Ms. Maples

Art 4k-6th Grade Long Range Plan 2017 - 2018 Welcome Welcome to the art curriculum. This curriculum is intended as a guide for lessons and may be adjusted based on student interest and ability, supply availability, time, etc. This year’s theme in Art is Art Around the World, with all of the South Carolina College and Career Ready Standards for Visual Arts Proficiency (2017) being taught through units and projects based on the art and artists from different countries and cultures. This curriculum is intended to give students a broad understanding of different art materials and techniques, especially drawing, painting, sculpture, and art technology (such as photography and digital imagery) while also providing them the opportunity to experience different cultures. 4k-1st grade will be taught primarily through a centers model the first nine weeks. Students will rotate through different centers focusing on exploring their creativity while learning about the basics of the elements of art. Student ability will determine when whole class projects will be implemented. Standards This year is the bridge year for our new 2017 State standards. I have chosen to use the new standards exclusively for this curriculum and I have included the standards for convenience. The standards are also located on the SC State Department of Education Website. The new standards are divided into Novice, Intermediate, and Advanced. The majority of my students will fall under the Novice category however, 6th grade may fall under parts of the Intermediate category. Artistic Process: Creating: I can make artwork using a variety of materials, techniques, and processes. Anchor Standard 1: I can use the elements and principles of art to create artwork. Anchor Standard 2: I can use different materials, techniques, and processes to make art. Artistic Process: Presenting: I can choose and organize work that demonstrates related concepts, skills, and/or media. Anchor Standard 3: I can improve and complete artistic work using elements and principles. Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media. Artistic Process: Responding: - I can evaluate and communicate about the meaning in my artwork and the artwork of others. Anchor Standard 5: I can interpret and evaluate the meaning of an artwork. Artistic Connecting: I can relate artistic ideas and work with personal meaning and external context. Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures. Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas, and careers.

Art Skills Checklist by Grade Level Kindergarten ❏ Demonstrate safe scissor use and control. ❏ Demonstrate appropriate use of glue application; dot, dot, dot, not a lot and edge gluing. ❏ Demonstrate basic paper folding: side to side, corner to corner, and accordion fold. ❏ Demonstrate basic control of painting and printing tools such as brushes, vegetables, and gadgets. ❏ Practice modeling clay or paper into various 3D forms.

❏ Recognize and use patterns in art and objects. ❏ Recognize and draw basic shapes: square, rectangle, circle, oval, and triangle. ❏ Recognize and draw basic lines: straight, wavy, thick, thin, diagonal, zigzag, spiral curved, and dotted or dashed (broken). ❏ Recognize and name the colors. ❏ Distinguish the difference between light and dark colors. ❏ Name the primary colors and experiment with mixing to make secondary colors. ❏ Use words to describe visual and applied texture on objects and in art. ❏ Identify space in art: beside/overlapping, above/below, close/far, top/bottom, front/back, over/under. ❏ Create artwork inspired by personal experiences, environment, imagination/visualization, and careful observation of real objects. ❏ Create artwork inspired by natural connections with math, language arts, science, and social studies. ❏ Recognize and discuss selected Western and non-Western artwork, artists, styles to include a minimum of four artists for the year. ❏ Find clues in artwork that determine time and place. ❏ “Read” art and connects the process to reading text; interpretation, characters, events, sequencing, retelling in own words, visualization in reading and writing; poses questions and gathers information from artwork. ❏ Express a preference for one artwork over others and offers a reason. ❏ Explain ideas, thoughts, experiences and feelings expressed in personal artwork. First Grade ❏ Demonstrate safe scissor use and control. ❏ Demonstrate appropriate use of glue application; dot, dot, not a lot or edge gluing. ❏ Demonstrate basic paper folding: side to side, corner to corner, and accordion fold. ❏ Demonstrate basic control of painting and printing tools such as brushes, vegetables, and gadgets. ❏ Practice modeling clay or paper into various 3D forms. ❏ Recognize patterns in art and objects. ❏ Recognize and draw basic shapes: square, rectangle, circle, oval, and triangle. ❏ Transforms 2D shapes (triangle and square) into 3D forms (cone and cube). ❏ Recognize and draw basic lines: straight, wavy, thick, thin, diagonal, zigzag, spiral, curved, and dotted or dashed (broken) and how lines convey feelings. ❏ Recognize neutral, warm, and cool colors as well as tints and shades. ❏ Distinguish the difference between light and dark colors. ❏ Name the primary colors and mix to make secondary colors. ❏ Use words to describe visual and applied texture on objects and in art. ❏ Identify space in art: beside/overlapping, above/below, close/far, top/bottom, front/back, over/under. ❏ Find and draw examples of near/large and far/small relationships to depth perception. ❏ Uses the concept of a ground line with a background. ❏ Create various facial expressions using simple shapes and lines. ❏ Create artwork inspired by personal experiences, environment, imagination/visualization, and careful observation of real objects. ❏ Create artwork inspired by natural connections with math, language arts, science, and social studies. ❏ Recognize and discuss selected Western and non-Western artwork, artists, styles to include a minimum of four artists for the year. ❏ Describe similarities and differences in pairs of artwork. ❏ Use art vocabulary to talk about art and share themes, subjects, or main ideas. ❏ “Read” art and connects the process to reading text; interpretation, characters, events, sequencing, retelling in own words, visualization in reading and writing; poses questions and gathers information from artwork. ❏ Express a preference for one artwork over others and offers a reason. ❏ Explain ideas, thoughts, experiences and feelings expressed in personal artwork. Second Grade ❏ Demonstrate safe scissor use and control. ❏ Demonstrate appropriate use of glue application; dot, dot, not a lot. ❏ Demonstrate basic paper folding: side to side, corner to corner, and accordion fold. ❏ Demonstrate basic control of painting and printing tools such as brushes, vegetables, and gadgets.

❏ Practice modeling clay or paper into various 3D forms. ❏ Recognize and use patterns in art and objects. ❏ Recognize and draw basic shapes: square, rectangle, circle, oval, teardrop, diamond, and triangle. Transform 2D shapes (triangle and square) into 3D forms (sphere, cone, cylinder, pyramid, and cube). ❏ Recognize and draw basic lines: straight, wavy, thick, thin, diagonal, zigzag, spiral, curved, and dotted or dashed (broken) and how lines convey feelings. ❏ Recognize neutral, warm and cool colors as well as tints and shades. ❏ Distinguish the difference between light and dark colors. ❏ Name the primary colors and mix to make secondary colors. ❏ Use words to describe visual and applied texture on objects and in art. ❏ Identify space in art: beside/overlapping, above/below, close/far, top/bottom, front/back, over/under. Find and draw examples of near/large and far/small relationships to depth perception. ❏ Uses the concepts of a ground line with the background as well as foreground, middleground, background, and horizon line. ❏ Create various facial expressions using simple shapes and lines. ❏ Create artwork inspired by personal experiences, environment, imagination/visualization, and careful observation of real objects. ❏ Create artwork inspired by natural connections with math, language arts, science and social studies. ❏ Recognize and discuss selected Western and non-Western artwork, artists, styles to include a minimum of four artists for the year. ❏ Describe similarities and differences in pairs of artwork. ❏ Use art vocabulary to talk about art and share themes, subjects, or main ideas. ❏ “Read” art and connects the process to reading text; 1. Identifies the main idea in artwork and provides supporting details. 2. Asks and answers questions about characters, setting, events. 3. Visualization and sequencing of image-what happened before and after the art’s image. 4. Makes connections between the art and personal experiences. 5. Retells important information in own words. ❏ Express a preference for one artwork over others and offers a reason. ❏ Explain ideas, thoughts, experiences and feelings expressed in personal artwork. Third Grade ❏ Apply one point perspective technique using horizon line, vanishing point, and ruler; 1 point perspective boxes. ❏ Recognize and create three layers of space in art: foreground, middleground, and background. ❏ Demonstrate and recognize two kinds of balance: symmetry and asymmetry. ❏ Demonstrate the use of value to create realism in drawings. ❏ Demonstrate 3-D paper construction by using cat stairs, accordion folds, and scoring. ❏ Apply basic control of printmaking skills to paper with relief printing such as styrofoam. ❏ Recognize positive and negative space as well as foreground and background. ❏ Improve control of various brush techniques: wet on wet, wet on dry, and dry on dry. ❏ Introduce various experimental painting techniques such as straw and feather. ❏ Recognize the difference between geometric and organic shapes. ❏ Find examples of near-large and far-small relationships to depth perception. ❏ Name the secondary colors and make from primary colors; 6 hue color wheel. ❏ Describe the use of line, shape, color, value, space, and texture in art. ❏ Expresses a preference for one artwork over others and offers a reason. ❏ Explains ideas, thoughts, experiences and feelings expressed in personal artwork. ❏ Describes similarities, and differences in pairs of artwork. ❏ Uses art vocabulary to talk about art and share themes, subjects, or main ideas. ❏ “Reads” art and connects the process to reading text; 1. Identifies the main idea in artwork and provides supporting details. 2. Asks and answers questions about characters, setting, events. 3. Visualization and sequencing of image-what happened before and after the art’s image. 4. Makes connections between the art and personal experiences. 5. Retells important information in own words.

Fourth Grade ❏ describe the elements and principles of design used in prints and 3-D forms from various cultures. (line, shape, color, value, texture, ❏ and space) ❏ demonstrate and recognize three kinds of balance: symmetry, asymmetry, and radial. ❏ recognize and label the use of design principles in art forms: balance, movement (rhythm), repetition (pattern), contrast, emphasis and ❏ unity. ❏ describe the use of line, shape, color, value, space, and texture in art. ❏ demonstrate proper facial proportions using line and shapes. ❏ apply basic printmaking skills using various mediums such as styrofoam. ❏ recognize positive and negative space as well as foreground and background. ❏ experiment with various watercolor and painting brush techniques. ❏ recognize and use complimentary and monochromatic color theory. ❏ review a 12 hue color wheel by mixing primary and secondary colors. ❏ design positive and negative space image. ❏ find examples of near-large and far-small relationships to depth perception. ❏ demonstrate the process of weaving through fiber arts; weaving over straws. ❏ introduce thin to thick letters and demonstrate basic graphic lettering. ❏ apply one point perspective technique using horizon line, vanishing point, and ruler; 1 point perspective house or barn. ❏ express a preference for one artwork over others and offers a reason. ❏ explain ideas, thoughts, experiences and feelings expressed in personal artwork. ❏ describe similarities and differences in pairs of artwork. ❏ use art vocabulary to talk about art and share themes, subjects, or main ideas. ❏ “Read” art and connects the process to reading text; 1. identifies the main idea in artwork and provides supporting details 2. asks and answers questions about characters, setting, events 3. visualization and sequencing of image– what happened before and after the artʼ s image 4. makes connections between the art and personal experiences 5. retells important information in own words Fifth Grade ❏ recognize and create three layers of space in art: foreground, middle ground, and background. ❏ demonstrate and recognize two kinds of balance: symmetry and asymmetry. ❏ demonstrate the use of value to create realism in drawings; value scales. ❏ apply basic control of printmaking skills to paper by effectively using stencils, monoprints, relief and brayers. ❏ recognize positive and negative space as well as foreground and background. ❏ improve control of various brush techniques: wet on wet, wet on dry, dry on dry, salt texture and double loaded brush. ❏ recognize the difference between geometric and organic shapes. ❏ demonstrate and recognize three kinds of balance: symmetry, asymmetry, and radial. ❏ refine thin to thick letters and demonstrate basic graphic lettering. ❏ find examples of near-large and far-small relationships to depth perception. ❏ demonstrate the difference between light and dark lines. ❏ name the secondary/intermediate colors and make from primary colors; 12 hue color wheel. ❏ describe the use of line, shape, color, value, space, and texture in art. ❏ demonstrate the process of weaving through fiber arts; weaving into burlap, cardboard loom weaving and string art. ❏ demonstrate the ability to create a mosaic. ❏ demonstrate proper facial/body proportions using line and shapes. ❏ recognize and use complimentary and analogous color theory. ❏ introduce and apply two point perspective technique using horizon line, vanishing points, and ruler; 2 point perspective street corner.

❏ apply and refine one point perspective technique using horizon line, vanishing point, and ruler; 1 point perspective fences, telephone ❏ poles, and trees. ❏ express a preference for one artwork over others and offers a reason. ❏ explain ideas, thoughts, experiences and feelings expressed in personal artwork. ❏ describe similarities and differences in pairs of artwork. ❏ use art vocabulary to talk about art and share themes, subjects, or main ideas. ❏ “read” art and connects the process to reading text; 1. identifies the main idea in artwork and provides supporting details 2. asks and answers questions about characters, setting, events 3. visualization and sequencing of image– what happened before and after the artʼs image 4. makes connections between the art and personal experiences 5. retells important information in own words Sixth Grade ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏ ❏

use visual images and design principles to promote an idea and create a graphic poster. demonstrate and recognize two kinds of balance: symmetry and asymmetry. recognize and create three layers of space in art: foreground, middle ground, and background. demonstrate the use of value to create realism in drawings; form shading and cast shading. apply basic control of printmaking skills to paper by effectively using stencils. demonstrate and recognize two kinds of balance: symmetry and asymmetry. recognize positive and negative space as well as foreground and background. recognize the difference between geometric and organic shapes. refine thin to thick letters and demonstrate basic graph lettering. find examples of near-large and far-small relationships to depth perception. demonstrate the difference between light and dark lines. name the secondary/intermediate colors and make from primary colors - 12 hue color wheel. describe the use of line, shape, color, value, space, and texture in art. express a preference for one artwork over others and offers a reason. explain ideas, thoughts, experiences and feelings expressed in personal artwork. describe similarities and differences in pairs of artwork. use art vocabulary to talk about art and share themes, subjects, or main ideas. “read” art and connects the process to reading text; 1. identifies the main idea in artwork and provides supporting details 2. asks and answers questions about characters, setting, events 3. visualization and sequencing of image– what happened before and after the artʼs image 4. makes connections between the art and personal experiences 5. retells important information in own words

Behavior Management Plan The art studio needs to be a safe place for all students. A space they feel comfortable expressing their ideas and emotions artistically. To ensure this everyone who enters is asked to follow the art studio rules and procedures. Failure to do so will result in a consequence. Studio Rules A=aim for your best and to do right R=respect yourself, your friends, and the art room T=trust in yourself and your ability to learn Consequences

Warning- Students are learning and sometimes need reminders because of this students will be given two warnings before a more serious action is taken. (Unless the behavior is so severe that a more immediate action is required. Ex. blatant refusal to stop behavior, fighting, etc…) Clip Down- If the student continues to make poor choices after receiving the warnings they will be clipped down. Parent Contact- A parent will be notified if the student continues to make poor choices after being clipped down or if they continue making the same poor choice two or more weeks. Office Referral- When necessary the student may be referred to the office for their poor choices in behavior. Rewards Students are learning to work and think like artists in the art studio and in order to encourage students who are working appropriately two artist’s of the week will be chosen from each class. The artist’s of the week will receive a certificate and a pencil. Classes that have all students making good choices and working as artist will receive a color on their paint palette. Once the class fills their paint palette (5 colors) they will receive a fun day in art class. Behavior Clip Chart Guidelines Off the Chart! (Polka dots) After the student has moved to outstanding 5 different times their clip will be retired to Off the Chart status. Their original clip will stay here the remainder of the year and they will receive a new special clip. Outstanding! (Purple) Student clipped up twice for showing great behavior or making great choices. This is a great level to end the day on. Great Day! (Pink) Student clipped up one time for showing good behavior or making good choices. This is a good level to end the day on. Ready to Learn! (Green) Students begin each day here. The student did not get in trouble and clip down or go above and beyond to clip up. Warning! (Yellow) Student clipped down as a warning of bad behavior. If your child clips down, please discuss the behavior with them. Teacher’s Choice! (Orange) Student clipped down twice because of a poor choice. The student had to miss part of their recess and sit silently during lunch (teacher will choose what students do during this missed time of recess). Parent Contact (Red) Student had to move to red for making very poor choices. Student had to miss part of recess and sit silently at lunch for two days. Teacher will contact parent through email, note, phone call etc. Office Referral (Black) Students that had to move to black made very poor choices after multiple chances. Administrator will decide the punishment at this stage. Assessments & Grading We follow the District Grading Policy for Related Areas. Students receive a nine weeks grade of DE, ME, EX based on how well they are meeting the standards in Art.

Re-Take Policy Because of the nature of the class and time limitations, students who miss a day will be allowed to make up missed work when they finish early or there is time permitting. Students are not penalized for incomplete projects that are a result of missed days. Differentiation of Instruction The Art studio is an inclusive space. To ensure that all students feel a measure of success lessons will be modified and adapted as needed for students. Communication Use this space to describe your home to school communication.