CRANSTON PUBLIC SCHOOLS
VISUAL ARTS
PRE-K-12
Jill Cyr
Program Supervisor
Curriculium Committee Art Department Faculty
Valerie Bruzzi-Krsulic Kristine Blake
Gloria Budz Valerie Bruzzi-Krsulic
Jean Carmody Gloria Budz
Paul Carpentier Jean Carmody
Heidi Copeman Paul Carpentier
Cathy Cox Heidi Copeman
Janice Devitt Cathy Cox
Alicia Hawkins Janice Devitt
Marisa Iacavone Lisa Erb
Kirsten Sorensen Alice Gebhart
Barbara Voccola Mary Greim-Gallo
Christine Underbaggage Alicia Hawkins
Lisa Erb Marisa Iacavone
Jodi Manca
Christina Merrill
Marty Russell
Mary Ann Schulteis
Christine Smith
Kirsten Sorensen
Claudia Venditto
Barbara Voccola
Christine Underbaggage
Adopted: Curriculum Advisory Board (date) _________________
Cranston School Committee (date) _________________
Acknowledgements………..3
Connections………..4
Cranston Public Schools – Vision & Guiding Beliefs………5
Mission & Strategic Goals………6
Statement of Expectations………..6-‐7 District Academic Expectations………..8
Visual Arts Department Philosophy……….9
Curriculum Maps ………11-‐37 Scope and Sequence………...38-‐97 Course Descriptions, 9-‐12………..98-‐167 Curriculum Overview/Content PreK-‐12………..…168-‐206 Appendices………..207-‐
A. Visual Art and Design GSE’s State & National Standards… 207-‐229 i. DOK Levels
ii. 21st Century Skills
iii. Arts Education Standards and 21st Century Skills
B. Pre K-‐12 Visual Art and Design GSE charts………212-‐220 C. Glossary of Visual Arts Terms……….230-‐240
D. Instructional Strategies……….241-‐270
1. Assessments and Rubrics………..241-‐260 a. 7th grade Common Task
b. Advanced Sculpture and Ceramics Common Task c. Common Task Table
d. Comprehensive Course Assessment table
2. Sample Lessons ………..261-‐270 a. Elementary school lesson, Paul Carpentier
b. Middle school lesson, Alicia Hawkins c. High school lesson, Jill Cyr
E. District Wide Art Rubrics………271-‐276
F. Resources/Digital e-book licenses/ Textbooks ………..277-‐282
The concepts and essential vocabulary for this curriculum are based on the
previous Visual Arts Curriculum.
The visuals arts faculty members developed the skills, assessments, rubrics, and
sample lesson plans.
Materials for the appendices were drawn from the developed by the curriculum
committee, visual arts faculty members.
This document would not have been completed so quickly without their efforts.
Special thanks to the Visual Arts Curriculum Committee, Dr. Nancy Sullivan,
Jill Cyr, Program Supervisor, and the Curriculum Advisory Board for their
review and recommendations.
Cranston Public Schools _____________ Student Needs For 21st Century Success ↑↓ National Standards ↑↓ State Standards ↑↓ Mission of Cranston Public Schools ↑↓ Strategic Plan of District ↑↓ Academic Expectations Defined by Cranston School Committee ↑↓ Mission and Goals Of Respective Schools Aligned to District’s Mission and Goals ↑↓ Department, Academic Area, Vocational Area Curriculum Goals ↑↓ District CAB (Curriculum Advisory Board) ↑↓ Current Research In respective academic field ↑↓ Curriculum Design Mapping with four key elements ↑↓ Curriculum Committee For Development and Design ↑↓ Academic Area/Department ↑↓ Students Needs For 21st Century Success F
Connections
By Dr. Nancy Sullivan
The visual arts curricula, as all curricula in the Cranston Public Schools, must demonstrate connections to the system wide Mission and Academic
Expectations, Civic, and Social Expectations, as well as Goals of the Strategic Plan. In addition, high school curricula must be connected to the high schools’ Mission Statements and the academic and social expectations as stated in current School Improvement Plans.
The philosophical base for curriculum has moved from a traditional academic essentialist vision of teaching and learning to a more constructivist teaching and learning mode which undergirds standards driven (i.e. GSE driven and learned society driven) curriculum and instruction. Active learning about who we are as a nation, within the context of our global connections, is vital. In depth understanding, and retention of a sometimes quite complex
knowledge set requires active learning and performance assessments. The visual arts department’s philosophy informs how this department strives to create a learning environment. The state’s visual arts framework standards (GSE’s) inform the goals for each area of content (knowledge and skills) as can be seen in the curriculum maps. The department is moving toward greater use of performance assessments with use of district-wide rubrics, while sustaining some of the traditional departmental assessments that provide connections across the curriculum. We strive to maintain both horizontal and vertical articulation through the work that creates this curriculum guide, its implementation, and forms of evaluation.
The development of curriculum is a process that involves and acknowledges the links between the mission and strategic goals of the school system and those of the schools and the department while the Rhode Island BEP drives curriculum design and delivery. Rhode Island Department of Education Regulations relative to student proficiencies drives our district’s assessment system that provides multiple measures of students’ retention of knowledge and abilities to apply knowledge as well as develop skills informed by knowledge. However, the mission of the district, and the schools, is to design and deliver a broader based curriculum (using the state’s GSE’s as a guide). It is ultimately the delivered/taught /assessed curriculum, as designed by our professional teachers, that promotes and drives student learning. Curriculum, instruction, and assessment then, are recognized as partners in student learning.
A curriculum guide, as this one, is a dynamic document not only because what is known is rapidly changing; but also because each teacher’s knowledge set has both great similarities and some differences. It is our responsibility as educators to incorporate changes as they become known and to update our current knowledge base. It is each teacher’s responsibility to use this guide as a guide to his or her practice.
through a standards-based curriculum. The success of this partnership derives from
effective communication and appreciation of the diversity of its members. Our students
attain high standards, rich their individual potential, make a smooth transition to careers,
and become contributing members of society.
GUIDING BELIEFS
•
Every student is important
•
All students can reach high standards (achieve proficiencies)
•
Children are naturally curious and want to learn
•
All students can reach their potential
•
Students learn in a variety of ways
•
Education is a partnership between and among students, parents,
educators, and the community.
•
On-Going, comprehensive professional development is an essential to a
learning community.
•
Students learn best in a caring and nurturing environment.
•
All students and teachers deserve a safe and orderly environment.
•
All members of the educational partnership deserve to be treated with
dignity and respect within a setting that celebrates diversity.
•
All students need to acquire knowledge and skills needed for success in
their futures in the real world
•
Members of the educational partnership are entitled to equitable resources
to facilitate learning.
It is the mission of the Cranston Public Schools, a partnership consisting of
students, teachers, parents, and community members, to enable all students to
develop their potential and reach high standards in preparation for a successful
future.
DISTRICT STRATEGIC GOALS
STUDENT ACHIEVEMENT:
Goal #1: Alls students in Cranston Public Schools will
either meet or exceed the standards according to state
assessments and classroom evaluations.
Goal # 2: All students in Cranston Public Schools will
meet the 2008 Annual Measurable Objectives of 84.1%
in English Language Arts (ELA) at the elementary
school level; 78.6% at the middle school level; and
75.0% at the high school level; and/or show personal
Adequate Yearly Progress.
Goal #3: All students in Cranston Public Schools will
meet the 2008 Annual Measurable Objectives of 74.5%
in Math at the elementary school level; 64.1% at the
middle school level; and 63.2% at the high school level;
and /or show personal Adequate Yearly Progress.
PERSONALIZATION:
Goal #4: All students will benefit from data-driven,
research-based programs that address their diverse
physical, social, and emotional needs; support student
achievement; and create safe, drug-free, and more
professionalized learning environments.
PROFESSIONAL DEVELOPMENT:
Goal # 5: Teachers will participate in high quality
professional development that supports both individual
safe, comfortable, and appropriate for the varied
academic learning needs of students, as well as the
instructional needs of all professional staff.
COMMENTS ON STRATEGIC GOALS
•
Action Steps for successfully meeting the above strategic goals are presented
in the Strategic Plan document for 2004-2009.
•
The skills and assessment sections of this curriculum guide and the
instructional materials appendix strive to meet goals 1, 2, and 3.
•
Achieve of goals 2 and 3 are part of the classroom implementation of this
curriculum. Use of common rubrics, analysis of department-wide assessments,
including CT’s and CCA’s, and the NECAP examination provide the means to
accomplish a subsidiary goal of developing a comprehensive system of
reporting student progress.
•
Full implementation of these goals will also involve much that is outside the
scope of this curriculum guide.
STATEMENT OF EXPECTATIONS
The Cranston High Schools community of faculty, staff, students, parents, and
residents believe that in order to fulfill its mission of excellence and equity in
education, we must embody the ideals of secondary education in the 21
stCentury. To
that end, we will work together to create a safe, nurturing and stimulating learning
environment. Students will become skillful learners and independent thinkers who
contribute in many ways to our ever-changing world. We recognize the need for a
variety of learning experiences that extend beyond the classroom and promote
individual responsibility and respectful interaction. By achieving goals and
overcoming adversity, students will be encouraged to reach their potential, achieve
the district’s academic expectations, and be prepared to assume meaningful roles in
society.
1. The Cranston High School Graduate exhibits proficient communication
skills.
A. Interactive Listening
B. Oral Presentations
C. Report Writing
D. Procedural Writing
E. Persuasive Writing
F. Text-based Writing
G. Reflective Writing
H. Narrative Writing
I. Poetry Writing
J. Reading and Responding to Informational Text
K. Reading and Responding to Literary Text
2. The Cranston High School Graduate exhibits proficient problem solving,
research, and critical thinking skills.
A. Problem Solving
B. Research
C. Number and Operations
D. Geometry and Measurement
E. Functions and Algebra
F. Data, Statistics, and Probability
G. Think Sequentially
H. Investigate, Analyze, and Interpret Information Resources, when applicable, to form and
support opinions.
I. Investigate through inquiry
J. Understand Systems and Energy
K. Relate Form to Function
L. Apply Scientific Principles to Real-World Situations
M. Patterns of Change
3. The Cranston High School Graduate will engage in and will be culturally
aware of music, visual arts, or performing arts, through performance,
creation, or response.
A. Performance of Art Forms
B. Creation of Art Forms
C. Response to Art Forms
4. The Cranston High School Graduate exhibits proficiency in reflection,
evaluation, and use of technology.
the Rhode Island GSE’s.
ART DEPARTMENT PHILOSOPHY
The Art Education curriculum has been developed to provide all students with a
comprehensive sequential education in the visual arts through the study of art
production, art appreciation, art criticism and aesthetics. Through these
experiences students will learn where ideas come from, and how ideas can be
developed and transformed. Reflection, both ongoing and summative, will be an
essential part of the creative process and will allow students to evaluate their own
growth in their creative endeavors. Engagement in these experiences will enable
them to recognize the role of art as integral to the continual pursuit of knowledge
and its application to everyday life.
It is the belief of the Art Educators of Cranston Public Schools that quality visual
arts education is a fundamental component to any complete elementary, middle
and senior high education and has the potential to:
Enhances cognitive, affective and psychomotor development.
Encourage individuality and divergent thinking through problem solving and risk taking. Expand creativity and effective non-verbal communication.
Foster and appreciation of cultural diversity, heritage, history and disciplines. Develop a respect for the uniqueness and creativity of themselves and others.
Provide a lasting appreciation of art forms experienced as an active participant and as an audience. Provide a basic for personal growth.
Bring meaning of the role of the arts in cultures and societies, and in people’s daily lives.
Convey the important contributions of the arts and artists to societies and cultures, past and present. Offer a foundation for the skills necessary to pursue one of the careers in the arts.
Art educators work in concert to provide students with an equal opportunity for a substantive,
comprehensive and sequential education in the visual arts. Through a variety of instructional
strategies and assessment tools, all students learn how to make art, appreciate art, assess art and
relate art to their everyday life. Not all students will become artist. However, a quality art
education will provide every graduate with the knowledge, skills and values to become a creative
worker and lifelong learner.
Overview
This curriculum guide for visual arts is issued in response to the social studies frameworks
issued by the Rhode Island Department of Elementary and Secondary Education in (date).
The body of this course curriculum (or curriculum revision) is keyed to the learning
standards and grade span expectations developed by the state. Since the last curriculum
revision in the Visual Arts Department, our School District Committee has rewritten our
mission statement, developed academic and social expectations, and adopted district wide
rubrics for learning across the high schools. These changes have been incorporated into this
document, as well as supplemental material on multiple intelligences, instructional
strategies, our new assessment system, web sites, museums, and interdisciplinary resources.
These materials and resources enhance both the curriculum and the instructional strategies,
as well as the assessment system (assessment of proficiencies) for graduation.
Essential
Questions
Content
Skills
Standards/
GSEs/GLEs
Assessments
Sample
Instructional
Activities
Resources
Qtr 1 What is art? (Pre K-K)
How do artists use the elements of art? (1)
What are the tools and media that artists use? (2)
The Elements and Principles of Art and Design Drawing Art Appreciation Demonstration of knowledge and application of Visual Art and Design concepts by identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern Grade 1 1(K-2) – 2b Grade 2 1 (K-2) – 1a & b, 1 (K-2) – 2b 3 (K-2) -1a 3 (K-2) – 2a COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, 2L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique
Line, Shape, Color, Texture, Space Contour, Landscape, Portrait, Still Life
Artist Reproductions
Books
Teacher/ Student Samples
Qtr 2 Where do you see the elements of art? (Pre-K)
What subjects do artists choose for their art? (1)
What ideas do artists express? (2) Color Theory Painting Mixed Media Art Appreciation Demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design by demonstrating knowledge of basic art vocabulary Grade 1 1 (K-2) – 2b Grade 2 1 (K-2) – 1a & b, 1 (K-2) - 2b 3 (K-2) – 1a 3 (K-2) – 2a COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, 2L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Color Wheel, Basic Color Schemes Landscape,
Portrait, Artist Inspired Composition
Internet / Web Sites Teacher Edition Textbooks:
Explorations in Art K-6 grade teacher
Questions
Instructional
Activities
Qtr 3 How does art tell stories? (Pre K-K)
What everyday objects are designed? (1)
How are artist’s part of a community? (2) Printmaking Graphic Design Art Appreciation Grade 1 1 (K-2) – 2b Grade 2 1 (K-2) – 1a & b, 1 (K-2) – 2b 3 (K-2) – 1a 3 (K-2) – 2a COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, 2L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Mono-print, Multicolor Prints Illustration, Product/Poster Design Qtr 4
How do people use art? (Pre K-K) How does art look in different parts of the world? (1)
How do people use art in celebrations? (2)
Environmental Design Sculpture Craft / Folk Arts
Art Appreciation Grade 1 1 (K-2) – 2b Grade 2 1 (K-2) – 1a & b, 1 (K-2) – 2b 3 (K-2) – 1a 3 (K-2) – 2a COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, 2L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Architecture Additive / Subtractive Sculpture Clay, Weaving
Questions! GSEs/GLEs! Instructional Activities!
!
Qtr 1
Why do artists make art? (3)
How does the language of art help us to discuss / see art better? (4)
The Elements and Principles of Art and Design Drawing Color Theory Art Appreciation Demonstration of knowledge and application of Visual Art and Design concepts by identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern Grade 3-5 VAD /GSE 1 (3-4) – 1a,b,c 1 (3-4) – 2a,b 2 (3-4) – 1a 3 (3-4) – 1a,b COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Contour, Thumbnail Sketches, Sketches, Landscape, Portrait Color Wheel, Intensity, Warm / Cool, and Complementary Colors Artist Reproductions Books Teacher/ Student Samples Qtr 2
Why do artists make art about different places? (3) Why do artists show people in different ways? (4) Painting Mixed Media Printmaking Art Appreciation Demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design by demonstrating knowledge of basic art vocabulary Grade 3-5 VAD /GSE 1 (3-4) – 1a,b,c 1 (3-4) – 2a,b 2 (3-4) – 1a 3 (3-4) – 1a,b COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Landscape, Portrait, Figure Artist Inspired Composition Cut Paper, Collage, Crayon Resist Mono and Relief Print
Internet / Web Sites Teacher Edition Textbooks: Explorations in Art K-6 grade teacher
Activities!
!
Qtr 3
What is a community? How are artists part of the community? What do artists in our community do? (3-4) Graphic Design Environmental Design Art Appreciation Grade 3-5 VAD /GSE 1 (3-4) – 1a,b,c 1 (3-4) – 2a,b 2 (3-4) – 1a 3 (3-4) – 1a,b COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Illustration, Poster/Logo Design, Product Design, Interior and Exterior Drawings,
Community and Regional Art and Artist
Qtr 4
How is art used in everyday life? (3) Why do people document people and their lives? (4)
Sculpture Craft / Folk Arts Art Appreciation Grade 3-5 VAD /GSE 1 (3-4) – 1a,b,c 1 (3-4) – 2a,b 2 (3-4) – 1a 3 (3-4) – 1a,b COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Additive / Subtractive Sculpture Clay, Weaving, Textile design Bookmaking/Journal
Questions! GSEs/GLEs! Instructional Activities!
!
Qtr 1
What are different purposes for creating art? (5)
Why is art necessary? (6)
The Elements and Principals of Art and Design Drawing Color Theory Art Appreciation Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts for intended purposes and explaining the effects: line, shape, form, texture, color, pattern.
Using observation to develop a visual representation of a variety of shapes with some accuracy. Grade 3-5 VAD /GSE 1 (5-6) – 1a,c 1 (5-6) – 2a 2 (5-6) – 1a,b,e 3 (5-6) – 1a 3 (5-6) – 2b 4 (5-6) – 1a COMMON CORE 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Contour, Thumbnail Sketches, Landscape, Portrait, One Point Perspective, Value Study Color Wheel, Intensity, Warm / Cool, Monochromatic and Complementary Colors Artist Reproductions Books Teacher/ Student Samples Qtr 2
How do artists make choices about their work? (5) How do people express themselves through art today? (6) Painting Mixed Media Printmaking Art Appreciation Students demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design by explaining purposes for using different media, tools, techniques, and processes with basic skill, while creating 2-Dimentional and 3-Dimensional works of Grade 3-5 VAD /GSE 1 (5-6) – 1a,c 1 (5-6) – 2a 2 (5-6) – 1a,b,e 3 (5-6) – 1a 3 (5-6) – 2b 4 (5-6) – 1a COMMON CORE 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Landscape, Portrait, Figure Artist Inspired Composition Cut Paper, Collage, Crayon Resist Mono and Relief Print
Stamping Blockprinting
Internet / Web Sites Teacher Edition Textbooks: Explorations in Art K-6 grade teacher text
Activities!
!
!
Qtr 3
How does art reflect culture? (5) Do the arts reflect or shape culture? (6) Graphic Design Environmental Design Art Appreciation Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts comparing a variety of purposes for making Visual Art and Design. Analyzing the connections between Visual Arts and Design and other disciplines. Identifying specific qualities about the Visual Arts and Design in at least two cultures and time periods. Grade 3-5 VAD /GSE 1 (5-6) – 1a,c 1 (5-6) – 2a 2 (5-6) – 1a,b,e 3 (5-6) – 1a 3 (5-6) – 2b 4 (5-6) – 1a COMMON CORE 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Illustration, Logo, Product Design, Interior and Exterior Drawings,
Art & Artist: Community Regional
Qtr 4
What can we learn about a culture through its art forms? (5)
How do I use my knowledge or art skills and vocabulary to create art? (6)
Sculpture/ 3-dimensional arts & crafts
Craft / Folk Arts Art Appreciation Students demonstrate the ability to communicate in the language of Visual Art and Design by selecting and applying media, techniques, processes, and Visual Arts and Design concepts to convey feelings, ideas, or meanings Grade 3-5 VAD /GSE 1 (5-6) – 1a,c 1 (5-6) – 2a 2 (5-6) – 1a,b,e 3 (5-6) – 1a 3 (5-6) – 2b 4 (5-6) – 1a COMMON CORE 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, Rubrics, Teacher / Student Conference and Critique Additive / Subtractive Sculpture
Questions! GSEs/GLEs! Instructional Activities!
!
Qtr 1 & 3
How is art used everyday life? How do I use my knowledge of art skills and vocabulary to create art? How does art connect to other learning? How does art connect with other cultures?
The Elements and Principles of Art and Design Drawing/Design Color Theory / Painting Common Task Art History Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts. Students demonstrate the ability to extract meaning from works of art interpreting subject matter, symbols and ideas in works of art or design
Grade 7-8 VAD /GSE 1 (7-8) – 1a,b,c 1 (7-8) – 2a,b 2 (7-8) – 1a, 3 (7-8) – 1a,b 3 (7-8) – 2a 4 (7-8) – 1a,b,d,f COMMON CORE 7.SL.2, 7.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference Vocabulary review and reflective writing Proficient Common Task Critique Common Task: Observation Drawing with Value Still-life, Landscape, Figure, Portrait Mixed Media Pop Art Impressionism Expressionism Artist Reproductions Books Powerpoint Internet/Websites DVD/VHS movies Teacher/ Student Samples Qtr 2 & 4
How is art used in everyday life? How do I use my knowledge of art skills and vocabulary to create art? How does art connect
The Elements and Principals of Art and Design Drawing Environmental Design Sculpture Art History Student demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design. Students reflect upon, analyze and evaluate the work of self and others describing Grade 7-8 VAD /GSE 1 (7-8) – 1a,b,c 1 (7-8) – 2a,b 2 (7-8) – 1a, 3 (7-8) – 1a,b 3 (7-8) – 2a 4 (7-8) – 1a,b,d,f Rubrics, Vocabulary review and reflective writing Teacher / Student Conference Critique Line, Shape, Color/Value, Form, Texture, Space Still-life, Landscape, Figure, Portrait Games, Interiors, Exteriors, Teacher Edition Textbooks:
Activities! ! ! to other learning? Painting Art History
subject matter, media, techniques, process, craftsmanship, and basic visual arts concepts seen in a work of art or design.
COMMON CORE 7.SL.2, 7.L.6, 2.MD.1, 2.MD.3 Product Design Additive or Subtractive Sculpture
Questions! GSEs/GLEs! Instructional Activities!
!
Qtr 1 & 3
What skills and vocabulary do I need to appreciate visual art?
How do I use my knowledge of art skills and vocabulary to create art? How does art demonstrate knowledge?
The Elements and Principles of Art and Design
Drawing/Design Printmaking Art History
Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design Students demonstrate application of Visual Art and Design concepts by applying VAD concepts. Students demonstrate the ability to extract meaning from works of art interpreting subject matter, symbols and ideas in works of art or design
Grade 7-8 VAD /GSE 1 (7-8) – 1a,b,c 1 (7-8) – 2a,b 2 (7-8) – 1a, 3 (7-8) – 1a,b 3 (7-8) – 2a 4 (7-8) – 1a,b,d,f COMMON CORE 8.SL.2, 8.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference Vocabulary review and reflective writing Critique Still-life, Landscape, Figure, Portrait Collage Additive and Subtractive relief, Mono or Multicolor Prints Modern Art Surrealism Abstract Artist Reproductions Books Powerpoint Internet / Web Sites DVD/VHS movies Teacher/ Student Samples
Qtr 2 & 4
What skills and vocabulary do I need to appreciate visual art?
How do I use my knowledge of art skills and vocabulary to create art?
The Elements and Principals of Art and Design Drawing Environmental Design Sculpture Painting Student demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design. Students reflect upon, analyze and evaluate the work of self and others describing subject matter, media,
Grade 7-8 VAD /GSE 1 (7-8) – 1a,b,c 1 (7-8) – 2a,b 2 (7-8) – 1a, 3 (7-8) – 1a,b 3 (7-8) – 2a 4 (7-8) – 1a,b,d,f Rubrics, Teacher / Student Conference Vocabulary review and reflective writing Proficient Common Task Critique Common Task: Color Theory Still-life, Landscape, Figure, Portrait Games, Interiors, Exteriors, Product Design Additive or Teacher Edition Textbooks:
Activities!
!
! How does art demonstrate knowledge? Art History Careers in Art techniques, process, craftsmanship, and basic visual arts concepts seen in a work of art or design.
COMMON CORE 8.SL.2, 8.L.6, 2.MD.1, 2.MD.3 Subtractive Sculpture Color Theory Mixed Media
Questions! GSEs/GLEs! Instructional Activities! ! Qtr 1 How do people express themselves through art today?
Elements and Principles of Art Introduction to Drawing Art Appreciation / Criticism Problem Solving Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts applying a variety of selected VAD concepts for two and three – dimensional works of art and interpreting and evaluating the effects. Generating, applying, revising, and evaluating strategies and techniques to address artistic problems. DISTICT ACADEMIC EXPECTATIONS 7, 25 VAD/ GSE 1(9-12) – 1a, b 1(9-12) – 2a 2(9-12) – 1e 3(9-12) – 1a,d 3(9-12) – 2a COMMON CORE 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 PORTFOLIO REQUIREMENTS One proficient common tasks with
all artwork in addition to artifacts assigned by instructor with the accompanied
reflection and a comprehensive course assessment (CCA) PORTFOLIO DEVELOPMENT
Pretest and Review of Terms Basic Forms, Sketching, Flat Shading Artist Reproductions PowerPoint Books Teacher Samples Student Samples Internet / Web Sites
Textbooks The Visual Experience, Publ: Davis
Qtr 2
What role does graphic design play in consumers’ choices? Painting Graphic Design Art Appreciation / Criticism Problem Solving Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design selecting and evaluating a variety of media, tools, techniques, and processes in creating two-and three-dimensional works of art and design.
Grading is a balance between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Method may include self, peer or teacher evaluation, critiques, tests, quizzes and Common Course Assessment Common Task: Color Theory Color Mixing, Painting Techniques and Skills, Poster,
Activities!
!
!
Qtr 3
Do the arts reflect or shape culture? Printmaking Collage Art Appreciation / Criticism / Aesthetics Problem Solving Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings Relief Prints (Multicolor and Registration) Cut Paper with the Addition of Collage, Drawing, Painting, etc…. Qtr 4 How do I use my knowledge of art skills and vocabulary to create art? Sculpture Art Careers / Vocations Art Appreciation / Criticism / Aesthetics Problem Solving Comprehensive Course Assessment (CCA) Students demonstrate the ability to extract meaning from works of art researching and evaluating subject matter, symbols and ideas in a work of art or design. Additive and Subtractive Sculpture Comprehensive Course Assessment (CCA): Objective: Performance:
Questions! GSEs/GLEs! Instructional Activities! ! Qtr 1 How do people express themselves through art today?
Elements and Principles of Art Introduction to Sculpture Art Appreciation / 3-Dimensional Design / Problem Solving Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts applying a variety of selected VAD concepts for two and three – dimensional works of art and interpreting and evaluating the effects. Generating, applying, revising, and evaluating strategies and techniques to address artistic problems. DISTRICT ACADEMIC EXECPECTATIONS 7,25 VAD/ GSE 1(9-12) – 2a 3(9-12) – 2a COMMON CORE 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 PORTFOLIO REQUIREMENTS One proficient common tasks with
all artwork in addition to artifacts assigned by instructor with the accompanied reflection and a comprehensive course assessment (CCA) PORTFOLIO DEVELOPMENT Pretest Additive Artist Reproductions PowerPoint Books Teacher Samples Student Samples Internet / Web Sites
Textbooks The Visual Experience, Publ: Davis
Qtr 2
What role does Sculpture play in consumers’ choices? Introduction to Sculpture Introduction to Ceramics Graphic Design Art Appreciation / 3-Dimensional Design / Problem Solving Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design selecting and evaluating a variety of media, tools, techniques, and processes in creating two-and three-dimensional works of art and design.
Grading is a balance between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Method may include self, peer or teacher evaluation, critiques, tests, quizzes and Common Course Assessment Common Task: Relief Sculpture Subtractive Vocabulary, Techniques, Tools and Safety, Glaze Application
Activities!
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!
Qtr 3
Do the arts reflect or shape culture? Ceramics Introduction to the Potter’s Wheel Art Appreciation / 3-Dimensional Design / Problem Solving Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings
Slab and Coil Construction, Clay Sculpture, Centering, Throwing Techniques, Vessels: Cylinder and Bowl,
Qtr 4
How do I use my knowledge of art skills and vocabulary to create art? Environmental Design Art Careers / Vocations Art Appreciation / 3-Dimensional Design / Problem Solving Comprehensive Course Assessment (CCA) Students demonstrate the ability to extract meaning from works of art researching and evaluating subject matter, symbols and ideas in a work of art or design. Furniture Design, Architectural Sculpture Comprehensive Course Assessment (CCA): Objective: Performance:
Questions! GSEs/GLEs! Instructional Activities! ! Qtr 1 What is art? Pretest Introduction to Drawing Art Appreciation / Criticism / Problem Solving Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts applying a variety of selected VAD concepts for two and three – dimensional works of art and interpreting and evaluating the effects. Generating, applying, revising, and evaluating strategies and techniques to address artistic problems. DISTRICT ACADEMIC EXECPECTATIONS 7,25 VAD/ GSE 1(9-12) – 2a,b 2(9-12) – 1c 3(9-12) – 1a 3(9-12) – 2a 4(9-12) – 1a COMMON CORE 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 PORTFOLIO REQUIREMENTS Three proficient common tasks with
all artwork in addition to artifacts assigned by instructor with the accompanied reflection and a comprehensive course assessment (CCA) PORTFOLIO DEVELOPMENT Common Task: Observational Drawing Concentration on Value Elements and Principles of Art Contour Drawing of Basic Forms, Observational Drawing, Value Study, Sketching, Flat Shading Artist Reproductions PowerPoint Books Teacher Samples Student Samples Internet / Web Sites
Textbooks The Visual Experience, Publ: Davis Qtr 2 Why do we create art? Color Theory Painting Art Appreciation / Criticism / Problem Solving Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design selecting and evaluating a variety of media, tools, techniques, and processes in creating two-and three-Grading is a balance between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Method may include self, peer or teacher evaluation, critiques, tests, quizzes and Common
Common Task:
Linear Perspective
One and Two Point Perspective, Color Mixing, Analogous, Warm and Cool, Primary, Secondary and Intermediate
Activities!
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dimensional works of art and design.
Course Assessment
Media: Painting or Color Pencil
Qtr 3
What do artists need to know to create art?
Graphic Design Impressionism: Late 19th Century Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings Common Task: Painting with a Concentration in Color Theory Poster,
Computer Art, etc…. American and European Art Written or Oral Component Media: Painting, Chalk or Oil Pastel, Color Pencil
Qtr 4
What are the possibilities for creating art? Sculpture Printmaking Art Appreciation / Criticism / Aesthetics / Comprehensive Course Assessment (CCA) Students demonstrate the ability to extract meaning from works of art researching and evaluating subject matter, symbols and ideas in a work of art or design. Additive / Subtractive Sculpture Mono-print and Multicolor Relief Comprehensive Course Assessment (CCA): Objective: Performance:
Questions! GSEs/GLEs! Instructional Activities! ! Qtr 1 What skills am I practicing and learning to create artwork? Elements and Principles of Art Introduction to Drawing Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts applying a variety of selected VAD concepts for two and three – dimensional works of art and interpreting and evaluating the effects. Generating, applying, revising, and evaluating strategies and techniques to address artistic problems. DISTRICT ACADEMIC EXECPECTATIONS 7,25 VAD/ GSE 1(9-12) – 1a,b,c 1(9-12) – 2a,b 2(9-12) – 1e 3(9-12) – 1b 3(9-12) – 2a 4(9-12) – 1a COMMON CORE 10.SL.2, 11.SL.2, 10.L.6, 11.L.6, 12.SL.2, 2.MD.1, 2.MD.3 PORTFOLIO REQUIREMENTS Three proficient common tasks with
all artwork in addition to artifacts assigned by instructor with the accompanied reflection and a comprehensive course assessment (CCA) PORTFOLIO DEVELOPMENT Common Task: Observational Still-life Drawing Concentration on Value Pretest Contour Drawing of Basic Forms, Observational Drawing, Value Study, Sketching, Flat Shading, Linear Perspective Artist Reproductions PowerPoint Books Teacher Samples Student Samples Internet / Web Sites
Textbooks The Visual Experience, Publ: Davis Qtr 2 Why do we create art? How is my work different form anything I have ever done before? Color Theory Painting Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design selecting and evaluating a variety of media, tools, techniques, and processes in creating two-and three-Grading is a balance between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Method may include self, peer or teacher evaluation, critiques, tests, quizzes and Common
Common Task:
Color Theory / Teacher Choice
Color Mixing, Analogous, Warm and Cool, Primary, Secondary and Intermediate Media: Painting or
Activities!
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dimensional works of art and design.
Course Assessment Color Pencil, Mono-print and Multicolor relief
Qtr 3
How do I show that I care about my work, or that I do not care?
Introduction to the Proportions of the Face, Modern Art Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings Common Task: Portrait 20th Century Art: American, European Written or Oral Component Media: Painting, Chalk or Oil Pastel, Color Pencil
Qtr 4
What are some of the questions every artist should ask? Sculpture Printmaking Art Appreciation / Criticism / Aesthetics / Problem Solving Comprehensive Course Assessment (CCA) Students demonstrate the ability to extract meaning from works of art researching and evaluating subject matter, symbols and ideas in a work of art or design.
Additive / Subtractive Sculpture,
3-Dimentional Design,
Design and Sculpture, Mono-print and Multicolor Relief, Functional Design Comprehensive Course Assessment (CCA)
Questions! GSEs/GLEs! Instructional Activities!
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Qtr 1
What skills am I using to create art? How does this work of art relate to you?
Common Task: DRAWING WITH CONCENTRATION ON PORTRAIT Elements and Principles of Art Introduction to Drawing Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts applying a variety of selected VAD concepts for two and three – dimensional works of art and interpreting and evaluating the effects. Generating, applying, revising, and evaluating strategies and techniques to address artistic problems. DISTRICT ACADEMIC EXECPECTATIONS 7,25 VAD/ GSE 1(9-12) – 1a,b,c,d 1(9-12) – 2a,b 2(9-12) – 1a,b,c.d.e 3(9-12) – 1a,b,c,d 3(9-12) – 2a COMMON CORE 11.SL.2, 12.SL.2, 10.L.6, 11.L.6, 12.L.6, 2.MD.1, 2.MD.3 PORTFOLIO REQUIREMENTS Three proficient common tasks with
all artwork in addition to artifacts assigned by instructor with the accompanied reflection and a comprehensive course assessment (CCA) PORTFOLIO DEVELOPMENT Common Task: Drawing with a Concentration on Portrait Pretest Portrait Introduced, Proportions of the face, Media: Painting Chalk or Oil Pastel, Color Pencil, Observational Drawing, Value Study, Sketching, Flat Shading, Linear Perspective Artist Reproductions PowerPoint Books Teacher Samples Student Samples Internet / Web Sites
Textbooks The Visual Experience, Publ: Davis
Qtr 2
How does your artwork make you feel?
What did you see, hear, or sense that
Common Task: COLOR THEORY Color Theory Painting, Printmaking Art Appreciation / Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design selecting and evaluating a variety of media, tools,
Grading is a balance between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Method may include self, peer or
Common Task:
Color Theory
Color Mixing, Analogous, Warm and Cool, Primary, Secondary and Intermediate
Activities!
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made you say that? Criticism / Aesthetics / Problem Solving techniques, and processes in creating two-and three-dimensional works of art and design.
teacher evaluation, critiques, tests, quizzes and Common Course Assessment Media: Painting or Color Pencil, Mono-print and Multicolor relief Qtr 3
What is this work of art about? Is there a message that goes beyond the subject matter? Common Task: WRITING A CRITICAL ASSESSMENT- RENASSISANCE ART Exploration of Visual Arts Careers and Higher Education Renaissance Art Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings Common Task: Writing a Critical Assessment: Renaissance Art College Presentations, Portfolio Development, European Written or Oral Component Media: Painting, Chalk or Oil Pastel, Color Pencil
Questions! GSEs/GLEs! Instructional Activities!
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Qtr 4
What is the title of this artwork? How does the artwork relate to the title? If you rename the artwork, what would it change your feelings towards the work?
Common Task Design and Sculpture Art Appreciation / Criticism / Aesthetics / Problem Solving Comprehensive Course Assessment (CCA) Students demonstrate the ability to extract meaning from works of art researching and evaluating subject matter, symbols and ideas in a work of art or design. Additive / Subtractive Sculpture, 3-Dimentional Design, Functional Design Comprehensive Course Assessment (CCA)
Activities!
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Qtr 1
What is art? Elements and Principles of Art Explorations of Visual Arts Careers and Higher Education Media Choices (Options Per Individual) Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts applying a variety of selected VAD concepts for two and three – dimensional works of art and interpreting and evaluating the effects. Generating, applying, revising, and evaluating strategies and techniques to address artistic problems. DISTRICT ACADEMIC EXECPECTATIONS 7,25 VAD/ GSE 1(9-12) – 1a,b,c,d 1(9-12) – 2a,b 2(9-12) – 1a,b,c,d,e 3(9-12) – 1a,b,c,d 3(9-12) – 2a COMMON CORE 12.SL.2, 12.L.6, 2.MD.1, 2.MD.3 PORTFOLIO REQUIREMENTS Three proficient common tasks with
all artwork in addition to artifacts assigned by instructor with the accompanied reflection and a comprehensive course assessment (CCA) PORTFOLIO DEVELOPMENT Common Task:Interpreting personal artistic growth College Presentations Portfolio Development 2-Dimenional Design 3-Dimentional Design Artist Reproductions PowerPoint Books Teacher Samples Student Samples Internet / Web Sites
Textbooks The Visual Experience, Publ: Davis Qtr 2 Why do we create art? Color Theory Exploration of Visual Arts Career and Higher Education Media Choices (Options Per Individual) Art Appreciation / Criticism / Aesthetics / Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings.
Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Method may include self, peer or teacher evaluation, critiques, tests, quizzes and Common Course Assesment
Common Task:
Creating a Personal Art Philosophy
Analogous, Warm & Cool, Primary, Secondary
& Intermediate, In a 2-Dimenional
Design / 3-Dimensional Design
Questions! GSEs/GLEs! Instructional Activities! ! Problem Solving Collage Presentations Portfolio Development Artist Statement Qtr 3
How can we explore an idea and then create a thematic series of artwork from it?
Color Theory Exploration of Visual Arts Career and Higher Education Media Choices (Options Per Individual) Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings Writing a Legacy Proposal Common Task: Writing a Legacy Proposal School’s Legacy Project Studio Exhibition Mixed Medium Painting, Pastel, Color Pencil,
Pen and Ink, Printmaking,
Clay, Wood etc…. 2-Dimensional /
Activities!
!
Qtr 4
What are the possiblities for creating art?
Portfolio Review Individual
Independent and (or) Community Service Media Choices (Options Per Individual) Art Appreciation / Criticism / Aesthetics / Comprehensive Course Assessment (CCA) Students demonstrate the ability to extract meaning from works of art researching and evaluating subject matter, symbols and ideas in a work of art or design. School’s Legacy Project, Works of art in 2-Dimensional / 3-Dimensional Studio Exhibition Layout and Design, Graphic Design: Promotional Materials, Labels, Signage, Personal Folder Comprehensive Course Assessment (CCA) Objective: Personal Folder Performance: Studio Exhibition
Questions! GSEs/GLEs! Instructional Activities!
!
Qtr 1
What is art? Elements and Principles of Art Explorations of Visual Arts Careers and Higher Education Media Choices (Options Per Individual) Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts applying a variety of selected VAD concepts for two and three – dimensional works of art and interpreting and evaluating the effects. Generating, applying, revising, and evaluating strategies and techniques to address artistic problems. DISTRICT ACADEMIC EXECPECTATIONS 7,25 VAD/ GSE 1(9-12) – 1a,b,c,d 1(9-12) – 2a,b 2(9-12) – 1a,b,c,d,e 3(9-12) – 1a,b,c,d 3(9-12) – 2a COMMON CORE 12.SL.2, 12.L.6, 2.MD.1, 2.MD.3 PORTFOLIO REQUIREMENTS Three proficient common tasks with
all artwork in addition to artifacts assigned by instructor with the accompanied reflection and a comprehensive course assessment (CCA) PORTFOLIO DEVELOPMENT Common Task:Interpreting personal artistic growth College Presentations Portfolio Development 2-Dimenional Design 3-Dimentional Design Artist Reproductions PowerPoint Books Teacher Samples Student Samples Internet / Web Sites
Textbooks The Visual Experience, Publ: Davis Qtr 2 Why do we create art? Color Theory Exploration of Visual Arts Career and Higher Education Media Choices (Options Per Individual) Art Appreciation / Criticism / Aesthetics / Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings.
Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Method may include self, peer or teacher evaluation, critiques, tests, quizzes and Common Course Assesment
Common Task:
Creating a Personal Art Philosophy
Analogous, Warm & Cool, Primary, Secondary
& Intermediate, In a 2-Dimenional
Design / 3-Dimensional Design
Activities!
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Problem Solving Collage Presentations
Portfolio Development Artist Statement
Qtr 3
How can we explore an idea and then create a thematic series of artwork from it?
Color Theory Exploration of Visual Arts Career and Higher Education Media Choices (Options Per Individual) Art Appreciation / Criticism / Aesthetics / Problem Solving Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual art and design concepts to convey specific feelings, ideas, or meanings Writing a Legacy Proposal Common Task: Writing a Legacy Proposal School’s Legacy Project Studio Exhibition Mixed Medium Painting, Pastel, Color Pencil,
Pen and Ink, Printmaking,
Clay, Wood etc…. 2-Dimensional /
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Cranston Public Schools
and the
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PRE!KINDERGARTEN1!GRADE!2!
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ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN!
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A.!!ELEMENTS!OF!ART!1!We!think!of!the!elements!as!basic!visual! material!with!which!to!make!art.!!It!is!hard!to!imagine!anything! visual!without!the!use!of!one!or!more!of!these!elements.!! ! ! !
! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! ! Pr e1 K ! K ! 1 ! 2! ! 1.!!Line! ! ! ! ! a.!!Identify!and!apply!types!of!LINE!(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,! wavy,!zigzag,!continuous,!broken).! B! B! E! E! b.!!Explore!LINE!in!art!and!in!the!environment.! B! B! E! E! c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.! B! B! B! B! d.!!Use!LINE!to!express!thoughts!and!emotions.! ! ! ! ! e.!!Recognize!LINE!as!being!an!element!of!art.! ! ! ! ! ! 2.!!Color! ! ! ! ! a.!!Explore!COLOR!in!art!and!in!the!environment.! B! B! E! E! b.!!Name!and!identify!PRIMARY!and!SECONDARY!COLORS.! ! ! ! B! c.!!Mix!PRIMARY!to!make!SECONDARY!COLORS.!! ! ! ! ! d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!make!INTERMEDIATE!COLORS.! ! ! ! ! e.!!Name!and!identify!WARM!and!COOL!COLORS.! ! ! ! B! f.!!Identify!and!apply!NEUTRALS!(e.g.!white,!black,!gray).! ! ! ! ! g.!!Identify!and!apply!COLOR!SCHEMES!/!THEORY.! ! ! ! ! h.!!Identify!the!three!qualities!of!COLOR:!HUE,!VALUE!&!INTENSITY.! ! ! ! ! i.!!Recognize!COLOR!as!being!an!element!of!art.! ! ! ! ! ! 3.!!Value! ! ! ! ! a.!!Explore!VALUE!in!art!and!in!the!environment.! ! ! ! ! b.!!Create!color!TINTS!(light!VALUES)!by!adding!color!to!white! ! ! ! ! c.!!Create!color!SHADES!(dark!VALUES)!by!adding!black!to!color! ! ! ! ! d.!!Recognize!VALUE!as!being!and!element!of!art.! ! ! ! !!
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! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! ! Pr e1 K ! K ! 1 ! 2! ! 4.!!Shape! ! ! ! ! a.!!Explore!SHAPE!in!art!and!in!the!environment.! B! B! E! E! b.!!Recognize!SHAPE!as!being!a!twoTdimensional!flat!space!enclosed!by!actual!or! implied!lines.! ! ! ! ! c.!!Identified!and!apply!ORGANIC!and!GEOMETRIC!SHAPE!in!works!of!art.! ! ! ! ! d.!!Use!SHAPE!to!create!pattern!and!texture.! ! ! B! B! e.!!Recognize!SHAPE!as!being!an!element!of!art.! ! ! ! ! ! 5.!!Texture! ! ! ! ! a.!!Explore!TEXTURE!in!art!and!in!the!environment.! ! ! ! ! b.!!Recognize!TEXTURE!as!the!look!and!(or)!feeling!of!a!surface.! ! ! B! B! c.!!Identify!and!apply!different!types!of!TEXTURE!(e.g.,!shiny,!dull,!rough,!smooth,! silky,!pebbly).! B! B! B!! E! d.!Recognize!TEXTURE!as!being!an!element!of!art.! ! ! ! B! ! 6.!!Form! ! ! ! ! a.!!Recognize!FORM!as!being!a!threeTdimensional!object!with!height,!width!and! depth.! ! ! ! B! b.!!Explore!FORM!in!art!and!in!the!environment.! ! ! ! ! c.!!Identify!and!apply!ORGANIC!and!GEOMETRIC!FORMS!in!work!of!art.! ! ! ! ! d.!!Recognize!FORM!as!being!and!element!of!art.! ! ! ! ! ! 7.!!Space! ! ! ! ! a.!!Recognize!that!SPACE!is!art!and!in!the!environment.! ! ! ! B! b.!!Explore!SPACE!in!art!and!the!environment.! ! ! ! B! c.!!Identify!and!apply!POSITIVE!and!NEGATIVE!SPACE!in!works!of!art! ! ! ! ! d.!!Recognize!SPACE!as!being!an!element!of!art.! ! ! ! !!
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! ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient! ! ! Pr e1 K ! K ! 1 ! 2! ! 1.!!Unity! ! ! ! ! a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles! of!design.! ! ! ! ! b.!!Explore!UNITY!in!art!and!in!the!environment.! ! ! ! ! c.!!Recognize!UNITY!as!being!a!principle!of!design.! ! ! ! ! ! 2.!!Variety! ! ! ! ! a.!!Explore!VARIETY!in!art!and!in!the!environment.! ! ! ! B! b.!!Recognize!that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity! and!change!of!the!elements!of!design.! ! ! ! B! c.!!Recognize!the!use!of!VARIETY!as!being!a!principle!of!design.! ! ! ! ! ! 3.!!Emphasis! ! ! ! ! a.!!Explore!EMPHASIS!in!art!and!in!the!environment.! ! ! ! ! b.!!Recognize!that!EMPHASIS!is!a!forcefulness!that!gives!attention!or!focus!to!some! feature!of!design.! ! ! ! ! c.!!Recognize!EMPHASIS!as!a!principle!of!design.! ! ! ! ! ! 4.!!Balance! ! ! ! ! a.!!Explore!BALANCE!in!art!and!in!the!environment.! ! B! B! B! b.!!Recognize!that!BALANCE!is!a!way!of!arranging!the!principles!of!design!to! create!stability!in!a!work!of!art.! ! ! ! ! c.!!Identify!symmetrical!(formal)!BALANCE!in!a!work!of!art.! ! B! B! B! d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.! ! ! ! ! e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.! ! ! ! B! f.!!Recognize!BALANCE!as!a!principle!of!art.! ! ! ! !!
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B.!!Principles!of!Design!–!We!think!of!the!principles!as!ways!to!work! with!and!arrange!the!elements!ART!MEDIA!AND!MATERIALS!
PRE!KINDERGARTEN1!GRADE!2
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! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! ! Pr e1 K ! K ! 1 ! 2! ! 1.!!Architectural!and!Environmental!Design! ! ! ! ! Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able! to:! ! ! ! ! a.!!Use!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN!to!express!individual! ideas,!thoughts,!and!feelings.! ! ! B! B! b.!!Explore!a!variety!of!media!and!materials!in!constructing!an!ARCHITECTURAL!/! ENVIRONMENTAL!DESIGN! ! ! B! B! c.!!Create!a!variety!of!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a! variety!of!styles!and!techniques.! ! ! B! B! d.!!Explore!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!through!other! cultures,!their!history!and!meaning.! ! ! B! B! e.!!Create!an!ARCHITECTURAL!DESIGN!using!1!and!2!point!perspective.! ! ! ! ! f.!!Be!introduced!to!ARCHITECTURAL!AND!ENIVIRONMENTAL!WORKS!of!art!by! notable!historical,!contemporary,!and!ethnic!artist.!! ! ! B! B! g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! ! ! B! h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! B! B! B! i.!!Explore!careers!related!to!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN! ! B! B! B! ! 2.!!Ceramics! ! ! ! ! Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able! to:! ! ! ! ! a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.! ! B! B! B! b.!!Explore!a!variety!of!tools!and!materials!in!constructing!a!CERAMIC!FORM.! B! B! B! B! c.!!Create!CERAMIC!FORMS!using!a!variety!of!styles!and!techniques!such!as:!!pinch,! coil,!slab,!freeTform.! ! B! B! B! d.!!Explore!CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.! ! ! B! B! e.!!Be!introduced!to!CERAMIC!WORKS!of!art!by!notable!historical,!contemporary,! and!ethnic!artists.! ! ! B! B! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! ! ! B! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! B! B! E! h.!!Explore!careers!related!to!CERAMIC!DESIGN.! ! B! B! B!!
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! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! ! Pr e1 K ! K ! 1 ! 2! ! 3.!!Computer!Art!(Optional)! ! ! ! ! Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able! to:! ! ! ! ! a.!!Use!COMPUTER!ART!to!express!individual!ideas,!thoughts,!and!feelings.! ! ! ! B! b.!!Explore!a!variety!of!media!and!software!in!creating!a!COMPUTER!GRAPHIC.! ! ! ! B! c.!!Create!COMPUTER!generated!art!using!styles!and!techniques!within!available! software,!such!as!Kid'Pix!etc….! ! ! ! B! d.!!Use!the!COMPUTER!as!a!resource!tool!for!gathering,!organizing!and!presenting! information!(i.e.!art!education!websites!and!museum!websites).! ! ! ! ! e.!!Be!introduced!to!COMPUTERTGENERATED!works!of!art!by!notable!historical,! contemporary,!and!ethnic!artists.! ! ! ! ! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!others.! ! ! ! B! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! ! B! B! h.!!Explore!careers!related!to!COMPUTER!ART!DESIGN.! ! ! ! ! ! 4.!!Crafts!(Jewelry,!Textile!and!Fiber!Design)! ! ! ! ! Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able! to:! ! ! ! ! a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.! ! ! B! B! b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!variety!of!subject!matter!and! themes.! ! ! B! B! c.!!Develop!surface!pattern!both!in!two!and!threeTdimensional!design.! ! B! B! B! d.!!Explore!a!variety!of!materials,!both!manmade!and!natural.! ! ! B! B! e.!!Explore!a!variety!of!techniques!such!as:!sewing,!weaving,!painting,!quilting,! printmaking,! ! ! ! B! f.!!Create!a!decorative!or!practical!work!of!art!using!a!variety!of!styles!and! techniques,!such!as:!weaving,!quilting,!beading,!stitchery,!and!surface!design.! ! ! ! ! g.!!Explore!CRAFT!DESIGN!through!other!cultures,!their!history!and!meaning.! ! ! B! B! h.!!Be!introduced!to!CRAFTS!by!notable!historical,!contemporary!and!ethnic! artists.! ! ! ! ! i.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! ! ! B! j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! ! B! B! k.!!Explore!careers!related!to!CRAFT!DESIGN.! ! ! ! ! ! 5.!!Drawing! ! ! ! ! Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able! to:! ! ! ! ! a.!!Use!DRAWING!to!express!individual!ideas,!thoughts,!and!feelings.! ! B! B! E! b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!DRAWING!(i.e.!pencils,! marker,!pastel,!charcoal,!craypas,!ink!etc.).! B! B! B! E! c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.! ! B! B! B! d.!!Create!DRAWINGS!using!a!variety!of!subject!matter!and!themes.! ! B! B! P! e.!!Explore!a!variety!of!DRAWING!techniques!(i.e.!hatching,!crossThatching,! ! ! ! B!
