GATEWAY GROUP CURRICULUM OVERVIEW
Visual & Performing Arts
NJ STUDENT LEARNING STANDARDS
1.1 The Creative Process: All students will demonstrate an understanding of the elements and
principles that govern the creation of works of art in dance, music, theatre, and visual art.
1.2 History of the Arts and Culture: All students will understand the role,
development, and influence of the arts throughout history and across cultures.
1.3 Performance: All students will synthesize those skills, media, methods, and technologies
appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and
1.4 Aesthetic Responses & Critique Methodologies pertains to all four arts
disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic
Responses and B. Critique Methodologies. This standard addresses two ways students may
respond to the arts, including (1) the study of aesthetics and (2) the application of
methodologies for critique
Cumulative Progress Indicator (CPI)
Identify elements of art and principles of design that are evident in everyday life.
The elements of art and principles of design are universal.
Compare and contrast works of art in various mediums that use the same art elements and
principles of design.
Art and culture reflect and affect each other.
Recognize works of dance, music, theatre, and visual art as a reflection of societal values and
Characteristic approaches to content, form, style, and design define art genres.
Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art.
Sometimes the contributions of an individual artist can influence a generation of artists and signal the
beginning of a new art genre.
Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.
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.
Contextual clues to culturally specific thematic content, symbolism, compositional approach, and stylistic nuance are prevalent in works of art throughout the ages.
Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles.
Each of the genres of visual art (e.g., realism, surrealism, abstract/non objective art, conceptual art, and others) is associated with appropriate vocabulary and a stylistic approach to art-making.
Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/non objective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres.
The characteristics and physical properties of the various materials available for use in art-making present infinite possibilities for potential application.
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.
There are many types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery exhibitions requires effective time management and creative problem-solving skills.
Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes).
Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications.
Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts.
Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view.
Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the
relationship between compositional design and genre provides the foundation for making value judgments about the arts.
Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).
Identifying criteria for evaluating performances results in deeper understanding of art and art-making.
Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.
Decoding simple contextual clues require evaluation mechanisms, such as rubrics, to sort fact from opinion.
Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers.
While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own discipline-specific arts terminology.
Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art.
Levels of proficiency can be assessed through analyses of how artists apply the elements of art and
principles of design.
Define technical proficiency, using the elements of the arts and principles of design.
Artists and audiences can and do disagree about the relative merits of artwork. When assessing works of
dance, music, theatre and visual art, it is important to consider the context for the creation and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?)
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.
EVIDENCE OF LEARNING
21st Century Skills and Themes
Career Ready Practices
9.2 Career Awareness, Exploration, and
ELA: NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
NJSLSA.SL5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
By the end of 8th grade,
Unit 1 Overview Unit one focuses on the Elements of Art: line, shape, color, form, space, value, and texture. (8 Weeks)
This is a review unit that should be gone over quickly, focusing mainly on how to incorporate all the elements into artwork and process.
By the end of Unit 1:
o Naming all seven elements.
o Defining and explaining all seven elements.
o Using all seven elements in an exercise that reviews previous knowledge and prepares students for new endeavors.
After completing the elements of art students will be able to:
Unit 2 Overview Unit two focuses on perspective drawing. (8-12 Weeks)
By the end of Unit 2:
o Defining what perspective drawing is.
o Explaining why artists use perspective drawing.
o Describing the difference between a one-point perspective and a two-point perspective.
o Explaining the different parts of a perspective, and how to set it up.
o Creating a perspective drawing.
After completing perspective drawing students will be able to:
Unit 3 Overview Unit three focuses on sculpture. (10-12 Weeks)
By the end of Unit 3:
o Defining what a sculpture is.
o Being able to describe the difference between two-dimensional and three-dimensional art.
o Using techniques learned to work with a new medium.
o Creating a sculpture.
o Adding color to their sculpture.
After completing sculpture students will be able to:
Unit 4 Overview Unit four focuses on the art of printmaking. (8 Weeks)
By the end of Unit 4:
o Explaining what printmaking is.
o Describing the difference between prints and a plate.
o Demonstrating the ability to create a plate, ink the plate, and produce a print.
o Properly signing and numbering their print(s)
After completing printmaking students will be able to: