Runnemede School District
Visual Arts Curriculum
Kindergarten to Eighth Grade
Table of Contents
Mission / Goal Statements ………………………………………………………………………………………….…….. Page 2
Acknowledgments………………………………………………………………………...…………………………………….. Page 2
Arts Education Overview…………………………………………………………………………….………………………..... Page 3
Kindergarten ……………………………………………………………………………………………..…………………….. Page 4
First Grade ………………………………………………………………………………………………………………….. Page 13
Second Grade ……………………………….………………………………………………………………………………….. Page 17
Third Grade ………………………… ……………………………………………………………………………………….. Page 22
Fourth Grade ……………………………..…………………………………………………………………………………….. Page 27
Fifth Grade…………………………… ………………………………………………………………………..……………….. Page 35
Sixth Grade ……………………………………………………………………………………………….………………….. Page 40
Seventh Grade…………………………………………………………………………..…………….……….……………….. Page 51
Eighth Grade ………………………………………………………………………………………….……………………….. Page 56
Runnemede School District Mission Statement
Mission Statement: The Runnemede School District values the skill set of all members within the school community. In an effort to provide a successful educational experience to all children, we will provide a well rounded program that allows all students to meet the expectations of the New Jersey Student Learning Standards (NJSLS) at all grade levels. This will be ensured through a strong instructional program, safe environment, professional development for staff, and financial accountability.
Arts Education in the 21st Century Curricular Overview
Creativity is a driving force in the 21st-century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations.
The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth ... This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce. ... Those countries that produce the most important new products and services can capture a premium in world markets...
(2007, National Center on Education and the Economy)
Experience with and knowledge of the arts is an essential component of the P-12 curriculum in the 21st century. As the state of New Jersey works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and vision that follow:
Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for expression beyond the limits of language.
Vision: An education in the arts fosters a population that:
- Creates, reshapes, and fully participates in the enhancement of the quality of life, globally.
- Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a focus on the humanities.
- Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century.
- Understands and impacts the increasingly complex technological environment.
The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of the four arts disciplines by the end of fifth grade, using the vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline in a developmentally appropriate manner. Beginning in grade 6, student instruction in the arts is driven by specialization, with students choosing one of the four arts disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students are expected to communicate proficiently in one or more arts disciplines of their choice. By graduation from secondary school, all students should, in at least one area of specialization, be able to:
- Define and solve artistic problems with insight, reason, and technical proficiency.
- Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic perspectives.
- Call upon their informed acquaintance with exemplary works of art from a variety of cultures and historical periods.
- Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and matching competencies and understandings in art-making, history, culture, and analysis in any arts-related project.
Kindergarten | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations/ Modifications |
September-Nov | Exploration of skills, media, methods, and technologies that create art Aesthetic Responses & Critique Methodologies | Demonstrate the safe and appropriate use and care of art materials and tools Use vocabulary to Describe various art forms (e.g., photographs, sculpture), artists (e.g. illustrator, sculptor, photographer), and elements in the visual arts. Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. Create more recognizable representations as eye-hand coordination and fine motor skills develop. Use of symbols to create personal works of art based on selected age appropriate themes, using oral stories as a basis of pictorial representation Distinguish patterns in nature found in works of art. | 1.3.P.D.1 1.3.P.D.3 1.3.P.D.4 1.3.P.D.5 1.3.P.D.6 1.3.2.D.2 1.4.2.A.4 | Use scissors correctly Hold pencils, crayons, markers correctly Gluing correctly Use and cleaning of brushes Demonstrate use of variety of colors Demonstrate use of variety of shapes Demonstrate use and variety of lines Demonstrate simple collage techniques Create and construct visual works of art using creativity, imagination and observation in a variety of art media. Teaching tracing skills, cutting skills, gluing skills and holding art utensils correctly. Identifying colors, shapes, types of lines Demonstrate recognition of designs found in nature. Projects will also be based on cross-curricular thematic units as determined by grade level teachers. Sept.
Oct.-
Nov.-
| Slides Posters Books Nature photos online websites Filmstrips Pictures Nature studies Brushes Glue Scissors Oil pastels Markers Crayons Glitter crayons Tempera paint Fluorescent paint Construction paper Metallic paper Tissue paper Crepe paper Cellophane paper Glitter Collage materials Feathers Pom-poms Macaroni Sequins Shells Found Objects Yarn String Pipe cleaners Seeds Beads Clay Modeling clay | Adaptive scissors Large crayons Modified paint brushes Pencil grippers Slant boards Preferential seating Personal or one on one aides Slower pace Demonstration/modeling Modified vocabulary Adaptive art tools Modified requirements Modified lessons |
December-February | Exploration of skills, media, methods, and technologies that create art Aesthetic Responses & Critique Methodologies | Demonstrate the safe and appropriate use and care of art materials and tools Create two and three-dimensional works of art while exploring color, line, shape, form, texture, and space. Use vocabulary to Describe various art forms (e.g., photographs, sculpture), artists (e.g. illustrator, sculptor, photographer), and elements in the visual arts. Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. Create more recognizable representations as eye-hand coordination and fine motor skills develop. Use of symbols to create personal works of art based on selected age appropriate themes, using oral stories as a basis of pictorial representation Distinguish patterns in nature found in works of art. | 1.3.P.D.4 1.3.P.D.3 1.3.P.D.2 1.3.P.D.1 1.3.P.D.5 1.3.P.D.6 1.3.2.D.2 1.4.2.A.4 | Use scissors correctly Hold pencils, crayons, markers correctly Gluing correctly Use and cleaning of brushes Demonstrate use of variety of colors Demonstrate use of variety of shapes Demonstrate use and variety of lines Demonstrate simple collage techniques Identifying colors, shapes, types of lines Create and construct visual works of art using creativity, imagination and observation in a variety of art media. Teaching tracing skills, cutting skills, gluing skills and holding art utensils correctly. Demonstrate recognition of designs found in nature Creating visual works of art using planning and problem solving skills. Projects will also be based on cross-curricular thematic units as determined by the grade level teachers. Dec.-
Jan.-
Feb.-
| Slides Posters Books Nature photos online websites Filmstrips Pictures Nature studies Brushes Glue Scissors Oil pastels Markers Crayons Glitter crayons Tempera paint Fluorescent paint Construction paper Metallic paper Tissue paper Crepe paper Cellophane paper Glitter Collage materials Feathers Pom-poms Macaroni Sequins Shells Found Objects Yarn String Pipe cleaners Seeds Beads Clay Modeling clay | Adaptive scissors Large crayons Modified paint brushes Pencil grippers Slant boards Preferential seating Personal or one on one aides Slower pace Demonstration/modeling Modified vocabulary Adaptive art tools Modified requirements Modified lessons |
March-June | Exploration of skills, media, methods, and technologies that create art Aesthetic Responses & Critique Methodologies | Demonstrate the safe and appropriate use and care of art materials and tools Create two and three-dimensional works of art while exploring color, line, shape, form, texture, and space. Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g. illustrator, sculptor, photographer), and elements in the visual arts. Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. Create more recognizable representations as eye-hand coordination and fine motor skills develop. Use of symbols to create personal works of art based on selected age appropriate themes, using oral stories as a basis of pictorial representation Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. | 1.3.P.D.1 1.3.P.D.2 1.3.P.D.3 1.3.P.D.4
1.3.P.D.5
1.3.P.D.6
1.4.P.A.4 1.3.2.D.2 | Use scissors correctly Hold pencils, crayons, markers correctly Gluing correctly Use and cleaning of brushes Demonstrate use of variety of colors Demonstrate use of variety of shapes Demonstrate use and variety of lines Demonstrate simple collage techniques Create and construct visual works of art using creativity, imagination and observation in a variety of art media. Teaching tracing skills, cutting skills, gluing skills and holding art utensils correctly. Demonstrate recognition of designs found in nature Creating visual works of art using planning and problem solving skills. Projects will also be based on cross-curricular thematic units as determined by grade level teachers. Use of clay to create 3 dimensional art projects. Care and use of clay tools Understanding and using specific art vocabulary to discuss and describe art elements and art forms. Identifying colors, shapes, types of lines Identify 2 dimensional art forms vs. 3 dimensional art forms Articulation of feelings and observations to various objects, artwork and cultural works of art. March-
| Slides Posters Books Nature photos online websites Filmstrips Pictures Nature studies Brushes Glue Scissors Oil pastels Markers Crayons Glitter crayons Tempera paint Fluorescent paint Construction paper Metallic paper Tissue paper Crepe paper Cellophane paper Glitter Collage materials Feathers Pom-poms Macaroni Sequins Shells Found Objects Yarn String Pipe cleaners Seeds Beads Clay Modeling clay | Adaptive scissors Large crayons Modified paint brushes Pencil grippers Slant boards Preferential seating Personal or one on one aides Slower pace Demonstration/modeling Modified vocabulary Adaptive art tools Modified requirements Modified lessons |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
1st Grade | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations/ Modifications |
September-Nov | The Creative Process History of the Arts and Culture Performance Aesthetic Responses and Critique Methodologies | Identify elements of art and principles of design in specific works of art and explain how they are used. Identify characteristic theme-based works of, visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media. Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media. Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through visual art. | 1.1.2.D.2 1.2.2.A.1 1.3.2.D.4 1.4.2.A.3 1.3.2.D.5 | Use a variety of art mediums to create art works based on everyday world. All students will demonstrate an understanding of the elements and principles in works of art. Students will develop observational skills and interest in visual objects, spaces, and the relationship of objects to the world. Series of art projects reflecting and examining various aspects of the fall season using elements and principles of art. Projects will also be based on cross-curricular thematic units emphasizing fall activities and fall festivals as determined by the grade level teachers.
| Construction paper Tissue paper Metallic paper Crepe paper Cellophane paper confetti paper shredded paper wrapping paper bags oil pastels chalks crayons glitter crayons metallic crayons glue fluorescent crayons scissors rulers tempera paint fluorescent paint glitter paint collage materials seeds macaroni beads shells sequins found objects yarn pipe cleaners pom-poms glitter buttons clay modeling clay paper Mache’ books film strips posters paintings DVD’s Manipulatives | Preferential seating One on one aides Modified vocabulary Demonstration/modeling Cooperative learning groups Slant boards Modified brushes Adaptive art tools Pencil grips Large crayons Modified lessons Modified requirements |
December-February | The Creative Process History of the Arts and Culture Performance Aesthetic Responses and Critique Methodologies | Identify elements of art and principles of design in specific works of art and explain how they are used. Identify characteristic theme-based works of visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media. Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media. Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through visual art. Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in visual art. Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. | 1.1.2.D.2 1.2.2.A.1 1.3.2.D.4 1.3.2.D.5 1.4.2.A.3 1.4.2.B.1 | Use a variety of art mediums to create art works based on everyday world. All students will demonstrate an understanding of the elements and principles in works of art. Students will develop observational skills and interest in visual objects, spaces, and the relationship of objects to the world. Cultural, historical and literature based studies. Exploration of 3 dimensional media. Unit 2 is a series of art projects reflecting and examining various aspects of the winter season using elements and principles of art. Unit 2 will involve studies of the prehistoric period, prehistoric creatures and dinosaurs. | Construction paper Tissue paper Metallic paper Crepe paper Cellophane paper confetti paper shredded paper wrapping paper bags oil pastels chalks crayons glitter crayons metallic crayons glue fluorescent crayons scissors rulers tempera paint fluorescent paint glitter paint collage materials seeds macaroni beads shells sequins found objects yarn pipe cleaners pom-poms glitter buttons clay modeling clay paper Mache’ books film strips posters paintings DVD’s Manipulatives | Preferential seating One on one aides Modified vocabulary Demonstration/modeling Cooperative learning groups Slant boards Modified brushes Adaptive art tools Pencil grips Large crayons Modified lessons Modified requirements |
March-June | Chalk Collage Blot painting Artist /illustrator studies Cultural /historical paintings and crafts | Observe the basic arts elements in exhibitions and use them to formulate objective assessments of artworks in visual art. Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through visual art. Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media. Identify characteristic theme-based works of visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures Identify elements of art and principles of design in specific works of art and explain how they are used. | 1.1.2.D.2 1.2.2.A.1 1.3.2.D.4 1.3.2.D.5 1.4.2.A.3 1.4.2.B.1 | Use a variety of art mediums to create art works based on everyday world. All students will demonstrate an understanding of the elements and principles in works of art. Students will develop observational skills and interest in visual objects, spaces, and the relationship of objects to the world. Cultural, historical and literature based studies. Exploration of 3 dimensional media. Unit 3 is a series of art projects reflecting and examining various aspects of spring, nature and the physical world using elements and principles of art. Unit 3 will involve studies of literature based art, cultural and historical themed art. Projects will also be based on cross-curricular thematic units and activities as determined by the grade level teachers. | Construction paper Tissue paper Metallic paper Crepe paper Cellophane paper confetti paper shredded paper wrapping paper bags oil pastels chalks crayons glitter crayons metallic crayons glue fluorescent crayons scissors rulers tempera paint fluorescent paint glitter paint collage materials glitter buttons clay modeling clay paper Mache’ books film strips posters paintings DVD’s Manipulatives | Preferential seating One on one aides Modified vocabulary Demonstration/modeling Cooperative learning groups Slant boards Modified brushes Adaptive art tools Pencil grips Large crayons Modified lessons Modified requirements |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
2nd Grade | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations/ Modifications |
September-Nov | Assemblage techniques. Nature studies using chalks/craypas Painting fall pictures Autumn collages Texture/design studies | Identify elements of art and principles of design in specific works of art and explain how they are used. Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods. Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories. Recognize the making subject or theme in works of visual art. Demonstrate the safe and appropriate use and care of art materials and tools. | 1.1.2.D.2 1.3.2.D.1 1.3.2.D.3 1.4.2.B.3 | Demonstrate recognition and knowledge of elements of art and principles of design in artworks. Children will create two and three dimensional art projects using elements of color, line, shape, form, texture and space using a variety of art mediums and methods. Children will demonstrate knowledge and use of art vocabulary, tools and techniques to create artwork. Exploration of 3 dimensional media. Projects will also be based on cross-curricular thematic units emphasizing fall activities and fall festivals as determined by the grade level teachers. Unit 1 is a series of art projects reflecting and examining various aspects of the fall season and nature using elements and principles of art. | Books Posters Pictures Filmstrips Paintings Manipulatives Websites Charts Visual cues Bulletin boards Construction paper Confetti paper Glitter paper Shredded paper Crepe paper Tissue paper Cellophane paper Multicolored paper Paper bags Foam Wrapping paper Newsprint paper Cardboard Crayons Glitter crayons Metallic crayons Fluorescent crayons Fabric crayons Rainbow crayons Oil pastels Chalks Fluorescent chalks Tortillions Markers Tempera paints Fluorescent paints Glitter paints Sparkle paints Under glaze paints Glaze Glitter Glitter glue Glue Collage materials Yarn Fabric Shells Buttons Popsicle sticks Pom-poms Styrofoam Sequins Beads Seeds Macaroni Pipe cleaners Sponges Buttons Ribbons Feathers lace Clay Clay tools Modeling clay Paper Mache Sponge brushes Detail brushes | Preferential seating Slower pace Personal or one on one aides Visual cues Modified vocabulary Demonstration/modeling Cooperative learning groups Slant boards Modified brushes Adaptive art tools Pencil grips Modified lessons Modified requirements |
December-February | Winter landscape paintings/ drawing Nutcracker ballet chalk pictures/ painting/ assemblages | Identify elements of art and principles of design in specific works of art and explain how they are used. Identify how artists and specific works of visual art reflect, and are affected by, past and present cultures. Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods. Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories. Recognize the making subject or theme in works of visual art. Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. | 1.4.2.B.3 1.3.2.D.3 1.3.2.D.1 1.2.2.A.2 | Demonstrate recognition and knowledge of elements of art and principles of design in artworks. Children will create two and three dimensional art projects using elements of color, line, shape, form, texture and space using a variety of art mediums and methods. Children will demonstrate knowledge and use of art vocabulary, tools and techniques to create artwork. Exploration of 3 dimensional media. Projects will also be based on cross-curricular thematic units emphasizing winter activities and winter festivals as determined by the grade level teachers. Unit 2 is a series of art projects reflecting and examining various aspects of the winter season and nature using elements and principles of art. | Construction paper Tissue paper Metallic paper Crepe paper Cellophane paper confetti paper shredded paper wrapping paper bags oil pastels chalks crayons glitter crayons metallic crayons glue fluorescent crayons scissors rulers tempera paint fluorescent paint glitter paint collage materials seeds macaroni beads shells sequins found objects yarn pipe cleaners pom-poms glitter buttons clay modeling clay paper Mache’ books film strips posters paintings DVD’s Manipulatives | Preferential seating One on one aides Modified vocabulary Demonstration/modeling Cooperative learning groups Slant boards Modified brushes Adaptive art tools Pencil grips Large crayons Modified lessons Modified requirements |
March-June | Clay tiles Cultural studies using chalk, craypas, paints Spring collages Literature based studies Historical studies/crafts | Identify elements of art and principles of design in specific works of art and explain how they are used. Identify how artists and specific works of visual art reflect, and are affected by, past and present cultures.
Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods. Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories. Identify aesthetic qualities of exemplary works of art in visual art, and identify characteristics of the artists who created them Compare and contrast culturally and historically diverse works of visual art that evoke emotion and that communicate cultural meaning. Recognize the making subject or theme in works of visual art | 1.4.2.B.3 1.4.2.A.2 1.4.2.A.1 1.3.2.D.3 1.3.2.D.1 1.2.2.A.2 1.1.2.D.2 | Children will demonstrate knowledge and use of art vocabulary, tools and techniques to create artwork. Children will be able to compare and contrast various works of cultural and historical art. Children will be able to identify subjects and themes in various works of art. Exploration of 3 dimensional media. Demonstrate recognition and knowledge of elements of art and principles of design in artworks. Identify how artworks are affected by past and present cultures. Children will create two and three dimensional art projects using elements of color, line, shape, form, texture and space using a variety of art mediums and methods. Children will demonstrate knowledge and use of art vocabulary, tools and techniques to create artwork. Children will identify different styles of art and artists who created them. Projects will also be based on cross-curricular thematic units emphasizing cultural or spring activities and festivals as determined by the grade level teachers. Unit 3 is a series of art projects reflecting and examining various aspects of seasonal, nature, historical, cultural and literature based activities using elements and principles of art. | Construction paper Tissue paper Metallic paper Crepe paper Cellophane paper confetti paper shredded paper wrapping paper bags oil pastels chalks crayons glitter crayons metallic crayons glue fluorescent crayons scissors rulers tempera paint fluorescent paint glitter paint collage materials seeds macaroni beads shells sequins found objects yarn pipe cleaners pom-poms glitter buttons clay modeling clay paper Mache’ books film strips posters paintings DVD’s Manipulatives | Preferential seating One on one aides Modified vocabulary Demonstration/modeling Cooperative learning groups Slant boards Modified brushes Adaptive art tools Pencil grips Large crayons Modified lessons Modified requirements |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
3rd Grade | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations/ Modifications |
September-October | Color mixing Color families Primary, secondary and tertiary colors Elements of design in paintings/studies Color theory reflected in art styles | Identify elements of art and principles of design that are evident in everyday life. Recognize works of visual art as a reflection of societal values and beliefs. Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design. Collaborate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. Employ basic, discipline-specific arts terminology to categorize works of visual art according to established classifications. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of visual art. | 1.1.5.D.1 1.2.5.A.1 1.3.5.D.1 1.3.5.D.5 1.4.5.A.1 1.4.5.B.3 | Demonstrate knowledge, Understanding and function of elements of art and design in everyday world. Children will work individually or in groups to create two and three dimensional art works that incorporate the elements of art and design. In depth studies of color theory, art design and art elements. | Pictures posters charts filmstrips books slides painting Construction paper Glitter paper Rainbow paper Tissue paper Shredded paper Confetti paper Crepe paper Metallic paper Foam paper Velvet paper Cellophane paper Rice paper Color diffusion paper Cardboard Watercolor paper Tempera paint Fluorescent paint Glitter paint Metallic paint Acrylic paint watercolors Sparkle paint Fabric paint Under glazes Glaze Glue glitter glue Markers Permanent markers Crayons Fabric crayons Glitter crayons | Personal or one on one aides Preferential seating Visual cues Slant boards Adaptive brushes and tools Slower pace Modified instruction Modified vocabulary Modified requirements Cooperative learning groups Demonstration/modeling |
November-December | Nature studies/still life Literature based paintings/studies Copper embossing Cultural crafts | Identify elements of art and principles of design that are evident in everyday life. Recognize works of visual art as a reflection of societal values and beliefs. Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design. Collaborate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. Employ basic, discipline-specific arts terminology to categorize works of visual art according to established classifications. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of visual art. | 1.1.5.D.1 1.2.5.A.1 1.3.5.D.1 1.3.5.D.5 1.4.5.A.1 1.4.5.B.3 | Demonstrate knowledge and use of art terminology for various works of art, media and genres. Demonstrate knowledge of how art and culture reflect and affect each other. Cultural, historical, literature studies, nature studies. Projects will also be based on cross-curricular thematic units as determined by the grade level teachers. | Pictures Metallic paper Foam paper Velvet paper Cellophane paper Rice paper Color diffusion paper Cardboard Watercolor paper Tempera paint Fluorescent paint Glitter paint Metallic paint Acrylic paint Sponges Collage materials Sequins Lace Yarn Ribbon Beads Seeds Feathers Macaroni Lace Tortillions Oil pastels Chalks Charcoal Watercolor pencils Colored pencils Chalk pencils Fluorescent chalks Clay Paper Mache Clay tools Brayers Printmaking ink Styrofoam | Personal or one on one aides Preferential seating Visual cues Slant boards Adaptive brushes and tools Slower pace Modified instruction Modified vocabulary Modified requirements Cooperative learning groups Demonstration/modeling |
January-February | Basic clay techniques Hand building Coil pots Pinch pots Utilitarian clay projects Glazing Clay design | Identify elements of art and principles of design that are evident in everyday life. Recognize works of visual art as a reflection of societal values and beliefs. Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design. Collaborate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. Employ basic, discipline-specific arts terminology to categorize works of visual art according to established classifications. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of visual art. | 1.1.5.D.1 1.2.5.A.1 1.3.5.D.1 1.3.5.D.5 1.4.5.A.1 1.4.5.B.3 | Demonstrate knowledge and use of art terminology for various works of art, media and genres. Demonstrate knowledge of how art and culture reflect and affect each other. Projects will also be based on cross-curricular thematic units as determined by the grade level teachers. Exploration of 3 dimensional media. | Tempera paint Fluorescent paint Glitter paint Metallic paint Acrylic paint watercolors Sparkle paint Fabric paint Under glazes Embossing foil Detail brushes Stencil brushes Foam brushes Sponges Charcoal Watercolor pencils Colored pencils Chalk pencils Fluorescent chalks Clay Paper Mache Clay tools Brayers Printmaking ink Styrofoam | Personal or one on one aides Preferential seating Visual cues Slant boards Adaptive brushes and tools Slower pace Modified instruction Modified vocabulary Modified requirements Cooperative learning groups Demonstration/modeling |
March-April | Figural paintings Famous artist studies Cultural crafts Weavings Paper Mache Murals | Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of visual art. Employ basic, discipline-specific arts terminology to categorize works of visual art according to established classifications. Collaborate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design. Recognize works of visual art as a reflection of societal values and beliefs. Identify elements of art and principles of design that are evident in everyday life. | 1.1.5.D.1 1.2.5.A.1 1.3.5.D.1 1.3.5.D.5 1.4.5.A.1 1.4.5.B.3 | Demonstrate knowledge and use of art terminology for various works of art, media and genres. Demonstrate knowledge of how art and culture reflect and affect each other. Cultural, historical, literature studies. Exploration of three dimensional crafts, painting and collage. Projects will also be based on cross-curricular thematic units as determined by the grade level teachers. | Tissue paper Shredded paper Confetti paper Crepe paper Metallic paper Foam paper Velvet paper Cellophane paper Rice paper Color diffusion paper Cardboard Watercolor paper Tempera paint Fluorescent paint Glitter paint Metallic paint Acrylic paint watercolors Sparkle paint Fabric paint Under glazes Glaze Glue glitter glue Markers Permanent markers Crayons Fabric crayons Glitter crayons Metallic crayons Fluorescent crayons Fabric crayons Detail brushes Stencil brushes Foam brushes Sponges Collage materials | Personal or one on one aides Preferential seating Visual cues Slant boards Adaptive brushes and tools Slower pace Modified instruction Modified vocabulary Modified requirements Cooperative learning groups Demonstration/modeling |
May-June | Op Art Pop Art Cartoons Famous artist studies Collages | Identify elements of art and principles of design that are evident in everyday life. Recognize works of visual art as a reflection of societal values and beliefs. Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design. Collaborate in the creation of works of art using multiple art media and art mediums and present the completed works in exhibition areas inside and outside the classroom. Employ basic, discipline-specific arts terminology to categorize works of visual art according to established classifications. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of visual art. | 1.1.5.D.1 1.2.5.A.1 1.3.5.D.1 1.3.5.D.5 1.4.5.A.1 1.4.5.B.3 | Demonstrate knowledge and use of art terminology for various works of art, media and genres. Demonstrate knowledge of how art and culture reflect and affect each other. Exploration of physical world. Cultural, historical, literature studies. Exploration of three dimensional crafts, painting and collage. Projects will also be based on cross-curricular thematic units as determined by the grade level teachers. | Fluorescent paint Glitter paint Metallic paint Acrylic paint watercolors Sparkle paint Fabric paint Under glazes Glaze Glue glitter glue Embossing foil Detail brushes Stencil brushes Foam brushes Sponges Collage materials Sequins Lace Yarn Ribbon Beads Seeds Feathers Macaroni Lace Tortillions Oil pastels Chalks Charcoal Watercolor pencils Colored pencils Chalk pencils Fluorescent chalks Clay Paper Mache Clay tools Brayers Printmaking ink Styrofoam | Slant boards Adaptive brushes and tools Slower pace Modified instruction Modified vocabulary Modified requirements Cooperative learning groups Demonstration/modeling |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
4th Grade | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations /Modifications |
September | Illustration Mixed medium Proportions of the human head Folk Art South American culture / Mexico Animals and insects of South America Symmetry | Compare and contrast masterworks of South American cultures, especially one involving the human skull Proportions of the human skull Relevant vocabulary Incorporate elements of art and principles of design Proper use of art medium, tools and supplies Identify elements of art and principles of design that are evident in everyday life. Compare and contrast works of art in various mediums that use the same art elements and principles of design. Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history. | 1.1.5.D.1,2 1.2.5.A.1,2 1.3.5.D.1,2 1.4.5.A.1,2 1.4.5.B.1,2 | 1.Participation during compare and contrast masterworks of South American art, especially sugar skulls and Monarch Butterflies 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Demonstrate correct proportions of human skull 6.Completed work 7.Participate in public exhibition of work | Teacher provided visuals, books, articles, examples, online sites Project samples Paper, pencils, erasers Art medium, tools and supplies(e.g. outlining markers, watercolor markers, craypas, crayons, watercolors, glitter ) Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
October | Weaving Paper collage | Compare and contrast masterworks of weaving Master tabby weave and try a variation Relevant vocabulary Incorporate elements of art and principles of design Proper use of art medium, tools and supplies | 1.1.5.D.1 1.2.5.A.1 1.3.5.D.1 1.4.5.A.1 1.4.5.B.1 | 1.Participation during compare and contrast masterworks of weaving examples 2.Find examples of weaving in our everyday world 3.Participation during critique of whole class, one-on-one, and own work 4.Proper use of relevant vocabulary 5.Use of mediums, tools and supplies 6.Demonstrate Use of elements of art and principles of design 7.Completed work | Teacher provided visuals, books, articles, examples, online sites Project samples Paper, pencils, erasers Art medium, tools and supplies (assorted paper, scissors, glue) Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Nov/Dec | Color Theory Chalk Pastels Advertising and Design Visual arts as Information Posters as art | Incorporate elements of art and principles of design Proper use of art medium, tools and supplies Compare and contrast masterworks of advertisements Use art to provide information Relevant vocabulary Incorporate elements of art and principles of design in the layout Proper use of art medium, tools and supplies | 1.1.5.D. 2 1.2.5.A.3 1.3.5.D. 3,4 1.4.5.A.1,3 1.4.5.B. 4,5 | 1.Participation during compare and contrast masterworks of advertisements 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Demonstrate a balanced layout that informs the viewer 6.Completed work | Teacher provided visuals, books, articles, examples, online sites Paper, pencils, erasers Poster board, assorted Illustration mediums, tools and supplies Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Jan | Bas Relief Paper manipulation Positive and negative space Accuracy in cutting And folding | Compare and contrast masterworks of paper manipulation (cards, paper ornaments, origami, German paper cutting) Relevant vocabulary Incorporate elements of art and principles of design Proper use of art medium, tools and supplies | 1.1.5.D.2 1.2.5.A.3 1.3.5.D.5 1.4.5.B.4 | 1.Participation during compare and contrast masterworks 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Demonstrate a balance between positive and negative space 6.Completed work | Teacher provided visuals, books, articles, examples, online sites Assorted Paper, pencils, erasers, rulers, scissors, glue Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Feb | Color theory Color mixing Cray pas /oil pastels Symbolism in art Pop Art | Compare and contrast masterworks of Pop art Relevant vocabulary Incorporate elements of art and principles of design Proper use of art medium, tools and supplies Mix primary colors to create secondary and tertiary colors | 1.1.5.D.2 1.2.5.A. 3 1.3.5.D.,4,5 1.4.5.A.3 1.4.5.B. 3 | 1.Participation during compare and contrast masterworks of Pop art 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Demonstrate correct color mixing 6.Completed work | Teacher provided visuals, books, articles, examples, online sites Paper, pencils, erasers Cray pas, paper towels, Grading rubric | |
March | Artist Biography Research 3-Demensional Puppets Environmental awareness Paper collage | Compare and contrast examples of paper manipulation Recognize puppets as a form of entertainment Try at least 4 different types of paper manipulation techniques Relevant vocabulary Incorporate elements of art and principles of design Proper use of art medium, tools and supplies Research about an artist Write a biography about the artist Critique one of the artist’s works | 1.2.5.A.2,3 1.3.5.D.4,5 1.4.5.A.3 1.4.5.B.4 | 1.Participation during critique of whole class, one-on-one, and own work 2.Proper use of relevant vocabulary 3.Use of mediums, tools and supplies 4.Demonstrate problem solving skills 5.Demonstration of at 3 different paper manipulation techniques 6.Completed work
7.Participate in public exhibition | Teacher provided visuals, books, articles, examples, online sites Project samples Paper, pencils, erasers Colored bags, colored paper, scissors, glue, assorted additions and found objects Grading rubric | |
April | Etching / scratch art American Colonial design Native American | Compare and contrast masterworks of American Colonial and Native American crafts Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs. Incorporate elements of art and principles of design Proper use of art medium, tools and supplies Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. Define technical proficiency, using the elements of the arts and principles of design. | 1.1.5.D.1 1.2.5.A.1 1.3.5.D. 5 1.4.5.A. 3 1.4.5.B. 3,4 | 1.Participation during compare and contrast masterworks American Colonial and Native American crafts 2.Home work – find an example of a “artistic” utilitarian object 3.Participation during critique of whole class, one-on-one, and own work 4.Proper use of relevant vocabulary 5.Use of mediums, tools and supplies 6.Completed work | Teacher provided visuals, books, articles, examples, online sites Project samples Paper, pencils, erasers Scratch art paper, etching styluses Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
May | Color Theory Watercolors Introduction to portraits Illustration / line and texture are expressive | Compare and contrast masterworks of various portrait styles Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art. Proper proportions of facial features Incorporate elements of art and principles of design Proper use of art medium, tools and supplies Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom. | 1.1.5.D.1,2 1.2.5.A. 3 1.3.5.D. 4,5 1.4.5.A.3 1.4.5.B.,4,5 | 1.Participation during compare and contrast masterworks of portraits 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Proper proportions of facial features 6.Expressive use of line and texture 7.Completed work | Teacher provided visuals, books, articles, examples, online sites Project samples Paper, pencils, erasers, reference pictures, outlining markers, watercolors, tools and supplies Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
June | Landscapes Perspective Overlapping Chalk Pastels | Compare and contrast masterworks of various landscapes Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres. Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art. Use depth perspective and overlapping Incorporate elements of art and principles of design Proper use of art medium, tools and supplies Identify elements of art and principles of design that are evident in everyday life. | 1.1.5.D.1,2 1.2.5.A.2,3 1.3.5.D. 3,4 1.4.5.A.2 1.4.5.B.3 | 1.Participation during compare and contrast masterworks of landscapes 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Demonstrate correct perspective in landscape And overlapping 6.Completed work | Teacher provided visuals, books, articles, examples, online sites Sample projects Paper, pencils, erasers Chalk pastel medium, tools and supplies Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
5th Grade | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations /Modifications |
Sep | Color Theory Water color Illustration Nature in art Introduction of Human Facial Features | Compare and contrast examples Compare and contrast “Fantasy” style illustrations of human features in plants/nature Critiques- Whole class, one – on – one, and self Proper use of 2-D art medium, tools and supplies Demonstrate color mixing Demonstrate overlapping | 1.1.5.D.1 1.3.5.D.1 1.4.5.A.1 1.4.5.B.1 | 1.Participation in compare and contrast of masterworks 2. Participation in critiques 3. Use of relevant vocabulary 4. Use of elements of art and principles of design 5. Proper use of painting medium and tools and supplies 6. Demonstrate primary color mixing to create secondary and tertiary colors 7. Completed work | Teacher provided visuals, books, articles, examples, and online sites Project samples Painting mediums, tools and supplies Paper, and assorted tools (e.g. leaf templates, outlining markers, metallic markers) | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Oct | Proportions of the human skeleton Human figure in motion Folk art South American – Mexican culture and design styles | Compare and contrast masterworks of folk art that include the human figure Work with the human skeleton in poses/motion Critiques-Whole class, one-on-one, and self Proper use of mixed medium, tools and supplies Participate in public exhibition | 1.1.5.D. 1,2 1.2.5.A. 1 1.3.5.D.1 1.4.5.A.1 1.4.5.B.1 | 1.Participation in compare and contrast of masterworks 2. Participation in critiques 3. Use of relevant vocabulary 4. Use of elements of art and principles of design 5. Proper use of mixed medium and tools and supplies 6. Demonstrate the human skeleton in motion bending at joints 7. Completed work 8.Participate in public exhibition | Teacher provided visuals, books, articles, examples, and online sites Project samples Mixed mediums, tools and supplies Paper, and assorted tools Grading rubric Quiz | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Nov/Dec | Antique Style Maps- Cartography Art as visual information Folklore based on the sea and New Jersey Symmetrical design Radial design Calligraphy | Compare and contrast masterworks of antique and contemporary maps Note the technological changes in cartography Note the changes in visual information provided in antique vs. modern maps Use symmetry for border and cartouche Use of elements of art and the principles of design Illustrate images based on folklore Accurately use a compass to create a radial design Demonstrate calligraphy fonts Participate in the creation of a public exhibition | 1.1.5.D.1,2 1.2.5.A.1 1.3.5.D.2,3 1.4.5.A.1,2 | 1.Compare and contrast masterworks of antique and contemporary maps 2.Critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Demonstrate correct use of calligraphy 6.Completed work 7.Test | Teacher provided visuals, books, articles, examples, online sites Project samples Maps by Amerigo Vespucci Paper, pencils, erasers, rulers, compasses, outlining markers, calligraphy pens, metallic markers, brown dye Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Jan/Feb | Bas Relief Metal Repose Etching American Colonial design style and crafts Asymmetry Artist Biography Research | Compare and contrast masterworks of American colonial crafts Note the use of nature as inspiration Create several designs and layouts based on American colonial pieces Create several designs that are symmetrical and several that are asymmetrical Use of elements of art and principles of design Use of relevant vocabulary Demonstrate proper use of art medium and tools and supplies Research about an artist Write a biography about the artist Critique one of the artist’s works | 1.2.5.A.3 1.4.5.A.1 1.4.5.B.1,3,5 | 1.Participation during compare and contrast masterworks of American colonial crafts 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of elements of art and principles of design are evident in work 5.Use of mediums, tools and supplies 6.Completed work Active reading/research 2.Written report | Teacher provided visuals, books, articles, examples, online sites Project samples Paper, pencils, erasers Art medium, tools and supplies Grading rubric Teacher provided visuals, books, articles, examples, online sites Paper, pencils, erasers | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
March / April | 3-Dimensional work (e.g. paper Mache, origami, paper manipulation / puppets ) Mixed medium Environmental awareness | Compare and contrast masterworks of 3-Demensions Create a 3-Demension work Use elements of art and principles of design Incorporate recycled materials Make choices as to problem solving and which supplies and tools to use Use relevant vocabulary Identify elements of art and principles of design that are evident in everyday life. Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom | 1.1.5.D.1,2 1.2.5.A.1,3 1.3.5.D.,4,5 1.4.5.A. 3 1.4.5.B.3,4 | 1.Participation during compare and contrast masterworks of 3-D work 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Demonstrate problem solving 6.Completed work 7.Does work incorporate recycled materials | Teacher provided visuals, books, articles, examples, online sites Project samples Paper, pencils, erasers Art medium, tools and supplies (e.g. origami paper, paper bags and assorted colored paper / scraps, wheat paste, glue, tissue paper, assorted found objects ) Grading rubric | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
May / June | Weaving Textiles Native Americans | Compare and contrast masterworks of weaving and assorted textiles Critique work in progress Use relevant vocabulary Use weaving art mediums, tools and supplies Incorporate elements of art and principles of design Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by the physical properties of the resulting artworks, and experiment with various art media and art mediums to create original works of art. Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art. Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art. Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. | 1.1.5.D.1,2 1.2.5.A.1,2 1.3.5.D.4 1.4.5.A.3 1.4.5.B.3,5 | 1.Participation during compare and contrast masterworks of weaving 2.Participation during critique of whole class, one-on-one, and own work 3.Proper use of relevant vocabulary 4.Use of mediums, tools and supplies 5.Completed work 6.Written Evaluation and Reflection Work Sheet | Teacher provided visuals, books, articles, examples, online sites Project samples Paper, pencils, erasers Art medium, tools and supplies Grading rubric Evaluation and Reflection W.S. | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements Extended time |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
6th Grade | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations /Modifications |
September | Art of South America Proportions of human figure 2-Dementional design | Compare and contrast South American masterworks of the human figure in terms of elements of art and principles of design Compare and contrast the human figure as depicted in South American cultures Use of the elements of art and principles of design Continued study of the human figure Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern). Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks. Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging visual arts problems, expressing similar thematic content. | 1.1.8.D.1,2 1.2.8.A.2,3 1.3.8.D.1,2 1.4.8.A.1,2 1.4.8.B.1,2 | 1.Participation in Critiques 2.Correct use of relevant Vocabulary 3.Problem solving 4.Choice and use of mediums tools and supplies 5.Proportions of the human figure 6.Inclusion of South American design style 7.Physical execution of the 2-D work 8.Completed work 9. Participation in public exhibition. | Teacher provided examples of the human form found in masterworks of South America Project samples Compare and contrast W.S. Students’ sketchbooks and drawing supplies Drawing Paper supplies 2-D mediums, tools and supplies Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Oct | 3 – D art work / sculpture Art mediums for 3 – Dimensional work Religion and Symbolism in historically and culturally diverse works Ancient Egypt | Research the culture of Ancient Egypt Compare and contrast Ancient Egyptian masterworks containing references to religion in terms of elements of art and principles of design Compare and contrast symbolism in Ancient Egyptian art Plan 3-D project that incorporates Egyptian design styles Use of the elements of art and principles of design Proper choice and use of art mediums Participation in class critiques Plan a public exhibition of completed works | 1.1.8.D.1 1.2.8.A.1,2 1.3.8.D.3 1.4.8.A.1 1.4.8.B.3 | 1.Complete research of Ancient Egypt 2.Participation in Critiques 3.Correct use of relevant vocabulary 4.Problem solving 5.Choice and use of mediums tools and supplies 6.Physical execution of 3 – Dimensional project 7.Inclusion of Egyptian design style 8.Completed work 9. Project Reflection and Evaluation W.S. 10. Participation in public exhibition. | Teacher provided visuals, book, articles, examples, online sites Project samples Compare and contrast W.S. Students’ sketchbooks and drawing supplies 3-D mediums, tools and supplies e.g. paper Mache, stuffed sculptures, or clay Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
November | Weaving Ancient India | Overview of crafts of ancient India Compare and contrast textiles and masterworks of ancient India in terms of elements of art and principles of design Compare and contrast references to nature in Ancient Indian art Locate Indian influences in American cultures Plan weaving project that incorporates Indian design styles Use of the elements of art and principles of design proper choice and use of art mediums Participation in class critiques Complete weaving project Plan a public exhibition of completed works | 1.1.8.D.1 1.2.8.A.,3 1.3.8.D.5,6 1.4.8.A. 5,6 1.4.8.B.2 | 1.Compare and contrast textiles of India with readily available textiles 2.Homework – find examples of Indian inspired textiles in American culture ( e.g. the Paisley) 3.Participation in Critiques 4.Correct use of relevant vocabulary 5.Problem solving
6.Choice and use of mediums tools and supplies 7.Physical execution of Indian inspired textile project 8.Inclusion of Indian design style 9.Completed work 10. Project Reflection and Evaluation W.S. 11 Participation in public exhibition | Teacher provided visuals, book, articles, examples, online sites Project samples Homework form Students’ sketchbooks and drawing supplies Weaving loom, tools and supplies Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
November | Linear Design Ancient India | Overview of linear designs of ancient India Compare and contrast linear designs and masterworks of ancient India in terms of elements of art and principles of design Compare and contrast references to nature in ancient Indian art Locate Indian influences in American cultures Plan 2 - D project that incorporates Indian design styles Use of the elements of art and principles of design Demonstrate proper choice and use of art mediums Participation in class critiques Complete 2-D project Plan a public exhibition of completed works | 1.1.8.D.1,2 1.2.8.A.1 1.3.8.D.5,6 1.4.8.A.2,3 1.4.8.B.2 | 1.Compare and contrast linear designs of India 2.Homework – find examples of Indian inspired design in American culture (e.g. henna tattoos ) 3.Participation in Critiques 4.Correct use of relevant vocabulary 5.Problem solving 6.Choice and use of mediums tools and supplies 7.Physical execution of Indian inspired textile project 8.Inclusion of Indian design style 9.Completed work 10. Project Reflection and Evaluation W.S. 11 Participation in public exhibition | Teacher provided visuals, book, articles, examples, online sites Project samples Homework form Students’ sketchbooks and drawing supplies Illustration mediums, tools and supplies (e.g. brushes and inks, watercolors, Marking pens ) Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Dec | Color theory Texture Ancient China and Japan Real and Mythological creatures in art | Overview of ancient China and Japan Compare and contrast animal artwork and designs and masterworks of ancient China and Japan Locate Oriental influences in American cultures Plan 2 - D project that incorporates Oriental design styles Demonstrate strong use of color to create 3-d like forms and texture Use of the elements of art and principles of design Demonstrate proper choice and use of art mediums Participation in class critiques Complete 2-D project Plan a public exhibition of completed works | 1.1.8.D.1,2 1.2.8.A. 3 1.3.8.D.1,2, 5,6 1.4.8.A. 6,7 1.4.8.B.1,2 | 1.Compare and contrast depictions of animals in ancient Chinese and Japanese art 2.Homework – find examples of Oriental inspired design in American culture
3.Participation in critiques 4.Correct use of relevant vocabulary 5.Problem solving 6.practice of color blending for3-d effects and texture 6.Choice and use of mediums tools and supplies 7.Physical execution of animal project 8.Inclusion of Chinese and Japanese design style 9.Completed work 10. Project Reflection and Evaluation W.S. 11 Participation in public exhibition | Teacher provided visuals, books, articles, examples, online sites Project samples Homework form Students’ sketchbooks and drawing supplies Illustration mediums, tools and supplies (e.g. colored pencils brushes and inks, watercolors, Marking pens ) Project Reflection and Evaluation W.S. Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Jan | Mixed media / decoupage | Compare and contrast examples decoupage works from different historical eras and cultures Note changes in technologies Influence of Oriental arts on Europe Incorporate elements of art and principles of design in a mixed media / decoupage work Demonstrate Oriental influence Identify works used for utilitarian purposes Interpret symbolism in examples Analyze the examples
Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art. Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form. | 1.1.8.D.2 1.2.8.A.1,3 1.3.8.D.1,5 1.4.8.A.2,7 1.4.8.B.1,2 | 1.Participation in critiques of masterworks and student works 2.Create a 2-D or 3-D work that exemplifies Oriental influence 3.Work should be utilitarian 4.Demonstrate use of elements of art and principles of design 5.Use of relevant vocabulary 6.Completed work | Teacher provided visuals, books, articles, examples, online sites Project samples Students’ sketchbooks and drawing supplies Mixed mediums, tools and supplies (e.g. decoupage medium, assorted craft papers, magazines,3 – D substrate ) Project Reflection and Evaluation W.S. Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Feb - March | Architecture 3-Demensional Sculpture Bas Relief Sculpture Ancient Greece and Rome | Compare and contrast masterworks of architecture, 3-D architectural elements and bas relief Map the progression of historical innovations related to architecture Analyze the impact of Ancient architecture on modern culture Incorporate elements of art and principles of design in work that reflects ancient architecture Use relevant vocabulary Demonstrate problem solving Identify examples of architecture that are utilitarian or non-utilitarian Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging visual arts problems, expressing similar thematic content. Research of Ancient architecture. Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art. Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art. Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays. | 1.1.8.D.1,2 1.2.8.A.1,3 1.3.8.D.4,5 1.4.8.A. 3,7 1.4.8.B.1,2,3 | Attend a walking tour of Runnemedes’ business district and complete W.S.based on tour Write about influence of Greek and Roman architecture on modern day buildings Participation in class critiques of masterworks, examples, and students’ work Completed project Test | Teacher provided visuals, books, articles, examples, online sites Project samples Architecture tour W.S. Students’ sketchbooks and drawing supplies Assorted mixed mediums, tools and supplies (e.g. air dry clay, cardboard/tubes, string, glue, metal repose, paper Mache ) Project Reflection and Evaluation W.S. Grading rubric Test | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
April | Textiles Fabric manipulation | Compare and contrast examples textiles from different historical eras and cultures from Africa Note changes in technologies Influence of African arts on Europe and N. America Incorporate elements of art and principles of design in a 2-D or 3-D textile project Use appropriate vocabulary Demonstrate African influence Identify works used for utilitarian purposes or non- utilitarian Interpret symbolism in examples Analyze the examples
| 1.1.8.D.2 1.2.8.A.1 1.3.8.D.1,5 1.4.8.A.2,7 1.4.8.B.1,2 | 1.Participation in critiques of masterworks and student works 2.Create a 2-D or 3-D work that exemplifies African influence 3.Work should be utilitarian 4.Demonstrate use of elements of art and principles of design 5.Use of relevant vocabulary 6.Completed work | Teacher provided visuals, books, articles, examples, online sites Project samples Students’ sketchbooks and drawing supplies Assorted textile surface design mediums, tools and supplies (e.g. fabric dyes, markers, crayons and inks ) Project Reflection and Evaluation W.S. Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
May - June | Printmaking Perspective Line drawings Renaissance Paintings and Drawings | 1.Compare and contrast examples prints and printmaking technologies from different historical eras and cultures 2.Note changes in technologies 3.Influence of one cultures’ prints on another culture 4.Incorporate elements of art and principles of design in a 2-D pulled print project 5.Use appropriate vocabulary 6.Identify works used for utilitarian purposes or non- utilitarian 7.Interpret symbolism in examples 8.Analyze the examples verbally and in writing
9.Compare and contrast masterworks from before and during the Renaissance 10.Use relevant vocabulary 11.Demonstrate through language and illustration an understanding of depth perspective in art and real life | 1.1.8.D.2 1.2.8.A.1,3 1.3.8.D.1,3 1.4.8.A.2,5 1.4.8.B.1,2 | 1.Participation in critiques of masterworks and student works 2.Pull several successful prints 3.Modify one piece of work to be utilitarian 4.Demonstrate use of elements of art and principles of design 5.Use of relevant vocabulary 6.Completed work 7.Written critique of masterwork print 8.Participation in compare and contrast of masterworks from the Renaissance period 9.class work / practice illustrations 10.Completed work 11.Quiz | Teacher provided visuals, books, articles, examples, online sites Project samples Students’ sketchbooks and drawing supplies Printmaking mediums, tools and supplies Grading rubric Test | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
*Visual Arts seventh grade half year program
7th Grade | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations /Modifications |
Sept – Oct / Feb - March | Theme-based 2-D Design | Research symbolism found in art throughout history and various cultures Use relevant vocabulary Compare and contrast art as visual information Execute multiple solutions to visual arts problems Incorporate elements of art in students’ planning Incorporate principles of design in students’ planning Proper choice of media Proper use of tools and supplies Participate in group and peer critiques Participate in group presentation of completed works in public exhibition | 1.1.8.D.1,2 1.2.8.A.2,3 1.3.8.D.1,2,3,4,5,6 1.4.8.A.1,2,3,4,5,6,7 1.4.8.B.1,2,3 | 1.Ongoing peer and teacher critiques 2.Correct use of relevant vocabulary 3.Homework - written research 4.Choice and use of media, tools, and supplies 5.Completed work 6. Self / Project Evaluation W.S. 7.Participation in installation of public exhibition | Teacher provided visual examples, books, online resources, and project samples Students’ sketchbooks and drawing supplies Variety of media and needed tools and supplies e.g. colored pencils, paint, pastels, or cray pas Evaluation W.S. Grading rubric Supplies for exhibition | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Nov / April | Calligraphy / Illustrative Writing Radial 2-D Design Color Theory Painting | Describe the intellectual and emotional significance of the elements of art and principles of design Compare and contrast works from diverse cultures Use relevant vocabulary Recognize that new technologies effect techniques and outcomes Demonstrate proper use of a variety of medium from traditional pen and ink to computer fonts. Describe the intellectual and emotional significance of the elements of art and principles of design Compare and contrast works from diverse cultures Use relevant vocabulary Recognize that new technologies effect techniques and outcomes Demonstrate proper use of a variety of medium from traditional pen and ink to computer fonts. | 1.1.8.D.1,2 1.2.8.A.1,3 1.3.8.D.1,2,4 1.4.8.A.6,7 1.4.8.B.1.2 | 1.Ongoing peer and teacher critiques 2.Correct use of relevant vocabulary 3.Choice and use of media, tools, and supplies 4.Completed work 5.Participation in installation of public exhibition | Teacher provided visual examples, books, online resources, and project samples Students’ sketchbooks and calligraphy supplies Variety of media and needed tools and supplies e.g. calligraphy brushes, pens and ink, calligraphy markers, gel pens Matt board Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Dec / May | 3-D Mixed Media | Describe the intellectual and emotional significance of the elements of art and principles of design Map historical innovations in 3-D works Differentiate past and contemporary 3-D works Analyze the impact of artists and culture Incorporate elements of art and principles of design Identify genres of art Create an original 3-D project Use a variety of medium and media Use recycled materials Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas. Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. | 1.1.8.D.1 1.2.8.A.1,2,3 1.3.8.D.1,3,5,6 1.4.8.A.1,2,3,6,7 1.4.8.B.1,2 | 1.Ongoing peer and teacher critiques 2.Correct use of relevant vocabulary 3.Choice and use of media, tools, and supplies 4.Completed work- success of manipulating materials to create a 3-D work 5.Participation in installation of public exhibition | Teacher provided visual examples, books, online resources, and project samples Students’ sketchbooks and drawing supplies Variety of media and needed tools and supplies e.g. Paper, paint, scissors, glue, ribbon, wire, beads, glitter Grading rubric | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Jan / June | Biography of a modern portrait artist Original portrait based on artist’s style | Describe the use of the elements of art and the principles of design as found in modern portraits Compare and contrast masterworks of modern portrait artists Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas Map historical innovations Differentiate past and contemporary works Identify genres of art (including realism, abstract/nonobjective art, and conceptual art) within various contexts using appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles. Analyze the impact of the artist Incorporate the elements of art and the principles of design Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks. Identify genres of art Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. Use the characteristics of their artist to inspire their own work Choose the proper art media Critique and interpret examples of portraits Write a biographical report Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. | 1.1.8.D.1,2 1.2.8.A.1,2,3 1.3.8.D.1,3,5,6 1.4.8.A.1,2,3,4,5,6,7 1.4.8.B.1,3 | 1.Ongoing peer and teacher critiques 2.Correct use of relevant vocabulary 3.Completed biography of modern portrait artist 4.Preliminary sketches of planned portrait 5.Choice and use of media, tools, and supplies 6.Completed work- success of manipulating materials to create a portrait in the style of the students’ chosen artist 7.Participation in installation of public exhibition | Teacher provided visual examples, books, online resources, and project samples Biography w.s. Students’ sketchbooks and drawing supplies Paper, variety of needed tools and supplies e.g. tempera paints, water colors, colored pencils, or pastels | Extended time More teacher one on one instruction Decreased – increased / modified requirements |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
Visual Arts Eighth Grade Introductory Half Year Program
8th Grade | ||||||
Month | Content | Skills | Standards | Assessments | Materials | Accommodations/Modifications |
Sep / Feb | Line as an element of art The use of line throughout history Graffiti art How different tools create different lines | Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures. Compare and contrast various masterworks of art from diverse cultures, and identify elements of the works that relate to specific cultural heritages. Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom. Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks. | 1.1.8.D.1,2 1.2.8.A.1 1.3.8.D.5,6 1.4.8.A.2 1.4.8.B.1 | 1.Ongoing peer and teacher critiques 2.Daily work in sketchbooks 3.Completed work | Teacher provided visuals, books, articles, examples, online sites Project samples Student sketchbooks and drawing supplies Various drawing medium, tools and supplies | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Sep / Feb | Elements of Art Principles of Design Shading techniques | Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures. Compare and contrast various masterworks of art from diverse cultures, and identify elements of the works that relate to specific cultural heritages. Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies. Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom. Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks | 1.1.8.D.1,2 1.2.8.A.2 1.3.8.D.1 1.4.8.A.3 1.4.8.B.2 | 1.Home work – locate examples of shading in daily world 2.Ongoing teacher and peer critiques 3.Completed work 4.Quiz | Teacher provided visuals, books, articles, examples, online sites Project samples Student sketchbooks and drawing supplies Various drawing medium, tools and supplies Matt board Subject / objects (e.g. wooded shapes) | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Oct / March | Self Portrait Proportions of the human facial features Assorted techniques of shading | Critique portraits from various time periods and cultures Compare and contrast masterworks Participate in critiques of students’ work Research an artist who is known for their portraits Demonstrate proper facial proportions Demonstrate observation of realistic facial feature shapes Demonstrate shading technique Indicate highlights and shadows Create texture using a variety of shading techniques Matt completed work Complete Evaluation/Reflection W.S. Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks. Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks. | 1.1.8.D.1,2, 1.3.8.D.5,6 1.4.8.A.1 1.4.8.B.1,2,3 | 1.Compare and contrast work sheet for various portrait styles 2.Ongoing teacher and peer critiques 3.Mid project grade 4.Completed work grade 5. Project evaluation and reflection w.s. 6.Test 7.Biography research report | Teacher provided visuals, books, articles, examples, online sites Project samples Biography W.S. Student sketchbooks and drawing supplies Various drawing medium, tools and supplies Mirrors, Matt board Project evaluation and reflection w.s. | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Nov /April Ongoing | Nonobjective 2-Demensional Design Color Theory | Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art. Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form. Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art. Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes. Compare and contrast masterworks of nonobjective art from various times and cultures Correctly use tools to plan a design that includes concentric circles Incorporate the elements of art and the principles of design Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks. | 1.1.8.D.1,2 1.2.8.A.1,2, 1.3.8.D.1,3,5 1.4.8.A.1,2,7 1.4.8.B.1,2 | 1.Participation in compare and contrast of masterworks 2.Ongoing self, peer, and teacher critiques 3.Proper use of art mediums, tools and supplies 4.Use of relevant vocabulary 5.Completed work | Teacher provided visuals, books, articles, examples, online sites Project samples Student sketchbooks and drawing supplies Various drawing medium, tools and supplies, compass, rulers, outlining markers, Matt board | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Nov-Dec / May | Mixed medium Thematic 3-Dimension | Compare and contrast masterworks of 3-D thematic works Use relevant vocabulary Write a plan of action proposal that includes a visual idea board Participate in ongoing critiques of students’ work Problem solve Construct a 3-D substrate (e.g. mask, shadow box, alter ) Correctly use assorted mixed medium to add layers to the work Incorporate found objects Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures. Compare and contrast various masterworks of art from diverse cultures, and identify elements of the works that relate to specific cultural heritages. Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging visual arts problems, expressing similar thematic content. Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical eras, and use these visual statements as inspiration for original artworks. Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including digital media), and apply this knowledge to the creation of original artworks. Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form. | 1.1.8.D.1,2 1.2.8.A.1,2, 1.3.8.D.3,4,5,6 1.4.8.A.4,5,6,7 1.4.8.B.1,2,3 | 1.Complete compare and contrast work sheet for critiquing various examples 2.Participation in ongoing self, peer, and teacher critiques of project proposals and work in progress 3.Mid project grade 4.Completed project grade 5. Project Evaluation and Reflection W.S. | Teacher provided visuals, books, articles, examples, online sites Project samples Student sketchbooks and drawing supplies Various drawing medium, tools and supplies Found objects, mixed medium,(e.g. paper Mache, paper clay, decoupage, paints, glue, yarn, string ) | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Jan /June | Etching techniques Elements of art Principles of Design Mythological creatures in art | Compare and contrast masterworks of etchings and works with mythological creatures Plan several solutions to design layout Participate in students’ critiques Correctly use art medium tools, and supplies Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures. | 1.2.8.A.3 1.3.8.D.,5 1.4.8.A.6,7 1.4.8.B.1,2 | 1.Preliminary sketches 2.Completed work 3.Participation in critiques of masterworks and students’ work | Teacher provided visuals, books, articles, examples, online sites Project samples Student sketchbooks and drawing supplies Various drawing medium, tools and supplies Scratch art paper and styluses Or foam printing plates and printmaking supplies | Extended time More teacher one-on-one instruction Decreased, increased or modified requirements |
Technology | 21st Century Skills | Career Education |
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. | CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. | 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success. |
2024-2025 (Visual Arts Curriculum - BOE adopted 08/25/2014)
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