Art Grade 5

GATEWAY GROUP CURRICULUM OVERVIEW

Content Area:

Visual & Performing Arts

Grade Level:

Module Title:

Visual Art

LEARNING TARGETS

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

visual art.

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

Content Statement

CPI#

Cumulative Progress Indicator (CPI)

Understanding the function and purpose of the elements of art and principles of design assists with forming an appreciation of how art and design enhance functionality and improve quality of living.

1.1.5.D.1

Identify elements of art and principles of design that are evident in everyday life.

The elements of art and principles of design are universal.

1.1.5.D.2

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.

1.2.5.A.1

Recognize works of dance, music, theatre, and visual art as a reflection of societal values and

beliefs.

Characteristic approaches to content, form, style, and design define art genres.

1.2.5.A.2

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.

1.2.5.A.3

Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

The elements of art and principles of design can be applied in an infinite number of ways to express personal responses to creative problems.

1.3.5.D.1

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.

1.3.5.D.2

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.

1.3.5.D.3

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.

1.3.5.D.4

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.

1.3.5.D.5

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.

Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes).

1.4.5.A.1

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.

1.4.5.A.2

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.

1.4.5.A.3

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.

1.4.5.B.1

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.

1.4.5.B.2

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.

1.4.5.B.3

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.

1.4.5.B.4

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?)

1.4.5.B.5

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.

Grade 5 Students will…

Distinguish parallel lines in everyday life and known two and three-dimensional works of art from various cultures that emphasize the convergence of lines to create the illusion of perspective (e.g., photographs by Ansel Adams, Edward Hopper’s paintings, the art and architecture of Filippo Brunelleschi etc.). Create artwork in various mediums emphasizing line as a tool for perspective.

Compare and contrast shape & form found in everyday life with artists and architects that utilize shape and form as the dominant element (e.g., the architecture of Frank Gehry or Antonio Gaudi, buildings or consumer products by Michael Graves, Simon Rodia’s Watts Towers, Russian Babushka dolls, Hopi Katchina dolls etc.). Combine geometric and organic shapes in the design and creation of original three-dimensional forms.

Compare and contrast complementary colors of differing values found in the natural world and utilized in diverse two and three-dimensional works of art (e.g., Vincent van Gough, Georges Seurat, Henri Russo, Elizabeth Murray, Roy De Forest, Christo and Jeanne Claude, Mexican Day of the Dead triptychs etc.) create works of art that emphasize complimentary color and value.

Compare and contrast visual texture and implied texture evident in everyday life (i.e., actual texture vs. the illusion of having physical texture). Create two-dimensional artwork that has the perception of actual texture. Compare and contrast visual texture and implied texture evident in everyday life (i.e., actual texture vs. the illusion of having physical texture). Create two-dimensional artwork that has the perception of actual texture.

Compare and contrast how geometric, organic, abstract and kinetic forms exist in the environment and incorporated in masterworks of art from diverse cultures and historical eras (e.g., George Rickey, Alexander Calder, Tim Hawkinson, Louise Bourgeois, Richard Serra, Anish Kapoor, Tom Friedman, Barbara Hepworth, Teresita Fernandez etc.). Experiment with the application of a variety of forms in original works of art.

Identify symmetrical and asymmetrical vertical and horizontal balance in everyday life and works of art in diverse mediums and design and create kinetic sculptures demonstrating symmetrical and asymmetrical vertical and horizontal balance.

Explain ways mathematical proportions are used in master works of art in various mediums (e.g., Leonardo Da Vinci’s Mona Lisa, Albrecht Durer’s etchings, Salvador Dali’s The Sacrament of the Last Supper) and use the Golden Mean in the creation of an original artwork.

Analyze visual rhythm found in nature and artwork of different mediums created through the repetition of form (e.g., sculptures by Auguste Rodin or Eva Hess, installations by Cornelia Parker or Anne Hamilton, Aztec & Mayan headdresses, Native American Totem Poles, Medieval sculpture, Tilgnit screens etc.). Design and create original three-dimensional artworks employing repletion of form to create visual rhythm.

Compare and contrast emphasis and unity/harmony in two and three-dimensional works of art from various cultures and historical eras created by the combination of shape, line, and texture (e.g., Rene Magritte, Jasper Johns, Martin Ramirez, Russian knotted carpets, Canadian textiles and American Folk Art quilts etc.). Integrate shape, line, and texture for emphasis and to create unity and harmony in original artwork.

Identify images used by business and industry, politics and popular culture used to influence messages and describe how repetition, variety, proportion, balance, and emphasis are used to support the persuasive power of visual images. Replicate the use of these principles of design in the creation of original artwork intended for persuasive purpose.

Work individually and collaboratively in small groups to design and execute a mural, either painted or mosaic, that responds to a posed problem or theme.

Research works of art from various historical periods and use this research to create an original work of art that illustrates a particular theme or image in the styles researched.

Collaborate with classmates in the creation of works and presentation of a multiple art media art exhibition by contributing work along a common theme and assume various roles in the coordination of the exhibit (e.g., curator, publicist, art critic, installer, documentary person etc.).

Using age-appropriate terminology, identify common and distinctive characteristics of masterworks from various genres of visual artworks (e.g., realism, surrealism, abstract/non objective art, conceptual art etc.) and experiment with various compositional approaches influenced by these genres art to create original two-dimensional artworks.

Describe various physical properties that differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging, and create two and three-dimensional artworks that demonstrate knowledge of those differences and stylistic influences (e.g., realism, surrealism, non objective art, conceptual art etc.).

Employ basic, discipline-specific arts terminology to see how artistic pieces can serve a useful purpose in daily lives.

Make informed aesthetic responses to artworks based on structural arrangement (Formalism) and know the characteristics that classify artwork as formal.

Identify how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference in self-generated, peer and masterworks of art from diverse cultures and eras.

Assess the application of the elements of art and principles of design in self-generated, peer and masterworks of visual artworks using measurable criteria.

Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers (e.g., the application of the design elements and principles as the basic for formal structure).

Use discipline-specific arts terminology to evaluate the strengths and weaknesses of master works of visual art from various cultures as well as self-generated and peer artwork.

Use evaluative tools to evaluate the technical proficiency and application of the elements of art and principles of design in self-generated, peer and professional artworks.

Distinguish ways in which individuals may disagree about the relative merits of artwork based on the personal, cultural and historical traditions and describe the purpose of the artwork and its intended audience.

Discuss how artists utilize subject matter, symbols and themes to communicate meaning and purpose in art.

Demonstrate visual art as a reflection of societal values and beliefs by utilizing symbols (marks agreed upon by a culture as having specific meaning or connotations) into original works of art.

Utilize contextual information pertaining to distinctive stylistic methodologies to investigate, interpret and analyze the viewpoint of the culture where the art was created. Identify through the elements and principles of design how art can help analyze art works (e.g., line creating the illusion of space; shapes and form being organic, geometric, abstract and kinetic; the use of visual and implied texture, color, various types of balance, the use of rhythm, repetition, variety, proportion and emphasis from objects found in nature) and serve as a record of time for that culture.

Discuss how interpretations of artwork change as culture evolves (e.g., North Rose Window, Notre Dame Cathedral, Paris; Ishtar Gate, Babylon; Arches of the Great Mosque, Cordoba; Man with a Guitar, Lipchitz; Family, Henry Moore; Little Dancer Fourteen Years Old, Degas) .

Analyze the distinguishing characteristics of various artists whose significant contribution to the art world has had an impact on their peer and future generations of artists (e.g., Leonardo Da Vinci, Jackson, Pollack, Andy Warhol, Anne Hamilton, Jeff Coons, Chen Woo, Rene Magritte etc.).

EVIDENCE OF LEARNING

Assessment:

Formative Assessment strategies
Rubrics
Unit Assessments
Performance Assessments

Equipment Needed:

Color Wheel poster, or printout
School and town libraries
Various internet websites for art education.
ART Supplies

Pinterest, Pinterest.com
Artsonia, Artsonia.com
The Getty Institute, getty.edu
WebArt, webart.com
Internet,
Virtual Museum Tours
Hand-outs
YouTube videos related to art history, artists, or art creation.

Modifications/Accommodations

IEPs	Projects are designed so teacher may add or omit criteria based on student needs. Shortened assignments Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences) Mnemonic aids/devices Additional time for test preparation Review/testing matched to student pace Test directions read/explained thoroughly Oral, short-answer, modified tests Emphasis on successes Graphic Organizers Student choice of texts, projects, writing prompts, etc. Collaborate with after-school programs or clubs to extend learning opportunities	504s	Mnemonic aids/devices Additional time for test preparation Review/testing matched to student pace Test directions read/explained thoroughly Oral, short-answer, modified tests Emphasis on successes Graphic Organizers Student choice of texts, projects, writing prompts, etc. Collaborate with after-school programs or clubs to extend learning opportunities
ELLs	Shortened assignments Extended time is allotted for students Visuals/video provided where possible Electronic translators Provide work for completion or understanding to ELL teacher to continue during ELL class	G/T	Projects are designed so teacher may extend criteria based on student needs. Structure learning around explaining or solving a social or community-based issue Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
At-Risk Failure	Projects designed so teacher may add or omit criteria based on student need Shortened assignments Extended time allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities Collaborate with after-school programs or clubs to extend learning opportunities and support Various online learning opportunities to reinforce skills based on student needs Provide students multiple choices for how they can represent their understandings Additional time for test preparation Directions written and read/explained thoroughly and in chunks Emphasis on successes Graphic organizers and other organizational aides Student Success Team and implementation of RTI Interventions Set goal plan with reachable goals and pathways and collaboration with parents One-on-one conference with teacher to include feedback on work and progress toward meeting goals

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and

Preparation

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.

CRP1. Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP3. Attend to personal health and financial well-being.
CRP4.Communicate clearly and effectively and with reason.
CRP5.Consider the environmental, social and economic impacts of decisions.
CRP6.Demonstrate creativity and innovation.
CRP7.Employ valid and reliable research strategies.
CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9.Model integrity, ethical leadership and effective management.
CRP10. Plan education and career paths aligned to personal goals.
CRP11. Use technology to enhance productivity.
CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

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.

Elements of Art Review the elements, define each and give examples of how they are used. Practice incorporating the elements together into one exercise.
Review how understanding the elements has helped with previous artwork.

Exit Skills

By the end of Unit 1:

All students will demonstrate an understanding of the Elements of Art by:

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.

Enduring Understanding

All seven elements of art can be used in unison to create harmonious artwork.
It is important to understand the basic fundamentals of art as a foundation for all art creation.
Knowledge of the Elements of Art will help me to create successful artwork.

Essential Questions

Why do the Elements of Art exist?
How does the understanding of these elements make me a better artist?
How do the Elements of Art help me to make a meaningful and visually pleasing artwork?
How can the elements of art help me outside of the studio?

Learning Objectives

After completing the elements of art students will be able to:

Recite each one of the elements of art.
Explain how each element is used and why.
Sketch examples of each element.
Breakdown artwork they examine by its use of the elements of art.
Produce successful artwork through their knowledge of the elements of art.

Unit 2 Overview Unit two focuses on perspective drawing. (8-12 Weeks)

Discuss perspective drawing.
Define it as a method used by artists to create the illusion of depth within two dimensional art.
Examine famous artworks that use perspective to create depth.
Explain how to set up a perspective drawing using a horizon line with a vanishing point(s).
Discuss the difference between a one point perspective and a two point perspective.
Students will set up and create perspective drawings.
Reference artists’ work that uses linear perspective. ie: Edvard Munch, Vincent Van Gogh, etc.

Exit Skills

By the end of Unit 2:

All students will demonstrate an understanding of perspective drawing by:

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.

Enduring Understanding

Linear perspective creates depth in artwork.
Linear perspective has been used by artists for centuries.
Linear perspective is a series of lines that reflect back to vanishing point(s).

Essential Questions

How can misusing linear perspective within an artwork change its viability?
How can understanding linear perspective help me with other artistic endeavors?
Where have I seen linear perspective used before?

Learning Objectives

After completing perspective drawing students will be able to:

Recognize the difference between a one-point perspective, and a two-point perspective drawing.
Represent their understanding of linear perspective through a drawing.
Arrange a linear perspective drawing with all of its parts.
Generate a perspective drawing that demonstrates depth within the image.

Unit 3 Overview Unit three focuses on sculpture. (10-12 Weeks)

Refer back to previous art classes when students created a sculpture.
Review definition of a sculpture, a three dimensional work of art.
Review the difference between two-dimensional art and three-dimensional art.
Introduce a method of creating a sculpture not used before with this group. Ie: model magic, air dry clay, sculpey, plaster of paris, etc.
Explore methods of forming the sculpture, and bonding elements of the piece together.
Add color to the sculpture using an appropriate medium according to the armature.
Reference artists’ work that uses sculpture. ie: Auguste Rodin, Frederic Auguste Bartholdi, etc.

Exit Skills

By the end of Unit 3:

All students will demonstrate an understanding of sculpture by:

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.

Enduring Understanding

Artwork is not always flat.
There are many methods of creating a sculpture.
Sculpture can be produced with a variety of different media.
Artistic progress can be revealed through exploration of new media.
Balance is important when creating my sculpture if I want it to stand.

Essential Questions

What did I find enjoyable and interesting in working with sculpture?
How can my observations of the world affect my art?
How can understanding sculpture help me outside of the studio?
How does media choice affect the artwork?

Learning Objectives

After completing sculpture students will be able to:

Describe the medium used for this assignment.
Explain how this medium is similar and/or different from previous media used.
Determine their successes with this sculpture, and where they could use some more work.
Construct a sculpture using the materials provided.

Unit 4 Overview Unit four focuses on the art of printmaking. (8 Weeks)

Discuss printmaking, define it as: the art or technique of making prints as practiced in engraving, etching, drypoint, woodcut, etc.
Creating a master plate which can be inked and printed a multitude of times.
Explain that there are multiple methods of printmaking, show examples.
Reveal the method of printmaking they will use, show examples.
Demonstrate tools and methods for using them.
Go over safety and proper procedures.
Explore printmaking by creating plate(s), inking, and printing.
Demonstrate how to properly sign and number your print(s).
Reference artists’ work that uses printmaking. ie: Andy Warhol, Katsushika Hokusai, etc.

Exit Skills

By the end of Unit 4:

All students will demonstrate an understanding of printmaking by:

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)

Enduring Understanding

Printmaking is a method used by artists who want to make more than one image of their artwork.
Printmaking allows artists to share their artwork with a wide audience.
Prints will not always turn out the same. Each print is an original piece of art.
Printmaking allows the artist the ability to ink, print and rework their plate a multitude of times.

Essential Questions

How does printmaking change art?
How did printmaking allow artists to become more well-known?
What are the advantages of printmaking?
What are the disadvantages of printmaking?
How can you use your knowledge of the elements of art in production of a plate?

Learning Objectives

After completing printmaking students will be able to:

Outline the procedure and materials needed for this assignment.
Discuss their prints with other students in a critique.
Critique work within a group using positive feedback and helpful tips.
Develop a plate that can produce prints clearly, according to the design created.
Produce prints of their plate they are pleased with.

Grades 5