Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009"

Transcription

1 Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8 Adopted by the Mount Laurel Board of Education on August 25, 2009

2 Contents in this Curriculum (Art) Pre-K Curriculum Kindergarten Curriculum First Grade Curriculum Second Grade Curriculum Third Grade Curriculum Fourth Grade Curriculum Hartford Curriculum Harrington Curriculum Note: All state standards are covered.

3 ART Art is Fundamental Launching Imagination Art Teachers Survival Guide Artist to Artist 9 Famous Artists Reimaging Schools Art in Elementary School Artworks for Elementary Teachers Making Art Together Global Art Assessing Expressive Learning How Children Make Art: Lessons in Creativity from Home to School Child Development in Art Impact of Early Art Experiences on Literacy Development Memory & Experience: Thematic Drawings by Qatari, Taiwanese, Malaysian, and American Children The Arts and the Creation of Mind Art and Cognition Understanding Children s Art for Better Teaching Design for Inquiry: Instructional Theory, Research and Practice in Art Education Creating Curriculum in Art Why Our Schools Need the Arts Research Methods and Methodologies for Art Education Better Practices in Visual Arts Education: Building Effective Teaching Through Educational Research Middle School Art: Issues of Curriculum and Instruction Creative Art for Learning Teaching Talented Art Students, Principles and Practices The Visual Arts and Early Childhood Education Reaching and Teaching Students with Special Needs through Art

4 Standard 1: Visual and Performing Arts Mount Laurel School District Art Curriculum Grade PreK Standard 1.1 (Aesthetics) All students will apply aesthetic knowledge in the creation of and in response to dance, music, theatre, and visual arts. Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to the creation and presentation of visual art. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of visual art. Standard 1.4 (Critique) All students will develop knowledge of the process of critique and apply that knowledge in reflecting upon and judging works of art. Standard 1.5 (Arts History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. The standards/indicators in this document are aligned with the newest, revised NJ state standards adopted on June 17, The NJ DOE 2009 standards website will be launched on November 5, The site will feature standards documents with search capacity that enables users to access the standards and cumulative progress indicators by multiple means (e.g., grade level, content area, strand, word search, essential questions and enduring understandings). Users will be able to view, print or download the standards and a host of accompanying resources on demand. *The underlined words/phrases in this document are hyperlinked on the 2009 standards website (NJ DOE Website) to provide clarification information.

5 Stage 1 Desired Results NJCCCS: 4.1, 4.2, 4.3, 4.4, 4.5, 4.7 Enduring Understanding(s): Students will understand that Artists use a variety of tools and materials to make art. Students will know Visual art provides a means of self-expression for very young learners. Stage 2 Assessment Evidence Benchmark Assessment: Have students create 2-D/3-D works of art using a wide variety of materials and techniques. Stage 3 Learning Plan Suggested Learning Activities: Ask the essential questions. Introduce examples of art. Explanation and discussion. Unit: Basic Art Skills Essential Questions: What tools and materials do you need to create art? Students will be able to 4.1 Demonstrate a growing ability to represent experiences, thoughts and ideas through a variety of ageappropriate materials and visual art media using memory, observation, and imagination. 4.2 Create two and three-dimensional works of art using color, line, shape, form, texture, and space. 4.4 Use vocabulary to describe various art forms, artists, and elements in the visual arts. 4.5 Create more recognizable representations as eye-hand coordination and fine motor skills develop. 4.7 Demonstrate the safe and appropriate use and care of art materials and tools. Other Evidence: Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

6 Stage 1 Desired Results NJCCCS: 4.3, 4.6 Enduring Understanding(s): Students will understand that Art is a form of expression. Students will know Visual art provides a means of self-expression for very young learners. Stage 2 Assessment Evidence Benchmark Assessment: Have students create a 2-D/3-D work of art inspired by the world around them. Stage 3 Learning Plan Suggested Learning Activities: Ask the essential questions. Introduce examples of art. Explanation and discussion. Unit/Big Idea: Imagination and Creativity Essential Questions: Where do we see art in the world? Students will be able to 4.3 Demonstrate planning, persistence and problem solving skills while working independently, or with others, during the creative process. 4.6 Describe feelings and reactions, and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. Other Evidence: Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

7 Mount Laurel School District Art Curriculum Grade K Standard 1: Visual and Performing Arts Standard 1.1 (Aesthetics) All students will apply aesthetic knowledge in the creation of and in response to dance, music, theatre, and visual arts. Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to the creation and presentation of visual art. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of visual art. Standard 1.4 (Critique) All students will develop knowledge of the process of critique and apply that knowledge in reflecting upon and judging works of art. Standard 1.5 (Arts History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. The standards/indicators in this document are aligned with the newest, revised NJ state standards adopted on June 17, The NJ DOE 2009 standards website will be launched on November 5, The site will feature standards documents with search capacity that enables users to access the standards and cumulative progress indicators by multiple means (e.g., grade level, content area, strand, word search, essential questions and enduring understandings). Users will be able to view, print or download the standards and a host of accompanying resources on demand. *The underlined words/phrases in this document are hyperlinked on the 2009 standards website (NJ DOE Website) to provide clarification information.

8 NJCCCS: 1.1, 1.2, 1.3 Stage 1 Desired Results Unit/Big Idea: Basic Art Skills Enduring Understanding(s): Students will understand that The elements of art are the building blocks of design. Materials and techniques influence art. Essential Questions: Why do we need to know the elements of art? What materials and techniques do you need to create art? Students will know Each art form and the artists who create them have distinct characteristics. Visual statements in art are derived from the basic elements of art regardless of format and medium. (e.g., line, color, shape, form, texture, and space) There are a wide variety of art media, each having its own materials, processes, and technical application methods, for exploring solutions to creative problems. Each discipline within the visual arts uses various formats, materials, tools and techniques that have their own verbal and visual vocabularies. Knowledge of visual mediums necessitates an understanding of a variety of traditional and non-traditional tools, applications, possibilities, and limitations. Visual awareness stems from acute observational skills and interest in visual objects and spaces, and their relationship to the world. The basic elements of art and principles of design govern art creation and composition. (e.g., line, color, shape, form, texture, and space), (e.g., balance, harmony, unity, emphasis, proportion, and rhythm/movement) Benchmark Assessment: Have students create a 2-D/3-D work of art inspired by the Stage 2 Assessment Evidence Students will be able to 1.1.2C.4 Distinguish patterns in nature found in works of art B(4).1 Create two and three-dimensional works of art utilizing the basic elements of color, line, shape, form, texture, and space in a variety of art mediums with and application methods B(4).3 Employ basic verbal and visual art vocabularies and demonstrate knowledge of materials, tools and methodologies used in the creation of visual story telling B(4).4 Explore the use of a wide array of materials and select tools appropriate to the production of works of art in varied mediums and formats. (e.g., paint, clay, charcoal, pastels, colored pencils, markers, and printing inks) 1.2.3BB(4).5 Create works of art in a variety of art mediums and disciplines, based on observations from the physical world, that illustrate how art is part of everyday life A(4).1 Identify the basic elements of art and principles of design in diverse types of art work. (e.g., line, color, shape, form, texture, and space), (e.g., balance, harmony, unity, emphasis, proportion, and rhythm/movement) Other Evidence: Informal assessment identifying the elements of art.

9 introduction of the elements of art using a wide variety of materials and techniques. (e.g., Relating to patterns in nature) Suggested Learning Activities: Ask the essential questions. Introduce art terminology providing examples throughout the unit. Explanation and discussion. Stage 3 Learning Plan Informal assessment identifying patterns in nature (e.g., elements in nature). Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

10 NJCCCS: 1.1, 1.2 Stage 1 Desired Results Unit/Big Idea: Imagination and Creativity Enduring Understanding(s): Students will understand that Visual arts tell stories with mood and emotion through images and symbols Students will know Each art form and the artists who create them have distinct characteristics. Symbols convey meaning agreed upon by a group or culture. Manipulation of the basic elements of art and principles of design to convey personal expression results in visual communication that may be applied to a variety of settings. (sharing ideas primarily through visual means), (e.g., line, color, shape, form, texture, and space), (e.g., balance, proportion, rhythm, emphasis, and unity) Essential Questions: How can I communicate my ideas, thoughts, and feelings effectively through art? How do visual images communicate ideas? Students will be able to 1.1.2C.3 Use imagination to create a story based on an arts experience that communicates an emotion or feeling in each of the art forms B(4).2 Utilize symbols to create works of art based on selected age appropriate themes drawn from oral stories as a basis for pictorial representation in personal works of art. (e.g,. family, friends, neighbors, sports, animals) Stage 2 Assessment Evidence Benchmark Assessment: Other Evidence: Read students a story and have them create illustrations inspired by the story. Have students illustrate a story based on their home and community. Suggested Learning Activities: Ask the essential questions. Introduce examples of illustrated stories and themes. Explanation and discussion. Stage 3 Learning Plan Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

11 NJCCCS: 1.4, 1.5 Stage 1 Desired Results Unit/Big Idea: Themes/History/Culture Enduring Understanding(s): Students will understand that Art reflects as well as shapes culture and society Essential Questions: What can artworks tell us about a culture or society? Students will know Contextual clues are embedded in works of art that provide insight to artistic intent of the work. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes revealed by contextual clues within the works of art. Benchmark Assessment: Students will create a work of art that reflects culture and society. Suggested Learning Activities: Ask the essential questions. Introduce examples of art that reflects culture and society. Explanation and discussion. Stage 2 Assessment Evidence Stage 3 Learning Plan Students will be able to 1.4.2C.3 Recognize the main subject or theme in works of dance, music, theater, and visual art C.1 Identify characteristics of themes-based artworks, such as family and community, from various historical periods and world cultures. Other Evidence: Recognizing main subject or theme in artwork. Identify general characteristics of artwork. Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

12 Standard 1: Visual and Performing Arts Mount Laurel School District Art Curriculum Grade 1 Standard 1.1 (Aesthetics) All students will apply aesthetic knowledge in the creation of and in response to dance, music, theatre, and visual arts. Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to the creation and presentation of visual art. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of visual art. Standard 1.4 (Critique) All students will develop knowledge of the process of critique and apply that knowledge in reflecting upon and judging works of art. Standard 1.5 (Arts History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. The standards/indicators in this document are aligned with the newest, revised NJ state standards adopted on June 17, The NJ DOE 2009 standards website will be launched on November 5, The site will feature standards documents with search capacity that enables users to access the standards and cumulative progress indicators by multiple means (e.g., grade level, content area, strand, word search, essential questions and enduring understandings). Users will be able to view, print or download the standards and a host of accompanying resources on demand. *The underlined words/phrases in this document are hyperlinked on the 2009 standards website (NJ DOE Website) to provide clarification information.

13 NJCCCS: 1.1, 1.2, 1.3 Stage 1 Desired Results Unit/Big Idea: Basic Art Skills Enduring Understanding(s): Students will understand that The elements of art and the principles of design are the foundation of art. A variety of materials and techniques are used to create art. Essential Questions: Where do I see art elements and design in the natural world? Why do artists use a variety of materials and techniques to create art? Students will know Each art form and the artists who create them have distinct characteristics. Knowledge of visual mediums necessitates an understanding of a variety of traditional and non-traditional tools, applications, possibilities, and limitations. Visual awareness stems from acute observational skills and interests in visual objects and spaces, and their relationship to the world. The basic elements of art and principles of design govern art creation and composition. (e.g., line, color, shape, form, texture, and space) (e.g., balance, harmony, unity, emphasis, proportion and rhythm/movement) Students will be able to 1.1.2C.4 Distinguish patterns in nature found in works of art B(4).4 Explore the use of a wide array of materials and select tools appropriate to the production of works of art in varied mediums and formats. (e.g., paint, clay, charcoal, pastels, colored pencils) 1.2.3B(4).5 Create works of art in a variety of art mediums and disciplines, based on observations from the physical world, that illustrates how art is part of everyday life A(4).1 Identify the basic art elements of art and principles of design in diverse types of art work. (e.g., line, color, shape, form, texture, and space) (e.g., balance, harmony, unity, emphasis, proportion and rhythm/movement) Benchmark Assessment: Have students create a work of art inspired by the introduction of the elements of art and principles of design using a wide variety of materials and techniques. Stage 2 Assessment Evidence Other Evidence: Informal assessment identifying the elements of art and principles of design. Informal assessment identifying patterns in nature (e.g., elements and principles in nature). Suggested Learning Activities: Ask the essential questions. Stage 3 Learning Plan Demonstrate/model techniques related to individual projects.

14 Introduce examples of the elements of art and principles of design. Explanation and discussion. Create performance task. Display and discuss performance task.

15 NJCCCS: 1.1, 1.2 Stage 1 Desired Results Unit/Big Idea: Imagination and Creativity Enduring Understanding(s): Students will understand that Artwork reflects an artist s thoughts and feelings, and fosters imagination/creativity. Students will know Each art form and the artists who create them have distinct characteristics. Symbols convey meaning agreed upon by a group or culture. Manipulation of the basic elements of art and principles of design to convey personal expression results in visual communication that may be applied to a variety of settings. (e.g., sharing ideas primarily through visual means), (e.g., line, color, shape, form, texture, and space), (e.g., balance, proportion, rhythm, emphasis, and unity) Essential Questions: How can I communicate my ideas, thoughts, and feelings effectively through art? How do visual images communicate ideas? Students will be able to 1.1.2C.3 Use imagination to create a story based on an arts experience that communicates an emotion or feeling in each of the art forms B(4).2 Utilize symbols to create works of art based on selected age appropriate themes drawn from oral stories as a basis for pictorial representation and personal works of art. (e.g., family, friends, neighbors, sports, animals) Benchmark Assessment: Have students create a work of art that reflects their thoughts and feelings and fosters imagination. Stage 2 Assessment Evidence Other Evidence: Informal assessment identifying feelings and emotions in artwork. Suggested Learning Activities: Ask the essential questions. Introduce examples of art that reflect the artist s emotion. Explanation and discussion. Stage 3 Learning Plan Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

16 NJCCCS: 1.4 Stage 1 Desired Results Unit/Big Idea: Critique Enduring Understanding(s): Students will understand that All art has value even if it differs from an individual s artistic preference (Art means something different to each person). Students will know Constructive criticism is an important evaluative tool that enables artists to communicate more effectively. Essential Questions: Why should we respect all art? How do you find something positive in each artwork? Students will be able to 1.4.2C.2 Apply the principles of positive critique in giving and receiving responses to performances. Stage 2 Assessment Evidence Benchmark Assessment: Other Evidence: Have students participate in a group critique. Suggested Learning Activities: Ask the essential questions. Provide examples of artwork for critique. Explanation and discussion (emphasis on positive response). Stage 3 Learning Plan Demonstrate/model critique techniques related to individual projects. Participate in performance task. Discuss performance task.

17 NJCCCS: 1.5 Stage 1 Desired Results Unit/Big Idea: Themes/History/Culture Enduring Understanding(s): Students will understand that People and cultures communicate through visual art. Essential Questions: How does art reflect as well as shape history/culture? Students will know Dance, music, theater and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes revealed by contextual clues within the works of arts. Benchmark Assessment: Students will create a work of art that communicates a theme from history or world cultures. Stage 2 Assessment Evidence Stage 3 Learning Plan Suggested Learning Activities: Ask the essential questions. Introduce examples of art that reflect themes from historical periods and world cultures. Explanation and discussion. Students will be able to 1.5.2C.1 Identify characteristics of theme-based artworks, such as family and community, from various historical periods and world cultures. Other Evidence: Identify general characteristics of artwork. Identify themes in artwork. Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

18 Mount Laurel School District Art Curriculum Grade 2 Standard 1: Visual and Performing Arts Standard 1.1 (Aesthetics) All students will apply aesthetic knowledge in the creation of and in response to dance, music, theatre, and visual arts. Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to the creation and presentation of visual art. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of visual art. Standard 1.4 (Critique) All students will develop knowledge of the process of critique and apply that knowledge in reflecting upon and judging works of art. Standard 1.5 (Arts History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. The standards/indicators in this document are aligned with the newest, revised NJ state standards adopted on June 17, The NJ DOE 2009 standards website will be launched on November 5, The site will feature standards documents with search capacity that enables users to access the standards and cumulative progress indicators by multiple means (e.g., grade level, content area, strand, word search, essential questions and enduring understandings). Users will be able to view, print or download the standards and a host of accompanying resources on demand. *The underlined words/phrases in this document are hyperlinked on the 2009 standards website (NJ DOE Website) to provide clarification information.

19 NJCCCS: 1.1 Enduring Understanding(s): Students will understand that Art is a personal experience. Stage 1 Desired Results Unit/Big Idea: Aesthetics Essential Questions: How do personal experiences affect the way people create and interpret art? Students will know Each art form and the artists who create them have distinct characteristics. Students will be able to 1.1.2C.1 Identify the aesthetic quality of exemplary works of dance, music, theater and visual arts and the characteristics of the artists who created them. (e.g., gender, age, classification of the artist professional/trained vs. general practitioner or untrained artist/public, function of artwork, etc.) Benchmark Assessment: Students will create a personal work of art guided by how other artists work includes personal characteristics. Stage 2 Assessment Evidence Other Evidence: Informal assessment identifying qualities of exemplary works of art and the characteristics of the artists. Suggested Learning Activities: Ask the essential questions. Introduce examples of exemplary works of art. Explanation and discussion (aesthetic qualities and characteristics of the artists). Stage 3 Learning Plan Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

20 NJCCCS: 1.1,1.5 Stage 1 Desired Results Unit/Big Idea: Themes/History/Culture Enduring Understanding(s): Students will understand that Visual arts inform us about culture, history, and society. Students will know Each art form and the artists who create them have distinct characteristics. Dance, music, theater and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes revealed by contextual clues within the works of arts. The function and purpose of art making across cultures is a reflection of societal values and beliefs. Essential Questions: How do artists illustrate culture, history, and society through images? Students will be able to 1.1.2C.2 Compare and contrast culturally and historically diverse works of art that evoke emotion and communicate cultural meaning/interpretation C.1 Identify characteristics theme-based artworks, such as family and community, from various historical periods and world cultures C.2 Identify how art and artists reflect, and are affected by past and present cultures. Benchmark Assessment: Students will create a work of art that informs us about culture, history, and society. Suggested Learning Activities: Ask the essential questions. Introduce examples of art that inform us about values and beliefs in different cultures, histories, and societies. Explanation and discussion. Stage 2 Assessment Evidence Stage 3 Learning Plan Other Evidence: Informal assessment comparing/contrasting diverse works of art. Identify characteristics and themes in artwork. Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

21 NJCCCS: 1.1, 1.2 Stage 1 Desired Results Unit/Big Idea: Imagination and Creativity Enduring Understanding(s): Students will understand that The visual language of art is a means by which to express our personal world, ideas, and emotions. Students will know Each art form and the artists who create them have distinct characteristics. Symbols convey meaning agreed upon by a group or culture. Manipulation of the basic elements of art and principles of design to convey personal expression results in visual communication that may be applied to a variety of settings. (e.g., sharing ideas primarily through visual means), (e.g., line, color, shape, form, texture, and space), (e.g., balance, proportion, rhythm, emphasis, and unity) Essential Questions: How do you bring your imagination to life in your art? How do visual images express ideas and emotions, and reflect our personal world? Students will be able to 1.1.2C.3 Use imagination to create a story based on an arts experience that communicates an emotion or feeling in each of the art forms B(4).2 Utilize symbols to create works of art based on selected age appropriate themes drawn from oral stories as a basis for pictorial representation in personal works of art. (e.g., family, friends, neighbors, sports, animals) Benchmark Assessment: Have students create a work of art that expresses their personal world, ideas, and emotions. Stage 2 Assessment Evidence Other Evidence: Informal assessment identifying personal connections in artwork. Suggested Learning Activities: Ask the essential questions. Introduce examples of art that reflect the artist s personal world, ideas, and emotions. Explanation and discussion. Stage 3 Learning Plan Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

22 NJCCCS: 1.1, 1.2, 1.3 Stage 1 Desired Results Unit/Big Idea: Basic Art Skills Enduring Understanding(s): Students will understand that The elements of art and the principles of design are visible in artwork. Specific techniques are used to create different looks in art. Students will know Each art form and the artists who create them have distinct characteristics. Each discipline within the visual arts uses various formats, materials, tools and techniques that have their own verbal and visual vocabulary. Knowledge of visual mediums necessitates an understanding of a variety of traditional and nontraditional tools, applications, possibilities, and limitations. Visual awareness stems from acute observational skills and interests in visual objects and spaces, and their relationship to the world. The basic elements of art and principles of design govern art creation and composition. (e.g., line, shape, color, form, texture and space) (e.g., balance, harmony, unity, emphasis, proportion, and rhythm/movement) Recognizing the elements of art and principles of design in artwork of known and emerging artists, and peers in an initial step toward visual literacy. Essential Questions: Where do I see art elements and design? How do artists use a variety of materials and techniques to create art? Students will be able to 1.1.2C.4 Distinguish patterns in nature found in works of art B(4).3 Employ basic verbal and visual art vocabularies and demonstrate knowledge of materials, tools, and methodologies used in the creation of visual story telling B(4).4 Explore the use of a wide array of materials and select tools appropriate to the production of works of art in varied mediums and formats B(4).5 Create works of art in a variety of art mediums and disciplines, based on observations from the physical world, that illustrate how art is part of everyday life A(4).1 Identify the basic art elements of art and principles of design in diverse types of art work. (e.g., line, shape, color, form, texture and space) (e.g., balance, harmony, unity, emphasis, proportion, and rhythm/movement) 1.3.2A(4).2 Identify elements of art and principles of design in specific works of art and how they are used. Benchmark Assessment: Have students create a work of art inspired by the introduction of the elements of art and principles of Stage 2 Assessment Evidence Other Evidence: Informal assessment identifying the elements of art and principles of design.

23 design using a wide variety of materials and techniques. Informal assessment identifying patterns in nature (e.g., elements and principles in nature). Suggested Learning Activities: Ask the essential questions. Introduce examples of the elements of art and principles of design. Explanation and discussion. Stage 3 Learning Plan Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

24 NJCCCS: 1.4 Stage 1 Desired Results Unit/Big Idea: Critique Enduring Understanding(s): Students will understand that Studying art allows one to make informed opinions when viewing art. Students will know Relative merits of works of art can be qualitative and quantitatively assessed using observable criteria. Essential Questions: How does studying art help you view art? Students will be able to 1.4.2C.1 Observe the basic arts elements in performances and exhibitions to formulate objective opinions about dance, music, theatre, and visual art. Stage 2 Assessment Evidence Benchmark Assessment: Other Evidence: Have students participate in a group critique. Suggested Learning Activities: Ask the essential questions. Provide examples of artwork for critique. Explanation and discussion (emphasis on the awareness of the elements of art). Stage 3 Learning Plan Demonstrate/model critique techniques related to individual projects. Participate in performance task. Discuss performance task.

25 Standard 1: Visual and Performing Arts Grade Mount Laurel School District Art Curriculum Grade 3 Standard 1.1 (Aesthetics) All students will apply aesthetic knowledge in the creation of and in response to dance, music, theatre, and visual arts. Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to the creation and presentation of visual art. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of visual art. Standard 1.4 (Critique) All students will develop knowledge of the process of critique and apply that knowledge in reflecting upon and judging works of art. Standard 1.5 (Arts History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. The standards/indicators in this document are aligned with the newest, revised NJ state standards adopted on June 17, The NJ DOE 2009 standards website will be launched on November 5, The site will feature standards documents with search capacity that enables users to access the standards and cumulative progress indicators by multiple means (e.g., grade level, content area, strand, word search, essential questions and enduring understandings). Users will be able to view, print or download the standards and a host of accompanying resources on demand. *The underlined words/phrases in this document are hyperlinked on the 2009 standards website (NJ DOE Website) to provide clarification information.

26 NJCCCS: 1.1 Stage 1 Desired Results Unit/Big Idea: Aesthetics Enduring Understanding(s): Students will understand that Artists of different cultures express meanings and ideas in different ways. Students will know Formalism in dance, music, theater, and the visual arts varies according to personal, cultural, and historical contexts. Essential Questions: What are some different ways artists express their vision? Students will be able to 1.1.5C.2 Make informed aesthetic responses to artwork in response to structural arrangement, personal, cultural, and historical points of view. Benchmark Assessment: Students will create a work of art expressing their personal culture. Stage 2 Assessment Evidence Other Evidence: Informal assessment of personal identifiers. Suggested Learning Activities: Ask the essential questions. Introduce examples of personal identifiers. Explanation and discussion. Stage 3 Learning Plan Demonstrate/model techniques related to individual projects. Create performance task (e.g., coat of arms). Display and discuss performance task.

27 NJCCCS: 1.2 Stage 1 Desired Results Unit/Big Idea: Imagination and Creativity Enduring Understanding(s): Students will understand that The visual language of art is a means by which an individual or group expresses their world, ideas, and emotions. Students will know The elements of art and principles of design can be used in an infinite variety as personal responses to creative problems. (e.g., line, color, shape, form, texture, and space), (e.g., balance, proportion, rhythm, emphasis, and unity) Essential Questions: How do the elements help create a better visual image? How does art created by an individual differ from that created by a group? Students will be able to 1.2.5B(4).1 Create cohesive visual statements, individually and collaboratively, that employ the elements of art and utilize the principles of design in two and three-dimensional works of art. (e.g., balance, proportion, rhythm, emphasis, and unity) Benchmark Assessment: Have students create a work of art that expresses an individual s or group s world, ideas, and emotions. Stage 2 Assessment Evidence Other Evidence: Informal assessment identifying personal connections in artwork. Suggested Learning Activities: Ask the essential questions. Introduce examples of art that reflect an individual s or group s world, ideas, and emotions. Explanation and discussion. Stage 3 Learning Plan Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

28 NJCCCS: 1.2, 1.3 Stage 1 Desired Results Unit/Big Idea: Basic Art Skills Enduring Understanding(s): Students will understand that Art elements and principles of design organize ideas. Tools, techniques, and materials influence the ways artists express their ideas. Essential Questions: How do we use art elements and principles of design to organize ideas? How do artists choose tools, techniques, and materials to express their ideas? Students will know Each of the categories/genres of art has an appropriate vocabulary and stylistic approach to art making. (e.g., realism, surrealism, abstraction, nonobjective, and conceptual art) The characteristics and physical properties of the various materials available for use in art making are infinite in their variety and potential application. Understanding of the function and purpose of art elements and design principles assists with the appreciation with how art and design enhance functionality and improve quality of living. Stage 2 Assessment Evidence Benchmark Assessment: Have students create a work of art that utilizes the elements of art (focusing on organizational skills related to the composition) and continues the exploration of the principles of design using a wide variety of materials and techniques to express their ideas. Suggested Learning Activities: Ask the essential questions. Introduce specific examples of categories of art. Explanation and discussion. Stage 3 Learning Plan Students will be able to 1.2.5B(4).3 Differentiate drawing, painting, ceramics, sculpture, printmaking, textiles, and computer imaging by physical properties B(4).4 Experiment with various formats, mediums, and materials to create different works of art A(4).1 Identify the elements of art and principles of design that are evident in everyday life. Other Evidence: Informal assessment identifying the elements of art and principles of design. Informal assessment identifying patterns in nature (e.g., elements and principles in everyday life). Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

29 NJCCCS: 1.3, 1.4 Stage 1 Desired Results Unit/Big Idea: Critique Enduring Understanding(s): Students will understand that Artwork is evaluated using a set of criteria. Art knowledge guides an individual to an artistic interpretation. Students will know The elements of art and principles of design are universal in nature. Identifying criteria for evaluating performances results in deeper understanding of art and art making. Artists and audiences can and do disagree about the relative merits of artwork. It is important to consider the context for the creation and performance of works of dance, music, theater, and visual art when assessing the arts. (e.g., Who is the creator? What purpose does the artwork serve? Who is the intended audience?) Essential Questions: How does studying art help you view art? How do you judge artwork? Students will be able to 1.3.5A(4).2 Compare and contrast works of art in various mediums that utilize the same art elements and principles of design C.1 Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria C.5 Distinguish ways individuals have different opinions regarding relative merits and effectiveness of artistic choices in the creation and performance of the visual and performing arts. Stage 2 Assessment Evidence Benchmark Assessment: Other Evidence: Have students participate in a group critique using a set of criteria that enables them to develop an artistic interpretation. Suggested Learning Activities: Ask the essential questions. Provide examples of artwork for critique. Explanation and discussion (compare and contrast, assess the application of the elements of art and principles of design, and difference of opinions towards art). Stage 3 Learning Plan Demonstrate/model critique techniques related to individual projects. Participate in performance task. Discuss performance task.

30 NJCCCS: 1.5 Stage 1 Desired Results Unit/Big Idea: Themes/History/Culture Enduring Understanding(s): Students will understand that Art movements can be created by an individual or a group. Students will know Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre. Essential Questions: How does a new form of art come about? Students will be able to 1.5.5C.3 Determine the impact of significant contributions of individual artists from diverse cultures throughout history. Benchmark Assessment: Students will create a work of art inspired by an art movement. Suggested Learning Activities: Ask the essential questions. Introduce examples of art from various art movements. Explanation and discussion. Stage 2 Assessment Evidence Stage 3 Learning Plan Other Evidence: Informal assessment comparing/contrasting diverse works of art. Informal assessment identifying different art movements and their respective artists. Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

31 Standard 1: Visual and Performing Arts Mount Laurel School District Art Curriculum Grade 4 Standard 1.1 (Aesthetics) All students will apply aesthetic knowledge in the creation of and in response to dance, music, theatre, and visual arts. Standard 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to the creation and presentation of visual art. Standard 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of visual art. Standard 1.4 (Critique) All students will develop knowledge of the process of critique and apply that knowledge in reflecting upon and judging works of art. Standard 1.5 (Arts History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. The standards/indicators in this document are aligned with the newest, revised NJ state standards adopted on June 17, The NJ DOE 2009 standards website will be launched on November 5, The site will feature standards documents with search capacity that enables users to access the standards and cumulative progress indicators by multiple means (e.g., grade level, content area, strand, word search, essential questions and enduring understandings). Users will be able to view, print or download the standards and a host of accompanying resources on demand. *The underlined words/phrases in this document are hyperlinked on the 2009 standards website (NJ DOE Website) to provide clarification information.

32 NJCCCS: 1.1, 1.2, 1.5 Stage 1 Desired Results Unit/Big Idea: Themes/History/Culture Enduring Understanding(s): Students will understand that Mediums, artistic styles, and techniques can be unique to specific or multiple cultures. Cultures, societies, genres, and eras influence art. Students will know Works of art may be organized according to their function and artistic purposes. Contextual clues to culturally specific thematic content, symbolism, and compositional, stylistic nuance are prevalent in works of art throughout the ages. Art and culture reflect and affect each other. Characteristic approaches to content, form, style, and design define art genres. Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre. Essential Questions: What influences art? How does a culture express its uniqueness through their art? Students will be able to 1.1.5C.1 Employ basic domain-specific arts language to categorize works of dance, music, theater, and visual art according to established classification B(4).2 Identify common and distinctive characteristics of works of art from diverse cultural and historical eras of visual art in age appropriate stylistic terminology and experiment with various compositional approaches influenced by these styles. (e.g., Classical, Romantic, Impressionistic, Expressionistic, Modernism, Pop Art, Art Nouveau, etc.), (e.g., Cubism, Op Art, Surrealism, etc.) 1.5.5C.1 Recognize art as a reflection of societal values and beliefs C.2 Relate common artistic elements that define distinctive arts genres in dance, music, theatre, and visual art. (e.g., Romanticism, Classicism, Post-modernism, etc.) 1.5.5C.3 Determine the impact of significant contributions of individual artists from diverse cultures throughout history. Benchmark Assessment: Students will create a work of art using mediums, artistic styles, and techniques unique to specific/multiple cultures, societies, genres, and eras. Stage 2 Assessment Evidence Other Evidence: Informal vocabulary assessment. Informal assessment identifying common and distinctive characteristics of artwork. Informal assessment identifying significant contributions

33 of various artists and cultures throughout history. Stage 3 Learning Plan Suggested Learning Activities: Demonstrate/model techniques related to individual Ask the essential questions. projects. Introduce examples of specific/multiple cultures, societies, Create performance task. genres, and eras in artwork. Display and discuss performance task. Explanation and discussion.

34 NJCCCS: 1.1 Stage 1 Desired Results Unit/Big Idea: Aesthetics Enduring Understanding(s): Students will understand that Visual art can be a representation of an individual/group response to the world. Students will know Formalism in dance, music, theatre, and visual art varies according to personal, cultural and historical contexts. Criteria for determining aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making valued judgments about the arts. Essential Questions: How do your life experiences influence your art? Students will be able to 1.1.5C.2 Make informed aesthetic responses to artwork based on their structural arrangement and personal, cultural or historical points of view C.3 Demonstrate how art communicates ideas about personal and social values, and is inspired by an individual s imagination and frame of reference. (i.e., personal, social, political, historical context). Benchmark Assessment: Students will provide a personal response to a world event (individually or as a group). Stage 2 Assessment Evidence Other Evidence: Informal assessment of frame of reference. Suggested Learning Activities: Ask the essential questions. Introduce examples of frame of reference. Explanation and discussion. Stage 3 Learning Plan Demonstrate/model techniques related to individual projects. Create performance task (e.g., oral, written, visual) (e.g., rainforest, recycling, global warming, inventions). Display and discuss performance task.

35 NJCCCS: 1.2 Stage 1 Desired Results Unit/Big Idea: Basic Art Skills Enduring Understanding(s): Students will understand that Creative problems are solved by using the elements of art and principles of design. Art can be individually and collaboratively created and presented in multiple arrangements. Students will know The elements of art and principles of design can be used in infinite variety as personal responses to creative problems. (e.g., line, color, shape, form, texture, and space), (e.g., balance, proportion, rhythm, emphasis, and unity) There are many types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery exhibitions requires good time management and creative problem solving skills. Essential Questions: How are the elements of art and the principals of design used in creative problem solving? What problem-solving skills do you need to display art? Students will be able to 1.2.5B(4).1 Create cohesive visual statements individually and collaboratively that employ the elements of art and utilize the principles of design in two and three-dimensional works of art. (e.g., balance, proportion, rhythm, emphasis, and unity) 1.2.5B(4).5 Collaborate in the creation and presentation of completed works of art generated through multiple mediums in exhibition areas inside and outside the classroom. Stage 2 Assessment Evidence Benchmark Assessment: Have students create a work of art that solves a problem. Have students create an individual/collaborative work of art to be displayed in a variety of arrangements. Suggested Learning Activities: Ask the essential questions. Introduce specific examples of individual and collaborative works of art. Explanation and discussion. Stage 3 Learning Plan Other Evidence: Informal assessment identifying the elements of art and principles of design. Demonstrate/model techniques related to individual projects. Create performance task. Display and discuss performance task.

36 NJCCCS: 1.3, 1.4 Stage 1 Desired Results Unit/Big Idea: Critique Enduring Understanding(s): Students will understand that Artwork is evaluated using an analysis of the elements of art and principles of design. Context influences the way we make and evaluate art. Essential Questions: How do skills and vocabulary influence how we critique art? How does understanding context affect the way we view art? Students will know The elements of art and principles of design are universal in nature. Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion. While there is shared vocabulary among dance, music, theatre, and visual art, each domain has its own specific arts terminology. Levels of proficiency can be assessed through an analysis of the application of the elements of art and the principles of design. (e.g., color, line, shape, form, texture, space, and rhythm), (e.g., balance, harmony, unity, emphasis, proportion, and rhythm/movement) Artists and audiences can and do disagree about the relative merits of artwork. It is important to consider the context for the creation and performance of the works of dance, music, theatre, and visual art when assessing the arts. (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?) Students will be able to 1.3.5A(4).2 Compare and contrast works of art in various mediums that utilize the same art elements and principles of design C.2 Determine the value of a critique s content and form by evaluating the written critiques of critics, peers, and self C.3 Use domain-specific arts terminology to determine the strengths and weaknesses of specified works of dance, music theatre, and visual arts C.4 Define technical proficiency utilizing the elements of art and the principles of design. (e.g., color, line, shape, form, texture, space, and rhythm), (e.g., balance, harmony, unity, emphasis, proportion, and rhythm/movement) 1.4.5C.5 Distinguish ways individuals have different opinions regarding the relative merits and effectiveness of artistic choices in the creation and performance of the visual and performing arts. Benchmark Assessment: Have students create a work of art for self-evaluation based Stage 2 Assessment Evidence Other Evidence: Informal assessment of student self-evaluation.

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION

New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique

More information

Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts

Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts Curriculum Course Description: The fourth grade visual art curriculum provides experiences for students to explore their

More information

TExES Art EC 12 (178) Test at a Glance

TExES Art EC 12 (178) Test at a Glance TExES Art EC 12 (178) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Art EC 12 Test

More information

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts. ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and

More information

Contextual Relevancy

Contextual Relevancy North Carolina s Kindergarten Visual Arts Note on Numbering/Strands: V - Visual Literacy, CX Contextual Relevancy, CR Critical Response Visual Literacy K.V.1 Use the language of visual arts to communicate

More information

2012 VISUAL ART STANDARDS GRADES K-1-2

2012 VISUAL ART STANDARDS GRADES K-1-2 COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter C. High School, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter C. High School, Adopted 2013 High School, Adopted 2013 117.C. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter C. High School, Adopted 2013 Statutory Authority: The provisions of this Subchapter C issued

More information

School District of the Chathams Curriculum Profile

School District of the Chathams Curriculum Profile Program of Study: Fine Arts Course Title: Drawing Grade Level: 9-12 PURPOSE/ COURSE DESCRIPTION School District of the Chathams Curriculum Profile Drawing focuses on black and white or monochromatic rendering

More information

The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm>

The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm> Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts

More information

Campbellsport School District Art and Design Performance Standards and Benchmarks

Campbellsport School District Art and Design Performance Standards and Benchmarks CSD Performance Standards for Art and Design describe what Campbellsport School District students will know and be able to do within this subject area. Each CSD performance standard is aligned to one or

More information

South Brunswick School District

South Brunswick School District South Brunswick School District Parent Guide to Visual Arts Curriculum Aligned to NJCCCS: August 2012 District Mission The South Brunswick School District will prepare students to be lifelong learners,

More information

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisions

More information

Indiana Academic Standards for Visual Arts

Indiana Academic Standards for Visual Arts Indiana Academic Standards for Visual Arts The IPFW Community Arts Academy Addresses these standards for grades K-12. For detail, see http://ideanet.doe.state.in.us/standards/welcome2.html or contact the

More information

Optical Illusions/Op Art Pattern Unit Plan 11

Optical Illusions/Op Art Pattern Unit Plan 11 Content Area: VISUAL ARTS MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Course Title: Visual Art I Grade Level:9 12 Optical Illusions/Op Art Pattern Unit Plan 11 2 Weeks Date Created: 4/19/12 Board Approved

More information

Spring 2009 Falmouth Public Schools School: FALMOUTH HIGH SCHOOL Content Area: Visual Art Grade Level: 3-4

Spring 2009 Falmouth Public Schools School: FALMOUTH HIGH SCHOOL Content Area: Visual Art Grade Level: 3-4 Spring 2009 Falmouth Public Schools School: FALMOUTH HIGH SCHOOL Content Area: Visual Art Grade Level: 3-4 WHAT IS IT WE WANT ALL STUDENTS TO KNOW OR BE ABLE TO DO? Description of course The Art Program

More information

MMSD 6-12 th Grade Level Visual Arts Standards

MMSD 6-12 th Grade Level Visual Arts Standards MMSD 6-12 th Grade Level Visual Arts Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment

More information

High School Concert Band

High School Concert Band Summit Public Schools Summit, New Jersey High School Concert Band Revised by Steven Rapp 2012 Summit High School Concert Band: Grade Level 9 th -12 th Content Area: Performing Arts Length of Course: Full

More information

Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study

Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study Course Objectives: Materials: Knowledge Base: Grading Procedure and Assessments: Curriculum Alignment: Course

More information

HACKETTSTOWN, NEW JERSEY. Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT. July 2014

HACKETTSTOWN, NEW JERSEY. Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT. July 2014 HACKETTSTOWN, NEW JERSEY Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT July 2014 Mr. David C. Mango, Superintendent Ms. Nadia Inskeep, Director of Curriculum & Instruction Developed by:

More information

Bangor School Department Grades 9-Diploma Visual Arts Standards

Bangor School Department Grades 9-Diploma Visual Arts Standards Bangor School Department Grades 9-Diploma Visual Arts Standards A. Disciplinary Literacy Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology,

More information

Roselle Public Schools Visual & Performing Arts Curriculum Units of Study K-12. Unit Length: 2 weeks. New Jersey Core Curriculum Content Standards

Roselle Public Schools Visual & Performing Arts Curriculum Units of Study K-12. Unit Length: 2 weeks. New Jersey Core Curriculum Content Standards Unit/Chapter Title: Unit 1 Shape Unit Length: 2 weeks Course/Grade: Visual Art Grade 8 Interdisciplinary Connection: Language Arts Unit Overview: In this unit, students will learn how to use highlights

More information

Rhode Island Arts Grade Span Expectations K-12 Visual Arts & Design

Rhode Island Arts Grade Span Expectations K-12 Visual Arts & Design About the Rhode Island K-12 Grade Span Expectations in the Arts Rhode Island Arts Grade Span Expectations K-12 The document, the Rhode Island K-12 Grade Span Expectations in the Arts, has been developed

More information

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE. Department: Art Grade(s): 10-12

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE. Department: Art Grade(s): 10-12 Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Digital Art Photography Course Number: Department: Art Grade(s): 10-12 Level(s): Academic Credit: ½ Course Description Digital Photography

More information

Photography (ART221, 222, 225, 226) Curriculum Guide

Photography (ART221, 222, 225, 226) Curriculum Guide Photography (ART221, 222, 225, 226) Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.org

More information

Georgia Performance Standards Fine Arts

Georgia Performance Standards Fine Arts Grades 9 12 Visual Arts Introduction Building on the educational outcomes of Visual Arts in elementary and middle school education, high school art prepares students for personal development in the arts,

More information

Davis Publications Communicating Through Graphic Design 2010 correlated to Oklahoma s Visual Art Standards High School with Media Arts

Davis Publications Communicating Through Graphic Design 2010 correlated to Oklahoma s Visual Art Standards High School with Media Arts with Media Arts VISUAL ART Standard 1: Language of Visual Art: Presenting The student will identify and communicate using a variety of visual art terms. 1. Compare and contrast works which are similar

More information

HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY

HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY GOALS AND OBJECTIVES GOAL I: PERCEIVING, PERFORMING, AND RESPONDING: AESTHETICS The student will demonstrate the ability to perceive, perform, and respond

More information

Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS

Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS Florida Department of Education Office of Early Learning VOLUNTARY PREKINDERGARTEN EDUCATION PROGRAM (VPK) SETTING AND ALIGNING STANDARDS CHILD PERFORMANCE STANDARDS: AN OVERVIEW AND RECOMMENDATIONS HB

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter E. Middle School, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter E. Middle School, Adopted 2013 Middle School, Adopted 2013 117.E. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter E. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter E issued

More information

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 COURSE CODE: V0981e GRADE LEVEL: Grades 9-12 COURSE LENGTH: PREREQUISITE: CREDIT:

More information

K-12 Visual Arts Unpacked Content

K-12 Visual Arts Unpacked Content This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

Minnesota Academic Standards

Minnesota Academic Standards Minnesota Academic Standards Arts K-12 2008 The proposed revised standards in this document were drafted during the 2007-2008 school year. These standards are currently proceeding through the administrative

More information

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Art Foundations Course Number: 5213 Department: Art Grade(s): 9-12 Level(s): Academic Credit: 1 Course Description Art Foundations

More information

DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE

DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE Seminole County Public Schools Curriculum Services Department 2003 SEMINOLE COUNTY PUBLIC SCHOOLS 400 East Lake Mary Boulevard Sanford, Florida 32773-7127 THE

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter D. Elementary, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter D. Elementary, Adopted 2013 Elementary, Adopted 2013 117.D. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter D. Elementary, Adopted 2013 Statutory Authority: The provisions of this Subchapter D issued under

More information

Maryland State Department of Education VISUAL ARTS GLOSSARY

Maryland State Department of Education VISUAL ARTS GLOSSARY Maryland State Department of Education VISUAL ARTS GLOSSARY Aesthetic Qualities or experience derived from or based upon the senses and how they are affected or stimulated; from the Greek word meaning

More information

New Hampshire Department of Education Special Education Program Approval and Improvement Process

New Hampshire Department of Education Special Education Program Approval and Improvement Process New Hampshire Department of Education Special Education Program Approval and Improvement Process The mission of NHDOE Special Education Program Approval is to improve education results for all learners.

More information

MONROE TOWNSHIP PUBLIC SCHOOLS

MONROE TOWNSHIP PUBLIC SCHOOLS MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP Grades 9-12 Graphics Design I 2010-2011 School Year New Jersey Core Curriculum Content Standards for Visual and Performing Arts Arts Education in the 21 st

More information

Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art

Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art Garfield Public Schools Fine & Practical Arts Curriculum Intro to Digital Photography and Computer Art (Half-Year) 2.5 Credits Course This is an introductory-level course for the use of digital cameras

More information

Content Area: Visual and Performing Arts Subject: Visual Art Course: Advanced Graphic Design

Content Area: Visual and Performing Arts Subject: Visual Art Course: Advanced Graphic Design SHORE REGIONAL HIGH SCHOOL DISTRICT West Long Branch, New Jersey Content Area: Visual and Performing Arts Subject: Visual Art Course: Advanced Graphic Design Mr. Leonard Schnappauf, Superintendent/Principal

More information

TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California. GRAPHIC DESIGN (Beginning)

TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California. GRAPHIC DESIGN (Beginning) TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California Course of Study GRAPHIC DESIGN (Beginning) I. INTRODUCTION Beginning Graphic Design is a one-semester Fine Arts elective course intended for students

More information

APPENDIX: Student Growth Scoring Guide

APPENDIX: Student Growth Scoring Guide TN Fine Arts Growth Measures System APPENDIX: Student Growth Scoring Guide FRAMEWORK The Fine Arts Student Growth Framework has four state standards categories: Perform, Create, Respond, and Connect. These

More information

2003 Mississippi Visual and Performing Arts Framework VISUAL ARTS

2003 Mississippi Visual and Performing Arts Framework VISUAL ARTS VISUAL ARTS Behind the daily storm of conflict and crisis, the artist continues the quiet work of the centuries, building bridges of experience between peoples, reminding man of the universality of his

More information

PRESCHOOL ART EDUCATION PROGRAM

PRESCHOOL ART EDUCATION PROGRAM PRESCHOOL ART EDUCATION PROGRAM PROGRAM RECOMMENDATIONS This program is currently not offered by the art department. It is our recommendation that the following model be adopted and taught by certified

More information

Visual Arts. Madison Public Schools Madison, Connecticut

Visual Arts. Madison Public Schools Madison, Connecticut Visual Arts Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools Visual Arts Curriculum Guide If you plan to use the whole or any parts

More information

The Creative Curriculum for Preschool: Objectives for Development & Learning

The Creative Curriculum for Preschool: Objectives for Development & Learning Curriculum Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning with Alignment of The Creative Curriculum for Preschool: Objectives for Development & Learning With

More information

2012 Music Standards GRADES K-1-2

2012 Music Standards GRADES K-1-2 Students will: Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through A. Demonstrate how musical elements communicate meaning

More information

THE VISUAL ARTS Head of Department: Dawn Clarke

THE VISUAL ARTS Head of Department: Dawn Clarke THE VISUAL ARTS Head of Department: Dawn Clarke Year 7 VISUAL ARTS - Core Subject One Term This is a general art program where students will explore aspects from the following practical areas; painting,

More information

VAPA (Visual Arts) VISUAL ARTS

VAPA (Visual Arts) VISUAL ARTS VISUAL ARTS VAPA (Visual Arts) ART 1-2 This course will introduce the student to the various ways of producing artistic pieces in the areas of drawing, design, color, painting, three-dimensional, and printmaking.

More information

Curriculum Mapping and Universal Design for Learning. Presented by Lauren Saslow, Director of Education

Curriculum Mapping and Universal Design for Learning. Presented by Lauren Saslow, Director of Education Curriculum Mapping and Universal Design for Learning Presented by Lauren Saslow, Director of Education Training Outline Lesson 1: Curriculum Map Lesson 2: Universal Design for Learning Lesson 3: Florida

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

Cartooning and Animation MS. Middle School

Cartooning and Animation MS. Middle School Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission

More information

GRADE 5 VISUAL ARTS CURRICULUM GUIDE

GRADE 5 VISUAL ARTS CURRICULUM GUIDE GRADE 5 VISUAL ARTS CURRICULUM GUIDE Seminole County Public Schools Curriculum Services Department 2003 SEMINOLE COUNTY PUBLIC SCHOOLS 400 East Lake Mary Boulevard Sanford, Florida 32773-7127 THE SCHOOL

More information

MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM

MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Content Area: Visual and Performing Arts / Career Awareness / Technology Course Title: Introduction to Computer Aided Graphic Design Grade Level: 9 12 Foundations

More information

Primary & Lower Secondary

Primary & Lower Secondary Art Syllabus Primary & Lower Secondary Copyright 2008 Curriculum Planning and Development Division. This publication is not for sale. All rights reserved. No part of this publication may be reproduced

More information

Why is it important to do use your hands and traditional tools to create simple designs before jumping on to the computer?

Why is it important to do use your hands and traditional tools to create simple designs before jumping on to the computer? Intro to Graphic Design Essential Questions Unit 1: Traditional Tools Why is it important to sketch your ideas away from the computer instead of sketching on the computer and believing your solution is

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

a. Identify physical qualities that might reveal a character s inner traits in the imagined world of a drama/theatre work.

a. Identify physical qualities that might reveal a character s inner traits in the imagined world of a drama/theatre work. CREATING THEATRE Anchor Standard 1: Generate and conceptualize artistic ideas and Enduring Understanding: Theatre artists rely on intuition, curiosity, and critical inquiry. Essential Question(s): What

More information

ART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN

ART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN ART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN LESSON #1 LINES CONCEPT THE DOT by Peter H. Reynolds TEACHING KINDERGARTEN LESSON #1 LINES & THE DOT OBJECTIVE The student should be able to 1)

More information

Missouri Pre-K Standards

Missouri Pre-K Standards Missouri Pre-K Standards The standards are broad descriptions of what most children should know and be able to do by the time they enter kindergarten. They are not a curriculum but a framework for communicating

More information

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC Curriculum Review Cycle Schedule 14-15 Analyze/Plan-Presentation to CCC 15-16 Implement I 16-17 Implement II 17-18 Implement III 18-19 Evaluation

More information

Standard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes.

Standard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes. Lesson 9 Picasso and Cubism: Self-Portraits How are many sides of an object expressed at once? How is a subject reconstructed into planes, forms and colors? LESSON OVERVIEW/OBJECTIVES This lesson focuses

More information

Earth Art: Creating Patterns in Nature

Earth Art: Creating Patterns in Nature Earth Art: Creating Patterns in Nature SEASONS: SUBJECTS: PREP TIME: EXT. SUBJECT: LESSON TIME: X MATERIALS For the class: computer with Internet access, camera (optional), outdoor space with a variety

More information

Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission)

Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission) Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission) Course Purpose: What is the purpose of this course? Please provide a brief description of the

More information

River Dell Regional School District Web Design Curriculum

River Dell Regional School District Web Design Curriculum 2015 Mr. Patrick Fletcher Superintendent River Dell Regional Schools Ms. Lorraine Brooks Principal River Dell High School Mr. Richard Freedman Principal River Dell Middle Schools Mr. William Feldman Assistant

More information

Prepared by: Stanton Community Schools

Prepared by: Stanton Community Schools Prepared by: Stanton Community Schools Facilitated by: Michael J. Sieh, Superintendent, Stanton Community Schools Table of Contents ACKNOWLEDGEMENTS... 3 DISTRICT MISSION STATEMENT... 4 GOALS... 4 ART

More information

HIGH SCHOOL COURSE OUTLINE

HIGH SCHOOL COURSE OUTLINE OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Department Visual/Performing Arts Course Title Art & Animation 1-2 Course Code 1044 Grade Level 9-12 Course Length

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Art Programs. Art Associate in Arts Degree*

Art Programs. Art Associate in Arts Degree* Art Programs The Art Department offers both an Associate in Arts Degree and Certificates of Achievement programs. Various required and elective courses focus on individual creative development and provide

More information

ART A. PROGRAM RATIONALE AND PHILOSOPHY

ART A. PROGRAM RATIONALE AND PHILOSOPHY ART A. PROGRAM RATIONALE AND PHILOSOPHY Art education is concerned with the organization of visual material. A primary reliance upon visual experience gives an emphasis that sets it apart from the performing

More information

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards

More information

Visual Arts Scope and Sequence

Visual Arts Scope and Sequence ART PRODUCTION Visual Arts Scope and Sequence LINE Recognize lines and line characteristics in the environment I R R R Identify and explore tools that make lines (pencils, crayons, markers, paint brushes)

More information

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Pine Hill Public Schools Curriculum Content Area: Course Title/ Grade Level: Special Education / Special Areas Graphics/Web Design I Unit 1: Introduction to Photoshop / Dreamweaver Month: September Unit

More information

appalachian state university bfa graphic design Candidacy Portfolio Review

appalachian state university bfa graphic design Candidacy Portfolio Review portfolio materials» intro. to graphic design all projects & process book» typography i all projects & process book» three drawings» two works from non-graphic design courses (one of which must be 3d)»

More information

Unit Overview Template. Learning Targets

Unit Overview Template. Learning Targets ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: Orchestra Unit Title: Music Literacy / History Comprehension Target Course/Grade Level: 3 & 4 Unit Overview

More information

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08

Pre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08 Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates

More information

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation

Infant-Toddler Alignment. Preschool Alignment. HighScope Educational Research Foundation COR Advantage HighScope s newest research-based assessment tool is highly compatible with many national and state early learning standards, including those of the state of Arizona. This document shows

More information

Graphic Design: Introduction to Typography

Graphic Design: Introduction to Typography Lesson 6 Graphic Design: Introduction to Typography What is Design? What is Graphic Design? How is Graphic Design different from Fine Art? LESSON OVERVIEW/OBJECTIVES Students will learn about design and

More information

Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 9-12 Graphic Design

Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 9-12 Graphic Design Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 9-12 Graphic Design Mission Statement The arts are basic to a balanced and complete education for all students. The arts help students learn to

More information

Early Childhood Foundations to the Indiana Academic Standards

Early Childhood Foundations to the Indiana Academic Standards Alignment of the Early Childhood Foundations to the Indiana Academic Standards for Young Children from Birth to Age 5 with the Preschool Child Observation Record (COR), 2 nd edition The Preschool Child

More information

Course Description Graphic Design Department

Course Description Graphic Design Department Course Description Graphic Design Department Free drawing : 1021705 / 3 Credit Hours This course introduces the student to basic drawing skills and techniques. The emphasis is on traditional approaches

More information

North Carolina Essential Standards Beginning Visual Arts. Visual Literacy. Note on Numbering: B-Beginning High School Standards

North Carolina Essential Standards Beginning Visual Arts. Visual Literacy. Note on Numbering: B-Beginning High School Standards North Carolina s Beginning Visual Arts Note on Numbering: B-Beginning High School Standards Note on Strands: V - Visual Literacy, CX Contextual Relevancy, CR Critical Response Note: Students at the high

More information

Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science

Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science Course Overview Name of Course: Child Care I Name of Department: Family and Consumer Science The Child Care Career Program This is a three year program designed to give students interested in a career

More information

LINCOLN PUBLIC SCHOOLS Music Learning Expectations: Grade 4

LINCOLN PUBLIC SCHOOLS Music Learning Expectations: Grade 4 Singing Singing is a fundamental and universal form of expression that requires active listening skills. sing, alone and with others, a varied repertoire of music. demonstrate an understanding that singing

More information

Elizabethtown Area School District

Elizabethtown Area School District Graphic Design Course Number: 845 Grade Level: 9-12 Length of Course: 1 Semester Total Clock Hours: Length of Period: 80 minutes Date Written: 04-05 Periods per Week/Cycle: 5 days/week Written By: Kevin

More information

Everett Public Schools Framework: Digital Photography I

Everett Public Schools Framework: Digital Photography I Course: CIP Code: 500406 Career Cluster: Commercial Photography Everett Public Schools Framework: Digital Photography I Arts, Audio/Video Technology & Communications Total Framework Hours: 90 Hours Preparatory

More information

Responding to Arts Expressions

Responding to Arts Expressions Responding to Arts Expressions Supporting Arts Education September 2009 Introduction........................................................................2 Classroom Climate.................................................................2

More information

Teacher Education Portfolio Guidelines and Rubric

Teacher Education Portfolio Guidelines and Rubric Teacher Education Portfolio Guidelines and Rubric The Teacher Education Portfolio is developed throughout a s program. Most Teacher Education courses have a capstone project designed to meet the InTASC

More information

Kings Canyon Unified School District Gifted and Talented Education Program GATE

Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District Gifted and Talented Education Program GATE Kings Canyon Unified School District offers a variety of programs to develop unique education opportunities for high-achieving

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 028: ART

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 028: ART PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Art Materials and Processes Composition and Unity Art and Culture ART MATERIALS AND PROCESSES Identify techniques,

More information

Labels to attach to this envelope will be sent to your proctor with the examination. You will not need postage.

Labels to attach to this envelope will be sent to your proctor with the examination. You will not need postage. ART 6A/7A/8A Art, First Semester #7035, 7056, 7067 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for Art 6A, 7A,

More information

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area

Aligning Curriculum with the Pre-Kindergarten Standards. Pre-Kindergarten Standards and Indicators by Key Learning Area Aligning Curriculum with the Pre-Kindergarten Standards PA Pre-K Counts and Keystone STARS require that every program utilize a curriculum that is aligned with Pennsylvania s Learning Standards for Early

More information

MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM

MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Content Area: Visual and Performing Arts / Career Awareness / Technology Course Title: Advanced Graphic Design Grade Level: 10 12 Foundations of Graphic Design

More information

Art Programs. Art Associate in Arts Degree

Art Programs. Art Associate in Arts Degree Art Programs The Art Department offers both an Associate in Arts Degree and Certificates of Achievement programs. Various required and elective courses focus on individual creative development and provide

More information

MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP

MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP Grade 5 Music 2010-2011 School Year New Jersey Core Curriculum Content Standards for Arts Education in the 21 st Century INTRODUCTION Creativity is a driving

More information

ANNE ARUNDEL COUNTY PUBLIC SCHOOLS GIFTED VISUAL ARTS ENRICHMENT PROGRAM 2015 16 General Information

ANNE ARUNDEL COUNTY PUBLIC SCHOOLS GIFTED VISUAL ARTS ENRICHMENT PROGRAM 2015 16 General Information ANNE ARUNDEL COUNTY PUBLIC SCHOOLS GIFTED VISUAL ARTS ENRICHMENT PROGRAM 2015 16 General Information The Anne Arundel County Gifted Visual Arts Enrichment Program consists of eligible students identified

More information

Game Design Project. STEP ONE: REVIEW the various Game Templates/Exemplars on the school network K Drive://Mr. Arnett/ASM 3M4M/UNIT 3/Game Templates

Game Design Project. STEP ONE: REVIEW the various Game Templates/Exemplars on the school network K Drive://Mr. Arnett/ASM 3M4M/UNIT 3/Game Templates Game Design Project A video game is an electronic game that involves human interaction with a user interface to generate visual feedback on a video device. The word video in video game traditionally referred

More information

Overview of Gifted and Talented Programs: A Handbook for Parents

Overview of Gifted and Talented Programs: A Handbook for Parents Overview of Gifted and Talented Programs: A Handbook for Parents NAPERVILLE COMMUNITY UNIT SCHOOL DISTRICT 203 203 West Hillside Road Naperville, IL 60540-6589 630.420.6300 Table of Contents District Mission...

More information

ILLINOIS CERTIFICATION TESTING SYSTEM

ILLINOIS CERTIFICATION TESTING SYSTEM ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June

More information

Massachusetts District-Determined Measures. The Arts

Massachusetts District-Determined Measures. The Arts Example s The Arts Pilot Priority Grades Pre-K High School 1 Example s Table of Contents Pre-Kindergarten 4... 5 GOLD System Teaching Strategies... 6 Grade 2 Rhythmic Improvisation Task Connecticut Common

More information