SECTION FOUR

VISUAL ARTS CURRICULUM GUIDE

GRADES K-12

Easton Area School District Art Curriculum Guide Elementary Art: Grade Kindergarten National Standard 1: Understanding and applying media, techniques, and processes. PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students recognize the Describe that texture is the look and feel of surface CRITERIA: difference between materials • Paper Demonstration The student will demonstrate and processes Identify the difference between shapes • Crayons mastery of the objectives for • Markers Video each lesson. Students use different media, Name and use primary colors • Tempera techniques, and processes to • Watercolors Reading METHODS: communicate ideas, Draw using the following media: • Scissors The teacher will observe: experiences, and stories Graphite, oil pastels, markers, crayons • Modeling Hands-on • Student participation Clay • Following directions Students manipulate art Draw and identify the following compositional techniques: overlapping • Glue and sequential steps materials and tools in a safe shapes and page placement or composition • Pencils Final Project: and responsible manner • Craftsmanship Demonstrate how to mix primary colors • Creativity • Application of Use the following media in their paintings: watercolor and tempera paint techniques

Sculpt using the following materials: model magic

Math Correlations Language Arts Correlations Beyond the Standards (State Standards) (State Standards) 2.8.A and 2.11.D Identify a pattern based 1.1.P Demonstrate and increasing -Understand and demonstrate proper care of classroom materials on shape, size, color or sound understanding of new vocabulary introduced in -Develop group cooperation skills conversations, activities, stories or books -Respond to visual clues 2.3 Use types of measurements; time, -Develop an awareness of fine details sight, length, comparing 1.1A Use illustrations and print to gain meaning. -Develop skills in personal discipline and self control -Develop an openness to new experiences and opinions 2.5 Solving problems in various ways -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Kindergarten

Easton Area School District Art Curriculum Guide Elementary Art: Grade Kindergarten National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students explain the differences Use and identify the elements of art in among visual characteristics and own drawing and drawings of others • Paper Demonstration CRITERIA: purposes of art in order to convey • Crayons The student will demonstrate mastery of the ideas Utilize a variety of types of line • Markers Video objectives for each lesson. • Tempera Students use visual structures and Draw two dimensional shapes • Watercolors Art discussion with METHODS: functions of art to communicate • Scissors visuals The teacher will observe: ideas Draw using repeated shape • Clay • Student participation • Glue Art manipulatives • Following directions and sequential Use the elements (lines, shapes, etc) as • Pencils or games steps they relate to painting Final Project: • Craftsmanship • Creativity • Application of techniques

Math Correlations Language Arts Correlations Beyond the Standards (State Standards) (State Standards) 2.8.A and 2.11.D Identify a pattern based on shape, size, -Understand and demonstrate proper care of classroom color or sound 1.1.P Demonstrate and increasing materials 2.9.A Identify two-dimensional geometric shapes understanding of new vocabulary introduced in -Develop group cooperation skills 2.9.E Identify symmetry conversations, activities, stories or books -Respond to visual clues 2.9.F Explore symmetry in nature -Develop an awareness of fine details 2.9.G Identify a reflection 1.1K Name, describe, and talk about new -Develop skills in personal discipline and self control 2.9.I Identify geometric shapes turned in different ways concepts. -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten Easton Area School District Art Curriculum Guide Elementary Art: Grade Kindergarten National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.4.3 Aesthetic Response to the arts and humanities

Benchmark Objective Teaching Teaching Strategies Assessment Materials Students select and View and describe the subject matter in Prints of artwork Art discussion with CRITERIA: use subject matter, works of art visuals The student will demonstrate mastery of the objectives for symbols, and ideas to Authentic art each lesson. communicate meaning Describe how line, shape, and color are Hands-on repeated in works of art Visual handouts METHODS: Peer interactions The teacher will observe: Books • Student participation Demonstrations • Following directions and sequential steps Final Project: • Craftsmanship • Creativity • Application of techniques

Math Correlations Language Arts Correlations Beyond the Standards (State Standards) (State Standards) 2.8.A and 2.11.D Identify a pattern based on shape, size, color or 1.1.P Demonstrate an increasing -Understand and demonstrate proper care of classroom sound understanding of new vocabulary materials 2.9.A Identify two-dimensional geometric shapes introduced in conversations, activities, -Develop group cooperation skills 2.9.E Identify symmetry stories or books -Respond to visual clues 2.9.F Explore symmetry in nature -Develop an awareness of fine details 2.9.G Identify a reflection 1.1K Name, describe, and talk about -Develop skills in personal discipline and self control 2.9.I Identify geometric shapes turned in different ways new concepts. -Develop multi-tasking skills -Develop an openness to new experiences and opinions 1.1Q Demonstrate the understanding -Understand the importance of following directions that communication occurs in different -Understand that there can be more than one solution to a ways, including the use of various problem languages, devices, and gestures. -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten

Easton Area School District Art Curriculum Guide Elementary Art: Grade Kindergarten National Standard 4: Understanding the visual arts in relation to history and cultures. PA State Standard: 9.2.3 Historical and Cultural contexts 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Strategies Assessment

Students know that the visual Identify major artists and works of art • Prints of artwork CRITERIA: arts have both a history and in the period • Authentic art Demonstration The student will demonstrate mastery of the specific relationships to various • Artifacts objectives for each lesson. cultures Describe works of art as they apply to • Visual handouts Video the period and culture • Books METHODS: Students identify specific works • Video Art discussion with The teacher will observe: of art as belonging to particular • Paper visuals • Student participation cultures, times, and places • Crayons • Following directions and sequential steps • Markers Art manipulatives or Final Project: Students demonstrate how • Tempera games • Craftsmanship history, culture, and the visual • Watercolors • Creativity arts can influence each other in • Scissors Read a book • Application of techniques making works of art • Clay • Glue • Pencils

Math Correlations Language Arts Correlations Beyond the Standards (State Standards) (State Standards) 1.1.P Demonstrate and increasing -Understand and demonstrate proper care of classroom materials 2.8.A and 2.11.D Identify a pattern based on shape, size, color or understanding of new vocabulary -Develop group cooperation skills sound introduced in conversations, activities, -Respond to visual clues 2.9.A Identify two-dimensional geometric shapes stories or books -Develop an awareness of fine details -Develop skills in personal discipline and self control 1.1Q Demonstrate the understanding -Develop multi-tasking skills that communication occurs in different -Develop an openness to new experiences and opinions ways including the use of various -Understand the importance of following directions languages, devices, and gestures. -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten

Easton Area School District Art Curriculum Guide Elementary Art: Grade Kindergarten National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. PA State Standard: 9.4.3 Aesthetic response to the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students recognize there are Listen carefully to what others say about art Prints of artwork Demonstration CRITERIA: various purposes for creating Authentic art Video The student will demonstrate mastery of the works of visual art Make general statements about art Visual handouts Art discussion with objectives for each lesson. Books visuals Students understand there Describe and interpret an artwork Video Art manipulatives METHODS: are different responses to or games The teacher will observe: specific artworks Student art critique • Student participation Read a book • Student reflection • Following directions and sequential steps Final Project: • Craftsmanship • Creativity • Application of techniques

Math Correlations Language Arts Correlations Beyond the Standards (State Standards) (State Standards) 2.8.A and 2.11.D Identify a pattern based on shape, 1.1.P Demonstrate and increasing -Understand and demonstrate proper care of classroom materials size, color or sound understanding of new vocabulary -Develop group cooperation skills 2.9.A Identify two-dimensional geometric shapes introduced in conversations, activities, -Respond to visual clues 2.9.E Identify symmetry stories or books -Develop an awareness of fine details 2.9.G Identify a reflection 1.3.A Understand and respond to a -Develop skills in personal discipline and self control 2.9.I Identify geometric shapes turned in different variety of literacy selections that are -Develop multi-tasking skills ways read, listened to or viewed -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten Easton Area School District Art Curriculum Guide Elementary Art: Grade Kindergarten National Standard 6: Making Connections between visual arts and other disciplines. PA State Standard: 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Strategies Assessment

Students identify Listen to stories that connect literature and art • Prints of artwork Demonstration CRITERIA: connections between the • Authentic art The student will demonstrate mastery of the visual arts and other Use math skills to create art • Artifacts Video objectives for each lesson. disciplines in the • Visual handouts curriculum Incorporate nature in art to connect to science • Books Art discussion with METHODS: • Video visuals The teacher will observe: Create works of art related/ inspired by history • Paper • Student participation • Crayons Art manipulatives or • Following directions and sequential Integrate modern Technology to create art • Markers games steps • Tempera Final Project: • Watercolors Read a story • Craftsmanship • Scissors • Creativity • Clay • Application of techniques • Pencils • Children’s Literature • Laptop, digital cameras

Math Correlations Language Arts Correlations Beyond the Standards (State Standards) (State Standards) 2.8.A and 2.11.D Identify a pattern based on shape, size, color 1.1.P Demonstrate and increasing -Understand and demonstrate proper care of classroom materials or sound understanding of new vocabulary -Develop group cooperation skills 2.9.A Identify two-dimensional geometric shapes introduced in conversations, activities, -Respond to visual clues 2.9.E Identify symmetry stories or books -Develop an awareness of fine details 2.9.F Explore symmetry in nature 1.3.B Monitor comprehension while -Develop skills in personal discipline and self control 2.9.G Identify a reflection viewing, listening to and reading literacy -Develop multi-tasking skills 2.9.I Identify geometric shapes turned in different ways selections -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Kindergarten Easton Area School District Art Curriculum Guide Elementary Art: Grade 1 National Standard 1: Understanding and applying media, techniques, and processes. PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students recognize the Describe texture is the look and feel of surface Demonstration CRITERIA: difference between materials, • Paper The student will demonstrate techniques, and processes Identify the difference between shapes • Crayons Video mastery of the objectives for • Markers each lesson. Students describe how Name and use primary colors • Tempera Reading different materials, • Watercolors METHODS: techniques, and processes Apply warm and cool color schemes to their work • Scissors Hands-on The teacher will observe: cause different responses • Clay • Student participation Draw using the following media: • Fibers • Student reflection Students apply different Graphite, oil pastels, markers, crayons • Glue • Following directions media, techniques, and • Pencils and sequential steps processes to communicate Draw and identify the following compositional techniques: overlapping Final Project: ideas, experiences, and shapes and page placement or composition • Craftsmanship stories • Creativity Demonstrate how to mix primary colors • Application of Students manipulate art techniques materials and tools in a safe Use the following media in their paintings: watercolor and tempera paint and responsible manner Sculpt using the following materials: model magic, natural clay, paper

Create prints from various objects

Define terms related to printmaking techniques and materials

Create prints using the following methods: monoprint, Styrofoam Math Correlations Language Arts Beyond the Standards Correlations 2.5 C Select and use appropriate 1.1.3F Understand new -Understand and demonstrate proper care of classroom materials method, materials, and strategies to vocabulary in context -Develop group cooperation skills solve a problem -Respond to visual clues 2.5A Describe problem solving strategies 1.3 Read, analyze, and -Develop an awareness of fine details 2.7 C List or explain possible results of interpret literature -Develop skills in personal discipline and self control an experiment -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 1

Easton Area School District Art Curriculum Guide Elementary Art: Grade 1 National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students explain the differences Use and identify the elements of art in among visual characteristics and own drawing and drawings of others • Paper Demonstration CRITERIA: purposes of art in order to convey • Crayons The student will demonstrate mastery of the ideas Utilize a variety of types of line • Markers Video objectives for each lesson. • Tempera Students describe how different Draw two dimensional shapes • Watercolors Art discussion with METHODS: expressive features and • Scissors visuals The teacher will observe: organizational principles cause Draw using repeated shape • Clay • Student participation different responses • Fibers Art manipulatives • Student reflection Demonstrate the elements (lines, • Glue or games • Following directions and sequential Students create visual structures shapes, etc) in their painting • Pencils steps and functions of art to communicate Final Project: ideas Apply knowledge of art elements to • Craftsmanship sculpture and printmaking • Creativity • Application of techniques

Math Correlations Language Arts Correlations Beyond the Standards 2.1 F Identify, describe, extend simple patterns using symbols -Understand and demonstrate proper care of 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 1.1.3F Understand new classroom materials 2.9 B Create and reproduce geometric designs using concrete objects vocabulary in context -Develop group cooperation skills 2.11 D Continue a pattern of objects that can be extended indefinitely -Respond to visual clues 2.5 C Select and use methods, materials, and strategies to solve a problem 1.3 Read, analyze, and -Develop an awareness of fine details 2.5 A Describe appropriate problem solving strategies interpret literature -Develop skills in personal discipline and self 2.8 D Create and solve story problems using a number sentences or pictures control 2.9 A Identify 3-dimensional shapes 1.6 Speaking and listening -Develop multi-tasking skills 2.9 C Draw 2-dimensional geometric shapes skills -Develop an openness to new experiences and 2.9 D Name and describe 2-dimensional geometric figures in real life opinions 2.9 I Identify smaller shapes within given shapes 1.4 Use narrative types of -Understand the importance of following directions 2.10 A Identify # of sides and angles in square, triangle, rectangle writing -Understand that there can be more than one 2.9 G Discuss idea of reflection, relationship to symmetry solution to a problem 2.9 F Identify symmetry in nature -Develop an appreciation for the efforts and 2.9 H Identify and discuss the characteristics of shapes in reflection opinions of others 22.1 D Using drawings or models to show concept of fractions of a whole - Encourage risk-taking and creative problem- 2.3 G Estimate and measure objects using non-standard units solving 2.8 J Describe objects in space by position and direction

Grade 1 Easton Area School District Art Curriculum Guide Elementary Art: Grade 1 National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.4.3 Aesthetic Response to the arts and humanities Benchmark Objective Teaching Teaching Strategies Assessment Materials Students explore and View and describe the subject matter in Prints of artwork Art discussion with CRITERIA: understand prospective works of art visuals The student will demonstrate mastery of the objectives for content for works of art Authentic art each lesson. Analyze how line, shape, and color are Group discussions Students select and repeated in works of art Visual handouts METHODS: use subject matter, Writing exercises The teacher will observe: symbols, and ideas to Describe the elements of art used in Books • Student participation communicate meaning drawings paintings, sculpture, and Hands-on activities • Student reflection printmaking Video • Following directions and sequential steps Demonstrations Final Project: Analyze how the art elements are • Craftsmanship repeated in art works • Creativity • Application of techniques Identify the major focal point in a work of art

Math Correlations Language Arts Beyond the Standards Correlations 2.1 F Identify, describe, extend simple patterns using symbols 1.1.3.F Understand new -Understand and demonstrate proper care of classroom 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number vocabulary in context materials 2.9 B Create and reproduce geometric designs using concrete objects -Develop group cooperation skills 2.11 D Continue a pattern of objects that can be extended indefinitely 1.3 Read, analyze, and -Respond to visual clues 2.5 C Select and use methods, materials, and strategies to solve a problem interpret stories in literature -Develop an awareness of fine details 2.5 A Describe appropriate problem solving strategies -Develop skills in personal discipline and self control 2.8 D Create and solve story problems using a number sentences or pictures 1.6 Speaking and Listening -Develop multi-tasking skills 2.9 A Identify 3-dimensional shapes skills -Develop an openness to new experiences and 2.9 C Draw 2-dimensional geometric shapes opinions 2.9 D Name and describe 2-dimensional geometric figures in real life -Understand the importance of following directions 2.9 I Identify smaller shapes within given shapes -Understand that there can be more than one solution 2.10 A Identify # of sides and angles in square, triangle, rectangle to a problem 2.9 G Discuss idea of reflection, relationship to symmetry -Develop an appreciation for the efforts and opinions of 2.9 F Identify symmetry in nature others 2.9 H Identify and discuss the characteristics of shapes in reflection - Encourage risk-taking and creative problem-solving 2.3 G Estimate and measure objects using non-standard units 2.8 J Describe objects in space by position and direction

Grade 1 Easton Area School District Art Curriculum Guide Elementary Art: Grade 1 National Standard 4: Understanding the visual arts in relation to history and cultures. PA State Standard: 9.2.3 Historical and Cultural contexts 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Strategies Assessment

Students know that the visual Create art based on historical styles • Prints of artwork CRITERIA: arts have both a history and and content based on some of the • Authentic art Demonstration The student will demonstrate mastery of the specific relationships to various following: • Artifacts objectives for each lesson. cultures Egyptian Civilization, Greek • Visual handouts Video Civilization, Roman Empire, • Books METHODS: Students identify specific works Renaissance, Impressionism and • Video Art discussion with The teacher will observe: of art as belonging to particular Post-Impressionism, Pointillism, • Paper visuals • Student participation cultures, times, and places Cubism, Fauvism, Expressionism, • Crayons • Student reflection Abstract Expressionism, Pop Art, Op • Markers Art manipulatives or • Following directions and sequential steps Students demonstrate how Art • Tempera games Final Project: history, culture, and the visual • Watercolors • Craftsmanship arts can influence each other in Demonstrate art based on major • Scissors Read a book • Creativity making and studying works of artists and works of art in the period • Clay • Application of techniques art • Fibers Describe works of art as they apply to • Glue the period • Pencils

Math Correlations Language Arts Correlations Beyond the Standards 2.1 F Identify, describe, extend simple patterns using symbols 1.1.3F Understand new -Understand and demonstrate proper care of classroom materials 2.8 A Identify, describe, extend patterns based on shape, size, color, vocabulary in context -Develop group cooperation skills sound, number 1.3.3 B Describing characters, -Respond to visual clues 2.9 B Create and reproduce geometric designs using concrete objects setting, plot -Develop an awareness of fine details 2.11 D Continue a pattern of objects that can be extended indefinitely 1.1.3 G Retell after reading -Develop skills in personal discipline and self control 2.5 C Select and use methods, materials, and strategies to solve a 1.2 Telling fact from fiction -Develop multi-tasking skills problem 1.6 Speaking and listening skills -Develop an openness to new experiences and opinions 2.5 A Describe appropriate problem solving strategies -Understand the importance of following directions 2.8 D Create and solve story problems using a number sentences or -Understand that there can be more than one solution to a pictures problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 1

Easton Area School District Art Curriculum Guide Elementary Art: Grade 1 National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. PA State Standard: 9.4.3 Aesthetic response to the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students hypothesize various Listen carefully to what others say about art Prints of artwork Demonstration CRITERIA: purposes for creating works of Authentic art Video The student will demonstrate mastery of the visual art Make general statements about art Visual handouts Art discussion with objectives for each lesson. Books visuals Students describe how Reflect on life experiences and artworks Video Art manipulatives METHODS: people's experiences made in the past to give meaning and or games The teacher will observe: influence the development of direction to their art making Student art critique • Student participation specific artworks Read a book • Student reflection Describe and interpret an artwork • Following directions and sequential steps Students understand there Final Project: are different responses to • Craftsmanship specific artworks • Creativity • Application of techniques

Math Correlations Language Arts Correlations Beyond the Standards

2.1 F Identify, describe, extend simple patterns 1.1.3F Understand new vocabulary in -Understand and demonstrate proper care of classroom materials using symbols context -Develop group cooperation skills 2.8 A Identify, describe, extend patterns based on 1.3.3 B Describing characters, setting, -Respond to visual clues shape, size, color, sound, number plot -Develop an awareness of fine details 2.5 C Select and use methods, materials, and 1.1.3 G Retell after reading -Develop skills in personal discipline and self control strategies to solve a problem 1.6 Speaking and listening skills -Develop multi-tasking skills 2.5 A Describe appropriate problem solving -Develop an openness to new experiences and opinions strategies -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 1 Easton Area School District Art Curriculum Guide Elementary Art: Grade 1 National Standard 6: Making Connections between visual arts and other disciplines. PA State Standard: 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Strategies Assessment

Students identify Listen to stories that connect literature and art • Prints of artwork Demonstration CRITERIA: connections between the • Authentic art The student will demonstrate mastery of the visual arts and other Incorporate math skills to create art • Artifacts Video objectives for each lesson. disciplines in the • Visual handouts curriculum Employ nature in art to connect to science • Books Art discussion with METHODS: • Video visuals The teacher will observe: Students integrate Incorporate the arts (Music, Theatre, Dance) • Paper • Student participation similarities and • Crayons Art manipulatives or • Student reflection differences between Write about a work of art • Markers games • Following directions and sequential characteristics of the • Tempera steps visual arts and other arts Create works of art related/ inspired by history • Watercolors Play/Listen to music Final Project: disciplines • Scissors • Craftsmanship Integrate modern Technology to create art • Clay Read a story • Creativity • Fibers • Application of techniques • Pencils • Children’s Literature • Laptop, digital cameras

Math Correlations Language Arts Correlations Beyond the Standards 2.1 F Identify, describe, extend simple patterns using symbols 1.1.3F Understand new vocabulary in -Understand and demonstrate proper care of classroom materials 2.8 A Identify, describe, extend patterns based on shape, size, context -Develop group cooperation skills color, sound, number 1.3.3 B Describing characters, setting, -Respond to visual clues 2.9 B Create and reproduce geometric designs using concrete plot -Develop an awareness of fine details objects 1.1.3 G Retell after reading -Develop skills in personal discipline and self control 2.11 D Continue a pattern of objects that can be extended 1.5G Write or illustrate a sequence of -Develop multi-tasking skills indefinitely events and add detail -Develop an openness to new experiences and opinions 2.5 C Select and use methods, materials, and strategies to -Understand the importance of following directions solve a problem -Understand that there can be more than one solution to a problem 2.5 A Describe appropriate problem solving strategies -Develop an appreciation for the efforts and opinions of others 2.8 D Create and solve story problems using a number - Encourage risk-taking and creative problem-solving sentences or pictures 2.9 F Identify symmetry in nature

Grade 1 Easton Area School District Art Curriculum Guide Elementary Art: Grade 2 National Standard 1: Understanding and applying media, techniques, and processes. PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students know the -Recognize that texture is the look and feel of Paper Demonstrations CRITERIA differences between surface Crayons The student will demonstrate mastery of the materials, techniques and -Know the difference between shapes Markers Overhead objectives for each lesson processes -Describe the difference between organic and Watercolor projector geometric shapes Tempera METHODS Students describe how -Create using the following media to intentionally Scissors Video The teacher will observe: different materials, take advantage of the qualities and Clay -Student participation techniques and processes characteristics of art media, techniques and Fibers Hands-on -Student reflection cause different responses process: Graphite, oil pastel, colored pencils, Glue -Following directions and sequential steps markers, crayons Pencils PPT’s Final Project: Students incorporate -Draw and identify the following compositional Rulers -Craftsmanship different media, techniques, techniques in creating depth and perspective in Decorative Prints -Creativity and processes to drawings: overlapping shape, page placement elements -Application of techniques communicate ideas, -Demonstrate how to mix secondary colors Technology Books experiences and stories -Use the following media in their paintings: Watercolor, tempera Students manipulate art -Sculpt using the following media: model magic, materials and tools in a natural clay, paper safe and responsible -Produce prints from various objects manner -Create a print from one of the following methods: Styrofoam Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or models to show the concept of R3.B.3 Preview the text formats (title, fraction as part of a whole headings,etc) -Understand and demonstrate proper care of classroom materials 2.9.1 Investigate and predict the results of combining geometric 1.1.3.C Use knowledge of phonics, -Develop group cooperation skills shapes word analysis, syllabication, picture -Respond to visual clues 2.10.A Identify and give examples of right angles in real life objects context clues to decodeand -Develop an awareness of fine details 2.10.B Identify a right triangle and a right angle understand new words during reading. -Develop skills in personal discipline and self control 2.9.E Identify and draw lines of symmetry for squares and R3.A.2 Summarize the main ideas -Develop multi-tasking skills rectangles and important details in text. -Develop an openness to new experiences and opinions 2.9.F Identify characteristics of symmetry in nature -Understand the importance of following directions 2.9.C Draw and construct two-dimensional shapes -Understand that there can be more than one solution to a 2.9.A Identify three-dimensional shapes problem 2.9.D Name and describe three-dimensional geometric figures in -Develop an appreciation for the efforts and opinions of others real life -Encourage risk-taking and creative problem-solving

Grade 2 Easton Area School District Art Curriculum Guide Elementary Art: Grade 2 National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Strategies Assessment

Students know the Use and identify the elements of art in own drawing CRITERIA differences among visual and drawings of others Paper Demonstrations The student will demonstrate mastery of characteristics and Produce a variety of line types Crayons the objectives for each lesson purposes of art in order to Draw using repeated shape Markers Overhead convey ideas Watercolor projector METHODS Draw using symmetrical and asymmetrical shapes Tempera The teacher will observe: Students describe how Scissors Art discussion with -Student participation different expressive Illustrate foreground, middle ground and background Clay visuals -Student reflection features and Fibers -Following directions and sequential steps organizational principles Identify formal balance Glue Art manipulatives Final Project: cause different responses Pencils -Craftsmanship Identify informal balance Rulers PowerPoint -Creativity Students integrate visual Decorative elements -Application of techniques structures and functions of Incorporate elements as they relate to painting Technology art to communicate ideas Apply knowledge of the art elements to sculpture

Apply knowledge of art elements to printmaking

Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or models to show R3.A.2 Summarize the main ideas and important the concept of fraction as pat of a whole details in text in a read aloud with the teacher -Understand and demonstrate proper care of classroom materials 2.9.1 Investigate and predict the results of R3.B.3 Identify the sequence in organization -Develop group cooperation skills combining geometric shapes R3.A.1 Identify the meaning of specific words in text -Respond to visual clues 2.10.A Identify and give examples of right angles in R3.A.2 Read and understand essential content -Develop an awareness of fine details real life objects meaning and use correctly, new vocabulary learned -Develop skills in personal discipline and self control 2.10.B Identify a right triangle and a right angle in various subject area -Develop multi-tasking skills 2.9.E Identify and draw lines of symmetry for -Develop an openness to new experiences and opinions squares and rectangles -Understand the importance of following directions 2.9.F Identify characteristics of symmetry in nature -Understand that there can be more than one solution to a 2.9.C Draw and construct two-dimensional shapes problem 2.9.A Identify three-dimensional shapes -Develop an appreciation for the efforts and opinions of others 2.9.D Name and describe three-dimensional -Encourage risk-taking and creative problem-solving geometric figures in real life

Grade 2

Easton Area School District Art Curriculum Guide Elementary Art: Grade 2 National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities 9.4.3 Aesthetic Responses to the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students explore and View and describe the subject matter in works Prints Discussion with CRITERIA understand prospective of art visuals The student will demonstrate mastery of the objectives for content for works of art Authentic Art each lesson Analyze how line, shape and color are repeated Books Students select and in works of art Artifact METHODS use subject matter, Prints The teacher will observe: symbols and ideas to Describe the elements of art used in drawings, Visual Handouts -Student participation communicate meaning paintings, sculpture and printmaking Hand outs -Student reflection Books -Following directions and sequential steps Analyze how the art elements are repeated in Final Project: art works Video -Craftsmanship -Creativity Identify the major focal point in a work of art -Application of techniques

Math Correlations Language Arts Correlations Beyond the Standards R3.B1.1 Identify the topic of text 2.1.D Use drawings, diagrams, or models to show the concept of R3.B.2 Identify rhyming words, text -Understand and demonstrate proper care of classroom materials fraction as part of a whole rhythm and personification -Develop group cooperation skills 2.9.1 Investigate and predict the results of combining geometric R3.A.1 Make inferences and draw -Respond to visual clues shapes conclusions based on information from -Develop an awareness of fine details 2.10.A Identify and give examples of right angles in real life the text -Develop skills in personal discipline and self control objects 1.1K Engage in conversation, with a -Develop multi-tasking skills 2.10.B Identify a right triangle and a right angle variety of partners, using key -Develop an openness to new experiences and opinions 2.9.E Identify and draw lines of symmetry for squares and vocabulary words. -Understand the importance of following directions rectangles -Understand that there can be more than one solution to a problem 2.9.F Identify characteristics of symmetry in nature -Develop an appreciation for the efforts and opinions of others 2.9.C Draw and construct two-dimensional shapes -Encourage risk-taking and creative problem-solving 2.9.A Identify three-dimensional shapes 2.9.D Name and describe three-dimensional geometric figures in real life

Grade 2 Easton Area School District Art Curriculum Guide Elementary Art: Grade 2 National Standard 4: Understanding the visual arts in relation to history and cultures. PA State Standard:9.2.3 Historical and cultural contexts 9.3.3 Critical response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Strategies Assessment

Students know that the Identify the art historical bases of style, Paper Demonstrations CRITERIA visual arts have both a iconography and historical content as Crayons The student will demonstrate mastery of the history and specific they apply to the art of: Markers Overhead projector objectives for each lesson relationships to various Egyptian Civilization, Greek Watercolor cultures Civilization, Roman Empire, Tempera Art discussion with Renaissance, Impressionism and Post Scissors visuals METHODS Students identify specific Impressionism, Pointillism, Cubism, Clay The teacher will observe: relationships to various Fauvism, Expressionism, Abstract Fibers Art manipulatives or -Student participation cultures, times, and places Expressionism, Pop Art, Op Art Glue games -Student reflection Pencils -Following directions and sequential steps Students demonstrate how Identify major artists and works of art Rulers PowerPoint Final Project: history, culture, and the in the period Technology -Craftsmanship visual arts can influence Prints Read a book -Creativity each other in making and Describe works of art as they apply to Authentic Art/Artifact -Application of techniques studying works of art the period Visual Handouts Books Video

Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or R3.B1.1 identify characters in fiction -Understand and demonstrate proper care of classroom materials models to show the concept of fraction R3.B1.1 Identify setting in fiction -Develop group cooperation skills as part of a whole R3.B1.1 Identify sequence of events in -Respond to visual clues 2.10.A Identify and give examples of fiction -Develop an awareness of fine details right angles in real life objects R3.A.1 identify the problem of the story -Develop skills in personal discipline and self control 2.9.1 Investigate and predict the results in fiction -Develop multi-tasking skills of combining geometric shapes R3.B1.1 Identify the solution of the story -Develop an openness to new experiences and opinions in fiction -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 2

Easton Area School District Art Curriculum Guide Elementary Art: Grade 2 National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. PA State Standard:9.4.3 Aesthetic response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Assessment Strategies Students understand Listen carefully to what others say about art Prints Demonstrations CRITERIA there are various Authentic Art Overhead projector The student will demonstrate mastery of the purposes for creating Make general statements about art Artifact Art discussion with objectives for each lesson works of visual art Visual Handouts visuals Establish reasons to support general Books Art manipulatives or METHODS Students reveal how statements about art Video games The teacher will observe: people's experiences PowerPoint -Student participation influence the Reflect on life experiences and artworks Student Art Critique -Student reflection development of specific made in the past to give meaning and Read a book -Following directions and sequential steps artworks direction to their art making Final Project: -Craftsmanship Students conclude that Students articulate a principle of artistic -Creativity there are different freedom and its significance in a -Application of techniques responses to specific democratic society artworks Describe and discuss an artwork

Math Correlations Language Arts Correlations Beyond the Standards 2.9.1 Investigate and predict the results of R3.B1.1 Identify character in fiction -Understand and demonstrate proper care of classroom materials combining geometric shapes R3.B.1 Identify setting in fiction -Develop group cooperation skills 4D.1.1.3 Create or replicate a numerical or R3.B.1 Identify sequence of events -Respond to visual clues geometric pattern showing 3 repetitions R3.A.1 Identify problem of the story -Develop an awareness of fine details 4D.2.1.1 Correlate story situations with expressions R3.B1.1 Identify the solution of the story -Develop skills in personal discipline and self control or equations -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving

Grade 2

Easton Area School District Art Curriculum Guide Elementary Art: Grade 2 National Standard 6: Making Connections between visual arts and other disciplines. PA State Standard: Critical response to the arts and humanities

Benchmark Objective Teaching Mater Teaching Strategies Assessment

Students Listen to stories that Prints Demonstrations CRITERIA understand and connect literature and art Paper Artifact The student will demonstrate mastery of the objectives for use similarities Crayons Visual Overhead projector each lesson and differences Incorporate math skills to Markers Handouts between create art Watercolor Books Art discussion with visuals METHODS characteristics of Tempera Video The teacher will observe: the visual arts and Combine nature in art to Scissors Internet Art manipulatives or games -Student participation other arts connect to science Clay Children’s -Student reflection disciplines Fibers literature PowerPoint -Following directions and sequential steps Incorporate the arts (Music, Glue Objects from Final Project: Students identify Theatre, Dance) Pencils nature Play and listen to music -Craftsmanship connections Rulers Laptops -Creativity between the visual Write about a work of art Digital Read a Story -Application of techniques arts and other cameras disciplines in the Create works of art Music curriculum related/inspired by history Decorative ele ments Technology Use modern technology to Authentic Art create art

Math Correlations Language Arts Correlations Beyond the Standards 4D.1.1.3 Create or replicate a numerical or R3.B1.1 Identify character in fiction -Understand and demonstrate proper care of classroom materials geometric pattern showing 3 repetitions R3.B.1 Identify setting in fiction -Develop group cooperation skills 4D.2.1.1 Correlate story situations with expressions R3.B.1 Identify sequence of events -Respond to visual clues or equations R3.A.1 Identify problem of the story -Develop an awareness of fine details and nuances of aural presentations 2.1.D Use drawings, diagrams, or models to show R3.B1.1 Identify the solution of the story -Develop skills in personal discipline and self control the concept of fraction as part of a whole -Develop multi-tasking skills -Develop ability to place group goals above individual preferences -Develop an openness to new experiences and opinions

Grade 2 Easton Area School District Art Curriculum Guide Elementary Art: Grade 3 National Standard 1: Understanding and applying media, techniques, and processes. PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities

Benchmark Objective Teaching Materials Assessment Strategies Students explain and Distinguish between positive and negative space Demonstrations, Paper, CRITERIA: demonstrate the difference Crayons, The students will demonstrate between materials, Draw using the following media-graphite, pastel, oil pastel, Over head markers, mastery of the objectives for techniques, and processes colored pencils, markers, watercolor pencils, crayons projector Tempera paint, each lesson. Scissors, Students describe how Draw and identify the following in relation to creating depth and Video Clay, different materials, perspective in drawings: page placement and enlargement and Fibers, METHODS: techniques, and processes transfer methods Prints Glue, The teacher will observe: cause different responses Pencils, -Student participation Paint using the following color harmonies: complementary colors Hand Outs Watercolors, -Student reflection Students utilize different Rulers, -Following directions and media, techniques, and Sculpt using the following media: model magic, natural clay, PPT’s Technology sequential steps processes to communicate paper, paper mache Final Project: ideas, experiences, and -Craftsmanship stories Printmaking: make prints from various objects, make a series of -Creativity prints from one plate -Application of techniques Students manipulate art materials and tools in a Create a print from Styrofoam safe and responsible manner

Math Correlations Language Arts Correlations Beyond the Standards

M3.A.1.2 Use fractions to represent quantities R3.A.1.2.2 Define words and phrases from context -Understand and demonstrate proper care of classroom as part of a whole or part of a set clues materials M3.C.1.1. Identify and describe 2-3 1.1 N Respond appropriately to books, stories, -Develop group cooperation skills dimensional objects conversations, with words and gestures. -Respond to visual clues M3.C.1.1.1 Name/identify/ 1.1K Request further information about a concept by -Develop an awareness of fine details Describe geometric shapes in 2 dimensions using the correct name, label, or vocabulary word. -Develop skills in personal discipline and self control (circle, square, rectangle, triangle, pentagon, 1.4D Include illustrations depicting the story content as -Develop multi-tasking skills hexagon, octagon) well as characters and setting of the story. -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving Grade 3

Easton Area School District Art Curriculum Guide Elementary Art: Grade 3 National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials Assessment Strategies Students explain the Use and identify the elements of art in own drawing and Demonstrations Paper, CRITERIA: differences among visual drawings of other Crayons, The students will demonstrate characteristics and purposes Overhead markers, mastery of the objectives for each of art in order to convey Incorporate a variety of line type Projector Tempera lesson. ideas paint, Draw using symmetrical and asymmetrical shapes Art discussion Scissors, METHODS: Students describe how with Visuals Clay, The teacher will observe: different expressive features Apply 1 point perspective Fibers, -Student participation and organizational principles Art Manipulatives Glue, -Student reflection cause different responses Utilize formal and informal balance or Pencils, -Following directions and Games Watercolors, sequential steps Students create visual Incorporate the elements as they relate to painting Rulers, Final Project: structures and functions of Power Point Technology -Craftsmanship art to communicate ideas Employ line in their paintings -Creativity -Application of techniques Apply knowledge of the art elements to sculpture

Reognize and identify the following 3 dim. Shapes: cube, sphere, cone, pyramid, cylinder

Apply knowledge of art elements to printmaking Math Correlations Language Arts Correlations Beyond the Standards M3.D.1.1 Recognize, describe or extend a variety of patterns R3.A.1.2.2 Define words and -Understand and demonstrate proper care of classroom M3.D.1.1.1 Extend or find a missing element in a pattern… phrases from context clues materials M3.D.1.2 Demonstrate simple functions rules 14 A Tell a story in the correct -Develop group cooperation skills M3.B.2.1.1 Use a ruler sequence -Respond to visual clues M3.B.2.2 Estimate measurements of familiar objects -Develop an awareness of fine details M3.C.2.1 Apply the concepts of transformations and symmetry 1.4 D Make lists, record facts, -Develop skills in personal discipline and self control M3.C.2.1.1 Identify/draw one line of symmetry in a 2 dimensional write letters, create descriptions, -Develop multi-tasking skills figure and / or draw pictures to share -Develop an openness to new experiences and opinions M3.C.2.1.2 important information about a -Understand the importance of following directions Identify symmetrical 2 dimensional shapes topic. -Understand that there can be more than one solution to a M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions problem (sphere, cube, cylinder, cone, pyramid, rectangular prism) 1.4B. Use illustrations to -Develop an appreciation for the efforts and opinions of M3.D.1.1 Recognize, describe, or extend a variety of patterns represent the facts. others M3.D.1.1.1 Extend or find a missing element in a pattern of numbers -Encourage risk taking and creative problem solving or shapes M3.D.1.1.2 Identify/describe the rule for a pattern (must show 3 repetitions)

Grade 3

Easton Area School District Art Curriculum Guide Elementary Art: Grade 3 National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.1.3 Producing, performing and exhibiting the art and humanities 9.4.3 Aesthetic Responses to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students explore and View and describe the subject matter in Art Discussion with Paper, CRITERIA: understand prospective works of art Visuals Crayons, markers, The students will demonstrate mastery of content for works of art Tempera paint, the objectives for each lesson. Analyze how line, shape and color are Prints, Scissors, Students select and use repeated in works of art Clay, subject matter, symbols, Authentic artwork, Fibers, METHODS: and ideas to Describe the subject matter in art works Glue, The teacher will observe: communicate meaning Visual handouts, Pencils, -Student participation Describe the elements of art used in Watercolors, -Student reflection drawings, paintings, sculpture and Books, Rulers, -Following directions and sequential steps printmaking Technology Final Project: Video, -Craftsmanship Analyze how the art elements are repeated in -Creativity art works Internet -Application of techniques

Identify the major focal point in a work of art Math Correlations Language Arts Correlations Beyond the Standards

M3. C.1.1.2 Name/Identify geometric shapes in 3 R3.B.1.1.1 Identify the following in fiction (character, -Understand and demonstrate proper care of classroom dimensions (sphere, cube, cylinder, cone, pyramid, setting, plot) materials rectangular prism) R3.A.1.5.1 Summarize the major ideas and important -Develop group cooperation skills M3.D.1.1 Recognize, describe, or extend a variety of details of text -Respond to visual clues patterns R3.A.2.5.1 Summarize the main ideas and important -Develop an awareness of fine details M3.D.1.1.1 Extend or find a missing element in a details of text -Develop skills in personal discipline and self control pattern of numbers or shapes R3.A.1.2.2 Define words or phrases from context clues -Develop multi-tasking skills M3.D.1.1.2 Identify/describe the rule for a pattern given in explanatory sentences. -Develop an openness to new experiences and opinions (must show 3 repetitions) R3.B.3.1.1 Identify statements of fact and opinion text -Understand the importance of following directions M3.C.2.1.2 R3.B.3.2.1 Identify exaggeration where present -Understand that there can be more than one solution to a Identify symmetrical 2 dimensional shapes problem M3.C.1.1.1 Name/identify/ -Develop an appreciation for the efforts and opinions of Describe geometric shapes in 2 dimensions (circle, others square, rectangle, triangle, pentagon, hexagon, -Encourage risk taking and creative problem solving octagon)

-

Grade 3

Easton Area School District Art Curriculum Guide Elementary Art: Grade 3 National Standard 4: Understanding the visual arts in relation to history and cultures. PA State Standard: 9.2.3 Historical and Cultural Contexts 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students know that the Recognize some types of art based on style, Demonstrations Paper, CRITERIA: visual arts have both a iconography or historical content as they Crayons, markers, The students will demonstrate history and specific apply to the art of: Overhead Projector Tempera paint, mastery of the objectives for each relationships to various Egyptian Civilization, Greek Civilization, Scissors, lesson. cultures Roman Empire, Renaissance, Impressionism Art discussion with Visuals Clay, and Post-Impressionism, Pointillism, Cubism, Fibers, Students identify specific Fauvism, Expressionism, Abstract Art Manipulatives or Glue, METHODS: works of art as belonging to Expressionism, Pop Art, Op Art Games Pencils, The teacher will observe: particular cultures, times, Watercolors, -Student participation and places Identify major artists and works of art in the Power Point Rulers -Student reflection period Prints, -Following directions and sequential Students demonstrate how Read a Book Authentic artwork, steps history, culture, and the Describe works of art as they apply to the Visual handouts, Final Project: visual arts can influence period Books, -Craftsmanship each other in making and Video, -Creativity studying works of art Internet, -Application of techniques Artifacts

Math Correlations Language Arts Correlations Beyond the Standards

M3. C.1.1.2 Name/Identify geometric shapes in 3 R3.B.1.1.1 Identify the following in fiction (character, setting, -Understand and demonstrate proper care of dimensions (sphere, cube, cylinder, cone, pyramid, plot) classroom materials rectangular prism) R3.A.1.5.1 Summarize the major ideas and important details -Develop group cooperation skills M3.D.1.1 Recognize, describe, or extend a variety of text -Respond to visual clues of patterns R3.A.2.5.1 Summarize the main ideas and important details -Develop an awareness of fine details M3.D.1.1.1 Extend or find a missing element in a of text -Develop skills in personal discipline and self pattern of numbers or shapes R3.A.1.2.2 Define words or phrases from context clues given control M3.D.1.1.2 Identify/describe the rule for a pattern in explanatory sentences -Develop multi-tasking skills (must show 3 repetitions) R3.B.3.1.1 Identify statements of fact and opinion text -Develop an openness to new experiences and M3.C.2.1.2 R3.B.3.2.1 Identify exaggeration where present opinions Identify symmetrical 2 dimensional shapes -Understand the importance of following directions M3.B.2.1.1 Use a ruler -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving

Grade 3

Easton Area School District Art Curriculum Guide Elementary Art: Grade 3 National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. PA State Standard: 9.4.3 Aesthetic response to the arts and humanities Benchmark Objective Teaching Materials Assessment Strategies Students hypothesize -Listen carefully to what others say about art Demonstrations • Paper CRITERIA: how there are various -Make general statements about art • Crayons The students will demonstrate mastery of the purposes for creating -Offer reasons to support general Overhead • Markers objectives for each lesson. works of visual art statements about art • Tempera -Select words carefully in order to Projector paint Students describe how communicate effectively • Watercolors METHODS: people's experiences -Generalize about the effects of visual Art discussion with • Clay The teacher will observe: influence the structures (elements and principles) and Visuals • Fibers -Student participation development of reflect upon these effects in their work • Glue -Student reflection specific artworks -Reflect on life experiences and artworks Art Manipulative and • Colored -Following directions and sequential steps made in the past to give meaning and Games Pencils Final Project: Students understand direction to their art makin • Rulers -Craftsmanship there are different -Articulate a principle of artistic freedom and Power Point • Printing ink -Creativity responses to specific its significance in a democratic society -Application of techniques artworks -Describe, interpret, analyze an artwork Student Art Critiques

Read a Book

Math Correlations Language Arts Correlations Beyond the Standards

M3. C.1.1.2 Name/Identify geometric shapes in 3 R3.B.1.1.1 Identify the following in fiction (character, setting, -Understand and demonstrate proper care of dimensions (sphere, cube, cylinder, cone, pyramid, plot) classroom materials rectangular prism) R3.A.1.5.1 Summarize the major ideas and important details -Develop group cooperation skills M3.D.1.1 Recognize, describe, or extend a variety of of text -Respond to visual clues patterns R3.A.2.5.1 Summarize the main ideas and important details -Develop an awareness of fine details M3.D.1.1.1 Extend or find a missing element in a of text -Develop skills in personal discipline and self control pattern of numbers or shapes R3.A.1.2.2 Define words or phrases from context clues given -Develop multi-tasking skills M3.D.1.1.2 Identify/describe the rule for a pattern in explanatory sentences -Develop an openness to new experiences and (must show 3 repetitions) R3.B.3.1.1 Identify statements of fact and opinion text opinions M3.C.2.1.2 R3.B.3.2.1 Identify exaggeration where present -Understand the importance of following directions Identify symmetrical 2 dimensional shapes -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving

Grade 3

Easton Area School District Art Curriculum Guide Elementary Art: Grade 3 National Standard 6: Making Connections between visual arts and other disciplines. PA State Standard: 9.3.5 Critical response to the arts and humanities

Benchmark Objective Teaching Materials Assessment Strategies Students identify Listen to stories that connect Demonstrations Paper, connections literature and art Overhead Crayons, markers, CRITERIA: between the Projector Tempera paint, The students will demonstrate mastery of the visual arts and Put to use math skills to create Art discussion Scissors, objectives for each lesson. other disciplines art with Visuals Clay, in the curriculum Art Manipulatives Fibers, METHODS: Employ nature in art to connect and Games Glue, The teacher will observe: Students integrate to science Power Point Pencils, -Student participation similarities and Play and Listen to Watercolors, -Student reflection differences Incorporate the arts (music, Music Rulers -Following directions and sequential steps between theatre, dance) Read a Story Prints, Final Project: characteristics of Authentic artwork, -Craftsmanship the visual arts and Write about a work of art Visual handouts, -Creativity other arts Books, -Application of techniques disciplines Create works of art Video, related/inspired by history Internet, Artifacts Integrate modern technology to Children’s literature, create art Objects from nature, Digital cameras, Laptops, Music

Math Correlations Language Arts Correlations Beyond the Standards

M3.D.1.1 Recognize, R3.B.1.1.1 Identify the following in fiction (character, -Understand and demonstrate proper care of classroom materials describe, or extend a variety setting, plot) -Develop group cooperation skills of patterns R3.A.1.5.1 Summarize the major ideas and important -Respond to visual clues M3.D.1.1.2 Identify/describe details of text -Develop an awareness of fine details the rule for a pattern (must R3.A.2.5.1 Summarize the main ideas and important -Develop skills in personal discipline and self control show 3 repetitions) details of text -Develop multi-tasking skills M3.D.1.1.1 Extend or find a R3.A.1.2.2 Define words or phrases from context clues -Develop an openness to new experiences and opinions missing element in a pattern given in explanatory sentences. -Understand the importance of following directions of numbers or shapes R3.B.3.1.1 Identify statements of fact and opinion text -Understand that there can be more than one solution to a problem M3.B.2.1.1 Use a ruler R3.B.3.2.1 Identify exaggeration where present -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving

Grade 3

Easton Area School District Art Curriculum Guide Elementary Art: Grade 4 National Standard 1: Understanding and applying media, techniques, and processes. PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities

Benchmark Objective Teaching Materials Assessment Strategies Students explain and -Recognize that the value is the lightness Demonstration Paper CRITERIA: demonstrate the difference or darkness of color Crayons The student will demonstrate mastery of between materials, techniques, -Distinguish the difference between shape Overhead Markers the objectives for each lesson. and processes and form Tempera paint -Identify the difference between organic Video Acrylic paint METHODS: Students describe how different and geometric shapes Watercolors The teacher will observe: materials, techniques, and -Identify and mix tertiary and Prints Clay • Student participation processes cause different complimentary colors, tints and shades Fibers • Student reflection responses -Create compositions using formal Books Glue • Following directions and (symmetrical) or informal (asymmetrical) Graphite sequential steps Students utilize different media, balance PPT’s Colored Pencils Final Project: techniques, and processes to -Draw using the following media: graphite, Technology • Craftsmanship communicate ideas, crayon, pastels, oil pastels, colored pencils, Discussions Charcoal • Creativity experiences, and stories markers, watercolor pencils Wire • Application of techniques -Incorporate enlargement and transfer Recycled Students manipulate art methods materials materials and tools in a safe and -Use the following media in their paintings: Rulers responsible manner tempera, watercolors, acrylic Brayer and -Sculpt using the following media: model printing ink magic, natural clay, paper, paper mache -Create prints from various objects -Design a series of prints from one plate -Explain terms related to printmaking techniques and materials -Create prints from Styrofoam

Math Correlations Language Arts Correlations Beyond the Standards (Anchors) (Anchors) 4E.3.1.1 Describe, interpret and/or R4.A.2 Identify the meaning of -Understand and demonstrate proper care of classroom materials answer questions based on data vocabulary from various subject matter -Develop group cooperation skills -Respond to visual clues 4B.2.1.1 Use or read a ruler to 1.4 Share opinions during group -Develop an awareness of fine details measure discussions -Develop skills in personal discipline and self control -Develop multi-tasking skills 4C.2.1.2 Identify or create figures 1.5 Gather and organize information -Develop an openness to new experiences and opinions that have symmetry -Understand the importance of following directions 1.5C Brainstorm ideas to use for topics -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 4 Easton Area School District Art Curriculum Guide Elementary Art: Grade 4 National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students explain the Use and identify the elements of art in Demonstration • Paper CRITERIA: differences among own drawing and drawings of others • Crayons The student will demonstrate mastery of the visual characteristics Overhead • Markers objectives for each lesson. and purposes of art in Incorporate a variety of types of lines • Tempera paint order to convey ideas Video • Acrylic paint METHODS: Draw using contour lines • Watercolors The teacher will observe: Students describe Art discussion with • Clay • Student participation how different Draw using symmetrical and visuals • Fibers • Student reflection expressive features asymmetrical shapes • Glue • Following directions and sequential steps and organizational Art manipulatives • Graphite Final Project: principles cause Apply 2 point perspective • Colored • Craftsmanship different responses Powerpoints Pencils • Creativity Draw using value and contrast • Technology • Application of techniques Students create Hands-on • Charcoal visual structures and Demonstrate awareness of the • Wire functions of art to principles of design as they relate to • Recycled communicate ideas drawing and painting and printmaking materials • Rulers • Brayer and • Printing ink

Math Correlations Language Arts Correlations Beyond the Standards (Anchors) (Anchors) 4D.1.1.1 Extend or find missing element in geometric pattern R4.A.2 Identify the meaning of -Understand and demonstrate proper care of classroom 4D 1.1.3 Create or replicate a geometric pattern showing 3 vocabulary from various subject materials repetitions matter -Develop group cooperation skills 4B.2.1.1 Use or read a ruler to measure R4.B.2 Sound techniques such as -Respond to visual clues 4C.2.1.2 Identify or create figures that have symmetry alliteration and meter -Develop an awareness of fine details 4B.2.2.1 Use or read a ruler to measure -Develop skills in personal discipline and self control 4C.1.1.1 Identify/classify/compare 2-dimensional figures 1.5 D Incorporate relevant -Develop multi-tasking skills 4C.1.1.2 Identify or classify 3-dimensional figures information -Develop an openness to new experiences and opinions 4C.1.2.1 Identify points, lines, line segments or rays -Understand the importance of following directions 4C.1.2.2 Identify parallel and perpendicular lines 1.5 E Arrange ideas in a logical -Understand that there can be more than one solution to a order problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 4

Easton Area School District Art Curriculum Guide Elementary Art: Grade 4 National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.4.3 Aesthetic Response to the arts and humanities

Benchmark Objective Teaching Materials Assessment Strategies Students View and describe the subject matter in Art discussion • Paper CRITERIA: explore and works of art with visuals • Crayons The student will demonstrate mastery of the understand • Markers objectives for each lesson. prospective Analyze how line, shape, and color are Prints of artwork • Tempera paint content for repeated in works of art • Acrylic paint METHODS: works of art Authentic art • Watercolors The teacher will observe: Interpret the subject matter in art works • Clay • Student participation Students Visual handouts • Fibers • Student reflection select and use Describe the elements of art used in • Glue • Following directions and sequential steps subject matter, drawings paintings, sculpture, and Books • Graphite Final Project: symbols, and printmaking • Colored Pencils • Craftsmanship ideas to Internet • Technology • Creativity communicate Examine how the art elements are repeated • Charcoal • Application of techniques meaning in art works Video • Wire • Recycled materials Identify the major focal point in a work of art • Rulers • Brayer and • Printing ink

Math Correlations Language Arts Correlations Beyond the Standards (Anchors) (Anchors) 4C.2.1.2 Identify or create figures that have R4.B.2 Personification and similes -Understand and demonstrate proper care of classroom materials symmetry R4.B.2 Sound techniques such as -Develop group cooperation skills 4C.1.1.1 Identify/classify/compare 2-dimensional alliteration and meter -Respond to visual clues figures R4.B.3 Sequence, question/answer, -Develop an awareness of fine details 4C.1.1.2 Identify or classify 3-dimensional figures compare/contrast, cause/effect, -Develop skills in personal discipline and self control 4C.1.2.1 Identify points, lines, line segments or rays problem/solution -Develop multi-tasking skills 4C.1.2.2 Identify parallel and perpendicular lines 1.5F Use descriptive words and verbs -Develop an openness to new experiences and opinions 4E.1.1.1 Describe, interpret, answer questions 1.5G Add pictures or words to include -Understand the importance of following directions based on data more detail -Understand that there can be more than one solution to a 4E.1.2.2 Translate information 1.1N Use vocabulary to ask questions to problem 4E.3.1.1 Make a prediction based on data or chance extend learning -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 4

Easton Area School District Art Curriculum Guide Elementary Art: Grade 4 National Standard 4: Understanding the visual arts in relation to history and cultures. PA State Standard: 9.2.3 Historical and Cultural contexts 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials Assessment Strategies Students know that the Recognize some types of art based • Paper visual arts have both a on style, iconography or historical • Crayons history and specific content as they apply to the art of: Demonstration • Markers CRITERIA: relationships to various Egyptian Civilization, Greek • Tempera paint The student will demonstrate mastery of cultures Civilization, Roman Empire, Overhead • Watercolors the objectives for each lesson. Renaissance, Impressionism and • Clay Students identify specific Post-Impressionism, Pointillism, Video • Fibers METHODS: works of art as belonging to Cubism, Fauvism, Expressionism, • Glue The teacher will observe: particular cultures, times, Abstract Expressionism, Pop Art, Art discussion with • Colored Pencils • Student participation and places Op Art visuals • Technology • Student reflection • Wire • Following directions and Students demonstrate how Identify major artists and works of Art manipulatives or • Recycled materials sequential steps history, culture, and the art in the period games • Rulers Final Project: visual arts can influence • Printing ink • Craftsmanship each other in making and Describe works of art as they apply Powerpoints • Prints of artwork • Creativity studying works of art to the period • Authentic art • Application of techniques Read a book • Visual handouts • Books • Internet • Video

Math Correlations Language Arts Correlations Beyond the Standards (Anchors) (Anchors) R4.A.1 Retell or summarize main ideas -Understand and demonstrate proper care of classroom materials 2.4 use deductive and R4.A.1 Identify meaning of vocabulary; synonyms -Develop group cooperation skills inductive reasoning and antonyms -Respond to visual clues 2.5 Problem solve R4.A.2 Retell main ideas and important details -Develop an awareness of fine details strategies R4.B.2 Personification and similes -Develop skills in personal discipline and self control 2.5 Represent problems in R4.B.2 Sound techniques such as alliteration and -Develop multi-tasking skills various ways meter -Develop an openness to new experiences and opinions R4.B.3 Sequence, question/answer, -Understand the importance of following directions compare/contrast, cause/effect, problem/solution -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 4

Easton Area School District Art Curriculum Guide Elementary Art: Grade 4 National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. PA State Standard: 9.4.3 Aesthetic response to the arts and humanities

Benchmark Objective Teaching Materials Assessment Strategies Students hypothesize Listen carefully to what others say about art how there are various Demonstration • Paper CRITERIA: purposes for creating Select words carefully in order to communicate effectively • Crayons The student will demonstrate works of visual art Overhead • Markers mastery of the objectives for Identify more or less sensible reasons offered to support • Tempera each lesson. Students describe how statements about art Video paint people's experiences • Watercolors METHODS: influence the Generalize about the effects of visual structures (elements Art discussion with • Clay The teacher will observe: development of specific and principles) and reflect upon these effects in their works visuals • Fibers • Student participation artworks • Glue • Student reflection Analyze what makes organizational structures effective or Art manipulatives or • Colored • Following directions Students understand not effective in the communication of ideas games Pencils and sequential steps there are different • Technology Final Project: responses to specific Reflect on life experiences and artworks made in the past to Powerpoints • Wire • Craftsmanship artworks give meaning and direction to their art making • Recycled • Creativity Student art critique materials • Application of Students articulate a principle of artistic freedom and its • Rulers techniques significance in a democratic society Read a book • Printing ink • Prints of Describe, analyze, interpret, and judge an artwork artwork • Authentic art • Visual handouts

Math Correlations Language Arts Correlations Beyond the Standards (Anchors) (Anchors) 4E.1.1.1 Describe, interpret, R4.A.1 Retell or summarize main ideas -Understand and demonstrate proper care of classroom materials answer questions based on R4.A.1 Identify meaning of vocabulary; synonyms -Develop group cooperation skills data and antonyms -Respond to visual clues 4E.1.2.2 Translate R4.A.2 Retell main ideas and important details -Develop an awareness of fine details information R4.B.2 Personification and similes -Develop skills in personal discipline and self control 4E.3.1.1 Make a prediction R4.B.2 Sound techniques such as alliteration and -Develop multi-tasking skills based on data or chance meter -Develop an openness to new experiences and opinions R4.B.3 Sequence, question/answer, -Understand the importance of following directions compare/contrast, cause/effect, problem/solution -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 4 Easton Area School District Art Curriculum Guide Elementary Art: Grade 4 National Standard 6: Making Connections between visual arts and other disciplines. PA State Standard: 9.3.3 Critical Response to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students identify Listen to stories that connect • Paper CRITERIA: connections literature and art • Demonstration • Crayons The student will demonstrate mastery of the between the • Overhead • Markers objectives for each lesson. visual arts and Employ math skills to create art • Video • Tempera paint other disciplines • Art discussion with visuals • Watercolors METHODS: in the curriculum Integrate nature in art to connect • Art manipulatives or • Clay The teacher will observe: to science games • Fibers • Student participation Students • Powerpoints • Glue • Student reflection integrate Incorporate the arts (Music, • Play/Listen to music • Colored Pencils • Following directions and sequential similarities and Theatre, Dance) • Read a story • Technology steps differences • Wire Final Project: between Write about a work of art • Recycled materials • Craftsmanship characteristics of • Rulers • Creativity the visual arts Create works of art related/ • Printing ink • Application of techniques and other arts inspired by history • Prints of artwork disciplines • Authentic art Integrate modern Technology to • Visual handouts create art • Books • Internet • Video

Math Correlations Language Arts Correlations Beyond the Standards (Anchors) (Anchors) 4E.1.2.2 Translate R4.A.1 Retell or summarize main ideas -Understand and demonstrate proper care of classroom materials information R4.A.1 Identify meaning of vocabulary; synonyms and -Develop group cooperation skills antonyms -Respond to visual clues 2.6 Analyze data R4.A.2 Retell main ideas and important details -Develop an awareness of fine details R4.B.2 Personification and similes -Develop skills in personal discipline and self control 2.8 Look for patterns and R4.B.2 Sound techniques such as alliteration and meter -Develop multi-tasking skills functions R4.B.3 Sequence, question/answer, compare/contrast, -Develop an openness to new experiences and opinions cause/effect, problem/solution -Understand the importance of following directions 2.4 Use deductive and -Understand that there can be more than one solution to a problem inductive reasoning -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving

Grade 4 Easton Area School District Art Curriculum Guide Elementary Art-Grade 5 National Standard: 1. Understanding and applying media, techniques, and processes.

PA State Standard: 9.1.5 Producing, performing and exhibiting the arts and humanities

Benchmark Objective Teaching Materials Teaching Assessment Strategies Students select media, techniques, Students will learn about • Pencil CRITERIA: and processes; analyze what makes various art media. • Colored pencil • Demonstration The student will demonstrate them effective or not effective in • Oil pastel mastery of the objectives for each communicating ideas; and reflect upon Students will learn various • Marker • Reading lesson. the effectiveness of their choices. techniques including drawing, • Ink and printing ink painting, printmaking, sculpting, • Paris craft • Lecturing METHODS: Students intentionally take advantage weaving, designing, and • Clay/glaze Formative- The teacher will of the qualities and characteristics of computer imaging. • Acrylic paint • Hands-On observe art media, techniques, and processes • Watercolor paint • Student Participation to enhance communication of their Students will learn to • Various weight, • Computer • Student Reflection experiences and ideas. manipulate the media in certain colored and textured Presentation • Following directions & ways to produce the desired paper sequential steps Students draw upon personal & results. • Fibers • Hand-outs Summative- Final Project cultural values & concerns as subjects • Glue • Craftsman-ship & themes for their art making. Students will create art to • Scissors • Creativity communicate ideas, portray • Rulers • Application of techniques action & movement & to • Compass express feelings.

Math Correlations Language Arts Correlations Beyond the Standards

M5.B.1 Demonstrate and understanding of R5.A.1.1 Identify & interpret the • Understand and demonstrate proper care of classroom materials measurable attributes of objects & figures… meaning of vocabulary • Develop group cooperation skills M5.B.2 Apply appropriate techniques, tools & R5.A.1.4 Identify & explain main • Respond to visual clues formulas… ideas & relevant details • Develop an awareness of fine details and nuances of oral presentations M5.C.1 Analyze characteristics & properties of 2 & 3 R5.A.1.3 Make inferences, draw • Develop skills in personal discipline and self control dimensional geometric shapes… conclusions & make generalizations • Develop multi-tasking skills M5.C.2 Identify &/or apply concepts of based on text • Develop ability to place group goals above individual preferences transformations or symmetry… R5.A.2.6 Identify & describe genre of • Develop an openness to new experiences and opinions M5.D.1 Demonstrate an understanding of patterns, text • Understand the importance of following directions relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

Grade 5 Easton Area School District Art Curriculum Guide Elementary Art-Grade 5 National Standard: 2. Using knowledge of structures and functions. PA State Standard: 9.1.5 Producing, performing & exhibiting the arts & humanities 9.3.5 Critical Response to the arts & humanities Benchmark Objective Teaching Teaching Assessment Materials Strategies Students generalize about the effects • Line CRITERIA: of visual structures and functions and Students create art based on proportions, • Shape The student will demonstrate reflect upon these effects in their own perspectives, color interactions & other design • Color • Reading mastery of the objectives for each work concepts that increase their ability to create art. • Texture lesson. • Pattern • Lecturing Students employ organizational Students will develop an understanding of how • Balance METHODS: structures and analyze what makes light affects our perception of colors, texture & • Movement • Hands-On Formative- The teacher will them effective or not effective in the forms; how we perceive space & distance; how • Emphasis observe communication of ideas artists visually analyze objects & scenes. • Unity • Computer • Student Participation • Form Presentation • Student Reflection Students select and use the qualities Students continue to use appropriate production • Following directions & of structures and functions of art to materials. They may research additional • Hand-outs sequential steps improve communication of their ideas applications using library and technology skills. • Demonstration Summative- Final Project • Craftsman-ship Students develop alternate plans for • Creativity organizing visual elements for • Application of techniques expressive purposes & refine their ideas as they make art.

Math Correlations Language Arts Correlations Beyond the Standards

Math R5.A.1.1 Identify & interpret the • Understand and demonstrate proper care of classroom materials M5.B.1 Demonstrate and understanding of meaning of vocabulary • Develop group cooperation skills measurable attributes of objects & figures… R5.A.1.4 Identify & explain main • Respond to visual clues M5.B.2 Apply appropriate techniques, tools & ideas & relevant details • Develop an awareness of fine details and nuances of oral presentations formulas… R5.A.1.3 Make inferences, draw • Develop skills in personal discipline and self control M5.C.1 Analyze characteristics & properties of 2 & 3 conclusions & make generalizations • Develop multi-tasking skills dimensional geometric shapes… based on text • Develop ability to place group goals above individual preferences M5.C.2 Identify &/or apply concepts of R5.A.2.6 Identify & describe genre of • Develop an openness to new experiences and opinions transformations or symmetry… text • Understand the importance of following directions M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

Grade 5 Easton Area School District Art Curriculum Guide Elementary Art-Grade 5 National Standard: 3. Choosing and evaluating a range of subject matter, symbols, and ideas.

PA State Standard: 9.1.5 Producing, performing and exhibiting the art and humanities 9.4.5 Aesthetic Responses to the arts and humanities

Benchmark Objective Teaching Materials Teaching Assessment Strategies Students integrate visual, spatial, Students identify subjects & • Demonstrations CRITERIA: and temporal concepts with content Students will learn to draw themes that reflect their personal The student will demonstrate mastery of to communicate intended meaning in what they see and choose thoughts & give direction to their • Reading the objectives for each lesson. their artworks what they draw. art making. • Lecturing METHODS: Students use subjects, themes, and Students will learn to Students plan and organize art Formative- The teacher will observe symbols that demonstrate choose appropriate and making materials, technologies • Hands-on • Student Participation knowledge of contexts, values, and alternative art making and workspace in a safe, efficient, • Student Reflection aesthetics that communicate materials. and effective way to make their • Introductory • Following directions & sequential intended meaning in artworks art. Presentations steps Students will learn to Summative- Final Project Students generate & apply criteria narrow or widen the scope • Hand-outs • Craftsman-ship for judging the merit & significance of of their theme as • Creativity artworks. appropriate. Application of techniques

Math Correlations Language Arts Beyond the Standards Correlations M5.B.1 Demonstrate and understanding of R5.A.1.1 Identify & interpret the • Understand and demonstrate proper care of classroom materials measurable attributes of objects & figures… meaning of vocabulary • Develop group cooperation skills M5.B.2 Apply appropriate techniques, tools & R5.A.1.4 Identify & explain main • Respond to visual clues formulas… ideas & relevant details • Develop an awareness of fine details and nuances of oral presentations M5.C.1 Analyze characteristics & properties of 2 & 3 R5.A.1.3 Make inferences, draw • Develop skills in personal discipline and self control dimensional geometric shapes… conclusions & make generalizations • Develop multi-tasking skills M5.C.2 Identify &/or apply concepts of based on text • Develop ability to place group goals above individual preferences transformations or symmetry… R5.A.2.6 Identify & describe genre of • Develop an openness to new experiences and opinions M5.D.1 Demonstrate an understanding of patterns, text • Understand the importance of following directions relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

Grade 5 Easton Area School District Art Curriculum Guide Elementary Art-Grade 5 National Standard: 4. Understanding the visual arts in relation to history and cultures.

PA State Standard: 9.2.5Historical and Cultural contexts 9.3.5 Critical Response to the arts and humanities

Benchmark Objective Teaching Teaching Assessment Materials Strategies Students know and compare the Students continue • Demonstration characteristics of artworks in various eras • Students will know about artworks to use CRITERIA: and cultures and artistic traditions in different appropriate • Reading The student will demonstrate cultures and times. production mastery of the objectives for Students describe and place a variety of art materials. They • Lecturing each lesson. objects in historical and cultural contexts • Students will learn about varied may research influences on styles and types of additional • Hands-On METHODS: Students analyze, describe, and artwork, past and present. applications Formative- The teacher will demonstrate how factors of time and place using library and • Computer observe (such as climate, resources, ideas, and • Students will learn about types and technology skills. Presentation • Student Participation technology) influence visual characteristics functions of art in everyday life. • Student Reflection that give meaning and value to a work of • Hand-outs • Following directions & art • Students will develop a respect for sequential steps Students give examples of how artworks different styles & kinds of artwork. Summative- Final Project can reflect or challenge dominant tastes & • Craftsman-ship values of a culture. • Creativity Application of techniques

Math Correlations Language Arts Beyond the Standards Correlations M5.B.1 Demonstrate and understanding of R5.A.1.1 Identify & interpret the • Understand and demonstrate proper care of classroom materials measurable attributes of objects & figures… meaning of vocabulary • Develop group cooperation skills M5.B.2 Apply appropriate techniques, tools & R5.A.1.4 Identify & explain main • Respond to visual clues formulas… ideas & relevant details • Develop an awareness of fine details and nuances of oral presentations M5.C.1 Analyze characteristics & properties of 2 & 3 R5.A.1.3 Make inferences, draw • Develop skills in personal discipline and self control dimensional geometric shapes… conclusions & make generalizations • Develop multi-tasking skills M5.C.2 Identify &/or apply concepts of based on text • Develop ability to place group goals above individual preferences transformations or symmetry… R5.A.2.6 Identify & describe genre of • Develop an openness to new experiences and opinions M5.D.1 Demonstrate an understanding of patterns, text • Understand the importance of following directions relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

Grade 5 Easton Area School District Art Curriculum Guide Elementary Art-Grade 5 National Standard: 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others. State Standard: 9.4.5 Aesthetic response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Assessment Strategies . • . Students are able to describe • Demonstr • Students are able to describe sensory and design qualities in ation CRITERIA: Students compare multiple purposes sensory and design qualities in artworks. The student will for creating works of art artworks. • Students will be able to • Reading demonstrate mastery of the • Students will be able to analyze analyze themes and technical objectives for each lesson. Students analyze contemporary and themes and technical qualities of qualities of artworks. • Lecturing historic meanings in specific artworks artworks. • Students will interpret the METHODS: through cultural and aesthetic inquiry • Students will interpret the expressive meaning in • Hands-on Formative- The teacher expressive meaning in artworks. artworks. will observe Students describe and compare a • Students will be able to cite • Students will be able to cite • Computer • Student variety of individual responses to their criteria and offer reasons for criteria and offer reasons for • Presentati Participation own artworks and to artworks from judgments of artworks. judgments of artworks. ons • Student Reflection various eras and cultures • Students will be able to perceive & • Students will be able to • Hand-outs • Following respond to works or art. perceive & respond to works or directions & Students generate questions about • Students will be able to evaluate art. sequential steps art from perspectives representing the criteria for judging their own & • Students will be able to Summative- Final Project various fields of inquiry such as art other’s art. evaluate the criteria for judging • Craftsman-ship history, art making, art criticism, their own & other’s art. • Creativity aesthetics, anthropology, chemistry, Application of techniques etc. Math Correlations Language Arts Beyond the Standards Correlations R5.A.1.1 Identify & interpret the • Understand and demonstrate proper care of classroom materials M5.B.1 Demonstrate and understanding of meaning of vocabulary • Develop group cooperation skills measurable attributes of objects & figures… R5.A.1.4 Identify & explain main • Respond to visual clues M5.B.2 Apply appropriate techniques, tools & ideas & relevant details • Develop an awareness of fine details and nuances of oral presentations formulas… R5.A.1.3 Make inferences, draw • Develop skills in personal discipline and self control M5.C.1 Analyze characteristics & properties of 2 & 3 conclusions & make generalizations • Develop multi-tasking skills dimensional geometric shapes… based on text • Develop ability to place group goals above individual preferences M5.C.2 Identify &/or apply concepts of R5.A.2.6 Identify & describe genre of • Develop an openness to new experiences and opinions transformations or symmetry… text • Understand the importance of following directions M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

Grade 5 Easton Area School District Art Curriculum Guide Elementary Art-Grade 5 National Standard: 6. Making connections between visual arts and other disciplines.

State Standard: 9.3.5 Critical Response to the arts and humanities

Benchmark Objective Teaching Materials Teaching Assessment Strategies • Students will be able to connect • Students can incorporate • Demonstration their art making to studies learned concepts learned across CRITERIA: Students compare the characteristics through various school subjects. all curricular areas and • Reading The student will of works in two or more art forms that • Students will apply their make decisions demonstrate mastery of the share similar subject matter, historical knowledge of various subject regarding media and • Lecturing objectives for each lesson. periods, or cultural context matter to create meaningful technique. METHODS: artwork. • Hands-on Formative- The teacher Students describe ways in which the • Students will understand the role will observe principles and subject matter of other of art in everyday life. • Computer • Student disciplines taught in the school are • Students will examine careers in Participation interrelated with the visual arts art & the process of exhibiting • Presentations • Student Reflection artwork. • Following Students compare, multiple • Students will compare & contrast • Hand-outs directions & overlapping art related values & visual qualities of art & life sequential steps activities within one culture. experience such as expressive, Summative- Final Project imaginative, representational, • Craftsman-ship abstract, decorative & functional. • Creativity Application of techniques

Math Correlations Language Arts Beyond the Standards Correlations M5.B.1 Demonstrate and understanding of R5.A.1.1 Identify & interpret the • Understand and demonstrate proper care of classroom materials measurable attributes of objects & figures… meaning of vocabulary • Develop group cooperation skills M5.B.2 Apply appropriate techniques, tools & R5.A.1.4 Identify & explain main • Respond to visual clues formulas… ideas & relevant details • Develop an awareness of fine details and nuances of oral presentations M5.C.1 Analyze characteristics & properties of 2 & 3 R5.A.1.3 Make inferences, draw • Develop skills in personal discipline and self control dimensional geometric shapes… conclusions & make generalizations • Develop multi-tasking skills M5.C.2 Identify &/or apply concepts of based on text • Develop ability to place group goals above individual preferences transformations or symmetry… R5.A.2.6 Identify & describe genre of • Develop an openness to new experiences and opinions M5.D.1 Demonstrate an understanding of patterns, text • Understand the importance of following directions relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes

Grade 5 Easton Area School District Art Curriculum Guide

Elementary Art: GRADE 6 National Standard: 1. Understanding and applying media, techniques, and processes PA State Standard: 9.1.5 Production, performing and exhibiting the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students select media, *Students will know and use the elements and CRITERIA: techniques, and processes, principles of art. • Problem • Pencil Craftsmanship analyze what makes them *The students will learn about using various solving • Colored Participation effective or not, and reflect upon techniques, including • Demonstration pencils METHODS: the effectiveness of their choices. • Drawing • Hands on • Markers *Students should identify the • Painting • Example of • Paints elements of art. Students intentionally take • Printing artist • Plaster craft *Students should know the advantage of the qualities and • Sculpture • Rulers vocabulary words within each characteristics of art media, • Computer imaging • Glue form. techniques, and processes to *Students will know and use fundamental • Erasers *Students should describe and enhance communication of their vocabulary words. • Computer know a specific style. experiences and ideas. *The students will learn about the color wheel. *Students should complete *The students will use various art media. assignments. Students draw upon personal *The students will learn to use all tools *Students should follow directions. and cultural values and concerns appropriately. *Students should demonstrate as subjects and themes for their *Students will describe and know a specific style. how the principals of design and art making. *Students will learn how to draw. composition are used to make the *Students learn how to add value. visual elements work. *Students learn how to overlap. (Art rubric)

Math Correlations Language Arts Correlations Beyond the Standards

M6.2.2 R6.A.6 • Understand and demonstrate proper care of classroom materials Solve problems using ratios, Identify, describe, and analyze genre of • Develop group cooperation skills proportions, percents and/or ratio text. • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations M6.A.2.2.3 R6.A.1.6.1 • Develop skills in personal discipline and self control Use proportion to determine if two Identity and /or describe the author’s • Develop multi-tasking skills quantities are equivalent (e.g. intended purpose of text • Develop ability to place group goals above individual preferences similar figures, prices of different • Develop an openness to new experiences and opinions sizes items, etc) • Understand the importance of following directions

Grade 6 Easton Area School District Art Curriculum Guide Elementary Art: GRADE 6 National Standard: 2. Using knowledge of structures and functions PA State Standard: 9.3.5 Identify Critical processes in the examination of works in the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students generalize about Students will: • Problem solving • Pencil CRITERIA: the effects of visual Know and use primary, secondary, and tertiary • History of art • Colored pencil structures and functions colors. • Culture and art- • Oil pastel Craftsmanship and reflect upon these community • Marker Participation effects in their choices. Know and use complimentary and analogous • Multiculturalism • Ink and printing color schemes. • Correlations ink METHOD: Students employ with other • Paris craft organizational structures Know and use color values. subjects • Clay/glaze Formative- The teacher will observe and analyze what makes • Process design • Acrylic paint • Student Participation them effective or not Know the difference between positive and making • Watercolor paint • Student Reflection effective in the negative space. • Critical problem • Various weight, • Following directions & communication of ideas. solving colored and sequential steps Analyze how line, shape and color are • Identifying textured paper Summative- Final Project Students select and use repeated in works of art themes/subject • Fibers • Craftsman-ship the qualities of structure matter, • Glue • Creativity and function of art to Students judge the merit and significance of technology • Scissors Application of techniques (Art improve communication of artworks using standards from individual and • Rulers Rubric) their ideas. socio-cultural beliefs, values, purpose and traditions.

Math Correlations Language Arts Correlations Beyond the Standards M7.A.3.1 R7.A.1.6.1 • Understand and demonstrate proper care of classroom Apply estimate strategies to a variety of Identify and/or describe the Author’s intended materials problems purpose of text • Develop group cooperation skills M6.2.2 • Respond to visual clues Solve problems using ratios, proportions, R6.A.6 • Develop an awareness of fine details and nuances of oral percents and/or ratio Identify, describe, and analyze genre of text. presentations M6.A.2.2.3 • Develop skills in personal discipline and self control Use proportion to determine if two quantities are R5.A.1.3 Make inferences, draw conclusions & • Develop multi-tasking skills equivalent (e.g. similar figures, prices of different make generalizations based on text • Develop ability to place group goals above individual sizes items, etc) preferences • Develop an openness to new experiences and opinions • Understand the importance of following direction

Easton Area School District Grade 6 Easton Area School District Art Curriculum Guide Elementary Art: Grade 6 National Standard: 3. Choose and evaluate a range of subject matter, symbols, and ideas PA State Standard: 9.1.6 Production, performing and exhibiting the arts and humanities 9.4.5 Aesthetic responses to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students integrate - Analyze how line, shape and color are • Problem solving • Pencil CRITERIA: visual, spatial, and repeated in works of art • History of art • Colored Craftsmanship temporal concepts - Listen carefully to what others say • Culture and art pencils Participation to communicate about art community • Markers METHOD: intended meaning - Drawing using repeated shapes • Multi-cultural • Watercolor - Can students identify compositions that use in their artworks. - Drawing using points of view • Correlations with other pencils informal / formal balance - Design and identify compositions that subjects • Watercolors - Can the student identify contour line in a given Student’s use use formal and informal balance • Decision making • Acrylic paints composition subjects, themes - Design and identify composition that • Critical problem solving • Plaster craft - Assignment completed on time and symbols that use contour line • Identifying • Paper - Fulfillment of assignment; does work solve the demostrate - Draw using the following drawing media themes/subject matter • Glue problem outlined knowledge of to intentionally take advantage of the technology • Rulers - Composition and design: how are principles of contexts, value, qualities and characteristics of art media, • Creativity • Erasers design and composition used to make the visual and aesthetics. techniques, and process to enhance elements work well. communication of their ideas. -Did students pay attention to consistency in the a) Graphics work b) Colored pencils c) Markers d) Watercolor pencil e) Charcoal

Math Correlations Language Arts Correlations Beyond the Standards • Understand and demonstrate proper M6.B.2 Apply appropriate techniques, care of classroom materials R6.B.2.1 Identify, interpret, and describe figurative language in fiction and tools and formulas to determine • Develop group cooperation skills nonfiction. measurements • Respond to visual clues • Develop an awareness of fine details and M6.C.1 Analyze characteristics and R6.B.3.3 Identify, compare, explain, interpret, describe, and analyze how nuances of oral presentations properties of two- and three- dimensional text organization clarifies meaning of nonfictional text. • Develop skills in personal discipline and geometric shapes and demonstrate self control understanding of geometric relationships R6.A.2.6 Identify and describe genre of text. • Develop multi-tasking skills • Develop ability to place group goals M6.D.1 Demonstrate an understanding above individual preferences of patterns, relations and functions • Develop an openness to new experiences and opinions • Understand the importance of following directions

Easton Area School District Grade 6 Easton Area School District Art Curriculum Guide Elementary Art: Grade 6 National Standard: 4 Understand the visual arts in relation to history and cultures PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities. 9.3.5 Critical responses to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students know and compare • Demonstrations • Pencil CRITERIA: the characteristics of artwork *Use and identity the elements of • Videos • Colored pencil Students should identify the elements of art. in various eras and cultures art in their own artwork. • DVD • Oil pastel Students should be able to describe the • Computer • Marker subject matter. Students describe and place *Know the difference between • Art discussions • Ink and printing METHODS: a variety of art objectives in shape and form. with visuals ink • Completed assignment by due historical and cultural • PowerPoint’s • Paris craft date? contexts *Select and identity the elements of • Clay/glaze • Does work solve the problem art used in 3-D work in order to • Acrylic paint outlined? Students analyze, describe, better communicate ideas. • Watercolor paint Composition and Design: and demonstrate how • Various weight, • How are the principles of design factors of time and place *View and describe the subject colored and and composition used to make the (such as climate, resources, matter in works of art textured paper visual elements work? ideals, and technology) • Fibers • Did student pay attention to influenced visual *Make an object statement about • Glue consistency in work? characteristics that give works of art • Scissors • Follow guidelines? meaning and value to a work • Rulers of art • Compass FINAL PROJECT:

• Craftsmanship • Participation • Application of techniques

Math Correlations Language Arts Correlations Beyond the Standards M6.D.1 Demonstrate an R6.A.2.6 Identify and describe genre of text understanding of patterns, • Understand and demonstrate proper care of classroom materials relations and functions R6.A.2.4 Identify and explain main ideas and • Develop group cooperation skills relevant details • Respond to visual clues M6.B.2 Apply appropriate • Develop an awareness of fine details and nuances of oral presentations R6.A.2.3 Make inferences, draw conclusions, and techniques, tools and formulas to • Develop skills in personal discipline and self control make generalizations based on text determine measurements • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions

Grade 6 Easton Area School District Art Curriculum Guide Elementary Art: Grade 6 National Standard: 5 Reflecting upon and assessing the characteristics and merits of their work and the works of others PA State Standard: 9.4.5 Aesthetic response to the arts and humanities Benchmark Objective Teaching Strategies Materials Assessment

• Pencil Students compare Students will use value, contour, and CRITERIA: multiple purposes for gesture in drawing • DVD • Colored pencil creating works of art • PowerPoint’s The student will demonstrate mastery of Students will judge the merit and • Hands-on • Markers the objectives for each lesson Students analyze significance of artworks using standards problem contemporary and from individual and socio-cultural beliefs, solving • Watercolor pencil METHODS: historic meaning in values, purposes and traditions, in specific artworks conjunction with an informed interpretation • Watercolors Formative: through cultural and of the artworks in question. aesthetic inquiry • Acrylic paints • Teacher will observe: Students will describe the subject matter • Student participation Students describe in art works • Texture • Student reflection and compare a variety • Following directions & of responses to their Students will be able to make a subjective • Paris craft sequential steps own artwork and to statement about a work of art artwork form various • Paper eras and cultures Students will write a description of the Summative: elements of art in works of art • Glue • Craftsmanship • Creativity Students will offer reasons to support • Ruler • Application of techniques general statements about art • Eraser

Math Correlations Language Arts Correlations Beyond the Standards • Understand and demonstrate proper care of classroom M6.B.2 Apply appropriate materials R6.B.2.1 Identify, interpret, and describe figurative language techniques, tools and • Develop group cooperation skills in fiction and nonfiction. formulas to determine • Respond to visual clues measurements. • Develop an awareness of fine details and nuances of oral M6.C.1 Analyze R6.B.3.3 Identify, compare, explain, interpret, describe, and presentations characteristics and analyze how text organization clarifies meaning of nonfictional • Develop skills in personal discipline and self control properties of two- and text. • Develop multi-tasking skills three- dimensional • Develop ability to place group goals above individual geometric shapes and R6.A.2.6 Identify and describe genre of text. preferences demonstrate understanding • Develop an openness to new experiences and opinions of geometric relationships. • Understand the importance of following directions

Easton Area School District Grade 6 Easton Area School District Art Curriculum Guide Elementary Art: Grade 6 National Standard: 6 Making connections between visual arts and other disciplines PA State Standard: 9.3.5 Critical response to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

• pencil Students compare the Students will be able to connect their art Students can incorporate • colored pencils CRITERIA: characteristics of works in two making to studies learned through various concepts across all • markers The student will demonstrate or more art forms that share school subjects curricular areas and make • watercolor mastery of the objectives for similar subject matter, decisions regarding media pencils each lesson. historical periods, or cultural Students will understand the role of art in and technique • watercolors contexts everyday life • acrylic paints METHODS: • texture Formative: The teacher will Students describe ways in Students will examine careers in art and the • Paris craft observe: which the principles and process of exhibiting artwork • paper • Student Participation subject matter of other • glue • Student Reflection disciplines taught in the Students will compare and contrast visual • rulers • Following directions & school are inter-related with qualities of art and life experiences such as • erasers sequential steps the visual arts expressive, imaginative, representational, Summative: Final project: abstract, decorative, and functional • Craftsmanship • Creativity • Application of techniques

Math Correlations Language Arts Correlations Beyond the Standards M6.B.2 Apply appropriate techniques, • Understand and demonstrate proper care of classroom tools and formulas to determine R6.B.2.1 Identify, interpret, and describe figurative materials language in fiction and nonfiction. measurements. • Develop group cooperation skills M6.C.1 Analyze characteristics and • Respond to visual clues properties of two- and three- R6.B.3.3 Identify, compare, explain, interpret, describe, • Develop an awareness of fine details and nuances of oral dimensional geometric shapes and and analyze how text organization clarifies meaning of presentations demonstrate understanding of nonfictional text. • Develop skills in personal discipline and self control geometric relationships. • Develop multi-tasking skills M6.D.1 Demonstrate an R6.A.2.6 Identify and describe genre of text. • Develop ability to place group goals above individual understanding of patterns, relations preferences and functions. • Develop an openness to new experiences and opinions • Understand the importance of following directions

Easton Area School District Grade 6 Easton Area School District Art Curriculum Guide Level: Grade 7 National Standard: 1. Understanding and applying media, techniques, and processes. PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities

Benchmark Objective Teaching Materials Assessment Strategies Students select media, techniques, and *Show awareness of the principles of design as they Demonstration Pencil Criteria processes; analyze what makes them relate to 2 dimensional art Researching Colored pencils Recognition/use of learned effective or not effective in *Draw using the following drawing media to Lecturing Pastels concepts communicating ideas; and reflect upon intentionally take advantage of the qualities and Hands on working Markers the effectiveness of their choices characteristics of art media, techniques, and process Guest artist Scissors Use/understanding of to enhance communication of their ideas: pastels, oil Glue appropriate media/materials Students intentionally take advantage of pastels, colored pencils, and markers Rulers the qualities and characteristics of art *Know how to mix secondary colors, tertiary colors,, Clay Following directions media, techniques, and processes to tints, and shades Linoleum/easy cut enhance communication of their *Show texture in their artwork including crosshatch, Watercolor paint Presentation experience and ideas hatch & stipple Tempera paint *Display a knowledge of techniques in various Various papers Participation painting mediums Compass *Paint using the following color harmonies: primary, Computer Method secondary, analogous colors Wire Classroom observations *Sculpt using the following media: Model Magic, Pliers natural clay Beads Visual assessment of work *Make a series of prints from one plate Student/teacher discussion Math Correlations Language Arts Correlations Beyond the Standards

M7.A.1.1 Express numbers in equivalent forms R7.A.1.4 Identify and explain main ideas and relevant Understand and demonstrate proper care of classroom details. materials M7.A.3.2 Compute accurately with and without the use of a calculator R7.A.2.1.2 Identify and/or apply meaning of content- Develop skills, personal discipline, and self control specific words used in text. M7.B.2.2.2 Determine and/or apply appropriate Develop an openness to new experiences and opinions. scale for reduction or enlargement R7.A.2.3 Make inferences, draw conclusions, and make generalizations based on text. Understand the importance of following directions M7.C.1.1.2 Solve problems involving the relationship between the radius and diameter of the R7.B.3.2 Distinguish between essential and nonessential Respect of each other and each others artwork same circle. information within or between texts.

Easton Area School District Grade 7

Easton Area School District Art Curriculum Guide Level: Grade 7 National Standard: 2. Using knowledge of structures and functions PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities. 9.3.5 Critical Response to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

*Students generalize about *Use and identifying the elements of Demonstration Pencil Criteria the effects of visual structures art in as it applies to 2 dimensional art – Researching Colored pencils Recognition/use of elements and functions and reflect upon painting, drawing, and print making Lecturing Pastels Use/understanding of appropriate these effects in their own *Know value is the lightness/darkness Hands on working Markers vocabulary work of color Scissors Use/understanding of shapes and color *Students employ *Know the properties of color – Glue Appropriate use of rulers organizational structures and temperature/value Rulers Following directions analyze what makes them *Use a variety of line types Tempera paint Presentation effective or not effective in *Define and apply the elements of Various papers Participation the communication of ideas design Compass *Students select and use the *Use enlargement and transfer methods Computer Method qualities of structures and *Apply knowledge of art elements to Classroom observations functions of art to improve printmaking Visual assessment of work communication of their ideas. Student/teacher discussion

Math Correlations Language Arts Correlations Beyond the Standards M7.A.1.1 Express numbers in equivalent forms R7.A.2.1.2 Identify and/or apply meaning of content- Understand and demonstrate proper care of classroom M7.A.3.2 Compute accurately with and without specific words used in text. materials use of a calculator R7.A.2.3 Make inferences, draw conclusions, and make M7.B.2.2.2 Determine and apply an appropriate generalizations based on text. Develop skills in personal discipline and self control scale for reduction or enlargement. M7.C.1.1.2 Solve problems involving the Develop an openness to new experiences and opinions relationship between the radius and diameter of the same circle. Understand the importance of following directions M7.C.1.1.3 Identify parallel, perpendicular and/or skew line segments within three-dimensional Develop skills in multi-tasking figures. M7.C.3.1.2 Identify Quadrants I, II, III, IV, the x- Develop observational skills & y-axes and the origin on a coordinate

Easton Area School District Grade 7

Easton Area School District Art Curriculum Guide Level: Grade 7 National Standard: 3. Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities. 9.4.5 Aesthetic responses to the arts and humanities.

Benchmark Objective Teaching Strategies Materials Assessment

Students integrate visual, Draw and identify the following Demonstration Pencil Criteria spatial, and temporal concepts compositional techniques in Researching Colored pencils Understanding of perspective/depth with content to communicate creating depth and perspective in Lecturing Pastels intended meaning in their drawings: Overlapping shapes, Hands on working Markers Know/apply elements of art artworks. converging lines Introductory presentations Rulers Handouts/student Tempera paint Ability to work independently on Students use subjects, themes, Select elements of art to use in questioning Various papers various tasks and symbols that demonstrate own work in order to better Compass knowledge of contexts, communicate ideas Computer Following directions values, and aesthetics that PowerPoint communicate intended Maintain a sketchbook Library resources (books, Method meaning in artworks computers, etc) Classroom observations

Visual assessment of work

Student/teacher discussion

Math Correlations Language Arts Correlations Beyond the Standards

M7.A.1.1 Express numbers in equivalent forms R7.A.1.4 Identify and explain main ideas and relevant Understand and demonstrate proper care of classroom details. materials M7.A.3.2 Compute accurately with and without the use of a calculator R7.A.2.1.2 Identify and/or apply meaning of content- Develop skills, personal discipline, and self control specific words used in text. M7.B.2.2.2 Determine and/or apply appropriate Develop an openness to new experiences and opinions. scale for reduction or enlargement R7.A.2.3 Make inferences, draw conclusions, and make generalizations based on text. Understand the importance of following directions M7.C.1.1.2 Solve problems involving the relationship between the radius and diameter of R7.B.3.2 Distinguish between essential and nonessential Respect of each other and each others artwork the same circle. information within or between texts.

Easton Area School District Grade 7

Easton Area School District Art Curriculum Guide (Level) Art: 7 National Standard: 4. Understanding the visual arts in relation to history and cultures PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities. 9.3.5 Critical responses to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students analyze, *Identify the art historical bases of style, Demonstration Pencil Criteria describe, and iconography and historical content as Researching Colored pencils *Understanding the demonstrate how they apply to the art of: Reading Pastels historical/cultural context factors of time and Impressionism/post-impressionism, Lecturing Markers *Know/apply artistic style place (such as climate, pointillism, abstract expressionism, Hands on working Rulers *Understanding and distinguishing resources, ideas, and surrealism, pop art, op art, fauvism Introductory presentations Tempera paint between various time technology) influence *Identify the characteristics of the style Handouts/student Watercolors periods/cultures visual characteristics as they apply to the periods studied questioning Linoleum/Easy Cut *Interpret your and own and others that give meaning and *Identify major artists and works of art Various papers artwork based on cultural/historical value to a work of art in the period Compass contexts *Imagine living in a different place or Computer Method different culture in order to understand PowerPoint *Classroom observations how an artwork can be interpreted in its Library resources *Visual assessment of work own context (books,etc) *Student/teacher discussion *In class presentations

Math Correlations Language Arts Correlations Beyond the Standards M7.A.1.1 Express numbers in equivalent forms R7.A.1.4 Identify and explain main ideas and relevant *Understand and demonstrate proper care of classroom details. materials M7.A.3.2 Compute accurately with and without *Develop skills in personal discipline and self control use of a calculator R7.A.2.1.2 Identify and/or apply meaning of content- *Develop an openness to new experiences and specific words used in text. opinions M7.C.1.1.3 Identify parallel, perpendicular *Understand the importance of following directions and/or skew line segments within three- R7.A.2.3 Make inferences, draw conclusions, and *Develop skills in multi-tasking dimensional figures. make generalizations based on text. *Develop observational skills *Develop researching skills M7.C.3.1.2 Identify Quadrants I, II, III, IV, the x- R7.B.3.2 Distinguish between essential and *Develop presentational skills & y-axes and the origin on a coordinate plane. nonessential information within or between texts. *Developing critical analysis assessment skills

Easton Area School District Grade 7

Easton Area School District Art Curriculum Guide Level: Grade 7 National Standard: 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others PA State Standard: 9.4.5 Aesthetic response to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students compare *View and describe the subject matter in works Demonstration Pencil Criteria multiple purposes for of art – be able to identify focal point Researching Colored pencils *View/Analyze your own creating works of art Reading Pastels and others works of art *Analyze the use of the elements in works of art Lecturing Markers *Openly discuss works of Students Analyze Hands on working Rulers art, focusing on focal point contemporary and *Recognize the style characteristics of the art Introductory presentations Tempera paint *Listen to others opinions historic meanings in period studied Handouts/student Watercolors about works of art specific artworks questioning Linoleum/Easy Cut *Discuss personal through cultural and *Discuss the creative process used by artists Various papers opinions/feelings about art aesthetic inquiry Compass *Critique your own artwork *Make an objective statement about a work of art Computer and artwork of others in an Students describe and PowerPoint appropriate manner compare a variety of *Listen carefully to what others say about art Library resources Method individual responses to (books,etc) *Classroom observations their own artworks and *Visual assessment of work to artworks from various *Student/teacher discussion eras and cultures. *In class presentations

Math Correlations Language Arts Correlations Beyond the Standards M7.A.1.1 Express numbers in equivalent forms R7.A.1.4 Identify and explain main ideas and relevant *Understand and demonstrate proper care of details. classroom materials M7.B.2.2.2 Determine and/or apply an *Develop skills in personal discipline and self appropriate scale for reduction or enlargement. R7.A.2.1.2 Identify and/or apply meaning of content- control specific words used in text. *Develop an openness to new experiences and opinions R7.A.2.3 Make inferences, draw conclusions, and *Understand the importance of following directions make generalizations based on text. *Develop skills in multi-tasking *Develop observational skills R7.B.3.2 Distinguish between essential and *Develop researching skills nonessential information within or between texts. *Develop presentational skills *Developing critical analysis and assessment skills

Easton Area School District Grade 7

Easton Area School District Art Curriculum Guide (Level) Art: 7 National Standard: 6. Making connections between visual arts and other disciplines/ PA State Standard: 9.3.5 Critical response to the arts and humanities

Benchmark Objective Teaching Strategies Materials Assessment

Students describe ways in *Art history readings Demonstration Pencil Criteria which the principles and *Geometric principles Researching Colored pencils *Interpret/Analyze your own and others subject matter of other *Measuring Reading Pastels works of art disciplines taught in the *Ratio/proportion Lecturing Markers *Identify works of art/artist school are interrelated with *Describe/interpret Hands on working Rulers *Analyze art from a historical/cultural the visual arts. artwork Introductory Tempera paint context *Identify artistic style as it presentations Watercolors applies to the time period Handouts/student Linoleum/Easy Cut Method *Discuss physical changes questioning Various papers *Classroom observations as they apply to the arts Compass *Student/teacher discussion Computer *In class presentations PowerPoint Library resources (books,etc)

Math Correlations Language Arts Correlations Beyond the Standards

M7.A.1.1 Express numbers in equivalent R7.A.1.4 Identify and explain main ideas and *Understand and demonstrate proper care of classroom forms relevant details. materials M7.A.3.2 Compute accurately with and R7.A.2.1.2 Identify and/or apply meaning of *Develop skills in personal discipline and self control without use of a calculator content-specific words used in text. *Develop an openness to new experiences and M7.B.2.2.2 Determine and/or apply an R7.A.2.3 Make inferences, draw conclusions, and opinions appropriate scale for reduction or make generalizations based on text. *Understand the importance of following directions enlargement. R7.B.3.2 Distinguish between essential and *Develop skills in multi-tasking M7.C.1.1.2 Solve problems involving the nonessential information within or between texts. *Develop observational skills relationship between the radius and diameter *Develop researching skills of the same circle. *Develop presentational skills M7.C.1.1.3 Identify parallel, perpendicular *Developing critical analysis and assessment skills and/or skew line segments within three- dimensional figures. M7.C.3.1.2 Identify Quadrants I, II, III, IV, the x- & y-axes and the origin on a coordinate plane.

Easton Area School District Grade 7

Easton Area School District Art Curriculum Guide High School Level 1 National Standard 1: Understanding and applying media, techniques, and processes PA State Standard 9.1: Production, performance and exhibition of dance, music, theatre and visual arts

Benchmark Objective Teaching Strategies Materials Assessment

1.A. Students apply media, - Recognize the impact that media - Anticipatory set Pencil Formative Assessment of techniques, and processes with choices have on the elements and - Direct instruction Colored pencil Process and Product sufficient skill, confidence, and principles of design - Teaching for multiple Marker - Teacher and Peer review sensitivity that their intentions are intelligences Charcoal - Self-evaluations & reflections carried out in their artworks - Recognize & apply the various - Small group instruction Pastel - Oral or written responses media - Demonstrations Oil Pastel - Participation 1.B. Students conceive and create - Technology-Based Instruction Conte works of visual art that demonstrate - Recognize & apply various drawing - Cooperative Learning Paint (Oil, Acrylic) an understanding of how the techniques to impact visual effects. - Problem-Based Learning Watercolor Summative Assessment communication of their ideas - Examples of student work India Ink - Rubrics relates to the media, techniques, - Recognize & apply various painting - Course Notebook/Folder Printing Ink - Critiques and processes they use techniques to impact visual effect. - Homework Mixed Media - Portfolio Review - Research Found Object - Mid Term Exam 1.C. Students communicate ideas - Recognize & apply various - Token Response Paper - Final Exam regularly at a high level of printmaking techniques to impact - Collaboration with Clay effectiveness in at least one visual visual effect. students on a state/national/global Metal Wire arts medium - Distance learning Plaster - Recognize & apply mixed media to - Inquiry-based Paper Mache 1.D. Students initiate, define, and impact visual effect. - Service learning Fibers solve challenging visual arts - Community outreach Metal problems independently using Scratchboard intellectual skills such as analysis, TV/VCR/DVD synthesis, and evaluation Computer Software Computers Scanner & Printer LCD & Slide projectors

Level 1 Standard 1 Easton Area School District Art Curriculum Guide High School Level 1 National Standard 2: Using knowledge of structures and functions. PA State Standard 9.1: Production, performance and exhibition of dance, music, theatre and visual arts

Benchmark Objective Teaching Materials Assessment Strategies 2.A. Students demonstrate the ability - Recognize and apply the elements of art and principles - Anticipatory set Pencil Formative: to form and defend judgments about of design to organize a work of art - Direct instruction Colored pencil - Teacher and Peer review the characteristics and structures to - Teaching for Marker - Self-evaluations & reflections accomplish commercial, personal, - Recognize and apply organizational devices multiple intelligences Charcoal - Oral or written responses communal, or other purposes of art - Small group Pastel - Participation - Recognize and apply the elements and principles of instruction Oil Pastel 2.B. Students evaluate the design to assigned teacher directed activities. - Demonstrations Conte effectiveness of artworks in terms of - Technology-Based Paint (Oil, Summative: organizational structures and COLOR Instruction Acrylic) - Rubrics functions - Recognize and apply color theory - Cooperative Watercolor - Critiques - Recognize and apply the characteristics of color: hue, Learning India Ink - Portfolio Review 2.C. Students create artworks that value and intensity - Problem-Based Printing Ink - Mid Term Exam use organizational principles and - Recognize and apply color schemes Learning Mixed Media - Final Exam functions to solve specific visual arts - Recognize and apply color temperatures - Examples of Found Object problems student work Paper LINE - Course Clay 2.D. Students demonstrate the ability - Recognize and apply a variety of line types and qualities Notebook/Folder Metal Wire to compare two or more - Recognize and apply line to achieve shape and texture - Homework Plaster perspectives about the use of - Recognize and apply line to achieve contrast and - Research Paper Mache organizational principles and movement - Token Response Fibers functions in artwork and to defend - Recognize and apply line to create expression - Collaboration with Metal personal evaluations of these students on a Scratchboard perspectives SHAPE state/national/global TV/VCR/DVD - Recognize and apply organic and geometric shapes level Computer 2.E. Students create multiple - Recognize and apply differences between 2D shape and - Distance learning Software solutions to specific visual arts 3D form - Inquiry-based Computers problems that demonstrate - Recognize and apply shape to achieve elements and - Service learning Scanner & competence in producing effective principles of design (texture, emphasis) in compositions - Community Printer relationships between structural outreach LCD & Slide choices and artistic functions TEXTURE projectors - Recognize and apply real and visual textures - Recognize and apply differences between textures and patterns

VALUE - Recognize and apply other elements to create values (color, line, texture) - Recognize and apply value in compositions to show principles - Recognize and apply value to achieve several gradations. Level 1 Standard 2 Benchmark Objective Teaching Materials Assessment Strategies

SPACE - Recognize and apply other elements to create space (color shapes, textures, etc) - Recognize and apply space in compositions to achieve principles - Recognize and apply differences between real (volume) and implied space - Recognize and apply methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric perspective, diminishing size, position on page) - Recognize and apply depth of field - Recognize and apply comparisons of depth

FORM - Recognize and apply other elements to create form - Recognize and apply form in composition to achieve principles. - Recognize and apply differences between real (volume) and visual form.

BALANCE - Recognize and apply any element to create balance in compositions - Recognize and apply formal and informal balance to compositions - Recognize and apply differences between 2D balance and 3D balance CONTRAST - Recognize and apply any element and size to create contrast in compositions - Recognize and apply contrast to achieve other principles

MOVEMENT/RHYTHM -Recognize and apply any element to create movement in compositions - Recognize and apply the relationship between movement and rhythm

EMPHASIS/FOCAL POINT - Recognize and apply any element or principle to create emphasis in compositions

REPETITION - Recognize and apply any element or principle to create repetition in compositions - Recognize and apply repetition to create textures and

Level 1 Standard 2 Benchmark Objective Teaching Materials Assessment Strategies patterns - Recognize and apply repetition to create rhythm

UNITY - Recognize and apply any element and principle to create unity/harmony in composition

Level 1 Standard 2 Easton Area School District Art Curriculum Guide High School Level 1 National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.4 Aesthetic response

Benchmark Objective Teaching Materials Assessment Strategies 3.A. Students reflect on how artworks differ visually, - Recognize and describe subject - Anticipatory set Pencil Formative: spatially, temporally, and functionally, and describe matter in a work of art - Direct instruction Colored pencil - Teacher and Peer review how these are related to history and culture - Teaching for Marker - Self-evaluations & reflections - Recognize and describe media and multiple intelligences Charcoal - Oral or written responses 3.B. Students apply subjects, symbols, and ideas in technique in a work of art - Small group Pastel - Participation their artworks and use the skills gained to solve instruction Oil Pastel problems in daily life - Recognize and describe visual - Demonstrations Conte differences among works of art - Technology-Based Paint (Oil, Summative: 3.C. Students describe the origins of specific images Instruction Acrylic) - Rubrics and ideas and explain why they are of value in their - Recognize and describe various - Cooperative Watercolor - Critiques artwork and in the work of others. functions and purposes for the creation Learning India Ink - Portfolio Review of artwork - Problem-Based Printing Ink - Mid Term Exam 3.D. Students evaluate and defend the validity of Learning Mixed Media - Final Exam sources for content and the manner in which subject - Recognize and describe images that - Examples of Found Object matter, symbols, and images are used in the are historical, political, commercial, student work Paper students' works and in significant works by others social, etc. - Course Clay Notebook/Folder Metal Wire - Recognize and describe symbols and - Homework Plaster their meanings - - Research Paper Mache • multiple meanings - Token Response Fibers • among cultures - Collaboration with Metal • use in everyday life students on a Scratchboard state/national/global TV/VCR/DVD - Intentional use of copy- level Computer right law in idea generation and the - Distance learning Software production of artwork - Inquiry-based Computers - Service learning Scanner & - Recognize differences in the periods - Community Printer of art history that are studied outreach LCD & Slide projectors - Compare and contrast visual qualities as a basis for speculating about when artifacts or art works were made

- Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)

Level 1 Standard 3 Easton Area School District Art Curriculum Guide High School Level 1 National Standard 4: Understanding the visual arts in relation to history and cultures PA State Standard 9.2: Historical and cultural contexts

Benchmark Objective Teaching Strategies Materials Assessment

4.A. Students differentiate among a variety of - Recognize the art historical bases of style, - Anticipatory set Pencil Formative: historical and cultural contexts in terms of iconography and historical content as they - Direct instruction Colored pencil - Teacher and Peer review characteristics and purposes of works of art apply to the following time periods: - Teaching for Marker - Self-evaluations & reflections 4.B. Students describe the function and explore Ancient multiple intelligences Charcoal - Oral or written responses the meaning of specific art objects within Medieval - Small group Pastel - Participation varied cultures, times, and places Renaissance instruction Oil Pastel 4.C. Students analyze relationships of works of Modern - Demonstrations Conte art to one another in terms of history, Contemporary - Technology-Based Paint (Oil, Summative: aesthetics, and culture, justifying conclusions Instruction Acrylic) - Rubrics made in the analysis and using such - Recognize and describe works in paintings, - Cooperative Watercolor - Critiques conclusions to inform their own art making sculptures and architecture as they apply to Learning India Ink - Portfolio Review 4.D. Students analyze and interpret artworks for those periods. - Problem-Based Printing Ink - Mid Term Exam relationships among form, context, purposes, Learning Mixed Media - Final Exam and critical models, showing understanding of - Recognize major characteristics that - Examples of student Found Object the work of critics, historians, aestheticians, distinguish those periods. work Paper and artists - Course Clay 4.E. Students analyze common characteristics - Imagine living in a different place or culture Notebook/Folder Metal Wire of visual arts evident across time and among in order to understand how an artwork can be - Homework Plaster cultural/ethnic groups to formulate analyses, interpreted in its own context. - Research Paper Mache evaluations, and interpretations of meaning - Token Response Fibers - Recognize major artists and their works of - Collaboration with Metal art from those periods. students on a Scratchboard state/national/global TV/VCR/DVD - Identify influences from the period in today’s level Computer world and in contemporary art. - Distance learning Software - Inquiry-based Computers - Compare and distinguish differences in the - Service learning Scanner & periods studied. - Community Printer outreach LCD & Slide - Compare and contrast visual qualities as a projectors basis for speculating about when artifacts or artworks were made.

Level 1 Standard 4 Easton Area School District Art Curriculum Guide High School Level 1 National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others PA State Standard 9.3: Critical response

Benchmark Objective Teaching Strategies Materials Assessment

5.A. Students identify intentions of Identify cultural changes that impact - Anticipatory set Pencil Formative: those creating artworks, explore the perspectives of art within his/her - Direct instruction Colored pencil - Teacher and Peer review implications of various purposes, lifetime. - Teaching for multiple Marker - Self-evaluations & reflections and justify their analyses of intelligences Charcoal - Oral or written responses purposes in particular works Identify cultural changes that affect the - Small group instruction Pastel - Participation media used to create works of art. - Demonstrations Oil Pastel 5.B.Students describe meanings of - Technology-Based Conte artworks by analyzing how specific Propose how an artwork or artifact Instruction Paint (Oil, Acrylic) Summative: works are created and how they would have to be altered in order to look - Cooperative Learning Watercolor - Rubrics relate to historical and cultural new. - Problem-Based India Ink - Critiques contexts Learning Printing Ink - Portfolio Review Describe how art-related values and - Examples of student Mixed Media - Mid Term Exam 5.C.Students reflect analytically on activities within cultures have included work Found Object - Final Exam various interpretations as a means or excluded certain social groups and - Course Paper for understanding and evaluating forms of art making based on such Notebook/Folder Clay works of visual art factors as racial and gender - Homework Metal Wire discrimination. - Research Plaster 5.D.Students correlate responses to - Token Response Paper Mache works of visual art with various Make and justify objective statements - Collaboration with Fibers techniques for communicating about a work of art. students on a Metal meanings, ideas, attitudes, views, state/national/global Scratchboard and intentions Make and justify subjective statements - Distance learning TV/VCR/DVD about a work of art. - Inquiry-based Computer Software - Service learning Computers Reflect on life experiences or artworks - Community outreach Scanner & Printer made in the past to give meaning and LCD & Slide projectors direction to their own creative process.

Recognize and use (with intention) various structural components within their own work and the work of others.

Students recognize and apply the various beliefs about art: imitationalism, expressivism formalism, functionalism, conceptualism

Level 1 Standard 5 Easton Area School District Art Curriculum Guide High School Level 1 National Standard 6: Making connections between visual arts and other disciplines PA State Standard: 9.2: Historical and cultural contexts

Benchmark Objective Teaching Strategies Materials Assessment

6.A. Students compare the -Select media, techniques and - Anticipatory set Pencil Formative: materials, technologies, media, and processes; analyze what makes them - Direct instruction Colored pencil - Teacher and Peer review processes of the visual arts with effective in communication of ideas: - Teaching for multiple intelligences Marker - Self-evaluations & those of other arts disciplines as and reflect upon the effectiveness of - Small group instruction Charcoal reflections they are used in creation and types their choice of media. - Demonstrations Pastel - Oral or written responses of analysis - Technology-Based Instruction Oil Pastel - Participation -Analyze what makes organizational - Cooperative Learning Conte 6.B. Students compare structures effective or not effective in - Problem-Based Learning Paint (Oil, Acrylic) characteristics of visual arts within a the communication of ideas. - Examples of student work Watercolor Summative: particular historical period or style - Course Notebook/Folder India Ink - Rubrics with ideas, issues, or themes in the -Reflect on the life experiences and - Homework Printing Ink - Critiques humanities or sciences artworks made in the past to give - Research Mixed Media - Portfolio Review meaning and direction to their - Token Response Found Object - Mid Term Exam 6.C. Students synthesize the creative process. - Collaboration with Paper - Final Exam creative and analytical principles and students on a state/national/global Clay techniques of the visual arts and - Students articulate a principle of - Distance learning Metal Wire selected other arts disciplines, the artistic freedom and its significance. - Inquiry-based Plaster humanities, or the sciences - Service learning Paper Mache - Community outreach Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors

Level 1 Stanard 6 Easton Area School District Art Curriculum Guide High School Level 2 National Standard 1: Understanding and applying media, techniques, and processes

PA State Standard: 9.1: Production, performance and exhibition of dance, music, theatre and visual arts

Benchmark Objective Teaching Strategies Materials Assessment

1.A. Students apply media, - Know and utilize the impact that - Anticipatory set Pencil Formative: techniques, and processes media choices have on the - Direct instruction Colored pencil - Teacher and Peer review with sufficient skill, confidence, elements and principles of design - Teaching for multiple Marker - Self-evaluations & reflections and sensitivity that their intelligences Charcoal - Oral or written responses intentions are carried out in - Know and utilize various media - Small group instruction Pastel - Participation their artworks - Demonstrations Oil Pastel - Know and utilize various - Technology-Based Conte 1.B. Students conceive and drawing techniques to impact Instruction Paint (Oil, Acrylic) Summative: create works of visual art that visual effects. - Cooperative Learning Watercolor - Rubrics demonstrate an understanding - Problem-Based India Ink - Critiques of how the communication of - Know and utilize various Learning Printing Ink - Portfolio Review their ideas relates to the media, painting techniques to impact - Examples of student Mixed Media - Mid Term Exam techniques, and processes they visual effect. work Found Object - Final Exam use - Course Paper - Know and utilize various Notebook/Folder Clay 1.C. Students communicate printmaking techniques to impact - Homework Metal Wire ideas regularly at a high level of visual effect. - Research Plaster effectiveness in at least one - Token Response Paper Mache visual arts medium - Know and utilize mixed media to - Collaboration with Fibers impact visual effect. students on a Metal 1.D. Students initiate, define, state/national/global Scratchboard and solve challenging visual - Distance learning TV/VCR/DVD arts problems independently - Inquiry-based Computer Software using intellectual skills such as - Service learning Computers analysis, synthesis, and - Community outreach Scanner & Printer evaluation LCD & Slide projectors

Level 2 Standard 1 Easton Area School District Art Curriculum Guide High School Level 2 National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.1: Production, performance and exhibition of dance, music, theatre and visual arts

Benchmark Objective Teaching Materials Assessment Strategies 2.A. Students demonstrate the - Know and utilize the elements and principles of - Anticipatory set Pencil Formative: ability to form and defend design to organize a work of art - Direct instruction Colored pencil - Teacher and Peer review judgments about the - Teaching for Marker - Self-evaluations & characteristics and structures to - Know and utilize organizational devices multiple Charcoal reflections accomplish commercial, intelligences Pastel - Oral or written responses personal, communal, or other - Know and utilize the elements and principles of - Small group Oil Pastel - Participation purposes of art design to assigned teacher directed activities. instruction Conte - Demonstrations Paint (Oil, 2.B. Students evaluate the COLOR - Technology- Acrylic) Summative: effectiveness of artworks in - Know and utilize color theory Based Instruction Watercolor - Rubrics terms of organizational - Know and utilize the characteristics of color: hue, - Cooperative India Ink - Critiques structures and functions value and intensity Learning Printing Ink - Portfolio Review - Know and utilize color schemes - Problem-Based Mixed Media - Mid Term Exam 2.C. Students create artworks - Know and utilize color temperatures Learning Found Object - Final Exam that use organizational principles - Examples of Paper and functions to solve specific LINE student work Clay visual arts problems - Know and utilize a variety of types and qualities of - Course Metal Wire lines Notebook/Folder Plaster 2.D. Students demonstrate the - Know and utilize line to achieve shape and texture - Homework Paper Mache ability to compare two or more - Know and utilize line to achieve contrast and - Research Fibers perspectives about the use of movement - Token Response Metal organizational principles and - Know and utilize line to create expression - Collaboration Scratchboard functions in artwork and to with TV/VCR/DVD defend personal evaluations of SHAPE students on a Computer these perspectives - Know and utilize organic and geometric shapes state/national/glob Software - Know and utilize differences between 2D shape al Computers 2.E. Students create multiple and 3D form - Distance learning Scanner & solutions to specific visual arts - Know and utilize shape to achieve elements and - Inquiry-based Printer problems that demonstrate principles of design (texture, emphasis) in - Service learning LCD & Slide competence in producing compositions - Community projectors effective relationships between outreach structural choices and artistic TEXTURE functions - Know and utilize real and visual textures - Know and utilize differences between textures and patterns

Level 2 Standard 2 Benchmark Objective Teaching Materials Assessment Strategies VALUE - Know and utilize other elements to create values (color, line, texture) - Know and utilize value in compositions to show principles - Know and utilize value to achieve several gradations

SPACE - Know and utilize other elements to create space (color shapes, textures, etc) - Know and utilize space in compositions to achieve principles - Know and utilize differences between real (volume) and implied space - Know and utilize methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric perspective, diminishing size, position on page) - Know and utilize depth of field - Know and utilize comparisons of depth

FORM - Know and utilize other elements to create form - Know and utilize form in composition to achieve principles. - Know and utilize differences between real (volume) and visual form.

BALANCE - Know and utilize any element to create balance in compositions - Know and utilize formal and informal balance to compositions - Know and utilize differences between 2D balance and 3D balance CONTRAST - Know and utilize any element and size to create contrast in compositions - Know and utilize contrast to achieve other principles

Level 2 Standard 2 Benchmark Objective Teaching Materials Assessment Strategies MOVEMENT/RHYTHM -Know and utilize any element to create movement in compositions - Know and utilize the relationship between movement and rhythm

EMPHASIS/FOCAL POINT - Know and utilize any element or principle to create emphasis in compositions

REPETITION - Know and utilize any element or principle to create repetition in compositions - Know and utilize repetition to create textures and patterns - Know and utilize repetition to create rhythm

UNITY - Know and utilize any element and principle to create unity/harmony in composition

Level 2 Standard 2 Easton Area School District Art Curriculum Guide High School Level 2 National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.4 Aesthetic response

Benchmark Objective Teaching Materials Assessment Strategies 3.A. Students reflect on how artworks differ - Know and utilize subject matter in a - Anticipatory set Pencil Formative: visually, spatially, temporally, and functionally, work of art - Direct instruction Colored - Teacher and Peer review and describe how these are related to history - Teaching for pencil - Self-evaluations & reflections and culture - Know and utilize media and multiple Marker - Oral or written responses intelligences technique in a work of art Charcoal - Participation - Small group 3.B. Students apply subjects, symbols, and instruction Pastel ideas in their artworks and use the skills gained - Know and utilize visual differences - Demonstrations Oil Pastel to solve problems in daily life among works of art - Technology- Conte Summative: Based Instruction Paint (Oil, - Rubrics 3.C. Students describe the origins of specific - Know and utilize various functions - Cooperative Acrylic) - Critiques images and ideas and explain why they are of and purposes for the creation of Learning Watercolor - Portfolio Review value in their artwork and in the work of others. artwork - Problem-Based India Ink - Mid Term Exam Learning Printing Ink - Final Exam - Examples of 3.D. Students evaluate and defend the validity - Know and utilize images that are Mixed Media student work of sources for content and the manner in which historical, political, commercial, - Course Found Object subject matter, symbols, and images are used in social, etc. Notebook/Folder Paper the students' works and in significant works by - Homework Clay others - Know and utilize symbols and their - Research Metal Wire meanings - - Token Response Plaster • multiple meanings - Collaboration Paper Mache • among cultures with students on a Fibers • use in everyday life state/national/ Metal global level Scratchboard - Distance learning - Inquiry-based TV/VCR/DVD - Intentional use of copy- - Service learning Computer right law in idea generation and the - Community Software production of artwork outreach Computers Scanner & -Identify and compare differences in Printer the periods of art history that are LCD & Slide studied projectors

Level 2 Standard 3 Benchmark Objective Teaching Materials Assessment Strategies

- Identify visual qualities as a basis for speculating about when artifacts or art works were made

- Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)

Level 2 Standard 3 Easton Area School District Art Curriculum Guide High School Level 2 National Standard 4: Understanding the visual arts in relation to history and cultures PA State Standard: 9.2: Historical and cultural contexts

Benchmark Objective Teaching Materials Assessment Strategies 4.A. Students differentiate among a variety - Know and utilize the art historical bases - Anticipatory set Pencil Formative: of historical and cultural contexts in terms of style, iconography and historical content - Direct Colored - Teacher and Peer review of characteristics and purposes of works as they apply to the following time periods: instruction pencil - Self-evaluations & reflections of art - Teaching for Marker - Oral or written responses 4.B. Students describe the function and Ancient multiple Charcoal - Participation explore the meaning of specific art objects Medieval intelligences Pastel within varied cultures, times, and places Renaissance - Small group Oil Pastel 4.C. Students analyze relationships of Modern instruction Conte Summative: works of art to one another in terms of Contemporary - Demonstrations Paint (Oil, - Rubrics history, aesthetics, and culture, justifying - Technology- Acrylic) - Critiques conclusions made in the analysis and -Know and utilize works in painting, Based Instruction Watercolor - Portfolio Review using such conclusions to inform their own sculpture and architecture as they apply to - Cooperative India Ink - Mid Term Exam art making those periods. Learning Printing Ink - Final Exam 4.D. Students analyze and interpret - Problem-Based Mixed Media artworks for relationships among form, Learning Found Object context, purposes, and critical models, -Know and utilize major characteristics that - Examples of Paper showing understanding of the work of distinguish those periods. student work Clay critics, historians, aestheticians, and - Course Metal Wire artists Notebook/Folder Plaster 4.E. Students analyze common - Imagine living in a different place or - Homework Paper Mache characteristics of visual arts evident culture in order to understand how an - Research Fibers across time and among cultural/ethnic artwork can be interpreted in its own - Token Metal groups to formulate analyses, evaluations, context. Response Scratchboard and interpretations of meaning - Collaboration TV/VCR/DVD - Identify major artists and works of art with students on Computer from those periods. a Software state/national/ Computers global level Scanner & - Imagine living in a different place or - Distance Printer culture in order to understand how an learning LCD & Slide artwork can be interpreted in its own - Inquiry-based projectors context. - Service learning - Community outreach

Level 2 Standard 4 Benchmark Objective Teaching Materials Assessment Strategies

- Know and utilize influences from the period in today’s world and in contemporary art.

- Compare and distinguish differences in the periods studied.

- Compare and contrast visual qualities as a basis for speculating about when artifacts or artworks were made.

Level 2 Standard 4 Easton Area School District Art Curriculum Guide High School Level 2 National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others PA State Standard 9.3: Critical response

Benchmark Objective Teaching Strategies Materials Assessment

5.A. Students identify Know and utilize cultural - Anticipatory set Pencil Formative: intentions of those creating changes that impact - Direct instruction Colored pencil - Teacher and Peer review artworks, explore the perspectives of art within - Teaching for multiple Marker - Self-evaluations & reflections implications of various his/her lifetime. intelligences Charcoal - Oral or written responses purposes, and justify their - Small group instruction Pastel - Participation Know and utilize cultural - Demonstrations Oil Pastel analyses of purposes in changes that affect the media - Technology-Based Instruction Conte particular works used to create works of art. - Cooperative Learning Paint (Oil, Acrylic) Summative: - Problem-Based Learning Watercolor - Rubrics 5.B.Students describe Propose how an artwork or - Examples of student work India Ink - Critiques meanings of artworks by artifact would have to be - Course Notebook/Folder Printing Ink - Portfolio Review analyzing how specific works altered in order to look new. - Homework Mixed Media - Mid Term Exam are created and how they - Research Found Object - Final Exam relate to historical and cultural Describe how art-related - Token Response Paper contexts values and activities within - Collaboration Clay cultures have included or with students on a Metal Wire excluded certain social groups state/national/ Plaster 5.C.Students reflect and forms of art making based global level Paper Mache analytically on various on such factors as racial and - Distance learning Fibers interpretations as a means for gender discrimination. - Inquiry-based Metal understanding and evaluating - Service learning Scratchboard works of visual art Make and justify objective - Community TV/VCR/DVD statements about a work of art. outreach Computer Software 5.D.Students correlate Computers responses to works of visual Make and justify subjective Scanner & Printer art with various techniques for statements about a work of art. LCD & Slide communicating meanings, projectors Reflect on life experiences or ideas, attitudes, views, and artworks made in the past to intentions give meaning and direction to their own creative process.

Level 2 Standard 5 Benchmark Objective Teaching Strategies Materials Assessment

Know and utilize with intention various structural components within their own work and the work of others.

Identify the various beliefs about art: imitation, expressionism, formalism, and functionalism

Level 2 Standard 5 Easton Area School District Art Curriculum Guide High School Level 2 National Standard 6: Making connections between visual arts and other disciplines PA State Standard: 9.2: Historical and cultural contexts

Benchmark Objective Teaching Strategies Materials Assessment

6.A. Students compare the -Select media, techniques - Anticipatory set Pencil Formative: materials, technologies, media, and process; analyze what - Direct instruction Colored pencil - Teacher and Peer review and processes of the visual arts makes them effective in - Teaching for multiple Marker - Self-evaluations & reflections with those of other arts communication of ideas: and intelligences Charcoal - Oral or written responses disciplines as they are used in reflect upon the effectiveness - Small group Pastel - Participation creation and types of analysis of their choice of media. instruction Oil Pastel - Demonstrations Conte 6.B. Students compare -Analyze what makes - Technology-Based Paint (Oil, Acrylic) Summative: characteristics of visual arts organizational structures Instruction Watercolor - Rubrics within a particular historical effective or not effective in the - Cooperative Learning India Ink - Critiques period or style with ideas, issues, communication of ideas. - Problem-Based Printing Ink - Portfolio Review or themes in the humanities or Learning Mixed Media - Mid Term Exam sciences -Reflect on life experiences or - Examples of student Found Object - Final Exam artworks made in the past to work Paper 6.C. Students synthesize the give meaning and direction to - Course Clay creative and analytical principles their own art making Notebook/Folder Metal Wire and techniques of the visual arts - Homework Plaster and selected other arts -Articulate a principle of - Research Paper Mache disciplines, the humanities, or artistic freedom and its - Token Response Fibers the sciences significance - Collaboration Metal with students on a Scratchboard state/national/ TV/VCR/DVD global level Computer Software - Distance learning Computers - Inquiry-based Scanner & Printer - Service learning LCD & Slide - Community projectors outreach

Level 2 Standard 6 Easton Area School District Art Curriculum Guide High School Level 3 National Standard 1: Understanding and applying media, techniques, and processes PA State Standard: 9.1: Production, Performance, and Exhibition

Benchmark Objective Teaching Strategies Materials Assessment

1.A. Students apply media, - Analyze and integrate the impact - Anticipatory set Pencil Formative Assessment of Process techniques, and processes with media choices have on the elements - Direct instruction Colored pencil and Product: sufficient skill, confidence, and and principles of design - Teaching for multiple Marker - Teacher and Peer review sensitivity that their intentions are intelligences Charcoal - Self-evaluations & reflections carried out in their artworks - Analyze and integrate various media - Small group instruction Pastel - Oral or written responses - Demonstrations Oil Pastel, Conte - Participation 1.B. Students conceive and create - Analyze and integrate various - Technology-Based Paint (Oil, Acrylic) works of visual art that demonstrate drawing techniques to impact visual Instruction Watercolor an understanding of how the effects. - Cooperative Learning India Ink Summative Assessment: communication of their ideas - Problem-Based Learning Printing Ink - Rubrics relates to the media, techniques, - Analyze and integrate various - Examples of student work Mixed Media - Critiques and processes they use painting techniques to impact visual - Course Notebook/Folder Found Object - Portfolio Review effect. - Homework Paper, Clay - Mid Term Exam 1.C. Students communicate ideas - Research Metal Wire - Final Exam regularly at a high level of - Analyze and integrate various - Token Response Plaster, Paper Mache effectiveness in at least one visual printmaking techniques to impact - Collaboration with Fibers, Metal arts medium visual effect. students on a Scratchboard state/national/global TV/VCR/DVD 1.D. Students initiate, define, and - Analyze and integrate mixed media - Distance learning Computer Software solve challenging visual arts to impact visual effect. - Inquiry-based Computers problems independently using - Service learning Scanner & Printer intellectual skills such as analysis, - Community outreach LCD & Slide projectors synthesis, and evaluation

Level 3 Standard 1 Easton Area School District Art Curriculum Guide High School Level 3 National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.1: Production, Performance, and Exhibition

Benchmark Objective Teaching Materials Assessment Strategies 2.A. Students demonstrate the ability - Analyze and integrate the elements and principles of - Anticipatory set Pencil Formative Assessment of to form and defend judgments about design to organize a work of art - Direct instruction Colored pencil Process and Product: the characteristics and structures to - Teaching for Marker - Teacher and Peer review accomplish commercial, personal, - Analyze and integrate organizational devices multiple intelligences Charcoal - Self-evaluations & reflections communal, or other purposes of art - Small group Pastel - Oral or written responses - Analyze and integrate the elements and principles of instruction Oil Pastel - Participation 2.B. Students evaluate the design to assigned teacher directed activities. - Demonstrations Conte effectiveness of artworks in terms of - Technology-Based Paint (Oil, organizational structures and COLOR Instruction Acrylic) Summative Assessment: functions - Analyze and integrate color theory - Cooperative Watercolor - Rubrics - Analyze and integrate the characteristics of color: hue, Learning India Ink - Critiques 2.C. Students create artworks that value and intensity - Problem-Based Printing Ink - Portfolio Review use organizational principles and - Analyze and integrate color schemes Learning Mixed Media - Mid Term Exam functions to solve specific visual arts - Analyze and integrate color temperatures - Examples of Found Object - Final Exam problems student work Paper LINE - Course Clay 2.D. Students demonstrate the ability - Analyze and integrate a variety of types and qualities Notebook/Folder Metal Wire to compare two or more - Analyze and integrate line to achieve shape and texture - Homework Plaster perspectives about the use of - Analyze and integrate line to achieve contrast and - Research Paper Mache organizational principles and movement - Token Response Fibers functions in artwork and to defend - Analyze and integrate line to create expression - Collaboration with Metal personal evaluations of these students on a Scratchboard perspectives SHAPE state/national/global TV/VCR/DVD - Analyze and integrate organic and geometric shapes - Distance learning Computer 2.E. Students create multiple - Analyze and integrate differences between 2D shape - Inquiry-based Software solutions to specific visual arts and 3D form - Service learning Computers problems that demonstrate - Analyze and integrate shape to achieve elements and - Community Scanner & competence in producing effective principles of design (texture, emphasis) in compositions outreach Printer relationships between structural LCD & Slide choices and artistic functions TEXTURE projectors - Analyze and integrate real and visual textures - Analyze and integrate differences between textures and patterns

VALUE - Analyze and integrate other elements to create values (color, line, texture) - Analyze and integrate value in compositions to show principles - Analyze and integrate value to achieve several gradations. Level 3 Standard 2 Benchmark Objective Teaching Materials Assessment Strategies

SPACE - Analyze and integrate other elements to create space (color shapes, textures, etc) - Analyze and integrate space in compositions to achieve principles - Analyze and integrate differences between real (volume) and implied space - Analyze and integrate methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric perspective, diminishing size, position on page) - Analyze and integrate depth of field - Analyze and integrate comparisons of depth

FORM - Analyze and integrate other elements to create form - Analyze and integrate form in composition to achieve principles. - Analyze and integrate differences between real (volume) and visual form.

BALANCE - Analyze and integrate any element to create balance in compositions - Analyze and integrate formal and informal balance to compositions - Analyze and integrate differences between 2D balance and 3D balance CONTRAST - Analyze and integrate any element and size to create contrast in compositions - Analyze and integrate contrast to achieve other principles

MOVEMENT/RHYTHM -Analyze and integrate any element to create movement in compositions - Analyze and integrate the relationship between movement and rhythm

EMPHASIS/FOCAL POINT - Analyze and integrate any element or principle to create emphasis in compositions

REPETITION - Analyze and integrate any element or principle to create repetition in compositions

Level 3 Standard 2 Benchmark Objective Teaching Materials Assessment Strategies - Analyze and integrate repetition to create textures and patterns - Analyze and integrate repetition to create rhythm

UNITY - Analyze and integrate any element and principle to create unity/harmony in composition

Level 3 Standard 2 Easton Area School District Art Curriculum Guide High School Level 3 National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: 9.4: Aesthetic Response

Benchmark Objective Teaching Materials Assessment Strategies 3.A. Students reflect on how artworks differ visually, - Analyze and integrate subject matter in - Anticipatory set Pencil Formative Assessment of Process spatially, temporally, and functionally, and describe a work of art - Direct instruction Colored pencil and Product: how these are related to history and culture - Teaching for Marker - Teacher and Peer review - Analyze and integrate media and multiple Charcoal - Self-evaluations & reflections 3.B. Students apply subjects, symbols, and ideas in technique in a work of art intelligences Pastel - Oral or written responses their artworks and use the skills gained to solve - Small group Oil Pastel - Participation problems in daily life - Analyze and integrate visual differences instruction Conte among works of art - Demonstrations Paint (Oil, 3.C. Students describe the origins of specific images - Technology- Acrylic) Summative Assessment: and ideas and explain why they are of value in their - Analyze and integrate various functions Based Instruction Watercolor - Rubrics artwork and in the work of others. and purposes for the creation of artwork - Cooperative India Ink - Critiques Learning Printing Ink - Portfolio Review 3.D. Students evaluate and defend the validity of - Analyze and integrate images that are - Problem-Based Mixed Media - Mid Term Exam sources for content and the manner in which subject historical, political, commercial, social, Learning Found Object - Final Exam matter, symbols, and images are used in the etc. - Examples of Paper students' works and in significant works by others student work Clay - Analyze and integrate symbols and - Course Metal Wire their meanings - Notebook/Folder Plaster • multiple meanings - Homework Paper Mache • among cultures - Research Fibers • use in everyday life - Token Response Metal - Collaboration with Scratchboard - Intentional use of copy- students on a TV/VCR/DVD right law in idea generation and the state/national/globa Computer production of artwork l Software - Distance learning Computers - Compare and distinguish differences in - Inquiry-based Scanner & the periods of art history that are studied - Service learning Printer - Community LCD & Slide - Compare and contrast visual qualities outreach projectors as a basis for speculating about when artifacts or art works were made

- Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)

Level 3 Standard 3 Easton Area School District Art Curriculum Guide High School Level 3 National Standard 4: Understanding the visual arts in relation to history and cultures PA State Standard: 9.2: Historical and Cultural Contexts

Benchmark Objective Teaching Strategies Materials Assessment

4.A. Students differentiate among a variety of - Analyze the art historical bases of style, - Anticipatory set Pencil Formative Assessment of Process historical and cultural contexts in terms of iconography and historical content as they - Direct instruction Colored pencil and Product: characteristics and purposes of works of art apply to the following time periods: - Teaching for Marker - Teacher and Peer review 4.B. Students describe the function and explore Ancient multiple intelligences Charcoal - Self-evaluations & reflections the meaning of specific art objects within Medieval - Small group Pastel - Oral or written responses varied cultures, times, and places Renaissance instruction Oil Pastel - Participation 4.C. Students analyze relationships of works of Modern - Demonstrations Conte art to one another in terms of history, Contemporary - Technology-Based Paint (Oil, aesthetics, and culture, justifying conclusions Instruction Acrylic) Summative Assessment: made in the analysis and using such - Describe and analyze works of painting, - Cooperative Watercolor - Rubrics conclusions to inform their own art making sculpture and architecture as they apply to Learning India Ink - Critiques 4.D. Students analyze and interpret artworks for those periods. - Problem-Based Printing Ink - Portfolio Review relationships among form, context, purposes, Learning Mixed Media - Mid Term Exam and critical models, showing understanding of - Analyze major characteristics that - Examples of student Found Object - Final Exam the work of critics, historians, aestheticians, distinguish those periods. work Paper and artists - Course Clay 4.E. Students analyze common characteristics - Imagine living in a different place or culture Notebook/Folder Metal Wire of visual arts evident across time and among in order to understand how an artwork can be - Homework Plaster cultural/ethnic groups to formulate analyses, interpreted in its own context. - Research Paper Mache evaluations, and interpretations of meaning - Token Response Fibers - Analyze major artists their works of art from - Collaboration with Metal those periods. students on a Scratchboard state/national/global TV/VCR/DVD - Analyze influences from the period in level Computer today’s world and in contemporary art. - Distance learning Software - Inquiry-based Computers - Compare and distinguish differences in the - Service learning Scanner & periods studied. - Community Printer outreach LCD & Slide - Compare and contrast visual qualities as a projectors basis for speculating about when artifacts or artworks were made.

Level 3 Standard 4 Easton Area School District Art Curriculum Guide High School Level 3 National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others PA State Standard: 9.3: Critical Response

Benchmark Objective Teaching Strategies Materials Assessment

5.A. Students Analyze and integrate - Anticipatory set Pencil Formative Assessment of Process and intentions of those creating artworks, Analyze cultural changes that impact - Direct instruction Colored pencil Product: explore the implications of various perspectives of art within his/her - Teaching for multiple Marker - Teacher and Peer review purposes, and justify their analyses lifetime. intelligences Charcoal - Self-evaluations & reflections of purposes in particular works - Small group Pastel - Oral or written responses Analyze cultural changes that affect instruction Oil Pastel - Participation 5.B.Students describe meanings of the media used to create works of - Demonstrations Conte artworks by analyzing how specific art. - Technology-Based Paint (Oil, Acrylic) works are created and how they Instruction Watercolor Summative Assessment: relate to historical and cultural Propose how an art work or artifact - Cooperative Learning India Ink - Rubrics contexts would have to be altered in order to - Problem-Based Printing Ink - Critiques look new. Learning Mixed Media - Portfolio Review 5.C.Students reflect analytically on - Examples of student Found Object - Mid Term Exam various interpretations as a means Describe how art-related values and work Paper - Final Exam for understanding and evaluating activities within cultures have - Course Clay works of visual art included or excluded certain social Notebook/Folder Metal Wire groups and forms of art making - Homework Plaster 5.D.Students correlate responses to based on such factors as racial and - Research Paper Mache works of visual art with various gender discrimination. - Token Response Fibers techniques for communicating - Collaboration with Metal meanings, ideas, attitudes, views, Make and justify objective students on a Scratchboard and intentions statements about a work of art. state/national/global TV/VCR/DVD - Distance learning Computer Software Reflect on life experiences or - Inquiry-based Computers artworks made in the past to give - Service learning Scanner & Printer meaning and direction to their own - Community outreach LCD & Slide projectors creative process.

Recognize and use with intention various structural components within their own work and the work of others.

Analyze and integrate the various beliefs about art: imitationalism, expressivism formalism, functionalism, conceptualism

Level 3 Standard 5 Easton Area School District Art Curriculum Guide High School Level 3 National Standard 6: Making connections between visual arts and other disciplines PA State Standard: 9.2: Historical and Cultural Contexts

Benchmark Objective Teaching Strategies Materials Assessment

6.A. Students compare the materials, -Select media, techniques and - Anticipatory set Pencil Formative Assessment of Process technologies, media, and processes process; analyze what makes - Direct instruction Colored pencil and Product: of the visual arts with those of other them effective in the - Teaching for multiple Marker, Charcoal - Teacher and Peer review arts disciplines as they are used in communication of ideas: and intelligences Pastel, Oil Pastel - Self-evaluations & reflections creation and types of analysis reflect upon the effectiveness of - Small group instruction Conte - Oral or written responses their choice of media. - Demonstrations Paint (Oil, Acrylic) - Participation 6.B. Students compare characteristics - Technology-Based Watercolor of visual arts within a particular -Analyze what makes Instruction India Ink historical period or style with ideas, organizational structures - Cooperative Learning Printing Ink Summative Assessment: issues, or themes in the humanities or effective or not effective in the - Problem-Based Learning Mixed Media - Rubrics sciences communication of ideas. - Examples of student work Found Object - Critiques - Course Notebook/Folder Paper, Clay - Portfolio Review 6.C. Students synthesize the creative -Reflect on the life experiences - Homework Metal Wire - Mid Term Exam and analytical principles and and artworks made in the past - Research Plaster, Paper Mache - Final Exam techniques of the visual arts and to give meaning and direction to - Token Response Fibers, Metal selected other arts disciplines, the their creative process. - Collaboration with Scratchboard humanities, or the sciences students on a TV/VCR/DVD -Articulate a principle of artistic state/national/global Computer Software freedom and its significance - Distance learning Computers - Inquiry-based Scanner & Printer - Service learning LCD & Slide projectors - Community outreach

Level 3 Standard 6 Easton Area School District Art Curriculum Guide High School Level 4 National Standard 1: Understanding and applying media, techniques, and processes PA State Standard: Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

Benchmark Objective Teaching Strategies Materials Assessment

1.A. Students apply media, - Synthesize and evaluate the impact - Anticipatory set Pencil Formative: techniques, and processes with of media choices on the elements - Direct instruction Colored pencil - Teacher and Peer review sufficient skill, confidence, and and principles of design - Teaching for multiple Marker - Self-evaluations & reflections sensitivity that their intentions are intelligences Charcoal - Oral or written responses carried out in their artworks - Synthesize and evaluate the various - Small group instruction Pastel - Participation media - Demonstrations Oil Pastel 1.B. Students conceive and create - Technology-Based Conte works of visual art that demonstrate - Synthesize and evaluate various Instruction Paint (Oil, Acrylic) Summative: an understanding of how the drawing techniques to impact visual - Cooperative Learning Watercolor - Rubrics communication of their ideas effects. - Problem-Based Learning India Ink - Critiques relates to the media, techniques, - Examples of student work Printing Ink - Portfolio Review and processes they use -Synthesize and evaluate various - Course Notebook/Folder Mixed Media - Mid Term Exam painting techniques to impact visual - Homework Found Object - Final Exam 1.C. Students communicate ideas effect. - Research Paper regularly at a high level of - Token Response Clay effectiveness in at least one visual - Synthesize and evaluate various - Collaboration with Metal Wire arts medium printing techniques to impact visual Students on a Plaster effect. state/national/global Paper Mache 1.D. Students initiate, define, and - Distance learning Fibers solve challenging visual arts - Synthesize and evaluate mixed - Inquiry-based Metal problems independently using media to impact visual effect. - Service learning Scratchboard intellectual skills such as analysis, - Community outreach TV/VCR/DVD synthesis, and evaluation Computer Software Computers Scanner & Printer LCD & Slide projectors

Level 4 Standard 1

Easton Area School District Art Curriculum Guide High School Level 4 National Standard 2: Using knowledge of structures and functions. PA State Standard: Critical Response

Benchmark Objective Teaching Materials Assessment Strategies 2.A. Students demonstrate the - Synthesize and evaluate the elements and - Anticipatory set Pencil Formative: ability to form and defend principles of design to organize a work of art - Direct instruction Colored pencil - Teacher and Peer review judgments about the - Teaching for Marker - Self-evaluations & characteristics and structures to - Synthesize and evaluate organizational devices multiple Charcoal reflections accomplish commercial, intelligences Pastel - Oral or written responses personal, communal, or other - Synthesize and evaluate the elements and - Small group Oil Pastel - Participation purposes of art principles of design to assigned teacher directed instruction Conte activities. - Demonstrations Paint (Oil, 2.B. Students evaluate the - Technology- Acrylic) Summative: effectiveness of artworks in - Synthesize and evaluate color thoery in the terms Based Instruction Watercolor - Rubrics terms of organizational of: - Cooperative India Ink - Critiques structures and functions -the characteristics of color: hue, value and Learning Printing Ink - Portfolio Review intensity - Problem-Based Mixed Media - Mid Term Exam 2.C. Students create artworks - color schemes Learning Found Object - Final Exam that use organizational principles - color temperatures - Examples of Paper and functions to solve specific student work Clay visual arts problems Synthesize and evaluate line in the terms of: - Course Metal Wire - Synthesize and evaluate a variety of types and Notebook/Folder Plaster 2.D. Students demonstrate the qualities - Homework Paper Mache ability to compare two or more - Synthesize and evaluate line to achieve shape and - Research Fibers perspectives about the use of texture - Token Response Metal organizational principles and - Synthesize and evaluate line to achieve contrast - Collaboration Scratchboard functions in artwork and to and movement with TV/VCR/DVD defend personal evaluations of - Synthesize and evaluate line to create expression students on a Computer these perspectives state/national/glob Software Synthesize and evaluate shape in the terms of al Computers 2.E. Students create multiple - organic and geometric shapes - Distance learning Scanner & solutions to specific visual arts - differences between 2D shape and 3D form - Inquiry-based Printer problems that demonstrate - shape to achieve elements and principles of - Service learning LCD & Slide competence in producing design (texture, emphasis) in compositions - Community projectors effective relationships between outreach structural choices and artistic Synthesize and evaluate shape in the terms of: functions - real and visual textures - differences between textures and patterns

Level 4 Standard 2 Benchmark Objective Teaching Materials Assessment Strategies Synthesize and evaluate value in the terms of : - other elements to create values (color, line, texture) - value in compositions to show principles - value to achieve several gradations.

SPACE - Know and apply other elements to create space (color shapes, textures, etc) - Know and apply space in compositions to achieve principles - Know and apply differences between real (volume) and implied space - Know and apply methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric perspective, diminishing size, position on page) - Know and apply depth of field - Know and apply comparisons of depth

FORM - Know and apply other elements to create form - Know and apply form in composition to achieve principles. - Know and apply differences between real (volume) and visual form.

BALANCE - Know and apply any element to create balance in compositions - Know and apply formal and informal balance to compositions - Know and apply differences between 2D balance and 3D balance CONTRAST - Know and apply any element and size to create contrast in compositions - Know and apply contrast to achieve other principles

MOVEMENT/RHYTHM Level 4 Standard 2 Benchmark Objective Teaching Materials Assessment Strategies -Know and apply any element to create movement in compositions - Know and apply the relationship between movement and rhythm

EMPHASIS/FOCAL POINT - Know and apply any element or principle to create emphasis in compositions

REPETITION - Know and apply any element or principle to create repetition in compositions - Know and apply repetition to create textures and patterns - Know and apply repetition to create rhythm

UNITY - Know and apply any element and principle to create unity/harmony in composition

Level 4 Standard 2 Easton Area School District Art Curriculum Guide High School Level 4 National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas PA State Standard: Historical and Cultural Contexts

`1Benchmark Objective Teaching Materials Assessment Strategies 3.A. Students reflect on how artworks differ visually, -Synthesize and evaluate subject matter - Anticipatory set Pencil Formative: spatially, temporally, and functionally, and describe in a work of art - Direct instruction Colored pencil - Teacher and Peer review how these are related to history and culture - Synthesize and evaluate media and - Teaching for Marker - Self-evaluations & reflections technique in a work of art multiple Charcoal - Oral or written responses 3.B. Students apply subjects, symbols, and ideas in intelligences Pastel - Participation their artworks and use the skills gained to solve - Synthesize and evaluate visual - Small group Oil Pastel problems in daily life differences among works of art instruction Conte - Demonstrations Paint (Oil, Summative: 3.C. Students describe the origins of specific images - Synthesize and evaluate various - Technology- Acrylic) - Rubrics and ideas and explain why they are of value in their functions and purposes for the creation Based Instruction Watercolor - Critiques artwork and in the work of others. of artwork - Cooperative India Ink - Portfolio Review Learning Printing Ink - Mid Term Exam 3.D. Students evaluate and defend the validity of - Synthesize and evaluate images that - Problem-Based Mixed Media - Final Exam sources for content and the manner in which subject are historical, political, commercial, Learning Found Object matter, symbols, and images are used in the social, etc. - Examples of Paper students' works and in significant works by others student work Clay - Synthesize and evaluate symbols and - Course Metal Wire their meanings - Notebook/Folder Plaster • multiple meanings - Homework Paper Mache • among cultures - Research Fibers • use in everyday life - Token Response Metal - Collaboration with Scratchboard - Intentional use of copy- students on a TV/VCR/DVD right law in idea generation and the state/national/globa Computer production of artwork - Distance learning Software - Inquiry-based Computers - Compare analyze differences in the - Service learning Scanner & periods of art history that are studied - Community Printer outreach LCD & Slide - Compare and contrast visual qualities projectors as a basis for speculating about when artifacts or art works were made

- Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)

Level 4 Standard 3 Easton Area School District Art Curriculum Guide High School Level 4 National Standard 4: Understanding the visual arts in relation to history and cultures PA State Standard: Historical and Cultural Contexts

Benchmark Objective Teaching Strategies Materials Assessment

4.A. Students differentiate among a variety - Synthesize and evaluate the art - Anticipatory set Pencil Formative: of historical and cultural contexts in terms historical bases of style, iconography - Direct instruction Colored - Teacher and Peer review of characteristics and purposes of works and historical content as they apply to - Teaching for pencil - Self-evaluations & reflections of art the following time periods: multiple Marker - Oral or written responses 4.B. Students describe the function and Ancient intelligences Charcoal - Participation explore the meaning of specific art objects Medieval - Small group Pastel within varied cultures, times, and places Renaissance instruction Oil Pastel 4.C. Students analyze relationships of Modern - Demonstrations Conte Summative: works of art to one another in terms of Contemporary - Technology- Paint (Oil, - Rubrics history, aesthetics, and culture, justifying Based Instruction Acrylic) - Critiques conclusions made in the analysis and - Synthesize and evaluate the painting, - Cooperative Watercolor - Portfolio Review using such conclusions to inform their own sculpture and architecture as they apply Learning India Ink - Mid Term Exam art making to those periods. - Problem-Based Printing Ink - Final Exam 4.D. Students analyze and interpret Learning Mixed Media artworks for relationships among form, - Synthesize and evaluate major - Examples of Found Object context, purposes, and critical models, characteristics that distinguish those student work Paper showing understanding of the work of periods. - Course Clay critics, historians, aestheticians, and Notebook/Folder Metal Wire artists - Research of cultures in order to - Homework Plaster 4.E. Students analyze common interpret an artwork in its own context. - Research Paper Mache characteristics of visual arts evident - Token Response Fibers across time and among cultural/ethnic - Synthesize and evaluate major artists - Collaboration with Metal groups to formulate analyses, evaluations, and works of art from those periods. students on a Scratchboard and interpretations of meaning state/national/globa TV/VCR/DVD - Synthesize and evaluate influences l Computer from the period in today’s world and in - Distance learning Software contemporary art. - Inquiry-based Computers - Service learning Scanner & Synthesize and evaluate differences in - Community Printer the periods studied. outreach LCD & Slide projectors - Synthesize and evaluate visual qualities as a basis for speculating about when, where and how artifacts or artworks were made.

Level 4 Standard 4 Easton Area School District Art Curriculum Guide High School Level 4 National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others PA State Standard: Historical and Cultural Contexts

Benchmark Objective Teaching Strategies Materials Assessment

5.A. Students identify - Anticipatory set Pencil Formative: intentions of those creating Synthesize and evaluate cultural - Direct instruction Colored pencil - Teacher and Peer review artworks, explore the changes that impact perspectives of - Teaching for multiple Marker - Self-evaluations & reflections implications of various art within his/her lifetime. intelligences Charcoal - Oral or written responses purposes, and justify their - Small group instruction Pastel - Participation Synthesize and evaluate cultural - Demonstrations Oil Pastel analyses of purposes in changes that affect the media used to - Technology-Based Conte particular works create works of art. Instruction Paint (Oil, Summative: - Cooperative Learning Acrylic) - Rubrics 5.B.Students describe Propose how an art work or artifact - Problem-Based Learning Watercolor - Critiques meanings of artworks by would have to be altered in order to - Examples of student work India Ink - Portfolio Review analyzing how specific works look new. - Course Notebook/Folder Printing Ink - Mid Term Exam are created and how they - Homework Mixed Media - Final Exam relate to historical and cultural Describe how art-related values and - Research Found Object contexts activities within cultures have included - Token Response Paper or excluded certain social groups and - Collaboration with Clay forms of art making based on such students on a Metal Wire 5.C.Students reflect factors as racial and gender state/national/global Plaster analytically on various discrimination. - Distance learning Paper Mache interpretations as a means for - Inquiry-based Fibers understanding and evaluating Create and justify objective - Service learning Metal works of visual art statements about a work of art. - Community outreach Scratchboard TV/VCR/DVD 5.D.Students correlate Create and justify subjective Computer responses to works of visual statements about a work of art. Software art with various techniques for Computers communicating meanings, Synthesize and evaluate life Scanner & Printer experiences or artworks made in the LCD & Slide ideas, attitudes, views, and past to give meaning and direction to projectors intentions their own creative process.

Synthesize and evaluate with intention various structural components within their own work and the work of others.

Level 4 Standard 5

Benchmark Objective Teaching Strategies Materials Assessment

Students identify the various beliefs about art: imitationalism, expressionism formalism, functionalism, conceptionalisn

Level 4 Standard 5

``Easton Area School District Art Curriculum Guide High School Level 4 National Standard 6: Making connections between visual arts and other disciplines PA State Standard: Aesthetic Response

Benchmark Objective Teaching Strategies Materials Assessment

6.A. Students compare the -Select media, techniques - Anticipatory set Pencil Formative: materials, technologies, media, and process; analyze what - Direct instruction Colored pencil - Teacher and Peer review and processes of the visual arts makes them effective in - Teaching for multiple Marker - Self-evaluations & reflections with those of other arts communication of ideas: and intelligences Charcoal - Oral or written responses disciplines as they are used in reflect upon the effectiveness - Small group instruction Pastel - Participation creation and types of analysis of their choice of media. - Demonstrations Oil Pastel - Technology-Based Conte 6.B. Students compare Synthesize and evaluate what Instruction Paint (Oil, Acrylic) Summative: characteristics of visual arts makes organizational - Cooperative Learning Watercolor - Rubrics within a particular historical structures effective or not - Problem-Based Learning India Ink - Critiques period or style with ideas, issues, effective in the - Examples of student Printing Ink - Portfolio Review or themes in the humanities or communication of ideas. work Mixed Media - Mid Term Exam sciences - Course Notebook/Folder Found Object - Final Exam Synthesize and evaluate of - Homework Paper 6.C. Students synthesize the the life experiences or - Research Clay creative and analytical principles artworks made in the past to - Token Response Metal Wire and techniques of the visual arts give meaning and direction to - Collaboration with Plaster and selected other arts their creative process. students on a Paper Mache disciplines, the humanities, or state/national/global Fibers the sciences Students articulate a principle - Distance learning Metal of artistic freedom and its - Inquiry-based Scratchboard significance. - Service learning TV/VCR/DVD - Community outreach Computer Software Computers Scanner & Printer LCD & Slide projectors

Level 4 Standard 6