MEDFORD LAKES SCHOOL DISTRICT
Art Curriculum Guide Grades K-8
MaryBeth Wells, Art Teacher
Aligned with the May 2014 New Jersey Student Learning Standards for Visual and Performing Arts
Approved by the Board of Education November 15, 2017
Medford Lakes Board of Education
Sandra Weiss, President
Kim Bezanis, Vice President
Robert Brittain
Kristen Caputo
Mary Sullivan
Administration
Anthony V. Dent, Superintendent/Neeta School Principal
Michael Colling, Business Administrator
Michael Lee, Director of Special Education/School Psychologist
Carole M. Ramage, Director of Curriculum/Nokomis School Principal
Greg Witham, Supervisor of Buildings and Grounds
New Jersey Student Learning Standards
for
Visual and Performing Arts
Arts Education in the 21st Century
Creativity is a driving force in the 21st century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations. The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth ...
This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce ... Those countries
that produce the most important new products and services can capture a premium in world market ...
(2007, National Center on Education and the Economy) Experience with and knowledge of the arts are essential components of the P-12 curriculum in the 21st
century. As the state of New Jersey
works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of
the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and vision that follow: Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for
expression beyond the limits of language.
Vision: An education in the arts fosters a population that: Creates, reshapes, and fully participates in the enhancement of the quality of life, globally. Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a
focus on the humanities. Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century. Understands and impacts the increasingly complex technological environment.
Intent and Spirit of the Visual and Performing Arts:
The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the philosophy and goals of the 1994 National
Standards for Arts Education and National Coalition for Core Arts Standards (NCCAS) National Arts Standards, anticipated for final
publication in 2014. Equitable access to arts instruction is achieved when the four arts disciplines (dance, music, theatre, and visual art) are
offered throughout the P-12 spectrum. Thus, the goal of the standards is that all students have regular, sequential arts instruction throughout
their P-12 education.
The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of the four arts disciplines by the end
of fifth grade, using the vocabulary, materials, tools, techniques, and intellectual methods of each arts discipline in a developmentally
appropriate manner. Beginning in grade 6, student instruction in the arts is driven by specialization, with students choosing one of the four arts
disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students are expected to communicate
proficiently in one or more arts disciplines of their choice. By graduation from secondary school, all students should, in at least one area of
specialization, be able to:
Define and solve artistic problems with insight, reason, and technical proficiency. Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic perspectives. Call upon their informed acquaintance with exemplary works of art from a variety of cultures and historical periods. Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and matching competencies and
understandings in art-making, history, culture, and analysis in any arts-related project.
2014 Visual and Performing Arts Standards In view of the pending publication of the National Coalition of Core Arts Standards (NCCAS) National Arts Standards, anticipated for fall
2014, no revisions were made to the 2009 Visual & Performing Arts Standards. The 2014 visual and performing arts standards align with the 1994 National Standards for Arts Education. In addition, they correlate
structurally to the three arts processes defined in the 2008 NAEP Arts Education Assessment Framework: creating, performing, and
responding. When actively engaged in these processes, students not only learn about the arts, they learn through and within the arts. The
NCCAS National Arts Standards have four clusters (Create, Present, Respond & Connect) as their focal points. This difference will be
reconciled in future iterations of New Jersey’s Core Curriculum Content standards in Visual and Performing Arts. The state and national standards are deliberately broad to encourage local curricular objectives and flexibility in classroom instruction. New
Jersey’s visual and performing arts standards provide the foundation for creating local curricula and meaningful assessments in the four arts
disciplines for all children. They are designed to assist educators in assessing required knowledge and skills in each discipline by laying out the
expectations for levels of proficiency in dance, music, theatre, and the visual arts at the appropriate level of study.
Currently, Media Arts is a component of New Jersey state theatre and visual arts standards. However, the new NCCAS National Arts
Standards have expanded the definition, content and approach to media arts to be more comprehensive, and have presented it as a new stand-
alone art form. While every state will examine the licensing/certification issues related to Media Arts standards, we recognize the media arts
are being taught by a variety of authorized personnel, and standards serve to improve instruction and clarify student outcomes.
Organization of the Standards The organization of the visual and performing arts standards reflects the critical importance of locating the separate arts disciplines (dance,
music, theatre, and visual art) as one common body of knowledge and skills, while still pointing to the unique requirements of individual
disciplines. There are four visual and performing arts standards, as follows.
Standards 1.1 and 1.2, respectively, articulate required knowledge and skills concerning the elements and principles of the arts, as well as arts
history and culture. Together, the two standards forge a corollary to the NAEP Arts process of creating. Standard 1.1 includes four strands, one
for each of the arts disciplines: A. Dance, B. Music, C. Theatre, and D. Visual Art; standard 1.2 includes a single strand: A. History of the Arts
and Culture.
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. 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.
Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process of performing/interpreting. Like Standard
1.1, standard 1.3 is made up of four arts- specific strands: A. Dance, B. Music, C. Theatre, and D. Visual Art. Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing,
and/or presenting works of art in dance, music, theatre, and visual art.
Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aesthetics and (2) the application of
methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts process of responding. This standard pertains to all four arts
disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic Responses and B. Critique Methodologies.
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.
Proficiency Levels and Grade Band Clusters
The grade-band clusters for the visual and performing arts standards correspond to federal definitions of elementary and secondary education,
which may have implications for instructional delivery according to licensure. The expectations for student achievement increase across the
grade band clusters as follows:
Preschool: All students should be given broad-based exposure to, and be provided opportunities for exploration in, each of the four arts
disciplines. The goal is that preschool students attain foundational skills that progress toward basic literacy in the content knowledge
and skills delineated in the K-2 and 3-5 grade-level arts standards, as developmentally appropriate.
• Grades K-2 and 3-5: All students in grades K-5 are given broad-based exposure to, and are provided opportunities for participation in,
each of the four arts disciplines. The expectation at this level is that all students attain basic literacy in the content knowledge and skills
delineated in the K-2 and 3-5 grade- level standards for the arts.
• Grades 6-8: In grades 6-8, student instruction focuses on one of the four arts disciplines, as directed by student choice. The expectation
at this level is that all students demonstrate competency in the content knowledge and skills delineated for the selected arts discipline.
Grades 9-12: Throughout secondary school, student instruction continues to focus on one of the four arts disciplines, as chosen by the
student. By the end of grade 12, all students demonstrate proficiency in at least one chosen arts discipline by meeting or exceeding the
content knowledge and skills delineated in the arts standards.
Teaching the Standards: Certification and Highly Qualified Arts Educators The visual and performing arts are considered a "core" subject under the federal No Child Left Behind Act (NCLB-2001). Therefore, all visual
and performing arts teachers must meet the "Highly Qualified Teachers" standards within their certificated arts discipline(s). State licensure is
the initial gatekeeper for highly qualified status. Education in the Arts: National and State Advocacy:
The Arts Education Partnership provides research information and other guidance to assist in advocating for arts education at the
national, state, and local levels. The Partnership also provides information on government funding at the federal and state levels, including the grant programs of two federal agencies: the U.S. Department of Education and the National Endowment for the Arts.
At the state level, the New Jersey Arts Education Partnership was established in 2007 as a clearinghouse for information and best
practices in arts education, and calls attention to the contribution arts education makes to student achievement. The report, Within Our
Power: The Progress, Plight, and Promise of Arts Education for Every Child, is the NJAEPs response to the New Jersey Arts Census
Project, the most comprehensive survey ever compiled on the status of arts education in New Jerseys public schools. A Glossary of arts terms used in the 2009 visual and performing arts standards was designed to support implementation of the arts
standards. References:
Amdur, S., & Associates (Ed.). (2000). Learning and the arts: Crossing boundaries (proceedings of an invitational meeting for education, art,
and youth funders held January 12-14, Los Angeles). Seattle, WA: Grantmakers in the Arts. Online: http://www.giarts.org
Asbury, C., & Rich, B. (Eds.). (2008). Learning, arts, and the brain: The DANA foundation consortium report on arts and cognition. New
York: DANA Press.
Consortium of National Arts Education Associations. (1994). National standards for arts education: What every young American should know
and be able to do in the arts. Reston, VA: Music Educators National Conference. Online: http://artsedge.kennedy-
center.org/educators/standards.aspx
Deasy, R. J. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education
Partnership.
Deasy, R. J. (Ed.). (2005). Third space: When learning matters. Washington, DC: Arts Education Partnership.
Fisk, E. B. (Ed.) (1999). Champions of change: The impact of the arts on learning. Washington, DC: The Presidents Committee on the Arts
and Humanities & Arts Education Partnership.
Kendall, J. S., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and benchmarks for K-12 education (3rd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.
Literacy in the Arts Task Force. (1989). Literacy in the arts: An imperative for New Jersey schools. Trenton, NJ: Alliance for Arts Education.
National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the
American Workforce. San Francisco: John Wiley & Sons. Online [executive summary]:http://www.skillscommission.org/?page_id=280
National Dance Education Organization. (2005). Standards for learning and teaching dance in the arts: Ages 5-18. Silver Spring, MD:
Author. Online: http://ndeo.org/content.aspx?page_id=22&club_id=893257&module_id=55412
New Jersey State Department of Education. (1996). New Jersey Core Curriculum Content Standards. Trenton, NJ: Author.
New Jersey State Department of Education. (1999). New Jersey visual & performing arts curriculum framework. Trenton, NJ: Author.
New Jersey State Department of Education. (2004). New Jersey visual & performing arts curriculum framework. Trenton, NJ: Author.
New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author.Online:
http://www.nj.gov/education/aps/njscp/
Presidents Committee on the Arts & Humanities & Arts Education Partnership. (1999). Gaining the arts advantage: Lessons learned from
school districts that value arts education. Alexandria, VA, & Washington, DC: Authors.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum and
Development.
ART - KINDERGARTEN
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of
art in 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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
Unit #1 “Basic Art Skills” Big Idea: “Basic Art Skills”
NJSLS: 1.1, 1.3, 1.4
Enduring Understanding(s):
Students will understand that…
● The elements of art are the building blocks of design.
● Materials and techniques influence art.
Essential Questions:
● Why do we need to know the elements of art?
● What materials and techniques do you need to create art?
Students will know…
● The basic elements of art and principles of design govern art
creation and composition.
● Visual statements in art are derived from the basic elements of art
regardless of the format and medium. (e.g., line, color, shape,
form, texture, and space) 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
● Each of the visual art forms uses various materials, tools, and
techniques that are associated with unique verbal and visual
vocabularies.
● Knowledge of visual art media necessitates an understanding of a
variety of traditional and nontraditional tools, applications,
possibilities, and limitations.
● Visual awareness stems from acute observational skills and
interest in visual objects, spaces, and the relationship of objects to
the world.
● Each arts discipline (dance, music, theatre, and visual art) has
distinct characteristics, as do the artists who create them.
Students will be able to…
● 1.1.2.D.1Identify the basic elements of art and principles of
design in diverse types of artwork.
● 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.3 Employ basic verbal and visual art vocabulary to
demonstrate knowledge of the materials, tools, and methodologies
used to create and tell visual stories.
● 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.
● 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.
● 1.4.2.A.4 Distinguish patterns in nature found in works of dance,
music, theatre, and visual art.
Interdisciplinary Connections:
● NJSLSA.R4. Interpret words and phrases as they are used in a text,
Integration of 21st Century Themes and Skills:
● CRP2. Apply appropriate academic and technical skills.
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning
or tone.
● NJSLSA.R7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as
in words.
● NJSLSA.R7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as
in words.
● NJSLSA.SL1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
● NJSLSA.SL2. Integrate and evaluate information presented in
diverse media and formats, including visually, quantitatively, and
orally.
● CRP6. Demonstrate creativity and innovation.
● CRP4. Communicate clearly and effectively and with reason.
● CRP5. Consider the environmental, social and economic impacts
of decisions.
● CRP7. Employ valid and reliable research strategies.
● CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
● CRP9. Model integrity, ethical leadership and effective
management.
● CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Suggested Performance Task(s):
● Have students create a 2-D/3-D work of art inspired by the
introduction of the elements of art using a wide variety of
materials and techniques. (e.g., Relating to patterns in nature)
Other Evidence:
● Informal assessment identifying the elements of art.
● Informal assessment identifying patterns in nature (e.g., elements
in nature).
Stage 3 – Learning Plan
Suggested Learning Activities:
● Ask the essential questions.
● Introduce art terminology providing examples throughout the
unit.
● Explanation and discussion.
● Demonstrate/model techniques related to individual projects.
● Create performance task.
● Display and discuss performance task.
Modifications
Special Education:
● Develop of target vocabulary
● Scaffold comprehension
● Use videos, illustrations, pictures, and drawings to explain or
clarify.
● Use graphic organizers to develop key concepts/ideas
● Teach key aspects of a topic. Eliminating nonessential
information.
● Allow products (projects, timelines, demonstrations, models,
drawings, poster boards, charts, graphs, slide shows, videos, etc.)
to demonstrate student’s learning;
● Provide Opportunities for Practice
English Language Learners (ELLs):
● Model Thinking Aloud
● Encourage Partner Talk
● Repeat and Clarify
● Provide a Sequence
● Allow Varied Responses
● Target vocabulary
● Scaffold comprehension
● Scaffold content-literacy reading
● Use videos, illustrations, pictures, and drawings to explain or
clarify.
● Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
● TIME Mentor Program
● Build a relationship
● Allow flexible due dates
● Employ strategies from Classroom Instruction that Works
● Create the Opportunity to Learn strategies
● Build lessons around student interests
Gifted Students:
● Use Flexible grouping
● Give Independent projects
● Differentiate product assignments
● Offer student choice
● Use multiple intelligence options
● Provide opportunities to research (Individual/Group)
● Focus on Habits of Mind
● Focus on Webb’s Depth of Knowledge - Emphasis on Level 4
Core Instructional Materials:
● Art posters to display elements of art, various artists, etc.
● Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
● Newsela.com for leveled texts
● You Tube (art demonstrations)
● Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
Unit #2 Big Idea: “Imagination and Creativity”
NJSLS: 1.3, 1.4
Enduring Understanding(s):
Students will understand that…
● Visual arts tell stories with mood and emotion through images
and symbols
Essential Questions:
● How can I communicate my ideas, thoughts, and feelings
effectively through art?
● How do visual images communicate ideas?
Students will know…
● Symbols convey meaning agreed upon by a group or culture.
Manipulation of the basic elements of art and principles of design
for personal expression results in visual communication that may
be relevant in a variety of settings.
● Each arts discipline (dance, music, theatre, and visual art) has
distinct characteristics, as do the artists who create them.
Students will be able to…
● 1.3.2.D.2 Use symbols to create personal works of art based on
selected age-appropriate themes, using oral stories as a basis for
pictorial representation.
● 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).
Interdisciplinary Connections:
● NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning
or tone.
● NJSLSA.R7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as
in words.
● NJSLSA.R7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as
in words.
Integration of 21st Century Themes and Skills:
● CRP2. Apply appropriate academic and technical skills.
● CRP6. Demonstrate creativity and innovation.
● CRP4. Communicate clearly and effectively and with reason.
● CRP5. Consider the environmental, social and economic impacts
of decisions.
● CRP7. Employ valid and reliable research strategies.
● CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
● CRP9. Model integrity, ethical leadership and effective
management.
● NJSLSA.SL1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
● NJSLSA.SL2. Integrate and evaluate information presented in
diverse media and formats, including visually, quantitatively, and
orally.
● CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
● Read students a story and have them create illustrations inspired
by the story.
● Have students illustrate a story based on their home and
community.
Other Evidence:
Stage 3 – Learning Plan
Suggested Learning Activities:
● Ask the essential questions.
● Introduce examples of illustrated stories and themes.
● Explanation and discussion.
● Demonstrate/model techniques related to individual projects.
● Create performance task.
● Display and discuss performance task.
Modifications
Special Education:
● Develop of target vocabulary
● Scaffold comprehension
● Use videos, illustrations, pictures, and drawings to explain or
clarify.
● Use graphic organizers to develop key concepts/ideas
● Teach key aspects of a topic. Eliminating nonessential
information.
● Allow products (projects, timelines, demonstrations, models,
drawings, poster boards, charts, graphs, slide shows, videos, etc.)
to demonstrate student’s learning;
● Provide Opportunities for Practice
English Language Learners (ELLs):
● Model Thinking Aloud
● Encourage Partner Talk
● Repeat and Clarify
● Provide a Sequence
● Allow Varied Responses
● Target vocabulary
● Scaffold comprehension
● Scaffold content-literacy reading
● Use videos, illustrations, pictures, and drawings to explain or
clarify.
● Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
● TIME Mentor Program
● Build a relationship
● Allow flexible due dates
● Employ strategies from Classroom Instruction that Works
● Create the Opportunity to Learn strategies
● Build lessons around student interests
Gifted Students:
● Use Flexible grouping
● Give Independent projects
● Differentiate product assignments
● Offer student choice
● Use multiple intelligence options
● Provide opportunities to research (Individual/Group)
● Focus on Habits of Mind
● Focus on Webb’s Depth of Knowledge - Emphasis on Level 4
Core Instructional Materials:
● Art posters to display elements of art, various artists, etc.
● Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
● Newsela.com for leveled texts
● You Tube (art demonstrations)
● Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, and the Internet
Stage 1 – Desired Results
Unit #3 Big Ideas: “Themes/History/Culture”
NJSLS: 1.2, 1.4
Enduring Understanding(s):
Students will understand that…
● Art reflects as well as shapes culture and society
Essential Questions:
● What can artworks tell us about a culture or society?
Students will know…
● 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.
● Contextual clues are embedded in works of art and provide
insight into artistic intent.
Students will be able to…
● 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.
● 1.4.2.B.3 Recognize the main subject or theme in works of dance,
music, theatre, and visual art.
Interdisciplinary Connections:
● NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape meaning
or tone.
● NJSLSA.R7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as
in words.
● NJSLSA.R7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well as
in words.
● NJSLSA.SL1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
Integration of 21st Century Themes and Skills:
● CRP2. Apply appropriate academic and technical skills.
● CRP6. Demonstrate creativity and innovation.
● CRP4. Communicate clearly and effectively and with reason.
● CRP5. Consider the environmental, social and economic impacts
of decisions.
● CRP7. Employ valid and reliable research strategies.
● CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
● CRP9. Model integrity, ethical leadership and effective
management.
● CRP11. Use technology to enhance productivity.
● NJSLSA.SL2. Integrate and evaluate information presented in
diverse media and formats, including visually, quantitatively, and
orally.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
● Students will create a work of art that reflects culture and society.
Other Evidence:
● Recognizing main subject or theme in artwork.
● Identify general characteristics of artwork.
Stage 3 – Learning Plan
Suggested Learning Activities:
● Ask the essential questions.
● Introduce examples of art that reflects culture and society.
● Explanation and discussion.
● Demonstrate/model techniques related to individual projects.
● Create performance task.
● Display and discuss performance task.
Modifications
Special Education:
● Develop of target vocabulary
● Scaffold comprehension
● Use videos, illustrations, pictures, and drawings to explain or
clarify.
● Use graphic organizers to develop key concepts/ideas
● Teach key aspects of a topic. Eliminating nonessential
information.
● Allow products (projects, timelines, demonstrations, models,
drawings, poster boards, charts, graphs, slide shows, videos, etc.)
to demonstrate student’s learning;
● Provide Opportunities for Practice
English Language Learners (ELLs):
● Model Thinking Aloud
● Encourage Partner Talk
● Repeat and Clarify
● Provide a Sequence
● Allow Varied Responses
● Target vocabulary
● Scaffold comprehension
● Scaffold content-literacy reading
● Use videos, illustrations, pictures, and drawings to explain or
clarify.
● Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
● Build a relationship
● Allow flexible due dates
● Employ strategies from Classroom Instruction that Works
● Create the Opportunity to Learn strategies
● Build lessons around student interests
Gifted Students:
● Use Flexible grouping
● Give Independent projects
● Differentiate product assignments
● Offer student choice
● Use multiple intelligence options
● Provide opportunities to research (Individual/Group)
● Focus on Habits of Mind
● Focus on Webb’s Depth of Knowledge - Emphasis on Level 4
Core Instructional Materials:
● Art posters to display elements of art, various artists, etc.
● Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
● Newsela.com for leveled texts
● You Tube (art demonstrations) Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
ART – First Grade
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in
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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
Unit #1 Big Idea: “Basic Art Skills”
NJSLS: 1.1, 1.3, 1.4
Enduring Understanding(s):
Students will understand that…
● The elements of art and the principles of design are
the foundation of art.
● A variety of materials and techniques are used to create art.
Essential Questions:
● Where do I see art elements and design in the natural world?
● Why do artists use a variety of materials and techniques to
create art?
Students will know…
● The basic elements of art and principles of design govern
art creation and composition.
● Knowledge of visual art media necessitates an understanding
of a variety of traditional and nontraditional tools, applications,
possibilities, and limitations.
● Visual awareness stems from acute observational skills and
interest in visual objects, spaces, and the relationship of objects
to the world.
● Each arts discipline (dance, music, theatre, and visual art)
has distinct characteristics, as do the artists who create
them.
Students will be able to…
● 1.1.2.D.1 Identify the basic elements of art and principles
of design in diverse types of artwork.
● 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.
● 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.
● 1.4.2.A.4 Distinguish patterns in nature found in works of
dance, music, theatre, and visual art.
Interdisciplinary Connections:
● NJSLSA.R4. Interpret words and phrases as they are used in a
text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices
shape meaning or tone.
● NJSLSA.R7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively, as well
as in words
NJSLSA.SL2. Integrate and evaluate information presented in
Integration of 21st Century Themes and Skills:
● CRP2. Apply appropriate academic and technical skills.
● CRP6. Demonstrate creativity and innovation.
● CRP4. Communicate clearly and effectively and with reason.
● CRP5. Consider the environmental, social and economic
impacts of decisions.
● CRP7. Employ valid and reliable research strategies.
● CRP*. Utilize critical thinking to make sense of problems and
persevere in solving them.
diverse media and formats, including visually, quantitatively,
and orally.
● CRP9. Model integrity, ethical leadership and effective
management
● CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Suggested Benchmark Assessment Task:
Have students create a work of art inspired by the introduction of
the elements of art and principals of design using a wide variety
of materials and techniques.
Other Evidence:
Informal assessment identifying the elements of art and
principles of design.
Informal assessment identifying patterns in nature (e.g., elements
and principals nature).
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of the elements of art and principals of design.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings,
poster boards, charts, graphs, slide shows, videos, etc. ) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literacy reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instruction that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use Flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
NJSLS: 1.3, 1.4 Unit #2/Big Idea: Imagination and Creativity
Enduring Understanding(s):
Students will understand that…
Artwork reflects and artist’s thoughts and feelings, and fosters
imagination/creativity.
Essential Questions:
How can I communicate my ideas, thoughts, and feelings effectively
through art?
How do visual images communicate ideas?
Students will know…
Symbols convey meaning agreed upon by a group or culture.
Manipulation of basic elements of art and principles of design for
personal expression results in visual, communication that may be
relevant in a variety of settings.
Each arts discipline (dance, music, theatre, and visual art) has distinct
characteristics, as do the artists who create them.
Students will be able to…
1.3.2.D.2 Use symbols to create personal works of art based on selected
age-appropriate themes, using oral stories as a basis 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).
Interdisciplinary Connections:
NJSLSA.R4 Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7 Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7 Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL.2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skills.
CRP6. Demonstrate creativity and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRPT8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students create a work of art that reflects their thoughts and
Other Evidence:
Informal assessment identifying feelings and emotions in artwork.
feelings and fosters imagination.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that reflect the artist’s emotion.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings,
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehensions
Scaffold content-literacy reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME: Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use Flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g. string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
NJSLS: 1:4 Unit #3/Big Idea: Critique
Enduring Understanding(s):
Students will understand that…
All art has value even if it differs from an individual’s artistic
preference (Art means something different to each person).
Essential Questions:
Why should we respect all art?
How do you find something positive in each artwork?
Students will know…
Constructive criticism is an important evaluative tool that enables artists
to communicate more effectively.
Students will be able to…
1.4.2.B.2 Apply the principles of positive critique in giving and
receiving responses to performances.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students participate in a group critique.
Other Evidence:
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Provide examples of artwork for critique.
Explanation and discussion (emphasis on positive response).
Demonstrate/model critique techniques related to individual projects.
Participate in performance task.
Discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, IPod
Stage 1 – Desired Results
NJSLS: 1.2 Unit #4/Big Idea: Themes/History/Culture
Enduring Understanding(s):
Students will understand that…
People and cultures communicate through visual art.
Essential Questions:
How does art reflect as well as shape history/culture?
Students will know…
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.
Students will be able to…
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.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skills.
CRP6. Demonstrate creativity and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Students will create a work of art that communicates a theme from
history or world cultures.
Other Evidence:
Identify general characteristics of artwork.
Identify themes in artwork.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that reflect themes from historical periods and
work cultures.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings,
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literacy reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure: Gifted Students:
Build a relationship
Allow flexible due dates
Create the Opportunity to Learn strategies
Build lessons around student interests
Use Flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructions Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVD, videos, and the Internet
ART – Second Grade
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in
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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
NJSLS: 1:4 Unit #1/Big Idea: Aesthetics
Enduring Understanding(s):
Students will understand that…
Art is a personal experience.
Essential Questions:
How do personal experiences affect the way people create and interpret
art?
Students will know…
Each arts discipline (dance, music, theatre, and visual art) has distinct
characteristics, as do the artists who create them.
Students will be able to…
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.)
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Tasks (s):
Students will create a personal work of art guided by how other artists’
work includes personal characteristics.
Other Evidence:
Informal assessment identifying qualities of exemplary works of art and
the characteristics of the artists.
Stage 3 – Learning Plan
Suggested Learning Activities: Demonstrate/model critique techniques related to individual projects.
Ask the essential questions.
Provide examples of artwork for critique.
Explanation and discussion (aesthetic qualities and characteristics of the
artists).
Participate in performance task.
Discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Stage 1 – Desired Results
NJSLS: 1.2, 1:4 Unit #2/Big Idea: Themes/History/Culture
Enduring Understanding(s):
Students will understand that…
Visual arts inform us about culture, history, and society.
Essential Questions:
How do artists illustrate culture, history, and society through images?
Students will know…
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.
Students will be able to…
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.
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.
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.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Students will create a work of art that informs us about culture, history,
and society.
Other Evidence:
Informal assessment comparing/contrasting diverse works of art.
Identify characteristics and themes in artwork.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.3, 1:4 Unit #3/Big Idea: Imagination and Creativity
Enduring Understanding(s):
Students will understand that…
The visual language of art is a means by which to express our personal
world, ideas, and emotions.
Essential Questions:
How do you bring your imagination to life in your art?
How do visual images express ideas and emotions, and reflect our
personal world?
Students will know…
Symbols convey meaning agreed upon by a group of culture.
Manipulation of the basic elements of art and principles of design for
personal expression results in visual communication that may be
relevant in a variety of settings.
Each arts discipline (dance, music, theatre, and visual art) has distinct
characteristics, as do the artists who create them.
Students will be able to…
1.3.2.D.2 Use symbols to create personal works of art based on
selected age-appropriate themes, using oral stories as a basis for
pictorial representation.
1.4.2.A.3 Use imagination to create a story based on an arts experience
that communicates an emotion or feeling, and tell the story through
each of the four arts disciplines (dance, music, theatre, and visual art).
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students create a work of art that expresses their personal world,
ideas, and emotions.
Other Evidence:
Informal assessment identifying personal connections in artwork.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.1, 1.3, 1.4 Unit #4/Big Idea: Basic Art Skills
Enduring Understanding(s):
Students will understand that…
The elements of art and the principles of design are visible in artwork.
Specific techniques are used to create different looks in art.
Essential Questions:
Where do I see art elements and design?
How do artists use a variety of materials and techniques to create art?
Students will know…
The basic elements of art and principles of design govern art creation
and composition.
Recognizing the elements of art and principles of design in artwork of
known and emerging artists, and peers in an initial step toward visual
literacy.
Each of the visual art forms uses various materials, tools, and
techniques that are associated with unique verbal and visual
vocabularies.
Knowledge of visual art media necessitates and understanding of a
variety of traditional tools, applications, possibilities, and limitations.
Visual awareness stems from acute observational skills and interest in
visual objects, spaces, and the relationship of objects to the world.
Each arts discipline (dance, music, theatre, and visual art) has distinct
characteristics, as do the artists who create them.
Students will be able to…
1.1.2.D.1 Identify the basic elements of art and principles of design in
diverse types of artwork.
1.1.2.D.2 Identify elements of art and principles of design in specific
works of art and explain how they are used
1..3.2.D.3 employ baic verbal and visual art vocabulary to demonstrate
knowledge of the materials, tools, and methodologies used to create and
tell visual stories.
1.3.2.D.4 Explore the use of a wide array of art mediums and select
tools that are appropriate to the productions of works of art in a variety
of art media.
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.
1.4.2.A.4 Distinguish patterns in nature found in works of dance,
music, theatre, and visual art.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Task(s):
Have students create a work of art inspired by the introduction of the
Other Evidence:
Informal assessment identifying the elements of art and principles of
elements of art and principles of design using a wide variety of
materials and techniques.
design.
Informal assessment identifying patterns in nature (e.g., elements and
principles in nature).
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.4 Unit #5/Big Idea: Critique
Enduring Understanding(s):
Students will understand that…
Studying art allows one to make informed opinions when viewing art.
Essential Questions:
How does studying art help you view art?
Students will know…
Relative merits of works of art can be qualitative and quantitatively
assessed using observable criteria.
Students will be able to…
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 arts.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Task(s):
Have students participate in a group critique.
Other Evidence:
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
ART – Third Grade
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in
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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
NJSLS: 1:4 Unit #1/Big Idea: Aesthetics
Enduring Understanding(s):
Students will understand that…
Artists of different cultures express meanings and ideas in different
ways.
Essential Questions:
What are some different ways artists express their vision?
Students will know…
Formalism in dance, music, theater, and the visual arts varies
according to personal, cultural, and historical contexts..
Students will be able to…
1.4.5.A.2 Make informed aesthetic responses to artworks based on
structural arrangement and personal, cultural, and historical points of
view.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Tasks (s):
Students will create a personal work of art expressing their personal
culture.
Other Evidence:
Informal assessment of personal identifiers.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Provide examples of artwork for critique.
Explanation and discussion (aesthetic qualities and characteristics of the
artists).
Demonstrate/model critique techniques related to individual projects.
Participate in performance task.
Discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela,com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
NJSLS: 1.3 Unit #2/Big Idea: Imagination and Creativity
Enduring Understanding(s):
Students will understand that…
The visual language of art is a means by which and individual or group
expresses their world, ideas, and emotions.
Essential Questions:
How do the elements help create a better visual image?
How does art created by an individual differ from that created by a
group?
Students will know…
The elements of art and principles of design can be applied in an
infinite number of ways to express personal responses to creative
problems.
Students will be able to…
1.3.5.D.1 Work individually and collaboratively to create two- and
three-dimensional works of art that make cohesive visual statements
and that employ the elements of art and principles of design.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students create a work of art that expresses an individual’s or
group’s world, ideas, and emotions.
Other Evidence:
Informal assessment identifying personal connections in artwork.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Provide Opportunities for Practice Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.1, 1.3 Unit #3/Big Idea: Basic Art Skills
Enduring Understanding(s):
Students will understand that…
Art elements and principles of design organize ideas.
Tools, techniques, and materials influence the ways artists express their
ideas.
Essential Questions:
How do we use art elements and principles of design to organize ideas?
How do artists choose tools, techniques, and materials to express their
ideas?
Students will know…
Understanding the function and purpose of the elements of art and
Students will be able to…
1.1.5.D1 Identify the elements of art and principles of design that are
principles of design assists with forming an appreciation of how art and
design enhance functionality and improve quality of living.
Each of the genres of visual art (e.g., realism, surrealism,
abstract/nonobjective art, conceptual art, and others) is associated with
appropriate vocabulary and a stylistic approach to art making.
The characteristics and physical properties of the various materials
available for use in art-making present infinite possibilities for potential
application.
evident in everyday life.
1.3.5.D.3 Identify common and distinctive characteristics of genres of
visual artworks (e.g., realism, surrealism, abstract/nonobjective art,
conceptual art, and others) using age appropriate terminology, and
experiment with various compositional approaches influenced by these
genres.
1.3.5.D.4 Differentiate drawing, painting, ceramics, sculpture,
printmaking, textiles, and computer imaging by the physical properties
of the resulting artworks, and experiment with various art media and art
mediums to create original works of art.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students create a work of art that utilizes the elements of art
(focusing on organizational skills related to the composition) and
continues the exploration of the principles of design using a wide
variety of materials and techniques to express their ideas.
Other Evidence:
Informal assessment identifying the elements of art and principles of
design.
Informal assessment identifying patterns in nature (e.g., elements and
principles in everyday life).
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.1, 1.4 Unit #4/Big Idea: Critique
Enduring Understanding(s):
Students will understand that…
Artwork is evaluated using a set of criteria.
Art knowledge guides an individual to an artistic interpretation.
Essential Questions:
How does studying art help you view art?
How do you judge artwork?
Students will know…
The elements of art and principles of design are universal.
Identifying criteria for evaluating performances results in deeper
understanding of art and art-making.
Artists and audiences can and do disagree about the relative merits of
artwork. When assessing works of dance, music theatre and visual art,.
It is important to consider the context for the creation and performance
of the work (e.g., Who was the creator? What purpose does the artwork
serve? Who is the intended audience?).
Students will be able to…
1.1.5.D.1 Compare and contrast works of art in various mediums that
use the same art elements and principles of design.
1.4.5.B.1 Assess the application of the elements of art and principles
of design in dance, music, theatre, and visual artworks using
observable, objective criteria.
1.4.5.B.5 Distinguish ways in which individuals may disagree about
the relative merits and effectiveness of artistic choices in the creation
and performance of works of dance, music, theatre, and visual art.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Task(s):
Have students participate in group critique using a set of criterial that
enables them to develop an artistic interpretation.
Other Evidence:
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion. (compare and contrast, assess the
Demonstrate/model techniques related to individual projects.
Create performance task
Display and discuss performance task.
application of the elements of art and principles of design, and
difference of opinions towards art).
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.2 Unit #5/Big Idea: Themes/History/Culture
Enduring Understanding(s): Essential Questions:
Students will understand that…
Art movements can be created by an individual or a group
How does a new form of art come about?
Students will know…
Sometimes the contributions of an individual artist can influence a
generation of artists and signal the beginning of a new art genre.
Students will be able to…
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.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Task(s):
Students will create a work of art inspired by an art movement.
Other Evidence:
Informal assessment comparing/contrasting diverse works of art.
Informal assessment identifying different art movements and their
respective artists.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
ART – Grade 4
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in
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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
NJSLS: 1.2, 1.3, 1.4 Unit #1/Big Idea: Themes/History/Culture
Enduring Understanding(s):
Students will understand that…
Mediums, artistic styles, and techniques can be unique to specific or
multiple cultures
Cultures, societies, genres, and eras influence art.
Essential Questions:
What influences art?
How does a culture express its uniqueness through their art?
Students will know…
Art and culture reflect and affect each other.
Characteristics approaches to content, form, style, and design define art
genres.
Sometimes the contributions of an individual artist can influence a
generation of artists and signal the beginning of a new art genre.
Contextual clues to culturally specific thematic content , symbolism,
compositional approach, and stylistic nuance are prevalent in works of
art throughout the ages.
Works of art may be organized according to their functions and artistic
purposes (e.g., genres, mediums, messages, themes).
Students will be able to…
1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a
reflection of societal values and beliefs.
1.2.5.A.2 Relate common artistic elements that define distinctive art
genres in dance, music, theatre, and visual art.
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.
1.3.5.D.2 Identify common and distinctive characteristics of art works
from diverse cultural and historical eras of visual art using age-
appropriate stylistic terminology (e.g., cubist, surreal, optic,
impressionistic), and experiment with various compositional
approaches influences by these styles.
1.4.5.A.1 Employ basic, discipline-specific arts terminology to
categorize works of dance, music, theatre, and visual art according to
established classifications.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Tasks (s): Other Evidence:
Students will create a work of art using mediums, artistic styles, and
techniques unique to specific/multiple cultures, societies, genres, and
eras.
Informal vocabulary assessment.
Informal assessment identifying common and distinctive characteristics
of artwork.
Informal assessment identifying significant contributions of various
artists and cultures throughout history.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of specific/multiple cultures, societies, genres, and
eras in artwork.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela,com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
NJSLS: 1.4 Unit #2/Big Idea: Aesthetics
Enduring Understanding(s):
Students will understand that…
Visual art can be a representation of an individual/group response to the
world.
Essential Questions:
How do your life experiences influence your art?
Students will know…
Formalism in dance, music theatre, and visual art varies according to
personal, cultural and historical contexts.
Criteria for determining aesthetic merits of artwork vary according to
context. Understanding the relationship between compositional design
and genre provides the foundation for making valued judgements about
the arts.
Students will be able to…
1.4.5.A.2 Make informed aesthetic responses to artworks based on
structural arrangement and personal. Cultural, and historical points of
view.
1.4.5.A.3 Demonstrate how art communicates ideas about personal and
social values and is inspired by an individual’s imagination and frame
of reference (e.g., personal, social, political, historical context).
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment: Other Evidence:
Students will provide a personal response to a world event (individually
or as a group).
Informal assessment of frame of reference.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of frame of reference.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task (e.g., oral, written, visual) (e.g., rainforest,
recycling, global warming, inventions).
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.3 Unit #3/Big Idea: Basic Art Skills
Enduring Understanding(s):
Students will understand that…
Creative problems are solved by using the elements of art and principles
of design.
Art can be individually and collaboratively created and presented in
multiple arrangements.
Essential Questions:
How are the elements of art and the principals of design used in creative
problem solving?
What problem-solving skills do you need to display art?
Students will know…
The elements of art and principles of design can be applied in an
infinite number of ways to express personal responses to creative
problems.
There are many types of aesthetic arrangements for the exhibition or art.
Creating or assembling gallery exhibitions requires effective time
management and creative problem solving skills.
Students will be able to…
1.3.5.D.1 Work individually and collaboratively to create two- and
three-dimensional works of art that make cohesive visual statements
and that employ the elements of art and principles of design.
1.3.5.D.5 Collaborate in the creation of works of art using multiple art
media and art mediums, and present the completed works in exhibition
areas inside and outside the classroom.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment: Other Evidence:
Have students create a work of art that solves a problem.
Have students create an individual/collaborative work of art to be
displayed in a variety of arrangements.
Informal assessment identifying the elements of art and principles of
design.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.1, 1.4 Unit #4/Big Idea: Critique
Enduring Understanding(s):
Students will understand that…
Artwork is evaluated using an analysis of the elements of art and
principles of design.
Context influences the way we make and evaluate art.
Essential Questions:
How do skills and vocabulary influence how we critique art?
How does understanding context affect the way we view art?
Students will know…
The elements of art and principles of design are universal.
Decoding simple contextual clues requires evaluation mechanisms, such
as rubrics, to sort fact from opinion.
While there is shared vocabulary among the four arts disciplines of
dance, music, theatre, and visual art, each also has its own discipline
specific arts terminology.
Levels of proficiency can be assessed through analyses of how artists
apply the elements of art and principles of design.
Artists and audiences can and do disagree about the relative merits of
artwork. When assessing works of dance, music theatre and visual art,.
It is important to consider the context for the creation and performance
of the work (e.g., Who was the creator? What purpose does the artwork
serve? Who is the intended audience?).
Students will be able to…
1.1.5.D.2 Compare and contrast works of art in various mediums that
utilize the same art elements and principles of design.
1.4.5.B.2 Use evaluative tools such as rubrics, for self-assessment and
to appraise the objectivity of critiques by peers.
1.4.5.B.3 Use discipline-specific arts terminology to evaluate the
strengths and weaknesses of works of dance, music, theatre, and visual.
1.4.5.B.4 Define technical proficiency, using the elements of the arts
and principles of design.
1.3.5.B.5 Distinguish ways in which individuals may disagree about
the relative merits and effectiveness of artistic choices in the creation
and performance of works of dance, music, theatre, and visual art.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Task(s):
Have students create a work of art for self-evaluation based on the
Other Evidence:
Informal assessment of student self-evaluation.
elements of art, the principles of design, and context (the subject
matter).
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion. (compare and contrast, assess the
application of the elements of art and principles of design, and
difference of opinions towards art).
Demonstrate/model techniques related to individual projects.
Create performance task
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
ART – Grade 5
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in
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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
NJSLS: 1.1, 1.4 Unit #1/Big Idea: Aesthetics
Enduring Understanding(s):
Students will understand that…
Visual art can portray different views, opinions, emotions and
interpretations.
Visual art can be a representation of an individual’s response to the
world.
Essential Questions:
How is feeling or mood conveyed visually?
What role does art play in our lives?
Students will know…
Art is a universal language. Visual communication through art crosses
cultural and language barriers throughout time.
Contextual clues to artistic intent are embedded in artworks. Analysis
of archetypal or consummate works of art requires knowledge and
understanding of culturally specific art within historical contexts.
Artwork may be both utilitarian and non-utilitarian. Relative merits of
works of art can be assessed through analysis of form, function,
craftsmanship, and originality.
Students will be able to…
1.1.8.D.1 Describe the intellectual and emotion significance conveyed
by the application of the elements of art and principles of design in
different historical eras and cultures.
1.4.8.A.1 Generate observational and emotional responses to diverse
culturally and historically specific works of dance, music, theatre, and
visual art.
1.4.8.A.7 Analyze the form function, craftsmanship, and originality of
representative works of dance, music, theatre, and visual art.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Tasks (s):
Students will create a work of art that conveys different views,
opinions, emotions, and interpretations in response to the world.
Other Evidence:
Informal assessment of creative use of information and resources
provided.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Provide examples of artwork for critique.
Demonstrate/model critique techniques related to individual projects.
Participate in performance task.
Discuss performance task.
Explanation and discussion (aesthetic qualities and characteristics of the
artists).
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela,com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
NJSLS: 1.1, 1.2, 1.3, 1.4 Unit #2/Big Idea: Themes/History/Culture
Enduring Understanding(s):
Students will understand that…
The arts are a universal language.
The arts reflect and shape cultures and history.
Art can be classified into different movements and genres.
Essential Questions:
How do the arts unify languages and cultures?
How can we study cultures and history through art?
How do you know a work of art belongs to a certain movement or
genre?
Students will know…
The elements of art and principles of design are universal.
Tracing the histories of dance, music, theatre, and visual art in world
cultures provides insight into the lives of people and their values.
The arts reflect cultural mores and personal aesthetics throughout the
ages.
Universal themes exist in art across historical eras and cultures. Art
may embrace multiple solutions to a problem.
Each of the many genres of art is associated with discipline specific arts
terminology and a stylistic approach to art-making.
Art may be used for utilitarian and non-utilitarian purposes.
Abstract ideas may be expressed in works of dance, music, theatre, and
visual art using a genre’s stylistic traits.
Students will be able to…
1.1.8.A.2 Differentiate past and contemporary works, of dance, music,
theatre, and visual art that represent important ideas, issues, and events
that are chronicled in the histories of diverse cultures.
1.2.8.A.3 Analyze the social, historical, and political impact of artists
on cultures and the impact of culture on the arts.
1.3.8.D.4 Delineate the thematic content of multicultural artworks, and
plan, design, and execute multiple solutions to challenging visual arts
problems, expressing similar thematic content.
1.3.8.D.5 Examine the characteristics, thematic content, and symbolism
found in works of art from diverse cultural and historical eras, and use
these visual statements as inspiration for original artworks.
1.4.8.A.3 Analyze the social, historical, and political impact of artists
on culture and the impact of culture on the arts.
1.4.8.A.4 Compare and contrast changes in accepted meanings of
known art works over time, given shifts in societal norms, beliefs, or
values.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Students will create a work of art that demonstrates various artistic
styles, trends, and movements illustrating different cultures and/or eras.
Other Evidence:
Informal assessment identifying common and distinctive characteristics
of artwork.
Informal assessment identifying significant contributions of various
artists and cultures throughout history.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.3 Unit #3/Big Idea: Basic Art Skills
Enduring Understanding(s):
Students will understand that…
Artists use the elements of art and principles of design to organize
visual communication using a variety of mediums.
Essential Questions:
What choices must an artist make before beginning a work of art?
Why are some mediums, tools, and processes more appropriate for
communicating particular ideas?
Students will know…
The creation of art is driven by the principles of balance, harmony,
unity, emphasis, proportion, and rhythm/movement.
Themes in art are often communicated through symbolism, allegory, or
irony. There are a wide variety of art mediums, each having
appropriate tools and processes for the production of artwork. Fluency
in these mediums, and the use of the appropriate tools associated with
working in these mediums, are components of art-making.
Students will be able to…
1.3.8.D.1 Incorporate various art elements and the principles of
balance, harmony, unity, emphasis, proportion, and rhythm/movement
in the creation of two- and three-dimensional artworks, using a broad
array of art media and art mediums to enhance the expression of
creative ideas (e.g., perspective, implied space, illusionary depth, value,
and pattern).
1.3.8.D.2 Apply various art media, art mediums, technologies, and
processes in the creation of allegorical, theme-based, two and three-
dimensional works of art, using tools and technologies that are
appropriate to the theme and goals.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment: Other Evidence:
Have students create a work of art using an enhanced understanding of
mediums, processes, and techniques.
Assessment identifying the elements of art and principles of design.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.4 Unit #4/Big Idea: Critique
Enduring Understanding(s):
Students will understand that…
Critique is a multi-level process using proper terminology to evaluate
the effectiveness of a work of art. (formal and informal)
Essential Questions:
What is the value of critique to an artist?
Students will know…
Assessing a work of art without critiquing the artist requires objectivity
and an understanding of the work’s content and form.
Visual fluency is the ability to differentiate formal and informal
structures and objectively apply observable criteria to the assessment of
artworks, without consideration of the artist.
Universal elements of art and principles of design apply equally to
artwork across cultures and historical eras.
Students will be able to…
1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiating
between the artist’s technical proficiency and the work’s content or
form.
1.4.8.B.2 Differentiate among basic formal structures and technical
proficiency of artists in works of dance, music, theatre, and visual art.
1.4.8.B.3 Compare and contrast examples of archetypal subject matter
in works of art from diverse cultural contexts and historical eras by
writing critical essays.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Task(s):
Have students create a work of art for evaluation using proper
terminology.
Other Evidence:
Informal assessment of student ability to engage in the critical process
(i.e. written)
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Demonstrate/model techniques related to individual projects.
Create performance task
Display and discuss performance task.
Explanation and discussion. (compare and contrast, assess the
application of the elements of art and principles of design, and
difference of opinions towards art).
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
ART – Grade 6
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in
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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
NJSLS: 1.1, 1.4 Unit #1/Big Idea: Aesthetics
Enduring Understanding(s):
Students will understand that…
Visual art can portray different views, opinions, emotions, and
interpretations.
Visual art can be a representation of an individual’s responses to the
world.
Essential Questions:
How is feeling or mood conveyed visually?
What role does art play in our lives?
Students will know…
Art is a universal language. Visual communication through art crosses
cultural and language barriers throughout time.
Contextual clues to artistic intent are embedded in artworks. Analysis
of archetypal or consummate works of art requires knowledge and
understanding of culturally specific art within historical contexts.
Artwork may be both utilitarian and non-utilitarian. Relative merits of
works of art can be assessed through analysis of form, function,
craftsmanship, and originality.
Students will be able to…
1.1.8.D.1 Describe the intellectual and emotional significance
conveyed by the application of the elements of art and principles of
design in different historical eras and cultures.
1.4.8.A.1 Generate observational and emotional responses to diverse
culturally and historically specific works of dance, music, theatre, and
visual art.
1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of
representative works of dance, music, theatre, and visual art.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Tasks (s):
Students will create a work of art using mediums, artistic styles, and
techniques unique to specific/multiple cultures, societies, genres, and
eras.
Other Evidence:
Informal vocabulary assessment.
Informal assessment identifying common and distinctive characteristics
of artwork.
Informal assessment identifying significant contributions of various
artists and cultures throughout history.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of specific/multiple cultures, societies, genres, and
eras in artwork.
Explanation and discussion.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela,com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
NJSLS: 1.1, 1.2, 1.3, 1.4 Unit #2/Big Idea: Themes/History/Culture
Enduring Understanding(s):
Students will understand that…
The arts are a universal language.
The arts reflect and shape cultures and history.
Art can be classified into different movements and genres.
Essential Questions:
How do the arts unify languages and cultures?
How can we study cultures and history through art?
How do you know a work of art belongs to a certain movement or
genre?
Students will know…
The elements of art and principles of design are universal.
Tracing the histories of dance, music, theatre, and visual art in world
cultures provides insight into the lives of people and their values.
The arts reflect cultural mores and personal aesthetics throughout the
ages.
Universal themes exist in art across historical eras and cultures. Art
may embrace multiple solutions to a problem.
Each of the many genres of art is associated with discipline-specific arts
terminology and a stylistic approach to art-making.
Art may be used for utilitarian and non-utilitarian purposes.
Abstract ideas may be expressed in works of dance, music, theatre, and
visual art using a genre’s stylistic traits.
Students will be able to…
1.1.8.D.2 Compare and contrast various masterworks of art from
diverse cultures, and identify elements of the work that relate to specific
cultural heritages.
1.2.8.A.2 Differentiate past and contemporary works of dance, music,
theatre, and visual art that represent important ideas, issues, and events
that are chronicled in the histories of diverse cultures.
1.2.8.A.3 Analyze the social, historical, and political impact of artists
on culture and the impact of culture on the arts.
1.3.8.D.4 Delineate the thematic content of multicultural artworks, and
plan, design, and execute multiple solutions to challenging visual arts
problems, expressing similar thematic content.
1.3.8.D.5 Examine the characteristics, thematic content, and symbolism
found in works of art from diverse cultural and historical eras, and use
these visual statements as inspiration for original artworks.
1.4.8.A.3 Analyze the social, historical, and political impact of artists
on culture and the impact of culture on the arts.
1.4.8.A.4 Compare and contrast changes in accepted meanings of
known art works over time, given shifts in societal norms, beliefs, or
values.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Students will create a work of art that demonstrates various artistic
styles, trends, and movements illustrating different cultures and/or eras.
Other Evidence:
Informal assessment identifying common and distinctive characteristics
of artwork.
Informal assessment identifying significant contributions of various
artists and cultures throughout history.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of specific/multiple cultures, societies, genres, and
eras in artwork (past and present).
Explanation and discussion (compare
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Create the Opportunity to Learn strategies
Build lessons around student interests
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.3 Unit #3/Big Idea: Basic Art Skills
Enduring Understanding(s):
Students will understand that…
Artists use the elements of art and principles of design to organize
visual communication using a variety of mediums.
Essential Questions:
What choices must an artist make before beginning a work of art?
Why are some mediums, tools and processes more appropriate for
communicating particular ideas?
Students will know…
The creation of art is driven by the principles of balance, harmony,
unity, emphasis, proportion, and rhythm/movement.
Themes in art are often communicated through symbolism, allegory, or
irony. There are a wide variety of art mediums, each having
appropriate tools and processes for the production of artwork. Fluency
in these mediums, and the use of the appropriate tools associated with
working in these mediums, are components of art-making.
Students will be able to…
1.3.8.D.1 Incorporate various art elements and the principles of
balance, harmony, unity, emphasis, proportion, and rhythm/movement
in the creation of two- and three-dimensional artworks, using a broad
array of art media and art mediums to enhance the expression of
creative ideas (e.g., perspective, implied space, illusionary depth, value,
and pattern).
1.3.8.D.2 Apply various art media, art mediums, technologies, and
processes in the creation of allegorical, theme-based, two and three-
dimensional works of art, using tools and technologies that are
appropriate to the theme and goals.
Interdisciplinary Connections: Integration of 21st Century Themes and Skills:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students create a work of art using an enhanced understanding of
mediums, processes, and techniques.
Other Evidence:
Assessment identifying the elements of art and principles of design.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure: Gifted Students:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.4 Unit #4/Big Idea: Critique
Enduring Understanding(s):
Students will understand that…
Critique is a multi-level process using proper terminology to evaluate
the effectiveness of a work of art. (formal and informal)
Essential Questions:
What is the value of critique to an artist?
Students will know…
Assessing a work of art without critiquing the artist requires objectivity
and an understanding of the work’s content and form.
Visual fluency is the ability to differentiate formal and informal
structures and objectively apply observable criteria to the assessment of
artworks, without consideration of the artist.
Universal elements of art and principles of design apply equally to
artwork across cultures and historical areas.
Students will be able to…
1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiation
between the artist’s technical proficiency and the work’s content or
form.
1.4.8.B.2 Differentiate among basic formal structures and technical
proficiency of artists in works of dance, music, theatre, and visual art.
1.4.8.B.3 Compare and contrast examples of archetypal subject matter
in works of art from diverse cultural contexts and historical eras by
writing critical essays.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Task(s):
Have students create a work of art for evaluation using proper
terminology.
Other Evidence:
Informal assessment of student ability to engage in the critical process
(i.e., written)
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Provide examples of artwork for critique.
Explanation and discussion (formal—viewing context, informal-
offering opinion/emotion, art connections throughout culture and
history).
Demonstrate/model critique techniques related to individual projects.
Participate performance task
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Build lessons around student interests Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
ART – Grade 7
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in
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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
NJSLS: 1.1, 1.4 Unit #1/Big Idea: Aesthetics
Enduring Understanding(s):
Students will understand that…
Art enriches our lives.
Essential Questions:
How can art portray different views, opinions, emotions, and
interpretations?
Students will know…
Art is a universal language. Visual communication through art crosses
cultural and language barriers throughout time.
Contextual clues to artistic intent are embedded in artworks. Analysis
of archetypal or consummate works of art requires knowledge and
understanding of culturally specific art within historical contexts.
Artwork may be both utilitarian and non-utilitarian. Relative merits of
works of art can be assessed through analysis of form, function,
craftsmanship, and originality.
Students will be able to…
1.1.8.D.1 Describe the intellectual and emotional significance
conveyed by the application of the elements of art and principles of
design in different historical eras and cultures.
1.4.8.A.1 Generate observational and emotional responses to diverse
culturally and historically specific works of dance, music, theatre, and
visual art.
1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of
representative works of dance, music, theatre, and visual art.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Students will verbally or visually demonstrate how art enriches their
life.
Other Evidence:
Informal assessment of creative use of information and resources
provided.
Informal assessment identifying, comparing, contrasting visual works
of art.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of artwork that generate observational and
Explanation of discussion.
Model techniques related to individual projects.
Create performance task.
emotional responses.
Analyze and describe the elements of art and principles of design
through different eras and cultures.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela,com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
NJSLS: 1.1, 1.2, 1.3, 1.4 Unit #2/Big Idea: Themes/History/Culture
Enduring Understanding(s):
Students will understand that…
Visual art helps gain insight into individual, community, and cultural
differences.
Visual art can be a representation of an individual’s response to the
world.
Essential Questions:
How does art provide insight into human culture and society?
What effect does culture have on art?
What is the value of the Arts in learning about past civilizations?
Students will know…
The study of masterworks of art from diverse cultures and different
historical eras assists in understanding specific cultures.
Technological changes have and will continue to substantially influence
the development and nature of the arts.
Tracing the chronological histories of dance, music, theatre, and visual
art in world cultures provides insight into lives of people and their
values.
The arts reflect cultural mores and personal aesthetics throughout the
ages.
Awareness of basic elements of style and design in dance, music,
theatre, and visual art inform the creation of criteria for judging
originality.
The classification of art into various art genres depends on the formal
aspects of visual statements (e.g., physical properties, theoretical
components, cultural context). Many genres of art are associated with
discipline-specific arts terminology.
Universal themes exist in art across historical eras and cultures. Art
may embrace multiple solutions to a problem.
Each of the many genres of art is associated with discipline specific arts
terminology and a stylistic approach to art-making.
Performance technique in dance, music, theatre, and visual art varies
according to historical era and genre.
Abstract ideas may be expressed in works of dance, music, theatre, and
visual art using a genre’s stylistic traits.
Students will be able to…
1.1.8.D.2 Compare and contrast various masterworks of art from
diverse cultures, and identify elements of the work that relate to specific
cultural heritages.
1.2.8.A.1 Map historical innovations in dance, music, theatre, and
visual art that were caused by the creation of new technologies.
1.2.8.A.2 Differentiate past and contemporary works of dance, music,
theatre, and visual art that represent important ideas, issues, and events
that are chronicled in the histories of diverse cultures.
1.2.8.A.3 Analyze the social, historical, and political impact of artists
on culture and the impact of culture on the arts.
1.3.8.D.3 Identify genres of art (including realism,
abstract/nonobjective art, and conceptual art) within various contexts
using appropriate art vocabulary, and solve hands-on visual problems
using a variety of genre styles.
1.3.8.D.4 Delineate the thematic content of multicultural artworks, and
plan, design, and execute multiple solutions to challenging visual arts
problems, expressing similar thematic content.
1.3.8.D.5 Examine the characteristics, thematic content, and symbolism
found in works of art from diverse cultural and historical eras, and use
these visual statements as inspiration for original artworks.
1.4.8.A.3 Analyze the social, historical, and political impact of artists
on culture and the impact of culture on the arts.
1.4.8.A.4 Compare and contrast changes in accepted meanings of
known art works over time, given shifts in societal norms, beliefs, or
values.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Students will create a work of art that represents a personal response to
the world.
Other Evidence:
Informal assessment identifying common and distinctive characteristics
of artwork.
Informal assessment identifying significant contributions of various
artists and cultures throughout history.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of specific/multiple cultures, societies, genres, and
eras in artwork (past and present).
Explanation and discussion (compare
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Gifted Students:
Use flexible grouping
Give Independent projects
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.3 Unit #3/Big Idea: Basic Art Skills
Enduring Understanding(s):
Students will understand that…
Available tools and technologies influence the ways in which artists
express their ideas.
Essential Questions:
How do different techniques, mediums, and processes affect self-
expression?
Why is it important to experience a variety of formats and techniques
for effective visual communication?
Students will know…
The creation of art is driven by the principles of balance, harmony,
unity, emphasis, proportion, and rhythm/movement.
Themes in art are often communicated through symbolism, allegory, or
irony. There are a wide variety of art mediums, each having
appropriate tools and processes for the production of artwork. Fluency
in these tools and technologies is a key component of making art.
The visual possibilities and inherent qualities of traditional and
contemporary art materials (including digital media) may inform
Students will be able to…
1.3.8.D.1 Incorporate various art elements and the principles of
balance, harmony, unity, emphasis, proportion, and rhythm/movement
in the creation of two- and three-dimensional artworks, using a broad
array of art media and art mediums to enhance the expression of
creative ideas (e.g., perspective, implied space, illusionary depth, value,
and pattern).
1.3.8.D.2 Apply various art media, art mediums, technologies, and
processes in the creation of allegorical, theme-based, two and three-
choices about visual communication and art making techniques. dimensional works of art, using tools and technologies that are
appropriate to the theme and goals.
1.3.8.D.6 Synthesize the physical properties, processes, and techniques
for visual communication in multiple art media (including digital
media) and apply this knowledge to the creation of original artworks.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students create a work of art using an enhanced understanding of
mediums, processes, and techniques (comparing/contrasting a variety of
tools and techniques).
Other Evidence:
Assessment identifying the elements of art and principles of design.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.4 Unit #4/Big Idea: Critique
Enduring Understanding(s):
Students will understand that…
The critical process of observing, describing, analyzing, interpreting,
and evaluating leads to informed judgments regarding the relative
merits of artworks.
Essential Questions:
Why is the process of critique vital to art interpretation?
Students will know…
Assessing a work of art without critiquing the artist requires objectivity
and an understanding of the work’s content and form.
Visual fluency is the ability to differentiate formal and informal
structures and objectively apply observable criteria to the assessment of
artworks, without consideration of the artist.
Universal elements of art and principles of design apply equally to
artwork across cultures and historical areas.
Students will be able to…
1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiation
between the artist’s technical proficiency and the work’s content or
form.
1.4.8.B.2 Differentiate among basic formal structures and technical
proficiency of artists in works of dance, music, theatre, and visual art.
1.4.8.B.3 Compare and contrast examples of archetypal subject matter
in works of art from diverse cultural contexts and historical eras by
writing critical essays.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students create a work of art using the critical process to make an
informed judgment.
Other Evidence:
Informal assessment of student ability to engage in the critical process
(i.e., written)
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Provide examples of artwork for critique.
Explanation/discussion of the critical process (observe, describe,
analyze, interpret, and evaluate).
Explanation/discussion of art connections throughout culture and
history.
Students practice critique process (e.g. oral, written).
Demonstrate/model critique techniques related to individual projects.
Participate performance task
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
ART – Grade 8
Standard 1: 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.
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.
Standard 1.3 (Performing)
All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in
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.
The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.
Stage 1 – Desired Results
NJSLS: 1.1, 1.4 Unit #1/Big Idea: Aesthetics
Enduring Understanding(s):
Students will understand that…
Art enriches our lives.
Essential Questions:
How can art portray different views, opinions, emotions, and
interpretations?
Students will know…
Art is a universal language. Visual communication through art crosses
cultural and language barriers throughout time.
Contextual clues to artistic intent are embedded in artworks. Analysis
of archetypal or consummate works of art requires knowledge and
understanding of culturally specific art within historical contexts.
Artwork may be both utilitarian and non-utilitarian. Relative merits of
works of art can be assessed through analysis of form, function,
craftsmanship, and originality.
Students will be able to…
1.1.8.D.1 Describe the intellectual and emotional significance
conveyed by the application of the elements of art and principles of
design in different historical eras and cultures.
1.4.8.A.1 Generate observational and emotional responses to diverse
culturally and historically specific works of dance, music, theatre, and
visual art.
1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of
representative works of dance, music, theatre, and visual art.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Tasks (s):
Students will verbally or visually demonstrate how art enriches their
life.
Other Evidence:
Informal assessment of creative use of information and resources
provided.
Informal assessment identifying, comparing, contrasting visual works
of art.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of specific/multiple cultures, societies, genres, and
eras in artwork.
Demonstrate/model critique techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Explanation and discussion.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela,com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod
Stage 1 – Desired Results
NJSLS: 1.1, 1.2, 1.3, 1.4 Unit #2/Big Idea: Themes/History/Culture
Enduring Understanding(s):
Students will understand that…
Visual art helps gain insight into individual, community, and cultural
differences.
Visual art can be a representation of an individual’s response to the
world.
Essential Questions:
How does art provide insight into human culture and society?
What effect does culture have on art?
What is the value of the Arts in learning about past civilzations?
Students will know…
The study of masterworks of art from diverse cultures and different
historical eras assists in understanding specific cultures.
Technological changes have and will continue to substantially influence
the development and nature of the arts.
Tracing the histories of dance, music, theatre, and visual art in world
cultures provides insight into the lives of people and their values.
The arts reflect cultural mores and personal aesthetics throughout the
ages.
Awareness of basic elements of style and design in dance, music,
theatre, and visual art inform the creation of criteria for judging
originality.
The classification of art into various art genres depends on the formal
aspects of visual statements (e.g., physical properties, theoretical
components, cultural context). Many genres of art are associated with
discipline-specific arts terminology.
Universal themes exist in art across historical eras and cultures. Art
may embrace multiple solutions to a problem.
Each of the many genres of art is associated with discipline-specific arts
terminology and a stylistic approach to art-making.
Performance technique in dance, music, theatre, and visual art varies
according to historical era and genre.
Abstract ideas may be expressed in works of dance, music, theatre, and
visual art using a genre’s stylistic traits.
Students will be able to…
1.1.8.D.2 Compare and contrast various masterworks of art from
diverse cultures, and identify elements of the work that relate to specific
cultural heritages.
1.2.8.A.1 Map historical innovations in dance, music, theatre, and
visual art that were caused by the creation of new technologies.
1.2.8.A.2 Differentiate past and contemporary works of dance, music,
theatre, and visual art that represent important ideas, issues, and events
that are chronicled in the histories of diverse cultures.
1.2.8.A.3 Analyze the social, historical, and political impact of artists
on culture and the impact of culture on the arts.
1.3.8.D.3 Identify genres of art (including realism,
abstract/nonobjective art, and conceptual art) within various contexts
using appropriate art vocabulary, and solve hands-on visual problems
using a variety of genre styles.
1.3.8.D.4 Delineate the thematic content of multicultural artworks, and
plan, design, and execute multiple solutions to challenging visual arts
problems, expressing similar thematic content.
1.3.8.D.5 Examine the characteristics, thematic content, and symbolism
found in works of art from diverse cultural and historical eras, and use
these visual statements as inspiration for original artworks.
1.4.8.A.3 Analyze the social, historical, and political impact of artists
on culture and the impact of culture on the arts.
1.4.8.A.4 Compare and contrast changes in accepted meanings of
known art works over time, given shifts in societal norms, beliefs, or
values.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Students will create a work of art that represents a personal response to
the world.
Other Evidence:
Informal assessment identifying common and distinctive characteristics
of artwork.
Informal assessment identifying significant contributions of various
artists and cultures throughout history.
Informal assessment identifying art genres.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of specific/multiple cultures, societies, genres, and
eras in artwork (past and present).
Explanation and discussion (compare
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Gifted Students:
Use flexible grouping
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.3 Unit #3/Big Idea: Basic Art Skills
Enduring Understanding(s):
Students will understand that…
Available tools and technologies influence the ways in which artists
express their ideas.
Essential Questions:
How do different techniques, mediums, and processes effect self-
expression?
Why is it important to experience a variety of formats and techniques
for effective visual communication?
Students will know…
The creation of art is driven by the principles of balance, harmony,
unity, emphasis, proportion, and rhythm/movement.
Themes in art are often communicated through symbolism, allegory, or
irony. There are a wide variety of art mediums, each having
appropriate tools and processes for the production of artwork. Fluency
in these mediums, and the use of the appropriate tools associated with
working in these mediums, are components of art-making.
Students will be able to…
1.3.8.D.1 Incorporate various art elements and the principles of
balance, harmony, unity, emphasis, proportion, and rhythm/movement
in the creation of two- and three-dimensional artworks, using a broad
array of art media and art mediums to enhance the expression of
creative ideas (e.g., perspective, implied space, illusionary depth, value,
and pattern).
1.3.8.D.2 Apply various art media, art mediums, technologies, and
The visual possibilities and inherent qualities of traditional and
contemporary art materials (including digital media) may inform
choices about visual communication and art making techniques.
processes in the creation of allegorical, theme-based, two and three-
dimensional works of art, using tools and technologies that are
appropriate to the theme and goals.
1.3.8.D.6 Synthesize the physical properties, processes, and techniques
for visual communication in multiple art media (including digital
media), and apply this knowledge to the creation of original artworks.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment:
Have students create a work of art demonstrating an enhances
understanding of mediums, proce4sses and techniques
(comparing/contrasting a variety of tools and techniques).
Other Evidence:
Assessment identifying the elements of art and principles of design.
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Introduce examples of art that inform us about values and beliefs in
different cultures, histories, and societies.
Explanation and discussion.
Demonstrate/model techniques related to individual projects.
Create performance task.
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
Provide Opportunities for Practice
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
Stage 1 – Desired Results
NJSLS: 1.4 Unit #4/Big Idea: Critique
Enduring Understanding(s):
Students will understand that…
The critical process of observing, describing, analyzing, interpreting,
and evaluating leads to informed judgements regarding the relative
merits of artworks.
Essential Questions:
Why is the process of critique vital to art interpretation?
Students will know…
Assessing a work of art without critiquing the artist requires objectivity
and an understanding of the work’s content and form.
Visual fluency is the ability to differentiate formal and informal
structures and objectively apply observable criteria to the assessment of
artworks, without consideration of the artist.
Universal elements of art and principles of design apply equally to
artwork across cultures and historical areas.
Students will be able to…
1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiation
between the artist’s technical proficiency and the work’s content or
form.
1.4.8.B.2 Differentiate among basic formal structures and technical
proficiency of artists in works of dance, music, theatre, and visual art.
1.4.8.B.3 Compare and contrast examples of archetypal subject matter
in works of art from diverse cultural contexts and historical eras by
writing critical essays.
Interdisciplinary Connections:
NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.R7. Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
NJSLSA.SL.1. Prepare for and participate effectively in a range of
conversations and collaborations with diverse partners, building on
others’ ideas and expressing their own clearly and persuasively.
NJSLSA.SL2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Integration of 21st Century Themes and Skills:
CRP2. Apply appropriate academic and technical skill.
CRP6. Demonstrate creatively and innovation.
CRP4. Communicate clearly and effectively and with reason.
CRP5. Consider the environmental, social and economic impacts of
decisions.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and
persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
Stage 2 – Assessment Evidence
Required Benchmark Assessment Task(s):
Have students create a work of art using the critical process to make an
informed judgment.
Other Evidence:
Informal assessment of student ability to engage in the critical process
(i.e., written)
Stage 3 – Learning Plan
Suggested Learning Activities:
Ask the essential questions.
Provide examples of artwork for critique.
Explanation and discussion (formal—viewing context, informal-
offering opinion/emotion, art connections throughout culture and
history).
Demonstrate/model critique techniques related to individual projects.
Participate performance task
Display and discuss performance task.
Modifications
Special Education:
Develop of target vocabulary
Scaffold comprehension
Use videos, illustrations, pictures, and drawings to explain or clarify.
Use graphic organizers to develop key concepts/ideas
Teach key aspects of a topic. Eliminating nonessential information.
Allow products (projects, timelines, demonstrations, models, drawings
poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate
student’s learning;
English Language Learners (ELLs):
Model Thinking Aloud
Encourage Partner Talk
Repeat and Clarify
Provide a Sequence
Allow Varied Responses
Target vocabulary
Scaffold comprehension
Scaffold content-literary reading
Provide Opportunities for Practice Use videos, illustrations, pictures, and drawings to explain or clarify.
Allow projects to demonstrate student’s learning
Students at Risk of School Failure:
Utilize TIME Mentor Program
Build a relationship
Allow flexible due dates
Employ strategies from Classroom Instructions that Works
Create the Opportunity to Learn strategies
Build lessons around student interests
Gifted Students:
Use flexible grouping
Give Independent projects
Differentiate product assignments
Offer student choice
Use multiple intelligence options
Provide opportunities to research (Individual/Group)
Focus on Habits of Mind
Focus on Webb’s Depth of Knowledge – Emphasis on Level 4
Core Instructional Materials:
Art posters to display elements of art, various artists, etc.
Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)
Newsela.com for leveled texts
You Tube (art demonstrations)
Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod
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