HOLMDEL TOWNSHIP PUBLIC SCHOOLS CURRICULUM GUIDE
Art Education First Grade
Dr. Robert McGarry Assistant Superintendent. Curriculum and Instruction
Jaime Montana Art Teacher Village School
Table of Contents
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Course Description................................................................................................................................................................. Course Philosophy ................................................................................................................................................................. Course Goals .......................................................................................................................................................................... Enduring Understandings: ..................................................................................................................................................... Scope and Sequence Unit 1 Drawing................................................................................................................................................................... Unit 2 Painting ................................................................................................................................................................... Unit 3 Mixed Media ........................................................................................................................................................... Unit 4 Sculpting ................................................................................................................................................................. Unit 5 Critique ................................................................................................................................................................... Evaluation and Grading ......................................................................................................................................................... New Jersey Visual and Performing Arts Standard ................................................................................................................ New Jersey Career Education and Consumer, Family, and Life Skills Standards ................................................................ New Jersey Technological Literacy Standards ...................................................................................................................... Scope and Sequence Overview ..............................................................................................................................................
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3 3 4 4 5 7 9 11 13 16 16 18 20 22
PROPOSED COURSE OF STUDY HOLMDEL TOWNSHIP PUBLIC SCHOOLS
Course Title:
Elementary Art – First Grade
Curriculum Area:
Fine Art
Length of Course: Full Year
New Course
Credits:
X
Half Year
Revision of Existing Course
Course Pre-Requisites: All students should start school ready to learn
1.
Course Description: Students will learn the basics components of art. They will study great past masterpieces created by famous artists, and apply that knowledge in creating their own original works. They will cover bother two and three dimensional art concepts in several media along with sculpture. All units will end in critique and review.
2.
Course Philosophy: An education in the arts is an essential part of the academic curriculum for the achievement of human, social, and economic growth. An education in the arts has a potential to: Strengthen our ability to be creative and inventive decision-makers. Develop a wide range of skills significant to many aspects of life and work. Provide varied and powerful ways of communicating ideas, thoughts and feelings, both as individuals and as members of the community.
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Enrich understanding of the human experience across cultures and histories, including the accomplishments of men and women of different ethnic, racial and cultural backgrounds. All children require and must be provided with an opportunity for a meaningful art educational environment.
3.
Course Goals: All students will leave the art room at the end of each period with a better understanding of both great artists of the past, and also some knowledge of how to apply those techniques to their own work. They will leave each period inspired to be creative.
4.
Enduring Understandings: (List the enduring understandings for each unit.) Unit #1 Drawing Students will be able to: Control and have correct use of their pencil when drawing and also draw realistically. Unit #2 Painting Students will be able to: Control and have correct use of the paintbrush, paint, and other supplies. Students will apply the paint in the manner that the teacher instructs following all directions given to create a finished painting. Unit #3 Mixed Media Students will be able to: Use several different types of media when creating a project. They will follow the directions as given by the teacher and use all supplies safely and correctly. Unit #4 Sculpting Students will be able to: Manipulate the clay and create a sculpture as directed by the teacher. Unit #5 Critique Students will be able to: Formally discuss both their own work and also the work of their peers in a way that promotes a positive learning environment.
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5.
Scope and Sequence
Unit # 1 : Drawing
Duration: 4 weeks twice a year. (Eight weeks in total)
Standards: 1.4 Aethetic Responses and Critique Methodologies All students will apply aesthetic knowledge in the creation of and in response to dance, music, theatre, and visual art. 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. Enduring Understanding: Students will be able to: Control and have correct use of their pencil when drawing and also draw realistically.
Essential Question(s): 1. Why do you need to know what has been created in the past? 2. How does drawing always relate to the design and composition of a picture? 3. How can learning the techniques developed by other artists help you to create your own artwork?
Use the knowledge that has been obtained from stories that the teacher has read and readily apply it.
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for student learning of content and cognitive skills.
Other Evidence of Mastery (Summative): Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Students will be able to: - Create basic design. - Improve hand-eye coordination - Recognize drawings created by famous artists. - Control the pencil and work neatly. - Follow a template as instructed by teacher.
1. Walk around the room and monitor student work. 2. Check all projects against a rubric of expectations.
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KNOWLEDGE AND SKILLS Knowledge: Students will know… Reference to NJCCCS 2014
Skills: Students will be able to … Reference to NJCCCS 2014 1. Study works of art created by Great Masters in art. Take that knowledge of technique and apply it to the project that the class is working on. 2. Create works of art that are aesthetically pleasing.
1. Students will automatically pick up each type of media and know how to control it when creating a drawing. 2. Students will know how to fill up the negative space on their picture to create good composition.
INSTRUCTIONAL PLAN Unit# Sequence of instructional Topics* Topic #1: Control of the pencil Topic #2: Basic Design
Resources
Suggested Options for Differentiation Worksheets created by the teacher with different types of lines to be traced.
“Great Famous Artists” Elementary art book series. Posters of all shapes and their names. Handout on shapes to be colored in. Instuctional video, “Tina Cintron- Drawing Basic Shapes”
Topic #3: Drawing from great masters.
“Getting to Know Great Artists” book, “Leonardo Di Vinci”
Topic #4 Final project based upon the techniques presented by Leonardo Di Vinci and other artists.
Examples of Leonardo Di Vinci works hung around classroom.
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All students listen to the story. After the students go to their seats the teacher will walk around and give extra assistance to those in need. Drawing by Leonardo di Vinci to color in.
5.
Scope and Sequence
Unit # 2 : Painting
Duration: 4 weeks twice a year (Eight weeks in total)
Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Enduring Understanding: Students will be able to control and have correct use of the paintbrush, paint, and other supplies. Students will apply the paint in the manner that the teacher instructs following all directions given to create a finished painting.
Essential Question(s): 1. Why is it important to know how to control the paint when you are creating a painting? 2. How does the steadiness of the artist’s hand make a different in the outcome of the painting? 3. How does color choice play a part in the finished product of a painting? EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student learning of content and cognitive skills.
Other Evidence of Mastery (Summative): Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Students will be able to: - Paint neatly and with control - Utilize fine motor skills when painting - Recognize paintings created by famous artists. - Create a recognizable picture.
1. Walk around the room and monitor student work. 2. Check all projects against a rubric of expectations
KNOWLEDGE AND SKILLS Knowledge: Students will know… Reference to NJCCCS
Skills: Students will be able to … Reference to NJCCCS.
Students will know how to control the paintbrush and create a
1.
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Create two and three dimensional works of art using
painting that exhibits understanding of the techniques taught in class.
color, line, shape, form, texture, and space. (4.2) 2. Create more recognizable representations as hand-eye coordination and fine motor skills develop. (4.5) 3. Demonstrate the safe and appropriate use and care of art materials and tools. (4.6)
Students will know how to follow the example the teacher has given and create a work that resembles a famous work from the past.
INSTRUCTIONAL PLAN Unit# Sequence of instructional Topics*
Resources
Suggested Options for Differentiation
Topic #1: Control of the paintbrush, paint, and all media needed to complete the painting.
Teacher demonstration of all painting techniques.
Worksheets created by the teacher with different types of lines to be traced with a paintbrush.
Topic #2: Mixing Colors (Review)
Color Wheel posted on board. Teacher demonstration
Handout on shapes to be painted in. Finger paints instead of brushes.
Topic #3: Painting from the Great Masters
Examples on board. Demonstration at center table by teacher.
Topic #4 Final project based upon famous paintings viewed in class.
Famous Artists book series.
All students listen to the demonstration. After the students go to their seats the teacher will walk around and give extra assistance to those in need. Print out of famous paintings of teacher’s choice to be painted in the lines.
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5.
Scope and Sequence
Unit # 3 : Mixed Media
Duration: 4 weeks twice a year. (Eight weeks in total)
Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Enduring Understanding: Students will be able to: Use various types of media correctly to create a project.
Essential Question(s): 1. How does a project look different depending on the type of media chosen by the artist? 2. Why is it important as an artist to know how to use several types of media? EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student learning of content and cognitive skills.
Other Evidence of Mastery (Summative): Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
Students will be able to correctly use oil pastels (Craypas), chalk pastels, markers, crayons, colored pencils, paint, scissors, and scraps. KNOWLEDGE AND SKILLS Knowledge: Students will know… Reference to NJCCCS
Skills: Students will be able to … Reference to NJCCCS
Students will know how to control various types of media correctly to create an aesthetically pleasing picture.
1. Walk around the room and monitor student work. 2. Check all projects against a rubric of expectations. 3. Take note of student participation and effort.
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INSTRUCTIONAL PLAN Unit# Sequence of instructional Topics*
Resources
Suggested Options for Differentiation
Topic #1: Choosing Media. Students will try different types of media set up on different tables before they make their decision.
Examples of several different types of media in paintings.
Assistance from both Aid and teacher.
Topic #2: Practice manipulating that media.
Teacher assistance and guidance
Teacher assistance
Topic #3: Creating a project with media chosen.
Famous art examples on board. Examples demonstrated by teacher on board.
Media will be chosen by teacher
Topic #4 Creating a project consisting of 3 types of media.
Teacher demonstration
Media will be chosen by teacher
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5.
Scope and Sequence
Unit # 4 : Sculpting
Duration: 4 weeks twice a year. (Eight weeks in total)
Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Enduring Understanding: Students will be able to: Work with the clay and make it into general shapes.
Essential Question(s): 1. What do you think will be difficult when working with clay? 2. What do you find interesting about sculpture? EVIDENCE OF STUDENT LEARNING
Performance Tasks: Activities to provide evidence for student learning of content and cognitive skills. Students will be able to: 1. Work the clay into recognizable objects 2. Follow the teacher’s directions in terms of what is to be sculpted.
Other Evidence of Mastery (Summative): Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section
1. Walk around the room and monitor students while they sculpt. 2. Remind students of expectations and take notes on student performance. KNOWLEDGE AND SKILLS
Knowledge: Students will know… Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit. 3. How to create recognizable objects out of clay.
Skills: Students will be able to … Reference to NJCCCS (Section 6), CECFLS (Section 7), TL (Section 8) for this unit. Create more recognizable representations as hand-eye coordination and fine motor skills develop. (4.5) Demonstrate the safe and appropriate use and care of art materials and tools. (4.7)
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INSTRUCTIONAL PLAN Unit# Sequence of instructional Topics*
Resources
Suggested Options for Differentiation
Topic #1: Sculpting Basic Objects
Teacher Demonstration Posters on the wall.
Guidance by monitor, assistance from teacher.
Topic #2: Creating a recognizable animal
Teacher Demonstration Example on board Pictures of animals
Guidance by monitor, assistance from teacher.
Topic #3: Sculpture and color
Teacher Demonstration Color Wheel Color Paddles
Guidance by monitor, assistance from teacher.
Topic #4 Sculpting a favorite toy
Teacher Demonstration Examples of other’s work
Guidance by monitor, assistance from teacher.
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5.
Scope and Sequence
Unit # 5 : Critique
Duration: 4 weeks twice a year. (Eight weeks in total)
Standards: 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Enduring Understanding: Students will be able to: Judge their own work and the work of their peers.
Essential Question(s): 1. How will critiquing your work help you on future projects? 2. How will the input from your classmates help you to view your own work?
EVIDENCE OF STUDENT LEARNING Performance Tasks: Activities to provide evidence for student learning of content and cognitive skills. Students will be able to: Apply positive critique techniques in giving and receiving responses to art. Evaluate their own work Evaluate others in a constructive way
Other Evidence of Mastery (Summative): Student proficiency (for a specific unit or multiple units) is defined for the individual at 80% or better; for the class: 80% of the students attain the established minimum standard; an exemplar or rubric should be referenced and included in the Evaluation Section Notes will be taken by the teacher throughout the critique process. These notes will be reviewed when giving the participation grade on the report cards.
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KNOWLEDGE AND SKILLS Knowledge: Students will know… Reference to NJCCCS 2014
Skills: Students will be able to … Reference to NJCCCS 2014
How to look at other’s work and make constructive judgments How to look at their own artwork from an outsider’s standpoint.
Apply the principles of positive critique in giving and receiving responses to performances. Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria. Use domain-specific arts terminology to determine the strengths and weaknesses of specified works of dance, music, theatre, and visual art.
INSTRUCTIONAL PLAN Unit# Sequence of instructional Topics*
Resources
Suggested Options for Differentiation
Topic #1: How to look at a piece of art objectively.
Art teacher runs the critique.
All students participate actively Explain to monitor what they liked/disliked and monitor can take notes and read them to class when it is time to present.
Topic #2: How to judge your own work.
Art teacher runs the critique
All students participate actively Explain to monitor what they liked/disliked and monitor can take notes and read them to class when it is time to present.
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Topic #3: How to look at a peer’s artwork.
Art teacher runs the critique
All students participate actively Explain to monitor what they liked/disliked and monitor can take notes and read them to class when it is time to present.
Topic #4 How to apply constructive criticisms to better the outcome of your art.
Art teacher runs the critique
All students participate actively Explain to monitor what they liked/disliked and monitor can take notes and read them to class when it is time to present
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6.
Evaluation and Grading
Identify criteria for the evaluation of student performance for the course of study (i.e., completion of specific activities, levels of skill proficiency, participation, performance or product); include exemplars, rubrics, performance checklists, etc. All course content and outcome proficiencies are subject to assessment.
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New Jersey Visual and Performing Arts Standards 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Big Idea: Aesthetic knowledge stimulates judgment and imagination empowering students to interpret, appreciate and extract meaning from the arts. Essential Questions Enduring Understandings Strands A and B: Knowledge and Skills Why should I care about the arts? Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value. The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making. What’s the difference between a thoughtful and Experts can and do disagree about the value, a thoughtless artistic judgment? power and source of art. Standard 1.2 Creation and Performance All students will utilize those skills, media, methods and technologies appropriate to each art form in the creation, performance and presentation of dance, music, theater and visual art. Big Idea: Active participation in the arts leads to a comprehensive understanding of the imaginative and creative process. Essential Questions Enduring Understandings
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Strands A-D: Dance, Music, Theater and Visual Arts How does creating and performing in the arts differ from viewing the arts?
The arts serve multiple functions: enlightenment, education, and entertainment. Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product. The artistic process can lead to unforeseen or unpredictable outcomes.
To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist? Standard 1.3 Elements and Principles of the Arts All students will demonstrate an understanding of the elements and principles of dance, music, theater and visual art. Big Idea: An understanding of the elements and principles of art is essential to the creative process and artistic production. Essential Questions Enduring Understandings Strands A-D: Dance, Music, Theater and Visual Arts How do underlying structures unconsciously Underlying structures in art can be found via guide the creation of art works? analysis and inference. Does art have boundaries? Breaking accepted norms often gives rise to new forms of artistic expression. Standard 1.4 Critique All students will develop, apply and reflect upon knowledge of the process of critique. Big Idea: Through the critical process, students formulate judgments regarding artistic and aesthetic merits of artwork.
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Essential Questions Strands A and B: Knowledge and Skills When is art criticism vital and when is it beside the point?
Enduring Understandings
The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks. Standard 1.5 World Cultures, History, and Society All students will understand and analyze the role, development and continuing influence of the arts in relation to world cultures, history, and society. Big Idea: The relationship of the arts and culture is mutually dependent; culture affects the arts and the arts reflect and preserve culture. Essential Questions Enduring Understandings Strands A and B: Knowledge and Skills Does art define culture or does culture define Culture affects self-expression, whether we art? realize it or not. What is old and what is new in any work of art? Every artist has a style; every artistic period has a style. How important is “new” in art? 8.
21st Century Life and Careers
9.3 Career and Technical Education This standard outlines what students should know and be able to do upon completion of a CTE Program of Study. Big Idea: Students explore career opportunities and assess individual aptitudes and interests to make informed decisions regarding career and educational choices. Essential Questions Enduring Understanding Strand A. Career Awareness and Planning Each job, career and profession has a set of How do I decide what I want to be and how do preparation requirements, career exploration I prepare for my career? experiences and different opportunities for personal and professional growth and satisfaction.
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Why do I need a career plan? How do I An effective career plan is flexible, includes a communicate this information to postvariety of life experiences, skills and education, secondary institutions and employers? and can save time, energy and money. Strand B. Employability Skills In the 21st century, people will most likely have How can we best prepare for the workforce multiple careers and jobs. when we will likely change jobs multiple Personal actions today and tomorrow may have times and perhaps even careers? an effect on future employment. Career Ready Practices These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness. (Career Ready Practices Poster) Big Idea: All students will demonstrate critical life skills in order to be functional members of society. Essential Questions Enduring Understandings Strand A. Critical Thinking Choices we make as individuals affect self, How do I decide or make choices? family, community and the world. Strand B. Self-Management Personal attitudes, behaviors, knowledge and skills promote self awareness, personal Why do I need to be accountable? responsibility and self-direction. Strand C. Interpersonal Communications Effective communication skills are necessary to convey meaning and understanding to others. How do I best communicate? Strand D. Character Development and Ethics One’s character and ethics are constantly being How do family, school, community and challenged and are ever-changing and evolving. workplace influence an individual’s character and ethics? Strand E. Consumer and Personal Finance Financial choices have costs, benefits and consequences. When should I start planning financially, and how is it best to do so? Strand F. Safety How is safety a personal and societal Lack of awareness about laws and rules may responsibility? lead to unsafe situations and chaos.
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9.
Technology 8.1 Educational Technology (Word | PDF): All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. Big Idea: A computer is an adaptable tool for organizing information and solving problems that facilitates lifelong learning. Essential Questions Enduring Understandings Strand A. Basic Computer Skills and Tools In a world of constant technological change, Technology is constantly and requires what skills should we learn? continuous learning of new skills. How do I choose which technological tools to Selection of technology should be based on use and when it is appropriate to use them? personal and/or career needs assessment. Strand B. Application of Productivity Tools How can I transfer what I know to new A tool is only as good as the person using it. technology situations/experiences? What are my responsibilities for using Technology use can have positive or negative technology? What constitutes misuse and how impact on both users and those affected by can it best be prevented? their use. Standard 8.2 Technology Education All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual society, and the environment. Big Idea: Technological literacy skills enable learners to adapt to a rapidly changing, man-made world by using problem solving to generate solutions from the conceptual stage to the final product. Essential Questions Enduring Understanding Strand A. Nature and Impact of Technology Technology evolves at an ever accelerating Can we control the pace at which technology pace based on the needs/ wants of society and is created? Should we, even if we can? is influenced by cultural, political and environmental values and constraints. Strand B. Design Process and Impact Assessment How does technology extend human Technological outcomes have the potential for capabilities? What are the positive and anticipated and unanticipated positive and negative consequences of technology? Should negative results. 20
technologies that produce negative impact continue to be used? When are the most sophisticated tools required and when are the simplest tools best? Strand C. Systems in the Designed World Can a system continue to operate with a missing or malfunctioning component? Is it always beneficial to use the most economical material/Materials for production of a technological product?
The design process is fundamental to technology and engineering.
A system has interrelated components designed to collectively achieve a desired goal. All technological activities use resources that include tools/machines, materials, information, energy, capital, time and people.
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10.
Scope and Sequence Overview: 1
2
3
4
5
6
7
8
9
Drawing (Aesthetics)
Drawing (Aesthetics)
Drawing (Aesthetics)
Drawing (Aesthetics)
Painting (Creation and Performance) 10 11 12 13 14 Mixed Media Mixed Media Mixed Media Mixed Media Sculpting (Creation (Creation (Creation (Creation (Creation and and and and and Performance) Performance) Performance) Performance) Performance)
Painting (Creation and Performance) 15 Sculpting (Creation and Performance)
Painting (Creation and Performance) 16 Sculpting (Creation and Performance)
Painting (Creation and Performance) 17 Critique
Painting (Creation and Performance) 18 Critique
19 Drawing (Elements and Principals)
20 Drawing (Elements and Principals)
21 Drawing (Elements and Principals)
22 Drawing (Elements and Principals)
23 Painting (Creation and Performance)
24 Painting (Creation and Performance)
25 Painting (Creation and Performance)
26 Painting (Creation and Performance)
27 Painting (Creation and Performance)
28 29 30 31 32 Mixed Media Mixed Media Mixed Media Mixed Media Sculpting (Aesthetics) (Aesthetics) (Aesthetics) (Aesthetics) (Creation and Performance)
33 Sculpting (Creation and Performance)
34 35 Sculpting (Creation Critique and Performance)
Submitted by: Jaime Montana
Date: August 4, 2015
Board of Education Curriculum and Instruction Committee:
Approved
Date: August 19, 2015
Board of Education:
Approved
Date: August 26, 2015
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36 Critique
