greeley /evans school district #6 fourth grade writing ... · pdf filegr ade lev l expec tions...

2016-2017

Curriculum Guides

Elementary Art

Weld County School District 6 Learning Services 1025 9th Avenue Greeley, CO 80631 970/348-6000

Kindergarten

Greeley-Evans School District 6 2016-2017

Page 1 of 3 Kindergarten Art Curriculum Guide

Greeley-Evans School District 6 Kindergarten Art Curriculum Guide

PART A (Standards 1 and 2): Comprehend and Reflect Unit #1: Artists Communicate Stories, Ideas and Feelings Through Art

Nature of Visual Arts: Visual art is our primary language

Inquiry Question(s): 1. What stories do artists tell? 2. Why do artists create visual stories? 3. How do artists use expressive features to tell their stories? (line, shape, color) 4. How does art tell a story about who you are? 5. How does art make people feel? 6. How does a person think in pictures?

Grade Level Expectations (GLE): 1. Artists and viewers recognize characteristics and expressive features within works of art 2. Personal feelings are described in and through works of art 3. Identify that art represents and tells the stories of people, places, and things 4. Artists interpret connections to the stories told in and by works of art

Performance Goals

Students will… -Actively participate in a teacher guided art talk (people at work and people at play) -Recognize the expressive features in a work of art (line, shape, color) -Understand that art tells stories Assessments:

-Produce a work of art: “Tell a story about yourself”

-Engage in teacher guided collaborative assessment with peers to share the story of their artwork

21st Century Skills:

Information Literacy, Critical Thinking/ Reasoning, Collaboration, Self-Direction, Invention



Greeley-Evans School District 6 Kindergarten Art Curriculum Guide

PART B (Standards 3 and 4): Create and Transfer Unit #1: Artists Communicate Stories, Ideas and Feelings Through Art

Nature of Visual Arts: Visual art is our primary language

Inquiry Question(s): 1. How can art tell your story? 2. Why do artists choose certain materials over others? 3. How is art part of your world? 4. What do artists do?

Vocabulary: feelings/emotions line ideas/senses shape artist color storyteller imagination invention fantasy celebration project specific vocabulary

Grade Level Expectations (GLE): 1. Create two and three dimensional works of art based on personal relevance 2. Artists and viewers contribute and connect to their communities

Performance Goals

Students will… -Experiment with materials and processes to make art -Properly manipulate art materials (such as scissors, glue, markers, wax crayons, paper, clay, paint, stamps, and simple printmaking materials)

-Develop skills with a variety of age appropriate art materials and equipment (directed and narrative drawing, coloring, cutting, gluing, paper manipulation (cut, torn, folded, crumpled), collage, sculpture, monoprinting)

-Learn about and draw critical attributes of people, animals, and things in the environment -Use the expressive features in a work of art that solves a creative problem

Line by name (straight, curved, zigzag, etc.) Texture (identify by name) Line by family (curved line family, straight line family, etc.) Form (identify by name) Line direction (up and down, side to side, corner to corner) Form (differentiate form from shape) Shape (identify by name) Space (empty or full) Color (identify by name) Space (inside or outside)

-Make choices about which materials will meet their artistic goals -Engage in collaboration with peers to generate ideas about people at play (celebrations)

-Solve a creative problem in an artwork: “Invent a new kind of celebration” (for example: a party for my new shoes, a sunset celebration)

Assessments: -Teacher directed criterion based rubric designed for both formative and summative evaluation purposes

21st Century Skills: Information Literacy, Critical Thinking/ Reasoning, Collaboration, Self-Direction, Invention

Resources:

Take 5 Art Reproductions Children’s Literature (for example: “When a Line Bends, a Shape Begins,”

Digital Images “The Dot,” “Mouse Paint,” Books about celebrations) Internet Resources specific to student needs



Greeley-Evans School District 6 Kindergarten Elementary Art Curriculum Guide

Standard 1: Observe and Learn to Comprehend Standard 2: Envision and Critique to Reflect Standard 3: Invent and Discover to Create Standard 4: Relate and Connect to Transfer

Inquiry Question(s):

1. How does art connect individuals, families, and communities?

2. What is culture?

3. What stories do artists tell about their culture?

4. How does art connect to your family traditions?

5. How does art connect familiar and unfamiliar ideas?

Grade Level Expectations (GLE):

Unit #2: Artists Interpret Connections to History and Cultures Through

Works of Art Nature of Visual Arts: Art is as different and unique as our humanity

Vocabulary:

feelings/emotions line ideas/senses shape artist color

storyteller imagination invention fantasy celebration pattern

culture myth 1. Artists and viewers recognize characteristics and expressive features within works of art 2. Personal feelings are described in and through works of art 3. Identify that art represents and tells the stories of people, places, and things 4. Artists interpret connections to the stories told in and by works of art 5. Create two and three dimensional works of art based on personal relevance

6. Artists and viewers contribute and connect to their communities

Performance Goals

tribe tradition/customs project specific vocabulary

Students will…

-Actively participate in a teacher directed art talk (focused on how history and culture is expressed through pre-historic works of art)

-Collaborate with peers to generate ideas about images/ symbols that represent our culture in everyday life -Solve a creative problem in an artwork: “If you lived in a cave, what pictures would you paint on your walls?”

-Know that culture is composed of different art styles, food, music, dance, norms, customs, myths, objects, and ritual practices -Understand the need for art as an expression of culture

-Experience a variety of arts modalities in order to explore the meaning of culture -Express how works of art are similar and different -Learn about and produce works of art reflective of tribal/indigenous cultures -Suggested Tribal Cultural Explorations Include:

Musical instruments Masks Storytelling Mythology History

Celebrations Mythical Creatures Folk Art Adornment Functional Art Assessments:- Solve a creative problem in a collaborative group: “Create your own tribe.” (Name your tribe, tell us where you live, tell us what you eat, create a dance, create a costume, create a musical instrument, etc.)


Resources: Art Reproductions Digital Images Internet Resources specific to student needs

Cultural Realia Literature about tribal myths and stories

Literature about cultural practices

American Heritage Video Series Images of tribal people

Book “Art From Many Hands”

First Grade


Page 1 of 3 1st Grade Art Curriculum Guide

Greeley-Evans School District 6 First Grade Art Curriculum Guide

PART A(Standards 1 and 2):

Comprehend and Reflect

Unit #1: Artists Communicate Stories About People, Places, and Things

Nature of Visual Arts: Art is a language that conveys emotional experience

Inquiry Question(s): 1. How do artists show emotion in a work of art? 2. How do sensory qualities and expressive features create feelings in works of art? 3. Why do works of art provoke specific feelings? 4. How do artists choose what stories to tell? 5. How do artists choose what emotions to convey?

Grade Level Expectations (GLE): 1. Works of art express feelings 2. Art represents and renders the stories of people, places, and things 3. Visual arts provide opportunities to respond to personal works of art and the art of others

Performance Goals

Students will… -Actively participate in a teacher guided art talk (emotions in a work of art) -Recognize that specific expressive features in a work of art can create feelings (line, shape, color) -Understand that artists purposely choose to tell stories that evoke emotion Assessments:

-Produce a work of art: “Create an artwork that shows emotion.”

-Collaborate with peers to act out the emotions in their work of art using facial expression and gesture


Information Literacy, Critical Thinking/ Reasoning, Collaboration, Self-Direction




PART B(Standards 3 and 4): Create and Transfer Unit #1: Artists Communicate Stories About People, Places, and Things

Nature of Visual Arts: Art is a language that conveys emotional experience

Inquiry Question(s): 1. Why did you choose to use to show emotions? 2. How do artists use their imagination? 3. How are families depicted through art? 4. How do artists choose what stories to tell?

Vocabulary: Emotion rhythm Pattern balance geometric organic spectral order of colors primary colors environment memory

fantasy project specific vocabulary Grade Level Expectations (GLE):

1. Create art to communicate ideas, feelings, and emotions 2. Visual arts relate experiences to self, family, and friends

Performance Goals

Students will… -Properly manipulate art materials -Develop skills with a variety of age appropriate art materials and equipment -Learn to observe and draw the critical attributes of emotional expression and gesture -Transfer knowledge of critical attributes to use shape by shape drawing techniques -Use the expressive features in a work of art that solves a creative problem

Line (repetition to create pattern) Texture (explore surfaces of objects) Shape (characteristics of shape – flat) Form (characteristics of form - fat) Shape (recognize and use geometric and organic shapes in artwork) Form (recognize geometric and organic forms) Color (discover rainbow order using primary colors- art in science) Space (a picture plane is a space)

-Make choices about which materials will meet their artistic goals -Engage in collaboration with peers to generate ideas about families (real or imagined)

-Solve a creative problem in an artwork: “Create an imaginary setting where a family is expressing emotions.” (for example, a family of elephants having fun in outer space)

-Connect art to other subject areas (color/ science, math/symmetry, etc.) Assessments:

-Teacher directed criterion based rubric designed for both formative and summative evaluation purposes

21st Century Skills: Information Literacy, Critical Thinking/ Reasoning, Collaboration, Self-Direction

Resources:

Take 5 Art Reproductions, Digital Images, Internet Resources specific to student needs

Children’s Literature (“Many Colored Days,” books about emotions, poetry books, etc.)





Unit #2: Art is Mindful of Our Personal and Cultural Perspectives and Feelings

Nature of Visual Arts: Art Shows All Types of Human Experiences

Inquiry Question(s): 1. How does art connect individuals, families, and communities in other cultures?

2. How are emotions expressed in cultural works of art?

3. What stories do artists tell about their culture?

4. Why do artists from indigenous cultures choose certain materials?

Vocabulary: feelings/ emotions ideas/ senses storyteller imagination invention fantasy pattern culture myth tribe

tradition/ customs project specific vocabulary Grade Level Expectations (GLE): 1. Works of art express feelings 2. Art represents and renders the stories of people, places, and things 3. Visual arts provide opportunities to respond to personal works of art and the art of others 4. Create art to communicate ideas, feelings, and emotions 5. Visual arts relate experiences to self, family, and friends

Performance Goals

Students will… -Use media and processes to express ideas, feelings, and emotions related to history and culture -Explore the process of planning a work of art -Experience a variety of arts modalities in order to explore the meaning of culture

-Know that culture is composed of different art styles, food, music, dance, norms, customs, myths, objects, and ritual practices -Understand the need for art as an expression of culture

-Express how works of art from different cultures are similar and different -Learn about and produce works of art reflective of tribal/indigenous cultures

-Suggested Tribal Cultural Explorations Include: Musical instruments Masks Storytelling Mythology History

Celebrations Mythical Creatures Folk Art Adornment Functional Art -Solve a creative problem: “Invent a work of art that demonstrates transfer of the familiar to the unfamiliar.” Assessments:

-Teacher directed criterion based rubric designed for both formative and summative evaluation purposes


Resources:

Art Reproductions Digital Images Internet Resources specific to student needs Cultural Realia

Literature about tribal myths and stories

Literature about cultural practices American Heritage Video Series Images of tribal people Book “Art From Many Hands”

Second Grade


Page 1 of 3 2nd Grade Art Curriculum Guide

Greeley-Evans School District 6 Second Grade Art Curriculum Guide

PART A(Standards 1 and 2): Comprehend and Reflect Unit #1: Artists Make Choices to Communicate Ideas in Works of Art

Nature of Visual Arts: Artists Express Ideas in Multiple Ways

Inquiry Question(s): 1. What is an idea in a work of art? 2. Where do ideas come from? 3. What ideas can you observe/ recognize in works of art? 4. Why is it important to express an idea without words? 5. How can art express more than one idea?

Grade Level Expectations (GLE): 1. Artists make choices that communicate ideas in works of art 2. Characteristics and expressive features of art and design are used to identify and discuss works of art 3. Visual arts use various literacies to convey intended meaning

Performance Goals

Students will… -Actively participate in a teacher guided art talk (ideas in a work of art, what is the artist trying to say) -Recognize that specific expressive features in a work of art can show an idea or say something about the world (tragedy/ beauty) -Engage in teacher directed collaborative brainstorming in order to discover what ideas artists use -Understand that artists purposely choose to express an idea about human experiences through a work of art Assessments:

-Solve a creative problem: “Use idea words and symbols in an imaginative way.” (graphic design)






PART B(Standards 3 and 4): Create and Transfer Unit #1: Artists Make Choices to Communicate Ideas in Works of Art

Nature of Visual Arts: Artists Express Ideas in Multiple Ways

Inquiry Question(s): 1. What is an idea in a work of art? 2. Where do ideas come from? 3. What ideas can you observe/ recognize in works of art? 4. Why is it important to express an idea without words? 5. How can art express more than one idea?

Vocabulary: Idea Symbol Human experience Community Color families Repetition Informal perspective Project Specific Vocabulary

Grade Level Expectations (GLE): 1. Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design 2. Visual arts respond to human experience by relating art to the community

Performance Goals

Students will… -Properly manipulate art materials (including three dimensional media, relief printmaking, paper weaving, and mixed media) -Develop skills with a variety of age appropriate art materials and equipment -Engage in teacher directed drawing from life -Understand that creating ideas in a work of art requires good craftsmanship -Use the expressive features in a work of art that solves a creative problem

Line Texture (find textures in works of art) Shape (repetition to create pattern, positive/ negative) Form Color (continued exploration of mixing to discover color families) Space (informal perspective, positive/ negative)

-Solve a creative problem: “Communicate an idea in a work of art.”

“Create a piece of three dimensional art that expresses your idea.” “Create a work of art that shows the same idea in multiple ways.”



Resources:

Take 5 Art Reproductions, Digital Images, Internet Resources specific to student needs

Children’s Literature





Unit #2: Art Reflects the Collective Values, Traditions, and Ideas of Regional Cultures

Nature of Visual Arts: Ideas and Images Help us Understand Our World

Inquiry Question(s): 1. What are regional cultures?

2. What does art say about culture?

3. Why is art important to communicate, educate, and maintain common cultural ideas?

4. How does art convey the values, traditions, and collective ideas of a regional culture?

5. How do artists of regional cultures use specific images to communicate their ideas?

Vocabulary: Values Traditions Regional Cultures Happy Accidents Project Specific Vocabulary

Grade Level Expectations (GLE): 1. Artists make choices that communicate ideas in works of art 2. Characteristics and expressive features of art and design are used to identify and discuss works of art 3. Visual arts use various literacies to convey intended meaning

4. Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design 5. Visual arts respond to human experience by relating art to the community

Performance Goals

Students will… -Actively participate in a teacher directed art talk (focused on how cultures express their ideas) -Use media and processes to express ideas related to history and regional cultures

-Understand the need for art as an expression of culture -Understand that cultural ideas and cultural integrity are maintained through the arts -Apply skill and discipline in order to turn ideas into quality art products -Realize that artistic processes can lead to unpredictable outcomes (“happy accidents”) that occur in making art that can lead to discovering something new

-Learn about and produce works of art reflective of regional cultures -Suggested Regional Cultural Explorations Include:

Traditional Arts Art of Material Culture Folk Arts Textiles Toys Games



Resources: Art Reproductions Digital Images Internet Resources specific to student needs

Cultural Realia

Literature about regional cultural practices (both traditional and folk arts) American Heritage Video Series

Images of regional cultures Book “Art From Many Hands”

Third Grade


Page 1 of 3 3rd Grade Art Curriculum Guide

Greeley-Evans School District 6 Third Grade Art Curriculum Guide

PART A (Standards 1 and 2): Comprehend and Reflect Unit #1: Artists Communicate With Intent and Purpose

Enduring Concept: Art is Reciprocal

Inquiry Question(s):

1. What is meant by intent? 2. Can there be a story in a single image? 3. How do works of art influence the mood/ emotion of the viewer? 4. What is man-made art? 5. Why is critique an important part of art? 6. What can artists learn from critique? 7. How do artists use the characteristics and expressive features of art and design to show their purpose?


1. The identification of characteristics and expressive features in works of art and design help to determine artistic intent 2. Art has intent and purpose (record, educate, inform, reflect, influence, etc.) 3. Artists, viewers and patrons use the language of art to respond to their own art and the art of others 4. Artists, viewers and patrons make connections among the characteristics, expressive features, and purposes of art and design

Performance Goals

Students will…

-Actively participate in a teacher guided art talk (a work of art with a specific purpose at its time of creation) -Recognize that specific expressive features in a work of art can express intent -Examine the connection between an artist’s intent and the viewer’s personal feelings -Hypothesize about and discuss artist’s intent and mood -Discuss how art and design impacts the man-made environment -Explore the differences between art and design

Assessments:

-District Common Assessment: “Create an artwork about something that is important to you”






PART B(Standards 3 and 4): Create and Transfer Unit #1: Artists Communicate With Intent and Purpose

Enduring Concept: Art is Reciprocal Inquiry Question(s):

1. What kinds of skills do artists need?

2. How does the selection of tools and techniques impact an artist’s results?

3. How does something become art? 4. Why do different people find different meaning in a work of art? Grade Level Expectations (GLE): 1. Use basic media to express ideas through the art making process

2. Demonstrate basic studio skills

3. Works of art connect individual ideas to make meaning

4. Historical and cultural ideas are evident in works of art

Performance Goals

Vocabulary:

Intent Mood Man-made art Purpose Critique Reflect Tint Shade Color families Point of view

Three dimensions Height Width Depth Positive space Negative space

Design Project specific vocabulary

Students will… -Communicate an idea visually -Use multi-sensory information to construct visual narratives

-Create two and three dimensional works of art individually or collaboratively (group sculpture, mural, etc.)

-Properly manipulate art materials (transparent and opaque media, tempera workshop, relief printmaking (collograph, Styrofoam, clay, multiple editions), bas relief, paper mache, clay, wire, and found object sculpture)

-Engage in teacher and student directed drawing from life (proportional studies, informal perspective) -Use the expressive features in a work of art that solves a creative problem

Line (expressive line qualities, line weight) Texture (Use found textures in works of art) Shape Form (three dimensions, positive/ negative) Color (apply color families to works of art/ tints and shades) Space (points of view, continue positive/ negative)

-Solve a creative problem (examples): “Use marketing and design or create a logo to influence customer choice” “Illustrate a poem or short story”

Assessments: -Collaborate with peers to determine artistic criteria for a work of art -Teacher directed criterion based rubric designed for both formative and summative evaluation purposes



Resources:

Take 5 Art Reproductions, Digital Images, Internet Resources specific to student needs Children’s Literature, Art Literature





Unit #2: Historical and Cultural Ideas are Evident in Works of Art

Enduring Concept: History is Written and Inspired by Art

Inquiry Question(s): 1. How does art capture real-life topics in visual images?

2. What is the purpose of art in society?

3. What can art teach us about the past?

4. What is the role of art in historical periods and contemporary culture?

5. How have the purpose of art and the role of the artist changed over time?

6. What causes the purpose of art and the role of the artist to change over time?

Vocabulary: History Society Ancient Modern Contemporary Role Record Reflect Educate Inform Influence Entertain Project Specific Vocabulary

Grade Level Expectations (GLE): 1. The identification of characteristics and expressive features in works of art and design help to determine artistic intent 2. Art has intent and purpose (record, reflect, educate, inform, influence, entertain, etc.) 3. Artists, viewers and patrons use the language of art to respond to their own art and the art of others 4. Artists, viewers and patrons make connections among the characteristics, expressive features, and purposes of art and design

5. Use basic media to express ideas through the art making process 6. Demonstrate basic studio skills 7. Works of art connect individual ideas to make meaning 8. Historical and cultural ideas are evident in works of art

Performance Goals

Students will… -Investigate the role that artists play in indigenous, ancient, historical, and modern/ contemporary cultures and societies -Actively participate in a teacher directed art talk (works of art that demonstrate historical purposes of art) -Understand that art has a variety of purposes in society (record, reflect, educate, inform, influence, entertain)

-Realize that art can create identity for societal groups -Use media and processes to express ideas related to the purpose of art throughout history

-Create a work of art that demonstrates an understanding of the role of art in an ancient society -Create a work of art that demonstrates an understanding of the role of art in a historical society

-Create a work of art that demonstrates an understanding of the role of art in a modern/contemporary society Assessments: -Teacher and student directed criterion based rubric designed for both formative and summative evaluation purposes


Resources:

Art Reproductions Digital Images Internet Resources specific to student needs

Cultural Realia

Literature about regional cultural practices (both traditional and folk arts) American Heritage Video Series

Images of ancient, historical, and modern/ contemporary cultures Book “Art From Many Hands”

Fourth Grade


Page 1 of 3 4th Grade Art Curriculum Guide

Greeley-Evans School District 6 Fourth Grade Art Curriculum Guide

PART A (Standards 1 and 2): Comprehend and Reflect

Modern Art is Weird Unit #1: Modern Art Communicates Through Innovation,

Experimentation, Creative Problem Solving and Risk Taking Nature of Visual Arts: Processes Change Over Time

Inquiry Question(s): 1. Why does subject matter in art change over time? 2. What makes a work of art good? 3. How do ideas of beauty, quality, and the importance of art vary over time? 4. Why are artists in a similar time period influenced by one another? 5. Why is intended meaning an issue in the art-making process? 6. What clues does an artist give in a work of art to communicate intent?

7. How can a work of art be interpreted in a variety of ways?

Grade Level Expectations (GLE): 1. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art

and design 2. Works of art articulate and express different points of view 3. Artists, viewers and patrons respond to works of art using inference and empathy 4. The critique process informs judgments about artistic and aesthetic merits in works of art 5. The processes and philosophies of art and design inform interpretations of works of art

Performance Goals

Students will… -Actively participate in a teacher guided art talk (3 reproductions showing representational art, abstract art, and non-objective art)

-Collaborate with peers to determine the progression of an artist’s work from representational images, to abstract images, to non- objective images (for example: Mondrian)

-Discuss and form an opinion about the social and personal value of art -Engage in the study of aesthetics (what we like, what is accepted as art, what is good art, and why) Assessments:

-Solve a creative problem: “Produce a work of art that shows the progression of an image from representational, to abstract, to non-objective.”

-Written reflection/ critique






PART B (Standards 3 and 4): Create and Transfer

Modern Art is Weird Unit #1: Modern Art Communicates Through Innovation,

Experimentation, Creative Problem Solving and Risk Taking Nature of Visual Arts: Processes Change Over Time

Inquiry Question(s): 1. How does illusion impact the visual reality of a two dimensional space? 2. How can knowledge of science, math, reading, or writing inform art-making? 3. How can discoveries in art be applied to other disciplines? 4. Can an artist create new materials and processes? 5. What are the unique ways to use materials and processes? What do you prefer?

Vocabulary: Aesthetics Progression Critique Representational Abstract Non-objective Modern Art Exaggerate Simplify Distort Project Specific Vocabulary


Performance Goals

Students will… -Apply studio skills and processes in order to communicate visually -Use traditional and contemporary media technologies -Experience a variety of media and materials in workshop format (watercolor, printmaking, paper construction)

-Explore and discover unique ways to use art materials and processes (for example, purposefully use unconventional materials as painting tools)

-Engage in self-directed drawing from life (life drawing - figurative or still, gesture drawing) -Create two and three dimensional works of art -Use the expressive features in a work of art that solves a creative problem

Line (describes texture, cross-hatch/ stippling, etc.) Texture (represent, simulate and use textures in works of art) Shape (abstract shapes) Form (differentiate three dimensions, form follows function) Color (compliments create neutrals) Space (illusion of depth by manipulating size and placement)

Assessments:

-Solve a creative problem: “Create an image that reflects the concepts of modern art.”

“Make a work of art using your materials in new and inventive ways.” -Collaborate with peers to determine artistic criteria for a work of modern art

-Teacher and student directed criterion based rubric designed for both formative and summative evaluation purposes


Resources:

Art Reproductions, Digital Images, Internet Resources specific to student needs

Children’s Literature, Modern Art Literature





Unit #2: Breaking From Tradition Gives Rise to New Forms of Expression Nature of Visual Arts: Art is More Than a Pretty Picture

Inquiry Question(s): 1. What is the importance of understanding the history of art for an artist? 2. How do the purposes of art vary through time and culture? (record, reflect, inform, question, entertain, etc.) 3. How is the subject matter of a work of art related to the artist’s interests?

4. Why does knowing about art inform an understanding of the world? 5. How does the knowledge of culture and history across time connect art other subject matters? 6. What is modern art?

Vocabulary: Record Reflect Inform Entertain Question Invention Innovation Response Risk-taking Modern Art Project Specific Vocabulary

Grade Level Expectations (GLE): 1. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive

features of art and design 2. Works of art articulate and express different points of view 3. Artists, viewers and patrons respond to works of art using inference and empathy 4. The critique process informs judgments about artistic and aesthetic merits in works of art 5. The processes and philosophies of art and design inform interpretations of works of art

Performance Goals

Students will… -Actively participate in a teacher directed art talk (works of art that demonstrate different modern art movements and genres) -Recognize that modern works of art represent risk-taking, innovative thinking, invention, and response to world events of their time -Understand that there were different schools of thought in the development of modern art (for example, Impressionism, Cubism, Surrealism, Pop

Art, etc.)

-Solve a creative problem: “Create an image that reflects the style and concepts expressed in a specific art movement.” “Invent a work of art inspired by a modern artist.” “Invent a modern work of art based on a theme of personal interest.”

-Realize that other world cultures influenced Modern Art -Engage in debate about the purposes and functions of Modern art -Understand that there are inventions and technologies that change art and the role of the artist in society Assessments:

-Create a portfolio of Modern art sketches and ideas to inform the art making process

-Teacher and student directed criterion based rubrics designed for both formative and summative evaluation purposes -Peer/ group critique

21st

Century Skills: Information Literacy, Critical Thinking/ Reasoning, Collaboration, Self-Direction, Invention

Resources: Art Reproductions

Digital Images

Internet Resources specific to student needs Literature about Modern Art

Images from modern/ contemporary cultures

Fifth Grade



Greeley-Evans School District 6 Fifth Grade Art Curriculum Guide

PART A(Standards 1 and 2): Comprehend and Reflect

Contemporary Art is Even Weirder

Unit #1: Visual Arts Make Connections

Nature of Visual Arts: Epiphany and Invention Are the Lifeblood of

Expression

Inquiry Question(s): 1. Is art important? 2. Is the artist’s intended meaning an issue in the art making process? Why or why not? 3. What are the advantages of visually representing a story? 4. What boundaries, if any, exist in art and art making? 5. Why do innovations in technology and social and political trends influence the creation of visual art?

Grade Level Expectations (GLE): 1. Visual arts connect multiple characteristics of art 2. Visual arts communicate the human experience 3. Visual arts learning involves analyzing the formal and sensory qualities of art 4. Evaluative criteria is used when responding to works of art 5. Specific methods of planning support the development of intended meaning

Performance Goals

Students will… -Actively participate in a teacher guided art talk (artwork that will enable students to do the following…)

-Objectively use characteristics and expressive features to analyze works of art

-Analyze art and draw conclusions about it in order to develop visual literacy skills -Justify statements made about works of art -Investigate generalizations about works of art (expanding the definition of art)

-Comprehend the relationship between artist, artwork, and viewer Assessments:

-Create questions about aesthetic criteria (how do you determine what you like, how do you determine what is good?)

-Answer questions about aesthetic criteria while discussing an art print with peers






PART B (Standards 3 and 4): Create and Transfer

Contemporary Art is Even Weirder

Unit #1: Visual Arts Make Connections

Nature of Visual Arts: Epiphany and Invention Are the Lifeblood of Expression

Inquiry Question(s): 1. How do artists use tools and techniques to convey meaning? 2. Why does planning contribute to the craftsmanship and meaning of a work of art? 3. Where do ideas come from and how do they evolve? 4. What does good craftsmanship look like?

Vocabulary: Modern Art Non-Objective Art Contemporary Art Aesthetics Meaning Boundary Justify Investigate Intention Craftsmanship Media Idea/Theme Planning Project Specific Vocabulary

Grade Level Expectations (GLE): 1. Use artistic media and expression to communicate personal and objective points of

view 2. Create art using technological media 3. Apply an understanding of art processes and creative thinking to plan and create art 4. Artists, viewers and patrons assign intended meaning to works of art 5. Artists, viewers and patrons respond to art from familiar and unfamiliar cultures

Performance Goals

Students will… -Experiment with a variety of media and materials in workshop format using both conventional and unconventional tools and techniques (including line making media, color making media, mixed media, sculpture/ three dimensional media)

-Keep a record of media/ materials explorations for planning purposes -Apply knowledge of craftsmanship and studio skills to media explorations -Understand how studio skills and chosen media affect the intended meaning of an artwork -Express abstract ideas and concepts through experimentation with art materials -Create works of art individually and collaboratively that communicate artistic intent Assessments:

-Solve a creative problem: “Produce a series of works of art that convey the same emotion or idea in different media.”

-Teacher and student directed criterion based rubric designed for both formative and summative evaluation purposes



Resources:

Art Reproductions Children’s Literature

Digital Images Modern Art Literature Internet Resources specific to student needs Unconventional Art Making Materials


Standard 1: Observe and Learn to Comprehend Standard 2: Envision and Critique to Reflect Standard 3: Invent and Discover to Create Standard 4: Relate and Connect to Transfer Inquiry Question(s):

1. Why does contemporary art exist?

Unit #2: Artists Communicate Multiple Characteristics of Art

Nature of Visual Arts:

-Divergent Thinking Provides a Foundation for Creating and Talking About Art

-Modern and Contemporary Art Provides a Record of Change

2. How do the characteristics of a work of art reflect the culture, time period, or artist who produced it? 3. How do major social and political events influence visual culture? 4. Why do artists embrace the unpredictability of the artistic process, and how does that lead to successful works of art?

5. Why is planning an important aspect of art? 6. How do artists plan works of art?

7. How can plans become works of art? Grade Level Expectations (GLE): 1. Visual arts connect multiple characteristics of art

2. Visual arts communicate the human experience

3. Visual arts learning involves analyzing the formal and sensory qualities of art 4. Evaluative criteria is used when responding to works of art 5. Specific methods of planning support the development of intended meaning 6. Use artistic media and expression to communicate personal and objective points of view 7. Create art using technological media

8. Apply an understanding of art processes and creative thinking to plan and create art 9. Artists, viewers and patrons assign intended meaning to works of art 10. Artists, viewers and patrons respond to art from familiar and unfamiliar cultures

Performance Goals

Vocabulary: Contemporary Social

Political Culture

Visual Culture Unpredictability Plan Viewer Iconography Dialogue Personal Symbolic Language Project Specific Vocabulary

Students will…

-Actively participate in a teacher directed art talk (Picasso’s Guernica and Juan Miro, related to the use of personal iconography, and response/ commentary about social events)

-Engage in debate about the purposes and functions of Contemporary art -Develop ideas about significant real world problems and issues that justify social commentary -Categorize ideas in collaborative groups with peers and relate them to larger world issues -Develop a unique personal symbolic language (visual vocabulary, reference Picasso, Miro) -Solve a creative problem: “Produce an artwork that applies your own personal symbolic language to provide social commentary.” -Actively participate in a teacher directed art talk (multiple examples of Contemporary artists and works of art)

-Manipulate the characteristics and expressive features of art to show an intent or purpose (record, educate, inform, reflect, influence, etc.)

Greeley-Evans School District 6 Page 3 of 4 2016-2017 5th Grade Art Curriculum Guide

-Solve a creative problem: “Invent a contemporary work of art based on a theme of personal interest.” (Rothko, Rauschenberg, Pollack)

-Connect the unpredictability of art to other disciplines -Apply perseverance and discipline in order to create quality products -Understand that contemporary art creates a dialogue between the artist, the artwork, and the viewer -Understand that aesthetic values are different in different cultures

-Establish cultural sensitivity Assessments: -Utilize record of media/ materials explorations for planning purposes -Create a portfolio of Contemporary art sketches and ideas to inform the art making process -Teacher and student directed criterion based rubrics designed for both formative and summative evaluation purposes -Verbalize in oral or written form the intent of their works of art

-Peer/group critique


Resources:

Art Reproductions (Picasso, Miro, Contemporary Art) Digital Images Internet Resources specific to student needs Literature about Contemporary Art

Images from modern/ contemporary cultures

Greeley-Evans School District 6 Page 4 of 4 2016-2017 5th Grade Art Curriculum Guide

Breakdown of 21st Century Skills

Breakdown of 21st Century Skills

Critical Thinking and Reasoning:

Make Associations/ connections

Higher Order Thinking Skills

Competency in Creating, Critiquing, and Responding to Art Risk-Taking Using and Understanding Multiple Perspectives Analysis Self-Reflection

Interaction with Objective Realizations Process of Creating Meaning

Information Literacy:

Visual Arts is our Primary Language (helps us connect to the world) Provides Networks (Informed Producers, Consumers, and Evaluators)

Observation and Translation Skills (Ideas to Images to Understand World) Organization of Literacies as Guide (Search for Solutions)

Purpose and Intent in Creative Process Collaboration:

Purpose Driven Activities that Seek Understanding of Other Cultures

Learning to Respect Many Perspectives

Working Together Toward a Common Goal, Project, or Experience Teamwork (Communication, Respect, Conflict resolution, Cooperation) Problem Solving

Self-Direction:

Courage and Vision to Explore New Possibilities

Own the Journey of Self-Discovery

Set Personal goals and Act on Them Art Making Without Fear of Failure Self-Critique (Pre/ Post Assessment) Patience, Perseverance, Confidence, Discipline, Intrinsic Motivation

Invention:

An “Aha” Experience

Quest for Originality (Exploration, Experimentation, Risk-Taking, Problem Solving

Divergent Thinking (Determination, Persistence, Trial and Error) Individual Uniqueness Individual Visual Vocabulary Individual Stories, Feelings, and Ideas


greeley /evans school district #6 fourth grade writing ... · pdf filegr ade lev l expec tions...

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