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.
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.
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).
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.
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 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.3.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. LA.3.RL.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. HPE.2.2.4.A.2 Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others. 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. 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 ways to deal with stressful situations.
By the end of 4th grade,
Unit 1 Overview (8 Weeks)
Unit one focuses on the Elements of Art: line, shape, color, form, space, value, and texture.
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
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 figurative studies. (8 Weeks)
By the end of Unit 2:
o Explaining the difference between a portrait and self-portrait.
o Delineating how the elements of art can help strengthen their portraits.
o Creating a portrait through observation of themselves or another and their features.
o Adding depth to their portrait through color application.
After completing the figurative studies students will be able to:
Unit 3 Overview Unit three focuses on drawing and painting. (8 Weeks)
New information will build upon areas already learned.
By the end of Unit 3:
o Using their previous knowledge to draw a historical monument from somewhere in the world.
o Selecting the appropriate tools for painting the monument drawing.
o Applying paint to their drawing 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 artwork.
After completing drawing and painting students will be able to:
Unit 4 Overview Unit four focuses on sculpture. (8 Weeks)
By the end of Unit 4:
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 the sculpture students will be able to:
Unit 5 Overview Unit five focuses on the art of relief. (8 Weeks)
By the end of Unit 5:
o Explaining what a relief is.
o Demonstrating the ability to create a relief image.
o Being able to delineate the difference between the front and the back of the relief.
o Adding color in to their relief.
After completing the three-dimensional relief art students will be able to: