purposes. with students, story, celebrate an occasion, with a work of art. Teacher works that depict encouraging express themselves and will facilitate discussion by celebrations of occasions 4.1 Students will be them to tell the decorate their environment. asking questions such as and events. able to tell the story behind the “what do you see?”, “What story behind the work of art. Skills: do you see happening?”, work of art. 9.2a, Teacher will Describe purpose and function “What do you think is going CS3 monitor of art. to happen next?” “What students’ ability clues make you believe that to tell a story is going to happen?” that has a beginning, Students will tell a story middle, and end. with a beginning, middle, and end. Teacher will encourage students to use details from the work to justify their story. Students may have differing opinions on what is happening in the work of art, and teacher will discuss with the students that it is okay to think differently.

Teacher will read a story. Students are encouraged to draw about the part of the story that they liked best. 5. People make 1. Students will Knowledge: See Art and Emotion Students’ work, and the ​ judgments about participate in a People make judgments about work of other artists. the quality of discussion about their the quality of art. artwork. judgment (good or bad) about a work of art. Skills: 5.1 Students will be Form a judgment about the able to form a quality of a work of art. judgment about the quality of a work of art. 9.3a, HM9, CS3

6.People have opinions 1. Students will form Knowledge: See Visual Storytelling Students’ work, and the ​ about art. and express an People have opinions about work of other artists. opinion about a art. a. Students will be able to work of art. form an opinion about art. People may have different 9.4b, HM9, CS3 opinions about the same work of art. b. Students will be able to express their opinion Skills: about art. 9.4b, HM9 Form an opinion about a work of art.

SCHOOL DISTRICT Curriculum Design Framework Grade: First Grade Course: Visual Art

Understandings Knowledge/Skills Needed to Instructional Methods Acceptable Evidence for (Standards) Demonstrate Understandings (Exemplars – SAS) Materials/Resources Assessment Learning Objectives 1.Artists often repeat a 1. Students will Knowledge: Pinch Pot Portraits ‘When a Line Bends, a task many times to learn safely and Artists can improve a skill with Students will be provided Shape Begins’ a skill. appropriately use practice. with an opportunity to tools and manipulate clay to make Art examples of 1.1 Students will be materials at all The primary colors are red, yellow, a 3 dimensional form by landscape, portrait, and able to improve in their times. Teacher will and blue. creating a pinch pot. self-portrait. ability to use materials monitor skill Teacher will demonstrate and tools safely and development The secondary colors are green, the pinching technique Scissors using a checklist. and students will have appropriately. 9.1h, HM1 orange, and purple. Paper 2. Students will use the opportunity to - Tissue art vocabulary practice before creating 1.2 Students will be properly. Any color can be made lighter by their final form. Students - Construction able to practice using 3. When presented adding white. will discuss portraits and - White drawing the vocabulary of art. with art examples, then turn their pots into - Watercolor 9.1c students will Any color can be made darker by 3 dimensional portraits Drawing tools identify lines and adding black. by adding facial features - Crayons 1.3 Students will be shapes. Teacher and using the opening of - Oil pastels able to distinguish the will verify their Line can be thick or thin. the pot as the mouth. - Chalk pastels difference between a knowledge. - Markers line and a shape. 9.1a 4. Students will A shape is a closed line and there Line Landscapes - Pencils identify portrait as can be many different kinds of Students will be Painting tools 1.4 Students will be a “picture of a shapes. introduced to a - Watercolor able to compare and person” and a landscapes as “a picture - Tempera contrast a portrait and self-portrait as a Form is a three-dimensional shape. of the outside” by looking - Brushes self-portrait. 9.3c “picture of me.” at a variety of paintings - Water cups Teacher will verify and photographs of Clay can be used to create a 3D - Sponges proper form. landscapes. Students will Printing tools 1.5 Students will be identification. identify what they see in - Sponges able to identify the the examples and notice difference between a 5. When presented A self-portrait is a work that an where they see them in - Rollers shape and a form. 9.1a with a flat shape artist has made of themselves. the picture. (i.e. sky at - Found objects and a 3D form, A portrait is a picture of one or the top, ground at the Ceramics tools 1.6 Students will be students will more people. bottom, mountains in - Clay able to identify and distinguish between) Using thick, - Kiln define a landscape. 9.1c between the two. A landscape is a picture of the thin, curved, and straight - Spray bottles 6. When presented outside. horizontal lines, students - Plastic drop cloth with a variety of will design their own 1.7 Students will be - Canvas roll art examples, landscape from the able to define Printmaking is an art form that - Glazes students will ground up. artists can use to make more than - Rolling pins printmaking. 9.1c identify which are landscapes. one image by repeating parts of - Carving tools 1.8 Students will be 7. When presented the process. - Water cups able to compare a with a painting Glue sticks painting to a print. 9.3c example and a Skills: White glue print example Mix secondary colors from primary 1.9 Students will be students will colors. able to identify clay as a explain the three-dimensional media difference Use black and white to make colors that is plastic and between the two. lighter or darker. decreases in plasticity as 8. Students will it dries. 9.1c construct a clay Create prints including form. - Monoprint 1.10 Students will be - Stamping (sponges, found able to create a objects) three-dimensional form using clay techniques. Use clay techniques to create a 9.1j, HM9, CS2 three-dimensional form. - Pinching 2.People make art from a Students will select from Knowledge: Monoprint Snowflakes A variety of traditional and variety of tools and traditional and Tools are different depending on Students will brainstorm non-traditional tools. materials. nontraditional tools to the medium that the artist is using. and experiment with a -Sponges create a work of art. They variety of ways to draw a -Leaves 2.1 Students will be able to will be able to distinguish Non-traditional tools and materials snowflake using lines and -Cotton swabs select appropriate tools between a traditional tool can both be used to create art. shapes in a radial -Cotton balls given the media. 9.1h (paint brush) and a pattern. Students will be -Paintbrushes non-traditional tool (leaf). Skills: introduced to the idea of -Pencils Teacher will monitor safe a monoprint, making a -Toothpicks Use tools properly and safely. print one time. Teacher 2.2 Students will be able to and proper use of tools will demonstrate how to use tools properly and and materials. Make artistic choices to get a create a monoprint by safely. 9.1h desired outcome. painting a glossy surface (plastic), drawing into the 2.3 Students will be able to wet paint to remove experiment with a variety some paint and create of tools and materials. texture, and then 9.1h, HM13, CS4 pressing paper on top to create one print.

Students will be 2.4 Students will be able to encouraged to make choices of materials experiement with a and tools to achieve a variety of tools to create desired effect. 9.1j, CS4 their snowflake design in the wet paint. For examples, sponges, cotton swabs, paintbrushes, pencils, erasers, and toothpicks. 3.People create works of When presented with a Knowledge: Everyday Celebrations A variety of art examples art that celebrate special work of art, students will Artists create art to record special Teacher will present that depict special events, occasions and events. be able to describe what occasions and events. students with art occasions, and they see, what they examples of everyday life celebrations. 3.1 Students will be able to believe is happening and Skills: and celebrations and describe what they see in a what the artist is trying to Decode a work of art and describe pose the following -Norman Rockwell work of art. 9.3d say. what is happening. questions: -Pierre-Auguste Renoir

Tell me what you see. 3.2 Students will be able to What do you think is speculate what the artist happening here? was trying to say. 9.4d Why do you think that is what is happening? When is this scene taking place? How do you know? What visual clues make you think that?

Students will discuss how they celebrate special occasions such as birthdays, graduations, and specific holidays and how that is different from the things they do everyday. Students will use a celebration tradition or an everyday routine as inspiration for a work of art. Cite evidence from a work See Everyday A variety of art examples 4.Artists throughout Knowledge: ​ history have created of art that encourages Artists create art to record Celebrations that depict everyday life works of art that them to believe the everyday life. scenes from different represent and record setting is in a specific time periods throughout history. everyday life. period. Skills: Decode a work of art and describe -Georges Seurat 4.1 Students will speculate what is happening. -Grandma Moses regarding the time period -Edward Hopper that the artist was trying to Relate what is happening in a work depict. (A long time ago, of art to one’s own life. sometime in the future, current time) 9.2b 5.People use criteria to Students will form an Knowledge: Teacher will guide the Student’s art and/or the determine the quality of opinion about the quality People make judgments about the students in a basic art work of other artists. works of art. of a work of art and cite quality of art. critique comparing and evidence. contrasting two works of 5.1 Students will be able to Skills: art. Students will be form a judgment about the Form a judgment about the quality asked which of the two quality of art. 9.4b, HM9, of a work of art. artworks they think is CS3 better and why. Class will discuss their criteria for what makes art “good’ or “bad” 6.People have different Students will demonstrate Knowledge: Teacher will present a Student’s art and/or the opinions about art. respect for others’ People have opinions about art. work of art to the work of other artists. opinions during class students ask whether or 6.1 Students will be able to critiques. People can have different opinions not they like what they form an opinion about a about the same work of art. see. Students will be divided into two teams work of art and defend Skills: based on whether they their opinion. 9.3a, HM9, Form an opinion about a work of like or dislike the CS3 art. artwork. Together with their team, they will 6.2 Students will be able to Support your opinion about a work brainstorm reasons why be respectful of others’ of art. they like or dislike the opinions about the work of work of art and then art. 9.4c, HM3 Treat other peoples’ opinions with share their reasons with the rest of the class. respect.

SCHOOL DISTRICT Curriculum Design Framework Grade: Second Grade Course: Visual Art

Understandings Knowledge/Skills Needed to Instructional Methods Acceptable Evidence for (Standards) Demonstrate Understandings (Exemplars – SAS) Materials/Resources Assessment Learning Objectives 1.Artists reflect on the 1. Students create Knowledge: Sketchbooks Sketchbook materials process of making art in preliminary Self-evaluation is an important Teacher will introduce - Cardstock order to improve their drawings and part of creating and improving a students to the - Printer paper skills and techniques. practice sketches in work of art. importance of keeping a - Rubber bands their sketchbooks. sketchbook for practice - Hole punch 1.1 Students will be able to 2. Students create a Practice helps to improve skills. and preliminary sketches. - Popsicle sticks use reflection and practice composition with Students will review what Scissors to improve skills. 9.1g, shapes, figures, or Overlapping is used to represent they know about the Rulers other images that writing process and the HM1, HM4, HM6 depth. Paper overlap. teacher will help them - Tissue 3. Students will create relate it to the artistic 1.2 Students will be able to a clay form or Clay is a medium that can be process: brainstorming, - Construction show depth in a relief. manipulated in different ways to practicing (sloppy copy), - White drawing composition by using 4. Students will make achieve different effects. editing/refining/improvin - Watercolor overlapping. 9.1a multiple images g, final copy. Students - Block printing from a printing Clay can be changed at any point will construct their own paper 1.3 Students will be able to plate they until it is dry. sketchbooks for practice - Butcher paper manipulate clay to create a designed. and use on all projects Drawing tools form or to create a relief. Prints can be created by designing throughout the school - Crayons 9.1j, HM11, CS2 a printing plate. year. - Oil pastels - Chalk pastels 1.4 Students will be able to The printing plate can be used to Family Portrait - Markers create a printing plate to create multiple images. Students will create - Pencils make multiple images. family portrait paintings - Erasers 9.1j, HM11, CS2 Skills: thinking through the eyes - Colored Pencils Make artistic choices based on of a photographer. They Painting tools practice and reflection. will be challenged to - Watercolor arrange the figures in a - Tempera close, overlapping group Use a sketchbook to practice and and including a - Brushes plan for a work of art. foreground, middle - Water cups ground, and background - Sponges Use overlapping to represent to show depth. Printing tools foreground, middle ground, and - Foam background in a composition. - Brayers - Ink Manipulate clay. - Barens or spoons -Coil Ceramics tools -Slab - Clay - Kiln Create a printing plate and use it - Spray bottles to create multiple images. - Plastic drop cloth - Canvas roll - Glazes - Rolling pins - Carving tools - Water cups Glue sticks White glue

2.Artists draw inspiration 1. Students will recall Knowledge: Dream Weaving Surrealism examples from past experiences. a past event and Artists get their ideas for their art Teacher will introduce use it as inspiration from everything they do, see, examples of Surrealist art -Rene Magritte 2.1 Students will be able to for an original work read, dream, hear, experience, to students. Students will -Salvador Dali create art using life of art. etc. discuss what they see in experiences. 9.1e, HM10, 2. Students will write the images and question CS2 an artist statement Skills: whether or not they were explaining the Create an image based on past inspired by real life. connection. 2.2 Students will be able to experiences. (Birthday party, 3. Students will look Just like the Surrealists, report on the connection holiday, field trip sporting event, a at and each other’s students will create their between their life work and cite visual song they heard, a nightmare) own drawings using their experience and their work evidence to explain imagination, dreams, or of art. 9.1d, HM9 the experience. nightmares as inspiration for their work. 2.3 Students will be able to analyze each other’s work to decode the experience Teacher will demonstrate that is being depicted. 9.3f, how to weave with strips HM15 of paper. Students will then be asked to cut their drawings into strips and weave them together to further distort their surreal, dream-like images. 3.People make art to 1. When presented Knowledge: Art and Environment A variety of art examples communicate ideas with a work of art, Artists make art to communicate Teacher will introduce that communicate ideas about contemporary students form an an idea about something that has Earth Day as the about contemporary events. argument for the happened in their lifetime. contemporary event events. artist’s motivation inspiring students’ 3.1 Students will be able to and provide visual Skills: work. Students will decode a work of art to evidence from the Decode a work of art and design prints that determine what motivated work to support speculate what was going on in portray images and that argument. the artist to create a work the artist’s lifetime that may have messages relating to of art. 9.2e led to that composition. the environment. They will then create a printing plate and use it to create multiple images. ● Design the image ● Transfer the image to the printing plate ● Incise the image ● Ink the plate ● Pull the print ● Repeat the process Students will print their images on newspaper or other recycled surfaces. 4.Artists preserve culture 1. When presented Knowledge: Collaborative Totem Cultural artifact art by visually with an artifact, All cultures create artifacts. Poles examples. recording customs and students will Students will look at an traditions. describe the Artifacts can help us to Inuit totem and answer -Native American totem materials and make understand cultures’ customs and the following questions: poles 4.1 Students will be able to an educated guess traditions. What do you see? What infer that about how and do you think was symbols/materials used to where it was important to the people created. who made the totem? create artifacts in different Skills: 2. Students will Why do you think it was cultures reflect the Think critically to form describe symbols important? What environment in which they they see and cite connections between the artifact material do you think it were created. 9.2c visual evidence to and a culture’s customs and was made of? Why? interpret the traditions. Students will study the 4.2 Students will be able to possible meaning. animals they see and connect symbols and the Formulate questions that interpret the possible meaning they convey. 9.2l invite/stimulate/encourage meaning of each animal. discussion. Students will choose an animal to represent themselves and design their own symmetrical animal symbol first in their sketchbook. They will be asked to create their final design with construction paper. All of the construction paper animals will be stacked together to form a class totem pole. 5.There is a language of 1. Teacher will Knowledge: Art Sandwich Critique A variety of art criticism people use monitor students’ People can criticize a work of art. Activity examples and when discussing the use of art ● Constructive criticism Teacher will introduce students’ artwork. qualities of a work of art. vocabulary to ● Destructive criticism the idea of art critiques critique works of by displaying a work of art. art and asking students 5.1 Students will be able to 2. Students will People can discuss the qualities of what they think the artist access vocabulary to demonstrate an a work of art. (line, color, shape, could have done better. describe the work of art understanding of form) Teacher will provide which they are viewing. constructive and examples of constructive 9.3d, HM9, CS3 destructive Skills: and destructive criticism criticism by Use vocabulary appropriately to and explain the 5.2 Students will be able to avoiding describe what you are seeing. difference between the use constructive criticism destructive two. criticism in class when describing a work of discussions. Students will complete an art. 9.3a, HM9, CS3 “art sandwich” worksheet about a classmate’s artwork, where they write a constructive criticism of the work sandwiched between two compliments about the artwork. Students will share their critique with the class and show respect for the differing opinions of their classmates by avoiding destructive criticism and keeping comments helpful and respectful. 1. Students will form See Art Sandwich A variety of art examples 6.People have different Knowledge: ​ opinions about the an opinion about a People can have an opinion about Critique Activity and students’ artwork. meaning of an artwork. work of art and cite the meaning of an artwork. evidence to 6.1 Students will be able to support their People can have different form an opinion about the opinion. opinions about the meaning of meaning of a work of art. 2. Students will listen the same artwork. 9.4b, HM9, CS3 to others’ opinions and give them Skills: respect even if they 6.2 Students will be able to Respond to others’ opinions about disagree. respond to others’ the meaning of works of art with opinions about the respect and tolerance. meaning of works of art with respect and tolerance. 9.4c, HM3

SCHOOL DISTRICT Curriculum Design Framework Grade: Third Grade Course: Visual Art

Understandings Knowledge/Skills Needed to Acceptable Evidence for Instructional Methods (Standards) Demonstrate Understandings Materials/Resources Assessment (Exemplars – SAS) Learning Objectives 1.Reflection is a crucial 1. Students verbally Knowledge: Sketchbooks Sketchbook materials ​ part of the art-making identify warm, Self-evaluation is an important part Teacher will introduce - Cardstock process, and often cool, and of creating and improving a work students to the - Printer paper affects the final artwork. complimentary of art. importance of keeping a - Rubber bands color schemes in a sketchbook for practice - Hole punch 1.1 Students will be able to given work of art Practice helps to improve skills. and preliminary sketches. - Popsicle sticks apply their understanding and create an Students will review what Scissors of color theory. 9.1a, HM8 individual piece Color theory they know about the Rulers using one of the writing process and the ● Value Paper three color teacher will help them 1.2 Students will be able to o shade - Tissue schemes. relate it to the artistic distinguish between 2. Students verbally o tint process: brainstorming, - Construction geometric and organic identify geometric ● Complimentary colors practicing (sloppy copy), - White drawing shape. 9.1c and organic ● Warm colors editing/refining/improvin - Watercolor shapes in works of ● Cool colors g, final copy. Students - Block printing 1.3 Students will be able to art and in will construct their own paper make artistic choices everyday life. Shape sketchbooks for practice - Butcher paper regarding textures they 3. Students create a ● Geometric and use on all projects Drawing tools will use in a work of art. collagraph using a ● Organic throughout the school - Crayons 9.1a, HM11, CS2 variety of textures year. - Oil pastels and a combination Texture - Chalk pastels 1.4 Students will be able to of organic and ● Collage Negative Space Figures - Markers differentiate between geometric shapes. Students will be - Pencils positive and negative 4. Students create a Space introduced to the idea of - Erasers space in a composition. composition that ● Negative positive and negative - Colored Pencils 9.1c focuses on the ● Positive space. By looking at the Painting tools negative space work of artist Keith - Watercolor Haring as well as studying 1.5 Students will be able to instead of the A series of prints can be numbered their own shadows, - Tempera reflect upon and refine positive space. according to the order in which students will notice the - Brushes works of art using the 5. Students keep a they were produced. shapes of their bodies as - Water cups elements of art. 9.1b, HM1 sketchbook to well as the shape of the - Sponges brainstorm and Skills: space around their Printing tools 1.6 Students will be able to refine ideas for Create shades and tints. bodies. Students will be - Foam create a series of prints their individual encouraged to practice - Corrugated and number them. 9.1j, works of art. Identify and use complimentary drawing figures in their cardboard 6. Students create a sketchbook before HM11, CS2 colors. - Brayers numbered series coming up with a final - Ink of prints. design to create a collage Identify and use warm colors and featuring at least one - Barens or spoons cool colors. figure and the negative Ceramics tools space surrounding their - Clay Create compositions that have figure. - Kiln both positive and negative space. - Spray bottles - Plastic drop cloth Select a variety of materials that - Canvas roll have a wide range of texture that - Glazes can be used in collage. - Rolling pins - Carving tools Create a series of prints and - Water cups number them sequentially. Glue sticks White glue

2.Artists make art with the 1. Students Knowledge: Abstract Art Collagraphs Traditional art materials resources that are experiment with Artists can use traditional and Teacher will introduce (see above) available to them. art materials and non-traditional (found objects) the idea of abstract art by create a work of material to make art. showing the work of Non-traditional art 2.1 Students will use art using an Kandinsky, Klee, and materials, including but not traditional and non- innovative Artists caninvent new uses for Matisse. Students will limited to: traditional materials technique they traditional and non-traditional answer the questions: Q-tips to make art. 9.1j, discovered or materials and tools. What do you see? What Cotton balls invented. does it remind you of? Leaves HM11, CS2 What do you think it Forks Skills: means? Why? Spoons 2.2 Students will Invent new uses for traditional and Found objects explore new ways of non-traditional materials and tools. Through exploration of Burlap using traditional and non-traditional art Yarn non-traditional materials, students will Sandpaper materials and tools. create their own abstract Corrugated cardboard 9.1k, HM13, CS4 art collagraph printing Bubble wrap plates. They will be encouraged to adhere a Examples of abstract, variety of organic shapes, non-objective art: geometric shapes, and -Wassily Kandinsky textures to the surface of -Mark Rothko their printing plate. -Paul Klee Teacher will review the -Henri Matisse printing process and students will have the opportunity to print a series of collagraphs inspired by abstract art. 3.The definition of art has 1. Students will Knowledge: Pixel Portraits Computer changed over time as discuss similarities Artists challenge traditional Students will look ways Projector people have exchanged and differences concepts of art. technology has changed Graph paper ideas. between art art through the invention examples from a New technology has changed the of paper, the printing Examples of cave paintings, 3.1 Students will identify wide historical way we make art and what we press, the camera, and portrait painting, prints, examples of how range. consider art. the computer. Teacher portrait photography, and technology has influenced will show images of cave video game and computer paintings, portrait graphics. art making. 9.1k Skills: paintings, prints, Discuss how art making has photographs, and finally changed as new technologies are video game and invented. computer graphics. ● Paper Students will answer the ● Printing press questions: What do you ● Camera see? When was this ● Computer made? How was it made? How do you know? Using 8-bit computer graphics as inspiration, students will create a pixelated sefl-portrait first on graph paper, then with construction paper. 4.Cultures have unique When presented with a Knowledge: Classroom Culture Visual examples of artistic artistic traditions. specific culture, students Artistic traditions frequently evolve Teacher will present cultural traditions. will identify examples of out of common belief systems. images of cultural artistic 4.1 Students will provide artistic traditions. traditions from around -Russian Nesting Dolls examples of artistic Skills: the world. Students will -Mexican Folk Art traditions associated with Discuss artistic traditions within be asked to think about -Japanese Geisha their cultural heritage. 9.2k their own cultural heritage (holiday their own cultural artistic -African Masks decorations, mask making, traditions (holiday decorations, costumes, costumes, dance, and music) dance, music) and brainstorm a list as a class. Students will use their favorite artistic tradition as inspiration for a work of art. 5.Observing a work of art Students will cite evidence Knowledge: Observation 4-Square A variety of art examples is an important part of from a work of art to Observation is an important part of Students will begin to and student artwork. forming a judgment justify their opinion about being able to provide an opinion. expand their ability to about its quality. it using appropriate art talk about and critique vocabulary. Teacher will People may see different things in art by completing an art 5.1 Students will use verify vocabulary use. a composition and therefore judge observation “4-square” appropriate vocabulary artwork differently. worksheet. Students will when describing what they be presented with a work of art and asked to see in a work of art. 9.1c Skills: complete four Use the elements and principles of statements. 1.) I 5.2 Students will form an design when discussing the quality see (write evertything … opinion about the quality of art. you see in the image) 2. I of art and be able to justify wonder (write any … their opinion 9.4b, HM9, questions you have about CS3 the image) 3. It reminds me of (write ways it … relates to your life) 4. I think (write your … opinion about the image or what you think it means) Students will cite visual Knowledge: See Observation A variety of art examples 6.Observation and ​ description help us make evidence to support their 4-Square and student artwork. meaning about a work of idea of the artist’s Looking closely and describing what art intended meaning in a you see when you look at a work of given work of art. art can help the viewer make 6.1 Students will analyze a meaning of the artwork. work of art to hypothesize about the intended The meaning of a work of art can meaning. 9.4d, HM4, CS4 differ based on the viewer’s experiences and may not be the intended meaning of the artist.

Skills: Observe a work of art and hypothesize about the intended meaning.

SCHOOL DISTRICT Curriculum Design Framework Grade: Fourth Grade Course: Visual Art

Understandings Knowledge/Skills Needed to Instructional Methods Acceptable Evidence for (Standards) Demonstrate Understandings (Exemplars – SAS) Materials/Resources Assessment Learning Objectives 1. Artists document ideas Students will keep a Knowledge: Sketchbooks Student sketchbooks and observations through sketchbook to record Artists document their ideas for Teacher will review the Scissors journals, sketchbooks, ideas, brainstorm, and future reference. importance of keeping a Rulers samples, models, refine their individual sketchbook to record Paper photographs and/or works of art. Artists use journals or sketchbooks ideas and preliminary - Tissue electronic files/portfolios. to practice and work through sketches. Students will be - Construction preliminary ideas. given a sketchbook - White drawing 1.1 Students will record assignment every two - Watercolor weeks that they will work their ideas. 9.1g, HM1, CS2 Skills: - Block printing on whenever they have Use sketchbooks to record ideas paper any free time in class. In and/or practice. addition to the drawing - Butcher paper assignments, students - Newsprint will use their sketchbooks Drawing tools for brainstorming ideas, - Crayons practicing, editing, and - Oil pastels refining designs for class - Chalk pastels projects. - Charcoal - Markers - Pencils - Erasers - Colored Pencils Painting tools - Watercolor - Tempera - Brushes - Water cups - Sponges Printing tools - Foam - Brayers - Ink - Corrugated cardboard - Barens or spoons Ceramics tools - Clay - Kiln - Spray bottles - Plastic drop cloth - Canvas roll - Glazes - Rolling pins - Carving tools - Water cups Sculpture tools - Wire - Wire cutters - Masking tape - Duct tape - Plaster wrap Glue sticks White glue 2. Artists sometimes use Students research an Knowledge: Pop Art Appropriation Classroom set of ipads or the works of others as artist and their work. Artists sometimes get their ideas Students will be laptops for individual inspiration for their own Students create a unique, for their art by looking at the work introduced to the idea of student research. works. individual work of art that of other artists. art “appropriation” by was inspired by and/or studying Pop Art. When A variety of art examples. 2.1 Students will select a incorporates another Skills: provided with a work of -Andy Warhol ​ work of art by a specific artist’s work. Create a work of art inspired by the art, students will answer -Robert Rauschenberg artist as inspiration for work of another artist. the questions: What do -Roy Lichtenstein you see? What does it their own work. 9.1f, remind you of? Have you HM11, CS2 seen this before? What does it mean? Where did the artist get his/her inspiration? Is it art or is it copying? Why or why not?

Students will be encouraged to incorporate a piece of popular visual culture into an original work of art through individual research and a series of sketches, critiques, and revisions. 3. Artwork can be used to When presented with a Knowledge: Narrative Triptychs A variety of examples of tell a story. narrative work of art, Art has been used to record Teacher will introduce narrative art and triptychs. students will cite visual history, daily life, religious beliefs, students to narrative art 3.1 Students will analyze a evidence to support their legends, stories and dreams. by showing a variety of work of art and retell the retelling of the story told Skills: examples and asking the story presented by the by the artist. Decode a work of art and tell the following questions: artist. 9.3f, HM11, CS1, CS2 story expressed in that artwork. What do you see? What is going on? How do you know? When and where do you think the story taking place? How do you know? Teacher will also introduce the idea of a triptych, a work presented on 3 panels.

Students will be challenged to create their own narrative triptych that describes a personal story or event in just 3 images. When presented with a See Narrative Triptychs A variety of art examples 4. Artwork is a reflection of Knowledge: ​ the artist, and their art can work of art, students will Artists provide a visual record to from various time periods help us understand the cite visual evidence that help us better understand the time and settings. artist’s era and culture. describes the time and and place in which the artist lived. place in which the artwork 4.1 Students will decode was created. Skills: artwork to speculate how Describe an artwork and time and place influenced hypothesize how time and place the artist 9.2e influenced the artist 5. Describing a work of art Students will describe a Knowledge: Peer Critiques A variety of art examples is an important component work of art and use their Using the elements and principals As students complete student artwork and in forming a judgment description to form an to describe a work of art is an preliminary sketches for sketchbooks. about its quality. opinion about the quality important step in forming a projects in their of the work. judgment about its quality sketchbooks, peer 5.1 Students will form and critiques will be support an opinion about a Craftsmanship is an important conducted to help work of art based on its element to consider when judging students learn to observe, describe, quality. 9.4b, HM9, CS3 a work of art. discuss, form an opinion, Skills: and revise their work. Describe a work of art using After trading sketchbooks appropriate vocabulary. and discussing their ideas with a classmate, Use good craftsmanship when students will complete a executing a work of art. peer critique worksheet describing their observations. They will complete the following sentences 3 times each: “I really like about … your artwork.” and “I think that would make … it even better.” 6. The setting in which we Students will compare and Knowledge: Self-Portrait Mural A variety of art view a work can influence contrast works of art Our opinion about the quality of work Students will be examples our judgment of the work’s viewed in different can be influenced by the setting in challenged to create a representing quality. settings (i.e. museum, which it is viewed and how it is monochromatic artwork from library, street art). presented. self-portrait. Teacher will different contexts 6.1 Students will take a Students will cite visual review portraiture and and settings. position and support their evidence to support which Skills: show examples of point of view. 9.4a, HM9, is more important: The Debate which is more important: The monochromatic works, CS3 object itself or the setting object itself or the setting in which it such as Picasso and in which it is viewed. is viewed. Warhol. Each student will choose one color to represent himself/herself.

Students will critique a classmate’s work as an individual work of art during and after the making process. All of the portraits will be installed as a collaborative wall mural, and the work will be critiqued again in that setting. Students will discuss the similarities and differences of viewing each piece individually and installed as a collaborative piece. They will debate which is more important: the individual work or the setting in which it is displayed.

SCHOOL DISTRICT Curriculum Design Framework Grade: Fifth Grade Course: Visual Art

Understandings Acceptable Evidence Knowledge/Skills Needed to Instructional Methods (Standards) for Assessment Demonstrate Understandings (Exemplars – SAS) Materials/Resources Learning Objectives 1.Art-making is a continual Students will keep a Knowledge: Sketchbooks Student sketchbooks process of planning, sketchbook to record A finished product is the result of Teacher will review the Scissors creating, and refining. ideas, brainstorm, and preliminary sketches and constant importance of keeping a Rulers refine their individual refining. sketchbook to record Paper 1.1 Students will works of art. ideas and preliminary - Tissue self-assess and refine Skills: sketches. Students will be - Construction their work 9.1g, HM1, Students will participate Create a preliminary sketch and given a sketchbook - White drawing HM4 in informal peer critiques then refine a sketch to produce a assignment every two - Watercolor to provide and accept weeks that they will work 1.2 Students will use finished product. Drawing tools constructive feedback to on whenever they have peer feedback to - Crayons improve their artwork. any free time in class. In improve their artwork addition to the drawing - Oil pastels 9.1g, HM3, HM4, CS1 assignments, students - Chalk pastels will use their sketchbooks - Charcoal for brainstorming ideas, - Markers practicing, editing, and - Pencils refining designs for class - Erasers projects. - Colored Pencils Painting tools - Watercolor - Tempera - Brushes - Water cups - Sponges Printing tools - Foam - Brayers - Ink - Barens or spoons Ceramics tools - Clay - Kiln - Kiln furniture - Glazes - Spray bottles - Plastic drop cloth - Canvas roll - Rolling pins - Carving tools - Water cups Sculpture tools - Wire - Wire cutters - Masking tape - Duct tape - Plaster wrap Glue sticks White glue

2.Both natural and Students create a Knowledge: Juxtaposition Art Art examples from artists man-made objects can meaningful work of art Nature and man-made objects When presented with who use natural and stimulate artistic inspired by a natural or inspire artists works of art that are man-made objects as responses. man-made object. inspired by nature or inspiration for their work. Skills: man-made objects, -Andy Goldsworthy 2.1 Students will create a Choose a natural or man-made students will answer the -Louise Nevelson piece of art based on a object as inspiration to create a following questions: -Myeongbeom Kim natural or man-made work of art. What do you see? What is it made of? How do object. 9.1a, HM11, CS2 you know? What do you think it means? Why do you think that? What does it remind you of. Teacher will lead student discussion about the difference between natural and man-made objects and their use in the images presented.

Students will be challenged to create a list of natural objects and a list of man-made objects in their sketchbooks that are interesting or inspiring to them.

Teacher will encourage students to use one item from each list in a drawing that combines a man-made and natural object in an interesting way. Peer critiques will be conducted to help students refine their ideas before a final work of art is created. 3.Some artists create series When presented with a Knowledge: Independent Series A variety of art series of individual works that series of works, students Artists often use a common or For student’s final project examples. share a common theme will identify the common repeated theme or subject to in elementary art, they or idea. theme. create a series of works. will be challenged to Skills: create a series of 3 works 3.1 Students will identify a Students will choose a Given a series of work students will of art with a common common theme or element meaningful idea or be able to identify the common theme. They will be in a series of works. 9.3b theme as the inspiration elements or element. given the freedom to for a series of work. choose a meaningful 3.2 Students will create a subject and the medium series of works based on Students create a series that they work with to a common theme or of individual works. complete the series. element. 9.1a, HM11, Students will be expected CS2 to employ the full artistic process of independent research, brainstorming, sketching, peer critiquing, editing, and refining, before creating the final pieces and writing an artist statement. 4.Artifacts of visual culture Students will explain Knowledge: Functional Pottery A variety of visual culture express experiences and why they chose to Everything in the visual world is an Redesign examples. ideas. redesign the object in expression of an idea and/or After being introduced to the way that they did. experience. functional ceramic 4.1 Students will redesign tableware and design, an everyday object, Artists play a major role in the students will be considering both aesthetics design and presentation of challenged to redesign a and function. 9.4d, HM9 everyday objects. generic functional pot (cup, bowl, plate) to

serve a more specific Skills: function (i.e. cup for Redesign an everyday object. pencils, plate for pizza) taking both form and decoration into consideration. Students will be encouraged to think about the following questions: What will the object hold? How will the object be used? What should the surface look and feel like? What decoration (if any) would be appropriate for the object’s functionality?

After a series of preliminary sketches and peer critiques, the teacher will review clay building techniques and students will construct their final design out of clay. 5.People must be able to Students will use Knowledge: Peer Critiques A variety of art examples articulate their thoughts formal criticism to To communicate and defend a As students complete and student artwork. and defend their position articulate and defend a position you must be able to preliminary sketches for in order to engage in position about a work express thoughts with the projects in their critical analysis. of art. Teacher will appropriate vocabulary. sketchbooks, peer verify use of formal critiques will be 5.1 Students will use formal criticism. Skills: conducted to help criticism to articulate and Use formal criticism to articulate students learn to observe, describe, defend a position. 9.3e, and defend a position. discuss, form an opinion, HM9, CS3 and revise their work. After trading sketchbooks and discussing their ideas with a classmate, students will complete a peer critique worksheet describing their observations. They will complete the following sentences 3 times each: “I really like about … your artwork.” and “I think that would make … it even better.” 6. The setting in which an Students will compare Knowledge: Installation Art Student artwork artwork is displayed can and contrast a work of Presentation of a work of art affects Teacher will present viewed in different affect the viewer’s art viewed in different the way people respond to it. students with examples settings. For response to that work. settings (i.e. museum, of installation art, art example a drawing library, street, home). The setting in which an artwork is made for a specific space. viewed in a 6.1 Students will compare the Students will disuss how displayed can influence the viewer’s Groups of students will sketchbook vs. response to the same work of the setting changes the response. be assigned spaces framed on wall. art presented in two different viewer’s response. throughout the school to ways. 9.4c, HM4, CS3 Skills: transform through the Compare two works of art design and construction of an art installation.

Students will have a chance to view the work before and after it is installed and discuss how the setting can change the viewer’s response to the work. SCHOOL DISTRICT Curriculum Design Framework Grade: Sixth Grade Course: Visual Art

Understandings Knowledge/Skills Needed to Instructional Methods Acceptable Evidence for (Standards) Demonstrate Understandings (Exemplars – SAS) Materials/Resources Assessment Learning Objectives 1.People use the elements 1.1 Know: Perspective/Mixed Adhesives/Fasteners ❏ 3M Tapes [clear, masking, and principles of art as Students will identify, & The elements and principles of art Media Collage packing] tools for artistic compare sample works shape the world around us. Students will review, ❏ Duck brand Duct Tapes exhibiting the elements explore and practice ❏ Elmer’s Glue [sticks and expression. Artists use the elements and liquid bottles] 1.1 Students will identify, and principles of art. principles of art to convey utilizing elements and ❏ Elmers Glue Gallon (with 1.1 principles of design in pump) apply and explain the messages to the viewer. ❏ Students will apply and their artwork with a Clamps elements and principles in ❏ Archival Mounting Strips their work. 9.1a describe elements and The elements include: one-point perspective, [Lineco Photo Tabs] principles used in his/her 3-dimensional, mixed ❏ Rubber Cement ● Line ❏ SuperGlue artwork. o Contour media collage. ❏ Epoxy Glue 1.1 o Blind ❏ Hot Glue Gun Verbal critiques and ● Shape Visual Storytelling ❏ Hot Glue Sticks ● Brushes self-reflections will give Color Students are challenged ❏ Bright, Flat, Round the students the o Monochromatic to compose a short, ❏ Assorted Watercolor o Tertiary ❏ Oversized opportunity to defend o Intensity illustrated bound story ❏ Ceramic Glazing his/her use of elements o Analogous book-- subject matter of Cleaning and principles. his/her choosing ❏ 3M Commerical Sponge o Complimentary ❏ Elephant Ear Sponges ● Texture --focusing on the Surfaces o Visual elements and principles ❏ Sketchbook o Tactile ❏ Blick Medium Weight of design. For example, a Cotton Canvas Roll ● Space student must incorporate ❏ Blick sulphite drawing o Positive/Negative at least 4 of the 5 paper o Perspective (one point, ❏ Mixed media two point) elements and 6 of the 8 papers/boards principles throughout the ❏ Watercolor paper o Vanishing point ❏ Oaktag Paper o Horizon line course of the illustration, ❏ Newsprint paper The principles include: ❏ Origami paper and defend their choices ❏ Transfer paper ● Repetition to the class. ❏ Scratchboard Art Paper ● Pattern ❏ Tracing Paper ● Emphasis/center of interest/focal ❏ Construction paper point (assorted colors) ❏ ● Black Construction paper Unity ❏ Cardboard ● Balance ❏ Tagboard o Symmetrical Ceramics o Asymmetrical ❏ Wire Clay Cutters ❏ o Radial Amaco Glazes ❏ Amaco Underglazes ● Contrast ❏ Amaco Firing Clay ● Proportion ❏ Polymer Clay ● Movement/Rhythm ❏ Modeling tools ❏ Needle Tools Skills: ❏ Fettling Knives Practicing the ability to recognize ❏ Rolling Tools ❏ Kiln and apply knowledge of the ❏ Star Stilts elements and principles of art in ❏ Kiln Shelving art-making. ❏ Kiln maintenence ❏ Kiln

2.Artists create work that 2.1 Students will describe Know: Walking A Mile Wire/Jewelry Making ❏ Plyers reflects their beliefs and observations and discuss Artists often create work that is a Using the old adage, “in ❏ Wire Cutters values. assumptions about a work reflection of their beliefs and order to know someone, ❏ Coated Aluminum Wire of art, and speculate you must walk a mile in Mosiacs 2.1 Students will values, or their observations of ❏ Assorted Tiles discuss works of art questions they might ask beliefs and values. their shoes,” students ❏ Studio Tile Grout the artist if he/she were in will design a shoe ❏ Tile Adhesive and the beliefs and Artists may generate work based ❏ the room. illustrating his/her Plywood values represented in off of their own ideas, or respond Craft Materials the images. 9.4d 2.2 Criteria will outline to observations of the world beliefs, values or ❏ Craft Sticks expectations for a given observations of the world ❏ Glitter 2.2 Students will around them. ❏ Modge Podge summative project in around them. Students create works of art that ❏ Tissue Paper which students will will view, criticize and ❏ Tooling foil roll reflect their beliefs and articulate his/her own Students in the arts can use their discuss various artists ❏ Cotton swabs values. 9.1e, HM5 beliefs and values as inspiration for ❏ Cotton balls beliefs and values. from different time ❏ Tin foil 2.3 Students will 2.3 Self and peer critique their work. periods and mediums to ❏ Yarn

write artist statements. will allow students to explore idea of 9.1c construct a written Skills: expressing belief and explanation, or artist Identifying and articulating beliefs value in an artwork. With statement, for choices and values into a work of art. this foundation of visual made in art-making. references from various artists expressing both serious and humorous Reflecting on and explaining beliefs, values and choices made in the art-making observations, students process in an artist statement. will work to transform his/her “shoe”. 3.Artists create art to 3.1 Given a work of art, Knowledge: Op Art Tessellations Drawing Tools ❏ Paint Markers provoke, entertain and students will verbally Artists often create work to Students will explore the ❏ Drawing Boards challenge the status quo. distinguish the purpose provoke, entertain and challenge artists of the Op Art ❏ Compasses for which the artwork was movement, namely M. C. ❏ Light Tables/Boxes 3.1 Students will ❏ Rulers analyze and classify created and provide a Skills: Escher, and discover the ❏ Drawing Pencils ❏ works of art that rationale for why they Analyze works of art and classify connection between Shading Pencils - 2B, 4B, believe as they do. mathematics and the arts 6B, 8B provoke, entertain and them as works that provoke, ❏ Broad line Sharpie challenge. 9.3a,b, CS4 entertain, and challenge through optical illusion permanent markers and tessellation creation. ❏ Fine line Sharpie permanent markers ❏ Multi-color Sharpie permanent markers ❏ Water-based markers ❏ Oil pastels ❏ Chalk pastels ❏ Charcoal (vine & compressed) ❏ Charcoal pencils (white and black) ❏ Crayola colored pencils ❏ Conte crayons ❏ Gum erasers ❏ Kneaded erasers ❏ Blending stumps ❏ Electric and hand-held pencil sharpeners ❏ Drawing ink ❏ Ink bottles and cartridges ❏ Calligraphy Ink Pens ❏ Wooden Figure Models (Human figure, Hands) ❏ Aluminum Clamp Lamp 4.Art plays an important 4.1 Students will be able Knowledge: Tiki Deities Cutting Tools ❏ X-Acto #1 Knives role in culture. to identify a general Art can be a reflection of the Using a cultural artifact ❏ X-Acto Retractable Knives 4.1 Students will examine summary or specific culture in which it was created. from another country, ❏ Cutting Mats instance when art plays a students will act as ❏ Scissors artifacts to determine how ❏ Lino Cutter Sets they are used in a culture. critical role in culture. Art that is used in ceremonies, archaeologists to identify ❏ Paper Cutter its origin, use and Painting Tools 9.3a rituals and celebrations can ❏ 4.1 Presented with a creation process. Liquid tempera or acrylic become artifacts of a culture. (B&W, primaries, specific artifact from a Students will then secondaries) given culture, students examine the Polynesian ❏ Metallic tempera/acrylic Skills: ❏ Watercolor trays will use computer tiki artifact and discover ❏ Watercolor refills research skills to Identify a cultural artifact and how its purpose in worship ❏ Spray paint ❏ Paint cups investigate and identify it is used in that culture. and idolization for the ❏ Paint trays the culture and the way in people. Finally, students Printmaking Tools which an artifact is used in will design his/her own ❏ Rubber brayers ❏ Speedball Printing ink that specific culture. deity inspired by the tiki (B&W, assorted) form using clay. ❏ EX-Cut printing blocks ❏ Inking trays ❏ Foam plates ❏ Barens 5.A vocabulary of critical 5.1 Students will practice Knowledge: To practice critical Sculpture Tools ❏ Plaster gauze analysis allows people to vocabulary by viewing a Formal and intuitive criticism analysis, the teacher may ❏ Dowel rods compare artworks and work of art and criticizing enable people to compare and present a work, offer Digital/Technology Tools the work formally, observational statements ❏ Laptop make judgments about contrast works of art. ❏ Adobe Creative Suite quality even if the works intuitively and about the work, and ask (Photoshop, Illustrator) ❏ are very different. contextually. Skills: the students to classify Digital Camera (camera, 5.2 Students will catgorize what type of criticism charger, battery pack) 5.1 Students will use Use appropriate vocabulary when ❏ SD Cards appropriate vocabulary a critical statement as engaging in formal and intuitive each statement would be ❏ Mounted Phone Lenses formal, intuitive or considered. ❏ Wacom Tablets when engaged in criticism ❏ Photo paper contextual as the teacher See: Sections 1, 2, 3 formal and intuitive ❏ Color Laserjet Printer provides sample ❏ Projector and Screen and contextual observations about a criticism. 9.3d, HM2,3 work. 5.2 Students will distinguish between formal and intuitive and contextual criticism 9.3e 6. Critical analysis includes 6.1 With a partner, a Knowledge: See: Sections 1, 2, 3 considering the artist’s student will create a Artists’ intent may or may not be original intent. critical analysis about a evident 6.1 Students will use critical given artist’s work, or Skills: analysis to speculate the his/her partner’s intent in Speculate regarding the artists’ intent artists’ intent about a piece their work. in a work of art and draw inferences of art work 9.4b, HM3 about the intent

SCHOOL DISTRICT Curriculum Design Framework Grade: Seventh Grade Course: Visual Art

Understandings Knowledge/Skills Needed to Instructional Methods Acceptable Evidence for (Standards) Demonstrate Understandings (Exemplars – SAS) Materials/Resources Assessment Learning Objectives 1.The artist’s creative 1.1 Student sketchbooks Knowledge Through the Looking Adhesives/Fasteners ❏ 3M Tapes [clear, masking, serve as means of Glass (below) process is reflective Maintaining a sketchbook is a way ​ packing] work that happens over reflecting, for an artists to reflect over time “I Am” vs. “I Am not” ❏ Duck brand Duct Tapes problem-solving and reflective, illustrative ❏ Elmer’s Glue [sticks and time to integrate and refine their ideas to solve liquid bottles] knowledge, solve synthesizing ideas problems. exercise in addressing ❏ Elmers Glue Gallon (with throughout the creative societal impact on pump) problems, and ❏ process. personal identity. Clamps synthesize ideas. Skill ❏ Archival Mounting Strips 1.1 Students will maintain Maintain a sketchbook as an [Lineco Photo Tabs] 1.1 Student sketchbooks Beginning the creative ❏ Rubber Cement a sketchbook with evolving evolving collection of ideas ❏ SuperGlue provide opportunities for process through ideas for their artwork. ❏ Epoxy Glue students to demonstrate project-proposal ❏ Hot Glue Gun 9.1g prior knowledge, and sketches, generating ❏ Hot Glue Sticks Brushes understanding of current possible presentation ❏ Bright, Flat, Round concepts through use of options. ❏ Assorted Watercolor ❏ Oversized various graphic ❏ Ceramic Glazing organizers. Recording the similarities Cleaning and differences between ❏ 3M Commerical Sponge ❏ Elephant Ear Sponges modeling clay and firing clay through use of a graphic organizer. 2.Artists produce work 2. Given a work of art, Knowledge Through the Looking Surfaces ❏ Sketchbook students will speculate Glass Unit: How can art that is influenced by Artwork is influenced by the ​ ❏ Blick Medium Weight their experiences, about artist intent and experiences, emotions, and ideas be a means for exploring Cotton Canvas Roll cite visual evidence to identity? ❏ Blick sulphite drawing emotions, ideas and of the culture of the artist paper cultures. support their conclusions. Students will explore the ❏ Mixed media concept of identity papers/boards 2.1 Students will be able to Skill ❏ Watercolor paper 2.1 Criteria will outline through the promotion of draw on their own ​ ❏ Oaktag Paper expectations for a given self-awareness, societal ❏ Newsprint paper experiences, emotions and ❏ Origami paper ideas in their art. 9.1e, CS2, summative project in Apply one’s own experiences, influence (stereotypes, ❏ Transfer paper ❏ Scratchboard Art Paper HM5 which students will emotions and ideas to their own labels), and the ❏ Tracing Paper articulate personal artworks. development of personal ❏ Construction paper experiences, emotions voice. (assorted colors) ❏ Black Construction paper and ideas. Students will discover ❏ Cardboard artists who express and ❏ Tagboard Ceramics challenge ideas about ❏ Wire Clay Cutters identity, such as Cindy ❏ Amaco Glazes Sherman, Deborah Kass ❏ Amaco Underglazes ❏ Amaco Firing Clay or Glenn Ligon. ❏ Polymer Clay Students will apply ❏ Modeling tools ❏ Needle Tools reading assignments in ❏ Fettling Knives ELA to extend reactions ❏ Rolling Tools to social issues and their ❏ Kiln ❏ Star Stilts influence over one’s ❏ Kiln Shelving identity. ❏ Kiln maintenence Students will relate and ❏ Kiln

synthesize a Wire/Jewelry Making representation of their ❏ Plyers ❏ Wire Cutters own identity through ❏ Coated Aluminum Wire sketchbook exercises, Mosiacs collaborative projects ❏ Assorted Tiles ❏ Studio Tile Grout and plaster cast ❏ Tile Adhesive mask-making. Students ❏ Plywood Craft Materials will construct the mask ❏ Craft Sticks which externally reflects ❏ Glitter goals, experiences and ❏ Modge Podge ❏ Tissue Paper presentations of the self. ❏ Tooling foil roll Internally, students will ❏ Cotton swabs construct the mask to ❏ Cotton balls ❏ Tin foil express labels, hidden ❏ Yarn attributes and experiences. 3.Artists sometimes create Knowledge See: Section 2 Drawing Tools 3.1 Given a work of art, ❏ Paint Markers artwork to call attention students will generate Know that artists frequently create ❏ Drawing Boards to a social issue. artwork that calls attention to a ❏ Compasses verbal inferences about the ❏ Light Tables/Boxes 3.1 Students will use context of the piece itself social issue. ❏ Rulers contextual criticism and the environmental ❏ Drawing Pencils ❏ Shading Pencils - 2B, 4B, during critiques. 9.3e backdrop of its creation Skill 6B, 8B 3.2 Students will Use contextual criticism to analyze ❏ Broad line Sharpie using visual evidence and permanent markers distinguish between reasoning. works of art to determine the ❏ Fine line Sharpie and among formal, nature of social issues portrayed permanent markers 3.2 Given sample ❏ Multi-color Sharpie intuitive and statements of criticism permanent markers contextual criticism towards an artwork, Identify social issues ❏ Water-based markers ❏ Oil pastels 9.3e students will classify into ❏ Chalk pastels 3.3 Students will formal, intuitive or ❏ Charcoal (vine & compressed) develop a list of social contextual categories to ❏ Charcoal pencils (white issues that could demonstrate and black) understanding. ❏ Crayola colored pencils become ideas for an ❏ Conte crayons artwork 9.2e 3.2 During peer critique, ❏ Gum erasers students will verbally ❏ Kneaded erasers supply formal and intuitive ❏ Blending stumps ❏ Electric and hand-held comments towards peer pencil sharpeners work and identify the ❏ Drawing ink ❏ Ink bottles and cartridges comments’ category, ❏ Calligraphy Ink Pens respectively. ❏ Wooden Figure Models 3.3 Using research skills, (Human figure, Hands) ❏ Aluminum Clamp Lamp societal knowledge and personal experiences, students will generate lists, mind-mapping and symbolic representations of social issues in class sketchbooks. 4.The historical and 4.1 Students will discuss Knowledge Art Nouveau Mosaic Cutting Tools ❏ X-Acto #1 Knives cultural context of a art samples in groups and Artists’ choices of materials, Tiles ❏ X-Acto Retractable Knives work of art influences form assumptions as to subject, and intent are influenced Students will explore the ❏ Cutting Mats how environment and collective group of artists ❏ Scissors both how it is made and by the historical and cultural ❏ Lino Cutter Sets how it is interpreted. historical time period context in which they live. associated with the ❏ Paper Cutter influenced the artwork of Nouveau period, when Painting Tools 4. 1 Students will Skill ❏ a particular given artist. Europe was undergoing a Liquid tempera or acrylic analyze works of art Analyze a work of art and (B&W, primaries, and speculate about speculate about the historical and period of radical secondaries) urbanization and ❏ Metallic tempera/acrylic the historical and cultural context in which the artist ❏ Watercolor trays modernization. cultural context in lived. ❏ Watercolor refills Students will model work ❏ Spray paint which the artist lived. ❏ Paint cups after artists such as ❏ Paint trays 9.2d, CS3 Tiffany and Mucha, to create an organic-influenced oil pastel piece which will be ultimately created as a mosaic tile. Students will use oil pastel artwork to indicate colors of glaze pieces needed, and will create his/her own collection of tiles to be used in final mosaic.

5.Artists engage in critical 5.1 Using formal, intuitive Knowledge See: Section 4 Printmaking Tools ​ ❏ Rubber brayers response to describe, and contextual criticism, Know that description, analysis, ❏ Speedball Printing ink analyze, interpret, and students will hypothesize and interpretation are necessary (B&W, assorted) interpretations of a given ❏ EX-Cut printing blocks evaluate works of art. when evaluating a work of art. ❏ Inking trays 5.1 Students will work of art. ❏ Foam plates ❏ Barens describe, analyze and Skill Sculpture Tools interpret works of art. Describe, analyze and interpret a ❏ Plaster gauze 9.3d work of art to evaluate it. ❏ Dowel rods 6. Personal experiences 6.1 After viewing a group Knowledge See: Section 2 Digital/Technology Tools ❏ Laptop influence a person’s of artists or artist, Our own experiences influence the ❏ Adobe Creative Suite response to works of art. students will compose a way we look at the work of artists. (Photoshop, Illustrator) 6.1 Students will relate written speculation on ❏ Digital Camera (camera, charger, battery pack) their own experiences to artist intent, then cite Skill ❏ SD Cards experiences they infer reasoning behind his/her ❏ Mounted Phone Lenses Explain the relationship between ❏ Wacom Tablets from works of art. 9.4c own personal response to your own experiences and how it ❏ Photo paper the artwork. influences your interpretation of ❏ Color Laserjet Printer ❏ Projector and Screen artwork.

SCHOOL DISTRICT Curriculum Design Framework Grade: Eighth Grade Course: Visual Art

Understandings Acceptable Evidence Knowledge/Skills Needed to Instructional Methods (Standards) for Assessment Demonstrate Understandings Materials/Resources (Exemplars – SAS) Learning Objectives 1.Artistic practice often 1.1 Students volunteer Knowledge Cardboard Installation Art Adhesives/Fasteners ​ ​ ❏ 3M Tapes [clear, masking, involves collaboration to fulfill roles of varying Artists often collaborate with each Teams of four to six packing] among groups of people. responsibility within a other and with non-artists to students are challenged to ❏ Duck brand Duct Tapes group. transform a space in the ❏ Elmer’s Glue [sticks and 1.1 Students will make create a work of art. liquid bottles] 1.2 Students will school. Individual ideas are ❏ individual contributions ​ ​ Elmers Glue Gallon (with promote respect by woven together into a final pump) to a collaborative work. People with different skills can ❏ preparing individual result, with students Clamps CS2,4, HM5 bring a variety of strengths to a ❏ Archival Mounting Strips 1.2 Students will contributions prior to collaborative work. assuming voluntary roles of [Lineco Photo Tabs] group work, and being responsibility within the ❏ Rubber Cement respect the ❏ SuperGlue challenged to weave group. contributions of each Skill ❏ Epoxy Glue individual ideas ❏ Hot Glue Gun member of the group. together into a new Ability to be able to work in a Students photograph ❏ Hot Glue Sticks CS1, HM3,15 group setting productively. Brushes final result. chosen area within the ❏ Bright, Flat, Round 1.3 Students will Students will use an halls; illustrate engineering ❏ Assorted Watercolor recognize, value and Ability to acknowledge and value ❏ Oversized assessment rubric to plans on top of photograph ❏ Ceramic Glazing articulate the evaluate self and group individual contributions to a group using transparencies; Cleaning contributions of all members’ project. measure given space to ❏ 3M Commerical Sponge ❏ Elephant Ear Sponges members of the team. performances during prepare sketch in Surfaces CS1, HM4,15 the creative process. 3-dimension; students then ❏ Sketchbook ❏ Blick Medium Weight execute the construction Cotton Canvas Roll and embellishments of their ❏ Blick sulphite drawing vision, and install the work paper ❏ Mixed media in the chosen location. papers/boards ❏ Watercolor paper ❏ Oaktag Paper ❏ Newsprint paper ❏ Origami paper ❏ Transfer paper ❏ Scratchboard Art Paper ❏ Tracing Paper ❏ Construction paper (assorted colors) ❏ Black Construction paper ❏ Cardboard ❏ Tagboard

2.Artists often produce 2.1 Students will choose Knowledge Part of the Whole – Project Ceramics ❏ Wire Clay Cutters work that is influenced by an influential idea and Compelling ideas are inspirational Proposal ❏ Amaco Glazes or references compelling use research and for artists. Students will design a large, ❏ Amaco Underglazes brainstorming skills to pre-determined puzzle ❏ Amaco Firing Clay ideas of others. ❏ Polymer Clay 2.1 Students will develop the given idea Artists often produce work that is piece around a chosen idea, ❏ Modeling tools and express it in an in a media which they can ❏ Needle Tools produce a work of art influenced by other artists and/or ❏ original way. defend as in support and Fettling Knives that is inspired by a their work. ❏ Rolling Tools compelling idea. 9.1f 2.2 Using an artist enhancing the idea being ❏ Kiln statement, the student expressed. ❏ Star Stilts 2.2 Students will Skill ❏ Kiln Shelving will articulate to viewers Use the compelling ideas of others ❏ Kiln maintenence articulate why the idea ❏ Kiln the creative process of as a starting point for their own was compelling and his/her work, from how it inspired them to original work Wire/Jewelry Making original idea to the ❏ Plyers

create their own resulting expression. ❏ Wire Cutters original work. 9.4d, Differentiate between ❏ Coated Aluminum Wire Mosiacs CS2,3, HM11 copying/plagiarism and using ❏ Assorted Tiles compelling ideas as a starting ❏ Studio Tile Grout ❏ Tile Adhesive point. ❏ Plywood Craft Materials ❏ Craft Sticks ❏ Glitter ❏ Modge Podge ❏ Tissue Paper ❏ Tooling foil roll ❏ Cotton swabs ❏ Cotton balls ❏ Tin foil ❏ Yarn 3.Visual culture, art and 3.1 After viewing a Knowledge Pop Art Portraits Drawing Tools ❏ Paint Markers design are sometimes variety of artists’ work, Know that artists are often Students will explore the ❏ Drawing Boards created to sell ideas. students will conduct influential in advancing ideas artists that shaped the Pop ❏ Compasses discussions about Art movement (i.e. Warhol, ❏ Light Tables/Boxes 3.1 Students will justify ❏ Rulers when and how artists observations and Skill Lictenstein, Johns, ❏ Drawing Pencils ❏ are influential in distinguish specific Justify when and how artists are Rauschenberg) and the Shading Pencils - 2B, 4B, instances or general extensions beyond the 6B, 8B advancing ideas related influential in advancing ideas ❏ Broad line Sharpie to visual culture, art and assumptions regarding related to visual culture, art and visual arts (Ray Gun permanent markers Theater, Velvet ❏ Fine line Sharpie design 9.4d, CS3 design permanent markers artist influence on visual Underground). Students will ❏ Multi-color Sharpie permanent markers culture. speculate regarding the ❏ Water-based markers social impact of the ❏ Oil pastels movement and its ❏ Chalk pastels ❏ Charcoal (vine & revolutionary focus on compressed) consumerism and popular ❏ Charcoal pencils (white and black) culture by relating the ❏ Crayola colored pencils artists’ work to our time ❏ Conte crayons period. ❏ Gum erasers ❏ Kneaded erasers Students will have the ❏ Blending stumps opportunity to work in ❏ Electric and hand-held pencil sharpeners digital medium or physical ❏ Drawing ink medium to generate a ❏ Ink bottles and cartridges four-part piece, featuring ❏ Calligraphy Ink Pens ❏ Wooden Figure Models themselves or an object of (Human figure, Hands) popular culture as a subject ❏ Aluminum Clamp Lamp matter. 4.There are relationships 4.1 Students will Knowledge See: Section 3. Cutting Tools ❏ X-Acto #1 Knives between and among compare/contrast Works in art, music, dance and ❏ X-Acto Retractable Knives works in different arts prominent artists theater can be related based on ❏ Cutting Mats working during the ❏ Scissors disciplines that originate when and where they are created. ❏ Lino Cutter Sets from the same time and same time period and ❏ Paper Cutter location. Painting Tools place Skill ❏ 4.1 Students will Liquid tempera or acrylic 4.1 Students will Identify common elements across (B&W, primaries, identify common generate their own artistic disciplines. secondaries) definition of artistic ❏ Metallic tempera/acrylic elements across artistic ❏ Watercolor trays movements based on disciplines that originate ❏ Watercolor refills observation of ❏ Spray paint from the same time and similarities. ❏ Paint cups place 9.2c, CS3 ❏ Paint trays Printmaking Tools ❏ Rubber brayers ❏ Speedball Printing ink (B&W, assorted) ❏ EX-Cut printing blocks ❏ Inking trays ❏ Foam plates ❏ Barens 5.Artists assess their work 5. Students as a class Knowledge (Animal, Humanitarian) Sculpture Tools ❏ Plaster gauze at each stage, making will pursue the process Choices have to be made at every Shelter Collaboration ❏ Dowel rods choices throughout the of a professional visual stage of the artistic process. As a community outreach Digital/Technology Tools ❏ Laptop process of planning, artist, from start art project, students will creating, and exhibiting a planning to final Skill initiate the planning, ❏ Adobe Creative Suite (Photoshop, Illustrator) work of art. 9.1c,g, HM1,5 exhibition. Assessing work at each stage of the communication, creation ❏ Digital Camera (camera, artistic process. and exhibition of a project charger, battery pack) to benefit the desired, ❏ SD Cards ❏ Mounted Phone Lenses chosen organization. ❏ Wacom Tablets ❏ Photo paper ❏ Color Laserjet Printer ❏ Projector and Screen

6. Artists choose their media 6.1 Given the Knowledge See: Section 2. to affect both how their presentation of a Artists use different media, artwork will look and what variety of works including techniques, to control meaning and significance it featuring the same how their artwork will look will have. subject matter, students 6.1 Students will will use formal and Media and application can analyze works of art to intuitive criticism in influence the meaning and identify choice of media discussion to describe significance of a work of art and defend the media and technique used by choice’s impact on an artists in their work Skill him/her as a viewer. and how those choices Identify choice of media and 6.2 Criteria will outline affected the meaning of ​ ​ technique used by an artists in the final work. 9.3a,b, expectations for a given summative project in their work and how those choices CS3 affected the meaning of the final 6.2 Students will which students will choose and control work. control choice of media media application. and application to Control choice of media and achieve a desired effect application to achieve a desired in artwork. 9.1j, CS2, effect in artwork HM11

High School notes: Art 1 separate class and prerequisites for all other art classes Art 2,3,4 in same class Year long classes Ceramics in the catalogue but not taught atm had 1 and 2 levels All are prerequisites for the next level Seniors can be in Art 1- tend to fill schedule Projects are differentiated in 2,3,4 regularly Broken into groups by level not skill More advanced students sometimes are given more advanced projects—based on high levels Problem based umbrella projects? - Themed project but differentiated between the levels 7.periods in the day down from 8 because of academic resource period which includes lunch and free time for students to do work 2 and 3 dimensional works, but different levels using different medium because of space First 9 weeks focus on drawing Loose kids between levels - a lot because of dual enrollment with local colleges Supplies sometimes is a determinate of projects Art will have a computer lab Not sure if separate courses can be made, because of staffing ***what is admin vision for technology lab? Shared, visual arts, tech ed? Is adding staff a potential option? In art 2,3,4: Starting this 9 weeks, made a list of different projects and students are allowed to pick \ Worried about losing kids

Dreams More 3-D works because hard to do in the middle school More art rooms-just more space generally Art 1 as foundations course- D/P, ceramics, prints, sculpture, crafts, metals, tech (9 week cycles?) STEAM emphasis class “creativity and innovation” Ceramics/Sculpture Drawing/Painting Metals/Crafts Graphic Design/Print Making AP Studio? Long term goal Technology weaved throughout different classes

SCHOOL DISTRICT Curriculum Design Framework th th th th Grade: 9 ,​ 10 ,11​ ,12​ ​ ​ ​ ​ ​ Course: Creativity and Innovation Understandings Acceptable Evidence Knowledge/Skills Needed to Instructional Methods (Standards) for Assessment Demonstrate Understandings Materials/Resources (Exemplars – SAS) Learning Objectives 1. The skills, 1.1 Using a rubric Know Lego building Lego supplies techniques, elements, and with established There is no precise and agreed-on competition-students will Mannequins ​ principles of the arts can criteria students will definition of creativity despite be presented with a Cardboard be learned, studied, demonstrate their nearly one hundred years of problem and solution Found Objects refined and practiced. proficiency research on the subject guidelines to create novel Recycled Objects 9.1a 1.2 Self-reflection and useful sculptures that Graphite pencils 1.1 Students will solve and peer reviews will Creativity is seen by most experts satisfy the established Charcoal- vine and problems using the be used to as the process of developing ideas criteria. For example: stick-black and white elements and principles determine growth that are both novel and useful Design a model for a new Colored pencils to create novel and over time and across amusement park ride that Pastels- oil and chalk useful solutions. 9.1b media Creativity is the starting point for all incorporates three simple Graphite sticks 1.2 Students will 1.3 Sketches will innovation machines that Conte Crayons develop expertise in a be reviewed by the demonstrates their Pen and ink range of media. 9.1a teacher to determine Amabile’s model for creativity understanding of three Markers- thick and thin, - 1.3 Students will strength of plausible Domain-relevant skills dimensional form and Prismacolor generate multiple solutions (expertise) physical laws. Watercolor- pans and - solutions to a given 1.4 Use a creativity-relevant Criteria for success may tubes processes (methods used ​ problem. student/teacher include: Tempura 1.4 Students will be developed checklist to approach a problem and ● Three sketches to Acrylic self-motivated to engage of desired behaviors generate solutions) solve the problem Oil - 1.5 Students will as a tool to task motivation ● Rationale for Sketchbooks develop their own determine degree of (willingness to engage) chosen solution White drawing paper - social environment (only ​ definition of creativity. self-motivation and ● Execution of Vellum 1.6 Students will engagement influencer outside of the solution Watercolor paper identify that external 1.5 List external individual and can ● Reflection on the Charcoal paper influences affect creative influences that can positively or negatively final product Valor paper expression. affect creative affect creative expression) Tissue paper expression (peers, Skills Manila paper teacher, physical Produce ideas in 2D and 3D form ( this exemplar may be Newsprint room space, media) that are both novel and useful presented as an individual Bogus paper - Painting or small group project) Brushes- Oval, stiff - Drawing Artist and engineer will bristle, assorted - Ceramics serve as resource judges watercolor - Sculpture for the competition - Printmaking - Graphic design - Metals - Contemporary Crafts 2. Artists use tools and 2. Teachers will Know Project Runway Art examples from resources, as well as their monitor the students Artists can use more than one tool Students will be asked to artists. own experiences and skills ability to use the tools or media to solve the same design wearable apparel utilizing: computers, to create art for their individual problem constructed of at least digital cameras, Ipads, 2.1 Students will use experience to create one unconventional and projector. their own experiences art. People draw on their personal media or found object and skills in order to solve 2.1 Problem solving experience and skills when (duct tape, gum wrappers, a problem. CS4 will occur for the attempting to find solutions to k-cups). Preliminary 2.2 Students will select student using their problems sketches for the project media to best interpret a experiences and skills. must include historical solution to a problem.CS4 2.2 The proper media Skill references that influenced 2.3 Students will create will be selected to best Identify problems and develop their design choices. a narrative that connects inerpret the problem. multiple solutions Criteria for success may their personal 2.3 A narrative will be include: experiences to the created by the Given a problem, students will ● Unifying element solution of a problem. students to connect develop multiple solutions ● Historical influence HM7 with personal ● Personal experiences. Describe the personal experiences interpretation that influence their solutions Technology components may include creating a virtual magazine, a planned fashion show which could include invitation design, advertisement design, musical accompaniment, visual video accompaniment, video recording, video editing for a complied video (youtube potential) 3. The arts provide a 3.1 Utilizing a specific Know Instillation Art Art History: medium to understand piece of artwork the Visual imagery can frequently be In a desi gnated space, Computer and exchange ideas students will explain used to interpret, exchange or working in teams of at Projector 3.1 Students will decode an the ideas or explain an idea (geometry, least three, students will Posters artwork that conveys an makensocial scientific and mechanical models, identify an historical Art history Books idea or makes a social commentary in their illustrations, charrettes, period and interpret commentary.9.4d own works. architectural and landscape multiple elements of the 3.2 Students will use visual 3.2 Teacher will design) time using visual imagery imagery to interpret, monitor the students enhanced by multimedia. exchange or explain an use of visual imagery, Visual imagery can provide social Students encouraged to idea.9.2k echange or explination commentary, influence public identify individual skills 3.3 Students will make of an idea. opinion, present original and/or that are necessary to aesthetic choices when 3.3 Students have the innovative ideas complete the assignment solving a given problem.9.4 opportunity to from within their team. 3.4 Students will identify problem solve and Skills personal strengths and skill make aesthetic make aesthetic choices consistent sets that can be used when choices. with the presented problem contributing as a member 3.4 Teacher and of a team.CS1 students will Identify personal strengths and monitorand skillsets collaborate about the students stregths and skill sets when appling the creative process. 4. Humans have 4.1 Students will Know Visual artistic examples expressed experiences identify the evolution Artists are frequently the first to and ideas through the arts of the technology and use and apply new technology to throughout time and research of an artist. create art (camera, 3D printer, across cultures 4.2 Teachers will digital imagery, printing press, 4.1 Students identify a monitor the students shrinky-dinks, video cameras, technology and research abilities to decode the touchscreen computers, video the way that technology visual symbolism in an games, etch-a-sketch, pencil, artwork. acrylic paint, charcoal) evolved and was exploited by an artists.9.1k Visual symbols to represent 4.2 Students can decode beliefs, customs, ideas, and visual symbolism in an experiences of a culture artwork. 9.2i Skills Explain the connection between a new technology and the way artist have integrated that technology into the creation of the work of art

Research meaning of visual symbols from a specific time period 5. There are formal Know Variety of art examples and informal processes There are formal and informal and student artwork used to assess the quality processes used to assess the of works in the arts. quality of a work 5.1 Students will use formal, intuitive and Skill contextual criticism to 5.1 Using a rubric Apply formal, intuitive and assess of a work of art. 9.3e contextual criticism when assessing the quality of a work of art 6. People use both 6.1 Students will look Know Cirtice evaluations aesthetics and critical at the choices an artist Artists use different media, computer processes to assess makes that affects the including techniques, to control projector quality, interpret meaning of the final how their artwork will look meaning, and determine piece of artwork. Media and application can value. 6.2 Through the influence the meaning and 6.1 Students will analyze choices of media and significance of a work of art works of art to identify the application for a ​ choice of media and desired effect, the Skill technique used by an student will be in Identify choice of media and artists in their work and controll of their technique used by an artists in how those choices artwork. their work and how those choices affected the meaning of affected the meaning of the final the final work. 9.4d work. 6.2 Students will Control choice of media Control choice of media and and application to application to achieve a desired achieve a desired effect in effect in artwork artwork. 9.1j

SCHOOL DISTRICT Curriculum Design Framework th th th th Grade: 9 ,​ 10 ,11​ ,12​ ​ ​ ​ ​ ​ Course: Drawing and Painting Understandings Knowledge/Skills Needed to Instructional Methods Acceptable Evidence for (Standards) Demonstrate Understandings (Exemplars – SAS) Materials/Resources Assessment Learning Objectives 1.The skills, techniques, a. Teacher will Know Self-Portrait Graphite pencils elements, and monitor Drawing and painting skills can Teacher will use Charcoal- vine and principles of the arts individual be taught, learned, studied, divergent and stick-black and white can be learned, student growth refined and practiced. convergent questioning Colored pencils studied, refined and during techniques to conduct a Pencil Sharpners practiced. formative The creative process can be diagnostic assessment. Pastels- oil and chalk 1.1 Students will assessment applied to problem solutions For example- Have you Graphite sticks practice and apply b. Students will within drawing and painting ever done a Conte Crayons drawing and painting elaborate on ● Research self-portrait? Pen and ink skills. 9.1a their use of the ● Plan (Convergent), what do Markers- thick and thin, creative ● Create you know about Prismacolor 1.2 Students will process in ● Reflect self-portraits? Watercolor- pans and define the creative written and oral ● Refine (Divergent). Based on tubes process. 9.1c critiques the responses, the Tempura c. Sketchbooks Skills teacher will design the Acrylic 1.3 Students will will periodically Practice and apply drawing and self-portrait Oil maintain sketchbooks. be collected painting skills assignment. Sketchbooks 9.1b and undergo ● Perspective- one, two, White drawing paper peer review atmospheric, picture Formative Vellum 1.4 Students will d. Oral, verbal or plane Summative Watercolor paper identify, define, and apply written ● Proportion- rule of thirds, Charcoal paper the elements and critiques will be golden mean, unit of Color Expressive Valor paper principles of art. 9.1a used to do an measure Painting Tissue paper analysis of the ● Shading- value, tint, As a group the teacher Manila paper 1.5 Students will use of elements shade, crosshatching, and class will talk about Newsprint appropriately use tier and principles, stippling, blending, tone, colors and emotions, Bogus paper three (specific to students may chiaroscuro and how they can effect choose formal, ● Foreshortening each other. Utilizing discipline) vocabulary. intuitive and ● Figure/ground the students’ Brushes- Oval, stiff 9.1c contextual relationship- positive and knowledge of color bristle, assorted critique negative, Foreground, theory they will create a watercolor e. Teacher will middle ground, composition that monitor background focuses on relating the appropriate use ● Color theory- color to the emotion of tier three monochromatic, that they are trying to vocabulary complementary, tertiary, express in the warm, cool, analogous, composition. tints, shades, intensity, neutrals, split-complementary

Utilize the elements and principles to solve artistic problems Elements ● Line ● Shape ● Color ● Space ● Value ● Texture ● Form

Principles ● Balance ● Movement ● Unity ● Contrast ● Harmony ● Pattern ● Rhythm ● Emphasis/Center interest 2.Artists use tools and Know Sketchbooks Artist sketchbooks, ipad resources, as well as Quality of the materials the artist Teacher and students will and laptops for student uses can affect the finished work review the importance of research. their own experiences keeping a sketchbook to and skills to create art 2.1 Teachers will monitor Traditional and nontraditional record ideas and 2.1 Students will the students compostions drawing and painting tools can preliminary sketches. compare and contrast for comparing and be used to create art Students will be given compositions done with contrasting completed with time to utilize their primitive or sophisticated primitive or sophistication. Experiences and skills of the sketchbooks in class. In materials.9.1j 2.2 Teacher will monitor artist influence the choices that addition to the drawing, 2.2 Students will the students use of painting are made for both media and students will use their sketchbooks for experiment with a variety and drawing tools to a subject matter brainstorming ideas, of painting and drawing achieve desired affects. practicing, editing, and tools to achieve a desired 2.3 A higher level of respect Skill refining designs for class affect.9.1a will be used by the students Use painting and drawing tools projects. 2.3 Students will for the materials and tools. appropriately when creating demonstrate respect for 2.4 The students work will works of art the materials and tools by be influnced by researching using, storing and techniques to use in their Experiment with invented cleaning artwork. application tools to create novel appropriately.9.1h ways of drawing and painting. 2.4 Students will use For example, using matte board research techniques to to apply paint, using branches to influence their apply ink. artwork.9.2a Develop research skills as it relates to an artist identifying subjects to explore, exemplars, define characteristics of specific style

3.The arts provide a 3.1 Utilizing a specific piece Know A variety of examples medium to understand of artwork the students will Visual imagery can frequently be and exchange ideas explain the ideas or used to interpret, exchange or 3.1 Students will decode makensocial commentary in explain an idea (geometry, an artwork that conveys their own works. scientific and mechanical an idea or makes a social 3.2 Teacher will monitor the models, illustrations, charrettes, commentary.9.4a students use of visual 3.2 Students will use imagery, echange or architectural and landscape visual imagery to explination of an idea. design) interpret, exchange or 3.3 Students have the explain an idea.9.4k opportunity to problem Visual imagery can provide social 3.3 Students will make solve and make aesthetic commentary, influence public aesthetic choices when choices. opinion, present original and/or solving a given 3.4 Teacher and students innovative ideas problem.9.4, CS4 will monitorand collaborate 3.4 Students will identify about the students stregths Artists obtain ideas for their personal strengths and and skill sets when appling artwork from everything they skill sets when applying the creative process. experience- see, read, touch, the creative dream etc. process.HM11 Skills Make aesthetic choices consistent with the presented problem

Identify personal strengths and skillsets when applying the creative process 4.Humans have 4.1 Students will identify Know Art History: expressed experiences the evolution of the Artists are frequently the first to A variety of art examples and ideas through the technology and research of use and apply new technology to from various time arts throughout time an artist. create art (camera, 3D printer, periods and across cultures 4.2 Teachers will monitor digital imagery, printing press, 4.1 Students identify a the students abilities to shrinky-dinks, video cameras, technology and research decode the visual symbolism touchscreen computers, video the way that technology in an artwork. games, etch-a-sketch, pencil, evolved and was 4.3 Utilizing the visual acrylic paint, charcoal) exploited by an thinking strategies the artists.HM7 students will problem solve. Visual symbols represent beliefs, 4.2 Students will decode 4.4 Abstract vs. customs, ideas, and experiences visual symbolism in an representaional will be of a culture artwork. 9.4a defined. 4.3 Students will utilize 4.5 Principles and elements visual thinking strategies of impressionism, when analyzing an photorealism and pointillism Understand the difference artwork and solving will be apllied by the between abstract and problems.CS4 students. representational art 4.4 Students will define abstract vs. Understand how the principles representational art.9.2d and elements are used in 4.5 Students will apply the impressionism, photorealism, principles and elements of pointillism, surrealism impressionism, photorealism, pointillism, Know visual thinking strategies surrealism. 9.2c ● Look carefully at works of art ● Talk about what they observe ● Back up their ideas with evidence ● Listen to and consider the views of others ● Discuss multiple possible interpretations Skills Explain the connection between a new technology and the way artist have integrated that technology into the creation of the work of art

Research meaning of visual symbols from a specific time period 5.There are formal and 5.1 Using a Rubric Know Variety of art examples informal processes There are formal and informal and student artwork used to assess the processes used to assess the quality of works in the quality of a work arts. 5.1 Students will use Skill formal, intuitive and Apply formal, intuitive and contextual criticism to contextual criticism when assess of a work of art. assessing the quality of a work of 9.2d, CS3 art 6.People use both 6.1 Students will look at the Know Cirtic evaluations: aesthetics and critical choices an artist makes that computers & projector processes to assess affects the meaning of the Artists use different media, quality, interpret final piece of artwork. including techniques, to control meaning, and 6.2 Through the choices of how their artwork will look determine value. media and the application 6.1 Students will for a desired effect, the Media and application can analyze works of art to student will be in controll of influence the meaning and identify choice of media their artwork. significance of a work of art and technique used by an artists in their work and Skill how those choices Identify choice of media and affected the meaning of technique used by an artists in the final work.9.4d their work and how those 6.2 Students will choices affected the meaning of Control choice of media the final work. and application to achieve a desired effect in Control choice of media and artwork. 9.1k application to achieve a desired effect in artwork

SCHOOL DISTRICT Curriculum Design Framework th th th th Grade: 9 ,​ 10 ,​ 11 ,​ 12 ​ ​ ​ ​ ​ Course: Ceramics and Sculpture Understandings Acceptable Evidence Knowledge/Skills Needed to Instructional Methods (Standards) for Assessment Demonstrate Understandings Materials/Resources (Exemplars – SAS) Learning Objectives 1.The skills, techniques, 1.1 Teacher will Know Self-Expressive Container Stoneware Clay elements, and principles monitor individual Origin of ceramics With a Lid: Terracotta of the arts can be student growth. The students will Paris craft learned, studied, refined 1.2 Using a rubric with Properties of clay brainstorm about the Wire and practiced. established criteria ● Plasticity different things that Polymer clay 1.1 Students will students will ● Shrinkage would represent Armature identify the properties demonstrate their ● Fineness themselves. This Electric wheel of clay. 9.1c proficiency. ● Hardness container will be hand Kiln 1.2 Students will 1.3 Students will be ● Cohesion built utilizing the personal 3D Printer define the stages of able to show there ● Color items on the side. The lid Glaze-under glaze, colors clay.9.1c knowledge for the of the container will be Slip 1.3 Students will equipment and Stages of clay created by manipulating Kiln furniture identify the equipment processes. ● Wet clay the clay to represent the Cones used in the processes 1.4 Through class ● Leather-hard personal facial features of Clay cutters used making and firing discusions students ● Green ware the art student. Hand building tools ceramics will compare and ● Bisque Clay boards 1.4 Students will contrast functional ● Glaze Damp closet compare and contrast and decorative Bowl Series: Plastic bags functional and ceramics. Know the names of equipment The students will be Aprons decorative ceramics 1.5 With the use of used in the process of ceramic creating a series of Bats 1.5 Students will class exploration the making nesting bowls created on Pug mill identify sculpture as a 3D form will be the pottery wheel. They Slab roller 3D art form identified. Know that there are different will be throwing, Extruder 1.6 Students will 1.6 Through the art ways of firing clay designing, Wedging table differentiate between process additive and ● Electric kiln Sponges the additive or subtractive will be ● Gas kiln subtractive differentiated. ● Raku furnace Websites, books, posters ● Oven or magazines 1.7 Students will 1.7 Through the art ● Air Drying differentiate between process traditional and traditional or non-traditional The difference between functional non-traditional materials will be and decorative ceramics materials.9.1j differentiated. 1.8 Students will 1.8 Through the art Identify sculpture as a 3D art form differentiate between process fragile and fragile or durable durable sculptures will Sculpture can be sculptures be differentiated. ● Additive or subtractive 1.9 Students will 1.9 Through the art ● Made with traditional or differentiate between process positive, non-traditional materials positive, negative and negative and relief ● Fragile or durable relief spaces spaces will be ● Positive, negative or relief 1.10 Students will practice differentiated. spaces and refine in skills in both 1.10 Critiques will be hand built and wheel used to do an anlysis Know that many sculptures thrown ceramics.9.1a, 9.1g, of the skills learned require an armature CS2 with hand built and 1.11 Students will practice wheel thrown Skills and refine sculpture skills to ceramics. Practice and refine the following create 3D forms. 9.1a, 9.1g, 1.11 Critiques will be ceramic skills: CS2 used to do an anlysis Hand built of the skills learned ● Coil and applied to ● Slab sculpture and the ● Pinch creating of 3D forms. ● Slumping ● Sculpting ● Weaving ● Tile ● Joining techniques- score, slip Wheel thrown ● Wedging ● Centering ● Pulling/opening ● Cylinder ● Foot ● Throw ● Electric wheel Finishing ● Glazing ● Underglaze ● Firing ● Surface decoration-Sgraffito, Incising, Stamping, carving

Practice and refine the following sculpture skills create 3D forms that employ the following: ● Additive or subtractive ● Made with traditional or non-traditional materials ● Fragile or durable ● Positive, negative or relief spaces 2.Artists use tools and Know Sketchbooks ​ resources, as well as 2.1 Teachers will Quality of the materials the artist Teacher and students will Artist sketchbooks, ipad their own experiences monitor the students uses can affect the finished work review the importance of and laptops for student and skills to create art compostions for keeping a sketchbook to research. 2.1 Students will comparing and Traditional and nontraditional record ideas and compare and contrast contrasting completed ceramic and sculpture tools can preliminary sketches. compositions done with with primitive or be used to create art Students will be given time primitive or sophistication. to utilize their sketchbooks sophisticated 2.2 Teacher will Experiences and skills of the artist in class. In addition to the drawing, students will use materials.9.1j monitor the students influence the choices that are their sketchbooks for 2.2 Students will use of painting and made for both media and subject brainstorming ideas, experiment with a drawing tools to a matter practicing, editing, and variety of ceramics and achieve desired refining designs for class sculpture tools to affects. Skill projects. achieve a desired 2.3 A higher level of Use ceramic and sculpture tools affect.9.1a respect will be used by appropriately when creating 2.3 Students will the students for the works of art demonstrate respect for materials and tools. the materials and tools 2.4 The students work Experiment with invented by using, storing and will be influnced by application tools to create novel cleaning researching ceramic and sculpture pieces. For appropriately.9.1h techniques to use in example, orange bags pressed 2.4 Students will use their artwork. into a ceramic piece to create research techniques to texture. influence their artwork.9.2a Develop research skills as it relates to an artist identifying subjects to explore, exemplars, define characteristics of specific style Students will use research techniques to influence their artwork 3.The arts provide a 3.1 Utilizing a specific Know A variety of examples medium to understand piece of artwork the Visual imagery can frequently be and exchange ideas students will explain used to interpret, exchange or 3.1 Students will decode an the ideas or explain an idea (geometry, artwork that conveys an makensocial scientific and mechanical models, idea or makes a social commentary in their illustrations, charrettes, commentary.9.4a own works. architectural and landscape 3.2 Students will use visual 3.2 Teacher will design) imagery to interpret, monitor the students exchange or explain an use of visual imagery, Visual imagery can provide social idea.9.4k echange or explination commentary, influence public 3.3 Students will make of an idea. opinion, present original and/or aesthetic choices when 3.3 Students have the innovative ideas solving a given problem.9.4, opportunity to CS4 problem solve and Skills 3.4 Students will identify make aesthetic make aesthetic choices consistent personal strengths and choices. with the presented problem skillsets that can be used 3.4 Teacher and when contributing as a students will Identify personal strengths and member of a team.HM11 monitorand skillsets collaborate about the students stregths and skill sets when appling the creative process. 4.Humans have expressed 4.1 Students will Know Art History: experiences and ideas identify the evolution Artists are frequently the first to Utilizing a variety of art through the arts of the technology and use and apply new technology to examples from various throughout time and research of an artist. create art (camera, 3D printer, time periods across cultures 4.2 Teachers will digital imagery, printing press, 4.1 Students identify a monitor the students shrinky-dinks, video cameras, technology and research abilities to decode the touchscreen computers, video the way that technology visual symbolism in an games, etch-a-sketch, pencil, evolved and was exploited artwork. acrylic paint, charcoal) by an artists. HM7 4.2 Students can decode Visual symbols to represent visual symbolism in an beliefs, customs, ideas, and artwork. 9.4a experiences of a culture

Skills Explain the connection between a new technology and the way artist have integrated that technology into the creation of the work of art Research meaning of visual symbols from a specific time period 5.There are formal and Know Variety of art examples informal processes used There are formal and informal and student artwork to assess the quality of processes used to assess the works in the arts. quality of a work 5.1 Students will use formal, intuitive and Skill contextual criticism to 5.1 Using a rubric Apply formal, intuitive and assess of a work of art. contextual criticism when 9.3e, CS3 assessing the quality of a work of art 6.People use both 6.1 Students will look Know Critic evaluations utilizing aesthetics and critical at the choices an artist Artists use different media, display areas, ipads, processes to assess makes that affects the including techniques, to control laptops, and projectors quality, interpret meaning of the final how their artwork will look meaning, and determine piece of artwork. value. 6.2 Through the Media and application can 6.1 Students will choices of media and influence the meaning and analyze works of art to the application for a significance of a work of art identify choice of media desired effect, the and technique used by student will be in Skill an artists in their work controll of their Identify choice of media and and how those choices artwork. technique used by an artists in affected the meaning of their work and how those choices the final work. 9.4d affected the meaning of the final 6.2 Students will work. Control choice of media and application to Control choice of media and achieve a desired effect application to achieve a desired in artwork. 9.1j effect in artwork

SCHOOL DISTRICT Curriculum Design Framework th th th th Grade: 9 ,​ 10 ,11​ ,12​ ​ ​ ​ ​ ​ Course: Graphic Design and Printmaking Understandings Acceptable Evidence Knowledge/Skills Needed to Instructional Methods (Standards) for Assessment Demonstrate Understandings Materials/Resources (Exemplars – SAS) Learning Objectives 1.The skills, techniques, 1.1 Using a rubric with Know Pop Art Self-Portrait Linoleum/Ez Cut Print elements, and principles established criteria Ability to apply the elements and Teacher will use divergent Blocks of the arts can be students will principles is crucial in the design and convergent Wood Print Blocks learned, studied, refined demonstrate their process. questioning techniques to Printmaking Trays and practiced. proficiency. conduct a diagnostic Carving Tools 1.1 Students will apply 1.2 Students will Contemporary and traditional assessment. For example- Rubber Brayer the elements and promote technologies can be used to Have you ever done a Linoleum Cutters principles to the design contemporary and produce works of art. self-portrait? Screen Film process. 9.1a tradition technology (Convergent), what do Screen Adhesive 1.2 Students will use throught their work. Photoshop and Illustrator are two you know about Screen Frame contemporary and 1.3 The knowledge programs that offer the artist self-portraits? (Divergent). Gel Printing Plates traditional technology will be monitored by opportunities to apply their Based on the responses, Acrylic Sheets to produce works of art. the teacher and knowledge of design thinking. the teacher will design the Duct Tape 9.1j students using a self-portrait assignment. Printing Press 1.3 Students will use checklist. Design thinking is a way of The project will be using a Inking Plate Photoshop and 1.4 Students will applying a process to identify negative of the students Bench Hook Illustrator to apply their elaborate on their use solutions to new problems or new face and placing it on to a Masking Tape knowledge of design of design thinking to solutions to old problems. printing medium to be Squeegees thinking. 9.1j solve problems. made into a series of pop X-Acto Knives 1.4 Students will use 1.5 The planning Guiding questions: art prints. Spray Bottles design thinking to process will be started What does being a designer mean identify solutions to in student sketchbooks to you? Sketchbooks ​ new problems or new and serve as means of Discovery-How do you get Poster Design Cardboard solutions to old reflecting, inspired? The teacher and students Matboard problems. CS4 problem-solving and Ideation-How do you generate will discuss the design Block Printing Paper 1.5 Students will use synthesizing ideas new ideas principles and how they Sulphete Paper the design process to throughout the deign Experimentation-How do you are used in advertising. Cotton Paper process. bring your ideas to life? The students will be brain Newsprint plan and produce 1.6 The application of Next Steps- How might you use storming and creating an T-Shirt multiple images. 9.1a the printmaking process the design process? original poster to Light Sensitve Paper 1.6 Students will apply will be step by step and advertise for an event at the steps of the monitored by the The design process is used in the school or in the Block Ink printmaking process. teacher. planning and production of community. Monotype Ink 9.1a multiple images. Silkscreen Ink Printmaking processes: Printing Medium ● Monoprint ● Linoleum block printing Computers ● Wood block printing Ipads ● Silk screen Ink Jet Printer ● Embossing 3D Printer Vynil Cutter Skills Adobe Illustrator Apply the design process in Adobe Photoshop solving and presenting problems. Adobe Creative Cloud Digital Camera Practice and apply Photoshop and Phone Lens attachments Illustrator programs. Self Healing Cutting Mats Scissors Practice and refine the use of the 18” Metal Rulers design thinking process by T-square manipulating the software Glue Sticks products. Spray Adhessive

Practice and refine the use of the design thinking process as the printmaking techniques are learned and executed. Create an artist’s proof, modify and/or refine the image, print and number an edition. 2.Artists use tools and 2.1 Teacher will Know Sketchbooks Artist sketchbooks, ipad resources, as well as monitor the students Artists use traditional and Teacher and students will and laptops for student their own experiences understanding of the contemporary tools and resources review the importance of research. and skills to create art design thinking to express their ideas. keeping a sketchbook to record ideas and preliminary sketches. 2.1 Apply understanding of process to a achieve Evolving technologies provide Students will be given time the design thinking process desired images. opportunities for artists to to utilize their sketchbooks to generate images to be 2.2 Teachers will express their experiences in new in class. In addition to the used in the production of monitor the students and novel ways. drawing, students will use works of art. 9.1b compostions for their sketchbooks for comparing and Both traditional and brainstorming ideas, 2.2 Compare and contrast contrasting completed contemporary approaches to the practicing, editing, and images created using with primitive or creation of art require specialized refining designs for class projects. traditional and sophistication. tools. contemporary technologies. 2.3 A higher level of 9.1k respect will be used by Skill the students for the Experiment with and apply 2.3 Experiment with materials and tools. understanding of software software tools to discover 2.4 The students work programs in the design process. capabilities and limitations. will expoler and CS4 investigae the Practice and refine using the tools printmaking tools and and processes embedded in each 2.4 Explore printmaking techniques to use in of the printmaking techniques. tools and techniques to their artwork. discover capabilities and limitations. CS4

3.The arts provide a 3.1 Utilizing a specific Know Installation Art Art History Examples: medium to understand piece of artwork the Visual imagery can frequently be In a designated space, Computers and exchange ideas students will explain used to interpret, exchange or working in teams of at Projector 3.1 Students will decode an the ideas or explain an idea (geometry, least three, students will Posters artwork that conveys an makensocial scientific and mechanical models, identify a historical period Art History Books idea or makes a social commentary in their illustrations, charrettes, and interpret multiple commentary. 9.4d own works. architectural and landscape elements of the time 3.2 Students will use visual 3.2 Teacher will design) using visual imagery imagery to interpret, monitor the students enhanced by multimedia. exchange or explain an use of visual imagery, Visual imagery can provide social Students encouraged to idea. 9.2k echange or explination commentary, influence public identify individual skills of an idea. opinion, present original and/or that are necessary to innovative ideas 3.3 Students will make 3.3 Students have the complete the assignment aesthetic choices when opportunity to Skills from within their team. solving a given problem. 9.4 problem solve and make aesthetic choices consistent 3.4 Students will identify make aesthetic with the presented problem personal strengths and choices. skillsets that can be used 3.4 Teacher and Identify personal strengths and when contributing as a students will skillsets member of a team. CS1 monitorand collaborate about the students stregths and skill sets when appling the creative process. 4.Humans have expressed 4.1 Students will Know Art History: experiences and ideas identify the evolution Artists are frequently the first to Utilizing a variety of art through the arts of the technology and use and apply new technology to examples from various throughout time and research of an artist. create art (camera, 3D printer, time periods across cultures 4.2 Teachers will digital imagery, printing press, 4.1 Students identify a monitor the students shrinky-dinks, video cameras, technology and research abilities to decode the touchscreen computers, video the way that technology visual symbolism in an games, etch-a-sketch, pencil, evolved and was exploited artwork. acrylic paint, charcoal) by an artists. 9.1k 4.2 Students can decode Visual symbols to represent visual symbolism in an beliefs, customs, ideas, and artwork.9.2i experiences of a culture Skills Explain the connection between a new technology and the way artist have integrated that technology into the creation of the work of art

Research meaning of visual symbols from a specific time period 5.There are formal and Know A variety of art examples informal processes used and student artwork to assess the quality of There are formal and informal works in the arts. processes used to assess the 5.1 Students will use quality of a work formal, intuitive and contextual criticism to 5.1 Using a rubric Skill assess of a work of art. 9.2 Apply formal, intuitive and d, 9.3e, CS3 contextual criticism when assessing the quality of a work of art 6.People use both 6.1 Students will look Know Critic evaluations utilizing aesthetics and critical at the choices an artist Artists use different media, display areas, ipads, processes to assess makes that affects the including techniques, to control laptops, and projectors quality, interpret meaning of the final how their artwork will look meaning, and determine piece of artwork. value. 6.2 Through the Media and application can 6.1 Students will choices of media and influence the meaning and analyze works of art to the application for a significance of a work of art identify choice of media desired effect, the and technique used by student will be in Skill an artists in their work controll of their Identify choice of media and and how those choices artwork. technique used by an artists in affected the meaning of their work and how those choices the final work. 9.4d affected the meaning of the final 6.2 Students will work. Control choice of media and application to Control choice of media and achieve a desired effect application to achieve a desired in artwork. 9.1k effect in artwork

SCHOOL DISTRICT Curriculum Design Framework th th th th Grade: 9 ,​ 10 ,11​ ,12​ ​ ​ ​ ​ ​ Course: Metals and Crafts Understandings Acceptable Evidence Knowledge/Skills Needed to Instructional Methods (Standards) for Assessment Demonstrate Understandings Materials/Resources (Exemplars – SAS) Learning Objectives 1.The skills, techniques, 1.1 Using a rubric with Know Acrylic Jewelry Base Metals elements, and principles established criteria Ability to apply the elements and The teacher will introduce Peg of the arts can be students will principles is important in the the laser cut acrylic Saw learned, studied, refined demonstrate their metal and craft process. jewelry by showing Saw Blades and practiced. proficiency. examples and art piece Tweezers 1.2 Self reflection and Construction skills can be taught, that have been made by Blow Torch 1.1 Students will be peer review will be learned, studied, refined and professional artists. The Pickle Solution able to apply the used to determine practiced. students will be creating Pliers elements and principles growth over time. designs for their individual Files to metal and craft 1.3 Through Know the different types of metal peice of art. Once the Mallet process. 9.1a exploration the producing and craft processes: best design has been Ring Mandrel 1.2 Students will be students will know the Functional chosen through a group Polishing Buff able to practice and difference between art Decorative critique of the designs, it Rouge refine construction and craft. will be put into the Vise skills. 9.1b, CS4 1.4 Critiques: oral, Be able to identify the different computer. Through the Ring Gauge 1.3 Students will verbal or written will types of metal fabrication laser cutters parameters Wire distinguish between art be used to do analysis methods: the design will be cut into Findings and craft. HM 5 of the students design, Cast the acrylic. At this point sheets of acrylic 1.4 Students will process, product and Construction the acrylic cut design will laser cutter design, produce, refine exhibition of the final Formed be used to create the 3D Printer and exhibit metal and object. Forged finished peice of jewelry. craft objects. 9.1a, HM Loom 11 Be able to identify different types String of crafts: Tile Mosaic Material Fibers As a group the teacher Wax Glass will be talking about and Dye Mosaic showing different types of Glass Book binding and paper making mosaic tiles, from history Mini Kilns to modern day uses. The Etching gel Definition of craft students will be creating Mosaic Tile thumbnail sketches in Grout Skills their sketchbooks, to Masonboard Apply the elements and principles come up with the best frames when working in metals and design. Once a design has crafts. been choosen the colors and types of tile materials Practice and refine construction will need to be picked. skills. Then they will proceed to ● Cast/ Construction/ the process of creating Formed/ Forged the piece of artwork.

Practice and refine skills used in craft: ● Fibers: Weaving/ Batik/ Tie Dye ● Glass: Jewelry (etching, beading) ● Mosaic: surface decoration 2.Artists use tools and Know Sketchbooks Artist sketchbooks, ipad resources, as well as 2.1 A higher level of Quality of the materials the artist Teacher and students will and laptops for student their own experiences respect will be used by uses can affect the finished work. review the importance of research. and skills to create art. the students for the keeping a sketchbook to 2.1 Students will use materials and tool, to Traditional and nontraditional record ideas and quality materials to complete the artwork. tools can be used to create art. preliminary sketches. complete the finished 2.2 Teacher will Students will be given time piece of artwork. 9.1a monitor the students Experiences and skills of the artist to utilize their sketchbooks in class. In addition to the 2.2 Students will use oftraditional and influence the choices that are drawing, students will use utilize traditional and nontraditional tools to made for both media and subject their sketchbooks for nontraditional tools to create their work. matter. brainstorming ideas, create art. CS2 2.3 The students work practicing, editing, and 2.3 Students will use will be influnced by Skill refining designs for class research techniques to researching Research cultures and traditions projects. influence the subject techniques to use in to determine the role and and content of their their artwork. function of the craft. artwork. 9.1f, CS3 Apply the appropriate fabrication and construction skills to make the works in metals and crafts.

Refine ability to select appropriate material to achieve desired effects. 3.The arts provide a 3.1 Utilizing a specific Know Art History Examples: medium to understand piece of artwork the Visual imagery can frequently be Computers and exchange ideas students will explain used to interpret, exchange or Projector 3.1 Students will decode an the ideas or explain an idea (geometry, Posters artwork that conveys an makensocial scientific and mechanical models, Art History Books idea or makes a social commentary in their illustrations, charrettes, commentary. 9.3e, 9.4a own works. architectural and landscape 3.2 Students will use visual 3.2 Teacher will design) imagery to interpret, monitor the students exchange or explain an use of visual imagery, Visual imagery can provide social idea. 9.4k echange or explination commentary, influence public 3.3 Students will make of an idea. opinion, present original and/or aesthetic choices when 3.3 Students have the innovative ideas solving a given problem. opportunity to Skills 9.4, CS4 problem solve and make aesthetic choices consistent 3.4 Students will identify make aesthetic with the presented problem personal strengths and choices. Identify personal strengths and skillsets that can be used 3.4 Teacher and skillsets when contributing as a students will member of a team. CS1 monitorand collaborate about the students stregths and skill sets when appling the creative process. 4.Humans have expressed 4.1 Students will Know Art History: experiences and ideas identify the evolution Artists are frequently the first to Utilizing a variety of art through the arts of the technology and use and apply new technology to examples from various throughout time and research of an artist. create art (camera, 3D printer, time periods across cultures 4.2 Teachers will digital imagery, printing press, monitor the students shrinky-dinks, video cameras, 4.1 Students identify a abilities to decode the touchscreen computers, video technology and research visual symbolism in an games, etch-a-sketch, pencil, the way that technology artwork. acrylic paint, charcoal) evolved and was exploited by an artists. 9.1k Visual symbols to represent 4.2 Students can decode beliefs, customs, ideas, and visual symbolism in an experiences of a culture artwork. 9.2i Skills Explain the connection between a new technology and the way artist have integrated that technology into the creation of the work of art

Research meaning of visual symbols from a specific time period 5.There are formal and Know A variety of art examples informal processes used There are formal and informal and student artwork to assess the quality of processes used to assess the works in the arts. quality of a work 5.1 Students will use Skill formal, intuitive and Apply formal, intuitive and contextual criticism to 5.1 Using a rubric contextual criticism when assess of a work of art. 9.3e assessing the quality of a work of art 6.People use both 6.1 Students will look Know Critic evaluations utilizing aesthetics and critical at the choices an artist Artists use different media, display areas, ipads, processes to assess makes that affects the including techniques, to control laptops, and projectors quality, interpret meaning of the final how their artwork will look meaning, and determine piece of artwork. value. 6.2 Through the Media and application can 6.1 Students will choices of media and influence the meaning and analyze works of art to the application for a significance of a work of art identify choice of media desired effect, the and technique used by student will be in Skill an artists in their work controll of their Identify choice of media and and how those choices artwork. technique used by an artists in affected the meaning of their work and how those choices the final work. 9.4d affected the meaning of the final 6.2 Students will work. Control choice of media and application to Control choice of media and achieve a desired effect application to achieve a desired in artwork. 9.1j effect in artwork