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.
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.
EVIDENCE OF LEARNING
21st Century Skills and Themes
Career Ready Practices
9.2 Career Awareness, Exploration, and Preparation
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.
SOC.6.1.4.B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. LA.4.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. HPE.2.2.4.A.2 Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others. LA.4.RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. MA.3.3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. MA.3.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. LA.4.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature. HPE.2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning. HPE.2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). HPE.2.1.4.E.4 Summarize the causes of stress and explain way s to deal with stressful situations.
By the end of 4th 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.
Exit Skills 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.
Learning Objectives After completing the elements of art students will be able to:
Unit 2 Overview Unit two focuses on the Landscape. (8 Weeks)
Exit Skills By the end of Unit 2:
o Defining what a landscape is.
o Explaining the different picture planes, and explaining the size of images in them.
o Describing what proportion means, and how it can affect the images.
o Creating a horizon line with a vanishing point where lines converge.
o Producing a landscape using the information reviewed and learned.
After completing landscape art students will be able to:
Unit 3 Overview Unit three focuses on sculpture. (8 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 pop art.
By the end of Unit 4:
o Defining what pop art is.
o Naming artists who are well known for their pop art.
o Recognizing pop art.
o Creating pop art.
After completing pop art students will be able to:
Unit 5 Overview Unit five focuses on the art of pointillism. (8 Weeks)
By the end of Unit 5:
o Defining pointillism.
o Explain optical mixing.
o Naming artists who employed pointillism in their artwork.
o Explain how artists’ knowledge of the elements of art can help make pointillism art stronger.
o Creating artwork using pointillism concepts and techniques.
After completing pointillism students will be able to: