CRANSTON PUBLIC SCHOOLS. VISUAL ARTS PRE-K-12 Jill Cyr Program Supervisor

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1 CRANSTON PUBLIC SCHOOLS VISUAL ARTS PRE-K-12 Jill Cyr Program Supervisor Curriculium Committee Valerie Bruzzi-Krsulic Gloria Budz Jean Carmody Paul Carpentier Heidi Copeman Cathy Cox Janice Devitt Alicia Hawkins Marisa Iacavone Kirsten Sorensen Barbara Voccola Christine Underbaggage Lisa Erb Art Department Faculty Kristine Blake Valerie Bruzzi-Krsulic Gloria Budz Jean Carmody Paul Carpentier Heidi Copeman Cathy Cox Janice Devitt Lisa Erb Alice Gebhart Mary Greim-Gallo Alicia Hawkins Marisa Iacavone Jodi Manca Christina Merrill Marty Russell Mary Ann Schulteis Christine Smith Kirsten Sorensen Claudia Venditto Barbara Voccola Christine Underbaggage Adopted: Curriculum Advisory Board (date) Cranston School Committee (date) 1

2 Table of Contents Acknowledgements..3 Connections..4 Cranston Public Schools Vision & Guiding Beliefs 5 Mission & Strategic Goals 6 Statement of Expectations..6-7 District Academic Expectations..8 Visual Arts Department Philosophy.9 Curriculum Maps Scope and Sequence Course Descriptions, Curriculum Overview/Content PreK Appendices A. Visual Art and Design GSE s State & National Standards i. DOK Levels ii. 21 st Century Skills iii. Arts Education Standards and 21st Century Skills B. Pre K- 12 Visual Art and Design GSE charts C. Glossary of Visual Arts Terms D. Instructional Strategies Assessments and Rubrics a. 7 th grade Common Task b. Advanced Sculpture and Ceramics Common Task c. Common Task Table d. Comprehensive Course Assessment table 2. Sample Lessons a. Elementary school lesson, Paul Carpentier b. Middle school lesson, Alicia Hawkins c. High school lesson, Jill Cyr E. District Wide Art Rubrics F. Resources/ Digital e-book licenses/ Textbooks G. Technology Standards/ ISTE

3 Acknowledgements The concepts and essential vocabulary for this curriculum are based on the previous Visual Arts Curriculum. The visuals arts faculty members developed the skills, assessments, rubrics, and sample lesson plans. Materials for the appendices were drawn from the developed by the curriculum committee, visual arts faculty members. This document would not have been completed so quickly without their efforts. Special thanks to the Visual Arts Curriculum Committee, Dr. Nancy Sullivan, Jill Cyr, Program Supervisor, and the Curriculum Advisory Board for their review and recommendations. 3

4 Curriculum Development & Design Process Cranston Public Schools Student Needs For 21 st Century Success National Standards State Standards Mission of Cranston Public Schools Strategic Plan of District Academic Expectations Defined by Cranston School Committee Mission and Goals Of Respective Schools Aligned to District s Mission and Goals Department, Academic Area, Vocational Area Curriculum Goals District CAB (Curriculum Advisory Board) Current Research In respective academic field Curriculum Design Mapping with four key elements Curriculum Committee For Development and Design Academic Area/Department Students Needs For 21 st Century Success o r F Connections By Dr. Nancy Sullivan The visual arts curricula, as all curricula in the Cranston Public Schools, must demonstrate connections to the system wide Mission and Academic Expectations, Civic, and Social Expectations, as well as Goals of the Strategic Plan. In addition, high school curricula must be connected to the high schools Mission Statements and the academic and social expectations as stated in current School Improvement Plans. The philosophical base for curriculum has moved from a traditional academic essentialist vision of teaching and learning to a more constructivist teaching and learning mode which undergirds standards driven (i.e. GSE driven and learned society driven) curriculum and instruction. Active learning about who we are as a nation, within the context of our global connections, is vital. In depth understanding, and retention of a sometimes quite complex knowledge set requires active learning and performance assessments. The visual arts department s philosophy informs how this department strives to create a learning environment. The state s visual arts framework standards (GSE s) inform the goals for each area of content (knowledge and skills) as can be seen in the curriculum maps. The department is moving toward greater use of performance assessments with use of district-wide rubrics, while sustaining some of the traditional departmental assessments that provide connections across the curriculum. We strive to maintain both horizontal and vertical articulation through the work that creates this curriculum guide, its implementation, and forms of evaluation. The development of curriculum is a process that involves and acknowledges the links between the mission and strategic goals of the school system and those of the schools and the department while the Rhode Island BEP drives curriculum design and delivery. Rhode Island Department of Education Regulations relative to student proficiencies drives our district s assessment system that provides multiple measures of students retention of knowledge and abilities to apply knowledge as well as develop skills informed by knowledge. However, the mission of the district, and the schools, is to design and deliver a broader based curriculum (using the state s GSE s as a guide). It is ultimately the delivered/taught /assessed curriculum, as designed by our professional teachers, that promotes and drives student learning. Curriculum, instruction, and assessment then, are recognized as partners in student learning. A curriculum guide, as this one, is a dynamic document not only because what is known is rapidly changing; but also because each teacher s knowledge set has both great similarities and some differences. It is our responsibility as educators to incorporate changes as they become known and to update our current knowledge base. It is each teacher s responsibility to use this guide as a guide to his or her practice. 4

5 CRANSTON PUBLIC SCHOOLS VISION The Cranston Public Schools is an educational partnership, which promotes excellence through a standards-based curriculum. The success of this partnership derives from effective communication and appreciation of the diversity of its members. Our students attain high standards, rich their individual potential, make a smooth transition to careers, and become contributing members of society. GUIDING BELIEFS Every student is important All students can reach high standards (achieve proficiencies) Children are naturally curious and want to learn All students can reach their potential Students learn in a variety of ways Education is a partnership between and among students, parents, educators, and the community. On-Going, comprehensive professional development is an essential to a learning community. Students learn best in a caring and nurturing environment. All students and teachers deserve a safe and orderly environment. All members of the educational partnership deserve to be treated with dignity and respect within a setting that celebrates diversity. All students need to acquire knowledge and skills needed for success in their futures in the real world Members of the educational partnership are entitled to equitable resources to facilitate learning. Schools are responsive to societal trends affecting education. 5

6 MISSION STATEMENT It is the mission of the Cranston Public Schools, a partnership consisting of students, teachers, parents, and community members, to enable all students to develop their potential and reach high standards in preparation for a successful future. DISTRICT STRATEGIC GOALS STUDENT ACHIEVEMENT: Goal #1: Alls students in Cranston Public Schools will either meet or exceed the standards according to state assessments and classroom evaluations. PERSONALIZATION: Goal # 2: All students in Cranston Public Schools will meet the 2008 Annual Measurable Objectives of 84.1% in English Language Arts (ELA) at the elementary school level; 78.6% at the middle school level; and 75.0% at the high school level; and/or show personal Adequate Yearly Progress. Goal #3: All students in Cranston Public Schools will meet the 2008 Annual Measurable Objectives of 74.5% in Math at the elementary school level; 64.1% at the middle school level; and 63.2% at the high school level; and /or show personal Adequate Yearly Progress. Goal #4: All students will benefit from data-driven, research-based programs that address their diverse physical, social, and emotional needs; support student achievement; and create safe, drug-free, and more professionalized learning environments. PROFESSIONAL DEVELOPMENT: Goal # 5: Teachers will participate in high quality professional development that supports both individual school plans and the district strategic plan and this professional development will be curriculum focused, research based, and designed to improve the quality of instruction, student learning and achievement. 6

7 ASSET PROTECTION: Goal #6: All facilities and physical environments will be safe, comfortable, and appropriate for the varied academic learning needs of students, as well as the instructional needs of all professional staff. COMMENTS ON STRATEGIC GOALS Action Steps for successfully meeting the above strategic goals are presented in the Strategic Plan document for The skills and assessment sections of this curriculum guide and the instructional materials appendix strive to meet goals 1, 2, and 3. Achieve of goals 2 and 3 are part of the classroom implementation of this curriculum. Use of common rubrics, analysis of department-wide assessments, including CT s and CCA s, and the NECAP examination provide the means to accomplish a subsidiary goal of developing a comprehensive system of reporting student progress. Full implementation of these goals will also involve much that is outside the scope of this curriculum guide. STATEMENT OF EXPECTATIONS The Cranston High Schools community of faculty, staff, students, parents, and residents believe that in order to fulfill its mission of excellence and equity in education, we must embody the ideals of secondary education in the 21 st Century. To that end, we will work together to create a safe, nurturing and stimulating learning environment. Students will become skillful learners and independent thinkers who contribute in many ways to our ever-changing world. We recognize the need for a variety of learning experiences that extend beyond the classroom and promote individual responsibility and respectful interaction. By achieving goals and overcoming adversity, students will be encouraged to reach their potential, achieve the district s academic expectations, and be prepared to assume meaningful roles in society. 7

8 CRANSTON HIGH SCHOOLS ACADEMIC EXPECTATIONS FOR STUDENT LEARNING 1. The Cranston High School Graduate exhibits proficient communication skills. A. Interactive Listening B. Oral Presentations C. Report Writing D. Procedural Writing E. Persuasive Writing F. Text-based Writing G. Reflective Writing H. Narrative Writing I. Poetry Writing J. Reading and Responding to Informational Text K. Reading and Responding to Literary Text 2. The Cranston High School Graduate exhibits proficient problem solving, research, and critical thinking skills. A. Problem Solving B. Research C. Number and Operations D. Geometry and Measurement E. Functions and Algebra F. Data, Statistics, and Probability G. Think Sequentially H. Investigate, Analyze, and Interpret Information Resources, when applicable, to form and support opinions. I. Investigate through inquiry J. Understand Systems and Energy K. Relate Form to Function L. Apply Scientific Principles to Real-World Situations M. Patterns of Change 3. The Cranston High School Graduate will engage in and will be culturally aware of music, visual arts, or performing arts, through performance, creation, or response. A. Performance of Art Forms B. Creation of Art Forms C. Response to Art Forms 4. The Cranston High School Graduate exhibits proficiency in reflection, evaluation, and use of technology. A. Annually collect and maintain artifacts that evidence proficiencies in a working portfolio. B. Create and present a graduation portfolio 8

9 Note on Expectations: Alignment of these expectations may be found in the curriculum maps section (within the curriculum maps), the assessments used in the course. These expectations are also aligned to the Rhode Island GSE s. ART DEPARTMENT PHILOSOPHY The Art Education curriculum has been developed to provide all students with a comprehensive sequential education in the visual arts through the study of art production, art appreciation, art criticism and aesthetics. Through these experiences students will learn where ideas come from, and how ideas can be developed and transformed. Reflection, both ongoing and summative, will be an essential part of the creative process and will allow students to evaluate their own growth in their creative endeavors. Engagement in these experiences will enable them to recognize the role of art as integral to the continual pursuit of knowledge and its application to everyday life. It is the belief of the Art Educators of Cranston Public Schools that quality visual arts education is a fundamental component to any complete elementary, middle and senior high education and has the potential to: Enhances cognitive, affective and psychomotor development. Encourage individuality and divergent thinking through problem solving and risk taking. Expand creativity and effective non-verbal communication. Foster and appreciation of cultural diversity, heritage, history and disciplines. Develop a respect for the uniqueness and creativity of themselves and others. Provide a lasting appreciation of art forms experienced as an active participant and as an audience. Provide a basic for personal growth. Bring meaning of the role of the arts in cultures and societies, and in people s daily lives. Convey the important contributions of the arts and artists to societies and cultures, past and present. Offer a foundation for the skills necessary to pursue one of the careers in the arts. Art educators work in concert to provide students with an equal opportunity for a substantive, comprehensive and sequential education in the visual arts. Through a variety of instructional strategies and assessment tools, all students learn how to make art, appreciate art, assess art and relate art to their everyday life. Not all students will become artist. However, a quality art education will provide every graduate with the knowledge, skills and values to become a creative worker and lifelong learner. 9

10 Overview This curriculum guide for visual arts is issued in response to the social studies frameworks issued by the Rhode Island Department of Elementary and Secondary Education in (date). The body of this course curriculum (or curriculum revision) is keyed to the learning standards and grade span expectations developed by the state. Since the last curriculum revision in the Visual Arts Department, our School District Committee has rewritten our mission statement, developed academic and social expectations, and adopted district wide rubrics for learning across the high schools. These changes have been incorporated into this document, as well as supplemental material on multiple intelligences, instructional strategies, our new assessment system, web sites, museums, and interdisciplinary resources. These materials and resources enhance both the curriculum and the instructional strategies, as well as the assessment system (assessment of proficiencies) for graduation. 10

11 Visual Arts Pre-K-12 Curriculum Maps 11

12 Department: VISUAL ARTS Grade: Pre K-2 SUGGESTED SQUENCE & QUESTIONS Essential Questions Content Skills Standards/ GSEs/GLEs Assessments Sample Instructional Activities Resources Qtr 1 What is art? (Pre K-K) How do artists use the elements of art? (1) What are the tools and media that artists use? (2) The Elements and Principles of Art and Design Drawing Art Appreciation Demonstration of knowledge and application of Visual Art and Design concepts by identifying and exploring basic concepts: line, shape, form, texture, color, pattern Grade 1 1(K-2) 2b Grade 2 1 (K-2) 1a & b, 1 (K-2) 2b 3 (K-2) -1a 3 (K-2) 2a COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, 2L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Line, Shape, Color, Texture, Space Contour, Landscape, Portrait, Still Life Artist Reproductions Books Teacher/ Student Samples Qtr 2 Where do you see the elements of art? (Pre-K) What subjects do artists choose for their art? (1) What ideas do artists express? (2) Color Theory Painting Mixed Media Art Appreciation Demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design by demonstrating knowledge of basic art vocabulary Grade 1 1 (K-2) 2b Grade 2 1 (K-2) 1a & b, 1 (K-2) - 2b 3 (K-2) 1a 3 (K-2) 2a COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, 2L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Color Wheel, Basic Color Schemes Landscape, Portrait, Artist Inspired Composition Internet / Web Sites Teacher Edition Textbooks: Explorations in Art K-6 grade teacher 12

13 Department: VISUAL ARTS Grade: Pre K-2 SUGGESTED SQUENCE & QUESTIONS Essential Questions Content Skills Standards/ GSEs/GLEs Assessments Sample Instructional Activities Resources Qtr 3 How does art tell stories? (Pre K-K) What everyday objects are designed? (1) Printmaking Graphic Design Art Appreciation Grade 1 1 (K-2) 2b Grade 2 1 (K-2) 1a & b, 1 (K-2) 2b 3 (K-2) 1a 3 (K-2) 2a Rubrics, Teacher / Student Conference and Critique Mono-print, Multicolor Prints Illustration, Product/Poster Design How are artist s part of a community? (2) COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, 2L.6, 2.MD.1, 2.MD.3 Qtr 4 How do people use art? (Pre K-K) How does art look in different parts of the world? (1) Environmental Design Sculpture Craft / Folk Arts Art Appreciation Grade 1 1 (K-2) 2b Grade 2 1 (K-2) 1a & b, 1 (K-2) 2b 3 (K-2) 1a 3 (K-2) 2a Rubrics, Teacher / Student Conference and Critique Architecture Additive / Subtractive Sculpture Clay, Weaving How do people use art in celebrations? (2) COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, 2L.6, 2.MD.1, 2.MD.3 13

14 Department: VISUAL ARTS Grade: 3-4 SUGGESTED SEQUENCE & QUESTIONS Essential Content Skills Standards/ Assessments Sample Resources Questions GSEs/GLEs Instructional Activities Qtr 1 Why do artists make art? (3) How does the language of art help us to discuss / see art better? (4) The Elements and Principles of Art and Design Drawing Color Theory Art Appreciation Demonstration of knowledge and application of Visual Art and Design concepts by identifying and exploring basic concepts: line, shape, form, texture, color, pattern Grade 3-5 /GSE 1 (3-4) 1a,b,c 1 (3-4) 2a,b 2 (3-4) 1a 3 (3-4) 1a,b COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Contour, Thumbnail Sketches, Sketches, Landscape, Portrait Color Wheel, Intensity, Warm / Cool, and Complementary Colors Artist Reproductions Books Teacher/ Student Samples Qtr 2 Why do artists make art about different places? (3) Why do artists show people in different ways? (4) Painting Mixed Media Printmaking Art Appreciation Demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design by demonstrating knowledge of basic art vocabulary Grade 3-5 /GSE 1 (3-4) 1a,b,c 1 (3-4) 2a,b 2 (3-4) 1a 3 (3-4) 1a,b COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Landscape, Portrait, Figure Artist Inspired Composition Cut Paper, Collage, Crayon Resist Mono and Relief Print Internet / Web Sites Teacher Edition Textbooks: Explorations in Art K-6 grade teacher 14

15 Department: VISUAL ARTS Grade: 3-4 SUGGESTED SEQUENCE & QUESTIONS Essential Questions Content Skills Standards/ GSEs/GLEs Assessments Sample Instructional Activities Resources Qtr 3 What is a community? How are artists part of the community? What do artists in our community do? (3-4) Graphic Design Environmental Design Art Appreciation Grade 3-5 /GSE 1 (3-4) 1a,b,c 1 (3-4) 2a,b 2 (3-4) 1a 3 (3-4) 1a,b COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Illustration, Poster/Logo Design, Product Design, Interior and Exterior Drawings, Community and Regional Art and Artist Qtr 4 How is art used in everyday life? (3) Why do people document people and their lives? (4) Sculpture Craft / Folk Arts Art Appreciation Grade 3-5 /GSE 1 (3-4) 1a,b,c 1 (3-4) 2a,b 2 (3-4) 1a 3 (3-4) 1a,b COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Additive / Subtractive Sculpture Clay, Weaving, Textile design Bookmaking/Journal 15

16 Department: VISUAL ARTS Grade: 5-6 SUGGESTED SEQUENCE & QUESTIONS Essential Content Skills Standards/ Assessments Sample Resources Questions GSEs/GLEs Instructional Activities Qtr 1 What are different purposes for creating art? (5) Why is art necessary? (6) Qtr 2 How do artists make choices about their work? (5) How do people express themselves through art today? (6) The Elements and Principals of Art and Design Drawing Color Theory Art Appreciation Painting Mixed Media Printmaking Art Appreciation Students demonstrate knowledge and application of Visual Art and Design concepts by applying concepts for intended purposes and explaining the effects: line, shape, form, texture, color, pattern. Using observation to develop a visual representation of a variety of shapes with some accuracy. Students demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design by explaining purposes for using different media, tools, techniques, and processes with basic skill, while creating 2-Dimentional and 3- Dimensional works of art and design. Grade 3-5 /GSE 1 (5-6) 1a,c 1 (5-6) 2a 2 (5-6) 1a,b,e 3 (5-6) 1a 3 (5-6) 2b 4 (5-6) 1a COMMON CORE 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, 2.MD.1, 2.MD.3 Grade 3-5 /GSE 1 (5-6) 1a,c 1 (5-6) 2a 2 (5-6) 1a,b,e 3 (5-6) 1a 3 (5-6) 2b 4 (5-6) 1a COMMON CORE 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Rubrics, Teacher / Student Conference and Critique Contour, Thumbnail Sketches, Landscape, Portrait, One Point Perspective, Value Study Color Wheel, Intensity, Warm / Cool, Monochromatic and Complementary Colors Landscape, Portrait, Figure Artist Inspired Composition Cut Paper, Collage, Crayon Resist Mono and Relief Print Stamping Blockprinting Artist Reproductions Books Teacher/ Student Samples Internet / Web Sites Teacher Edition Textbooks: Explorations in Art K-6 grade teacher text 16

17 Department: VISUAL ARTS Grade: 5-6 SUGGESTED SEQUENCE & QUESTIONS Essential Questions Content Skills Standards/ GSEs/GLEs Assessments Sample Instructional Activities Resources Qtr 3 How does art reflect culture? (5) Do the arts reflect or shape culture? (6) Graphic Design Environmental Design Art Appreciation Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts comparing a variety of purposes for making Visual Art and Design. Analyzing the connections between Visual Arts and Design and other disciplines. Grade 3-5 /GSE 1 (5-6) 1a,c 1 (5-6) 2a 2 (5-6) 1a,b,e 3 (5-6) 1a 3 (5-6) 2b 4 (5-6) 1a COMMON CORE 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, 2.MD.1, 2.MD.3 Rubrics, Teacher / Student Conference and Critique Illustration, Logo, Product Design, Interior and Exterior Drawings, Art & Artist: Community Regional Qtr 4 What can we learn about a culture through its art forms? (5) How do I use my knowledge or art skills and vocabulary to create art? (6) Sculpture/ 3- dimensional arts & crafts Craft / Folk Arts Art Appreciation Identifying specific qualities about the Visual Arts and Design in at least two cultures and time periods. Students demonstrate the ability to communicate in the language of Visual Art and Design by selecting and applying media, techniques, processes, and Visual Arts and Design concepts to convey feelings, ideas, or meanings Grade 3-5 /GSE 1 (5-6) 1a,c 1 (5-6) 2a 2 (5-6) 1a,b,e 3 (5-6) 1a 3 (5-6) 2b 4 (5-6) 1a COMMON CORE 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, Rubrics, Teacher / Student Conference and Critique Additive / Subtractive Sculpture Clay, Textile Design 17

18 Department: VISUAL ARTS Grade: 7 SUGGESTED SEQUENCE & QUESTIONS Essential Content Skills Standards/ Assessments Sample Resources Questions GSEs/GLEs Instructional Activities Qtr 1 & 3 How is art used everyday life? How do I use my knowledge of art skills and vocabulary to create art? How does art connect to other learning? How does art connect with other cultures? Qtr 2 & 4 How is art used in everyday life? How do I use my knowledge of art skills and vocabulary to create art? How does art connect The Elements and Principles of Art and Design Drawing/Design Color Theory / Painting Common Task Art History The Elements and Principals of Art and Design Drawing Environmental Design Sculpture Art History Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design Students demonstrate knowledge and application of Visual Art and Design concepts by applying concepts. Students demonstrate the ability to extract meaning from works of art interpreting subject matter, symbols and ideas in works of art or design Student demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design. Students reflect upon, analyze and evaluate the work of self and others describing Grade 7-8 /GSE 1 (7-8) 1a,b,c 1 (7-8) 2a,b 2 (7-8) 1a, 3 (7-8) 1a,b 3 (7-8) 2a 4 (7-8) 1a,b,d,f COMMON CORE 7.SL.2, 7.L.6, 2.MD.1, 2.MD.3 Grade 7-8 /GSE 1 (7-8) 1a,b,c 1 (7-8) 2a,b 2 (7-8) 1a, 3 (7-8) 1a,b 3 (7-8) 2a 4 (7-8) 1a,b,d,f Rubrics, Teacher / Student Conference Vocabulary review and reflective writing Proficient Common Task Critique Rubrics, Vocabulary review and reflective writing Teacher / Student Conference Critique Common Task: Observation Drawing with Value Still-life, Landscape, Figure, Portrait Mixed Media Pop Art Impressionism Expressionism Line, Shape, Color/Value, Form, Texture, Space Still-life, Landscape, Figure, Portrait Games, Interiors, Exteriors, Artist Reproductions Books Powerpoint Internet/Websites DVD/VHS movies Teacher/ Student Samples Teacher Edition Textbooks: 18

19 Department: VISUAL ARTS Grade: 7 SUGGESTED SEQUENCE & QUESTIONS Essential Questions Content Skills Standards/ GSEs/GLEs Assessments Sample Instructional Activities Resources to other learning? Painting Art History subject matter, media, techniques, process, craftsmanship, and basic visual arts concepts seen in a work of art or design. COMMON CORE 7.SL.2, 7.L.6, 2.MD.1, 2.MD.3 Product Design Additive or Subtractive Sculpture 19

20 Department: VISUAL ARTS Grade: 8 SUGGESTED SEQUENCE & QUESTIONS Essential Content Skills Standards/ Assessments Sample Resources Questions GSEs/GLEs Instructional Activities Qtr 1 & 3 What skills and vocabulary do I need to appreciate visual art? How do I use my knowledge of art skills and vocabulary to create art? How does art demonstrate knowledge? Qtr 2 & 4 What skills and vocabulary do I need to appreciate visual art? How do I use my knowledge of art skills and vocabulary to create art? The Elements and Principles of Art and Design Drawing/Design Printmaking Art History The Elements and Principals of Art and Design Drawing Environmental Design Sculpture Painting Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design Students demonstrate application of Visual Art and Design concepts by applying concepts. Students demonstrate the ability to extract meaning from works of art interpreting subject matter, symbols and ideas in works of art or design Student demonstration of knowledge and skill of media, tools, techniques, and processes of Visual Arts and Design. Students reflect upon, analyze and evaluate the work of self and others describing subject matter, media, Grade 7-8 /GSE 1 (7-8) 1a,b,c 1 (7-8) 2a,b 2 (7-8) 1a, 3 (7-8) 1a,b 3 (7-8) 2a 4 (7-8) 1a,b,d,f COMMON CORE 8.SL.2, 8.L.6, 2.MD.1, 2.MD.3 Grade 7-8 /GSE 1 (7-8) 1a,b,c 1 (7-8) 2a,b 2 (7-8) 1a, 3 (7-8) 1a,b 3 (7-8) 2a 4 (7-8) 1a,b,d,f Rubrics, Teacher / Student Conference Vocabulary review and reflective writing Critique Rubrics, Teacher / Student Conference Vocabulary review and reflective writing Proficient Common Task Critique Still-life, Landscape, Figure, Portrait Collage Additive and Subtractive relief, Mono or Multicolor Prints Modern Art Surrealism Abstract Common Task: Color Theory Still-life, Landscape, Figure, Portrait Games, Interiors, Exteriors, Product Design Additive or Artist Reproductions Books Powerpoint Internet / Web Sites DVD/VHS movies Teacher/ Student Samples Teacher Edition Textbooks: 20

21 Department: VISUAL ARTS Grade: 8 SUGGESTED SEQUENCE & QUESTIONS Essential Questions Content Skills Standards/ GSEs/GLEs Assessments Sample Instructional Activities Resources How does art demonstrate knowledge? Art History Careers in Art techniques, process, craftsmanship, and basic visual arts concepts seen in a work of art or design. COMMON CORE 8.SL.2, 8.L.6, 2.MD.1, 2.MD.3 Subtractive Sculpture Color Theory Mixed Media 21

22 Department: VISUAL ARTS Grade: BASIC ART (9-12)MINOR SUGGESTED SEQUENCE & QUESTIONS Essential Content Skills Standards/ Assessments Sample Resources Questions GSEs/GLEs Instructional Activities Qtr 1 How do people express themselves through art today? Qtr 2 What role does graphic design play in consumers choices? Elements and Principles of Art Introduction to Drawing Art Appreciation / Criticism Problem Solving Painting Graphic Design Art Appreciation / Criticism Problem Solving Students demonstrate knowledge and application of Visual Art and Design concepts by applying concepts applying a variety of selected concepts for two and three dimensional works of art and interpreting and evaluating the effects. Generating, applying, revising, and evaluating strategies and techniques to address artistic problems. Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design selecting and evaluating a variety of media, tools, techniques, and processes in creating two-and threedimensional works of art and design. DISTICT ACADEMIC EXPECTATIONS 7, 25 / GSE 1(9-12) 1a, b 1(9-12) 2a 2(9-12) 1e 3(9-12) 1a,d 3(9-12) 2a COMMON CORE 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 PORTFOLIO REQUIREMENTS One proficient common tasks with all artwork in addition to artifacts assigned by instructor with the accompanied reflection and a comprehensive course assessment (CCA) Grading is a balance between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Method may include self, peer or teacher evaluation, critiques, tests, quizzes and Common Course Assessment PORTFOLIO DEVELOPMENT Pretest and Review of Terms Basic Forms, Sketching, Flat Shading Common Task: Color Theory Color Mixing, Painting Techniques and Skills, Poster, Computer Art etc. Artist Reproductions PowerPoint Books Teacher Samples Student Samples Internet / Web Sites Textbooks The Visual Experience, Publ: Davis 22

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