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Elementary Art -Cover .Indd Elementary Art Curriculum Guide CONTENTS Contents Acknowledgements iii Section I: Program Overview and Rationale Purpose and Rationale 3 Contexts for Learning and Teaching 4 The Role of Arts Education 8 Meeting the Needs of All Learners 9 Assessing and Evaluating Student Learning 10 Section II: Curriculum Design and Components Essential Graduation Learnings 19 General Curriculum Outcomes 22 Unifying Concepts 22 Key Stage Curriculum Outcomes 24 Specific Curriculum Outcomes 26 Curriculum Outcome Connections (diagram) 30 Section III: Specific Curriculum Outcomes Using the Four Column Layout 35 Specific Curriculum Outcomes for Grade 4 36 Specific Curriculum Outcomes for Grade 5 116 Specific Curriculum Outcomes for Grade 6 197 Appendices Appendix A: Stages of Creative Development 285 Appendix B: Elements and Principles of Design 289 Appendix C: Organizing for Art Instruction 297 Appendix D: Activities for Viewing and Responding to Art 319 Appendix E: Assessment Forms 333 Appendix F: Resources 355 Appendix G: Safety in the Visual Arts 375 Appendix H: Careers in the Visual Arts 379 Appendix I: Glossary 383 ELEMENTARY ART CURRICULUM GUIDE i CONTENTS ii ELEMENTARY ART CURRICULUM GUIDE CONTENTS Acknowledgements ELEMENTARY ART CURRICULUM GUIDE iii CONTENTS iv ELEMENTARY ART CURRICULUM GUIDE CONTENTS The Department of Education gratefully acknowledges the collaborative efforts of many individuals who contributed to the development of this curriculum guide. Appreciation is expressed to all of them. Special appreciation is extended to the teachers who piloted the program and participated in the working group: Carolyn Aucoin, Belanger Memorial, Doyles Joanne Hughes, Straits Elementary, Flower’s Cove Rex Kean, Gander Academy, Gander Marie MacDonald, Queen of Peace Middle School, Happy Valley-Goose Bay Krista van Nostrand, Beachy Cove Elementary, Portugal Cove-St. Phillips The Department of Education also thanks the Nova Scotia Department of Education for permission to borrow and adapt the following sections from their elementary art guide: Introduction; Media Literacy; Health and Safety Issues; Assessing and Evaluating Student Learning; Appendix A: Organizing for Instruction; Appendix D: Elements and Principles of Design; and Appendix F: Glossary. ELEMENTARY ART CURRICULUM GUIDE v CONTENTS vi ELEMENTARY ART CURRICULUM GUIDE PROGRAM OVERVIEW AND RATIONALE Section I Program Overview and Rationale ELEMENTARY ART CURRICULUM GUIDE 1 PROGRAM OVERVIEW AND RATIONALE 2 ELEMENTARY ART CURRICULUM GUIDE PROGRAM OVERVIEW AND RATIONALE Purpose and Rationale Purpose The elementary art curriculum is based on the Foundation for the Province of Newfoundland and Labrador Arts Education Curriculum, which provides the framework for arts education and reflects research, theories, and classroom practice. This guide, which serves as a practical framework for art curriculum, is to be used as a resource for learning and teaching. It provides guidelines upon which teachers, administrators, students, and others working collaboratively in the learning community should base decisions about learning experiences, instructional techniques, and assessment strategies. This curriculum describes learning experiences for Grades 4, 5, and 6 that cumulatively provides opportunities for learners to develop knowledge, skills, and attributes they need to express their ideas, understandings, and feelings through art. The guide reflects an integrated view of learning in and through art. Learning in art is focused on creativity and artistry, where learning through art is about using art and the creative process as a method for students to learn about other curriculum subjects. Diagram of outcomes Statements of learning outcomes provide the framework for design and (EGL, GCO, KSCO, SCO) development of curriculum. In addition to general curriculum outcomes on pages 30 and 31. (GCO), this document provides key stage curriculum outcomes (KSCO) for the end of Grade 6, and specific curriculum outcomes (SCO) for Grades 4, 5, and 6. Rationale Education in art is essential. Human experience is ordered in various ways, including kinesthetically, musically, numerically, verbally, and visually. Students need to experience and practice recognizing and understanding the relations between these areas of human experience Education in art helps if they are to gain the optimal benefit from education. Education in art students become selective helps students become selective and discriminating in their judgements and discriminating in their and improve their understanding of their environment. judgements and improve their understanding of their visual When schools provide suitable and imaginative art programs that environment. combine the disciplines of intellectual activity with physical skills in creative problem solving, they are supporting the individual growth of students and are contributing to the development of their personalities. Students who participate in successful art programs gain a knowledge of art and its role in human interaction, and develop an understanding and appreciation of the arts of other cultures, both historical and contemporary. Students learning art must develop basic skills and acquire a working knowledge of the fundamentals and history of art. Both facets lead to worthwhile art experiences, which incorporates the satisfaction of achievement and the understanding of the creativity of others. ELEMENTARY ART CURRICULUM GUIDE 3 PROGRAM OVERVIEW AND RATIONALE Contexts for Learning and Teaching Six Key Features of 1. This art curriculum is defined in terms of outcomes. this Elementary Art The identification of outcomes clarifies for students, teachers, parents, Curriculum and administrators the specific expectations of what students should know and value as a result of their learning in art. 2. This art curriculum emphasizes the importance of students’ active participation in all aspects of their learning. This curriculum engages students in a range of purposeful and inventive experiences and interactions through which they can develop the processes associated with creating, contextualizing, reflecting on, and responding to their own and others’ artwork. 3. This art curriculum provides a basis for assessing learning in and through the arts. This curriculum engages students in analytical, critical, and reflective thinking about their learning in and through art. The use of a variety of assessment strategies will help teachers address students’ diverse backgrounds, learning styles and needs, and will provide students with multiple opportunities to demonstrate their progress toward achievement of the designated learning outcomes. This document includes suggestions for a collaborative assessment process that involves all participants and allows learners opportunities to celebrate their successes and to learn from their multiple attempts. A comprehensive assessment process is a powerful tool to enhance student learning. 4. This art curriculum is designed to nurture the development of all students. This curriculum recognizes that learners develop and learn at different rates and in different ways. In recognizing and valuing the diversity of students, the learning environment should allow for a range of learning preferences, teaching styles, instructional strategies, and learning resources. Life is shaped by issues of social class, race, gender, and culture. Learning contexts and environments must affirm the dignity and worth of all learners. 5. This art curriculum emphasizes the personal, social, and cultural contexts of learning and the power that art making has within these contexts. This curriculum promotes self-esteem and self-understanding, as well as appreciation of the world’s social and cultural contexts. Students are encouraged to recognize the power of creativity in constructing, defining, and shaping knowledge; in developing attitudes and skills; and in extending these new learnings in social and cultural contexts. Since art making is an extension of personal identity and a defining feature of culture, it is critical that the curriculum respects, affirms, understands, and appreciates personal and cultural differences in all aspects of learning. 4 ELEMENTARY ART CURRICULUM GUIDE PROGRAM OVERVIEW AND RATIONALE 6. This art curriculum provides a framework for making connections with other subject areas. This curriculum recognizes the importance of students working in and through art. As students learn in the arts, they develop specific skills, understandings, and confidence necessary for self-expression. As they learn to make connections with other subject areas by learning through the arts, they are engaged in a kaleidoscope of learning experiences that enables the development of personal, social, and perceptual skills. Artistic Development Creating images is a human activity which begins early in life. Scribbling Stages precedes image making in much the same way as babbling precedes speech. Children expand and build on their abilities as they mature, progressing through a series of stages of artistic development where sets of common characteristics can be identified for age groups. As with all developmental stages, children proceed through them at different rates and often exhibit characteristics of one or more stages at the same time. After years of studying childens’ drawings, Viktor Lowenfeld (1947) identified six general stages of emotional and mental development. From Kindergarten to Grade 6, students usually proceed through at least three development stages. • Preschematic
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