Art Grade 2

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)

The basic elements of art and principles of design govern art creation and composition.

1.1.2.D.1

Identify the basic elements of art and principles of design in diverse types of artwork.

Recognizing the elements of art and principles of design in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy.

1.1.2.D.2

Identify elements of art and principles of design in specific works of art and explain how they are used.

Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct

characteristics and common themes that are revealed by contextual clues within the works of art.

1.2.2.A.1

Identify characteristic theme-based works of dance, music, theatre, and visual art, such as

artworks based on the themes of family and community, from various historical periods and world cultures.

The function and purpose of art-making across cultures is a reflection of societal values and beliefs.

1.2.2.A.2

Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures.

Visual statements in art are derived from the basic elements of art regardless of the format and medium used to create the art. There are also a wide variety of art media, each having its own materials, processes, and technical application methods for exploring solutions to creative problems.

1.3.2.D.1

Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.

Symbols convey meaning agreed upon by a group or culture. Manipulation of the basic elements of art and principles of design for personal expression results in visual communication that may be relevant in a variety of settings.

1.3.2.D.2

Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories as a basis for pictorial representation.

Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies.

1.3.2.D.3

Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories.

Knowledge of visual art media necessitates an understanding of a variety of traditional and nontraditional tools, applications, possibilities, and limitations.

1.3.2.D.4

Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media.

Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world.

1.3.2.D.5

Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media.

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists

who create them.

1.4.2.A.1

Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art,

and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.).

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

1.4.2.A.2

Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning.

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists

who create them.

1.4.2.A.3

Use imagination to create a story based on an arts experience that communicated an emotion

or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art).

Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists

who create them.

1.4.2.A.4

Distinguish patterns in nature found in works of dance, music, theatre, and visual art.

Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.

1.4.2.B.1

Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.

Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.

1.4.2.B.2

Apply the principles of positive critique in giving and receiving responses to performances.

Contextual clues are embedded in works of art and provide insight into artistic intent.

1.4.2.B.3

Recognize the making subject or theme in works of dance, music, theatre, and visual art.

Grade 2 Students will…
Distinguish ways to employ pattern such as; zigzag, dotted and wavy lines of varying weights and length in two-dimensional works of art (e.g., Peacock Dress by Aubrey Beardsley, Paul Signac's Portrait of Felix Fenon, Alexei von Jawlensky's Saviour's Face Renunciation, and The Church at Auvers by Vincent Van Gough etc.). Illustrate similar applications of line in original two-dimensional art work.
Use attributes to characterize the use of shape (i.e., circle, square, triangle, oval and rectangle) in diverse works of known and emerging artists (e.g., Take the Train to Harlem by James Rizzi, Sonia Delaunay's Rhythm or Squares, Sol Lewitt's Costruzione Cubica or Four Geometric Figures of a Room, Jim Dine's heart paintings, Adolf Wolfli's General View of the Island Neveranger etc.) and compose original two and three-dimensional works of art using shape as the primary emphasis.
Distinguish primary and secondary colors in works of known and emerging artists (e.g., Frederic Edwin Church’s Rainy Season in the Tropics, Andrea del Verrocchio’s Tobias and the Angel, the paintings of Pierre-Auguste Renoir, Fernand Leger’s Homage to Louis David, Katsushika Hokusai’s Evening Scene on the Occasion of the Festival of Lanterns etc.). Mix primary colors to create secondary colors and utilize primary and secondary colors in original works of art.
Compare how known and emerging artists from diverse cultures make use of texture in their artwork (e.g., Lee Krasner’s paintings and drawings including Noon, Shattered Color or Shattered Color, paintings by Max Ernst such as The Entire City or Dadaville, Haitian Sequence Banners, Inca feather tunics, Javanese Batik etc.). Create original two-dimensional works of art that use texture as the predominant element of art.
Compare applications of the principle of design of radial balance in two-dimensional works of peers, known and emerging artists from diverse cultures and historical eras (e.g., Georgia O’Keefe’s flower paintings, Sweetgrass Basketry, Navajo Dream Catchers, the stroboscope photography of Harold Edgerton including Milk Drop Coronet or Back Dive etc.). Design and create drawings, paintings of mixed media works that show radial balance.
Integrate the principles of design, emphasis in original two and three-dimensional art works and explain how this principle of design is used to communicate the artistic intent of peer and diverse known and emerging artists (e.g., Than-ka / Tibetan painted cloth scrolls, Balshazzar’s Feast by Rembrandt, portraiture of Alex Katz including Round Hill or Elizabeth, El Greco's Assumption of the Virgin, Edward Hicks' Peaceable Kingdom etc.).
Identify how artists use line, shape, balance and proportion to make facial features and to portray facial expressions capturing emotions in portraiture. Apply these aspects of art making to original artwork.
Identify lines, geometric, shapes and free forms found in everyday objects and used in realistic and non objective art. Demonstrate how line, shape and form can be expressive elements of art making by employing them in original artwork.
Identify the warm colors (e.g., red, yellow and orange) and the cool colors (e.g., blue, green and purple) and demonstrate how they can be used for expressive effect through the creation of original pieces of art.
Identify and create patterns from texture in original two and three-dimensional art work.
Describe in basic verbal art vocabulary how the appearance of space is achieved in two-dimensional artwork (i.e., by overlapping objects and placing them in different areas of the picture to establish foreground, middle ground and background). Demonstrate understanding of this concept though the creation of original art work using object placement to represent the various picture planes (i.e., foreground, middle ground, and background) in the telling of pictorial narratives.
Describe positive and negative space using basic art vocabulary and replicate these concepts in original two-dimensional artwork.
Use symbolism for pictorial representation/visual communication in the creation of works of art stemming from real life observation for inspiration.
Use mixed media (e.g., pencil, crayon, markers, watercolor, colored pencils, collage, clay, wire, cardboard etc.) to create two and three-dimensional figurative works of art that follow the principles of art; symmetry, balance and proportion. Demonstrate an understanding application methods and primary or secondary colors by using them to complete the artwork to creative effect.
Use line, geometric shapes, texture, space (i.e., positive and negative space) and color to create two-dimensional artwork that depicts three-dimensional objects. Use various materials (e.g., colored pencil, markers, watercolor, crayons etc.) and observations of the physical world that illustrate how art is part of everyday life.
Use line, texture and/or patterns and shapes (geometric or freeform) to create non-objective art work that uses color and mixed media (e.g., crayon, paint, markers, colored pencils, paper, clay, wire, cardboard etc.) to express a mood.
Create original works of art based on age-appropriate themes using symbols derived from oral stories as a basis for pictorial representation.
Demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories by describing and employing basic verbal and visual art vocabulary to works of others and original artwork.
Identify the characteristics of exemplary works of visual art, and identify characteristics of the artists who created them (e.g., gender, age, training, style, etc.).
Describe how the subject matter chosen by the artists for a particular artwork(s) is used to convey the purpose or intent of the artwork(s) (e.g., to celebrate, to replicate, to create and emotion of personal response, etc.).
Compare and contrast culturally and historically diverse works art that evoke an emotion, and identify the subject matter and purpose for the works. Describe how the subject matter contributes to the purpose.
Use their imagination to create a story based on an arts experience. Write and illustrate an original short story based on the arts experience.
Describe how nature is reflected in various works of art. Describe how the artist and/or the work of art incorporates elements (e.g., color, line, shape, and texture) found in nature into the work of art.
Identify, select and define elements and principles of design (e.g., line shape, color, texture, repetition, rhythm, emphasis, balance) that help create a good work.
Recognize that individuals have different opinions about various works of art by sharing individual responses for liking or disliking specific aspects of a particular work of art.
Identify various subjects and themes in works of art, and verbalize simple reasons liking/disliking parts of the content of the work of art.
Discuss the role of artists and describe how artwork is used to communicate stories, ideas and emotions that are reflections of their place in history and culture (e.g., narrative paintings of everyday life by Horace Pippin, Grandma Moses, Norman Rockwell, Edouard Manet, or narrative art found in the Lascaux cave paintings, early Egyptian reliefs, Inuit art etc.).
Discuss the lineage of famous artists and their connection to cultures past and present (e.g., Grant Wood’s American Gothic and the influence of European culture and painting traditions; Pablo Picasso’s collage Three Musicians influenced by Italian Comedia dell Arte characters; Sugar Cane, a portable mural by Diego Rivera portraying the harsh reality of the life of the ordinary Mexican farm worker before the 1911 agrarian revolution. Rivera’s murals of this period were directly influenced by Aztec storytelling; or Red Groom’s three-dimensional construction, Ruckus Manhattan – homage to cubism influenced by comics and political cartoons).

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

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.

HPE.2.1.2.D.CS1 Using personal safety strategies reduces the number of injuries to self and others. MA.2.2.G.A.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. HPE.2.1.2.D.1 Identify ways to prevent injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). MA.2.2.G.A.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. MA.2.2.MD.D.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. LA.2.SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. LA.2.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. HPE.2.1.2.A.2 Use correct terminology to identify body parts, and explain how body parts work together to support wellness.

CRP1. Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP4.Communicate clearly and effectively and with reason.
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.

By the end of 4th grade,

9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.
9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Unit 1 Overview

Unit one focuses on the Elements of Art: line, shape, color, form, space, value, and texture.

Spend some time reviewing previous elements’ understanding. Focus more time on new elements.

Line

Define line as a mark with length and direction. A line is a continuous mark made on a surface by a moving point.
Review various types of lines such as: straight, wavy, curved, zig-zag, dotted, dashed, spiraling, thick, thin, bold, etc.
Review line directions such as vertical, horizontal, diagonal.

Shape

Define a shape as a flat enclosed area created by a line that begins and ends at the same point.
Review geometric shapes such as square, circle, oval, rectangle, triangle, etc.
Review the number of sides each geometric shape has.
Discuss organic shapes. Define them as shapes that are free flowing, without well-defined edges. Organic shapes occur in nature.

Color

Review the primary colors: red, yellow, and blue.
Review the secondary colors: orange, violet, and green.
Review the color wheel and find all the primary and secondary colors on it.
Review ROYGBIV and help students to learn the acronym.
Review color mixing, red and yellow combine to make orange, etc.
Review color temperature. Discuss warm colors (red, yellow, orange) and cool colors (blue, green, violet). Find the colors on the color wheel and explain their placement on the wheel.

Form

Review forms, define them as a three dimensional geometric shape.
Demonstrate examples of forms such as a sphere, cylinder, cube, cone, pyramid, etc.
Review how to draw forms and practice drawing them.

Space

Define space as the distance or areas around, between and within objects in your artwork.
Explain there are two types of space in your artwork, positive and negative space. Positive space is the area taken up by the object(s) in the artwork, the negative space is the space surrounding it/them.
Discuss using space appropriately. Do not create tiny artwork on a large surface area.
Explore spatial relationships through a project.

Value

Define value as the lightness or darkness of a color.
Explain that it can be achieved by adding white or black to a color, or can be achieved by how you apply the medium.
Practice value scales. Explore adding tints (white) and shades (black) to a medium to achieve new colors.

Texture

Define texture as the tactile quality of a surface. How it feels when it is touched.
Texture can be felt, but there is such a thing as visual texture; the texture that a depicted object seems to represent.
Discuss how artists can portray something that is soft, coarse, bumpy, wet, spikey, etc.
Practice drawing various textures.

Exit Skills By the end of Unit 1:

All students will demonstrate an understanding of line by:

o Defining what a line is.

o Drawing various types of lines in different directions.

All students will demonstrate an understanding of shape by:

o Defining what a shape is. o Naming various geometric shapes.

o Drawing various geometric shapes.

o Ability to state the number of sides each shape has.

All students will demonstrate an understanding of color by:

o Naming the primary colors.

o Naming the secondary colors.

o Locating the colors on the color wheel.

o Using the acronym ROYGBIV to name the colors of the rainbow in order.

o Explain what primary colors are used to create each secondary color.

All students will demonstrate an understanding of form by:

o Defining what a form is.

o Naming various forms.

o Drawing various forms.

o Ability to state the difference between a shape and a form.

All students will demonstrate an understanding of space by:

o Defining what space is in art.

o Knowing the difference between positive and negative space.

o Using the space allotted appropriately.

All students will demonstrate an understanding of value by:

o Defining what value is in art.

o Explaining various ways you can achieve different values.

o Explaining what a tint or shade is.

All students will demonstrate an understanding of texture by:

o Defining what texture means.

o Explaining that texture can be understood through vision, not only touch.

o Drawing various types of texture.

Enduring Understanding

Lines are used to communicate thoughts.
Lines can create numbers, letters and shapes.
Lines can be infinite.
Shapes are created by lines.
Shapes can be used to create images.
Primary colors cannot be created.
Primary colors can be used to create all other colors.
Colors have a specific order.
Acronyms can be used to help to remember something in a specific order.
Mixing too many colors together does not result in the effect that I expect.
Forms are shapes with height, width, and depth.
Drawing forms gives my art the illusion of depth.
It is important to use the surface of a space fully.
Understanding positive and negative space can help make my artwork more interesting.
Colors change with light and the absence of it.
The use of white or black in my artwork can help to modify the colors to create a more realistic effect.
Texture is not only tactile, visual texture is understood by the eye as a sense.
Textures can be depicted by simple lines and shapes.

Essential Questions

Why do we have lines?
How does drawing lines help with communication?
What are other forms of communication?
Why do certain shapes have names?
How does the understanding of sides to a shape help to interpret what shape is being drawn?
What is color?
Can I create primary colors?
How does understanding color help us with our art endeavors?
What happens if I mix all the colors together?
How does the use of a form help to elevate artwork?
Why is understanding space important to my artwork?
How can I make my color lighter?
How can I make my color darker?
How does my brain understand texture?
Do I need to feel something to know how it feels?

Learning Objectives

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

Describe each element of art.
Demonstrate an understanding of each element.
Conclude what elements are used in artwork they observe.
Compose artwork using the elements of art

Unit 2 Overview (8 Weeks)

Unit two focuses on color theory

Discuss color, review the information already examined.
Introduce tertiary colors: the color in between the primary and secondary colors on the color wheel.
Practice mixing colors to achieve the tertiary colors.
Discuss complimentary colors. Explain that they are colors that are across from each other on the color wheel. When paired, these colors look very good together. When mixed these colors create neutrals (brown).
Name the complimentary color pairs: red and green, yellow and violet, blue and orange.
Explore complimentary colors by pairing them in artwork.

Exit Skills By the end of Unit 2:

All students will demonstrate an understanding of color theory by:

o Naming the primary colors.

o Naming the secondary colors.

o Locating the colors on the color wheel.

o Using the acronym ROYGBIV to name the colors of the rainbow in order.

o Explain what primary colors are used to create each secondary color.

o Naming and understanding how to create the tertiary colors.

o Locating where the tertiary colors belong in the color wheel.

o Naming the complimentary colors.

o Knowing the placement of complimentary colors on the color wheel.

o Pairing the correct color with its pair. Ie: Red’s complimentary color is…?

Enduring Understanding

From the three primary colors a complete color wheel can be created.
Knowledge of the properties of color allows the artist to mix colors successfully.
Knowledge of color can help artists communicate their ideas more effectively.
Colors on the wheel are arranged in a specific order.

Essential Questions

Is there a finite number of colors that can be created?
Can knowledge of colors help me in other areas of life?
How can knowledge of color theory help me to strengthen my art?
How does understanding of color theory help with color mixing?

Learning Objectives

After completing color theory students will be able to:

Recognize the color wheel.
Explain how colors are organized on the color wheel.
Organize colors into various categories like, primary, secondary, cool, warm, complimentary, etc.
Critique artwork based on the colors used.

Unit 3 Overview (8 Weeks)

Unit three focuses on drawing and painting.

New information will build upon areas already learned.

Discuss portrait drawing. Define portrait as a work of art that depicts a living being. Portraits can be made of people, animals, or a combination.
Discuss how our prior knowledge of the elements of art can help us to make more realistic portraits.
Create portrait drawings either through guided drawing or observation.
Review previous knowledge of painting techniques and methods.
Paint the portraits drawn using concepts of the elements of art.
Reference artists’ work that uses portraiture. ie: Henri Matisse, Frida Khalo, etc.

Exit Skills

By the end of Unit 3:

All students will demonstrate an understanding of drawing and painting by:

o Using their previous knowledge to draw a portrait.

o Selecting the appropriate tools for painting the portrait drawing.

o Applying paint to their portrait in a manner that conveys their understanding of color theory.

o Using value and their previous knowledge of light sources to create depth in their portrait.

Enduring Understanding

A portrait is an image of a living being.
A portrait can be made using a variety of media.
I can create a drawing of a living being through the knowledge I have of the elements of art: line, shape, form, etc.
Can use paint to create interest ant realism into my artwork.
Previous knowledge of paintbrushes and paint application can help make my painting endeavors easier.
Knowledge of color theory can help me to create a portrait as realistic as possible.

Essential Questions

Why do artists create portraits?
Are portraits only made of humans?
What does a portrait convey?
How does my previous knowledge of the elements of art help me to make a successful portrait?
How does each medium change my portrait?

Learning Objectives

After completing drawing and painting students will be able to:

Distinguish a portrait from other types of artwork.
Produce a portrait drawing and/or painting.
Explain how to properly use paint and the media used to apply it.

Unit 4 Overview (8 Weeks)

Unit four focuses on sculpture.

Refer back to kindergarten art 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: Robert Indiana, Dale Chihuly, etc.

Exit Skills

By the end of Unit 4:

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:

State the difference between two dimensional and three dimensional artwork.
Demonstrate an understanding of balance.
Manipulate the tools available to them to create their sculpture.
Transform the media available to them into a three dimensional sculpture.

Unit 5 Overview

Unit five focuses on the art of printmaking.

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: Henri de Toulouse-Lautrec, M.C. Escher, etc.

Exit Skills By the end of Unit 5:

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:

Recognize the difference between the plate and the print.
Demonstrate their printing skills.
Produce multiple prints using their plate.
Critique their prints and discuss areas of success and areas that could use more work.
Generate one print they are proud of.

Grade 2