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 the basic elements of art and principles of design in diverse types of artwork.
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.
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.
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.
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.
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.
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.
Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world.
Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists
who create them.
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).
Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.
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.
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.
MA.K.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). MA.K.K.G.A Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). MA.K.K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. MA.K.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
By the end of 4th grade,
Unit 1 Overview (6 Weeks)
Unit one focuses on two Elements of Art, line and shape
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.
After completing lines and shapes, students will be able to:
Unit 2 Overview (8 Weeks)
Unit two focuses on the Element of Art Color.
By the end of Unit 2:
o All students will demonstrate an understanding of color by:
After completing color, students will be able to:
Unit 3 Overview
Unit three focuses on the Principle of Art pattern.
By the end of Unit 3:
o Defining what a pattern is.
o Completing existing patterns by following the sequence.
o Creating their own pattern using lines, colors, shapes, letters, numbers, or a combination.
After completing patterns, students will be able to:
Unit 4 Overview (8 weeks)
Unit four focuses on motor skills through the art of collage.
By the end of Unit 4:
o Defining what a collage is.
o Demonstrating proper cutting skills and scissor safety.
o Demonstrating proper glue stick techniques and ability.
o Creating a collaged image using the techniques discussed.
After completing collage, students will be able to:
Unit 5 Overview (6 Weeks)
Unit five focuses on three dimensional art.
Exit Skills By the end of Unit 5:
o Defining what a sculpture is.
o Noting the differences between two-dimensional art and three-dimensional art.
o Showing development of motor skills by demonstrating different techniques learned in
o Creating sculptures that are balanced and stand on their own.
o Adding color to their sculpture to enhance their art.
After completing sculpture, students will be able to:
Unit 6 Overview (6 Weeks)
Unit six focuses on resist techniques.
By the end of Unit 6:
o Defining what a resist technique is.
o Explaining the basics of resist techniques.
o Creating a work of art that uses a resist technique.
After completing resist techniques, students will be able to: