National Coalition for Core Arts Standards  -  Visual Arts - Grade K

CREATING

• Generate and conceptualize artistic ideas and work
• Organize and develop artistic ideas and work.
• Refine and complete artistic work

PRESENTING

• Select, analyze, and interpret artistic work for presentation

• Develop and refine artistic techniques and work for presentation
• Convey meaning through the presentation of artistic work

RESPONDING

• Perceive and analyze artistic work Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

• Synthesize and relate knowledge and personal experiences to make art

• Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

•  Engage in exploration and imaginative play with materials.
• Engage collaboratively in creative art-making in response to an artistic problem.
•  Through experimentation, build skills in various media and approaches to artmaking
• a. Identify safe and non-toxic art materials, tools, and equipment.
• Create art that represents natural and constructed environments.
• Explain the process of making art while creating.

• Select art objects for personal portfolio and display, explaining why they were chosen.
• Explain the purpose of a portfolio or collection.
• Explain what an art museum is and distinguish how an art museum is different from other buildings.

• Identify uses of art within one’s personal environment.
•  Describe what an image represents.
• Interpret art by identifying subject matter and describing relevant details.
• Explain reasons for selecting a preferred artwork.

• Create art that tells a story about a life experience.
• Identify a purpose of an artwork.

Unit Length

(36 Wks)

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

30 weeks

Drawing

• We are learning to...

• Identify and draw basic shapes
• Identify and record types of lines
• Illustrate a story or personal experience
• Create a crayon rubbing with a variety of textures
• Create a pattern with repeating shapes, lines, and/or colors
• Create a self-portrait
• Create a line drawing while listening to music

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice
• Experimentation
• Focused Exploration
• Demonstration
• Brainstorming
• Think-Pair-Share
• Guided Activity

• Teacher Created Resources
• Pencils
• Chalk Pastels
• Oil Pastels
• Sharpies
• Crayons
• Markers
• Colored Pencils
• Flare Pens
• Technology
• Digital Images
• Drawing Paper
• Erasers

• Teacher Observation (F)
• Exit Slip (F)
• Project Completion (S)
• Oral Explanation (S)

22 weeks

Painting/Color

• We are learning to...

• Identify and use primary colors
• Use proper amount of medium for application
• Take proper care of materials such as paint brush
• Use water for application of watercolor and tempera paints
• Paint to express feelings
• Paint to make various lines
• Mix two primary colors to make a new color
• Create a work of art using only primary colors

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice
• Color Identification Games
• Experimentation
• Focused Exploration
• Art Centers
• Brainstorming
• Demonstration
• Peer Practice
• Peer Teaching

• Teacher Created Resources
• Watercolor Paints
• Tempera Paints
• Brushes
• Tagboard
• Watercolor Paper

• Teacher Observation (F)
• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Color Identification Games (S)
• Oral Explanation (S)

6 weeks

Sculpture/Ceramics

• We are learning to...

• Roll out a slab
• Draw on flat clay surface
• Follow glazing rules by not painting bottom of piece
• Apply 2-3 coats of glaze
• Clean off brush before dipping into another glaze
• Create texture on a clay surface
• Create a relief sculpture

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Lecture
• Team Roles/ Jobs
• Self Reflection
• Group Critique
• Modified Choice
• Experimentation
• Guided Exploration
• Peer Teaching
• Peer Practice
• Demonstration
• Art Centers
• Brainstorming

• Teacher Created Resources
• White Talc Clay
• Low-Fire Glazes
• Fettling Knives
• Rolling Pins
• Modeling tools
• Kiln
• Paper
• Colored Wire
• Pipe Cleaners
• Plastic Forks
• Recycled Materials
• Round Objects
• Cardboard
• Tempera Paint
• Brushes
• Markers
• Modeling Clay

• Teacher Observation (F)
• Exit Slip (F)
• Project Completion (S)
• Oral Explanation (S)

1 week

Digital Arts

• We are learning to...

• Paint digitally

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice
• Experimentation
• Focused Exploration
• Peer Teaching
• Demonstration

• Teacher Created Resources
• iPad
• iPad Apps
• Tablet Stylus

• Teacher Observation (F)
• Exit Slip (F)
• Project Completion (S)

6 weeks

Collage/Printmaking

• We are learning to...

• Identify and create geometric and organic shapes out of paper
• Demonstrate with paper how shapes can be put together to make new shapes
• Create a collage using cut and torn pieces of colored paper
• Print shapes in rows or simple patterns
• Create a work of art by printing with sponges and other objects

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice
• Experimentation
• Focused Exploration
• Art Centers
• Brainstorming
• Demonstration

• Teacher Created Resources
• Construction Paper
• Tissue Paper
• Scissors
• Elmer's Glue
• Spray Starch
• Adhesives
• Coffee Filters
• Oil Pastels
• Markers
• Brushes
• Sharpies
• Tagboard
• Magazines
• Styrofoam Sheets
• Tempera Paint
• Printing Ink
• Barrens, Brayers
• Sponges
• Found Objects
• Cardboard

• Teacher Observation (F)
• Exit Slip (F)
• Project Completion (S)
• Oral Explanation (S)

National Coalition for Core Arts Standards  -  Visual Arts - Grade 1

CREATING

• Generate and conceptualize artistic ideas and work
• Organize and develop artistic ideas and work.
• Refine and complete artistic work

PRESENTING

• Select, analyze, and interpret artistic work for presentation

• Develop and refine artistic techniques and work for presentation
• Convey meaning through the presentation of artistic work

RESPONDING

• Perceive and analyze artistic work
• Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

• Synthesize and relate knowledge and personal experiences to make art

• Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

• Engage collaboratively in exploration and imaginative play with materials.
• Use observation and investigation in preparation for making a work of art.
• Explore uses of materials and tools to create works of art or design.
• Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.
• Identify and classify uses of everyday objects through drawings, diagrams, sculptures, or other visual means.
• Use art vocabulary to describe choices while creating art.

• Explain why some objects, artifacts, and artwork are valued over others.
• Ask and answer questions such as where, when, why, and how artwork should be prepared for presentation or preservation.
• Identify the roles and responsibilities of people who work in and visit museums and other art venues.

• Select and describe works of art that illustrate daily life experiences of one’s self and others.
• Compare images that represent the same subject.
• Interpret art by categorizing subject matter and identifying the characteristics of form.
• Classify artwork based on different reasons for preferences.

• Identify times, places, and reasons by which students make art outside of school.
• Understand that people from different places and times have made art for a variety of reasons.

Unit Length

(36 Wks)

Unit / Skills

• We are learning to…
• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

30 weeks

Drawing

• We are learning to...

• Describe and use a variety of lines in an artwork
• Demonstrate correct horizon line placement
• Create a drawing using geometric and organic shapes
• Arrange subject matter to create a visually appealing composition

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice
• Experimentation
• Focused Exploration
• Guided Activity
• Guided Exploration
• Brainstorming
• Think-Pair-Share
• Demonstration

• Teacher Created Resources
• Pencils
• Chalk Pastels
• Oil Pastels
• Sharpies
• Crayons
• Markers
• Colored Pencils
• Flare Pens
• Technology
• Digital Images
• Drawing Paper
• Tagboard
• Erasers

• Teacher Observation (F)
• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)
• Oral Explanation (S)

22 weeks

Painting/Color

• We are learning to...

• Mix primary colors to create secondary colors
• Understand and apply warm and cool color schemes
• Use color to emphasize important elements in a painting
• Use multiple watercolor techniques
• Control the paint brush for detail

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice
• Experimentation
• Focused Exploration
• Brainstorming

• Teacher Created Resources

• Watercolor Paints
• Tempera Paints
• Brushes
• Palettes
• Watercolor Paper
• Tagboard

• Teacher Observation (F)
• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)
• Oral Explanation (S)

6 weeks

Sculpture/Ceramics

• We are learning to...

• Roll out a slab of correct thickness
• Roll a coil
• Effectively slip and score to join two pieces of clay
• Create texture on clay surface
• Create a sculpture using additive processes
• Manipulate paper to create 3-dimensional forms
• Create a relief sculpture
• Construct a sculpture that has a balanced composition

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Experimentation
• Focused Exploration
• Brainstorming

• Teacher Created Resource
• White Talc Clay
• Low-Fire Glazes
• Fettling Knives
• Rolling Pins
• Modeling tools
• Scoring Tools
• Slip
• Water
• Texture Tools
• Kiln
• Paper
• Colored Wire
• Pipe Cleaners
• Texture Rollers

• Teacher Observation (F)
• Exit Slip (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)
• Oral Explanation (S)

8 weeks

Collage/Printmaking

• We are learning to...

• Distinguish between organic and inorganic shapes
• Combine shapes to create a visual representation
• Create a balanced composition
• Demonstrate correct sequence of printmaking process
• Print with found objects
• Use the stamp method of printmaking

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice
• Experimentation
• Focused Exploration
• Brainstorming
• Art Centers
• Guided Activity
• Demonstration

• Teacher Created Resources
• Construction Paper
• Glue Sticks
• Elmers Glue
• Scissors
• Tissue Paper
• Tagboard
• Construction Paper
• Styrofoam Sheets
• Tempera Paint
• Printing Ink
• Barrens, Brayers
• Printing Plate

• Teacher Observation (F)
• Exit Slip (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)
• Oral Explanation (S)

3 weeks

Digital Arts

• We are learning to...

• Paint digitally
• Photograph our artwork
• Upload artwork to online portfolio
• Write an artist statement on the digital portfolio

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Lecture
• Team Roles/ Jobs
• Self Reflection
• Group Critique
• Modified Choice
• Experimentation
• Focused Exploration
• Brainstorming

• Teacher Created Resources
•  iPads
• Tablet Stylus
• iPad Apps

• Teacher Observation (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)
• Oral Explanation (S)

National Coalition for Core Arts Standards  -  Visual Arts - Grade 2

CREATING

•  Generate and conceptualize artistic ideas and work
•  Organize and develop artistic ideas and work.
•  Refine and complete artistic work

PRESENTING

•  Select, analyze, and interpret artistic work for presentation

•  Develop and refine artistic techniques and work for presentation
•  Convey meaning through the presentation of artistic work

RESPONDING

•  Perceive and analyze artistic work
•  Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

•  Synthesize and relate knowledge and personal experiences to make art

•  Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

• Brainstorming multiple approaches to an art or design problem
• Making art or design with various materials and tools to explore personal interests, questions, and curiosity.
• Experimenting with various materials and told to explore personal interests in a work of art or design
• Demonstrating safe procedures for using and cleaning art tools and studio spaces
• Repurposing objects to make something new
• Discussing and reflect with peers about choices made in creating artwork

• Categorizing artwork based on a theme or concept for an exhibit or display
• Distinguishing between different materials or artistic techniques for preparing artwork for presentation
• Analyzing how art exhibited inside and outside of schools (such as a museum etc.) contributes to communities  

• Perceiving and describe aesthetic characteristics of one’s natural world and constructed environments
• Categorizing images based on expressive properties
• Interpreting art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form
• Using learned art vocabulary to express preferences about artwork

• Creating works of art about events in home, school, or community life
• Comparing and Contrasting cultural uses of artwork from different times and places

Unit Length

36 Weeks

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

30 weeks

Drawing

• We are learning to...

• Use symmetry in art
• Use and understand overlaps in art
• Use a groundline when drawing objects or places
• Use line to create a landscape
• Follow teacher modeling to recreate a famous piece of art

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources
• Pencils
• Rulers
• Chalk Pastels
• Oil Pastels
• Sharpies
• Markers
• Colored Pencils
• Flare Pens
• Technology
• Digital Images

• Teacher Observation (F)
• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

24 weeks

Painting / Color

• We are learning to...

• Use non-traditional materials to create watercolor Textures
• Mix colors right on the paper
• Decipher primary vs. secondary colors
• Understand and apply a monochromatic color scheme

• Direct instruction

• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources

• Watercolor Paints
• Tempera Paints
• Brushes
• Palettes

• Teacher Observation (F)

• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

6 weeks

Ceramics / Sculpture

• We are learning to...

• Apply techniques to create a relief sculpture
• Use a slab to create a ceramic vessel
• Use a slump technique in ceramics
• Understand how glaze looks before and after kiln firing.
• Apply rolled textures onto clay

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Lecture
• Self Reflection
• Group Critique
• Boundary Choice

• Teacher Created Resources
• White Talc Clay
• Texture Rollers
• Low-Fire Glazes
• Fettling Knives
• Rolling Pins
• Modeling tools
• Kiln
• Paper
• Tempera Paint

• Teacher Observation (F)
• Exit Slip (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

3 weeks

Digital Arts

• We are learning to...

• Use a green screen
• Use an iPad app that working with green screen technology
• Combine traditional art-making with digital art making
• Photograph our artwork
• Upload artwork to online portfolio
• Write an artist statement on the digital portfolio

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources
• iPads
• Green Screen
• Tablet Stylus

• Teacher Observation (F)
• Exit Slip (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

National Coalition for Core Arts Standards  -  Visual Arts - Grade 3

CREATING

•  Generate and conceptualize artistic ideas and work
•  Organize and develop artistic ideas and work.
•  Refine and complete artistic work

PRESENTING

•  Select, analyze, and interpret artistic work for presentation

•  Develop and refine artistic techniques and work for presentation
•  Convey meaning through the presentation of artistic work

RESPONDING

•  Perceive and analyze artistic work
•  Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

•  Synthesize and relate knowledge and personal experiences to make art

•  Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

• Elaborating on an imaginative idea
• Applying knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process
• Creating personally satisfying artwork using a variety of artistic processes and materials
• Demonstrating understanding of the safe and proficient use of materials,and tools for a variety of artistic processes
• Individually or collaboratively construct representations, diagrams, or maps of places that are a part of everyday life
• Elaborating visual information by adding details in an artwork to enhance emerging meaning

• Investigating and discussing possibilities and limitations of spaces, including electronic, for exhibiting artwork

• Identifying exhibit space and prepare works of art including artists’ statements, for presentation
• Identifying and explaining how and where different cultures record and illustrate stories and history of life through art

• Speculating about processes an artist uses to create a work of art
• Determining messages communicated by an image
• Interpreting art by analyzing use of media to create subject matter, characteristics of form, and mood.
• Evaluating an artwork based on given criteria

• Developing a work of art based on observations of surroundings
• Recognizing that responses to art change depending on knowledge of the time and place which it was made

Unit Length

36

Weeks

Unit / Skills

• We are learning to…

• Develop Ideas, create, present and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

on

going

Drawing

We are learning to...

• Repeat directions in a visual representation
• Use text to enhance a composition
• Understand and identify positive and negative space
• Use various materials in new ways
• Draw the proportions of the face
• Create depth within a drawing
• Identify foreground, middleground, background

• Direct instruction

• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources

• Pencils
• Rulers
• Chalk Pastels
• Oil Pastels
• Sharpies
• Crayons
• Markers
• Colored Pencils
• Flare Pens
• Technology
• Digital Images

• Teacher Observation (F)

• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

on going

Painting / Color

We are learning to...

• Blend chalk pastels
• Connect to the community with art
• Control our painting skills to create fine details
• Use wet into wet watercolor technique
• Use india ink using alternative application techniques

• Lecture

• Teacher Modeling
• Peer Review
• Self Reflection
• Team Roles
• Modified Choice

• Teacher Created Resources

• Watercolor Paints
• Tempera Paints
• Brushes

• Teacher Observation (F)

• Sketchbook Planning &

       Practice (F)

• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

# of weeks

Digital Arts

We are learning to...

• Blend digital drawing with digital imagery
• Use control when drawing on a tablet screen
• Photograph our artwork
• Upload artwork to online portfolio
• Write an artist statement on the digital portfolio

• Direct instruction

• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources
• iPads
• Tablet Stylus
• Software Video Tutorials

• Teacher Observation (F)

• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

# of weeks

Ceramics / Sculpture

We are learning to...

• Identify a slab of clay
• Understanding the properties of clay and what air bubbles can cause
• Score and slip two pieces of clay together
• Use non-traditional materials to create texture

• Direct instruction

• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Peer Review
• Self Reflection

• Teacher Created Resources
• White Talc Clay
• Texture Rollers
• Low-Fire Glazes
• Fettling Knives
• Rolling Pins
• Kiln
• Plastic Forks
• Slip
• modeling tools
• Colored Wire

• Teacher Observation (F)

• Sketchbook Planning &

       Practice (F)

• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

National Coalition for Core Arts Standards  -  Visual Arts - Grade 4

CREATING

•  Generate and conceptualize artistic ideas and work
•  Organize and develop artistic ideas and work.
•  Refine and complete artistic work

PRESENTING

•  Select, analyze, and interpret artistic work for presentation

•  Develop and refine artistic techniques and work for presentation
•  Convey meaning through the presentation of artistic work

RESPONDING

•  Perceive and analyze artistic work
•  Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

•  Synthesize and relate knowledge and personal experiences to make art

•  Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

• Brainstorming multiple approaches to a creative art of design problem
• Collaboratively setting goals and create artwork that is meaningful and has purpose to the makers
• Exploring and inventing art-making techniques and approaches
• Utilizing and caring for materials, tools, and equipment in a manner that prevents danger to oneself and others
• Documenting, describing, and representing regional constructed environments
• Revising artwork progress on the basis of insights gained through peer discussion

• Analyzing how past, present, and emerging technologies have impacted the preservation and presentation of artwork
• Analyzing the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats
• Comparing and contrasting purposes of art museums, art galleries, and other venues as the types of personal experiences they provide

• Comparing responses to a work of art before and after working in similar media
• Analyzing components in visual imagery that convey messages
•  Interpreting art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media
• Applying one set of criteria to evaluate more than one work of art

• Creating works of art that reflect community cultural traditions.
• Using observation, to infer information about time, place, and culture in which a work of art was created

Unit Length

(12 Wks)

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

8 Weeks

Drawing & Painting

We are learning to...

• Blend colors smoothly in multiple media
• Create a detailed contour drawing
• Apply correct color order to a color wheel
• Advance our watercolor skills and control
• Sketch out multiple ideas/solutions for one assignment
• Revise our drawings based on self and community critique

• Direct instruction

• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources

• Pencils
• Rulers
• Oil Pastels
• Sharpies
• Markers
• Colored Pencils
• Technology
• Digital Images
• Watercolor Paints
• Tempera Paints
• Brushes

• Teacher Observation (F)

• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)
• Online Quizzing & Polling (F)

3.5 Weeks

Ceramics/Sculpture/Printmaking

We are learning to...

• Weave in a circular pattern
• Mix pinch pot and slab techniques in clay
• Advance our score and slip techniques
• Apply more craftsmanship to the finished sculpture projects

• Direct instruction

• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources
• White Talc Clay
• Texture Rollers
• Low-Fire Glazes
• Fettling Knives
• Rolling Pins
• Modeling tools
• Plastic Forks
• Slip
• Yarn
• Weaving plates and boards
• Styrofoam Sheets
• Printing Ink
• Barrens, Brayers

• Teacher Observation (F)

• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

1 Week

Digital Arts

We are learning to...

• Create a digital composition using multiple tablet apps.
• Photograph our artwork
• Upload artwork to online portfolio
• Write an artist statement on the digital portfolio

• Direct instruction

• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique

• Teacher Created Resources
• iPads
• iPad Apps
• Tablet Stylus
• Software Video Tutorials

• Teacher Observation (F)

• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

National Coalition for Core Arts Standards  -  Visual Arts - Grade 5

CREATING

•  Generate and conceptualize artistic ideas and work
•  Organize and develop artistic ideas and work.
•  Refine and complete artistic work

PRESENTING

•  Select, analyze, and interpret artistic work for presentation

•  Develop and refine artistic techniques and work for presentation
•  Convey meaning through the presentation of artistic work

RESPONDING

•  Perceive and analyze artistic work
•  Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

•  Synthesize and relate knowledge and personal experiences to make art

•  Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

• Combining ideas to generate an innovative idea for art-making.
• Identifying and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art
• Experimenting and develop skills in multiple art-making techniques and approaches through practice
• Demonstrating quality craftsmanship through care for and use of materials, tools, and equipment
• Identifying, describing, and visually documenting places and/or objects of personal significance
• Creating artist statements using art vocabulary to describe personal choices in artmaking

• Defining the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork
• Developing a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork
• Citing evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic

• Comparing one's own interpretation of a work of art with the interpretation of others
• Identifying and analyze cultural associations suggested by visual imagery
• Interpreting art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed
• Recognizing differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts

• Applying formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making
• Identifying how art is used to inform or change beliefs, values, or behaviors of an individual or society

Unit Length

(12 Wks)

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

7 weeks

Drawing

We are learning to...

• Understand and create a 1 pt. perspective composition
• Create balanced compositions
• Apply visual proportionate drawing
• Create tessellations by hand, 2 ways
• Draw an object from life
• Apply a specific artist’s style/movement to a drawing
• Shade gradients

• Direct instruction

• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources

• Pencils
• Rulers
• Oil Pastels
• Sharpies
• Markers
• Colored Pencils
• Technology
• Digital Images
• Watercolor Paints
• Tempera Paints
• Brushes

• Teacher Observation (F)

• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

3 Weeks

Painting / Color

Building on previous knowledge we are learning to...

• Identify analogous and complementary color schemes
• Use multiple watercolor techniques
• Control the paint brush for detail
• Apply glazing rules to ceramics

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources
• White Talc Clay
• Texture Rollers
• Low-Fire Glazes
• Fettling Knives
• Rolling Pins
• Modeling tools
• Plastic Forks
• Slip

• Teacher Observation (F)

• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)
• Online Quizzing & Polling (F)

2 Weeks

Ceramics

Building on previous knowledge we are learning to...

• Make a pinch pot
• Score and slip large and small shapes
• Roll a coil
• Roll out a slab
• Create small detailed shapes
• Choose complementary colors to glaze our ceramics

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique
• Modified Choice

• Teacher Created Resources
• iPads
• iPad Apps
• Tablet Stylus

• Teacher Observation (F)
• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

1 Week

Digital Arts

We are learning to...

• Create tessellations digitally
• Paint digitally
• Photograph our artwork for online portfolio
• Upload artwork to online portfolio

• Direct instruction
• Teacher Modeling
• Whole class discussion
• Gallery Walk
• Lecture
• Team Roles/ Jobs
• Peer Review
• Self Reflection
• Group Critique

• Teacher Created Resources
• Pencils
• Rulers
• Oil Pastels
• Sharpies
• Markers
• Colored Pencils
• Technology
• Digital Images
• Watercolor Paints
• Tempera Paints
• Brushes

• Teacher Observation (F)
• Exit Slip (F)
• Sketchbook Planning and Practice (F)
• Project Completion (S)
• Online Portfolio Self-Reflective Statement (S)

National Coalition for Core Arts Standards  -  Visual Arts - Grade 6

CREATING

•  Generate and conceptualize artistic ideas and work
•  Organize and develop artistic ideas and work.
•  Refine and complete artistic work

PRESENTING

•  Select, analyze, and interpret artistic work for presentation

•  Develop and refine artistic techniques and work for presentation
•  Convey meaning through the presentation of artistic work

RESPONDING

•  Perceive and analyze artistic work
•  Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

•  Synthesize and relate knowledge and personal experiences to make art

•  Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

• Combining concepts collaboratively to generate innovative ideas for creating art

• Formulating an artistic investigation of personally relevant content for creating art
• Demonstrating openness in trying new ideas, materials, methods, and approaches in making works of art and design.
• Explaining environmental implications of conservation, care, and clean-up of art materials, tools, and equipment
• Designing or redesign objects, places, or systems that meet the identified needs of diverse users
• Reflect on whether personal artwork conveys the intended meaning and revise accordingly

• Analyzing similarities and differences associated with preserving and presenting two-dimensional, three-dimensional, and digital artwork
• Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit
• Assessing, explaining, and providing evidence of how museums or other venues reflect history and values of a community

• Identifying and interpret works of art or design that reveal how people live around the world and what they value
• Analyzing ways that visual components and cultural associations suggested by images influence ideas, emotions, and actions
• Interpreting art by distinguishing between relevant and non-relevant contextual information and analyzing subject matter, characteristics of form and structure, and use of media to identify ideas and mood conveyed
• Developing and apply relevant criteria to evaluate a work of art

• Generating a collection of ideas reflecting current interests and concerns that could be investigated in artmaking
• Analyzing how art reflects changing times, traditions, resources, and cultural uses

Unit Length

(36 Wks)

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

5 Weeks

Drawing

We are learning to...

• Draw a landscape using Depth: foreground, middleground, and background
• Draw mathematical facial proportions
• Sketch Ideas to plan, develop, and refine composition to execute strongest final products
• Define and execute positive and negative space.

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Teacher Created Resources
• Pencils
• Oil Pastels
• Sharpies
• Colored Pencils
• Flare Pens
• Technology
• Digital Images

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

2

weeks

Sculpture/Ceramics

We are learning to...

• Design 3D form using all viewpoints, and applying texture, depth, & detail
• Make a large pinch pot refining past techniques
• Apply Score and Slip technique to attach multiple pieces of clay together
• Glaze: applying color theory and craftsmanship techniques with low-fire glazes
• Create a relief sculpture using repeated shapes/forms constructed with everyday copy paper
• Experiment with various forms of printmaking

• Lecture
• Teacher Modeling
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Modified Choice

• Clay
• Scoring Tools
• Slip
• Water
• Modeling Tools
• Texture Tools
• Glazes
• Cardboard
• Printmaking Ink
• Printing Plate
• Found Objects
• Paper

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

1.5

Weeks

Digital Arts - Photography

We are learning to...

• Understand how light and speed work together to create a photograph
• Create a sound composition with the frame of our camera
• Use various iOS applications on portable devices to create artistically edited images
• export and upload to individual student Google Drive accounts to be able to share for project turn in
• Upload all artwork to online portfolio and reflect on the process and final product

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Group Critique
• Modified Choice

• iPads
• Laptops
• Photoshop Elements
• Color Printer

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Turn In Location and Format(S)
• Online Portfolio Self Reflective Statement (S)

2 Weeks

Painting

We are learning to...

• Apply basic watercolor techniques with more craftsmanship than past years
• Control the paint brush for fine details
• Choose the proper brush for each type of paint and technique.
• Use paint in combination with other materials as a resist.

• Teacher Modeling
• Direct Instruction
• Self Reflection
• Gallery Walk
• Modified Choice

• Acrylic Paint
• Watercolor Sets
• Brushes
• Palettes
• Texture Tools

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

National Coalition for Core Arts Standards  -  Visual Arts - Grade 7

CREATING

•  Generate and conceptualize artistic ideas and work
•  Organize and develop artistic ideas and work.
•  Refine and complete artistic work

PRESENTING

•  Select, analyze, and interpret artistic work for presentation

•  Develop and refine artistic techniques and work for presentation
•  Convey meaning through the presentation of artistic work

RESPONDING

•  Perceive and analyze artistic work
•  Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

•  Synthesize and relate knowledge and personal experiences to make art

•  Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

• Applying methods to overcome creative blocks
• Developing criteria to guide making a work of art or design to meet an identified goal
• Demonstrating persistence in developing skills with various materials, methods, and approaches in creating works of art or design
• Demonstrating awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats
• Applying visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas
• Reflecting on and explain important information about personal artwork in an artist statement or another format

• Comparing and contrasting how technologies have changed the way artwork is preserved, presented, and experienced
• Based on criteria, analyzing and evaluating methods for preparing and presenting art
• Comparing and contrasting viewing and experiencing collections and exhibitions in different venues

• Explaining how the method of display, the location, and the experience of an artwork influence how it is perceived and valued
• Analyzing multiple ways that images influence specific audiences
• Interpreting art by analyzing art-making approaches, the characteristics of form and structure, relevant contextual information, subject matter, and use of media to identify ideas and mood conveyed
• Comparing and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria

• Individually or collaboratively creating visual documentation of places and times in which people gather to make and experience art or design in the community
• Analyze how a response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses

Unit Length

(36 Weeks Divided into 4 Quarters, 9 weeks each)

Drawing & Painting - Q1 Class

Unit / Skills  

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

Q1 Drawing & Painting

6 weeks

Drawing

We are learning to...

• Apply the elements and principles of design to their compositions
• Draw an everyday object from life
• Use oil pastels in an impressionistic style
• Use a grid system to enlarge an image
• Create an Op Art design

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Modified Choice

• Drawing Pencils
• Ebony Pencils
• Erasers
• Rulers
• Ink Pens
• Drawing Paper
• Newsprint
• Tagboard
• Charcoal
• Chalk Pastels
• Oil Pastels
• Colored Pencils

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Q1 Drawing & Painting

3 weeks

Watercolor Painting

We are learning to...

• Advance our skills in various watercolor techniques
• Use resists in our painting
• Apply gradients with watercolor
• Use watercolors to create a monoprint

• Teacher Modeling
• Lecture
• Direct Instruction
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Watercolor Sets
• Brushes
• Water Cups
• Watercolor Paper
• Acrylic pieces
• Image references

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q1 Drawing & Painting

4 weeks

Color Mixing

We are learning to...

• Review primary and secondary color mixing
• Mix tertiary/intermediate colors
• Mix tints, shades, and tones

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion

• Tempera Paint
• Acrylic Paint
• Palettes
• Brushes
• Color Charts

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Q1 Drawing & Painting

3 weeks

Acrylic Painting

We are learning to...

• Identify similarities and apply previous knowledge from using tempera paints
• Tighten brush strokes to apply details to a painting
• Loosen brush strokes to apply abstract style

• Teacher Modeling
• Lecture
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Acrylic Paint
• Brushes
• Palettes
• Papers & Boards
• Texture Tools
• Pencil
• Sketch Paper
• Image references

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Unit Length

(9 Wks)

Digital/Graphic Arts - Q2 Class

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

Q2 Digital Arts

on going

Software

• We are learning to...

• Understand  and use multiple layers in Adobe Photoshop
• Identify and apply proper digital dimensions and resolutions
• Manipulate text to create pleasing compositions
• Install fonts into Photoshop and word processing applications

• Teacher Modeling
• Lecture
• Direct Instruction
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique

• Laptops
• Adobe Creative software
• Internet

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Turn In Location and Format(S)
• Online Portfolio Self Reflective Statement (S)

Q2 Digital Arts

 5 weeks

iPad Applications

• We are learning to...

• Draw and paint on a tablet
• Mix multiple applications to create an artwork
• Share artwork through an online portfolio
• Create a see through PNG using Green Screen applications

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Tablets (iPads)
• Laptop
• Color Printer

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Turn In Location and Format(S)
• Online Portfolio Self Reflective Statement (S)

Q2 Digital Arts

2 weeks

Hand Drawn Graphic Design

• We are learning to...

• draw with 2 point perspective methods
• sketch ideas to help develop ideas for final product, digital or handmade.

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Pencil
• Colored Pencils
• Rulers
• Tracing Paper
• Ink Pens

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q2 Digital Arts

3 weeks

Photography

• We are learning to...

• Understand the difference between Exposure, Brightness and Contrast, Highlights and Shadows and apply adjustments to photographs
• Develop stronger compositional skills and use the Rule of Thirds
• Look at everyday objects in a more artistic way, noting texture, reflection, color, contrast, and leading lines

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Modified Choice

• Cameras
• Tablets
• Laptops
• Color Printer
• iPad Applications
• Photoshop Elements

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Turn In Location and Format(S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Unit Length

(9 Wks)

Printmaking/Sculpture - Q3 Class

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

Q3

Printmaking & Sculpture

2 weeks

Mixed Media

• We are learning to...

• Use multiple materials with various textures harmoniously
• Use a reductive method for drawing, scratching away the surface of a treated paper to reveal a new color underneath
• Create a gradation effect using the reductive method

• Teacher Modeling
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Modified Choice

• Magazines
• Found Objects
• Newspaper
• Acrylic Paint
• Texture Tools
• Acetate
• Fabric
• Adhesives
• Tagboard

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q3

Printmaking & Sculpture

5 weeks

Sculpture

• We are learning to...

• Understand and create a form that is interesting from all sides.
• Manipulate everyday materials into a 3D form
• Burnish copper and create a shallow relief design
• Use liver of sulfur and steel wool to patina burnished copper
• Apply acrylic paint to a three dimensional form using knowledge of color mixing and gradation

• Teacher Modeling
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Copper Sheets
• Burnishing Tools
• Liver of Sulfur
• Acrylic Paint
• Sculpture Stands
• Dowel Rods
• Wire
• Found Objects
• Adhesives
• Recycled Materials
• Popsicle Sticks

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q3

Printmaking & Sculpture

4 weeks

Printmaking

• We are learning to...

• Carve linoleum into a relief printmaking block.
• Carve a second layer away from the linoleum to effectively use 2 or more colors in a single print
• Use a Brayer, Barren and Printing Plate

• Teacher Modeling
• Lecture
• Direct Instruction
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Linoleum
• Carving Tools
• Warming Plate
• Ebony Pencil
• Colored Paper
• Printmaking Ink
• Tracing Paper
• Printing Plate
• Baren
• Brayer

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Unit Length

(9 Wks)

Ceramics - Q4 Class

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

Q4

Ceramics

6 weeks

Slab Building

• We are learning to...

• Create a slab with good clay integrity, no air bubbles and even thickness using slats
• Connect multiple slabs using score and slip method
• Connect multiple slabs using the blend method
• Build a strong structure with level sides
• Wedge Clay

• Teacher Modeling
• Direct Instruction
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Clay
• Water
• Ribs
• Modeling Tools
• Slip
• Scoring Tools
• Texture Tools
• Wire Cutter

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q4

Ceramics

   2 weeks

Coil Building

• We are learning to...

• Roll coils with even thickness
• Create a vessel using coils as a main structure or accent
• Connect coils seamlessly
• Use a coil as a foot for a vessel

• Teacher Modeling
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Modified Choice

• Clay
• Water
• Ribs
• Modeling Tools
• Slip
• Wire Cutter

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q4

Ceramics

   6 weeks

Sculpture

• We are learning to...

• Sculpt clay into a desired 3D form
• Design a 3D piece that is interesting from all sides/angles
• Smooth and clean edges and seams for strong understanding and execution of Craftsmanship
• Identify Bisqueware, Fired/Glazed, Bone Dry/Greenware, Leatherhard, and Plastic stages of clay

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Modified Choice

• Clay
• Sponges
• Ribs
• Modeling Tools
• Slip
• Bucket
• Bats
• Wire Cutter

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Q4

Ceramics

1 weeks

Pottery Wheel

• We are learning to...

• Understand the physics of the pottery wheel
• Identify a centered or uncentered piece
• Use arms and legs to help maintain center
• Throw a small vessel such as a cup or bowl
• Create a foot using the scrape method

• Teacher Modeling
• Direct Instruction
• Self Reflection

• Pottery Wheel
• Sponges
• Ribs
• White Talc Clay
• Water
• Bucket
• Bats
• Wire Cutter

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q4

Ceramics

2 weeks

Glazing

• We are learning to...

• Apply underglazes to bone dry clay
• Apply glazes to bisqueware
• Control opacity of a glaze by understanding layers
• Identify color schemes, complementary, analogous, monochromatic
• Apply glaze consistently across the surface for an even finish
• Create clean transitions between colors used

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Glaze Brushes
• Underglazes
• Sponges
• Low-Fire Glazes
• Test Tiles

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

National Coalition for Core Arts Standards  -  Visual Arts - Grade 8

CREATING

•  Generate and conceptualize artistic ideas and work
•  Organize and develop artistic ideas and work.
•  Refine and complete artistic work

PRESENTING

•  Select, analyze, and interpret artistic work for presentation

•  Develop and refine artistic techniques and work for presentation
•  Convey meaning through the presentation of artistic work

RESPONDING

•  Perceive and analyze artistic work
•  Interpret intent and meaning in artistic work
• Apply criteria to evaluate artistic work

CONNECTING

•  Synthesize and relate knowledge and personal experiences to make art

•  Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

• Documenting early stages of the creative process visually and/or verbally in traditional or new media
• Collaboratively shaping an artistic investigation of an aspect of present day life using a contemporary practice of art and design
• Demonstrating willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of artmaking or designing.
• Demonstrating awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design
• Selecting, organizing, and designing images and words to make visually clear and compelling presentations
• Applying relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.

• Developing and applying criteria for evaluating a collection of artwork for presentation
• Collaboratively preparing and presenting selected theme-based artwork for display, and formulate exhibition narratives for the viewer.
• Analyzing why and how an exhibition or collection may influence ideas, beliefs, and experiences

• Explaining how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others
• Comparing and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions
• Interpreting art by analyzing how the interaction of subject matter, characteristics of form and structure, use of media, art-making approaches, and relevant contextual information contributes to understanding messages or ideas and mood conveyed.
• Creating a convincing and logical argument to support an evaluation of art

• Making art collaboratively to reflect on and reinforce positive aspects of group identity
• Distinguishing different ways art is used to represent, establish, reinforce, and reflect group identity

Unit Length

(36 Weeks Divided into 4 Quarters)

Drawing & Painting - Q1 Class

Unit / Skills  

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

Q1 Drawing & Painting

# of weeks

Drawing

We are learning to...

• Apply the elements and principles of design to their compositions
• Draw an everyday object from life
• Use charcoal to create a large composition
• Use a grid system to enlarge an image
• Apply the stippling method to a drawing

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Modified Choice

• Drawing Pencils
• Ebony Pencils
• Erasers
• Rulers
• Ink Pens
• Drawing Paper
• Newsprint
• Tagboard
• Charcoal
• Chalk Pastels
• Oil Pastels
• Colored Pencils

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Q1 Drawing & Painting

# of weeks

Watercolor Painting

We are learning to...

• Advance our skills in various watercolor techniques
• Use resists in our painting
• Apply gradients with watercolor
• Use watercolors to create a monoprint

• Teacher Modeling
• Lecture
• Direct Instruction
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Watercolor Sets
• Brushes
• Water Cups
• Watercolor Paper
• Acrylic pieces
• Image references

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q1 Drawing & Painting

# of weeks

Color Mixing

We are learning to...

• Review primary and secondary color mixing
• Mix tertiary/intermediate colors
• Mix tints, shades, and tones

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion

• Tempera Paint
• Acrylic Paint
• Palettes
• Brushes
• Color Charts

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Q1 Drawing & Painting

# of weeks

Acrylic Painting

We are learning to...

• Identify similarities and apply previous knowledge from using tempera paints
• Tighten brush strokes to apply details to a painting
• Loosen brush strokes to apply abstract style

• Teacher Modeling
• Lecture
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Acrylic Paint
• Brushes
• Palettes
• Papers & Boards
• Texture Tools
• Pencil
• Sketch Paper
• Image references

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Unit Length

(36 Wks)

Digital/Graphic Arts - Q2 Class

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

Q2 Digital Arts

# of weeks

Software

• We are learning to...

• Understand  and use multiple layers in Adobe Photoshop
• Identify and apply proper digital dimensions and resolutions
• Manipulate text to create pleasing compositions
• Install fonts into Photoshop and word processing applications.

• Teacher Modeling
• Lecture
• Direct Instruction
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique

• Laptops
• Adobe Creative software
• Internet

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Turn In Location and Format(S)
• Online Portfolio Self Reflective Statement (S)

Q2 Digital Arts

# of weeks

iPad Applications

• We are learning to...

• Draw and paint on a tablet
• Mix multiple applications to create an artwork
• Share artwork through an online portfolio
• Create a see through PNG file using Green Screen applications

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Tablets (iPads)
• Laptop
• Color Printer

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Turn In Location and Format(S)
• Online Portfolio Self Reflective Statement (S)

Q2 Digital Arts

# of weeks

Hand Drawn Graphic Design

• We are learning to...

• draw with 2 point perspective methods
• sketch ideas to help develop ideas for final product, digital or handmade.

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Pencil
• Colored Pencils
• Rulers
• Tracing Paper
• Ink Pens

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q2 Digital Arts

# of weeks

Photography

• We are learning to...

• Understand the difference between Exposure, Brightness and Contrast, Highlights and Shadows and apply adjustments to photographs
• Develop stronger compositional skills and use the Rule of Thirds
• Look at everyday objects in a more artistic way, noting texture, reflection, color, contrast, and leading lines

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Modified Choice

• Cameras
• Tablets
• Laptops
• Color Printer
• iPad Applications
• Photoshop Elements

• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Turn In Location and Format(S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Unit Length

(36 Wks)

Printmaking/Sculpture - Q3 Class

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

Q3

Printmaking/Sculpture

# of weeks

Mixed Media

• We are learning to...

• Use multiple materials with various textures harmoniously
• Use a reductive method for drawing, scratching away the surface of a treated paper to reveal a new color underneath
• Create a gradation effect using the reductive method

• Teacher Modeling
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Modified Choice

• Magazines
• Found Objects
• Newspaper
• Acrylic Paint
• Texture Tools
• Acetate
• Fabric
• Adhesives
• Tagboard

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q3

Printmaking/Sculpture

# of weeks

Sculpture

• We are learning to...

• Understand and create a form that is interesting from all sides.
• Manipulate everyday materials into a 3D form
• Burnish copper and create a shallow relief design
• Use liver of sulfur and steel wool to patina burnished copper
• Apply acrylic paint to a three dimensional form using knowledge of color mixing and gradation

• Teacher Modeling
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Copper Sheets
• Burnishing Tools
• Liver of Sulfur
• Acrylic Paint
• Sculpture Stands
• Dowel Rods
• Wire
• Found Objects
• Adhesives
• Recycled Materials
• Popsicle Sticks

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q3

Printmaking/Sculpture

# of weeks

Printmaking

• We are learning to...

• Carve linoleum into a relief printmaking block.
• Carve a second layer away from the linoleum to effectively use 2 or more colors in a single print
• Use a Brayer, Baren and Printing Plate

• Teacher Modeling
• Lecture
• Direct Instruction
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Linoleum
• Carving Tools
• Warming Plate
• Ebony Pencil
• Colored Paper
• Printmaking Ink
• Tracing Paper
• Printing Plate
• Baren
• Brayer

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Unit Length

(36 Wks)

Ceramics - Q4 Class

Unit / Skills

• We are learning to…

• Develop Ideas, create, and reflect on artwork through various art media connecting to current and historical techniques and trends

Instructional Strategies

Resources

Assessments

• Formative/Summative (F/S)

Q4

Ceramics

# of weeks

Slab Building

• We are learning to...

• Create a slab with good clay integrity, no air bubbles and even thickness using slats
• Connect multiple slabs using score and slip method
• Connect multiple slabs using the blend method
• Build a strong structure with level sides
• Wedge Clay

• Teacher Modeling
• Direct Instruction
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Clay
• Water
• Ribs
• Modeling Tools
• Slip
• Scoring Tools
• Texture Tools
• Wire Cutter

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q4

Ceramics

# of weeks

Coil Building

• We are learning to...

• Roll coils with even thickness
• Create a vessel using coils as a main structure or accent
• Connect coils seamlessly
• Use a coil as a foot for a vessel

• Teacher Modeling
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Modified Choice

• Clay
• Water
• Ribs
• Modeling Tools
• Slip
• Wire Cutter

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)

Q4

Ceramics

# of weeks

Sculpture

• We are learning to...

• Sculpt clay into a desired 3D form
• Design a 3D piece that is interesting from all sides/angles
• Smooth and clean edges and seams for strong understanding and execution of Craftsmanship
• Identify Bisqueware, Fired/Glazed, Bone Dry/Greenware, Leatherhard, and Plastic stages of clay

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Whole Class Discussion
• Peer Review
• Gallery Walk
• Modified Choice

• Clay
• Sponges
• Ribs
• Modeling Tools
• Slip
• Bucket
• Bats
• Wire Cutter

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)
• Online Quizzing & Polling (F)

Q4

Ceramics

# of weeks

Pottery Wheel

• We are learning to...

• Understand the physics of the pottery wheel
• Identify a centered or uncentered piece
• Use arms and legs to help maintain center
• Throw a small vessel such as a cup or bowl
• Create a foot using the scrape method

• Teacher Modeling
• Direct Instruction
• Self Reflection

• Pottery Wheel
• Sponges
• Ribs
• White Talc Clay
• Water
• Bucket
• Bats
• Wire Cutter

• Teacher Observation (F)
• Project Rubric (F)
• Online Portfolio Self Reflective Statement (S)

Q4

Ceramics

# of weeks

Glazing

• We are learning to...

• Apply underglazes to bone dry clay
• Apply glazes to bisqueware
• Control opacity of a glaze by understanding layers
• Identify color schemes, complementary, analogous, monochromatic
• Apply glaze consistently across the surface for an even finish
• Create clean transitions between colors used

• Teacher Modeling
• Lecture
• Direct Instruction
• Self Reflection
• Peer Review
• Gallery Walk
• Think, Pair, Share Critique
• Modified Choice

• Glaze Brushes
• Underglazes
• Sponges
• Low-Fire Glazes
• Test Tiles

• Sketchbook Planning & Practice (F)
• Teacher Observation (F)
• Project Rubric (F)
• Project completion (S)
• Online Portfolio Self Reflective Statement (S)