Art Kindergarten

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.

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.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).

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.

Kindergarten Students will…

Recognize the qualities of line including straight, curved, vertical, horizontal, thick and thin lines in two-dimensional works of art (e.g., paintings by Kenneth Noland, Martin Ramirez, Cy Twombly etc.) and apply similar use of varied lines in original artwork.

Identify basic geometric shapes (i.e., circle, square and triangle) in two-dimensional works of art (e.g., prints and paintings by Jasper Johns, Jim Dine, Robert Delaunay, Paul Klee etc.) and produce similar use of shape as the focus of original artwork.

Identify primary colors in two -dimensional works of art (e.g., Piet Mondrian’s Compositions in Red, Blue and Yellow, DeStijl paintings by Bart Van Der Lick, Paul Cézanne still life’s, Roy Lichtenstein’s paintings etc.) and apply primary colors in original artwork.

Recognize artists’ use of pattern/texture (e.g., Judy Chicago's Pasadena Lifesavers series, Jasper John’s number series, Pueblo pottery, Greek vases etc.) and use pattern as the inspiration for original artwork.

Identify the elements of art including line weight, color and texture in famous, self-generated, and peer artwork and apply these elements to the creation of original artwork.

Describe the difference between shape and form in basic verbal vocabulary and incorporate basic shapes (e.g., circle, square, and triangle) in original pieces of art to support the narrative content.

Identify the colors red, orange, yellow, green, blue, and purple in famous artwork and peer artwork and apply them in original works of art and describe the use of color for expression.

Use modeling tools to create three-dimensional forms both in the round and relief.

Recognize and use line and shape to create symbols.

Use a variety of art making materials (e.g., paint, crayons, markers etc.) and color mixing to create realistic, abstract and expressive two-dimensional works of art.

Use the elements of design; line, shape, texture, color and space to create two- dimensional artwork based on personal symbols that is seen in everyday life (e.g., stop lights, golden arches, hearts.

Use shape, texture and color to create 3 dimensional artwork based on observation of the physical world (e.g., containers, animals, people) using a variety of media and tools appropriate to the production of the works (e.g., clay and shaping tools, cardboard, scissors and glue, wire).

Use the various materials, tools and techniques and demonstrate their knowledge by identifying the materials, tools and methods they have used (e.g., markers, crayons, paint, clay, brush, stamps, shaping tool, scribbling, dabbing, patterning, pinching, smoothing, building etc.).

After viewing a master work(s) that communicates emotion(s), describe what emotions the artwork conveys and how the artist conveys those emotions (i.e., through content/subject; through medium used; through use of line, shape, color, repetition, etc.). Create a work of art that tells a story of that emotional response.

Communicate personal responses to a variety of historical works of art with common subjects or themes. Responses will describe likes and dislikes through comparing and contrasting characteristics of the various art works.

Observe the basic elements of art (i.e., line, shape, and color) and principles of design (i.e., repetition, pattern etc.) and share those observations with peers in a group critique of a work(s) of art.

Critique a work(s) of art and give reasons for liking or disliking the artwork(s), using elements of art (i.e., line, shape, and color) and principles of design (i.e., repetition, pattern etc.) as their basis for personal observations.

Identify artists as creative thinkers engaged in the artistic process that generate art through the manipulation of the elements of art (e.g., line, shape, color and texture) and who share common ideas across diverse cultures (e.g., religious beliefs/ceremonies, family life, work, play).

Recognize ways artists are involved in communities (e.g. architects, photographers, painters) and associate the artist with their distinct work based on the themes of family and community (e.g., everyday life, ceremonies/holidays, caring and sharing, etc.)

Identify the subject matter, type of artist, time, place and cultural origin of various works of art (e.g., American Indian totems, African masks, Mexican sculptures/Trees of Life, architecture, 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

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.

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 (6 Weeks)

Unit one focuses on two Elements of Art, line and shape

Line

Define line as a mark with length and direction. A line is a continuous mark made on a surface by a moving point.
Describe various types of lines such as: straight, wavy, curved, zig-zag, dotted, dashed, spiraling, thick, thin, bold, etc.
Discuss line directions such as vertical, horizontal, diagonal.
Go over how to draw different lines and practice drawing them.

Shape

Define a shape as a flat enclosed area created by a line that begins and ends at the same point.
Discuss geometric shapes such as square, circle, oval, rectangle, triangle, etc.
Go over the number of sides each geometric shape has.
Go over how to draw each shape and practice drawing them.

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.

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.

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?

Learning Objectives

After completing lines and shapes, students will be able to:

List various types of lines and shapes. Illustrate various types of shapes and lines.
Produce artwork using lines and shapes as a basis for their drawing.
Differentiate shapes by the number of sides they have.
Develop strong basis drawing skills.

Unit 2 Overview (8 Weeks)

Unit two focuses on the Element of Art Color.

Discuss the primary colors: red, yellow, and blue.
Discuss the secondary colors: orange, violet, and green.
Introduce the color wheel and find all the primary and secondary colors on it.
Discuss ROYGBIV and help students to learn the acronym.
Explore color mixing with the primary colors in order to create the secondary colors.

Exit Skills

By the end of Unit 2:

o All students will demonstrate an understanding of color by:

Naming the primary colors.
Naming the secondary colors.
Locating the colors on the color wheel.
Using the acronym ROYGBIV to name the colors of the rainbow in order.
Explain what primary colors are used to create each secondary color.

Enduring Understanding

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.

Essential Questions

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?

Learning Objectives

After completing color, students will be able to:

Name the primary and secondary colors.
Predict what two primary colors will create when combined.
Explain what a color wheel is.
Point out primary colors and secondary colors on the wheel.
Determine color order using the acronym ROYGBIV.

Unit 3 Overview

Unit three focuses on the Principle of Art pattern.

Define pattern as objects that are repeating in a consistent order.
Discuss various types of pattern such as lines, colors, shapes, letters, numbers, etc.
Go over creating a pattern and practice making them.
Reference artists’ work that uses pattern. ie: Romero Britto, Bridget Riley, etc.

Exit Skills

By the end of Unit 3:

All students will demonstrate an understanding of pattern by:

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.

Enduring Understanding

There are many ways to represent a pattern.
Patterns are infinite.
Types of patterns and variety are also infinite.
Patterns provide insights into potential relationships.
Patterns can be used to enhance art making it more interesting.

Essential Questions

What is a pattern?
How do I describe a pattern?
How do I express a pattern to show a relationship?
How can pattern be used to predict relationships?
How can pattern enhance your artwork?

Learning Objectives

After completing patterns, students will be able to:

Recognize a pattern.
Predict the next item in a pattern.
Design a pattern of their own.

Unit 4 Overview (8 weeks)

Unit four focuses on motor skills through the art of collage.

Define collage as flat artwork created with shapes of paper (fabric, photographs, etc) glued onto a surface to create an image.
Discuss holding scissors, focus on thumb and hand placement.
Stress always cutting away from yourself.
Review proper cutting techniques and scissor safety.
Discuss adhesives, glue sticks are best for this age group.
Discuss how to get the glue to come up and down, how much glue should be above the rim when gluing, and remind them to turn the glue down before putting the top back on.
Explore cutting various types of shapes and gluing them to a flat surface.
Reference artists’ work that uses collage. ie: Henri Matisse, Pablo Picasso, etc.

Exit Skills

By the end of Unit 4:

All students will demonstrate an understanding of collage by:

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.

Enduring Understanding

Artwork does not have to be created through drawing or painting.
Shapes can be combined together to create an image.
Scissor safety is important for my safety and the safety of those around me.
Glue sticks are an effective adhesive for gluing paper collages.

Essential Questions

Can I create artwork with only scissors and glue?
Does artwork have to be created through drawing or painting?
How does my knowledge of geometric shapes help with collage?
Do I need a pencil to make a collage?
Is it safe to point scissors towards myself or others?

Learning Objectives

After completing collage, students will be able to:

Recognize a work of art that uses collage.
Distinguish a collage from other styles.
Use scissors and glue sticks properly.
Compose a collage.

Unit 5 Overview (6 Weeks)

Unit five focuses on three dimensional art.

Define sculpture as artwork that is created with height, length, and width, rather than on a flat surface.
Discuss the basics of sculpture formation (based on the medium available). For example, model magic should use techniques such as forming a sphere, rolling a coil, combining pieces to one another, etc.
Focus on strengthening motor skills and allowing students to learn how to balance their sculpture.
Completed sculptures should have color added to them through whichever medium is available to the teacher. ie: paint, watercolor, paint marker, marker, oil pastel, etc.
Stress the importance of color mixing learned earlier in the year. Too many colors will not produce a good result.
If using paint as the medium, explain how to hold a paintbrush properly. Discuss various methods of application of the paint to the sculpture. Remind students to wash brushes in between colors, so not to mix colors they do not intend to mix.
If using another medium for color application review how to hold the medium for best results, proper application, and safety information.
Reference artists’ work that uses sculpture. ie: Michelangelo, Alexander Calder, etc.

Exit Skills By the end of Unit 5:

All students will demonstrate an understanding of sculpture by:

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

class.

o Creating sculptures that are balanced and stand on their own.

o Adding color to their sculpture to enhance their art.

Enduring Understanding

Artwork does not have to be two-dimensional.
There are many different types of sculpture.
Sculptures can be created out of just about anything.
Sculptures need to be well thought out in order to balance and stand on their own.
There are many different methods of adding color to a sculpture.

Essential Questions

What is a sculpture?
What makes artwork three-dimensional?
What is the difference between two-dimensional art and three-dimensional art?
How can I be sure that my sculpture will stand on its own?
Why do I need to worry about balance?

Learning Objectives

After completing sculpture, students will be able to:

Demonstrate an understanding of three dimensional art.
Solve issues of balance.
Generate a three dimensional sculpture.

Unit 6 Overview (6 Weeks)

Unit six focuses on resist techniques.

Define a resist technique as two mediums, which are unable to coexist, when combined create layered effects with color and texture.
Discuss the basics of creating a resist technique, first use the medium that will prevent the other medium from affecting the surface, then apply the second medium atop the first medium.
Demonstrate various types of resist techniques like crayon and watercolor, tape resist, or adhesive resists.
Explore resist techniques.

Exit Skills

By the end of Unit 6:

All students will demonstrate an understanding of resist techniques by:

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.

Enduring Understanding

Certain mediums create an unexpected effect due to the properties of their makeup.
Mediums can be used to shield one area of artwork from another medium to create desired effects.
Mediums can be used together to create more interesting art.

Essential Questions

Why do people use resist techniques?
What does it mean to resist?
Are resist techniques used only in two-dimensional art?
Have you ever seen a resist technique outside of the classroom?

Learning Objectives

After completing resist techniques, students will be able to:

Recall certain mediums that will not work together.
Explain what happens when mediums that don’t work together are applied in the same area.
Manipulate a resist technique to create an artwork of their own.
Test different methods of resist technique to explore various outcomes.

Kindergarten