Mandan Public Schools. Elementary. Art Curriculum
|
|
|
- Jonas Walsh
- 7 years ago
- Views:
Transcription
1 Mandan Public School District Elementary Division Mandan Public Schools Elementary Art Curriculum 2012
2 Table of Contents Elementary Art K-5 Table of Contents... 1 Art Writing Committee members... 2 State Standards and Benchmarks... 2 Art Curriculum Code... 2 Standard 1: Visual Art Media, Techniques, and Processes... 3 Standard 2: Structure and Function... 5 Standard 3: Subject Matter, Themes, Symbols, and Ideas in Visual Art... 6 Standard 4: Visual Art History and Culture... 7 Standard 5: Merits of Works of Visual Art... 8 Standard 6: Connections... 9 Glossary Lesson plan resource books
3 Elementary Art Writing Committee: Chairman- Bob Klemisch, Dr. Mike Bitz Custer- Suzanne Cordova-Lyles (Gr. 1) Mary Stark- Mary Kautzman (Kindergarten) Roosevelt- Bev Stieg (Grade 1) and Lucy Barth (Grade 4) Ft. Lincoln- Colleen Rinas (Grade 2) Emily Bjornson (Grade 5) Lewis and Clark- Boriana Huck (Grade 3) State Standards and Benchmarks State standards and benchmarks are included in the curriculum. They were used to guide the curriculum writing process and are written in bold faced type. Mandan Public Schools Art Curriculum Code I- Introduce D- Develop M- Master 2
4 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Elementary Art The student should Standard One Standard 1 Visual Art Media, Techniques, and Processes I. Know differences between visual art media. (4.1.1) A. Identify the following media (print making, drawing, sculpture, weaving, painting, textiles) B. Identify the following medium (paper, clay, crayon, paints, pastels, colored pencils, markers, chalk, graphite, charcoal) II. Know the different techniques used to create visual art. (4.1.2) Line A. Identify and demonstrate lines (long and short, thin and wide, dark and light, continuous and broken, circular and straight, vertical and horizontal, diagonal) I D D D M I D D D M I D D D M B. Identify and demonstrate lines (curved and wavy, zig-zag) I D D M C. Interpret personal lines (symbols, designs) I D D D D. Produce directional lines showing movement I D D E. Produce a variety of lines (hatching, cross hatching, applied lines, blurred and sharp, gesture lines, silhouettes, and edges or objects, outlining) F. Produce perspective drawings (1 point, 2 point) I Shape A. Categorize geometric shapes (circle, square, triangle, oval, I D M rectangle) B. Differentiate sizes of shapes (large, small) I/D M C. Recognize outline as blurred or defined I D D D D D. Recognize edges as hard or soft I D D D D E. Classify forms as symmetrical or asymmetrical I D D D D F. Recognize shapes (repeated, alternating, overlapping, I D I D D D D simplified, implied, distorted, positive, negative) G. Classify shapes (organic, animals, symbols, letters, geometric, architectural) I D D H. Categorize shapes as free form or realistic I D I. Differentiate shapes (sedentary or nonsedentary, man made or natural) I Color A. Classify colors as primary (red, blue, yellow) I D D M B. Classify colors as secondary (green, orange, violet) I D D D M C. Experiment with mixing colors I D D D D 3
5 D. Identify the color wheel I D D D D E. Distinguish between warm and cool colors I D D D F. Experiment with intermediate colors I D D G. Label colors (neutral, tints, shades) I D H. Produce a monochromatic color scheme I I. Produce an analogous color scheme (3 colors side by side) I J. Recognize color wheel schemes and harmonies Texture A. Explore a variety of materials I D D D D D B. Produce rubbings I D D D D D C. Produce tactile pieces of art I D D D D D D. Produce visually textured art works I D D D D D E. Recognize characteristics of patterns and texture I D F. Discern close-up detail I D G. Explore dragging- adding bits one on top of another I H. Describe textures as man made or natural, hard or soft, rough or smooth I Space A. Classify concepts of position (above, below, inside, outside, overlapping) I D D M B. Classify space as large or small I D D D D C. Classify space as positive/negative or black/white I D D D D D. Define space in terms of symmetry or asymmetry I D D D D E. Recognize relative size (body parts) in proportion, overlapping and in depth (using large objects) I D D D F. Recognize depth (foreground, middle-ground, background) I D D G. Balance effective use of paper I D D H. Recognize sizes within shapes I D I. Use singular plane cubes to create depth/cubism I D J. Recognize perspective (one point, two point) III. Know the differences between visual art processes. (4.1.3) A. Explore sculptural processes with clay I D D IV. Know how different visual art materials, techniques, and processes cause different responses. (4.1.4) I D D D D V. Know how different visual art media, techniques, and processes are used to communicate ideas, experiences, and stories. I D D D D (4.1.5) VI. Use visual art materials and tools in a safe and responsible manner. (4.1.6) I D D M 4
6 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Standard Two The student should Standard 2 Structure and Function I. Know the differences among visual art structures and functions. (4.2.1) A. Identify the structures of line, shape, form, color, texture, value and space II. Know how expressive images cause different responses and communicate ideas. (4.2.2) A. Identify expressive images including: bodies, faces, dwellings, plants and animals III. Use visual art structures and functions of works of art to communicate ideas. (4.2.3) A. Develop works of art for a specific function (eg. decorative, expressive, practical, persuasive, and utilitarian) I D D D D D I D D D D D I D D D D D 5
7 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Standard Three The student should Standard 3 Subject Matter, Themes, Symbols, and Ideas in Visual Art I. Understand how a variety of subjects, themes, symbols and ideas are incorporated in a selection of works of art. (4.3.1) A. Examine and identify comparable themes and symbols in works of art of other cultures I D D 6
8 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Standard 4 The student should Standard 4 Visual Art History and Culture I. Know that visual art has both a history and specific relationship to various cultures. (4.4.1) A. Recognize art in nature and in the world I D D D D D B. Explore and discuss art history I D D D D D C. Recognize and value images, symbols, motifs, and themes I D D D D D. Discuss aesthetics including the philosophical outlooks of what is art and why people create art I D D D D E. Become aware of art museums and their functions I D D D F. Recognize cultural consideration in art I D D D D G. Recognize art as a visual record of humankind I D D D D II. Understand the characteristics of works of art in various eras and cultures. (8.4.1) A. Distinguish the art of specific cultures I D D D 7
9 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Standard 5 The student should Standard 5 Merits of Works of Visual Art I. Know various purposes for creating works of art. (4.5.1) A. Identify various purposes for creating works of art including: expression, celebration, causes, feelings, events, promotional, I D D D D D story telling, remembrance and personal satisfaction II. Know that works of art can elicit different responses. (4.5.2) I D D D D D 8
10 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Standard 6 The student should Standard 6 Connections I. Know the similarities and differences between the visual arts and other art disciplines (performing arts, literature, practical arts). (4.6.1) A. Understand how art is influenced by climate, geography, values and culture B. Understand how art is influenced by philosophy, politics and religion II. Know connections between the visual arts and other disciplines in the curriculum. (4.6.2) A. Know the connections between the visual arts and math, science, social studies, history, business, technology and language arts I D D I D I D D D D D 9
11 Glossary Analogous: The use of neighboring colors on the color wheel. These colors have one color in common, such as blue, blue-green and green. Background: The upper 1/3 of the picture plane in which objects appear to go back in space and get smaller. Complementary Colors: Colors that are directly opposite each other on the color wheel. A blend of any two complementary colors is called a Neutral. Contour: The outline of a shape or form. Contrast: A difference between elements. Cool Colors: Violet, Green and Blue. These colors give a feeling of calmness, sadness, and sleepiness. Cross Hatching: A series of diagonal parallel lines which cross each other in the opposite direction and are used to create a variety of values for shading. Note: The closer the lines are to each other, the darker the values. Foreground: The Lower 1/3 of the picture plane in which objects appear close to us and larger in size. Free form: fluid and absent from constraints. Geometric shapes: shapes that are rigid and do not normally appear naturally in nature such as circles triangles and squares. Gesture Line - Line that is energetic and catches the movement and gestures of an active figure. Hatching: A series of diagonal parallel lines used to create a variety of values for shading. Note: The closer the lines are to each other, the darker the values. Hue: another name for color. Implied line or shape: The suggestion that a line or shape exists without a true physical boundary. Intermediate Colors: Blue Violet, Red Violet, Blue Green, Yellow Green, Red Orange and Yellow Orange. Created by mixing a primary and secondary that is not its complement. By mixing two complements you would get brown. Line: A moving point. Middle ground: The middle 1/3 of the picture plane in which objects appear middle-sized. Monochromatic: Any color with its tints, tones and shades. Negative Space: The space surrounding a shape or form. Neutral: Happens when you mix the three primary colors together. (Neutral Gray or Brown) Neutrals may vary due to the amounts of each primary color mixed together. Non-sedentary shapes: Shapes that have the appearance of motion or movement. 10
12 Organic shapes: shapes that are curved or free flowing and are associated with nature, such as plants and animals. Positive Space: The space contained in a shape or form. Primary Colors: Red, Blue and Yellow. You cannot mix any other colors to get these pure pigments. Scumbling: A controlled scribble used to create a variety of values for shading Secondary Colors: Green, Violet and Orange. -created by mixing equal amounts of any two primary colors together. Green: Blue and Yellow Violet: Blue and Red Orange: Red and Yellow Sedentary shapes: Shapes that have no appearance of movement. Shade: Color with black added. Silhouette: An outline of an object which is absent of detail in the interior. The interior of the object is usually filled in with black. Stippling: Using dots to create a variety of values for shading. Note: The closer the dots are to each other, the darker the values. Tonal: The use of layering pigment to create variety of values for shading. Tone: Color with gray added. Tint: Color with white added. Value: The lightness or darkness of a color. Warm Colors: Red, Yellow and Orange. These colors give a feeling of anger, anxiety and tension. 11
13 Art Lesson Plan Resource Books These books were purchased and placed in each elementary school s library. They are intended to be used as resources for creating art lesson plans based on the district curriculum. 1. Storybook Art: Hands-On Art for Children in the Styles of 100 Great Picture Book Illustrators by MaryAnn F. Kohl and Jean Potter 2. Artworks for Kids by Evan-Moor Educational Publishers 3. Discovering Great Artists: Hands-On Art for Children in the Styles of the Great Masters by MaryAnn F. Kohl and Kim Solga 4. How to Teach Art to Children, Grades 1-6 by Joy Evans & Tanya Skelton 5. The Usborne Complete Book of Art Ideas (Usborne Art Ideas) by Fiona Watt et al 12
VISUAL ARTS VOCABULARY
VISUAL ARTS VOCABULARY Abstract Artwork in which the subject matter is stated in a brief, simplified manner; little or no attempt is made to represent images realistically, and objects are often simplified
ELEMENTS OF ART & PRINCIPLES OF DESIGN
ELEMENTS OF ART & PRINCIPLES OF DESIGN Elements of Art: 1. COLOR Color (hue) is one of the elements of art. Artists use color in many different ways. The colors we see are light waves absorbed or reflected
Norman Public Schools VISUAL ART ASSESSMENT GUIDE FOR GRADE 7
Norman Public Schools VISUAL ART ASSESSMENT GUIDE FOR GRADE 7 2013-2014 VISUAL ART NPS ARTS ASSESSMENT GUIDE Grade 7 This guide is to help teachers incorporate the Arts into their core curriculum. Students
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)
What makes it necessary to have rituals in the Art room?
FOURTH GRADE QUARTER ONE - LINE Why is it important to have Rules What makes it necessary to have rituals in the Art room? rituals and routines in the art room? routines Rituals & Routines: Teacher establishes
ARTS & CRAFTS PRIMARY
ARTS & CRAFTS PRIMARY 2013 CONTENTS ByME 2 Arts and Crafts ByME 3 Contents Levels 1 to 6 4 Student s Book 10 Teacher s Material 34 Online Resources 40 ByME THE BEST IS YET TO COME ARTS AND CRAFTS ByME
Design Elements & Principles
Design Elements & Principles I. Introduction Certain web sites seize users sights more easily, while others don t. Why? Sometimes we have to remark our opinion about likes or dislikes of web sites, and
At the core of this relationship there are the three primary pigment colours RED, YELLOW and BLUE, which cannot be mixed from other colour elements.
The Colour Wheel The colour wheel is designed so that virtually any colours you pick from it will look good together. Over the years, many variations of the basic design have been made, but the most common
DESIGN ELEMENTS OF DESIGN
DESIGN Definition of Design: The term has different connotations in different fields. Informally, a design refers to a plan for the construction of an object (as in architectural blueprints and sewing
Researching the Great Masters and Their Works
Researching the Great Masters and Their Works A culminating project cooperatively planned by Shari Martin and Shannon Libke 2 0 0 2 E122.7 Teaching Materials from the Stewart Resources Centre Table of
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
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
Conquering Color. Dina Wakley http://www.dinawakley.com
Conquering Color Dina Wakley http://www.dinawakley.com The Color Wheel: There are many systems for explaining and displaying color, but the most common is the 12- color color wheel. Memorize the Color
PATTERN: A two-dimensional decorative visual repetition. A pattern has no movement and may or may not have rhythm.
Project: Elements of Design - NAME Elements: Line, Color, Value, Shape, Space, Texture Principles: Consider what principles you may have used based on the definition of each. Artist to Remember: Research
artist credit: Melba Cooper
What s Write About Art? Art Criticism is a field of study within the arts that is based in various philosophy of how we can gain insight and meaning from art works and arts experiences. The process leads
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
Elements of Art Name Design Project!
Elements of Art Name Design Project! 1. On the Project paper Lightly & Largely sketch out the Hollow letters of your first name. 2. Then Outline in Shaprie. 3. Divide your space into 7 sections (any way
Elementary Curriculum Map Visual Art First Grade
Unit: Line Learning Goal: The student will create an artwork by using a variety of line types. Essential Questions/Understandings: Why do lines have meaning? Why do we associate horizontal lines with being
The Language of Art ART ELEMENTS Color
The Language of Art When discussing art, one often concentrates on content and form. Content refers the subject matter, story, or information that the artwork seeks to communicate to the viewer. Form is
3 hours One paper 70 Marks. Areas of Learning Theory
GRAPHIC DESIGN CODE NO. 071 Class XII DESIGN OF THE QUESTION PAPER 3 hours One paper 70 Marks Section-wise Weightage of the Theory Areas of Learning Theory Section A (Reader) Section B Application of Design
How To Learn Art
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
Progression of Skills in Art and Design National Curriculum 2014 Age Related Expectations. Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Progression of Skills in Art and Design National Curriculum 2014 Age Related Expectations Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Generic skills Record and explore ideas from first hand observations
ELEMENTS AND PRINCIPLES OF DESIGN
APPENDIX A1 4 T T ELEMENTS AND PRINCIPLES OF DESIGN Groups: 1. Select an advertisement. 2. Examine the advertisement to find examples of a few elements and principles of design that you are familiar with.
Color Theory for Floral Design
Color Theory for Floral Design Essential Questions: Why would a floral designer need to have an understanding of color theory? How is color used to create floral designs? How can color be used for store
FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618. BOE Approval Date: 6/27/05
![FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618. BOE Approval Date: 6/27/05](/thumbs/40/20600474.jpg "FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618. BOE Approval Date: 6/27/05")
FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618 BOE Approval Date: 6/27/05 Written by: Anne Benedetti Kristy DeFlores-Elliott Raymond Broach
Graphic Design. Background: The part of an artwork that appears to be farthest from the viewer, or in the distance of the scene.
Graphic Design Active Layer- When you create multi layers for your images the active layer, or the only one that will be affected by your actions, is the one with a blue background in your layers palette.
UNDERSTANDING DIFFERENT COLOUR SCHEMES MONOCHROMATIC COLOUR
UNDERSTANDING DIFFERENT COLOUR SCHEMES MONOCHROMATIC COLOUR Monochromatic Colours are all the Colours (tints, tones and shades) of a single hue. Monochromatic colour schemes are derived from a single base
Realistic Art & Proportion
Notes 9/8 Name: Period: Date: Realistic Art & Proportion Realistic art is art that shows recognizable objects; just like things you would see in real life. Sometimes, realistic art looks so real, it almost
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
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
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
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,
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
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
Basic summary of class assignments (expect variations)
BINGHAMTON UNIVERSITY FINE ARTS ARTS 240 PAINTING I SYLLABUS Instructor: George Dugan Classroom: 356 Telephone: x73670 Tues./Thurs. 1:15 4:15 pm E-mail: gdugan@twcny.rr.com Office Hours Office: FA 325
32110 Black Waterproof Ink
Pointers for using Speedball Pen Points Hold pen properly. There should be only 3 points of contact with the paper: the point of the pen, the tip of your ring finger and the outside edge of your palm.
Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009
Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8 Adopted by the Mount Laurel Board of Education on August 25, 2009 Contents in this Curriculum (Art) Pre-K Curriculum Kindergarten
GIS Tutorial 1. Lecture 2 Map design
GIS Tutorial 1 Lecture 2 Map design Outline Choropleth maps Colors Vector GIS display GIS queries Map layers and scale thresholds Hyperlinks and map tips 2 Lecture 2 CHOROPLETH MAPS Choropleth maps Color-coded
GRAPHIC DESIGN-CLASS XII (2015-16) SAMPLE QUESTION PAPER II GRAPHIC DESIGN (Theory) Class XII(2015-16)
SAMPLE QUESTION PAPER- II GRAPHIC DESIGN-CLASS XII (2015-16) SAMPLE QUESTION PAPER II GRAPHIC DESIGN (Theory) Class XII(2015-16) TIME: 3 HOURS MAX. MARKS: 70 General Instructions 1. The question paper
Lesson Plan. Fashion Design Fashion Illustration Arts, AV, Technology, and Communication
Fashion Design Fashion Illustration Arts, AV, Technology, and Communication Lesson Plan Performance Objective Upon completion of this lesson, the student will develop an understanding of fashion illustration
Hair Design. 5 Elements of Hair Design. 5 Principles of Hair Design. Facial Shapes. Hair designs for men
Hair Design 5 Elements of Hair Design 5 Principles of Hair Design Facial Shapes Hair designs for men Elements of Hair Design To begin to understand the creative process involved in hairstyling, it is critical
COLOR THEORY WORKSHEET
COLOR THEORY WORKSHEET Use color pencils to complete the following exercises Name: Period Date PRIMARY COLORS cannot be made from any combination of colors. Fade intensity from top left to bottom right
How To Learn Art At A Junior High
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
The Flat Shape Everything around us is shaped
The Flat Shape Everything around us is shaped The shape is the external appearance of the bodies of nature: Objects, animals, buildings, humans. Each form has certain qualities that distinguish it from
Choosing Colors for Data Visualization Maureen Stone January 17, 2006
Choosing Colors for Data Visualization Maureen Stone January 17, 2006 The problem of choosing colors for data visualization is expressed by this quote from information visualization guru Edward Tufte:
ART IN EDUCATION THE CURRICULUM DOCUMENT COLCHESTER PUBLIC SCHOOLS ART PRE K - 12 LOOKING AT ART WITH A VISION
ART IN EDUCATION THE CURRICULUM DOCUMENT COLCHESTER PUBLIC SCHOOLS ART PRE K - 12 LOOKING AT ART WITH A VISION PREPARED BY PRE K-12 ART EDUCATORS COLCHESTER PUBLIC SCHOOLS 2007 RT is humanity s most essential,
Linking Math With Art Through The Elements of Design
2007 Asilomar Mathematics Conference Linking Math With Art Through The Elements of Design Presented by Renée Goularte Thermalito Union School District Oroville, California www.share2learn.com share2learn@sbcglobal.net
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
2009-2010 CURRICULUM MAPPING
Unit/duration: Introduction to Drawing 2 days (Unit 1) Formative Summative What is the purpose of drawing? Knowledge; Comprehension Define drawing Define medium Explain reasons for drawing Describe ways
A Whirl of Colors: Seurat s Woman with a Monkey and the Color Wheel
Elementary A Whirl of Colors: Seurat s Woman with a Monkey and the Color Wheel Overview Students will learn the definition and relations of primary, secondary and complementary colors using Georges Seurat
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
HIGH SCHOOL COURSE OUTLINE
OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Department Visual/Performing Arts Course Title Digital Art & Imaging Course Code 1046 Grade Level 9-12 Course Length
#11816 OPTICAL ILLUSIONS: HOW TO CREATE THEM
C a p t i o n e d M e d i a P r o g r a m VOICE (800) 237-6213 TTY (800) 237-6819 FAX (800) 538-5636 E-MAIL info@captionedmedia.org WEB www.captionedmedia.org #11816 OPTICAL ILLUSIONS: HOW TO CREATE THEM
Digital Photography Composition. Kent Messamore 9/8/2013
Digital Photography Composition Kent Messamore 9/8/2013 Photography Equipment versus Art Last week we focused on our Cameras Hopefully we have mastered the buttons and dials by now If not, it will come
Expert Color Choices for Presenting Data
Expert Color Choices for Presenting Data Maureen Stone, StoneSoup Consulting The problem of choosing colors for data visualization is expressed by this quote from information visualization guru Edward
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)
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
Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations
Math Buddies -Grade 4 13-1 Lesson #13 Congruence, Symmetry and Transformations: Translations, Reflections, and Rotations Goal: Identify congruent and noncongruent figures Recognize the congruence of plane
YOU TOOK STEP NOW TAKE STEP 2 AT MIU
YOU TOOK STEP 1 AT NOW TAKE STEP 2 AT MIU Start at MIU Miami-Dade County Public School (M-DCPS) students who are enrolled in M-DCPS Career Pathways courses have an edge over other candidates who apply
Simplify your palette
Simplify your palette ou can create most any spectrum color with a simple six color palette. And, an infinity of tones and shades you ll make by mixing grays and black with your colors... plus color tints
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
Contemporary Triptych Art Inspired by Gustav Klimt s Tree of Life
Contemporary Triptych Art Inspired by Gustav Klimt s Tree of Life A triptych is defined as a work of art in three sections. The history of triptychs dates back to the Middle Ages. Originally designed and
Textiles Arts and Crafts
Textiles Arts and Crafts PLO- IDENTIFY COLOUR AS AN ELEMENT OF DESIGN WHAT IS YOUR FAVOURITE COLOUR? Red : action, confidence, courage, vitality Pink : love, beauty Brown : earth, order, convention Orange
THE BASICS OF COLOUR THEORY
HUE: VALUE: THE BASICS OF COLOUR THEORY Hue is another word for colour, such as blue, red, yellow-green Distinguishes between the lightness (tint) and darkness (shade) of Colours. (TONE) CHROMA: The vibrancy
Important Notes Color
Important Notes Color Introduction A definition for color (MPI Glossary) The selective reflection of light waves in the visible spectrum. Materials that show specific absorption of light will appear the
ELEMENTARY ART EDUCATION CURRICULUM Contents
ELEMENTARY ART EDUCATION CURRICULUM Contents Section 1 Elementary Curriculum Committee for Art Education Elementary Text Series Philosophical Foundations for Art Education in Fulton County Schools Guidelines
Clay Animation A Interdisciplinary Lesson
Clay animation combines the high tech equipment kids love to use with their ageless, timeless love for the tactile qualities of clay. It encourages teamwork and gives students the opportunity to learn
COOL ART WITH MATH & SCIENCE OPTICAL ILLUSIONS CREATIVE ACTIVITIES THAT MAKE MATH & SCIENCE FUN FOR KIDS! A NDERS HANSON AND ELISSA MANN
CHECKERBOARD HOW-TO LIBRARY COOL ART WITH MATH & SCIENCE OPTICAL ILLUSIONS CREATIVE ACTIVITIES THAT MAKE MATH & SCIENCE FUN FOR KIDS! A NDERS HANSON AND ELISSA MANN C O O L A R T W I T H M A T H & S C
Posterizing Prints STUDIO. PROJECT 3 For use with Chapter 5. Objectives SUPPLIES
STUDIO PROJECT 3 For use with Chapter 5 Name Posterizing Prints Date Class Period Objectives Alter an original photo using a posterization filter in a photo editing program. Continue experimenting with
39 Symmetry of Plane Figures
39 Symmetry of Plane Figures In this section, we are interested in the symmetric properties of plane figures. By a symmetry of a plane figure we mean a motion of the plane that moves the figure so that
Colored Pencil art 101. An excerpt from The Ultimate Guide To Colored Pencil by Gary Greene
Colored Pencil art 101 An excerpt from The Ultimate Guide To Colored Pencil by Gary Greene Colored Pencil 101 Before discussing specific techniques, there are several pointers you should know that are
Science Curriculum Unit Planner
Science Curriculum Unit Planner Grade: K Strand: Matter SOL: K.4 The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts
Programme of Study Year 7 9 Art framework
Programme of Study Year 7 9 Art framework Time Theme In lessons students will learn: Big ideas/constructs (overview of the key learning questions) YEAR 7 Balance We introduce our Year 7 students to the
Housing and Interior Design I (Master) Content Skills Learning Targets Assessment Resources & Technology CEQ: What is important to
St. Michael-Albertville High School Teacher: Julie Read Housing and Interior Design I (Master) September 2014 A CEQ: What is important to Course Learning Targets: consider in order to CLT: I will work
Art 101.03 / 101.S1 Color and Design Spring 2016 Class Schedule and Assignments
Art 101.03 / 101.S1 Color and Design Class Schedule and Assignments 1.20.16 Introduction, get to know class, go over syllabus, show materials, talk about Design Principles and Elements including: Design
Drawing Lines of Symmetry Grade Three
Ohio Standards Connection Geometry and Spatial Sense Benchmark H Identify and describe line and rotational symmetry in two-dimensional shapes and designs. Indicator 4 Draw lines of symmetry to verify symmetrical
Color Talk Every color has several dimensions. The following chart shows various words used to describe the characteristics of color.
HHF-MWB.148 Color Basics Color is a powerful design tool that affects a room s appearance as well as your feelings. It surrounds us, intrigues us and excites us! We plan for its use in our homes and workplaces.
Tools for Teachers t e a c h i n g c U r r i c u l u m f o r h o m e a n d t h e c l a s s r o o m
Tools for Teachers t e a c h i n g c U r r i c u l u m f o r h o m e a n d t h e c l a s s r o o m One One You Adri s mama and papa share some of the wisdom they have gained through the years with their
In A Nutshell, What is Color Theory? The interaction of colors in a design through complementation contrast vibrancy.
Color Theory Adapted from http://webdesign.tutsplus.com/articles/design-theory/an-introduction-to-color-theory-for-web-designers/ and http://coding.smashingmagazine.com/2012/10/04/the-code-side-of-color/
My Family FREE SAMPLE. This unit focuses on sequencing. These extension
Unit 5 This unit focuses on sequencing. These extension Unit Objectives activities give the children practice with sequencing beginning, middle, and end. As the learn to name family members and rooms children
Basic Shapes. Most paintings can be broken down into basic shapes. See how this famous painting by Cézanne can be broken down into basic shapes.
Basic Shapes Squares, rectangles, triangles, cones, cylinders, circles, ovals...these are the basic shapes that will aid you in drawing objects more accurately. This technique can be used when doing a
Op Art: Working With Optical Illusions Review Questions
Op Art: Working With Optical Illusions Review Questions Name Period Date Answer the following questions in complete sentences. PAGES 2-3 1. How did Op art reflect 1960s culture? a. The 1960s were a time
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.
Lesson Plan. Set: Notecard K of KWL. What do you know about color? Students will write information about everything they know about color.
Annie Clarke Windsor High School Interior Design Topic: Elements of Design Basic color introduction Lesson Plan Concept: Students will have a basic introduction to color, which will allow them have the
The Lighting Effects Filter
Appendix appendix E The Lighting Effects Filter The Lighting Effects filter is like a little program in itself. With this filter, you can create a wealth of different lighting effects, from making a particular
Creating a History Day Exhibit Adapted from materials at the National History Day website
Creating a History Day Exhibit Adapted from materials at the National History Day website Exhibits are designed to display visual and written information on topics in an attractive and understandable manner.
[2011] Digital. Photography Lesson Plan 2. The Subject
![[2011] Digital. Photography Lesson Plan 2. The Subject](/thumbs/27/9828966.jpg "[2011] Digital. Photography Lesson Plan 2. The Subject")
Digital [2011] Photography Lesson Plan 2 [This lesson is intended to engage the students with the concepts of art in photography. We will be discussing the use of compositions, background, foreground and
Studio Art. Introduction and Course Outline
Studio Art Introduction and Course Outline PACE High School An Independent Ohio Community School Welcome to the Studio Art course. During this semester you will learn to use the basic materials and techniques
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:
Created by Elizabeth Rossi, Valley View Middle School Art Teacher
Odili Donald Odita, Flow Abstracted Architecture Multimedia Drawings Created by Elizabeth Rossi, Valley View Middle School Art Teacher Age Adaptable Visual Arts 2-3 Lessons On-Site Lesson Plan About the
THE ELEMENT OF COLOR
CREATING BASIC GEOMETRIC FLORAL DESIGNS 8946-B THE ELEMENT OF COLOR Color the dynamic language of design the element of design that speaks messages of joy, comfort, warmth, love, seasons, and holidays!
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
Composition and Layout Techniques
Composition and Layout Techniques Composition Techniques Composition Composition is the placement or arrangement of visual elements or ingredients in a work of art, as distinct from the subject of a work.
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)»
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
Non-Stop Optical Illusions A Teacher s Guide to the Empire State Plaza Art Collection
Non-Stop Optical Illusions A Teacher s Guide to the Empire State Plaza Art Collection New York State Office of General Services Curatorial/Tour Services 29 th Floor, Corning Tower Albany, NY 12242 518.473.7521
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
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
graphic communication
Things you need to know - The Colour Wheel - Contrasting Colours - Harmonious Colours - Advancing Colours - Receding Colours - Warm or cold Colours - Tone, Tints and Shades The Colour Wheel Harmonising
Pantone Matching System Color Chart PMS Colors Used For Printing
Pantone Matching System Color Chart PMS Colors Used For Printing Use this guide to assist your color selection and specification process. This chart is a reference guide only. Pantone colors on computer