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Visual Art Tracking Document 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.
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