2014-2015 Curriculum Blueprint Grade: Kindergarten Course ... · A Time Allowed: 7 weeks 2014-2015...

Time Allowed:

7 weeks

2014-2015 Curriculum Blueprint Grade: Kindergarten Course: Visual Arts

Unit 1: Successful Art Experiences

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Respect Personal Process Tools Media Revise Peers

Learning Goal: Students will be able to use art tools and media safely, properly and effectively in the art room. Objectives: The student will be able to

1. safely demonstrate proper art room protocol/behavior/procedures 2. Explore art processes and media to produce artworks 3. Develop artistic skills through the repeated use of tools, processes, and media 4. Identify media used by self and peers 5. Create and share personal works of art with others

Benchmarks/Standards Supporting Florida Standards VA.K.S.1.1 Explore art processes and media to produce artworks. VA.K.S.3.1 Develop artistic skills through the repeated use of tools, processes, and media. VA.K.C.2.2 Identify media used by self or peers. VA.K.C.1.1 Create and share personal works of art with others. VA.K.S.3.3 Handle art tools and media safely in the art room.

Essential Content & Understanding: A. Critical Thinking & Reflection Skills

1. Safely demonstrate proper art room protocol/behavior/procedures

2. Discuss student expectations while in the art room.

B. Skills, Techniques & Processes 1. Depending on resources, have

students select the media (E.g. clay, charcoal, paint, ink, paper, crayons, markers, oil pastels).

2. Discuss and demonstrate proper procedures specific to the media.

3. Students explore the media while properly demonstrating how to effectively use the media to make art.

4. Develop artistic skill with media. C. Common Core

1. Use age appropriate language and conventions when writing, speaking, reading or listening

2. Key vocabulary 3. Engage effectively in a range of

collaborative discussions. 4. Express opinions and ideas clearly

Essential Questions: Why is it important to follow directions in the art room and in the world we live in?

Visual Arts Resources: SRA ART Connections Grade K – CD & Teacher Guide SRA Science/Art Connections SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections Misc. Posters, Big Books Common Core Links: Common Core ELA in Technical Subjects Common Core Reading Text Exemplars Common Core and the Arts Teaching Videos: The Arts and Common Core Supplemental Resources: Art & Learning to Think & Feel Writing Links: Using Exit Slips in the Art Room Doodle Splash - ReadWriteThink Art Criticism: Speaking and Writing for Grades K-5 Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: ARTSEDGE: Lessons Artworks Crayola: Lesson Plans | Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com

http://www.cpalms.org/Standards/PublicPreviewBenchmark4545.aspx?SubjectAreaID=36





http://www.cpalms.org/Standards/PublicPreviewBenchmark4542.aspx

http://www.cpalms.org/Standards/PublicPreviewBenchmark4542.aspx



http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.aep-arts.org/resources-2/common-core-and-the-arts/

https://www.teachingchannel.org/videos?q=art

http://www.goshen.edu/art/ed/art-ed-links.html

http://www.theartofed.com/2013/03/14/using-exit-slips-in-the-art-room

http://www.readwritethink.org/classroom-resources/student-interactives/doodle-splash-30022.html

http://www.incredibleart.org/lessons/elem/criticism.htm

http://www.theartofed.com/2012/10/18/hots-higher-order-thinking-skills-in-the-art-room/

http://www.incredibleart.org/files/crit.htm

http://artsedge.kennedy-center.org/educators/lessons.aspx?facet:ArtsSubjectName=Visual+Arts&q

http://www.googleartproject.com/#artworks/

http://www.crayola.com/lesson-plans

http://www.si.edu/

http://www.metmuseum.org/

http://www.getty.edu/

http://www.theartofed.com/

http://www.incredibleart.org/lessons/elem/grade_level.html

http://www.deepspacesparkle.com/

http://kinderart.com/

http://www.lessonplanet.com/lesson-plans/elementary-art

http://www.brainpop.com/

http://www.brainpopjr.com/

http://artpad.art.com/gallery/?jrgjze1cbluk

Time Allowed:

7 weeks


Unit 1: Successful Art Experiences

Professor Garfield Mark Kistler’s Imagination Station Origami club Literacy Resources For Teachers | Reading Rockets 10 Lessons the Arts Teach Study Guides and Strategies Close Readings and Metropolitan Museum of Art Technology Links: Education Technology Tools Frank Lloyd Wright Design Studio

IPAD APPs: Production IPAD APPs: History, Artists

Paper by FiftyThree iPhoto iMovie iDraw Sketchbook Pro Art Set Penultimate Scribble Press Skitch Educreations Pottery Animation Express Easy Animate Brushes Faces iMake Doodle Buddy Neu.kidsDraw Draw me

ArtSite MOMA AB EX NY Metropolitan Museum The Life of Art PBS for iPad Wikipanion Yours, Vincent – The Letters of Vincent Van Gogh Timeline Color Uncovered Art Authority K-12

IPAD APPs: Design DESIGNMUSEUM artCircles Software: JumpStart Artist KidPix Deluxe GollyGee Blocks Tux Paint Cosmic Blogs Illustrator Google SketchUp 8

Paint Microsoft Office: Word Power Point Publisher Adobe Photoshop

http://www.professorgarfield.org/pgf_home.html

http://www.draw3d.com/

http://en.origami-club.com/

http://www.readingrockets.org/audience/teachers

http://www.devstu.org/blogs/10-lessons-the-arts-teach

http://www.studygs.net/index.htm

http://www.burkinsandyaris.com/close-readings-and-metropolitan-museum-of-art

http://edudemic.com/2012/08/50-education-technology-tools-every-teacher-should-know-about

http://architectstudio3d.org/AS3d/design_studio.html

A

Time Allowed:

7 weeks


Unit 2: Perceptual Awareness in Art and Other Content Areas


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Elements of art Line Shape space color form texture value personal satisfaction perceptual awareness non-art content area

Learning Goal: Students will be able to demonstrate perceptual awareness to create artwork to their personal satisfaction using the structural elements of

art to express ideas related to non-art content areas.

Objectives: Students will be able to

1. Explore the structural elements of art

2. Experiment with various art media for personal satisfaction and perceptual awareness

3. Express ideas related to non-art content areas

Benchmarks/Standards Supporting Florida Standards VA.K.O.1.1 Explore the placement of the structural elements of art in personal works of art.

VA.K.H.3.1 Express ideas related to non-art

content areas through personal artworks.

VA.K.F.1.1 Experiment with art media for personal

satisfaction and perceptual awareness.

Essential Content & Understanding:

A. Organizational Structure: 1. Experiment with the placement of the

structural elements of art B. Innovation, Technology and the Future

1. Introduce and explore perceptual

awareness.

2. Experiment with various art media of their choice.

3. Create artwork while reflecting,

rethinking and reworking throughout

the artistic process to reach personal

satisfaction.

C. Historical and Global Connections 1. Identify the placement choices of the

elements and how the elements relate

to other non-art content areas.

2. Discuss the steps and choices made

while creating artwork and how this

process relates to other content areas.

Essential Questions:

Why is perceptual awareness important in art and other

non-art content areas?

Visual Arts Resources: SRA ART Connections Grade K – CD & Teacher Guide SRA Science/Art Connections SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections Misc. Posters, Big Books Common Core Links: Common Core ELA in Technical Subjects Common Core Reading Text Exemplars Common Core and the Arts Teaching Videos: The Arts and Common Core Supplemental Resources: Art & Learning to Think & Feel Writing Links: Using Exit Slips in the Art Room Doodle Splash - ReadWriteThink Art Criticism: Speaking and Writing for Grades K-5 Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: ARTSEDGE: Lessons Artworks Crayola: Lesson Plans | Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com




















http://www.si.edu/











A

Time Allowed:

7 weeks


Unit 2: Perceptual Awareness in Art and Other Content Areas

Professor Garfield Mark Kistler’s Imagination Station Origami club Literacy Resources For Teachers | Reading Rockets 10 Lessons the Arts Teach Study Guides and Strategies Close Readings and Metropolitan Museum of Art Technology Links: Education Technology Tools Frank Lloyd Wright Design Studio















Time Allowed:

7 weeks


Unit 3: The Creative Process


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Memory Imagination Person experience Craftsmanship Real Imaginary Personal decision

Learning Goal: Students will be able to follow the creative process of the artist.

Objectives: Students will be able to

1. Brainstorm and generate ideas for artwork from memory, imagination and personal experiences.

2. Describe and justify your personal choices for your artwork.

3. Practice artistic skills with various media to develop craftsmanship.

4. Produce artwork influenced by personal decisions and ideas.

5. Identify real and imaginary subject matter in art.

6. Explain how the art making process can help people express and communicate feelings and ideas.

Benchmarks/Standards Supporting Florida Standards VA.K.C.2.1 Describe personal choices made in the creation of artwork.

VA.K.O.2.1 Generate ideas and images for

artworks based on memory, imagination, and

experiences.

VA.K.S.1.2 Produce artwork influenced by

personal decisions and ideas.

VA.K.S.3.2 Practice skills to develop

craftsmanship.

VA.K.H.1.3 Explain how art-making can help

people express ideas and feelings.

VA.K.F.1.2 Identify real and imaginary subject

matter in works of art.


A. Organizational Structure

1. Brainstorm ideas for artwork from

memory, imagination and personal

experiences.

B. Skills, Techniques and Processes

1. Develop craftsmanship.

2. Produce artwork influenced by

personal decisions and ideas.

C. Critical Thinking and Reflection

1. Reflect, describe and justify choices

made to create artwork.

D. Innovation, Technology and the Future

1. Identify real and imaginary subject

matter in art..

E. Historical and Global Connections

1. Explain how the art making process

can help people express and

communicate feelings and ideas.


How can the artistic process help you improve as an

artist and as a student?

Visual Arts Resources: SRA ART Connections Grade K – CD & Teacher Guide SRA Science/Art Connections SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections Misc. Posters, Big Books Common Core Links: Common Core ELA in Technical Subjects Common Core Reading Text Exemplars Common Core and the Arts Teaching Videos: The Arts and Common Core Supplemental Resources: Art & Learning to Think & Feel Writing Links: Using Exit Slips in the Art Room Doodle Splash - ReadWriteThink Art Criticism: Speaking and Writing for Grades K-5 Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: ARTSEDGE: Lessons Artworks Crayola: Lesson Plans | Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio



























http://www.si.edu/




Time Allowed:

7 weeks


Unit 3: The Creative Process

Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club Literacy Resources For Teachers | Reading Rockets 10 Lessons the Arts Teach Study Guides and Strategies Close Readings and Metropolitan Museum of Art Technology Links: Education Technology Tools Frank Lloyd Wright Design Studio






















Time Allowed:

7 weeks


Unit 4: Art in Our World


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: Cultures Traditions Everyday Objects Appreciate Respectful Audience Compare Contrast

Learning Goal: Students will be able to communicate about the diverse world they live in and how art is universal.

Objectives: The students will be able to:

Describe selected cultures and places.

Compare and contrast artwork from other cultures and places

Identify everyday objects designed by artists

Appreciate the arts and be a respectful art audience

Benchmarks/Standards Supporting Florida Standards VA.K.H.1.1 Describe art from selected cultures and places. VA.K.H.2.1 Compare selected artworks from various cultures to find differences and similarities. VA.K.H.2.2 Explore everyday objects that have been designed and created by artists. VA.K.H.1.2 Follow directions for suitable behavior in an art audience.


A. Historical and Global Connections

1. Explore, discuss and record

information about the culture,

traditions and artwork from different

places around the world.

2. Compare and contrast cultures,

explain why.

3. Investigate everyday objects designed

by artists

4. Appreciate the arts and be a respectful

art audience


Why is art important to you and to our world?

Visual Arts Resources: SRA ART Connections Grade K – CD & Teacher Guide SRA Science/Art Connections SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections Misc. Posters, Big Books Common Core Links: Common Core ELA in Technical Subjects Common Core Reading Text Exemplars Common Core and the Arts Teaching Videos: The Arts and Common Core Supplemental Resources: Art & Learning to Think & Feel Writing Links: Using Exit Slips in the Art Room Doodle Splash - ReadWriteThink Art Criticism: Speaking and Writing for Grades K-5 Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: ARTSEDGE: Lessons Artworks Crayola: Lesson Plans | Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level























http://www.si.edu/





Time Allowed:

7 weeks


Unit 4: Art in Our World

Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club Literacy Resources For Teachers | Reading Rockets 10 Lessons the Arts Teach Study Guides and Strategies Close Readings and Metropolitan Museum of Art Technology Links: Education Technology Tools Frank Lloyd Wright Design Studio





















Time Allowed:

7 weeks


Unit 5: Art in our Community


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. EduSoft Mini-Assessment(s): Date Range: Given during the instruction per the outline in this section Key Vocabulary: community document self ideas products

Learning Goal: Students will be able to express, create, communicate and understand that art is all around us. What we see in our community is a reflection

of ourselves and our experiences.

Objectives: Students will be able:

1. Create art to document their personal experience of self and their community

2. Create artwork that communicates awareness of self and community

3. Locate artwork in our school and in our community

4. Describe where art ideas and products can be found in stores.

Benchmarks/Standards Supporting Florida Standards VA.K.H.2.3 Describe where artwork is displayed in

school or other places.

VA.K.F.2.1 Describe where art ideas or products

can be found in stores.

VA.K.O.3.1 Create works of art to document

experiences of self and community.

VA.K.F.3.1 Create artwork that communicates an

awareness of self as part of the community.


A. Organizational Structure

1. Create art to document personal

experience of self and community.

B. Innovation, Technology and the Future

1. Brainstorm, generate, and debate

where art ideas and products can be

found in stores.

2. Create artwork that communicates

awareness of self and community.

C. Historical and Global Connections

1. Explore artwork in our school and in

our community.


How is what we see in our community a reflection of

ourselves and our experiences?

Visual Arts Resources: SRA ART Connections Grade K – CD & Teacher Guide SRA Science/Art Connections SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections Misc. Posters, Big Books Common Core Links: Common Core ELA in Technical Subjects Common Core Reading Text Exemplars Common Core and the Arts Teaching Videos: The Arts and Common Core Supplemental Resources: Art & Learning to Think & Feel Writing Links: Using Exit Slips in the Art Room Doodle Splash - ReadWriteThink Art Criticism: Speaking and Writing for Grades K-5 Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: ARTSEDGE: Lessons Artworks Crayola: Lesson Plans | Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt






















http://www.si.edu/







Time Allowed:

7 weeks


Unit 5: Art in our Community

Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club Literacy Resources For Teachers | Reading Rockets 10 Lessons the Arts Teach Study Guides and Strategies Close Readings and Metropolitan Museum of Art Technology Links: Education Technology Tools Frank Lloyd Wright Design Studio



















Supporting Florida Standards

MAFS.K.MD.1.2: Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and

describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

MAFS.K.G.1.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above,

below, beside, in front of, behind, and next to.

MAFS.K.G.1.3: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

MAFS.K.G.2.4: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their

similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details.

LAFS.K.SL.1.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions

about key details and requesting clarification if something is not understood.

LAFS.K.SL.1.3: Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

LAFS.K.SL.2.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

HE.K.B.5.3: Recognize the consequences of not following rules/practices when making healthy and safe decisions.

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2014-2015 Curriculum Blueprint Grade: Kindergarten Course ... · A Time Allowed: 7 weeks 2014-2015...

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