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1 | Unit 1 | ||||
2 | Common Core Curriculum Mapping Content Area or grade level: 3rd, 4th, 5th, 6th Date: October 2017 Unit 1: Elements and Principles STATE STANDARDS AND BENCHMARKS MET DURING UNIT: 3rd and 4th Grade: Standard 1: Creative Expression through Production: FPA 4.1.A.1, FPA 4.1.A.2, FPA 4.1.A.3, FPA 4.1.A.4, FPA 4.1.A.5, FPA 4.1.A.6 Standard 2: Aesthetic Perception: FPA 4.2.A.1, FPA 4.2.A.2, FPA 4.2.A.3 Standard 3: Historical and cultural context: FPA 4.3.A.3 Standard 4: Artistic Connections: FPA 4.4.A.1, FPA 4.4.A.4 5th and 6th Grade: Standard 1: Creative Expression through Production: FPA 8.1.A.1, FPA 8.1.A.2, FPA 8.1.A.3, FPA 8.1.A.4, FPA 8.1.A.5, FPA 8.1.A.6 Standard 2: Aesthetic Perception: FPA 8.2.A.1, FPA 8.2.A.2, FPA 8.2.A.3 Standard 3: Historical and cultural context: FPA 8.3.A.3 Standard 4: Artistic Connections: FPA 8.4.A.1, FPA 8.4.A.4 | ||||
3 | Learning Outcome: Students will learn the all of the elements and principles and will be able to identify and discuss them in their/ others artworks. Target Goals: -Student will research elements of art and principles of design in a team. -Student will identify and create visual examples of each element and principle. -Students will discuss with their class at least one element or principle and show their examples. | ||||
4 | Key Concepts: elements and principles of design | ||||
5 | Time Frame/Months | Common Core Concepts &Skills | CC Teaching Points/Essential Questions | Literacy connection/ Resources | Assessment |
6 | August-September: · Elements and Principles | · Students will respond to, analyze and make informed judgements about the arts. · Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks. · Students will analyze and evaluate the use of elements and principles of art in a variety of 2D and 3D artworks. | Essential Questions: · What are the visual arts? · Why do people create art?(purpose of art) · What are the elements or art? · What are the principles of design? · How are the elements and principles of design used to create a successful work of art? · Where are the elements and principles of art found other than in the art room/ artworks? | Literacy Connections (after every completed project): Scholastic Art Magazine and other Resources: Power Points I-Pads Element scavenger hunt template Principle circle example | Formative assessments types and strategies: Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc. Summative assessment types and strategies: Sketchbooks, posters, |
7 | Unit 2 | ||||
8 | Common Core Curriculum Mapping Content Area or grade level: 3rd, 4th, 5th, 6th Date: October 2017 Unit 2: Drawing STATE STANDARDS AND BENCHMARKS MET DURING UNIT: 3rd and 4th Grade: Standard 1: Creative Expression through Production: FPA 4.1.A.1, FPA 4.1.A.2, FPA 4.1.A.3, FPA 4.1.A.5, FPA 4.1.A.6 Standard 2: Aesthetic Perception: FPA 4.2.A.1, FPA 4.2.A.2, FPA 4.2.A.3, FPA 4.2.A.4 Standard 3: Historical and cultural context: FPA 4.3.A.1, FPA 4.3.A.2, FPA 4.3.A.3 Standard 4: Artistic Connections: FPA 4.4.A.1, FPA 4.4.A.2, FPA 4.4.A.4 5th and 6th Grade: Standard 1: Creative Expression through Production: FPA 8.1.A.1, FPA 8.1.A.2, FPA 8.1.A.3, FPA 8.1.A.5, FPA 8.1.A.6 Standard 2: Aesthetic Perception: FPA 8.2.A.1, FPA 8.2.A.2, FPA 8.2.A.3, FPA 8.2.A.4 Standard 3: Historical and cultural context: FPA 8.3.A.1, FPA 8.3.A.2, FPA 8.3.A.3 Standard 4: Artistic Connections: FPA 8.4.A.1, FPA 8.4.A.2, FPA 8.4.A.4 | ||||
9 | Learning Outcome: Students begin exploration of the art process of drawing. Students will create drawings using a variety of media. They will draw from observation to translate a 3-D form onto a 2-D surfaces. Students will understand purposes and cultural/historical context of drawing. Target Goals: -I can list and identify a variety of drawing media. -I can explain why line is such an important art element in drawing(line weight, line variation, mark making) -I can compare objects to create proper perspective and proportions by looking. | ||||
10 | Key Concepts: Observational drawing skills | ||||
11 | Time Frame/Months | Common Core Concepts &Skills | CC Teaching Points/Essential Questions | Literacy connection/ Resources | Assessment |
12 | October-November | · Students will use appropriate terminology to analyze and evaluate the use of elements of art and principles of design in a variety of observational drawings. · Students will expressively use the elements of art, principles of design, and a variety of drawing processes in creating 2-D artworks · Students will respond to, analyze, and make informed judgements about the arts. | Essential Questions: · What are some different types of drawing? · What are some different media used in drawing? · Which art elements/principles of design are important in drawing? · What are some basic compositional rules or techniques in drawing? · How do you draw from observation? · How could drawing skills benefit you in another discipline or career? | Literacy Connections (after every completed project): Scholastic Art Magazine and other Resources: -PowerPoint -Demonstrations -Illustrators/artists for examples | Formative assessments types and strategies: Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc. Summative assessment types and strategies: Sketchbooks, 3/3 various observational drawings |
13 | Unit 3 | ||||
14 | Common Core Curriculum Mapping Content Area or grade level: 3rd, 4th, 5th, 6th Date: October 2017 Unit 3: Painting STATE STANDARDS AND BENCHMARKS MET DURING UNIT: 3rd and 4th Grade: Standard 1: Creative Expression through Production: FPA 4.1.A.1, FPA 4.1.A.2, FPA 4.1.A.3, FPA 4.1.A.5, FPA 4.1.A.6 Standard 2: Aesthetic Perception: FPA 4.2.A.1, FPA 4.2.A.2, FPA 4.2.A.3, FPA 4.2.A.4 Standard 3: Historical and cultural context: FPA 4.3.A.1, FPA 4.3.A.2, FPA 4.3.A.3 Standard 4: Artistic Connections: FPA 4.4.A.1, FPA 4.4.A.2, FPA 4.4.A.4 5th and 6th Grade: Standard 1: Creative Expression through Production: FPA 8.1.A.1, FPA 8.1.A.2, FPA 8.1.A.3, FPA 8.1.A.5, FPA 8.1.A.6 Standard 2: Aesthetic Perception: FPA 8.2.A.1, FPA 8.2.A.2, FPA 8.2.A.3, FPA 8.2.A.4 Standard 3: Historical and cultural context: FPA 8.3.A.1, FPA 8.3.A.2, FPA 8.3.A.3 Standard 4: Artistic Connections: FPA 8.4.A.1, FPA 8.4.A.2, FPA 8.4.A.4 | ||||
15 | Learning Outcome: Exploration of the art process of painting. Students will create paintings using a variety of media. Target Goals: -I can explain how specific art elements and principles of design can be used in painting. -I can mix paint colors to create visual effects with specific color combinations for a painting. -I can list and identify a variety of painting media. -I can explain characteristics of different types of paint and why knowing those characteristics are important when selecting what type of paint to use for an artwork. -I can identify examples of master paintings from various historical periods and cultures. | ||||
16 | Key Concepts: Painting skills | ||||
17 | Time Frame/Months | Common Core Concepts &Skills | CC Teaching Points/Essential Questions | Literacy connection/ Resources | Assessment |
18 | October-November | · Students will use appropriate terminology to analyze and evaluate the use of elements of art and principles of design in a variety of observational drawings. · Students will expressively use the elements of art, principles of design, and a variety of drawing processes in creating 2-D artworks · Students will respond to, analyze, and make informed judgements about the arts. | Essential Questions: · Which art elements and principles are important in painting? · What color theory do I need to know in order to create a successful painting? · What are the different media used in painting? · What are some techniques used when using specific types of paint? · How could painting skills benefit you in other disciplines or your career? | Literacy Connections (after every completed project): Scholastic Art Magazine and other Resources: -PowerPoint -Demonstrations -Illustrators/artists for examples | Formative assessments types and strategies: Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc. Summative assessment types and strategies: Sketchbooks, 3/3 various observational drawings |
19 | Unit 4 | ||||
20 | Common Core Curriculum Mapping Content Area or grade level: 3rd, 4th, 5th, 6th Date: December 2017 Unit 4: Printmaking STATE STANDARDS AND BENCHMARKS MET DURING UNIT: 3rd and 4th Grade: Standard 1: Creative Expression through Production: FPA 4.1.A.1, FPA 4.1.A.2, FPA 4.1.A.3, FPA 4.1.A.5, FPA 4.1.A.6 Standard 2: Aesthetic Perception: FPA 4.2.A.1, FPA 4.2.A.2, FPA 4.2.A.3, FPA 4.2.A.4 Standard 3: Historical and cultural context: FPA 4.3.A.1, FPA 4.3.A.2, FPA 4.3.A.3 Standard 4: Artistic Connections: FPA 4.4.A.1, FPA 4.4.A.2, FPA 4.4.A.4 5th and 6th Grade: Standard 1: Creative Expression through Production: FPA 8.1.A.1, FPA 8.1.A.2, FPA 8.1.A.3, FPA 8.1.A.5, FPA 8.1.A.6 Standard 2: Aesthetic Perception: FPA 8.2.A.1, FPA 8.2.A.2, FPA 8.2.A.3, FPA 8.2.A.4 Standard 3: Historical and cultural context: FPA 8.3.A.1, FPA 8.3.A.2, FPA 8.3.A.3 Standard 4: Artistic Connections: FPA 8.4.A.1, FPA 8.4.A.2, FPA 8.4.A.4 | ||||
21 | Learning Outcome: Exploration of art process of printmaking. Students will know and differentiate the characteristics of different printing process. They will create a print or an edition of prints depending on the printmaking method used. Students will understand purposed and cultural/historical contexts of printing. Target Goals: -I can explain different printmaking processes. -I can explain the 3 steps of the “pulling” process.(Creating the printing plate(matrix), inking the plate, and transferring the image. -I can create an edition of prints using the art elements and principles of design and compositional techniques. | ||||
22 | Key Concepts: Printmaking skills | ||||
23 | Time Frame/Months | Common Core Concepts &Skills | CC Teaching Points/Essential Questions | Literacy connection/ Resources | Assessment |
24 | January- February | · Students will use appropriate terminology to analyze and use the elements of art and principles of designing a variety of art works. · Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks. · Students demonstrate an understanding of the arts in relation to history, cultures and temporary society. · Students relate the arts to other disciplines, careers and everyday life. | Essential Questions: · Which elements and principles are important in printmaking? · What are the four major printmaking processes? · What are the characteristics and steps to make a print for the different printmaking processes? · How could printmaking skills benefit you in another discipline or career? How could painting skills benefit you in other disciplines or your career? | Literacy Connections (after every completed project): Scholastic Art Magazine and other Resources: -PowerPoint -Demonstrations -Illustrators/artists for examples | Formative assessments types and strategies: Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc. Summative assessment types and strategies: Sketchbooks, 3/3 various observational drawings |
25 | Unit 5 | ||||
26 | Common Core Curriculum Mapping Content Area or grade level: 3rd, 4th, 5th, 6th Date: December 2017 Unit 5: Artist Study STATE STANDARDS AND BENCHMARKS MET DURING UNIT: 3rd and 4th Grade: Standard 1: Creative Expression through Production: FPA 4.1.A.1, FPA 4.1.A.2, FPA 4.1.A.3, FPA 4.1.A.4, FPA 4.1.A.5, FPA 4.1.A.6 Standard 2: Aesthetic Perception: FPA 4.2.A.1, FPA 4.2.A.2, FPA 4.2.A.3, FPA 4.2.A.4 Standard 3: Historical and cultural context: FPA 4.3.A.1, FPA 4.3.A.2, FPA 4.3.A.3 Standard 4: Artistic Connections: FPA 4.4.A.1, FPA 4.4.A.2, FPA 4.4.A.4 5th and 6th Grade: Standard 1: Creative Expression through Production: FPA 8.1.A.1, FPA 8.1.A.2, FPA 8.1.A.3, FPA 8.1.A.5, FPA 8.1.A.6 Standard 2: Aesthetic Perception: FPA 8.2.A.1, FPA 8.2.A.2, FPA 8.2.A.3, FPA 8.2.A.4 Standard 3: Historical and cultural context: FPA 8.3.A.1, FPA 8.3.A.2, FPA 8.3.A.3 Standard 4: Artistic Connections: FPA 8.4.A.1, FPA 8.4.A.2, FPA 8.4.A.4 | ||||
27 | Learning Outcome: Students will be introduced to a variety of famous artists and in teams will create 2-D work influenced by those artists. Target Goals: -I will view examples of a specific artist’s body of work as well as learn about different aspects of their life. -I will work collaboratively with my peers to plan and create a 2D work of art based on a famous artist. -I will participate in a critique where I discuss my artwork and others using art terminology. | ||||
28 | Key Concepts: Artist Study | ||||
29 | Time Frame/Months | Common Core Concepts &Skills | CC Teaching Points/Essential Questions | Literacy connection/ Resources | Assessment |
30 | February- March | · Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks. · Students will respond to, analyze, and make informed judgements about the arts. · Students demonstrate an understanding of the arts in relation to history, cultures and temporary society. · Students relate the arts to other disciplines, careers and everyday life. | Essential Questions: · What are the steps an artist goes through to create an artwork (the artistic or creative process)? · How are the elements and principles of design used to create a successful work of art? · What are some key elements from your artist that you can learn from and use? | Literacy Connections (after every completed project): Scholastic Art Magazine and other Resources: -PowerPoint -Demonstrations -Illustrators/artists for examples | Formative assessments types and strategies: Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc. Summative assessment types and strategies: Sketchbooks, 3/3 various observational drawings |
31 | Unit 6 | ||||
32 | Common Core Curriculum Mapping Content Area or grade level: 3rd, 4th, 5th, 6th Date: December 2017 Unit 6: Clay STATE STANDARDS AND BENCHMARKS MET DURING UNIT: 3rd and 4th Grade: Standard 1: Creative Expression through Production: FPA 4.1.A.1, FPA 4.1.A.2, FPA 4.1.A.3, FPA 4.1.A.5, FPA 4.1.A.6 Standard 2: Aesthetic Perception: FPA 4.2.A.1, FPA 4.2.A.2, FPA 4.2.A.3, FPA 4.2.A.4 Standard 3: Historical and cultural context: FPA 4.3.A.1, FPA 4.3.A.2, FPA 4.3.A.3 Standard 4: Artistic Connections: FPA 4.4.A.1, FPA 4.4.A.2, FPA 4.4.A.4 5th and 6th Grade: Standard 1: Creative Expression through Production: FPA 8.1.A.1, FPA 8.1.A.2, FPA 8.1.A.3, FPA 8.1.A.5, FPA 8.1.A.6 Standard 2: Aesthetic Perception: FPA 8.2.A.1, FPA 8.2.A.2, FPA 8.2.A.3, FPA 8.2.A.4 Standard 3: Historical and cultural context: FPA 8.3.A.1, FPA 8.3.A.2, FPA 8.3.A.3 Standard 4: Artistic Connections: FPA 8.4.A.1, FPA 8.4.A.2, FPA 8.4.A.4 | ||||
33 | Learning Outcome: Exploration of the art process of ceramics. Students will create ceramic works that show craftsmanship and understanding of clay construction techniques. They will be able to explain and demonstrate acquired knowledge and skills to construct ceramics works from the raw clay stage to glazed-fired completion. Target Goals: -I can explain hand-building techniques, pinch, coil, and or slab. - I can create a successful ceramic artwork using a hand-building technique. -I can explain the stages ceramics artworks go through from greenware to bisqueware. -I can explain what a kiln is, the difference between paint and glaze, and the process of making a ceramic work from beginning to end. | ||||
34 | Key Concepts: Clay | ||||
35 | Time Frame/Months | Common Core Concepts &Skills | CC Teaching Points/Essential Questions | Literacy connection/ Resources | Assessment |
36 | March-April | · Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks. · Students will respond to, analyze, and make informed judgements about the arts. · Students demonstrate an understanding of the arts in relation to history, cultures and temporary society. · Students relate the arts to other disciplines, careers and everyday life. | Essential Questions: · What are some of the techniques to form clay? · What are some of the important steps/ techniques taken when working with clay? · How do you create a ceramic work from the raw clay state to the glazed fire completion? How could ceramics skills benefit you in another discipline or career? | Literacy Connections (after every completed project): Scholastic Art Magazine and other Resources: -PowerPoint -Demonstrations -Illustrators/artists for examples | Formative assessments types and strategies: Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc. Summative assessment types and strategies: Sketchbooks, 3/3 various observational drawings |
37 | Unit 7 | ||||
38 | Common Core Curriculum Mapping Content Area or grade level: 3rd, 4th, 5th, 6th Date: December 2017 Unit 7: Sculpture STATE STANDARDS AND BENCHMARKS MET DURING UNIT: 3rd and 4th Grade: Standard 1: Creative Expression through Production: FPA 4.1.A.1, FPA 4.1.A.2, FPA 4.1.A.3, FPA 4.1.A.5, FPA 4.1.A.6 Standard 2: Aesthetic Perception: FPA 4.2.A.1, FPA 4.2.A.2, FPA 4.2.A.3, FPA 4.2.A.4 Standard 3: Historical and cultural context: FPA 4.3.A.1, FPA 4.3.A.2, FPA 4.3.A.3 Standard 4: Artistic Connections: FPA 4.4.A.1, FPA 4.4.A.2, FPA 4.4.A.4 5th and 6th Grade: Standard 1: Creative Expression through Production: FPA 8.1.A.1, FPA 8.1.A.2, FPA 8.1.A.3, FPA 8.1.A.5, FPA 8.1.A.6 Standard 2: Aesthetic Perception: FPA 8.2.A.1, FPA 8.2.A.2, FPA 8.2.A.3, FPA 8.2.A.4 Standard 3: Historical and cultural context: FPA 8.3.A.1, FPA 8.3.A.2, FPA 8.3.A.3 Standard 4: Artistic Connections: FPA 8.4.A.1, FPA 8.4.A.2, FPA 8.4.A.4 | ||||
39 | Learning Outcome: Exploration of the art process of sculpture. Students will create sculptures using a variety of media and sculptural techniques (subtractive, additive, assemblage, found objects). They will translate 2-D conceptual sketches into 3-D forms. Target Goals: -I can explain various sculptural techniques and processes. -I can create a variety of sculptural forms using both additive and subtractive techniques. -I can explain my opinion that an object is sculptural using visual arts terminology. | ||||
40 | Key Concepts: Sculpture | ||||
41 | Time Frame/Months | Common Core Concepts &Skills | CC Teaching Points/Essential Questions | Literacy connection/ Resources | Assessment |
42 | April- May | · Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks. · Students will demonstrate behavior appropriate for observing the particular contexts and style of the artwork being viewed, discuss opinions with peers in a supportive and constructive way. · Students will respond to, analyze, and make informed judgements about the arts. · Students relate the arts to other disciplines, careers and everyday life. | Essential Questions: · What is considered sculpture? · What are some techniques for creating sculpture? · What types of media are used to create sculpture? How could sculptural skills benefit you in another discipline or career? | Literacy Connections (after every completed project): Scholastic Art Magazine and other Resources: -PowerPoint -Demonstrations -Illustrators/artists for examples | Formative assessments types and strategies: Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc. Summative assessment types and strategies: Sketchbooks, 3/3 various observational drawings |
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