Model Curriculum: VISUAL ART Grades 3-4-5
Model Curriculum – The Arts Visual Art 3-5 CLICK on the blue number code of each content statement to view the model curriculum page.
Enduring Understandings
Personal Choice and Vision Students construct and solve problems of personal relevance and interest when expressing themselves through visual art.
Critical and Creative Thinking Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways.
Authentic Application & Students work individually and in groups to focus ideas and create artworks that address genuine local and Collaboration global community needs.
Literacy As consumers, critics and creators, students evaluate and understand artworks and other texts produced in the media forms of the day.
Progress Points
Students will, at the appropriate developmental level: A. Examine a range of artistic works to gain insight into the historical and cultural traditions of local and global communities. B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborative artworks. C. Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art problems using appropriate tools, media and technologies. D. Express personal responses to artistic works giving reasons for their interpretations and preferences. E. Provide and use feedback to improve and refine their artworks.
GRADE Cognitive and Creative Processes 3 PERCEIVING/KNOWING (PE) PRODUCING/PERFORMING (PR) RESPONDING/REFLECTING (RE)
1PE Observe and compare similar themes, 1PR Demonstrate skill and expression in the 1RE Examine and describe how art and subject matter and images in artworks from use of art techniques and processes. design principles are used by artists to create historical and contemporary eras. visual effects. 2PR Use appropriate visual art vocabulary 2PE Identify the relationships between and during artmaking processes. 2RE Select an object an explain reasons why among selected elements and principles of art they think it is a work of art.
Model Curriculum: VISUAL ART Grades 3-4-5 and design. 3PR Find and solve problems of personal 3RE Compare and contrast their opinions of Use historical and cultural artworks to relevance and interest when developing a work of art with those of their peers. 3PE answer questions about daily life. artmaking ideas
4RE Identify artworks from their communities 4PE Recognize selected artists who 4PR Create artworks that demonstrate or regions and communicate how they reflect contributed to the cultural heritages of the awareness of two- and three-dimensional social influences and cultural traditions. people of the United States. space.
5RE Use feedback and self-assessment to 5PE Provide examples of how we encounter 5PR Show increasing attention to the improve the quality of personal artworks. art and artists in everyday life. nuances of elements and principles of design when creating personal works of art. 6PE Recognize and identify choices that give meaning to a personal work of art. 6PR Collaborate with others to create a work of art that addresses an interdisciplinary theme.
GRADE Cognitive and Creative Processes 4 PERCEIVING/KNOWING (PE) PRODUCING/PERFORMING (PR) RESPONDING/REFLECTING (RE)
1PE Use sensory details and descriptive 1PR Identify, select and vary art materials, 1RE Identify qualities that contribute to the language to identify and describe universal tools and processes to achieve desired results design and meaning of their artworks and the themes, subject matter and ideas expressed in their artwork. works of others. across arts disciplines. 2PR Experiment with art materials by using 2RE Develop and share their ideas, beliefs 2PE Notice and describe different visual them in unexpected and creative ways to and values about art. effects resulting from artmaking techniques. express ideas and convey meaning. 3RE Recognize and describe the relationship 3PE Compare and contrast art forms, 3PR Generate ideas and employ a variety of of artworks to their social and cultural contexts. techniques and functions and artistic styles strategies to solve visual problems. Generate criteria for discussing and from a variety of cultures and historical periods. 4RE 4PR Demonstrate motivation, independence assessing works of art.
4PE Identify and describe how artists from and persistent during studio practices to Refer to criteria and use art vocabulary various cultural and ethnic groups have complete artworks. 5RE impacted Ohio’s history. when discussing and judging the quality of 5PR Combine the elements and principles artworks.
5PE Link ideas in and design of works of art of art and design to create visually effective Give and use constructive feedback to to the emotions and moods expressed in them. compositions in original works of art. 6RE produce artworks that achieve learning goals. 6PE Identify and name the sources for 6PR Demonstrate technical skill through the artmaking ideas (e.g., self, environment and integration of common processes and topics other people). from other subject areas.
Model Curriculum: VISUAL ART Grades 3-4-5
GRADE Cognitive and Creative Processes 5 PERCEIVING/KNOWING (PE) PRODUCING/PERFORMING (PR) RESPONDING/REFLECTING (RE)
1PE Understand that the context of an art 1PR Integrate observational and technical 1RE Apply reasoning skills to analyze and object has an effect on how that object is skills to strengthen artmaking. interpret the meaning in artworks. perceived. 2PR Use digital tools to explore ideas create 2RE Describe how personal experiences can 2PE Identify and communicate how historical and refine works of art during the artmaking influence artistic preferences. and cultural contexts influence ideas that process. Explain the reasons and value of inform artists. 3RE 3PR Experiment with various ideas and documenting and preserving works of art and 3PE Investigate the role of cultural objects in visual art media to solve a problem that art objects in some cultures. our everyday environment. addresses a contemporary social issue. 4RE Communicate how personal artistic 4PE Compare and contrast how form and 4PR Select and use the elements and decisions are influenced by social, style are influenced by social, environmental principles of art and design to communicate environmental and political views. and political views in artworks. understanding of an interdisciplinary concept. 5RE Express what was learned and the 5PE Focus attention on selected artworks to 5PR During collaborative artmaking challenges that remain when assessing their identify and pose questions about aesthetic experiences, demonstrate respect and artworks. qualities (e.g., sensory, organizational, support for peer ideas and creativity. Use criteria to assess works of art emotional) in the works. 6RE individually and collaboratively. 6PE Select and access contemporary digital tools media arts to investigate ideas and inform artmaking. Model Curriculum: VISUAL ART Grades 3-4-5
Grade 3 - 1PE, 4RE
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE); Responding/Reflecting (RE)
Grade Level Grade 3
Content Statement 1PE Observe and compare similar themes, subject matter and images in artworks from historical and contemporary
eras. 4RE Identify artworks from their communities or regions and communicate how they reflect social influences and cultural traditions.
Enduring Understandings: Literacy Progress Points: A. Examine a range of artistic works to gain insight into the historical and cultural traditions of local and global communities. B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborative artworks.
Essential Questions How can you tell others about who you are and the times you live in through your art?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn … Students will demonstrate learning by … Students will be engaged and supported in
All people throughout the past learning by … Recognizing and naming common themes and in the present expressed ideas and subject matter they observe in Inquiry-based learning; themselves through art; works of art; Modeling and coaching; To recognize and appreciate Recognizing the range of experiences Modeling; that art exists everywhere including their own that inspires artworks; Checks for understanding; including their own Creating meaning from the global and communities and regions. regional art objects and visual works they Self-Assessments; Art provides a shared study; Peer assessments; experience between those Using current, available digital media to Risk taking. who make art and those who broaden access to global and community art view and respond to art; and artifacts from the past and present. Resources LINK to Pearltrees Art is created to express Assessment issues, ideas and problems Lesson Design and Content that people care about in the Students will know how well they are learning Digital Tools world. by … Research and Advocacy
Professional Organizations Standards-Based Rubric Template Careers Arts Assessment Menu Cross-Disciplinary Fine Arts
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students work in small groups to Pearltrees Careers Link Strategies for meeting the needs of learners select and research a theme of with special needs and talents in the arts can be Curator importance to them. found below: Art Dealer Each group creates a simple line Art Auctioneer ODE Diverse Learners drawing that represents their vision of VSA Ohio the selected theme. Learning Standards Connections CAST
GRADE 3 English Language Arts Individual students use digital media to research images related to their group GRADE 3 Mathematics theme--creating an electronic library of images to inform their artmaking. GRADE 3 Science Students combine ideas and images in their groups to generate one original GRADE 3 Social Studies design that illustrates their chosen theme adding words and drawings to the digital images they found. They work with art tools and materials of their choice.
They share their completed work and supporting research with the entire class sharing why the theme was important to them and how they chose to convey it. Additionally, students research other works of art that address a theme similar to theirs and make comparisons.
BACK Model Curriculum: VISUAL ART Grades 3-4-5
Grade 3 - 3PE, 4PE, 5PE, 3RE
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE); Responding/Reflecting (RE)
Grade Level Grade 3
Content 3PE Use historical and cultural artworks to answer questions about daily life; 4PE Recognize selected artists who
Statement contributed to the cultural heritage of people of the United States; 5PE Provide examples of how we encounter art and
artists in everyday life; 3RE Compare and contrast their opinions of a work of art with those of their peers.
Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points: A. Examine a range of artistic works to gain insight into the historical and cultural traditions of local and global communities. B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborative artworks.
Essential Questions Where do you find art in your life and surroundings?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn … Students will demonstrate learning by … Students will be engaged and supported in
The meaning of culture and Reasoning and speculating about the subject learning by … matter and meaning of artworks they heritage and the influence of Observation and reasoning; observe; these on artists and their Inquiry-based learning; works. Analyzing historical images and artifacts for Modeling; Attentiveness to selected clues to life in the past; works of art and artists and the Identifying details in a work of art that Self and peer assessments; cultural characteristics in their support the meanings they give to the work; Risk taking; works. Comparing and contrasting their ideas about Learning centers; selected artworks with that of their peers. To observe and convey the Independent and cooperative problem subject matter and story a solving; work of art tells;
Art and design are everywhere Assessment Hands-on exploration and in their lives and surroundings; experimentation. Students will know how well they are learning There are multiple meanings by … in the artworks they look at Resources LINK to Pearltrees Standards-Based Rubric Template and the meaning they give to Lesson Design and Content a work of art is important to Arts Assessment Menu Digital Tools share. Research and Advocacy Professional Organizations Careers Model Curriculum: VISUAL ART Grades 3-4-5
Cross-Disciplinary Fine Arts
Application
Student Performance Tasks Career Connections Diverse Learners
Students work in small groups, each Pearltrees Careers Link Strategies for meeting the needs of learners exploring a different question related with special needs and talents in the arts can be Art Historian to daily life that they determine. found below: Students use online galleries to locate Craft Artisan examples of how artists represented Art Researcher ODE Diverse Learners answers to their question. (Print VSA Ohio images can be used if digital access is Learning Standards Connections CAST not available.) GRADE 3 English Language Arts
Identify a minimum of five different decades and cultural regions. Each GRADE 3 Mathematics group randomly selects a world region and culture to explore from the GRADE 3 Science selection that includes non-English language world regions (e.g., Raúl GRADE 3 Social Studies López García of Mexico, Graciela Rodo-Boulanger of Bolivia, Lim Kok Boon of Indonesia, Nikos Chatzikyriakos-Ghikas of Greece, Vladlena Gromova of Russia).
Students present their examples to the class projecting digital images, identifying the artists and explaining answers. Students share what they notice in the works studied that tells them how life was different in the past from their own lives and what they learned. BACK
Model Curriculum: VISUAL ART Grades 3-4-5
Grade 3 - 6PE, 1PR, 3PR, 5RE
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE)
Grade Level Grade 3
Content 6PE Recognize and identify choices that give meaning to a personal work of art; 1PR Demonstrate skill and expression
Statement in the use of art techniques and processes; 3PR Find and solve problems of personal relevance and interest when
developing artmaking ideas; 5RE Use feedback and self-assessment to improve the quality of personal artworks.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points: B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborative artworks. D. Express personal responses to artistic works giving reasons for their interpretations and preferences.
Essential Questions Why do you think people care about art and making art? Do You? Why or why not? How do art and design solve problems? How do artists share their processes through the work they create?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn … Students will demonstrate learning by … Students will be engaged and supported in
learning by … Art and design involve Identifying and envisioning problems of Project-based learning; problem-solving—problems personal relevance and interest to stimulate that matter only to them and their artmaking; Inquiry-based learning; those that matter to others; Generating multiple ideas, experimenting Modeling and coaching; Everything that is not made by and taking action to solve visual art Self and peer assessments; nature is designed by problems; Risk taking; someone; Increasing attention to craftsmanship and Learning centers; The process of designing and their skillful use of techniques and making art involve many processes; Hands-on exploration; choices and decisions; Identifying criteria for assessing the quality of Formative self and peer assessment. That the process of making art personal work; is as important as the product; Using feedback to improve or evolve their Resources LINK to Pearltrees
Creating art is a way to make artworks. Lesson Design and Content their thinking visible; Assessment Digital Tools Visual art problems are “open- ended” with no right or wrong Students will know how well they are learning Research and Advocacy solution; by… Professional Organizations To give and receive feedback Standards-Based Rubric Template Careers to improve or evolve artwork. Arts Assessment Menu Cross-Disciplinary Fine Arts
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students design zines that address an Pearltrees Careers Link Strategies for meeting the needs of learners issue or problem that matters to them. with special needs and talents in the arts can be Book Jacket Designer These can be complicated, easy, found below: annoying or fascinating issues. Make-Up Artist Art Therapist ODE Diverse Learners They can choose from a variety of art VSA Ohio materials and media including digital Learning Standards Connections CAST tools. They also can combine words GRADE 3 English Language Arts and images to convey their issue and message. GRADE 3 Mathematics Students duplicate and share their zines. They establish criteria for what GRADE 3 Science makes a good zine and apply the criteria as they assess their own work GRADE 3 Social Studies and that of their peers.
Instructional Note: Preface this task with motivational dialogue to consider various problems and issues students may care about. Share examples of “zines” with an explanation of what a zine is and how they are used.
BACK Model Curriculum: VISUAL ART Grades 3-4-5
Grade 3 – 2PE, 2PR, 5PR, 1RE
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE); Producing/Performing (PR); Responding/Reflecting (RE)
Grade Level Grade 3
Content 2PE Identify the relationships between and among selected elements and principles of art and design; 2PR Use
Statement appropriate visual art vocabulary during artmaking processes; 5PR Show increasing attention to the nuances of
elements and principles of design when creating personal works of art; 1RE Examine and describe how art and design
Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points: C. Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art problems using appropriate tools, media and technologies.
Essential Question How does understanding and using appropriate art specific vocabulary during art class contribute to creating an effective learning environment?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn … Students will demonstrate learning by … Students will be engaged and supported in
Art has specialized vocabulary learning by … Experimenting and combining art and design Project-based learning; that will help them talk about elements for purposeful planning in creating the art they make and the representational and nonrepresentational Inquiry-based learning; artworks they observe; works; Modeling; This art vocabulary is known Developing and using art vocabulary to Self and peer assessments as the elements of art and discuss, write about, and evaluate personal Learning centers; design and include line, art and the art of peers; shape, color and form among Independent and cooperative problem Applying art vocabulary and concepts when others they will study; solving; planning ideas and creating works of art. Noticing the art and design Journaling;
elements in their own and Hands-on exploration and others works can help them Assessment experimentation. enjoy, appreciate and describe what they see in the artworks Students will know how well they are learning by … Resources LINK to Pearltrees they study.
Artists sometimes make works Lesson Design and Content Standards-Based Rubric Template using line, shape and color as Digital Tools Arts Assessment Menu elements in and of themselves Research and Advocacy without making recognizable Professional Organizations people, places or things. Careers
Model Curriculum: VISUAL ART Grades 3-4-5
Cross-Disciplinary Fine Arts
Application
Student Performance Tasks Career Connections Diverse Learners
Following observation and discussion Pearltrees Careers Link Strategies for meeting the needs of learners of art and design elements and with special needs and talents in the arts can be Artist-in–Residence principles and attention to these in found below: selected works of art: Art Auctioneer Students create a panorama book Children’s Book Illustrator ODE Diverse Learners selecting, using and combining the art VSA Ohio and design elements and principles Learning Standards Connections CAST they learned in nonrepresentational, GRADE 3 English Language Arts dynamic interaction
Alternate Tasks: GRADE 3 Mathematics Students create written or video entries to their digital portfolio using GRADE 3 Science appropriate vocabulary to reflect on and explain the artistic processes used GRADE 3 Social Studies in their artmaking.
Students write an artist statement for a selected work.
They contribute vocabulary to Word
Wall.
Students apply vocabulary effectively in journal entries.
BACK Model Curriculum: VISUAL ART Grades 3-4-5
Grade 3 - 4PR
Discipline Visual Art
Strand/Process Producing/Performing (PR)
Grade Level Grade 3
Content 4PR Create artworks that demonstrate awareness of two- and three-dimensional space.
Statement Enduring Understandings: Critical and Creative Thinking Progress Points: C. Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art problems using appropriate tools, media and technologies.
Essential Questions What skills or use of tools need to be learned to create space in works of art? What is the importance of process in creating two- and three-dimensional art?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn … Students will demonstrate this by … Students will be engaged and supported in
learning by … The meaning and distinction Learning to create drawings, paintings, between two-dimensional and collages and sculptures that include attention Project-based learning; three-dimensional; to two- and three-dimensional space; Service learning; To solve structural problems Reinforcing learned techniques and Inquiry-based learning; when creating three- introducing new techniques for representing dimensional artwork; space; Modeling; Strategies for creating space Problem solving structural and balance Self and peer assessments; or the illusion of depth on a issues commonly associated with three- Risk taking; two-dimensional surface. dimensional art constructions. Learning centers; Independent and cooperative problem
Assessment solving; Hands-on exploration and Students will know how well they are learning experimentation. by …
Resources LINK to Pearltrees Standards-Based Rubric Template Arts Assessment Menu Lesson Design and Content Digital Tools Research and Advocacy Professional Organizations
Careers Model Curriculum: VISUAL ART Grades 3-4-5
Cross-Disciplinary Fine Arts
Application
Student Performance Tasks Career Connections Diverse Learners
To demonstrate their understanding of Pearltrees Careers Link Strategies for meeting the needs of learners how to create depth on a flat surface, with special needs and talents in the arts can be Sculptor students create a landscape that found below: illustrates foreground, middle ground Stone Mason and background. They manipulate one Architect ODE Diverse Learners or more features for creating a feeling VSA Ohio of space on a two-dimensional surface Learning Standards Connections CAST including: GRADE 3 English Language Arts -size -clarity -color GRADE 3 Mathematics -detail -overlapping. GRADE 3 Science
GRADE 3 Social Studies
BACK
Model Curriculum: VISUAL ART Grades 3-4-5
Grade 3 - 6PR
Discipline Visual Art
Strand/Process Producing/Performing (PR)
Grade Level Grade 3
Content 6PR Collaborate with others to create a work of art that addresses an interdisciplinary theme.
Statement Enduring Understandings: Authentic Application and Collaboration Progress Points: B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborative artworks.
Essential Question How can personal strengths be recognized and best utilized to contribute to the success of collaborative artmaking?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn … Students will demonstrate this by … Students will be engaged and supported in
learning by … Art and other subjects they Creating artwork to address a genuine local study share common or global community need; Project-based learning; processes, themes and topics; Connecting learning and ideas that cross Service learning; Skills of collaboration and disciplinary boundaries to strengthen Inquiry-based learning; teamwork when working with a effectiveness of the artwork; Modeling; partner or group to create Working collaboratively to utilize ideas from artworks; all members and opportunities to capitalize Self and peer assessments; Contributing ideas, listening to on strengths of individuals within their group Risk taking; and considering other’s ideas to contribute to the whole. Learning centers; are necessary skills for Independent and cooperative problem successful group work.
Assessment solving; Journaling; Students will know how well they are learning Hands-on exploration. by …
Resources LINK to Pearltrees Standards-Based Rubric Template Arts Assessment Menu Lesson Design and Content Digital Tools Research and Advocacy Professional Organizations Careers Cross-Disciplinary Fine Arts
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students identify a community problem Pearltrees Careers Link Strategies for meeting the needs of learners or theme common to the arts and with special needs and talents in the arts can be Muralist other disciplines. They investigate and found below: address the solution form the Playground Designer perspective of an artist, designer, Public Park Designer ODE Diverse Learners historian and scientist. VSA Ohio Learning Standards Connections CAST For example, students create a product (e.g., birdhouses or GRADE 3 English Language Arts birdfeeders) as part of an environmental theme and investigation GRADE 3 Mathematics of the natural habitats and community need around their school. GRADE 3 Science
GRADE 3 Social Studies
BACK Model Curriculum: VISUAL ART Grades 3-4-5
Grade 3 - 2RE
Discipline Visual Art
Strand/Process Responding/Reflecting (RE)
Grade Level Grade 3
Content 2RE Select an object an explain reasons why they think it is a work of art.
Statement Enduring Understandings: Personal Choice and Vision, Critical Thinking and Problem Solving, Literacy Progress Points: A. Examine a range of artistic works to gain insight into the historical and cultural traditions of local and global communities. B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborative artworks. D. Express personal responses to artistic works giving reasons for their interpretations and preferences.
Essential Question What is “art”?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will demonstrate learning by … Students will be engaged and supported in Students will learn … learning by … Selecting an object that represents art to To develop concepts and them personally; Project-based learning; ideas about what art is and the Evaluating an object and defending personal Inquiry-based learning; vocabulary for talking about it; beliefs about why it is art; Modeling; To challenge their previously Creating a foundation for talking, presenting Self and peer assessments; formed, personal definitions of and understanding works of art. art and create a new Risk taking; definition; Learning centers; To think critically about what Journaling; art means to them and their
lives. Resources LINK to Pearltrees Assessment Lesson Design and Content Students will know how well they are learning by … Digital Tools Research and Advocacy Standards-Based Rubric Template Professional Organizations Arts Assessment Menu Careers Cross-Disciplinary Fine Arts
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Pearltrees Careers Link Strategies for meeting the needs of learners Students select a work of art, art with special needs and talents in the arts can be Illustration Agent object or artifact representative of found below: current visual culture. They develop a Graphic Designer position statement that shares their Curator ODE Diverse Learners reasoning as to whether or not the VSA Ohio item should be considered a work of Learning Standards Connections CAST art and accepted into a museum or the school art gallery. They present their GRADE 3 English Language Arts position to the class and listen to the opinions of their peers. GRADE 3 Mathematics
GRADE 3 Science
GRADE 3 Social Studies
BACK
Model Curriculum: VISUAL ART Grades 3-4-5
Model Curriculum: VISUAL ART Grades 3-4-5
4 – 1PE, 3PE, 4PE, 3RE
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE) Responding/Reflecting (RE)
Grade Level 4
Content Statements 1PE Use sensory details and descriptive language to identify and describe universal themes, subject matter and ideas
expressed across arts disciplines. 3PE Compare and contrast art forms, techniques and functions and artistic styles from a variety of cultures and historical periods. 4PE Identify and describe how artists from various cultural and ethnic groups have impacted Ohio’s history. 3RE Recognize and describe the relationship of artworks to their social and cultural contexts.
Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points:
A. Understand and articulate the intrinsic worth and public value of arts and cultural participation. B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products.. D. Access and evaluate information from a variety of sources for visual reference with attention to ethical and legal issues. E. Apply reasoning skills to communicate key ideas expressed in their artworks and the works of others and use appropriate criteria and language to critique the works.
Essential Question How do artists express what they see, think and feel through their art?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported in learning by… The arts and other subject areas Identifying and exploring one or more they study share common universal themes through various Formative assessment; themes, topics concepts and perspectives such as artist, historian and Inquiry Based Learning; processes; scientist; Project Based Learning; A universal theme is the central Building a repertoire of descriptive Summative assessment. idea of an art work that reappears language in response to what they notice throughout time and relates to in works of art; Resources LINK to Pearltrees Using digital media to make connections similar ideas in other subject Lesson Design & Content areas; between and among art forms and Digital Tools Different artists and writers from disciplines; Research & Advocacy different cultures often express Solving an interdisciplinary problem that Professional Organizations similar themes because certain addresses a universal theme. Careers experiences are common to all Cross Disciplinary Fine Arts Model Curriculum: VISUAL ART Grades 3-4-5
people everywhere; Digital media can help them
discover and research universal Assessment themes; Students will know how well they are learning Attentiveness to sensory details by… in artworks and the use of
descriptive language will help them talk about what they see in Standards-Based Rubric Template works; Arts Assessment Menu To recognize and engage with the works of influential Ohio artists.
Application
Student Performance Tasks Career Connections Diverse Learners
As a class, students generate a list of Pearltrees Careers Link Strategies for meeting the needs of learners universal themes. (Art21, the PBS Web with special needs and talents in the arts can Special Effects Technician site is a good source of themes). be found below. From the list, students choose a theme Greeting Card Designer Photo Journalist and create a product or presentation to ODE Diverse Learners Advertising Copy Writer VSA Ohio illustrate the theme from the perspectives of at least three different ways of thinking CAST Learning Standards Connections about it. One perspective must be that of an artist. Other perspectives can include GRADE 4 English Language Arts that of a mathematician, writer, historian, journalist or scientist. Students share their GRADE 4 Mathematics product or presentation and what they GRADE 4 Science learned considering the theme from more than one perspective. How did this GRADE 4 Social Studies deepen their understanding of the theme?
BACK Model Curriculum: VISUAL ART Grades 3-4-5
4 – 6PE, 3PR
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE) Producing/Performing (PR)
Grade Level 4
Content Statements 6PE Identify and name the sources for artmaking ideas (e.g., self, environment and other people).
3PR Generate ideas and employ a variety of strategies to solve visual problems.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration Progress Points:
A. Understand and articulate the intrinsic worth and public value of arts and cultural participation. B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. C. Address and communicate complex visual and conceptual ideas using a range of technical skill and art media including new technologies. E. Apply reasoning skills to communicate key ideas expressed in their artworks and the works of others and use appropriate criteria and language to critique the works.
Essential Question What inspires artists? How do artists generate ideas?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported
in learning by… That ideas for artmaking are Generating multiple ideas during the everywhere--in the places around planning phase for art projects; Formative assessment; them and in their imaginations; Taking initiative and action when facing a Inquiry Based Learning; They can find their own art visual art problem; Project Based Learning; problems as well as solve the Taking risks to explore and experiment Summative assessment. visual problems they are with a various strategies and media during assigned in art class; artmaking. Resources LINK to Pearltrees To build a set of strategies to address art projects that they Lesson Design & Content Assessment discover through experimentation Digital Tools and exploration of art tools and Students will know how well they are learning Research & Advocacy materials. by… Professional Organizations To take risks during art Careers experiences and know they can Standards-Based Rubric Template Cross Disciplinary Fine Arts learn from their mistakes. Arts Assessment Menu
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students keep a sketchbooks and Pearltrees Careers Link Strategies for meeting the needs of learners journals throughout the school year to with special needs and talents in the arts can make written reflections about their be found below. Learning Standards Connections artmaking experiences.
ODE Diverse Learners GRADE 4 English Language Arts Students create an “inspiration board” VSA Ohio
(collection of ideas that inspire them) that CAST GRADE 4 Mathematics includes subject matter, techniques and processes, color schemes, etc. that they can add to over the school year and use a GRADE 4 Science source for ideas during their personal artmaking. GRADE 4 Social Studies
BACK
Model Curriculum: VISUAL ART Grades 3-4-5
4 – 2PR
Discipline Visual Art
Strand/Process Producing/Performing (PR
Grade Level 4
Content Statements 2PR Experiment with art materials by using them in unexpected and creative ways to express ideas and convey
meaning.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking Progress Points:
B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. C. Address and communicate complex visual and conceptual ideas using a range of technical skill and art media including new technologies.
Essential Question What does it mean to design an object?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported
in learning by… The importance of play, creativity, Engaging in artmaking with intent and experimentation and their own purpose; Formative assessment; discoveries as they work with art Taking risks, initiative and action when Inquiry Based Learning; tools and materials; confronted with an open-ended art project; Project Based Learning; To take risks during artmaking Creating meaning through the artworks Summative assessment. knowing it is okay to make they produce. mistakes and learn from them; Behaving confidently when expressing Resources LINK to Pearltrees How to experiment with art themselves through their artworks. Lesson Design & Content materials and be open to Taking initiative to repurpose and Digital Tools unexpected and surprising transform art media and materials in effects; creative ways and with intent. Research & Advocacy Sometimes artists depict people, Professional Organizations places and things that are Careers recognizable and sometimes they Cross Disciplinary Fine Arts use lines, shapes and colors in Assessment ways that are “abstract” or unrecognizable. Students will know how well they are learning by…
Standards-Based Rubric Template Arts Assessment Menu Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students engage in special studio Pearltrees Careers Link Strategies for meeting the needs of learners sessions that emphasize creative with special needs and talents in the arts can Florist challenges. The session goal is focused be found below. on exploration, creativity and discovery Greeting Card Designer using and repurposing art tools and Logo Designer ODE Diverse Learners materials in new and imaginative ways. VSA Ohio Students share the outcomes and Learning Standards Connections CAST discoveries with peers. GRADE 4 English Language Arts
GRADE 4 Mathematics
GRADE 4 Science
GRADE 4 Social Studies
BACK Model Curriculum: VISUAL ART Grades 3-4-5
4 – 2PE, 1PR, 5PR, 6PR
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE) Producing/Performing (PR)
Grade Level 4
Content Statements 2PE Notice and describe different visual effects resulting from artmaking techniques.
1PR Identify, select and vary art materials, tools and processes to achieve desired results in their artwork. 5PR Combine the elements and principles of art and design to create visually effective compositions in original works of art. 6PR Demonstrate technical skill through the integration of common processes and topics from other subject areas.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application & Collaboration, Literacy Progress Points:
B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. C. Address and communicate complex visual and conceptual ideas using a range of technical skill and art media including new technologies. D. Access and evaluate information from a variety of sources for visual reference with attention to ethical and legal issues.
Essential Question How do you learn about art tools and materials?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported
in learning by… Taking time to observe and look Taking action and initiative to engage in closely at works of art will help the exploration of art tools and materials; Formative assessment; them notice more details and help Documenting their discoveries and the Inquiry Based Learning; them find meaning in the works; visual effects they achieved; Project Based Learning; They can experiment and explore Selecting and using art materials and tools Summative assessment. art materials, tools and processes with intent and purpose; and make their own discoveries Creating visual effects by selecting and Resources LINK to Pearltrees about how to use these in their combining art elements and principles and Lesson Design & Content artmaking; using them in literal or abstract ways; Digital Tools Artists use art elements and Engaging in artmaking with self-direction principles to depict people, places and confidence. Research & Advocacy Model Curriculum: VISUAL ART Grades 3-4-5
and things (in literal ways); they Assessment Professional Organizations also use art elements like line, Careers Students will know how well they are learning shape and color in Cross Disciplinary Fine Arts by… nonrepresentational (abstract) ways. How to define an original work of art and the elements and Standards-Based Rubric Template principles of art & design; Arts Assessment Menu Skills they develop in the arts like problem-solving, questioning, creative thinking and collaboration will help them in other subjects they study.
Application
Student Performance Tasks Career Connections Diverse Learners
Students create sample technique cards Pearltrees Careers Link Strategies for meeting the needs of learners to keep with their materials to remind with special needs and talents in the arts can Jeweler them of the discoveries they made when be found below. experimenting with materials. Sculptor Lighting Consultant ODE Diverse Learners They document in journals or through Video Game Designer VSA Ohio digital media a record of their working CAST processes and decisions made during a Learning Standards Connections selected project. GRADE 4 English Language Arts Alternate: Students design and create their dream GRADE 4 Mathematics house with real or imagined surfaces and structures using digital media. GRADE 4 Science
GRADE 4 Social Studies
BACK Model Curriculum: VISUAL ART Grades 3-4-5
4 – 4PR, 4RE, 6RE
Discipline Visual Art
Strand/Process Producing/Performing (PR) Responding/Reflecting (RE)
Grade Level 4
Content Statements 4PR Demonstrate motivation, independence and persistent during studio practices to complete artworks.
4RE Generate criteria for discussing and assessing works of art. 6RE Give and use constructive feedback to produce artworks that achieve learning goals.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application & Collaboration, Literacy Progress Points:
B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. C. Address and communicate complex visual and conceptual ideas using a range of technical skill and art media including new technologies. D. Access and evaluate information from a variety of sources for visual reference with attention to ethical and legal issues. E. Apply reasoning skills to communicate key ideas expressed in their artworks and the works of others and use appropriate criteria and language to critique the works. G. Demonstrate flexibility and reflective habits when creating visual art forms in a variety of artistic contexts and environments.
Essential Question What motivates you to create art?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged supported in learning by… Showing initiative, self-direction, Engaging in art experiences with questioning and taking action are confidence and self-direction; Formative assessment; valued skills in art class; Engaging in artmaking with focus and Inquiry Based Learning; Engaging in art experiences and intent; Project Based Learning; creative thinking to solve visual Persisting through artmaking experiences Summative assessment. art problems requires focus and to address challenges and complete persistence; projects; Resources LINK to Pearltrees Generating and applying criteria to assess Criteria refers to the Lesson Design & Content artworks and give constructive feedback to characteristics that are valued in Digital Tools an artwork and help us judge the peers; Research & Advocacy merits of the work (levels of Using feedback to improve and evolve Professional Organizations quality); their artwork. Careers Model Curriculum: VISUAL ART Grades 3-4-5
To give and receive constructive Assessment Cross Disciplinary Fine Arts feedback when sharing artwork with peers; Students will know how well they are learning The value of setting personal by… artistic goals and reflecting on their progress to reach those Standards-Based Rubric Template goals. Arts Assessment Menu
Application
Student Performance Tasks Career Connections Diverse Learners
Students create a digital presentation Pearltrees Careers Link Strategies for meeting the needs of learners showcasing self-selected works of art that with special needs and talents in the arts can Urban Planner they found personally compelling. be found below. Web Page Designer They address where their ideas came Film Maker ODE Diverse Learners from, what inspired them, their processes, VSA Ohio challenges they faced and how they Learning Standards Connections CAST addressed them. They also share their self-assessment of the finished work. GRADE 4 English Language Arts
GRADE 4 Mathematics
GRADE 4 Science
GRADE 4 Social Studies
BACK
Model Curriculum: VISUAL ART Grades 3-4-5
4 – 5PE, 1RE, 2RE, 5RE
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE) Responding/Reflecting (RE)
Grade Level 4
Content Statements 5PE Link ideas in the design of works of art to the emotions and moods expressed in them.
1RE Identify qualities that contribute to the design and meaning of their artworks and the works of others. 2RE Develop and share their ideas, beliefs and values about art. 5RE Refer to criteria and use art vocabulary when discussing and judging the quality of artworks.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Literacy Progress Points:
A. Understand and articulate the intrinsic worth and public value of arts and cultural participation. B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. C. Address and communicate complex visual and conceptual ideas using a range of technical skill and art media including new technologies. D. Access and evaluate information from a variety of sources for visual reference with attention to ethical and legal issues.
Essential Question How do you assess the merits of your artwork and that of others?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported in learning by… Designing is purposeful planning Planning with intent and purpose as they that uses any combination of prepare for and engage in artmaking Formative assessment; forms, pictures, words and experiences; Inquiry Based Learning; meanings to achieve a goal; Monitoring their own progress towards Project Based Learning; To notice how mood and emotion personal artistic goals; Summative assessment. are achieved in works of art and Formulating a position statement on the the role that color plays; value of art; Resources LINK to Pearltrees Participating in critiques using the art How to apply criteria to assess Lesson Design & Content the quality of artworks; language taught and established criteria to assess the merits of selected works of art. Digital Tools To set personal artistic goals and Research & Advocacy develop and share their ideas Professional Organizations about the value of art; Careers Model Curriculum: VISUAL ART Grades 3-4-5
Assessment Cross Disciplinary Fine Arts
Students will know how well they are learning by…
Standards-Based Rubric Template Arts Assessment Menu
Application
Student Performance Tasks Career Connections Diverse Learners
Pearltrees Careers Link Strategies for meeting the needs of learners Students establish a set of personal with special needs and talents in the arts can artistic goals before beginning an art Advertising Art Director be found below. project. They establish criteria for Greeting Card Designer assessing the quality of their products at Magazine Designer ODE Diverse Learners the onset of the project. They use the Documentary Photographer VSA Ohio criteria they set to monitor their progress CAST throughout the artmaking process and to Learning Standards Connections assess the finished work. GRADE 4 English Language Arts
GRADE 4 Mathematics
GRADE 4 Science
GRADE 4 Social Studies Model Curriculum: VISUAL ART Grades 3-4-5
5 – 1PE, 2PE, 3PE, 4PE
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE) Producing/Performing (PR)
Grade Level Grade 5
Content Statements 1PE Understand that the context of an art object has an effect on how that object is perceived.
2PE Identify and communicate how historical and cultural contexts influence ideas that inform artists. 3PE Investigate the role of cultural objects in our everyday environment 4PE Compare and contrast how form and style are influenced by social, environmental and political views in artworks.
Enduring Understandings: Personal Choice and Vision, Authentic Application & Collaboration, Literacy Progress Points:
A. Understand and articulate the intrinsic worth and public value of arts and cultural participation. B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. D. Access and evaluate information from a variety of sources for visual reference with attention to ethical and legal issues.
Essential Question How does an artist create compelling imagery through attention to form and style?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported
Context refers to the location, in learning by… Identifying how an object is viewed and information, or time frame that Formative assessment; understood citing the contextual clues; informs how a work of art is Inquiry Based Learning; Articulating how the historical and cultural viewed and what it means; Project Based Learning; contexts influenced specific artists; Strategies to express how context Summative assessment. Documenting the roles cultural objects affects the way that an art object play in our environment; is viewed and understood; Resources LINK to Pearltrees Artists are influenced by their Experimenting with how current political or system of beliefs, values and social influences might influence form and Lesson Design & Content practice –known as their culture; style in their artworks. Digital Tools Research & Advocacy Strategies to investigate how cultural objects communicate Assessment Professional Organizations Careers information about environment; Students will know how well they are learning How form, style and content by… Cross Disciplinary Fine Arts relate in a work of art to help the artist achieve what he or she Standards-Based Rubric Template intended the work to be about. Model Curriculum: VISUAL ART Grades 3-4-5
Arts Assessment Menu
Application
Student Performance Tasks Career Connections Diverse Learners
Students research early cartoons. Pearltrees Careers Link Strategies for meeting the needs of learners with special needs and talents in the arts can Art Historian They research cultural groups that have be found below. used the art of tattooing in their traditions. Photographer Compare and contrast the context of Florist ODE Diverse Learners these practices by presenting each Court Artist VSA Ohio group’s findings to the class. Using CAST technology create an expressive self- Learning Standards Connections portrait with a tattoo that represents your present cultural context. GRADE 5 English Language Arts
Research (e.g., the art of Roy GRADE 5 Mathematics Liechtenstein, Andy Warhol and other Pop Artists) to better understand social GRADE 5 Science and political changes at the Pop Art time and how these were represented in the GRADE 5 Social Studies artists’ choices of form and style.
BACK
Model Curriculum: VISUAL ART Grades 3-4-5
5 – 2RE, 4RE
Discipline Visual Art
Strand/Process Responding/Reflecting (RE)
Grade Level 5
Content Statements 2RE Describe how personal experiences can influence artistic preferences.
4RE Communicate how personal artistic decisions are influenced by social, environmental and political views.
Enduring Understandings: Critical and Creative Thinking, Literacy Progress Points:
A. Understand and articulate the intrinsic worth and public value of arts and cultural participation. B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. D. Access and evaluate information from a variety of sources for visual reference with attention to ethical and legal issues.
Essential Question What do you think inspires artists? What inspires your artmaking? How do you think artists generate ideas?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported in learning by… The meaning of “public value” as Writing insightful reflections about the Formative assessment; it relates to the arts and the artistic choices they make and what Inquiry Based Learning; contributions the arts make to the influences them; Project Based Learning; common good; Building a repertoire of artistic preferences To reflect on and share their own by engaging with and exploring different Summative assessment. preferences when participating in media, forms, styles and content; art experiences and discussions; Resources LINK to Pearltrees Setting personal artistic goals when To reflect on and share their engaging in artmaking. Lesson Design & Content artistic decisions and what Digital Tools influences their choices when Assessment Research & Advocacy observing and making art. Professional Organizations . Students will know how well they are learning by… Careers Cross Disciplinary Fine Arts Standards-Based Rubric Template Arts Assessment Menu
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students create a collaborative Pearltrees Careers Link Strategies for meeting the needs of learners community-based mural they think will with special needs and talents in the arts can Art Educator enhance the environment. be found below. Art Historian They reflect on and write about the Film Maker ODE Diverse Learners challenges they faced and how they VSA Ohio addressed these. They share their ideas Learning Standards Connections CAST for the mural and why they think it adds to the community environment. GRADE 5 English Language Arts
Option: GRADE 5 Mathematics Students selected one of their artmaking projects they feel was most successful. GRADE 5 Science They write a reflection that includes the artistic goals they met, the choices they GRADE 5 Social Studies made with respect to media, form, content style and what influenced them in making these choices.
BACK
Model Curriculum: VISUAL ART Grades 3-4-5
5 – 5PR
Discipline Visual Art
Strand/Process Producing/Performing (PR)
Grade Level 5
Content Statements 5PR During collaborative artmaking experiences, demonstrate respect and support for peer ideas and creativity.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration Progress Points:
B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. E. Apply reasoning skills to communicate key ideas expressed in their artworks and the works of others and use appropriate criteria and language to critique the works.
Essential Question How do artists and their artwork intersect with community? How do you think you can become a lifelong learning in the arts?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported in learning by… What it means to give respect Identifying all the ways they respect and and support to their peers for support peer ideas and creativity during Formative assessment; their ideas and creativity; collaborative art experiences; Inquiry Based Learning; The value of teamwork and Behaving in respectful ways when Project Based Learning; leadership skills when engaged in group projects; Summative assessment. collaborating with peers to create Offering to model a technique or process works of art. and coach peers during artmaking Resources LINK to Pearltrees activities; Lesson Design & Content Taking a leadership role and initiative when creating and working with others; Digital Tools Acknowledging ideas of their peers and Research & Advocacy offering constructive feedback to others Professional Organizations during critiques. Careers Cross Disciplinary Fine Arts
Model Curriculum: VISUAL ART Grades 3-4-5
Assessment
Students will know how well they are learning by…
Standards-Based Rubric Template Arts Assessment Menu
Application
Student Performance Tasks Career Connections Diverse Learners
Students design and develop a blog to Pearltrees Careers Link Strategies for meeting the needs of learners provide feedback for creative ideas with special needs and talents in the arts can Muralist posted by classmates about a group or be found below. community project. Architect Children's book illustrator ODE Diverse Learners Students provide thoughtful input and Interior Decorator VSA Ohio constructive feedback when responding CAST to blogs that discuss the arts and art Learning Standards Connections projects. GRADE 5 English Language Arts
GRADE 5 Mathematics
GRADE 5 Science
GRADE 5 Social Studies
BACK Model Curriculum: VISUAL ART Grades 3-4-5
5 – 6PE, 2PR Discipline Visual Art Strand/Process Perceiving/Knowing (PE) Producing/Performing (PR) Grade Level 5 Content Statements 6PE Select and access contemporary digital tools media arts to investigate ideas and inform artmaking. 2PR Use digital tools to explore ideas create and refine works of art during the artmaking process. Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration, Progress Points: B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. C. Address and communicate complex visual and conceptual ideas using a range of technical skill and art media including new technologies.
Essential Question How do today’s digital tools influence your artmaking?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported in learning by… How to select and access Listing and evaluating the digital tools and contemporary digital tools and media used to investigate, explore ideas, Formative assessment; media; and refine artwork. Inquiry Based Learning; How to judge the quality of Developing criteria to help them judge the Project Based Learning; images they see on the Internet; quality of digital tools and images. Summative assessment. Strategies and contemporary digital tools to help them explore Resources LINK to Pearltrees
ideas, design art products and Assessment refine their work using Lesson Design & Content Students will know how well they are learning Digital Tools by… Research & Advocacy
Professional Organizations Standards-Based Rubric Template Careers Arts Assessment Menu Cross Disciplinary Fine Arts
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students use Web sites (e.g., Google Pearltrees Careers Link Strategies for meeting the needs of learners Sketch up) to generate and sketch ideas with special needs and talents in the arts can Digital film maker for artwork. They translate digital be found below. sketches into a work using their choice of Layout designer media. Design Engineer ODE Diverse Learners Film editor VSA Ohio Students create and transform an Dentist CAST expressive self-portrait that communicates their vision of themselves Learning Standards Connections using both traditional and digital media. GRADE 5 English Language Arts
GRADE 5 Mathematics
GRADE 5 Science
GRADE 5 Social Studies
BACK Model Curriculum: VISUAL ART Grades 3-4-5
5 – 3PR
Discipline Visual Art
Strand/Process Producing/Performing (PR)
Grade Level 5
Content Statements 3PR Experiment with various ideas and visual art media to solve a problem that addresses a contemporary social
issue.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration Progress Points:
C. Address and communicate complex visual and conceptual ideas using a range of technical skill and art media including new technologies.
Essential Question What does it mean to be a designer? What is graphic design?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported in learning by… Artists address all kinds of Compiling a list of contemporary social problems and issues through issues of interest to them that might be Formative assessment; their artwork—e.g., complicated, addressed through the arts; Inquiry Based Learning; annoying easy, or fascinating Creating a graphic design to bring Project Based Learning; problems; attention to a contemporary social issue of Summative assessment. Artists address current social interest to them. issues that matter only to them or Resources LINK to Pearltrees
issues that deal with basic human Lesson Design & Content concerns important to all of us; Digital Tools Graphic design involves Research & Advocacy purposeful planning using and Assessment Professional Organizations combining forms, pictures, Students will know how well they are learning Careers images, words and meanings to by… communicate; Cross Disciplinary Fine Arts
Art often involves the skill of Standards-Based Rubric Template problem-finding and problem- solving. Arts Assessment Menu
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students create a video, poster or Pearltrees Careers Link Strategies for meeting the needs of learners presentation to address bullying or with special needs and talents in the arts can Cartoonist another social issue they care about. be found below. They include a message they want to Muralist convey about the topic and strategies or Film Maker ODE Diverse Learners plans for bringing public attention to the Documentary Photographer VSA Ohio issue. Designs can use any combination CAST of forms, pictures, images and words. Learning Standards Connections
GRADE 5 English Language Arts
GRADE 5 Mathematics
GRADE 5 Science
GRADE 5 Social Studies
BACK
Model Curriculum: VISUAL ART Grades 3-4-5
5 – 1PR, 4PR
Discipline Visual Art
Strand/Process Producing/Performing (PR)
Grade Level 5
Content Statements 1PR Integrate observational and technical skills to strengthen artmaking.
4PR Select and use the elements and principles of art and design to communicate understanding of an interdisciplinary concept.
Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, Authentic Application and Collaboration Progress Points:
B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. C. Address and communicate complex visual and conceptual ideas using a range of technical skill and art media including new technologies.
Essential Question In your mind, what skills can you develop through the study of art that will help you throughout your life?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported in learning by… There are thinking skills, habits of Exploring and understanding a topic or mind and understandings they theme of interest to them through the lens Formative assessment; can develop through study and of the arts and one or more other subject Inquiry Based Learning; engagement with the arts, e.g., area lenses (e.g., the topic through the Project Based Learning; critical and creative thinking, eyes of an artist, historian and scientist). Summative assessment. problem-solving, cross-cultural Visually communicating an interdisciplinary and collaboration skills; concept using specific elements and Resources LINK to Pearltrees principles of art and design they were That these skills and habits will Lesson Design & Content benefit them in other subject taught. Digital Tools areas and in life; Research & Advocacy How practicing and combining Professional Organizations these skills can strengthen their Careers artmaking and thinking Assessment capacities; Cross Disciplinary Fine Arts Students will know how well they are learning That certain topics can be studied by… with an interdisciplinary approach--through the arts Standards-Based Rubric Template combined with other subject disciplines. Arts Assessment Menu Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Students design and create a two or Pearltrees Careers Link Strategies for meeting the needs of learners three-dimensional representation of their with special needs and talents in the arts can Videographer ideal tree house. It should reflect their be found below. thinking, dreams, or beliefs about outdoor Photographer living from the perspectives of an artist, ODE Diverse Learners (designer or architect), environmentalist VSA Ohio Learning Standards Connections and scientist. They select an actual site CAST for the tree and include photographs of location site. GRADE 5 English Language Arts
. GRADE 5 Mathematics
GRADE 5 Science
GRADE 5 Social Studies
BACK Model Curriculum: VISUAL ART Grades 3-4-5
5 – 5RE, 6RE
Discipline Visual Art
Strand/Process Responding/Reflecting (RE)
Grade Level 5
Content Statements 5RE Express what was learned and the challenges that remain when assessing their artworks.
6RE Use criteria to assess works of art individually and collaboratively.
Enduring Understandings: Literacy Progress Points:
A. Understand and articulate the intrinsic worth and public value of arts and cultural participation. B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. D. Access and evaluate information from a variety of sources for visual reference with attention to ethical and legal issues.
Essential Question How do you share your art processes through the work you create? How do you know if the artwork you create has merit?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported
in learning by… The value of reflecting on their Behaviors that show self-direction, processes and artwork in order to thoughtful reflection and initiative during Formative assessment; be self-directed and improve and artmaking; Inquiry Based Learning; evolve their artwork; Establishing criteria that state the qualities Project Based Learning; That reflecting on and for judging the merits of artworks; Summative assessment. questioning, explaining and Engaging in self-assessment practices evaluating their processes, habits with regularity. Resources LINK to Pearltrees and finished work can lead them to grow and progress; Lesson Design & Content That judging the merits of Digital Tools artworks is based on criteria we Research & Advocacy establish that describes the Professional Organizations Assessment qualities in the work that are Careers valued. Students will know how well they are learning Cross Disciplinary Fine Arts To establish and use criteria to by… judge the merits of artworks. Standards-Based Rubric Template Arts Assessment Menu
Model Curriculum: VISUAL ART Grades 3-4-5
Application
Student Performance Tasks Career Connections Diverse Learners
Pearltrees Careers Link Strategies for meeting the needs of learners Students include a written or video with special needs and talents in the arts can reflection to accompany a selected Film Maker be found below. completed artwork in their portfolio. They Illustrator address what they learned during the Museum curator ODE Diverse Learners creative process. They also include VSA Ohio statements about the challenges and CAST problems they faced, and how they Learning Standards Connections resolved these. GRADE 5 English Language Arts
GRADE 5 Mathematics
GRADE 5 Science
GRADE 5 Social Studies
BACK
Model Curriculum: VISUAL ART Grades 3-4-5
5 – 5PE, 1RE, 3RE
Discipline Visual Art
Strand/Process Perceiving/Knowing (PE) Responding/Reflecting (RE)
Grade Level 5
Content Statements 5PE Focus attention on selected artworks to identify and pose questions about
aesthetic qualities (e.g., sensory, organizational, emotional) in the works. 1RE Apply reasoning skills to analyze and interpret the meaning in artworks. 3RE Explain the reasons and value of documenting and preserving works of art and art objects in some cultures.
Enduring Understandings: Authentic Application and Collaboration, Literacy Progress Points:
A. Understand and articulate the intrinsic worth and public value of arts and cultural participation. B. Draw on a variety of sources to generate, select and evaluate ideas to create personally meaningful products. D. Access and evaluate information from a variety of sources for visual reference with attention to ethical and legal issues.
Essential Question How does an artist use inquiry and discussion skills to communicate about art?
Content Elaborations Expectations for Learning Instructional Strategies and Resources
Students will learn… Students will demonstrate learning by… Students will be engaged and supported in learning by… That to understand a work of art Identifying aesthetic qualities in an artwork requires time to observe the work and posing and responding to questions Formative assessment; carefully and deeply; about the qualities observed in the work; Inquiry Based Learning; That attention to aesthetic Analyzing and interpreting a work of art Project Based Learning; qualities in artworks—the nature pointing out what they see in the work that Summative assessment. of beauty and taste—helps us to led to their interpretation; appreciate the work; Assuming the role of a curate by selecting Resources LINK to Pearltrees
Applying reasoning skills— works from a collection to document and showcase; Lesson Design & Content analyzing, questioning and Digital Tools interpreting what we see in works Articulating reasons for documenting and Research & Advocacy of art helps us find meaning in the preserving cultural artworks. Professional Organizations work; Careers There are many ways to respond Assessment Cross Disciplinary Fine Arts to a work of art and there is more Students will know how well they are learning than one meaning and by… interpretation;
The value of documenting and Model Curriculum: VISUAL ART Grades 3-4-5
preserving works of art and the Standards-Based Rubric Template important role of museums. Arts Assessment Menu
Application
Student Performance Tasks Career Connections Diverse Learners
Pearltrees Careers Link Strategies for meeting the needs of learners Students research ways in which art with special needs and talents in the arts can objects are documented and preserved. Art Educator be found below. They describe the various methods they Art Historian discover and share these with the class. Film Maker ODE Diverse Learners
VSA Ohio Given 20-30 images of works art from CAST across current and contemporary Learning Standards Connections cultures, students assume the role of a curator by selecting ten works to GRADE 5 English Language Arts showcase. They document their show and share their rationale for including the GRADE 5 Mathematics works selected. GRADE 5 Science
GRADE 5 Social Studies
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