2017 Grade 3 - Cedar Grove Schools … · Texture, elongated, Kachina, Native American, score,...

Grade 3 2017

Cedar Grove School District

Cedar Grove, NJ

Art

Approved by the Cedar Grove Board of Education in 2017

Superintendent of Schools Mr. Michael J. Fetherman

Board of Education Mrs. Christine Dye, President

Mr. Frank Mandala, Vice-President Mr. Peter Prvulovic Mr. David Schoner Mr. Vincent Vollero

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Art 3 Course Calendar

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Art 3 Unit Planner: Synthesizing Skills Cedar Grove Public Schools

Week 1 - Week 40

Stage 1: Desired Results

NJ Standards

NJ: 2014 SLS: Visual & Performing Arts

NJ: Grade 2

1.3 Performance

D. Visual Art

1.3.2.D.1 Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.

1.3.2.D.4 Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media.

NJ Grade 5:

1.1 The Creative Process

D. Visual Art

1.1.5.D.1 Identify elements of art and principles of design that are evident in everyday life.

Enduring Understandings

An understanding of the elements of art is essential to the creative process and artistic production.

The basic elements of art govern art creation and composition.

The elements of art and design are universal.

Essential Questions

What are the elements of art? Can you express ideas using elements and

principles of design? What are the purposes of creating an

artwork? How do painting, drawing, sculpture, and

collage making skills and techniques help artists to create a quality artwork?

Which "art words" are important when creating your artwork?

Content

Basic elements of color, line, shape, texture, space.

The students will review the elements of art (color, line, shape)

Students will understand that there are a wide variety of medium for exploring solutions to creative problems.

These may include: paint, (tempera, watercolor and acrylic), marker, pastel, oil

Skills

Students will create 2 and 3D works of art using a wide variety of medium using these modeled skills:

Classify. Compare & contrast. Make judgments. Detect patterns. Sequentially process. Make observations.

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crayon, clay, model magic, paper, textile, pencil, crayon, glitter.

Vocabulary to be introduced may include: Texture, elongated, Kachina, Native American, score, slip, pinch-pot, blending, bleeding, armature, charcoal, symmetry

Engage in critical thinking. Predicting Continue to develop age appropriate

art vocabulary

Stage 2: Assessment Evidence

Formative Assessment

Visual Assessments Class Participation and Teacher Observations

Personal Project

Stage 3: Learning Plan

Learning Activities

Lessons may include: Class discussion Sample of final project Modeling of sequential order of steps Multiple intelligence activities Critical thinking skills Cooperative learning groups Guided practice Differentiated instruction

Develop projects which may include: 1. watercolor 2. pastels 3. clay 4. oil crayons 5. marker work 6. collage 7. printmaking 8. paint 9. drawing 10. crayon resist 11. portraiture 12. cartoon/fantasy

Resources

Art Books: Dynamic Art Projects for Children by

Denise Logan Usborne Art Ideas by Fiona Watt, Ann

Milbourne, Rosie Dickens Usborne Complete Book of Art Ideas by

Fiona Watt I Love to Draw by Jennifer Lipset Innovative Art Projects for Children by

Nicole Siebert Getting to Know the World’s Greatest

Artists by Mike Venezia Dropping in on....Series- Pamela Geiger

Stephens Drawing and Painting Activities: Using

Masterworks as Inspiration-Kay Alexander

Crizmac Educational Materials Master Art Reproductions Art Songs

Educator Magazines: School Arts Magazine Arts and Activities Magazine

Art Periodicals Age appropriate websites

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Art 3 Unit: Aesthetic Response and Critique Methodologies Cedar grove Public Schools

Week 1 - Week 40


NJ Standards


NJ: Grade 2

1.4 Aesthetic Responses & Critique Methodologies

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. A. Aesthetic Responses

1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.).

1.4.2.A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning.

1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art.

B. Critique Methodologies

1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performances.

1.4.2.B.3 Recognize the main subject or theme in works of dance, music, theatre, and visual art.


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.

An active participation in the arts leads to a comprehensive understanding of the imaginative and creative process.

Essential Questions

How does creating and performing in the arts differ from viewing the arts?

What vocabulary could I use to describe this artwork? What is the artist trying to show us and make us feel?

What is my art about? Can you create art using different ideas? How could I discuss my work, and the work of

another artist in a positive, helpful manner?

Content

Observations and discussions, which may include:

Skills

Students will observe and critique:

Portraits ( self and others)

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figures portrait landscape animals environments weather seasons holiday themed curriculum connected historical

Students will begin to use age appropriate vocabulary in response to observation

Compositions with background, middle ground, foreground, and overlapping.

Compositions produced with different colors by mixing with watercolor or tempera paint.

Mixed media compositions

3-D Sculpture


Formative Assessment Visual Assessments

Class Participation and Teacher Observations Personal Project

Visual Arts Project


Learning Activities

Develop vocabulary which may include: use of color light and dark background/foreground overlapping thick and thin pattern outline border line, shape, color elongated middle ground symmetry cultural

Resources











Art Periodicals

Age appropriate websites

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Art 3 Unit Planner: History of the Arts and Culture Cedar Grove Public Schools

Week 17 - Week 40


NJ Standards


NJ: Grade 2

1.2 History of the Arts and Culture

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. A. History of the Arts and Culture

1.2.2.A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures.

NJ: Grade 5

1.2 History of the Arts and Culture

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.

A. History of the Arts and Culture

1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre,

and visual art from diverse cultures throughout history.


Culture affects self-expression, whether we realize it or not.

Every artist has a style; every artistic period has a style.

The students will understand that art continues to remain an influential and essential component of our history and culture. Great artwork requires skills and discipline.

Essential Questions

What is "old" and what is "new" in any work of art?

How important is "new" in art? How can I appropriately communicate my

opinions regarding pieces of art? Where do I see art? How and what is important to the style of a

particular artist? Why? What resources are available to me to view

and discover art?

Content

Art styles as they relate to particular artists and cultures. This may include Native American art, American artists ( Georgia O'Keeffe) Italian artists ( Amedeo Modigliani).

Skills

Students will begin to observe and discuss:

abstract art.

realistic art.

foreground, middle ground, background, and

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This may include portraiture, landscapes, seascapes, cartooning, organic art. This might also include sculpture, mural and repurposed art.

overlapping.

color schemes within a work.

elements (line, shape, color, texture, and form).

different views of portraits.

Classify textures.

Critiquing the artwork of self and peers.

Critiquing the historical components and significance of art though the century.



Visual Assessments Class participation and Teacher observations

Visual Arts Project


Learning Activities

Lessons to include: Lecture Class discussion Multiple intelligence activities Cooperative learning groups Guided practice Simulation activities Differentiated instruction Develop projects which may include:

o watercolor o pastels o clay o oil crayons o marker work o collage o printmaking o paint

A variety of artists and medium will be explored throughout this unit, in conjunction with resources listed.

Resources











Art Periodicals

Age appropriate websites

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Art 3 Unit: Unit Planner: The Creative Process Cedar grove Public Schools

Week 1 - Week 40


NJ Standards


NJ: Grade 2


D. Visual Art

1.1.2.D.1 Identify the basic elements of art and principles of design in diverse types of artwork.

NJ: Grade 5


D. Visual Art



Experts can and do disagree about the value, power and source of art

Aesthetics foster artistic expression, interpretation, imagination, significance, and value.

The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.

The students will understand and recognize that these elements work in the process of the creation of art.

Essential Questions

What's the difference between a thoughtful and a thoughtless artistic expression?

Why should I care about the arts?

How does art make me feel?

How can we use shapes, colors and lines to create an artwork?

Which materials will we use to achieve success in our creative process?

What is the difference between a 2-D piece of art and a 3-D piece of art?

How can I use a variety of materials to achieve different results?

Content

Students will understand the processes, techniques and materials involved in creating 2 and 3D artwork. This may include :

Painting ( tempera, acrylic, solid tempera, watercolor)

Drawing (pencil, charcoal, marker, oil crayon ,paint-pen)

Sculpture (clay, model magic, Paris-craft)

Subject matter may include:

Skills

Verbally express whether or not something is "art" and explain why.

Students will demonstrate knowledge and technique in using a variety of medium to achieve success.

Students will create 2 and 3D artworks utilizing the elements of art and design.

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Portrait Landscape, seascape, still-life Fantasy, cartoon related Repurposed art Sculpture (Kachina, clay owls, animals) Mask making



Visual Assessments Class participation and Teacher Observations

Personal Project


Learning Activities

Lessons to include: Class discussion Multiple intelligence activities Cooperative learning groups Guided practice Simulation activities Differentiated instruction Develop projects which may include:

1. watercolor 2. pastels 3. clay 4. oil crayons 5. marker work 6. collage 7. printmaking 8. paint

Resources











Art Periodicals Age appropriate websites

Atlas Version 8.1.1

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New Jersey Student Learning Standards for Visual and Performing Arts

Content Area Visual and Performing Arts

Standard 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.

Strand D. Visual Art

By the end of grade

Content Statement Indicator # Indicator

2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in VISUAL ART.

The basic elements of art and principles of design govern art creation and composition.

1.1.2.D.1 Identify the basic elements of art and principles of design in diverse types of artwork.

Recognizing the elements of art and principles of design in artworks of known and emerging artists, as well as peers, is an initial step toward visual literacy.

1.1.2.D.2 Identify elements of art and principles of design in specific works of art and explain how they are used.

5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in VISUAL ART.

Understanding the function and purpose of the elements of art and principles of design assists with forming an appreciation of how art and design enhance functionality and improve quality of living.


The elements of art and principles of design are universal.

1.1.5.D.2 Compare and contrast works of art in various mediums that use the same art elements and principles of design.

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Content Area

Visual and Performing Arts

Standard 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.

Strand A. History of the Arts and Culture

By the end of

grade


2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART.

Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art.

1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures.

The function and purpose of art-making across cultures is a reflection of societal values and beliefs.

1.2.2.A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures.

5 NOTE: By the end of grade 5, all students demonstrate BASIC LITERACY in the following content knowledge and skills in DANCE, MUSIC, THEATRE, and VISUAL ART.

Art and culture reflect and affect each other.

1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs.

Characteristic approaches to content, form, style, and design define art genres.

1.2.5.A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art.

Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre.

1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

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Standard 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

Strand D. Visual Art

By the end of grade


P NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in VISUAL ART.

Each art medium has its own materials, processes, skills, and technical application methods.

1.3.P.D.1

Demonstrate the safe and appropriate use and care of art materials and tools.

1.3.P.D.2

Create two and three-dimensional works of art while exploring color, line, shape, form, texture, and space.

1.3.P.D.3

Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g. illustrator, sculptor, photographer), and elements in the visual arts.

1.3.P.D.4

Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination.

1.3.P.D.5

Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process.

1.3.P.D.6

Create more recognizable representations as eye-hand coordination and fine motor skills develop.

2 NOTE: By the end of grade 2, all students progress toward BASIC LITERACY in the following content knowledge and skills in VISUAL ART.

Visual statements in art are derived from the basic elements of art regardless of the format and medium used to create the art. There are also a wide variety of art media, each having its own materials, processes, and technical application methods for exploring solutions to creative problems.

1.3.2.D.1

Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.

Symbols convey meaning agreed upon by a group or culture. Manipulation of the basic

1.3.2.D.2

Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories

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elements of art and principles of design for personal expression results in visual communication that may be relevant in a variety of settings.

as a basis for pictorial representation.

Each of the visual art forms uses various materials, tools, and techniques that are associated with unique verbal and visual vocabularies.

1.3.2.D.3

Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories.

Knowledge of visual art media necessitates an understanding of a variety of traditional and nontraditional tools, applications, possibilities, and limitations.

1.3.2.D.4

Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media.

Visual awareness stems from acute observational skills and interest in visual objects, spaces, and the relationship of objects to the world.

1.3.2.D.5

Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media.


Standard 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.

Strand A. Aesthetic Responses

By the end of grade


P NOTE: By the end of preschool, all students attain foundational skills that progress toward BASIC LITERACY in CREATIVE MOVEMENT AND DANCE, MUSIC, DRAMATIC PLAY AND STORYTELLING, and VISUAL ART.

Each arts discipline offers distinct opportunities to observe, experience, interpret, appreciate, and respond to works of art and beauty in the everyday world.

1.4.P.A.1 Describe feelings and reactions in response to a creative movement/dance performance.

1.4.P.A.2 Describe feelings and reactions in response to diverse musical genres and styles.

1.4.P.A.3 Describe feelings and reactions and respond in an increasingly informed manner to stories and dramatic performances.

1.4.P.A.4 Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world.

Active listening with focus, intent, 1.4.P.A.5 Begin to demonstrate appropriate

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and understanding is an important component of full appreciation of the performing arts and the foundation for language development.

audience skills during creative movement and dance performances.

1.4.P.A.6 Begin to demonstrate appropriate audience skills during recordings and music performances.

1.4.P.A.7 Begin to demonstrate appropriate audience skills during storytelling and performances.


Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.

1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.).

1.4.2.A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning.

1.4.2.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art).

1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art.


Standard 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.

Strand B. Critique Methodologies

By the end of grade



Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.

1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.

Constructive criticism is an important 1.4.2.B.2 Apply the principles of positive

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evaluative tool that enables artists to communicate more effectively.

critique in giving and receiving responses to performances.

Contextual clues are embedded in works of art and provide insight into artistic intent.

1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art.

2017 Grade 3 - Cedar Grove Schools … · Texture, elongated, Kachina, Native American, score,...

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