Essential Vocabulary Task Analysis (Unpacking Simplified)

ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/

UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/

Visual Arts-5

_{grade- Standard- 5. V. 1}

Essential Standard: Use the language of visual arts to communicate effectively.

RBT Tag:

B-3

Time

Clarifying

Objectives

Essential Vocabulary

Task Analysis

(Unpacking

Simplified)

Learning

Activities/Assessments

Resources

5.V.1.1

Use appropriate art vocabulary to describe art movements.

Use, say, tell, show, explain, Elements of Art: Color- Primary,

Secondary, Warm,

Cool, Neutral, Complementary, Tertia ry, Intermediate, Hue, Value- Monochromatic, Tint, Shade, Line-Thick, Thin, Dotted, Dashed, Zig-Zag, Jagged, Curved, Straight, Horizontal, Vertical, Diagonal, Parallel, Shape and Form- Geometric, 2-D,

3-D, Organic, Texture- See, Feel, tactile, visual, invented, Space- Overlapping, Foreground, Middle ground, Background, Perspective, vanishing point, distance, horizon line, Positive space, Negative space,

Principles of Design: Pattern, Repetition, Balance, Symmetrical, Radial, Asymmetrical, Contrast, Focal Point, Emphasis, Rhythm,

Variety, Unity, Proportion, size, measurements, styles, Subject, Portrait, Landscape, Cityscape, Seascape, Still life, Abstract, Realistic, movements, periods, projects.

What does this standard mean that a student will know and be able to do?” (TLWBAT…)

TLWBAT:

• Explore and discuss art

vocabulary.

• Identify art vocabulary in art work.

• Use

appropriate art vocabulary to describe art movements.

Use/Label CIF Strategies

 Class talk (CIF) about art movements and vocabulary.  Questioning (CIF)

to identify

vocabulary in an art work and about criteria of art movements.  Composition

checklist to help student determine art movement.  Writing to learn

(CIF) to identify art movement of a work of art by using appropriate vocabulary.



http://www.artchive.

com/ftp_site.htm



http://www.artcyclop

edia.com/



5.V.1.2 Create art that reflects personal voice and choice.

Apply, build, create, use, select, personal, self, choices, decisions,

TLWBAT:

• Explore art examples,

vocabulary and techniques.

• Discuss

how personal ideas are expressed in a work of art.

• Understand

that artists use their art to express personal ideas. • Create art that reflects personal voice and choice.

 Classroom talk (CIF) about art examples, vocabulary and techniques.  Questioning about

how artist reflect their ideas in works of art.

 Brainstorm personal pet peeve ideas to choose from to create a drawing.  Cartooning;

painting/drawing about an

environmental/ political issue; Constitutional rights inspired art; Norman Rockwell inspired scenes from their personal life.



http://www.archives.

gov/exhibits/charters

/constitution.html/



http://www.nrm.org/



ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/

UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/

5.V.1.3

Classify works of art in terms of whether they are realistic, abstract, or non-objective.

Classify, sort, list, match, interpret, distinguish, choose, differentiate, summarize, meaning, purpose, idea, realistic, abstract, dreamlike, different, out of ordinary, non-objective.

TLWBAT:

• Explore art examples and vocabulary.

• Identify

works of art in terms of realistic, abstract or non-objective.

• Classify

works of art in terms of whether they are realistic, abstract, or non-objective.

 Classroom talk & questioning (CIF) about realistic, abstract and non-objective art.  Game to classify art

works.

 Graphic organizer  Writing to learn

(CIF)- discuss the content of an artwork to decide how to classify an artwork.



http://www.artcyclop

edia.com/



http://www.artlex.co

m/



5.V.1.4

Understand the relationship between the Elements of Art and the Principles of Design.

Understand, say, tell, show, explain, Elements of Art: Color- Primary, Secondary, Warm, Cool, Neutral, Complementary, Tertiary, Intermediate, Hue, Value- Monochromatic, Tint, Shade, Line-Thick, Thin, Dotted, Dashed, Zig-Zag, Jagged, Curved, Straight, Horizontal, Vertical, Diagonal, Parallel, Shape and Form- Geometric, 2-D,

3-D, Organic, Texture- See, Feel, tactile, visual, invented, Space- Overlapping, Foreground, Middle ground, Background, Perspective, vanishing point, distance, horizon line, Positive space, Negative space, Principles of Design: Pattern, Repetition,

Balance, Symmetrical, Asymmetrical, Contrast, Focal Point, Emphasis, Rhythm, Variety, Unity, Proportion, size, compare, similar, different, work together.

TLWBAT:

• Explore art examples and vocabulary.

• Examine

and discuss the Elements of Art and Principles of Design in works of art. • Understand the relationship between the Elements of Art and the Principles of Design.

 Classtalk (CIF) art examples and vocabulary.  Questioning (CIF)

about vocabulary in works of art.  Collaborative group

work (CIF)- Compostional checklist for a work of art and then have them discuss how the Elements of Art and Principles of design.



http://www.awesome

artists.com/ART/Aw

esomeAwesomeAB

CsOfArt.htm



http://www.artsconn

ected.org/toolkit/ind

ex.html

ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/

UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/

5.V.1.5 Apply the Principles of Design in creating compositions.

Apply, use, create, carry out, implement, design, build,

Principles of Design: Pattern, Repetition, Balance, S ymmetrical,

Asymmetrical, Contrast, Focal Point, Emphasis, Rhythm, Variety, Unity, Proportion, size, compare, similar, different, work together,

composition, project, work of art.

TLWBAT:

• Explore art examples and vocabulary. • Examine and discuss

the Principles of Design, including repetition, movement, emphasis, contrast, balance proportion, harmony, variety, and unity in art examples. • Understand how the

Principles of Design work in relation to each other.

• Apply the Principles of Design in creating compositions.

• Classroom talk (CIF) about Principles of Design within compositions. • Questioning

(CIF) about how artists applied the Principles of Design within a work of art and how they are related. • Create Optical

illusion linear designs focusing on Rhythm, repetition, Emphasis and Unity.

• Create a

sculpture with emphasis, contrast, proportion and unity.

• Create a

collage with emphasis, variety and unity.



http://www.mrsb

rownart.com/ind

ex.htm



http://www.awes

omeartists.com

