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

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1 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 at Plummer Motz is a mixture of various disciplines within the visual arts including: Art Appreciation,,, Sculpture - 3D, and Multicultural Crafts. The intent of the program is: to further students understanding of their world by exploring works of art both historically and culturally, to explore various disciplines within the visual arts; enhancing student s ability for self-expression: to create another voice. Children have art once a week at Plummer-Motz for a period of fifty minutes. Most projects continue over many classes, highlighting a specific culture or artist. A. LITERACY IN THE VISUAL ARTS DISCIPLINE: Students show literacy in the art discipline by understanding and demonstration of concepts, skills, terminology, and processes. 1. Artist s Purpose: Students explain purposes for making art in different times and places, including cultural traditions, personal expression and communication of beliefs. 2. Elements of Art and Principles of Design: Students evaluate all the features of composition. a. Elements of Art: line, space, shape, color, texture, form, and value. b. Principles of Design: balance, pattern, emphasis, unity, movement, proportion, and rhythm. 3. Media, Tools, Techniques, and Processes: Students describe a variety of media and associated tools,, and processes for multiple art forms and genres. WHAT INSTRUCTIONAL STRATEGIES AND RESOURCES WILL TEACHERS REGULARLY USE? LITERACY STRATEGIES (INCLUDING VISUAL LITERACY): 1. Guide students to actively engage with art by making connections and observations. 2. Guide students to enhance their understanding of art mediums, artists and artwork within the context of prior knowledge and readings. 3. Pre-teach relevant vocabulary and pronunciation. STUDIO STRATEGIES: 1. Instructional handouts and readings 2. Demonstrations 3. Visual examples and presentations using print and digital media 4. Individual help 5. Verbal in-process critiques B. CREATION, PERFORMANCE AND EXPRESSION IN THE VISUAL ARTS: Students create, express, and communicate through the art form. 1. Media Skills: Students use a variety of media, tools,, and processes to create original art works. 2. Composition Skills: Students use Elements of Art and Principles of Design to create original art works including paintings, 3D objects, drawings from imaginary and real life, and a variety of other media and visual art forms. 3. Making Meaning: Students create art works that communicate ideas, feelings and meanings and demonstrate skill in the use of media, tools,, and processes. 4. Exhibition: Students prepare art works for display in the classroom, school, or public location. C. CREATIVE PROBLEM SOLVING: Students approach artistic problem solving using solutions and the creative process. 1. Application of Creative Process: Students describe and apply steps of creative problem solving. a. Identify problem. b. Define problem. c. Generate a variety of solutions. d. Implement solutions. e. Evaluate solutions.

2 WHAT IS IT WE WANT ALL STUDENTS TO KNOW OR BE ABLE TO DO? (CONTINUED) D. AESTHETICS AND CRITICISM: Students describe analyze, interpret, and evaluate art (dance, music, theater, and visual art). 1. Aesthetics and Criticism Students and compare art forms. a. Describe and compare arts concepts using grade-span appropriate arts concepts, vocabulary, skills, and processes. b. Ask questions about an art form to further understand the concepts, skills and processes used to create the work of art. c. Explain purposes for making art in different times and places, including cultural traditions, personal expression and communication of beliefs. E. STUDENTS UNDERSTAND THE RELATIONSHIP AMONG THE ARTS, HISTORY AND WORLD CULTURE; AND MAKE CONNECTIONS AMONG THE ARTS AND OTHER DISCIPLINES IN DAILY LIFE, GOAL SETTING, AND INTERPERSONAL INTERACTION. 1.The Arts and History and World Cultures: Students explain that the visual arts help people to understand history and/or world cultures. 2. The Arts and Other Disciplines: Students compare characteristics between and among the arts and other disciplines. 3. Goal Setting: Students identify and demonstrate choices and behaviors that will lead to success in the arts including time management, interpersonal interactions, skill development that will lead to success in the arts. 5. Interpersonal Skills: Students demonstrate positive interpersonal skills and reflect on the impact of interpersonal skills on personal success in the arts. a. Getting along with others. b. Respecting differences. c. Working as a team/ensemble. d. Managing conflict. e. Accepting/giving/using constructive feedback. f. Accepting responsibility for personal behavior. g. Demonstrating ethical behavior. h. Following established rules/etiquette for observing/listening to art. i. Demonstrating safe behavior. WHAT EVIDENCE WILL BE USED TO MEASURE STUDENT GROWTH? COMMON ASSESSMENTS: Completed artwork CLASSROOM BASED ASSESSMENTS: Discussion Individual HOW WILL TEACHERS DIFFERENTIATE RESPONSES BASED ON STUDENT NEED? PROCESS Modify and prepare delivery of content to all types of learners using visual, verbal and written instruction and assessment CONTENT Individualize project content, expectation and scope to match each students ability and learning style PRODUCT Modify grading to reflect individual effort and success G. GUIDING PRINCIPLES 1. Students demonstrate that they are Clear and Effective Communicators. 3. Students demonstrate that they are Creative and Practical Problem Solvers. - Resources:

3 Curriculum Map Grade 3 Visual Arts Unit Vocabulary Medium Skills Outcome Assessment Clay Still life, portrait, outline, contour, gesture, profile, simple shapes, line, shape, geometric and freeform, overlapping, landscape, horizon, foreground, middle ground, background, transparent, bleed, dry brush, wash, resist Terra cotta, pinch, coil, score, slip kiln, underglaze, glaze Pencil, eraser, sharpie, oil pastel Clay, needle tool, slip, mat, water bottle, using simple shapes, compositional elements using the whole space painting Clay building 3d Mask, armature, relief Paper mache Building a sculptural relief paper-mâché Multicultural/ Craft Craft, carving, subtractive, construction, additive, sculpture, 3Dimensional Loom, warp, weft, tabby weave Recycled goods Glue, beads, felt, paint Building a sculptural piece in the round, using symbols to describe Still life drawing Portrait drawing Landscape drawing painting Native American clay objects Mask Kachina Weaving Performance Performance, word search

4 Curriculum Map Grade 4 Visual Arts Unit Vocabulary Medium Skills Outcome Assessment Still life, portrait, landscape, horizon, foreground, middle ground, background Outline, contour, gesture, profile, simple shapes, line, shape, geometric and freeform, overlapping, value, texture, pattern, illustration, illustrator, transparent, bleed, dry brush, wash Resist Pencil, eraser, sharpie, oil pastel, colored pencils, markers, charcoal, India Ink using simple shapes, compositional elements using the whole space, illustration, value painting, brush Expressive Line Design A Word al Using Shapes Charcoal Silhouette Trees Pine with Tempera Clay 3d Tempera, opaque, primary, secondary, intermediate, analogous, complimentary, warm, cool, shades, tints, monochromatic Terra cotta, pinch, coil, slab, score, slip kiln, greenware, bisque underglaze, glaze 3D, relief, assemblage, constructive, subtractive, armature Tempera Paint Clay, needle tool, slip, mat, water bottle, Paper mache, Mixed Media Mixing color understanding the color wheel Clay building Building a sculptural relief Building 3D Animal Totem Shield Walk A Line Cubist Clay Mask Relief Sculpture Sculptural Construction Written

5 Printmaking Positive, negative, reverse, print, monoprint, brayer, ink Styrofoam plate, ink, brayer and Printing Pulling a print 3 Prints, numbered

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