section four visual arts curriculum guide grades k-12
TRANSCRIPT
SECTION FOUR
VISUAL ARTS CURRICULUM GUIDE
GRADES K-12
Kindergarten
Easton Area School District Art Curriculum Guide
Elementary Art: Grade Kindergarten
National Standard 1: Understanding and applying media, techniques, and processes.
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities
Benchmark Objective
Teaching Materials
Teaching Strategies
Assessment
Students recognize the difference between materials and processes Students use different media, techniques, and processes to communicate ideas,
experiences, and stories Students manipulate art materials and tools in a safe and responsible manner
Describe that texture is the look and feel of surface Identify the difference between shapes Name and use primary colors Draw using the following media:
Graphite, oil pastels, markers, crayons Draw and identify the following compositional techniques: overlapping shapes and page placement or composition Demonstrate how to mix primary colors Use the following media in their paintings: watercolor and tempera paint
Sculpt using the following materials: model magic
• Paper • Crayons • Markers • Tempera • Watercolors • Scissors
• Modeling Clay
• Glue • Pencils
Demonstration Video Reading
Hands-on
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation • Following directions
and sequential steps Final Project:
• Craftsmanship • Creativity • Application of
techniques
Math Correlations (State Standards)
Language Arts Correlations (State Standards)
Beyond the Standards
2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.3 Use types of measurements; time, sight, length, comparing
2.5 Solving problems in various ways
1.1.P Demonstrate and increasing understanding of new vocabulary introduced in conversations, activities, stories or books 1.1A Use illustrations and print to gain meaning.
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control
-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving
Kindergarten
Easton Area School District Art Curriculum Guide
Elementary Art: Grade Kindergarten
National Standard 2: Using knowledge of structures and functions.
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Materials
Teaching Strategies
Assessment
Students explain the differences
among visual characteristics and purposes of art in order to convey ideas Students use visual structures and functions of art to communicate ideas
Use and identify the elements of art in
own drawing and drawings of others Utilize a variety of types of line Draw two dimensional shapes Draw using repeated shape Use the elements (lines, shapes, etc) as
they relate to painting
• Paper • Crayons • Markers • Tempera • Watercolors • Scissors • Clay • Glue • Pencils
Demonstration Video Art discussion with visuals Art manipulatives or games
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation • Following directions and sequential
steps
Final Project: • Craftsmanship • Creativity • Application of techniques
Math Correlations (State Standards)
Language Arts Correlations (State Standards)
Beyond the Standards
2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound
2.9.A Identify two-dimensional geometric shapes 2.9.E Identify symmetry 2.9.F Explore symmetry in nature 2.9.G Identify a reflection 2.9.I Identify geometric shapes turned in different ways
1.1.P Demonstrate and increasing
understanding of new vocabulary introduced in conversations, activities, stories or books 1.1K Name, describe, and talk about new concepts.
-Understand and demonstrate proper care of classroom materials
-Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a
problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Kindergarten
Easton Area School District Art Curriculum Guide
Elementary Art: Grade Kindergarten
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.4.3 Aesthetic Response to the arts and humanities
Benchmark Objective
Teaching Materials
Teaching Strategies Assessment
Students select and
use subject matter, symbols, and ideas to communicate meaning
View and describe the subject matter in
works of art Describe how line, shape, and color are repeated in works of art
Prints of artwork
Authentic art Visual handouts Books
Art discussion with
visuals Hands-on Peer interactions Demonstrations
CRITERIA:
The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation • Following directions and sequential steps
Final Project:
• Craftsmanship • Creativity • Application of techniques
Math Correlations (State Standards)
Language Arts Correlations (State Standards)
Beyond the Standards
2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.9.A Identify two-dimensional geometric shapes 2.9.E Identify symmetry 2.9.F Explore symmetry in nature
2.9.G Identify a reflection 2.9.I Identify geometric shapes turned in different ways
1.1.P Demonstrate an increasing understanding of new vocabulary introduced in conversations, activities, stories or books
1.1K Name, describe, and talk about new concepts. 1.1Q Demonstrate the understanding that communication occurs in different ways, including the use of various languages, devices, and gestures.
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details
-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Kindergarten
Easton Area School District Art Curriculum Guide
Elementary Art: Grade Kindergarten
National Standard 4: Understanding the visual arts in relation to history and cultures.
PA State Standard: 9.2.3 Historical and Cultural contexts 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Materials Teaching Strategies Assessment
Students know that the visual
arts have both a history and specific relationships to various cultures Students identify specific works of art as belonging to particular cultures, times, and places Students demonstrate how
history, culture, and the visual arts can influence each other in making works of art
Identify major artists and works of art
in the period Describe works of art as they apply to the period and culture
• Prints of artwork
• Authentic art • Artifacts • Visual handouts • Books • Video • Paper • Crayons • Markers • Tempera
• Watercolors • Scissors • Clay • Glue • Pencils
Demonstration Video Art discussion with visuals Art manipulatives or games
Read a book
CRITERIA:
The student will demonstrate mastery of the objectives for each lesson.
METHODS: The teacher will observe:
• Student participation • Following directions and sequential steps
Final Project: • Craftsmanship
• Creativity • Application of techniques
Math Correlations (State Standards)
Language Arts Correlations (State Standards)
Beyond the Standards
2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.9.A Identify two-dimensional geometric shapes
1.1.P Demonstrate and increasing understanding of new vocabulary introduced in conversations, activities, stories or books
1.1Q Demonstrate the understanding that communication occurs in different ways including the use of various languages, devices, and gestures.
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control
-Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Kindergarten
Easton Area School District Art Curriculum Guide
Elementary Art: Grade Kindergarten
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
PA State Standard: 9.4.3 Aesthetic response to the arts and humanities
Benchmark Objective
Teaching Materials
Teaching Strategies
Assessment
Students recognize there are various purposes for creating works of visual art Students understand there
are different responses to specific artworks
Listen carefully to what others say about art Make general statements about art Describe and interpret an artwork
Prints of artwork Authentic art Visual handouts Books Video
Demonstration Video Art discussion with visuals Art manipulatives
or games Student art critique Read a book
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS:
The teacher will observe: • Student participation • Student reflection • Following directions and sequential steps
Final Project: • Craftsmanship • Creativity • Application of techniques
Math Correlations (State Standards)
Language Arts Correlations (State Standards)
Beyond the Standards
2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.9.A Identify two-dimensional geometric shapes
2.9.E Identify symmetry 2.9.G Identify a reflection 2.9.I Identify geometric shapes turned in different ways
1.1.P Demonstrate and increasing understanding of new vocabulary introduced in conversations, activities,
stories or books 1.3.A Understand and respond to a variety of literacy selections that are read, listened to or viewed
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues
-Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Kindergarten
Easton Area School District Art Curriculum Guide
Elementary Art: Grade Kindergarten
National Standard 6: Making Connections between visual arts and other disciplines.
PA State Standard: 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Materials Teaching Strategies Assessment
Students identify connections between the visual arts and other disciplines in the curriculum
Listen to stories that connect literature and art Use math skills to create art Incorporate nature in art to connect to science Create works of art related/ inspired by history
Integrate modern Technology to create art
• Prints of artwork • Authentic art • Artifacts • Visual handouts • Books • Video • Paper
• Crayons • Markers • Tempera • Watercolors • Scissors • Clay • Pencils • Children’s
Literature
• Laptop, digital cameras
Demonstration Video Art discussion with visuals
Art manipulatives or games Read a story
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation
• Following directions and sequential steps
Final Project: • Craftsmanship • Creativity • Application of techniques
Math Correlations (State Standards)
Language Arts Correlations (State Standards)
Beyond the Standards
2.8.A and 2.11.D Identify a pattern based on shape, size, color or sound 2.9.A Identify two-dimensional geometric shapes 2.9.E Identify symmetry 2.9.F Explore symmetry in nature 2.9.G Identify a reflection 2.9.I Identify geometric shapes turned in different ways
1.1.P Demonstrate and increasing understanding of new vocabulary introduced in conversations, activities, stories or books 1.3.B Monitor comprehension while viewing, listening to and reading literacy selections
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions
-Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 1
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 1
National Standard 1: Understanding and applying media, techniques, and processes.
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities
Benchmark Objective
Teaching
Materials
Teaching
Strategies
Assessment
Students recognize the difference between materials, techniques, and processes Students describe how different materials,
techniques, and processes cause different responses Students apply different media, techniques, and processes to communicate ideas, experiences, and stories
Students manipulate art materials and tools in a safe and responsible manner
Describe texture is the look and feel of surface Identify the difference between shapes Name and use primary colors
Apply warm and cool color schemes to their work Draw using the following media: Graphite, oil pastels, markers, crayons Draw and identify the following compositional techniques: overlapping shapes and page placement or composition
Demonstrate how to mix primary colors Use the following media in their paintings: watercolor and tempera paint Sculpt using the following materials: model magic, natural clay, paper Create prints from various objects
Define terms related to printmaking techniques and materials Create prints using the following methods: monoprint, Styrofoam
• Paper • Crayons • Markers • Tempera • Watercolors
• Scissors • Clay • Fibers • Glue • Pencils
Demonstration Video Reading
Hands-on
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS:
The teacher will observe: • Student participation • Student reflection • Following directions
and sequential steps Final Project:
• Craftsmanship • Creativity
• Application of techniques
Math Correlations Language Arts Correlations
Beyond the Standards
2.5 C Select and use appropriate method, materials, and strategies to solve a problem 2.5A Describe problem solving strategies 2.7 C List or explain possible results of an experiment
1.1.3F Understand new vocabulary in context 1.3 Read, analyze, and interpret literature
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills
-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving
Grade 1
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 1
National Standard 2: Using knowledge of structures and functions.
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Materials
Teaching Strategies
Assessment
Students explain the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive features and
organizational principles cause different responses Students create visual structures and functions of art to communicate ideas
Use and identify the elements of art in own drawing and drawings of others Utilize a variety of types of line Draw two dimensional shapes
Draw using repeated shape Demonstrate the elements (lines, shapes, etc) in their painting Apply knowledge of art elements to sculpture and printmaking
• Paper • Crayons • Markers • Tempera • Watercolors • Scissors
• Clay • Fibers • Glue • Pencils
Demonstration Video Art discussion with visuals
Art manipulatives or games
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and sequential
steps Final Project:
• Craftsmanship • Creativity • Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
2.1 F Identify, describe, extend simple patterns using symbols 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.9 B Create and reproduce geometric designs using concrete objects 2.11 D Continue a pattern of objects that can be extended indefinitely 2.5 C Select and use methods, materials, and strategies to solve a problem 2.5 A Describe appropriate problem solving strategies 2.8 D Create and solve story problems using a number sentences or pictures 2.9 A Identify 3-dimensional shapes
2.9 C Draw 2-dimensional geometric shapes 2.9 D Name and describe 2-dimensional geometric figures in real life 2.9 I Identify smaller shapes within given shapes 2.10 A Identify # of sides and angles in square, triangle, rectangle 2.9 G Discuss idea of reflection, relationship to symmetry 2.9 F Identify symmetry in nature 2.9 H Identify and discuss the characteristics of shapes in reflection 22.1 D Using drawings or models to show concept of fractions of a whole 2.3 G Estimate and measure objects using non-standard units
2.8 J Describe objects in space by position and direction
1.1.3F Understand new vocabulary in context 1.3 Read, analyze, and interpret literature 1.6 Speaking and listening
skills 1.4 Use narrative types of writing
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills
-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 1
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 1
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities
9.4.3 Aesthetic Response to the arts and humanities
Benchmark Objective
Teaching Materials
Teaching Strategies Assessment
Students explore and
understand prospective content for works of art Students select and use subject matter, symbols, and ideas to communicate meaning
View and describe the subject matter in
works of art Analyze how line, shape, and color are repeated in works of art Describe the elements of art used in drawings paintings, sculpture, and printmaking
Analyze how the art elements are repeated in art works Identify the major focal point in a work of art
Prints of artwork
Authentic art Visual handouts Books Video
Art discussion with
visuals Group discussions Writing exercises Hands-on activities
Demonstrations
CRITERIA:
The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and sequential steps
Final Project: • Craftsmanship • Creativity • Application of techniques
Math Correlations Language Arts Correlations
Beyond the Standards
2.1 F Identify, describe, extend simple patterns using symbols 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.9 B Create and reproduce geometric designs using concrete objects 2.11 D Continue a pattern of objects that can be extended indefinitely 2.5 C Select and use methods, materials, and strategies to solve a problem
2.5 A Describe appropriate problem solving strategies 2.8 D Create and solve story problems using a number sentences or pictures 2.9 A Identify 3-dimensional shapes 2.9 C Draw 2-dimensional geometric shapes 2.9 D Name and describe 2-dimensional geometric figures in real life 2.9 I Identify smaller shapes within given shapes 2.10 A Identify # of sides and angles in square, triangle, rectangle 2.9 G Discuss idea of reflection, relationship to symmetry
2.9 F Identify symmetry in nature 2.9 H Identify and discuss the characteristics of shapes in reflection 2.3 G Estimate and measure objects using non-standard units 2.8 J Describe objects in space by position and direction
1.1.3.F Understand new vocabulary in context 1.3 Read, analyze, and interpret stories in literature
1.6 Speaking and Listening skills
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details
-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of
others - Encourage risk-taking and creative problem-solving
Grade 1
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 1
National Standard 4: Understanding the visual arts in relation to history and cultures.
PA State Standard: 9.2.3 Historical and Cultural contexts 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Materials Teaching Strategies Assessment
Students know that the visual arts have both a history and specific relationships to various
cultures Students identify specific works of art as belonging to particular cultures, times, and places Students demonstrate how history, culture, and the visual
arts can influence each other in making and studying works of art
Create art based on historical styles and content based on some of the following:
Egyptian Civilization, Greek Civilization, Roman Empire, Renaissance, Impressionism and Post-Impressionism, Pointillism, Cubism, Fauvism, Expressionism, Abstract Expressionism, Pop Art, Op Art
Demonstrate art based on major artists and works of art in the period Describe works of art as they apply to the period
• Prints of artwork • Authentic art • Artifacts
• Visual handouts • Books • Video • Paper • Crayons • Markers • Tempera • Watercolors
• Scissors • Clay • Fibers • Glue • Pencils
Demonstration
Video Art discussion with visuals Art manipulatives or games
Read a book
CRITERIA: The student will demonstrate mastery of the objectives for each lesson.
METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and sequential steps
Final Project: • Craftsmanship
• Creativity • Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards 2.1 F Identify, describe, extend simple patterns using symbols 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.9 B Create and reproduce geometric designs using concrete objects 2.11 D Continue a pattern of objects that can be extended indefinitely 2.5 C Select and use methods, materials, and strategies to solve a problem
2.5 A Describe appropriate problem solving strategies 2.8 D Create and solve story problems using a number sentences or pictures
1.1.3F Understand new vocabulary in context 1.3.3 B Describing characters, setting, plot 1.1.3 G Retell after reading 1.2 Telling fact from fiction 1.6 Speaking and listening skills
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions
-Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 1
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 1
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
PA State Standard: 9.4.3 Aesthetic response to the arts and humanities
Benchmark Objective
Teaching Materials
Teaching Strategies
Assessment
Students hypothesize various purposes for creating works of visual art
Students describe how people's experiences influence the development of specific artworks Students understand there are different responses to
specific artworks
Listen carefully to what others say about art Make general statements about art
Reflect on life experiences and artworks made in the past to give meaning and direction to their art making Describe and interpret an artwork
Prints of artwork Authentic art Visual handouts
Books Video
Demonstration Video Art discussion with
visuals Art manipulatives or games Student art critique Read a book
CRITERIA: The student will demonstrate mastery of the objectives for each lesson.
METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and sequential steps
Final Project: • Craftsmanship
• Creativity • Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
2.1 F Identify, describe, extend simple patterns using symbols 2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.5 C Select and use methods, materials, and strategies to solve a problem
2.5 A Describe appropriate problem solving strategies
1.1.3F Understand new vocabulary in context 1.3.3 B Describing characters, setting, plot 1.1.3 G Retell after reading 1.6 Speaking and listening skills
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills
-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 1
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 1
National Standard 6: Making Connections between visual arts and other disciplines.
PA State Standard: 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Materials Teaching Strategies Assessment
Students identify connections between the visual arts and other disciplines in the curriculum Students integrate
similarities and differences between characteristics of the visual arts and other arts disciplines
Listen to stories that connect literature and art Incorporate math skills to create art Employ nature in art to connect to science Incorporate the arts (Music, Theatre, Dance)
Write about a work of art Create works of art related/ inspired by history Integrate modern Technology to create art
• Prints of artwork • Authentic art • Artifacts • Visual handouts • Books • Video • Paper
• Crayons • Markers • Tempera • Watercolors • Scissors • Clay • Fibers • Pencils • Children’s
Literature • Laptop, digital
cameras
Demonstration Video Art discussion with visuals
Art manipulatives or games Play/Listen to music Read a story
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation
• Student reflection • Following directions and sequential
steps Final Project:
• Craftsmanship • Creativity • Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards 2.1 F Identify, describe, extend simple patterns using symbols
2.8 A Identify, describe, extend patterns based on shape, size, color, sound, number 2.9 B Create and reproduce geometric designs using concrete objects 2.11 D Continue a pattern of objects that can be extended indefinitely 2.5 C Select and use methods, materials, and strategies to solve a problem
2.5 A Describe appropriate problem solving strategies 2.8 D Create and solve story problems using a number sentences or pictures 2.9 F Identify symmetry in nature
1.1.3F Understand new vocabulary in
context 1.3.3 B Describing characters, setting, plot 1.1.3 G Retell after reading 1.5G Write or illustrate a sequence of events and add detail
-Understand and demonstrate proper care of classroom materials
-Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem
-Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 2
Benchmark Objective
Teaching Materials
Teaching Strategies
Assessment
Students know the
differences between materials, techniques and processes Students describe how different materials, techniques and processes cause different responses
Students incorporate different media, techniques, and processes to communicate ideas, experiences and stories Students manipulate art
materials and tools in a safe and responsible manner
-Recognize that texture is the look and feel of
surface -Know the difference between shapes -Describe the difference between organic and geometric shapes -Create using the following media to intentionally take advantage of the qualities and characteristics of art media, techniques and process: Graphite, oil pastel, colored pencils,
markers, crayons -Draw and identify the following compositional techniques in creating depth and perspective in drawings: overlapping shape, page placement -Demonstrate how to mix secondary colors -Use the following media in their paintings: Watercolor, tempera -Sculpt using the following media: model magic,
natural clay, paper -Produce prints from various objects -Create a print from one of the following methods: Styrofoam
Paper
Crayons Markers Watercolor Tempera Scissors Clay Fibers Glue
Pencils Rulers Decorative elements Technology
Demonstrations
Overhead projector Video Hands-on
PPT’s Prints Books
CRITERIA
The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps
Final Project:
-Craftsmanship -Creativity -Application of techniques
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 2
National Standard 1: Understanding and applying media, techniques, and processes.
PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities
Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or models to show the concept of fraction as part of a whole 2.9.1 Investigate and predict the results of combining geometric shapes 2.10.A Identify and give examples of right angles in real life objects 2.10.B Identify a right triangle and a right angle 2.9.E Identify and draw lines of symmetry for squares and rectangles
2.9.F Identify characteristics of symmetry in nature 2.9.C Draw and construct two-dimensional shapes 2.9.A Identify three-dimensional shapes 2.9.D Name and describe three-dimensional geometric figures in real life
R3.B.3 Preview the text formats (title, headings,etc) 1.1.3.C Use knowledge of phonics, word analysis, syllabication, picture context clues to decodeand understand new words during reading. R3.A.2 Summarize the main ideas and important details in text.
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions
-Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving
Grade 2
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 2
National Standard 2: Using knowledge of structures and functions.
PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Materials Teaching Strategies Assessment
Students know the differences among visual characteristics and purposes of art in order to convey ideas Students describe how different expressive
features and organizational principles cause different responses Students integrate visual structures and functions of art to communicate ideas
Use and identify the elements of art in own drawing and drawings of others Produce a variety of line types Draw using repeated shape Draw using symmetrical and asymmetrical shapes Illustrate foreground, middle ground and background
Identify formal balance Identify informal balance Incorporate elements as they relate to painting Apply knowledge of the art elements to sculpture
Apply knowledge of art elements to printmaking
Paper Crayons Markers Watercolor Tempera Scissors Clay
Fibers Glue Pencils Rulers Decorative elements Technology
Demonstrations Overhead projector Art discussion with visuals
Art manipulatives PowerPoint
CRITERIA The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe: -Student participation -Student reflection
-Following directions and sequential steps Final Project:
-Craftsmanship -Creativity -Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or models to show the concept of fraction as pat of a whole 2.9.1 Investigate and predict the results of combining geometric shapes 2.10.A Identify and give examples of right angles in
real life objects 2.10.B Identify a right triangle and a right angle 2.9.E Identify and draw lines of symmetry for squares and rectangles 2.9.F Identify characteristics of symmetry in nature 2.9.C Draw and construct two-dimensional shapes 2.9.A Identify three-dimensional shapes 2.9.D Name and describe three-dimensional
geometric figures in real life
R3.A.2 Summarize the main ideas and important details in text in a read aloud with the teacher R3.B.3 Identify the sequence in organization R3.A.1 Identify the meaning of specific words in text R3.A.2 Read and understand essential content
meaning and use correctly, new vocabulary learned in various subject area
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details
-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving
Grade 2
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 2
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities 9.4.3 Aesthetic Responses to the arts and humanities
Benchmark Objective
Teaching Materials
Teaching Strategies
Assessment
Students explore and understand prospective content for works of art Students select and use subject matter,
symbols and ideas to communicate meaning
View and describe the subject matter in works of art Analyze how line, shape and color are repeated in works of art
Describe the elements of art used in drawings, paintings, sculpture and printmaking Analyze how the art elements are repeated in art works Identify the major focal point in a work of art
Prints Authentic Art Artifact
Visual Handouts Books Video
Discussion with visuals Books Prints
Hand outs
CRITERIA The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe:
-Student participation -Student reflection -Following directions and sequential steps Final Project:
-Craftsmanship -Creativity -Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
2.1.D Use drawings, diagrams, or models to show the concept of fraction as part of a whole 2.9.1 Investigate and predict the results of combining geometric shapes 2.10.A Identify and give examples of right angles in real life objects 2.10.B Identify a right triangle and a right angle 2.9.E Identify and draw lines of symmetry for squares and
rectangles 2.9.F Identify characteristics of symmetry in nature 2.9.C Draw and construct two-dimensional shapes 2.9.A Identify three-dimensional shapes 2.9.D Name and describe three-dimensional geometric figures in real life
R3.B1.1 Identify the topic of text R3.B.2 Identify rhyming words, text rhythm and personification R3.A.1 Make inferences and draw conclusions based on information from the text 1.1K Engage in conversation, with a variety of partners, using key vocabulary words.
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions
-Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving
Grade 2
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 2
National Standard 4: Understanding the visual arts in relation to history and cultures.
PA State Standard:9.2.3 Historical and cultural contexts 9.3.3 Critical response to the arts and humanities
Benchmark Objective
Teaching Materials Teaching Strategies Assessment
Students know that the visual arts have both a history and specific relationships to various cultures Students identify specific
relationships to various cultures, times, and places Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
Identify the art historical bases of style, iconography and historical content as they apply to the art of: Egyptian Civilization, Greek Civilization, Roman Empire, Renaissance, Impressionism and Post Impressionism, Pointillism, Cubism,
Fauvism, Expressionism, Abstract Expressionism, Pop Art, Op Art Identify major artists and works of art in the period Describe works of art as they apply to the period
Paper Crayons Markers Watercolor Tempera Scissors Clay
Fibers Glue Pencils Rulers Technology Prints Authentic Art/Artifact Visual Handouts
Books Video
Demonstrations Overhead projector Art discussion with visuals
Art manipulatives or games PowerPoint Read a book
CRITERIA The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe:
-Student participation -Student reflection -Following directions and sequential steps Final Project:
-Craftsmanship -Creativity -Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards 2.1.D Use drawings, diagrams, or models to show the concept of fraction as part of a whole 2.10.A Identify and give examples of right angles in real life objects 2.9.1 Investigate and predict the results of combining geometric shapes
R3.B1.1 identify characters in fiction R3.B1.1 Identify setting in fiction R3.B1.1 Identify sequence of events in fiction R3.A.1 identify the problem of the story in fiction R3.B1.1 Identify the solution of the story in fiction
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions
-Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving
Grade 2
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 2
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
PA State Standard:9.4.3 Aesthetic response to the arts and humanities
Benchmark Objective
Teaching Materials Teaching Strategies
Assessment
Students understand
there are various purposes for creating works of visual art Students reveal how people's experiences influence the development of specific artworks
Students conclude that there are different responses to specific artworks
Listen carefully to what others say about art
Make general statements about art Establish reasons to support general statements about art Reflect on life experiences and artworks made in the past to give meaning and direction to their art making
Students articulate a principle of artistic freedom and its significance in a democratic society Describe and discuss an artwork
Prints
Authentic Art Artifact Visual Handouts Books Video
Demonstrations
Overhead projector Art discussion with visuals Art manipulatives or games PowerPoint Student Art Critique Read a book
CRITERIA
The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps Final Project:
-Craftsmanship -Creativity -Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
2.9.1 Investigate and predict the results of combining geometric shapes 4D.1.1.3 Create or replicate a numerical or geometric pattern showing 3 repetitions 4D.2.1.1 Correlate story situations with expressions or equations
R3.B1.1 Identify character in fiction R3.B.1 Identify setting in fiction R3.B.1 Identify sequence of events R3.A.1 Identify problem of the story R3.B1.1 Identify the solution of the story
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem
-Develop an appreciation for the efforts and opinions of others -Encourage risk-taking and creative problem-solving
Grade 2
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 2
National Standard 6: Making Connections between visual arts and other disciplines.
PA State Standard: Critical response to the arts and humanities
Benchmark Objective
Teaching Mater Teaching Strategies Assessment
Students understand and use similarities and differences between characteristics of the visual arts and other arts
disciplines Students identify connections between the visual arts and other disciplines in the curriculum
Listen to stories that connect literature and art Incorporate math skills to create art Combine nature in art to connect to science
Incorporate the arts (Music, Theatre, Dance) Write about a work of art Create works of art related/inspired by history
Use modern technology to create art
Prints Paper Crayons Markers Watercolor Tempera Scissors Clay
Fibers Glue Pencils Rulers Decorative elements
Technology Authentic Art
Demonstrations Overhead projector Art discussion with visuals Art manipulatives or games
PowerPoint Play and listen to music Read a Story
CRITERIA The student will demonstrate mastery of the objectives for each lesson METHODS The teacher will observe: -Student participation -Student reflection
-Following directions and sequential steps Final Project:
-Craftsmanship -Creativity -Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards 4D.1.1.3 Create or replicate a numerical or
geometric pattern showing 3 repetitions 4D.2.1.1 Correlate story situations with expressions or equations 2.1.D Use drawings, diagrams, or models to show the concept of fraction as part of a whole
R3.B1.1 Identify character in fiction
R3.B.1 Identify setting in fiction R3.B.1 Identify sequence of events R3.A.1 Identify problem of the story R3.B1.1 Identify the solution of the story
-Understand and demonstrate proper care of classroom materials
-Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details and nuances of aural presentations -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop ability to place group goals above individual preferences -Develop an openness to new experiences and opinions
Artifact Visual Handouts
Books Video Internet Children’s literature Objects from nature Laptops
Digital cameras Music
Grade 3
Benchmark Objective
Teaching Strategies
Materials Assessment
Students explain and demonstrate the difference
between materials, techniques, and processes Students describe how different materials, techniques, and processes cause different responses
Students utilize different media, techniques, and processes to communicate ideas, experiences, and stories Students manipulate art materials and tools in a
safe and responsible manner
Distinguish between positive and negative space
Draw using the following media-graphite, pastel, oil pastel, colored pencils, markers, watercolor pencils, crayons Draw and identify the following in relation to creating depth and perspective in drawings: page placement and enlargement and transfer methods Paint using the following color harmonies: complementary colors
Sculpt using the following media: model magic, natural clay, paper, paper mache Printmaking: make prints from various objects, make a series of prints from one plate Create a print from Styrofoam
Demonstrations,
Over head projector Video Prints Hand Outs
PPT’s
Paper, Crayons,
markers, Tempera paint, Scissors, Clay, Fibers, Glue, Pencils, Watercolors,
Rulers, Technology
CRITERIA: The students will demonstrate
mastery of the objectives for each lesson. METHODS: The teacher will observe: -Student participation -Student reflection
-Following directions and sequential steps Final Project: -Craftsmanship -Creativity -Application of techniques
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 3
National Standard 1: Understanding and applying media, techniques, and processes.
PA State Standard: 9.1.3 Producing, performing and exhibiting the arts and humanities
Math Correlations Language Arts Correlations Beyond the Standards
M3.A.1.2 Use fractions to represent quantities as part of a whole or part of a set M3.C.1.1. Identify and describe 2-3 dimensional objects M3.C.1.1.1 Name/identify/ Describe geometric shapes in 2 dimensions (circle, square, rectangle, triangle, pentagon,
hexagon, octagon)
R3.A.1.2.2 Define words and phrases from context clues 1.1 N Respond appropriately to books, stories, conversations, with words and gestures. 1.1K Request further information about a concept by using the correct name, label, or vocabulary word. 1.4D Include illustrations depicting the story content as
well as characters and setting of the story.
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills
-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving
Grade 3
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 3
National Standard 2: Using knowledge of structures and functions.
PA State Standard: 9.3.3 Critical Response to the arts and humanities
Benchmark Objective Teaching Strategies
Materials Assessment
Students explain the differences among visual characteristics and purposes
of art in order to convey ideas Students describe how different expressive features and organizational principles cause different responses
Students create visual structures and functions of art to communicate ideas
Use and identify the elements of art in own drawing and drawings of other
Incorporate a variety of line type Draw using symmetrical and asymmetrical shapes Apply 1 point perspective Utilize formal and informal balance
Incorporate the elements as they relate to painting Employ line in their paintings Apply knowledge of the art elements to sculpture Reognize and identify the following 3 dim. Shapes: cube, sphere, cone, pyramid, cylinder
Apply knowledge of art elements to printmaking
Demonstrations Overhead
Projector Art discussion with Visuals Art Manipulatives or Games
Power Point
Paper, Crayons, markers,
Tempera paint, Scissors, Clay, Fibers, Glue, Pencils, Watercolors,
Rulers, Technology
CRITERIA: The students will demonstrate mastery of the objectives for each
lesson. METHODS: The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps
Final Project: -Craftsmanship -Creativity -Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
M3.D.1.1 Recognize, describe or extend a variety of patterns
M3.D.1.1.1 Extend or find a missing element in a pattern… M3.D.1.2 Demonstrate simple functions rules M3.B.2.1.1 Use a ruler M3.B.2.2 Estimate measurements of familiar objects M3.C.2.1 Apply the concepts of transformations and symmetry M3.C.2.1.1 Identify/draw one line of symmetry in a 2 dimensional figure M3.C.2.1.2
Identify symmetrical 2 dimensional shapes M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism) M3.D.1.1 Recognize, describe, or extend a variety of patterns M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.D.1.1.2 Identify/describe the rule for a pattern (must show 3 repetitions)
R3.A.1.2.2 Define words and
phrases from context clues 14 A Tell a story in the correct sequence 1.4 D Make lists, record facts, write letters, create descriptions, and / or draw pictures to share important information about a
topic. 1.4B. Use illustrations to represent the facts.
-Understand and demonstrate proper care of classroom
materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions
-Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving
Grade 3
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 3
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.1.3 Producing, performing and exhibiting the art and humanities 9.4.3 Aesthetic Responses to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students explore and understand prospective content for works of art Students select and use
subject matter, symbols, and ideas to communicate meaning
View and describe the subject matter in works of art Analyze how line, shape and color are repeated in works of art
Describe the subject matter in art works Describe the elements of art used in drawings, paintings, sculpture and printmaking Analyze how the art elements are repeated in
art works Identify the major focal point in a work of art
Art Discussion with Visuals Prints,
Authentic artwork, Visual handouts, Books, Video,
Internet
Paper, Crayons, markers, Tempera paint, Scissors, Clay,
Fibers, Glue, Pencils, Watercolors, Rulers, Technology
CRITERIA: The students will demonstrate mastery of the objectives for each lesson.
METHODS: The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps Final Project: -Craftsmanship -Creativity
-Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism) M3.D.1.1 Recognize, describe, or extend a variety of
patterns M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.D.1.1.2 Identify/describe the rule for a pattern (must show 3 repetitions) M3.C.2.1.2 Identify symmetrical 2 dimensional shapes M3.C.1.1.1 Name/identify/
Describe geometric shapes in 2 dimensions (circle, square, rectangle, triangle, pentagon, hexagon, octagon)
R3.B.1.1.1 Identify the following in fiction (character, setting, plot) R3.A.1.5.1 Summarize the major ideas and important details of text
R3.A.2.5.1 Summarize the main ideas and important details of text R3.A.1.2.2 Define words or phrases from context clues given in explanatory sentences. R3.B.3.1.1 Identify statements of fact and opinion text R3.B.3.2.1 Identify exaggeration where present
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues
-Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of
others -Encourage risk taking and creative problem solving -
Grade 3
Benchmark Objective
Teaching Strategies Materials Assessment
Students know that the visual arts have both a history and specific relationships to various cultures Students identify specific works of art as belonging to
particular cultures, times, and places Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art
Recognize some types of art based on style, iconography or historical content as they apply to the art of: Egyptian Civilization, Greek Civilization, Roman Empire, Renaissance, Impressionism and Post-Impressionism, Pointillism, Cubism, Fauvism, Expressionism, Abstract Expressionism, Pop Art, Op Art
Identify major artists and works of art in the period Describe works of art as they apply to the period
Demonstrations Overhead Projector Art discussion with Visuals Art Manipulatives or Games
Power Point Read a Book
Paper, Crayons, markers, Tempera paint, Scissors, Clay, Fibers, Glue, Pencils,
Watercolors, Rulers Prints, Authentic artwork, Visual handouts, Books, Video, Internet,
Artifacts
CRITERIA: The students will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
-Student participation -Student reflection -Following directions and sequential steps Final Project: -Craftsmanship -Creativity -Application of techniques
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 3
National Standard 4: Understanding the visual arts in relation to history and cultures.
PA State Standard: 9.2.3 Historical and Cultural Contexts 9.3.3 Critical Response to the arts and humanities
Math Correlations Language Arts Correlations Beyond the Standards
M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism) M3.D.1.1 Recognize, describe, or extend a variety of patterns M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.D.1.1.2 Identify/describe the rule for a pattern
(must show 3 repetitions) M3.C.2.1.2 Identify symmetrical 2 dimensional shapes M3.B.2.1.1 Use a ruler
R3.B.1.1.1 Identify the following in fiction (character, setting, plot) R3.A.1.5.1 Summarize the major ideas and important details of text R3.A.2.5.1 Summarize the main ideas and important details of text R3.A.1.2.2 Define words or phrases from context clues given in explanatory sentences
R3.B.3.1.1 Identify statements of fact and opinion text R3.B.3.2.1 Identify exaggeration where present
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills
-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving
Grade 3
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 3
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
PA State Standard: 9.4.3 Aesthetic response to the arts and humanities
Benchmark Objective
Teaching Strategies
Materials Assessment
Students hypothesize how there are various purposes for creating works of visual art
Students describe how people's experiences influence the development of specific artworks Students understand
there are different responses to specific artworks
-Listen carefully to what others say about art -Make general statements about art -Offer reasons to support general statements about art
-Select words carefully in order to communicate effectively -Generalize about the effects of visual structures (elements and principles) and reflect upon these effects in their work -Reflect on life experiences and artworks made in the past to give meaning and direction to their art makin
-Articulate a principle of artistic freedom and its significance in a democratic society -Describe, interpret, analyze an artwork
Demonstrations Overhead
Projector Art discussion with Visuals Art Manipulative and Games
Power Point Student Art Critiques Read a Book
• Paper • Crayons • Markers • Tempera
paint • Watercolors • Clay • Fibers • Glue • Colored
Pencils • Rulers
• Printing ink
CRITERIA: The students will demonstrate mastery of the objectives for each lesson.
METHODS: The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps Final Project: -Craftsmanship
-Creativity -Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
M3. C.1.1.2 Name/Identify geometric shapes in 3 dimensions (sphere, cube, cylinder, cone, pyramid, rectangular prism) M3.D.1.1 Recognize, describe, or extend a variety of patterns M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.D.1.1.2 Identify/describe the rule for a pattern
(must show 3 repetitions) M3.C.2.1.2 Identify symmetrical 2 dimensional shapes
R3.B.1.1.1 Identify the following in fiction (character, setting, plot) R3.A.1.5.1 Summarize the major ideas and important details of text R3.A.2.5.1 Summarize the main ideas and important details of text R3.A.1.2.2 Define words or phrases from context clues given in explanatory sentences
R3.B.3.1.1 Identify statements of fact and opinion text R3.B.3.2.1 Identify exaggeration where present
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and
opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving
Grade 3
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 3
National Standard 6: Making Connections between visual arts and other disciplines.
PA State Standard: 9.3.5 Critical response to the arts and humanities
Benchmark Objective
Teaching
Strategies
Materials Assessment
Students identify connections between the visual arts and other disciplines in the curriculum
Students integrate similarities and differences between characteristics of the visual arts and other arts
disciplines
Listen to stories that connect literature and art Put to use math skills to create art
Employ nature in art to connect to science Incorporate the arts (music, theatre, dance) Write about a work of art
Create works of art related/inspired by history Integrate modern technology to create art
Demonstrations Overhead Projector Art discussion with Visuals Art Manipulatives
and Games Power Point Play and Listen to Music Read a Story
Paper, Crayons, markers, Tempera paint, Scissors, Clay, Fibers,
Glue, Pencils, Watercolors, Rulers Prints, Authentic artwork, Visual handouts, Books,
Video, Internet, Artifacts Children’s literature, Objects from nature, Digital cameras, Laptops,
Music
CRITERIA: The students will demonstrate mastery of the objectives for each lesson. METHODS:
The teacher will observe: -Student participation -Student reflection -Following directions and sequential steps Final Project: -Craftsmanship -Creativity -Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
M3.D.1.1 Recognize, describe, or extend a variety of patterns M3.D.1.1.2 Identify/describe
the rule for a pattern (must show 3 repetitions) M3.D.1.1.1 Extend or find a missing element in a pattern of numbers or shapes M3.B.2.1.1 Use a ruler
R3.B.1.1.1 Identify the following in fiction (character, setting, plot) R3.A.1.5.1 Summarize the major ideas and important details of text
R3.A.2.5.1 Summarize the main ideas and important details of text R3.A.1.2.2 Define words or phrases from context clues given in explanatory sentences. R3.B.3.1.1 Identify statements of fact and opinion text R3.B.3.2.1 Identify exaggeration where present
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details
-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others -Encourage risk taking and creative problem solving
Grade 4
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 4
National Standard 1: Understanding and applying media, techniques, and processes.
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities
Benchmark Objective
Teaching Strategies
Materials Assessment
Students explain and demonstrate the difference between materials, techniques, and processes Students describe how different
materials, techniques, and processes cause different responses Students utilize different media, techniques, and processes to communicate ideas, experiences, and stories
Students manipulate art materials and tools in a safe and responsible manner
-Recognize that the value is the lightness or darkness of color -Distinguish the difference between shape and form -Identify the difference between organic and geometric shapes
-Identify and mix tertiary and complimentary colors, tints and shades -Create compositions using formal (symmetrical) or informal (asymmetrical) balance -Draw using the following media: graphite, crayon, pastels, oil pastels, colored pencils, markers, watercolor pencils
-Incorporate enlargement and transfer methods -Use the following media in their paintings: tempera, watercolors, acrylic -Sculpt using the following media: model magic, natural clay, paper, paper mache -Create prints from various objects -Design a series of prints from one plate
-Explain terms related to printmaking techniques and materials -Create prints from Styrofoam
Demonstration Overhead Video
Prints Books PPT’s Discussions
Paper Crayons Markers Tempera paint Acrylic paint Watercolors
Clay Fibers Glue Graphite Colored Pencils Technology Charcoal Wire
Recycled materials Rulers Brayer and printing ink
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and
sequential steps Final Project:
• Craftsmanship • Creativity • Application of techniques
Math Correlations (Anchors)
Language Arts Correlations (Anchors)
Beyond the Standards
4E.3.1.1 Describe, interpret and/or answer questions based on data 4B.2.1.1 Use or read a ruler to
measure 4C.2.1.2 Identify or create figures that have symmetry
R4.A.2 Identify the meaning of vocabulary from various subject matter 1.4 Share opinions during group
discussions 1.5 Gather and organize information 1.5C Brainstorm ideas to use for topics
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details
-Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 4
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 4
National Standard 2: Using knowledge of structures and functions.
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students explain the differences among visual characteristics
and purposes of art in order to convey ideas Students describe how different expressive features and organizational principles cause
different responses Students create visual structures and functions of art to communicate ideas
Use and identify the elements of art in own drawing and drawings of others
Incorporate a variety of types of lines Draw using contour lines Draw using symmetrical and asymmetrical shapes Apply 2 point perspective
Draw using value and contrast Demonstrate awareness of the principles of design as they relate to drawing and painting and printmaking
Demonstration Overhead
Video Art discussion with visuals Art manipulatives
Powerpoints Hands-on
• Paper • Crayons • Markers
• Tempera paint • Acrylic paint • Watercolors • Clay • Fibers • Glue • Graphite • Colored
Pencils • Technology • Charcoal • Wire • Recycled
materials • Rulers • Brayer and
• Printing ink
CRITERIA: The student will demonstrate mastery of the objectives for each lesson.
METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and sequential steps
Final Project: • Craftsmanship
• Creativity • Application of techniques
Math Correlations (Anchors)
Language Arts Correlations (Anchors)
Beyond the Standards
4D.1.1.1 Extend or find missing element in geometric pattern 4D 1.1.3 Create or replicate a geometric pattern showing 3 repetitions
4B.2.1.1 Use or read a ruler to measure 4C.2.1.2 Identify or create figures that have symmetry 4B.2.2.1 Use or read a ruler to measure 4C.1.1.1 Identify/classify/compare 2-dimensional figures 4C.1.1.2 Identify or classify 3-dimensional figures 4C.1.2.1 Identify points, lines, line segments or rays 4C.1.2.2 Identify parallel and perpendicular lines
R4.A.2 Identify the meaning of vocabulary from various subject matter
R4.B.2 Sound techniques such as alliteration and meter 1.5 D Incorporate relevant information 1.5 E Arrange ideas in a logical order
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills
-Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem
-Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 4
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 4
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.1.3 Producing, Performing, and exhibiting the arts and humanities 9.4.3 Aesthetic Response to the arts and humanities
Benchmark Objective
Teaching Strategies
Materials Assessment
Students explore and
understand prospective content for works of art Students select and use subject matter,
symbols, and ideas to communicate meaning
View and describe the subject matter in works of art
Analyze how line, shape, and color are repeated in works of art Interpret the subject matter in art works Describe the elements of art used in drawings paintings, sculpture, and
printmaking Examine how the art elements are repeated in art works Identify the major focal point in a work of art
Art discussion with visuals
Prints of artwork Authentic art Visual handouts Books
Internet Video
• Paper • Crayons
• Markers • Tempera paint • Acrylic paint • Watercolors • Clay • Fibers • Glue • Graphite
• Colored Pencils • Technology • Charcoal • Wire • Recycled materials • Rulers • Brayer and • Printing ink
CRITERIA: The student will demonstrate mastery of the
objectives for each lesson. METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and sequential steps
Final Project:
• Craftsmanship • Creativity • Application of techniques
Math Correlations (Anchors)
Language Arts Correlations (Anchors)
Beyond the Standards
4C.2.1.2 Identify or create figures that have symmetry 4C.1.1.1 Identify/classify/compare 2-dimensional figures 4C.1.1.2 Identify or classify 3-dimensional figures 4C.1.2.1 Identify points, lines, line segments or rays 4C.1.2.2 Identify parallel and perpendicular lines
4E.1.1.1 Describe, interpret, answer questions based on data 4E.1.2.2 Translate information 4E.3.1.1 Make a prediction based on data or chance
R4.B.2 Personification and similes R4.B.2 Sound techniques such as alliteration and meter R4.B.3 Sequence, question/answer, compare/contrast, cause/effect, problem/solution 1.5F Use descriptive words and verbs
1.5G Add pictures or words to include more detail 1.1N Use vocabulary to ask questions to extend learning
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions
-Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 4
Benchmark Objective
Teaching Strategies
Materials Assessment
Students know that the visual arts have both a history and specific relationships to various cultures
Students identify specific works of art as belonging to particular cultures, times, and places Students demonstrate how history, culture, and the visual arts can influence
each other in making and studying works of art
Recognize some types of art based on style, iconography or historical content as they apply to the art of: Egyptian Civilization, Greek Civilization, Roman Empire,
Renaissance, Impressionism and Post-Impressionism, Pointillism, Cubism, Fauvism, Expressionism, Abstract Expressionism, Pop Art, Op Art Identify major artists and works of art in the period
Describe works of art as they apply to the period
Demonstration Overhead
Video Art discussion with visuals Art manipulatives or games
Powerpoints Read a book
• Paper • Crayons • Markers • Tempera paint • Watercolors
• Clay • Fibers • Glue • Colored Pencils • Technology • Wire • Recycled materials • Rulers • Printing ink
• Prints of artwork • Authentic art • Visual handouts • Books • Internet • Video
CRITERIA: The student will demonstrate mastery of the objectives for each lesson.
METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and
sequential steps Final Project:
• Craftsmanship
• Creativity • Application of techniques
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 4
National Standard 4: Understanding the visual arts in relation to history and cultures.
PA State Standard: 9.2.3 Historical and Cultural contexts 9.3.3 Critical Response to the arts and humanities
Math Correlations (Anchors)
Language Arts Correlations (Anchors)
Beyond the Standards
2.4 use deductive and inductive reasoning 2.5 Problem solve strategies 2.5 Represent problems in various ways
R4.A.1 Retell or summarize main ideas R4.A.1 Identify meaning of vocabulary; synonyms and antonyms R4.A.2 Retell main ideas and important details R4.B.2 Personification and similes R4.B.2 Sound techniques such as alliteration and meter R4.B.3 Sequence, question/answer, compare/contrast, cause/effect, problem/solution
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem
-Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Grade 4
Benchmark Objective
Teaching
Strategies
Materials Assessment
Students hypothesize how there are various purposes for creating works of visual art Students describe how
people's experiences influence the development of specific artworks Students understand there are different responses to specific
artworks
Listen carefully to what others say about art Select words carefully in order to communicate effectively Identify more or less sensible reasons offered to support statements about art
Generalize about the effects of visual structures (elements and principles) and reflect upon these effects in their works Analyze what makes organizational structures effective or not effective in the communication of ideas Reflect on life experiences and artworks made in the past to
give meaning and direction to their art making Students articulate a principle of artistic freedom and its significance in a democratic society Describe, analyze, interpret, and judge an artwork
Demonstration Overhead Video
Art discussion with visuals Art manipulatives or games Powerpoints
Student art critique Read a book
• Paper • Crayons • Markers • Tempera
paint
• Watercolors • Clay • Fibers • Glue • Colored
Pencils • Technology • Wire
• Recycled materials
• Rulers • Printing ink • Prints of
artwork • Authentic art • Visual
handouts
CRITERIA: The student will demonstrate mastery of the objectives for each lesson.
METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions
and sequential steps Final Project:
• Craftsmanship
• Creativity • Application of
techniques
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 4
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others.
PA State Standard: 9.4.3 Aesthetic response to the arts and humanities
Math Correlations (Anchors)
Language Arts Correlations (Anchors)
Beyond the Standards
4E.1.1.1 Describe, interpret, answer questions based on
data 4E.1.2.2 Translate information 4E.3.1.1 Make a prediction based on data or chance
R4.A.1 Retell or summarize main ideas R4.A.1 Identify meaning of vocabulary; synonyms
and antonyms R4.A.2 Retell main ideas and important details R4.B.2 Personification and similes R4.B.2 Sound techniques such as alliteration and meter R4.B.3 Sequence, question/answer, compare/contrast, cause/effect, problem/solution
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills
-Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills -Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others
- Encourage risk-taking and creative problem-solving
Grade 4
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 4
National Standard 6: Making Connections between visual arts and other disciplines.
PA State Standard: 9.3.3 Critical Response to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students identify connections between the visual arts and other disciplines in the curriculum
Students integrate similarities and differences between characteristics of the visual arts
and other arts disciplines
Listen to stories that connect literature and art Employ math skills to create art Integrate nature in art to connect
to science Incorporate the arts (Music, Theatre, Dance) Write about a work of art Create works of art related/
inspired by history Integrate modern Technology to create art
• Demonstration • Overhead • Video • Art discussion with visuals • Art manipulatives or
games • Powerpoints • Play/Listen to music • Read a story
• Paper • Crayons • Markers • Tempera paint • Watercolors • Clay
• Fibers • Glue • Colored Pencils • Technology • Wire • Recycled materials • Rulers • Printing ink
• Prints of artwork • Authentic art • Visual handouts • Books • Internet • Video
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: The teacher will observe:
• Student participation • Student reflection • Following directions and sequential
steps Final Project:
• Craftsmanship • Creativity • Application of techniques
Math Correlations
(Anchors)
Language Arts Correlations
(Anchors)
Beyond the Standards
4E.1.2.2 Translate information 2.6 Analyze data 2.8 Look for patterns and
functions 2.4 Use deductive and inductive reasoning
R4.A.1 Retell or summarize main ideas R4.A.1 Identify meaning of vocabulary; synonyms and antonyms R4.A.2 Retell main ideas and important details R4.B.2 Personification and similes R4.B.2 Sound techniques such as alliteration and meter
R4.B.3 Sequence, question/answer, compare/contrast, cause/effect, problem/solution
-Understand and demonstrate proper care of classroom materials -Develop group cooperation skills -Respond to visual clues -Develop an awareness of fine details -Develop skills in personal discipline and self control -Develop multi-tasking skills
-Develop an openness to new experiences and opinions -Understand the importance of following directions -Understand that there can be more than one solution to a problem -Develop an appreciation for the efforts and opinions of others - Encourage risk-taking and creative problem-solving
Easton Area School District Art Curriculum Guide
Elementary Art-Grade 5
National Standard: 1. Understanding and applying media, techniques, and processes.
PA State Standard: 9.1.5 Producing, performing and exhibiting the arts and humanities
Benchmark Objective Teaching Materials Teaching Strategies
Assessment
Students select media, techniques, and processes; analyze what makes them effective or not effective in
communicating ideas; and reflect upon the effectiveness of their choices. Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.
Students draw upon personal & cultural values & concerns as subjects & themes for their art making.
Students will learn about various art media.
Students will learn various techniques including drawing, painting, printmaking, sculpting, weaving, designing, and computer imaging. Students will learn to manipulate the media in certain
ways to produce the desired results.
Students will create art to communicate ideas, portray action & movement & to express feelings.
• Pencil • Colored pencil • Oil pastel
• Marker • Ink and printing ink • Paris craft • Clay/glaze • Acrylic paint • Watercolor paint • Various weight,
colored and textured
paper • Fibers • Glue • Scissors • Rulers • Compass
• Demonstration
• Reading
• Lecturing
• Hands-On
• Computer Presentation
• Hand-outs
CRITERIA: The student will demonstrate mastery of the objectives for each
lesson. METHODS: Formative- The teacher will observe
• Student Participation • Student Reflection • Following directions &
sequential steps Summative- Final Project
• Craftsman-ship • Creativity • Application of techniques
Grade 5
Math Correlations Language Arts Correlations Beyond the Standards
M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of
transformations or symmetry… M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes
R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text
R5.A.2.6 Identify & describe genre of text
• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences
• Develop an openness to new experiences and opinions • Understand the importance of following directions
Easton Area School District Art Curriculum Guide
Elementary Art-Grade 5
National Standard: 2. Using knowledge of structures and functions.
PA State Standard: 9.1.5 Producing, performing & exhibiting the arts & humanities
9.3.5 Critical Response to the arts & humanities
Grade 5
Benchmark Objective Teaching Materials
Teaching Strategies
Assessment
Students generalize about the effects of visual structures and functions and reflect upon these effects in their own
work Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas Students select and use the qualities
of structures and functions of art to improve communication of their ideas Students develop alternate plans for organizing visual elements for expressive purposes & refine their ideas as they make art.
Students create art based on proportions, perspectives, color interactions & other design
concepts that increase their ability to create art. Students will develop an understanding of how light affects our perception of colors, texture & forms; how we perceive space & distance; how artists visually analyze objects & scenes. Students continue to use appropriate production
materials. They may research additional applications using library and technology skills.
• Line • Shape • Color
• Texture • Pattern • Balance • Movement • Emphasis • Unity • Form
• Reading
• Lecturing
• Hands-On
• Computer
Presentation
• Hand-outs • Demonstration
CRITERIA: The student will demonstrate mastery of the objectives for each
lesson. METHODS: Formative- The teacher will observe
• Student Participation • Student Reflection • Following directions &
sequential steps Summative- Final Project
• Craftsman-ship • Creativity • Application of techniques
Math Correlations Language Arts Correlations Beyond the Standards
Math M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures…
M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry… M5.D.1 Demonstrate an understanding of patterns, relations & functions
M5.E.3 Understand &/or apply basic concepts of probability or outcomes
R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main
ideas & relevant details R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of text
• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues
• Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions
Easton Area School District Art Curriculum Guide
Elementary Art-Grade 5
National Standard: 3. Choosing and evaluating a range of subject matter, symbols, and ideas.
PA State Standard: 9.1.5 Producing, performing and exhibiting the art and humanities
9.4.5 Aesthetic Responses to the arts and humanities
Benchmark Objective Teaching Materials Teaching Strategies
Assessment
Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and
aesthetics that communicate intended meaning in artworks Students generate & apply criteria for judging the merit & significance of artworks.
Students will learn to draw what they see and choose what they draw. Students will learn to choose appropriate and alternative art making
materials. Students will learn to narrow or widen the scope of their theme as appropriate.
Students identify subjects & themes that reflect their personal thoughts & give direction to their art making. Students plan and organize art making materials, technologies and workspace in a safe, efficient,
and effective way to make their art.
• Demonstrations
• Reading
• Lecturing
• Hands-on
• Introductory Presentations
• Hand-outs
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: Formative- The teacher will observe
• Student Participation • Student Reflection
• Following directions & sequential steps
Summative- Final Project • Craftsman-ship • Creativity
Application of techniques
Grade 5
Math Correlations Language Arts Correlations
Beyond the Standards
M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas…
M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry… M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes
R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details
R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of text
• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations
• Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions
Easton Area School District Art Curriculum Guide
Elementary Art-Grade 5
National Standard: 4. Understanding the visual arts in relation to history and cultures.
PA State Standard: 9.2.5Historical and Cultural contexts
9.3.5 Critical Response to the arts and humanities
Benchmark Objective Teaching Materials
Teaching Strategies
Assessment
Students know and compare the characteristics of artworks in various eras and cultures Students describe and place a variety of art objects in historical and cultural contexts
Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art Students give examples of how artworks can reflect or challenge dominant tastes & values of a culture.
• Students will know about artworks
and artistic traditions in different cultures and times.
• Students will learn about varied influences on styles and types of
artwork, past and present.
• Students will learn about types and functions of art in everyday life.
• Students will develop a respect for
different styles & kinds of artwork.
Students continue to use appropriate production materials. They may research additional
applications using library and technology skills.
• Demonstration
• Reading
• Lecturing
• Hands-On
• Computer
Presentation
• Hand-outs
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS:
Formative- The teacher will observe
• Student Participation • Student Reflection • Following directions &
sequential steps Summative- Final Project
• Craftsman-ship • Creativity
Application of techniques
Grade 5
Math Correlations Language Arts Correlations
Beyond the Standards
M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3
dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry… M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes
R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details R5.A.1.3 Make inferences, draw
conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of text
• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control
• Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions
Easton Area School District Art Curriculum Guide
Elementary Art-Grade 5
National Standard: 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others.
State Standard: 9.4.5 Aesthetic response to the arts and humanities
Benchmark Objective Teaching Materials Teaching Strategies
Assessment
. Students compare multiple purposes
for creating works of art Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry Students describe and compare a variety of individual responses to their
own artworks and to artworks from various eras and cultures Students generate questions about art from perspectives representing various fields of inquiry such as art history, art making, art criticism, aesthetics, anthropology, chemistry,
etc.
• Students are able to describe
sensory and design qualities in
artworks. • Students will be able to analyze
themes and technical qualities of artworks.
• Students will interpret the expressive meaning in artworks.
• Students will be able to cite criteria and offer reasons for
judgments of artworks. • Students will be able to perceive &
respond to works or art. • Students will be able to evaluate
the criteria for judging their own & other’s art.
• . Students are able to describe sensory and design qualities in artworks.
• Students will be able to analyze themes and technical qualities of artworks.
• Students will interpret the expressive meaning in artworks.
• Students will be able to cite criteria and offer reasons for
judgments of artworks. • Students will be able to
perceive & respond to works or art.
• Students will be able to evaluate the criteria for judging their own & other’s art.
• Demonstration
• Reading
• Lecturing
• Hands-on
• Computer • Presentati
ons • Hand-outs
CRITERIA: The student will
demonstrate mastery of the objectives for each lesson. METHODS: Formative- The teacher will observe
• Student Participation
• Student Reflection • Following
directions & sequential steps
Summative- Final Project • Craftsman-ship • Creativity
Application of techniques
Grade 5
Math Correlations Language Arts Correlations
Beyond the Standards
M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry…
M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes
R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of text
• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions
Easton Area School District Art Curriculum Guide
Elementary Art-Grade 5
National Standard: 6. Making connections between visual arts and other disciplines.
State Standard: 9.3.5 Critical Response to the arts and humanities
Benchmark Objective Teaching Materials Teaching Strategies
Assessment
Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context Students describe ways in which the principles and subject matter of other disciplines taught in the school are
interrelated with the visual arts Students compare, multiple overlapping art related values & activities within one culture.
• Students will be able to connect
their art making to studies learned through various school subjects.
• Students will apply their knowledge of various subject matter to create meaningful artwork.
• Students will understand the role of art in everyday life.
• Students will examine careers in
art & the process of exhibiting artwork.
• Students will compare & contrast visual qualities of art & life experience such as expressive, imaginative, representational, abstract, decorative & functional.
• Students can incorporate
concepts learned across all curricular areas and make decisions regarding media and technique.
• Demonstration
• Reading
• Lecturing
• Hands-on
• Computer
• Presentations
• Hand-outs
CRITERIA: The student will demonstrate mastery of the objectives for each lesson. METHODS: Formative- The teacher will observe
• Student Participation
• Student Reflection • Following
directions & sequential steps
Summative- Final Project • Craftsman-ship • Creativity
Application of techniques
Grade 5
Math Correlations Language Arts Correlations
Beyond the Standards
M5.B.1 Demonstrate and understanding of measurable attributes of objects & figures… M5.B.2 Apply appropriate techniques, tools & formulas… M5.C.1 Analyze characteristics & properties of 2 & 3 dimensional geometric shapes… M5.C.2 Identify &/or apply concepts of transformations or symmetry…
M5.D.1 Demonstrate an understanding of patterns, relations & functions M5.E.3 Understand &/or apply basic concepts of probability or outcomes
R5.A.1.1 Identify & interpret the meaning of vocabulary R5.A.1.4 Identify & explain main ideas & relevant details R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text R5.A.2.6 Identify & describe genre of
text
• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions
• Understand the importance of following directions
Grade 6
Easton Area School District Art Curriculum Guide
Elementary Art: GRADE 6
National Standard: 1. Understanding and applying media, techniques, and processes
PA State Standard: 9.1.5 Production, performing and exhibiting the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students select media, techniques, and processes, analyze what makes them effective or not, and reflect upon the effectiveness of their choices.
Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas. Students draw upon personal and cultural values and concerns
as subjects and themes for their art making.
*Students will know and use the elements and principles of art. *The students will learn about using various techniques, including
• Drawing • Painting
• Printing • Sculpture • Computer imaging
*Students will know and use fundamental vocabulary words. *The students will learn about the color wheel. *The students will use various art media. *The students will learn to use all tools appropriately.
*Students will describe and know a specific style. *Students will learn how to draw. *Students learn how to add value. *Students learn how to overlap.
• Problem
solving • Demonstration • Hands on • Example of
artist
• Pencil • Colored
pencils • Markers • Paints
• Plaster craft • Rulers • Glue • Erasers • Computer
CRITERIA: Craftsmanship Participation METHODS: *Students should identify the elements of art.
*Students should know the vocabulary words within each form. *Students should describe and know a specific style. *Students should complete assignments. *Students should follow directions. *Students should demonstrate
how the principals of design and composition are used to make the visual elements work. (Art rubric)
Math Correlations Language Arts Correlations Beyond the Standards
M6.2.2 Solve problems using ratios, proportions, percents and/or ratio M6.A.2.2.3 Use proportion to determine if two
quantities are equivalent (e.g. similar figures, prices of different sizes items, etc)
R6.A.6 Identify, describe, and analyze genre of text. R6.A.1.6.1 Identity and /or describe the author’s
intended purpose of text
• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills
• Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions
Easton Area School District Grade 6
Easton Area School District Art Curriculum Guide
Elementary Art: GRADE 6
National Standard: 2. Using knowledge of structures and functions
PA State Standard: 9.3.5 Identify Critical processes in the examination of works in the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students generalize about the effects of visual structures and functions and reflect upon these
effects in their choices. Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas.
Students select and use the qualities of structure and function of art to improve communication of their ideas.
Students will: Know and use primary, secondary, and tertiary colors.
Know and use complimentary and analogous color schemes. Know and use color values. Know the difference between positive and negative space. Analyze how line, shape and color are
repeated in works of art Students judge the merit and significance of artworks using standards from individual and socio-cultural beliefs, values, purpose and traditions.
• Problem solving • History of art • Culture and art-
community
• Multiculturalism • Correlations
with other subjects
• Process design making
• Critical problem solving
• Identifying
themes/subject matter, technology
• Pencil • Colored pencil • Oil pastel • Marker
• Ink and printing ink
• Paris craft • Clay/glaze • Acrylic paint • Watercolor paint • Various weight,
colored and textured paper
• Fibers • Glue • Scissors • Rulers
CRITERIA: Craftsmanship Participation
METHOD:
Formative- The teacher will observe • Student Participation • Student Reflection • Following directions &
sequential steps Summative- Final Project
• Craftsman-ship • Creativity
Application of techniques (Art Rubric)
Math Correlations Language Arts Correlations Beyond the Standards
M7.A.3.1 Apply estimate strategies to a variety of problems
M6.2.2 Solve problems using ratios, proportions, percents and/or ratio M6.A.2.2.3 Use proportion to determine if two quantities are equivalent (e.g. similar figures, prices of different sizes items, etc)
R7.A.1.6.1 Identify and/or describe the Author’s intended purpose of text
R6.A.6 Identify, describe, and analyze genre of text. R5.A.1.3 Make inferences, draw conclusions & make generalizations based on text
• Understand and demonstrate proper care of classroom materials
• Develop group cooperation skills
• Respond to visual clues • Develop an awareness of fine details and nuances of oral
presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual
preferences • Develop an openness to new experiences and opinions
• Understand the importance of following direction
Easton Area School District Grade 6
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 6
National Standard: 3. Choose and evaluate a range of subject matter, symbols, and ideas
PA State Standard: 9.1.6 Production, performing and exhibiting the arts and humanities 9.4.5 Aesthetic responses to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students integrate visual, spatial, and temporal concepts to communicate
intended meaning in their artworks. Student’s use subjects, themes and symbols that demostrate knowledge of
contexts, value, and aesthetics.
- Analyze how line, shape and color are repeated in works of art - Listen carefully to what others say about art
- Drawing using repeated shapes - Drawing using points of view - Design and identify compositions that use formal and informal balance - Design and identify composition that use contour line - Draw using the following drawing media to intentionally take advantage of the
qualities and characteristics of art media, techniques, and process to enhance communication of their ideas.
a) Graphics b) Colored pencils c) Markers d) Watercolor pencil e) Charcoal
• Problem solving • History of art • Culture and art
community
• Multi-cultural • Correlations with other
subjects • Decision making • Critical problem solving • Identifying
themes/subject matter technology
• Creativity
• Pencil • Colored
pencils • Markers
• Watercolor pencils
• Watercolors • Acrylic paints • Plaster craft • Paper • Glue • Rulers
• Erasers
CRITERIA:
Craftsmanship
Participation
METHOD:
- Can students identify compositions that use informal / formal balance - Can the student identify contour line in a given composition - Assignment completed on time - Fulfillment of assignment; does work solve the problem outlined - Composition and design: how are principles of
design and composition used to make the visual elements work well. -Did students pay attention to consistency in the work
Math Correlations M6.B.2 Apply appropriate techniques, tools and formulas to determine measurements M6.C.1 Analyze characteristics and properties of two- and three- dimensional
geometric shapes and demonstrate understanding of geometric relationships M6.D.1 Demonstrate an understanding of patterns, relations and functions
Language Arts Correlations
R6.B.2.1 Identify, interpret, and describe figurative language in fiction and nonfiction.
R6.B.3.3 Identify, compare, explain, interpret, describe, and analyze how text organization clarifies meaning of nonfictional text.
R6.A.2.6 Identify and describe genre of text.
Beyond the Standards • Understand and demonstrate proper
care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and
nuances of oral presentations • Develop skills in personal discipline and
self control • Develop multi-tasking skills • Develop ability to place group goals
above individual preferences • Develop an openness to new
experiences and opinions • Understand the importance of following
directions
Grade 6
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 6
National Standard: 4 Understand the visual arts in relation to history and cultures
PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities. 9.3.5 Critical responses to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students know and compare the characteristics of artwork in various eras and cultures Students describe and place a variety of art objectives in
historical and cultural contexts Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideals, and technology)
influenced visual characteristics that give meaning and value to a work of art
*Use and identity the elements of art in their own artwork. *Know the difference between shape and form.
*Select and identity the elements of art used in 3-D work in order to better communicate ideas. *View and describe the subject matter in works of art
*Make an object statement about works of art
• Demonstrations • Videos • DVD • Computer • Art discussions
with visuals
• PowerPoint’s
• Pencil • Colored pencil • Oil pastel • Marker • Ink and printing
ink
• Paris craft • Clay/glaze • Acrylic paint • Watercolor paint • Various weight,
colored and textured paper
• Fibers
• Glue • Scissors • Rulers • Compass
CRITERIA: Students should identify the elements of art. Students should be able to describe the subject matter. METHODS:
• Completed assignment by due
date? • Does work solve the problem
outlined? Composition and Design:
• How are the principles of design and composition used to make the visual elements work?
• Did student pay attention to
consistency in work? • Follow guidelines?
FINAL PROJECT:
• Craftsmanship • Participation
• Application of techniques
Math Correlations
M6.D.1 Demonstrate an understanding of patterns, relations and functions M6.B.2 Apply appropriate
techniques, tools and formulas to determine measurements
Language Arts Correlations R6.A.2.6 Identify and describe genre of text R6.A.2.4 Identify and explain main ideas and relevant details
R6.A.2.3 Make inferences, draw conclusions, and
make generalizations based on text
Beyond the Standards
• Understand and demonstrate proper care of classroom materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral presentations
• Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions
Easton Area School District Grade 6
Math Correlations
M6.B.2 Apply appropriate techniques, tools and formulas to determine
measurements. M6.C.1 Analyze characteristics and properties of two- and three- dimensional geometric shapes and demonstrate understanding of geometric relationships.
Language Arts Correlations
R6.B.2.1 Identify, interpret, and describe figurative language in fiction and nonfiction.
R6.B.3.3 Identify, compare, explain, interpret, describe, and analyze how text organization clarifies meaning of nonfictional text. R6.A.2.6 Identify and describe genre of text.
Beyond the Standards • Understand and demonstrate proper care of classroom
materials • Develop group cooperation skills
• Respond to visual clues • Develop an awareness of fine details and nuances of oral
presentations • Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual
preferences • Develop an openness to new experiences and opinions
• Understand the importance of following directions
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 6
National Standard: 5 Reflecting upon and assessing the characteristics and merits of their work and the works of others
PA State Standard: 9.4.5 Aesthetic response to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students compare multiple purposes for creating works of art Students analyze contemporary and
historic meaning in specific artworks through cultural and aesthetic inquiry Students describe and compare a variety of responses to their
own artwork and to artwork form various eras and cultures
Students will use value, contour, and gesture in drawing Students will judge the merit and significance of artworks using standards from individual and socio-cultural beliefs,
values, purposes and traditions, in conjunction with an informed interpretation of the artworks in question. Students will describe the subject matter in art works Students will be able to make a subjective
statement about a work of art Students will write a description of the elements of art in works of art Students will offer reasons to support general statements about art
• DVD • PowerPoint’s • Hands-on
problem solving
• Pencil
• Colored pencil
• Markers
• Watercolor pencil
• Watercolors
• Acrylic paints
• Texture
• Paris craft
• Paper
• Glue
• Ruler
• Eraser
CRITERIA:
The student will demonstrate mastery of the objectives for each lesson METHODS:
Formative:
• Teacher will observe: • Student participation • Student reflection • Following directions &
sequential steps
Summative: • Craftsmanship • Creativity • Application of techniques
Easton Area School District Grade 6
Easton Area School District Art Curriculum Guide
Elementary Art: Grade 6
National Standard: 6 Making connections between visual arts and other disciplines
PA State Standard: 9.3.5 Critical response to the arts and humanities
Math Correlations
M6.B.2 Apply appropriate techniques, tools and formulas to determine measurements. M6.C.1 Analyze characteristics and properties of two- and three- dimensional geometric shapes and
demonstrate understanding of geometric relationships. M6.D.1 Demonstrate an understanding of patterns, relations and functions.
Language Arts Correlations
R6.B.2.1 Identify, interpret, and describe figurative language in fiction and nonfiction.
R6.B.3.3 Identify, compare, explain, interpret, describe, and analyze how text organization clarifies meaning of nonfictional text.
R6.A.2.6 Identify and describe genre of text.
Beyond the Standards • Understand and demonstrate proper care of classroom
materials • Develop group cooperation skills • Respond to visual clues • Develop an awareness of fine details and nuances of oral
presentations
• Develop skills in personal discipline and self control • Develop multi-tasking skills • Develop ability to place group goals above individual
preferences • Develop an openness to new experiences and opinions • Understand the importance of following directions
Benchmark Objective
Teaching Strategies Materials Assessment
Students compare the characteristics of works in two
or more art forms that share similar subject matter, historical periods, or cultural contexts Students describe ways in which the principles and subject matter of other disciplines taught in the
school are inter-related with the visual arts
Students will be able to connect their art making to studies learned through various
school subjects Students will understand the role of art in everyday life Students will examine careers in art and the process of exhibiting artwork Students will compare and contrast visual
qualities of art and life experiences such as expressive, imaginative, representational, abstract, decorative, and functional
Students can incorporate concepts across all
curricular areas and make decisions regarding media and technique
• pencil • colored pencils • markers
• watercolor pencils
• watercolors • acrylic paints • texture • Paris craft • paper • glue • rulers
• erasers
CRITERIA: The student will demonstrate
mastery of the objectives for each lesson. METHODS: Formative: The teacher will observe:
• Student Participation • Student Reflection • Following directions &
sequential steps Summative: Final project:
• Craftsmanship • Creativity • Application of
techniques
Easton Area School District Grade 7
Easton Area School District Art Curriculum Guide
Level: Grade 7
National Standard: 1. Understanding and applying media, techniques, and processes.
PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities
Benchmark Objective
Teaching
Strategies
Materials Assessment
Students select media, techniques, and
processes; analyze what makes them
effective or not effective in
communicating ideas; and reflect upon
the effectiveness of their choices
Students intentionally take advantage of
the qualities and characteristics of art
media, techniques, and processes to
enhance communication of their
experience and ideas
*Show awareness of the principles of design as they
relate to 2 dimensional art
*Draw using the following drawing media to
intentionally take advantage of the qualities and
characteristics of art media, techniques, and process
to enhance communication of their ideas: pastels, oil
pastels, colored pencils, and markers
*Know how to mix secondary colors, tertiary colors,,
tints, and shades
*Show texture in their artwork including crosshatch,
hatch & stipple
*Display a knowledge of techniques in various
painting mediums
*Paint using the following color harmonies: primary,
secondary, analogous colors
*Sculpt using the following media: Model Magic,
natural clay
*Make a series of prints from one plate
Demonstration
Researching
Lecturing
Hands on working
Guest artist
Pencil
Colored pencils
Pastels
Markers
Scissors
Glue
Rulers
Clay
Linoleum/easy cut
Watercolor paint
Tempera paint
Various papers
Compass
Computer
Wire
Pliers
Beads
Criteria
Recognition/use of learned
concepts
Use/understanding of
appropriate media/materials
Following directions
Presentation
Participation
Method
Classroom observations
Visual assessment of work
Student/teacher discussion
Math Correlations Language Arts Correlations Beyond the Standards
M7.A.1.1 Express numbers in equivalent forms
M7.A.3.2 Compute accurately with and without the
use of a calculator
M7.B.2.2.2 Determine and/or apply appropriate
scale for reduction or enlargement
M7.C.1.1.2 Solve problems involving the
relationship between the radius and diameter of the
same circle.
R7.A.1.4 Identify and explain main ideas and relevant
details.
R7.A.2.1.2 Identify and/or apply meaning of content-
specific words used in text.
R7.A.2.3 Make inferences, draw conclusions, and make
generalizations based on text.
R7.B.3.2 Distinguish between essential and nonessential
information within or between texts.
Understand and demonstrate proper care of classroom
materials
Develop skills, personal discipline, and self control
Develop an openness to new experiences and opinions.
Understand the importance of following directions
Respect of each other and each others artwork
Easton Area School District Grade 7
Easton Area School District Art Curriculum Guide
Level: Grade 7
National Standard: 2. Using knowledge of structures and functions
PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities.
9.3.5 Critical Response to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
*Students generalize about
the effects of visual structures
and functions and reflect upon
these effects in their own
work
*Students employ
organizational structures and
analyze what makes them
effective or not effective in
the communication of ideas
*Students select and use the
qualities of structures and
functions of art to improve
communication of their ideas.
*Use and identifying the elements of
art in as it applies to 2 dimensional art –
painting, drawing, and print making
*Know value is the lightness/darkness
of color
*Know the properties of color –
temperature/value
*Use a variety of line types
*Define and apply the elements of
design
*Use enlargement and transfer methods
*Apply knowledge of art elements to
printmaking
Demonstration
Researching
Lecturing
Hands on working
Pencil
Colored pencils
Pastels
Markers
Scissors
Glue
Rulers
Tempera paint
Various papers
Compass
Computer
Criteria
Recognition/use of elements
Use/understanding of appropriate
vocabulary
Use/understanding of shapes and color
Appropriate use of rulers
Following directions
Presentation
Participation
Method
Classroom observations
Visual assessment of work
Student/teacher discussion
Math Correlations Language Arts Correlations Beyond the Standards
M7.A.1.1 Express numbers in equivalent forms
M7.A.3.2 Compute accurately with and without
use of a calculator
M7.B.2.2.2 Determine and apply an appropriate
scale for reduction or enlargement.
M7.C.1.1.2 Solve problems involving the
relationship between the radius and diameter of the
same circle.
M7.C.1.1.3 Identify parallel, perpendicular and/or
skew line segments within three-dimensional
figures.
M7.C.3.1.2 Identify Quadrants I, II, III, IV, the x-
& y-axes and the origin on a coordinate
R7.A.2.1.2 Identify and/or apply meaning of content-
specific words used in text.
R7.A.2.3 Make inferences, draw conclusions, and make
generalizations based on text.
Understand and demonstrate proper care of classroom
materials
Develop skills in personal discipline and self control
Develop an openness to new experiences and opinions
Understand the importance of following directions
Develop skills in multi-tasking
Develop observational skills
Easton Area School District Grade 7
Easton Area School District Art Curriculum Guide
Level: Grade 7
National Standard: 3. Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities.
9.4.5 Aesthetic responses to the arts and humanities.
Benchmark Objective
Teaching Strategies Materials Assessment
Students integrate visual,
spatial, and temporal concepts
with content to communicate
intended meaning in their
artworks.
Students use subjects, themes,
and symbols that demonstrate
knowledge of contexts,
values, and aesthetics that
communicate intended
meaning in artworks
Draw and identify the following
compositional techniques in
creating depth and perspective in
drawings: Overlapping shapes,
converging lines
Select elements of art to use in
own work in order to better
communicate ideas
Maintain a sketchbook
Demonstration
Researching
Lecturing
Hands on working
Introductory presentations
Handouts/student
questioning
Pencil
Colored pencils
Pastels
Markers
Rulers
Tempera paint
Various papers
Compass
Computer
PowerPoint
Library resources (books,
computers, etc)
Criteria
Understanding of perspective/depth
Know/apply elements of art
Ability to work independently on
various tasks
Following directions
Method
Classroom observations
Visual assessment of work
Student/teacher discussion
Math Correlations Language Arts Correlations Beyond the Standards
M7.A.1.1 Express numbers in equivalent forms
M7.A.3.2 Compute accurately with and without
the use of a calculator
M7.B.2.2.2 Determine and/or apply appropriate
scale for reduction or enlargement
M7.C.1.1.2 Solve problems involving the
relationship between the radius and diameter of
the same circle.
R7.A.1.4 Identify and explain main ideas and relevant
details.
R7.A.2.1.2 Identify and/or apply meaning of content-
specific words used in text.
R7.A.2.3 Make inferences, draw conclusions, and make
generalizations based on text.
R7.B.3.2 Distinguish between essential and nonessential
information within or between texts.
Understand and demonstrate proper care of classroom
materials
Develop skills, personal discipline, and self control
Develop an openness to new experiences and opinions.
Understand the importance of following directions
Respect of each other and each others artwork
Easton Area School District Grade 7
Easton Area School District Art Curriculum Guide
(Level) Art: 7
National Standard: 4. Understanding the visual arts in relation to history and cultures
PA State Standard: 9.1.5 Producing, performing, and exhibiting the arts and humanities.
9.3.5 Critical responses to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students analyze,
describe, and
demonstrate how
factors of time and
place (such as climate,
resources, ideas, and
technology) influence
visual characteristics
that give meaning and
value to a work of art
*Identify the art historical bases of style,
iconography and historical content as
they apply to the art of:
Impressionism/post-impressionism,
pointillism, abstract expressionism,
surrealism, pop art, op art, fauvism
*Identify the characteristics of the style
as they apply to the periods studied
*Identify major artists and works of art
in the period
*Imagine living in a different place or
different culture in order to understand
how an artwork can be interpreted in its
own context
Demonstration
Researching
Reading
Lecturing
Hands on working
Introductory presentations
Handouts/student
questioning
Pencil
Colored pencils
Pastels
Markers
Rulers
Tempera paint
Watercolors
Linoleum/Easy Cut
Various papers
Compass
Computer
PowerPoint
Library resources
(books,etc)
Criteria
*Understanding the
historical/cultural context
*Know/apply artistic style
*Understanding and distinguishing
between various time
periods/cultures
*Interpret your and own and others
artwork based on cultural/historical
contexts
Method
*Classroom observations
*Visual assessment of work
*Student/teacher discussion
*In class presentations
Math Correlations Language Arts Correlations Beyond the Standards
M7.A.1.1 Express numbers in equivalent forms
M7.A.3.2 Compute accurately with and without
use of a calculator
M7.C.1.1.3 Identify parallel, perpendicular
and/or skew line segments within three-
dimensional figures.
M7.C.3.1.2 Identify Quadrants I, II, III, IV, the x-
& y-axes and the origin on a coordinate plane.
R7.A.1.4 Identify and explain main ideas and relevant
details.
R7.A.2.1.2 Identify and/or apply meaning of content-
specific words used in text.
R7.A.2.3 Make inferences, draw conclusions, and
make generalizations based on text.
R7.B.3.2 Distinguish between essential and
nonessential information within or between texts.
*Understand and demonstrate proper care of classroom
materials
*Develop skills in personal discipline and self control
*Develop an openness to new experiences and
opinions
*Understand the importance of following directions
*Develop skills in multi-tasking
*Develop observational skills
*Develop researching skills
*Develop presentational skills
*Developing critical analysis assessment skills
Easton Area School District Grade 7
Easton Area School District Art Curriculum Guide
Level: Grade 7
National Standard: 5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
PA State Standard: 9.4.5 Aesthetic response to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students compare
multiple purposes for
creating works of art
Students Analyze
contemporary and
historic meanings in
specific artworks
through cultural and
aesthetic inquiry
Students describe and
compare a variety of
individual responses to
their own artworks and
to artworks from various
eras and cultures.
*View and describe the subject matter in works
of art – be able to identify focal point
*Analyze the use of the elements in works of art
*Recognize the style characteristics of the art
period studied
*Discuss the creative process used by artists
*Make an objective statement about a work of art
*Listen carefully to what others say about art
Demonstration
Researching
Reading
Lecturing
Hands on working
Introductory presentations
Handouts/student
questioning
Pencil
Colored pencils
Pastels
Markers
Rulers
Tempera paint
Watercolors
Linoleum/Easy Cut
Various papers
Compass
Computer
PowerPoint
Library resources
(books,etc)
Criteria
*View/Analyze your own
and others works of art
*Openly discuss works of
art, focusing on focal point
*Listen to others opinions
about works of art
*Discuss personal
opinions/feelings about art
*Critique your own artwork
and artwork of others in an
appropriate manner
Method
*Classroom observations
*Visual assessment of work
*Student/teacher discussion
*In class presentations
Math Correlations Language Arts Correlations Beyond the Standards
M7.A.1.1 Express numbers in equivalent forms
M7.B.2.2.2 Determine and/or apply an
appropriate scale for reduction or enlargement.
R7.A.1.4 Identify and explain main ideas and relevant
details.
R7.A.2.1.2 Identify and/or apply meaning of content-
specific words used in text.
R7.A.2.3 Make inferences, draw conclusions, and
make generalizations based on text.
R7.B.3.2 Distinguish between essential and
nonessential information within or between texts.
*Understand and demonstrate proper care of
classroom materials
*Develop skills in personal discipline and self
control
*Develop an openness to new experiences and
opinions
*Understand the importance of following directions
*Develop skills in multi-tasking
*Develop observational skills
*Develop researching skills
*Develop presentational skills
*Developing critical analysis and assessment skills
Easton Area School District Grade 7
Easton Area School District Art Curriculum Guide
(Level) Art: 7
National Standard: 6. Making connections between visual arts and other disciplines/
PA State Standard: 9.3.5 Critical response to the arts and humanities
Benchmark Objective
Teaching Strategies Materials Assessment
Students describe ways in
which the principles and
subject matter of other
disciplines taught in the
school are interrelated with
the visual arts.
*Art history readings
*Geometric principles
*Measuring
*Ratio/proportion
*Describe/interpret
artwork
*Identify artistic style as it
applies to the time period
*Discuss physical changes
as they apply to the arts
Demonstration
Researching
Reading
Lecturing
Hands on working
Introductory
presentations
Handouts/student
questioning
Pencil
Colored pencils
Pastels
Markers
Rulers
Tempera paint
Watercolors
Linoleum/Easy Cut
Various papers
Compass
Computer
PowerPoint
Library resources
(books,etc)
Criteria
*Interpret/Analyze your own and others
works of art
*Identify works of art/artist
*Analyze art from a historical/cultural
context
Method
*Classroom observations
*Student/teacher discussion
*In class presentations
Math Correlations Language Arts Correlations Beyond the Standards
M7.A.1.1 Express numbers in equivalent
forms
M7.A.3.2 Compute accurately with and
without use of a calculator
M7.B.2.2.2 Determine and/or apply an
appropriate scale for reduction or
enlargement.
M7.C.1.1.2 Solve problems involving the
relationship between the radius and diameter
of the same circle.
M7.C.1.1.3 Identify parallel, perpendicular
and/or skew line segments within three-
dimensional figures.
M7.C.3.1.2 Identify Quadrants I, II, III, IV,
the x- & y-axes and the origin on a coordinate
plane.
R7.A.1.4 Identify and explain main ideas and
relevant details.
R7.A.2.1.2 Identify and/or apply meaning of
content-specific words used in text.
R7.A.2.3 Make inferences, draw conclusions, and
make generalizations based on text.
R7.B.3.2 Distinguish between essential and
nonessential information within or between texts.
*Understand and demonstrate proper care of classroom
materials
*Develop skills in personal discipline and self control
*Develop an openness to new experiences and
opinions
*Understand the importance of following directions
*Develop skills in multi-tasking
*Develop observational skills
*Develop researching skills
*Develop presentational skills
*Developing critical analysis and assessment skills
Level 1 Standard 1
Easton Area School District Art Curriculum Guide
High School Level 1
National Standard 1: Understanding and applying media, techniques, and processes
PA State Standard 9.1: Production, performance and exhibition of dance, music, theatre and visual arts
Benchmark Objective
Teaching Strategies Materials Assessment
1.A. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
1.B. Students conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 1.C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
1.D. Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
- Recognize the impact that media choices have on the elements and principles of design - Recognize & apply the various media - Recognize & apply various drawing
techniques to impact visual effects. - Recognize & apply various painting techniques to impact visual effect. - Recognize & apply various printmaking techniques to impact visual effect.
- Recognize & apply mixed media to impact visual effect.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning
- Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning
- Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic)
Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster
Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer
LCD & Slide projectors
Formative Assessment of Process and Product - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation
Summative Assessment - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 1 Standard 2
Easton Area School District Art Curriculum Guide
High School Level 1
National Standard 2: Using knowledge of structures and functions.
PA State Standard 9.1: Production, performance and exhibition of dance, music, theatre and visual arts
Benchmark Objective
Teaching
Strategies
Materials Assessment
2.A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
2.B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions 2.C. Students create artworks that use organizational principles and functions to solve specific visual arts problems
2.D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives
2.E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
- Recognize and apply the elements of art and principles of design to organize a work of art - Recognize and apply organizational devices - Recognize and apply the elements and principles of
design to assigned teacher directed activities. COLOR - Recognize and apply color theory - Recognize and apply the characteristics of color: hue, value and intensity - Recognize and apply color schemes - Recognize and apply color temperatures
LINE - Recognize and apply a variety of line types and qualities - Recognize and apply line to achieve shape and texture - Recognize and apply line to achieve contrast and movement - Recognize and apply line to create expression SHAPE
- Recognize and apply organic and geometric shapes - Recognize and apply differences between 2D shape and 3D form - Recognize and apply shape to achieve elements and principles of design (texture, emphasis) in compositions TEXTURE - Recognize and apply real and visual textures
- Recognize and apply differences between textures and patterns VALUE - Recognize and apply other elements to create values (color, line, texture) - Recognize and apply value in compositions to show principles
- Recognize and apply value to achieve several gradations.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction
- Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work
- Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global
level - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel
Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper
Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD
Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation
Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 1 Standard 2
Benchmark Objective
Teaching Strategies
Materials Assessment
SPACE
- Recognize and apply other elements to create space (color shapes, textures, etc) - Recognize and apply space in compositions to achieve principles - Recognize and apply differences between real (volume) and implied space - Recognize and apply methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric
perspective, diminishing size, position on page) - Recognize and apply depth of field - Recognize and apply comparisons of depth FORM - Recognize and apply other elements to create form - Recognize and apply form in composition to achieve principles.
- Recognize and apply differences between real (volume) and visual form. BALANCE - Recognize and apply any element to create balance in compositions - Recognize and apply formal and informal balance to
compositions - Recognize and apply differences between 2D balance and 3D balance CONTRAST - Recognize and apply any element and size to create contrast in compositions - Recognize and apply contrast to achieve other principles MOVEMENT/RHYTHM
-Recognize and apply any element to create movement in compositions - Recognize and apply the relationship between movement and rhythm EMPHASIS/FOCAL POINT - Recognize and apply any element or principle to create emphasis in compositions
REPETITION - Recognize and apply any element or principle to create repetition in compositions - Recognize and apply repetition to create textures and
Level 1 Standard 2
Benchmark Objective
Teaching Strategies
Materials Assessment
patterns - Recognize and apply repetition to create rhythm
UNITY - Recognize and apply any element and principle to create unity/harmony in composition
Easton Area School District Art Curriculum Guide
High School Level 1
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.4 Aesthetic response
Benchmark Objective
Teaching Strategies
Materials Assessment
3.A. Students reflect on how artworks differ visually,
spatially, temporally, and functionally, and describe how these are related to history and culture 3.B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3.C. Students describe the origins of specific images
and ideas and explain why they are of value in their artwork and in the work of others. 3.D. Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
- Recognize and describe subject
matter in a work of art - Recognize and describe media and technique in a work of art - Recognize and describe visual differences among works of art
- Recognize and describe various functions and purposes for the creation of artwork - Recognize and describe images that are historical, political, commercial, social, etc. - Recognize and describe symbols and
their meanings - • multiple meanings • among cultures • use in everyday life
- Intentional use of copy- right law in idea generation and the production of artwork
- Recognize differences in the periods of art history that are studied - Compare and contrast visual qualities as a basis for speculating about when artifacts or art works were made
- Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)
- Anticipatory set
- Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction
- Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework
- Research - Token Response - Collaboration with students on a state/national/global level - Distance learning - Inquiry-based
- Service learning - Community outreach
Pencil
Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic)
Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster
Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers
Scanner & Printer LCD & Slide projectors
Formative:
- Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics
- Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 1 Standard 3
Level 1 Standard 4
Easton Area School District Art Curriculum Guide
High School Level 1
National Standard 4: Understanding the visual arts in relation to history and cultures
PA State Standard 9.2: Historical and cultural contexts
Benchmark Objective
Teaching Strategies Materials Assessment
4.A. Students differentiate among a variety of
historical and cultural contexts in terms of characteristics and purposes of works of art
4.B. Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
4.C. Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions
made in the analysis and using such conclusions to inform their own art making
4.D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists 4.E. Students analyze common characteristics of visual arts evident across time and among
cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
- Recognize the art historical bases of style,
iconography and historical content as they apply to the following time periods: Ancient Medieval Renaissance Modern Contemporary
- Recognize and describe works in paintings, sculptures and architecture as they apply to those periods. - Recognize major characteristics that distinguish those periods. - Imagine living in a different place or culture in order to understand how an artwork can be
interpreted in its own context. - Recognize major artists and their works of art from those periods. - Identify influences from the period in today’s world and in contemporary art.
- Compare and distinguish differences in the periods studied. - Compare and contrast visual qualities as a basis for speculating about when artifacts or artworks were made.
- Anticipatory set
- Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction
- Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework
- Research - Token Response - Collaboration with students on a state/national/global level - Distance learning - Inquiry-based
- Service learning - Community outreach
Pencil
Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic)
Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster
Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers
Scanner & Printer LCD & Slide projectors
Formative:
- Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics
- Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 1 Standard 5
Easton Area School District Art Curriculum Guide
High School Level 1
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
PA State Standard 9.3: Critical response
Benchmark Objective
Teaching Strategies Materials Assessment
5.A. Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
5.B.Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts 5.C.Students reflect analytically on various interpretations as a means for understanding and evaluating
works of visual art 5.D.Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
Identify cultural changes that impact perspectives of art within his/her lifetime. Identify cultural changes that affect the media used to create works of art.
Propose how an artwork or artifact would have to be altered in order to look new. Describe how art-related values and activities within cultures have included or excluded certain social groups and forms of art making based on such
factors as racial and gender discrimination. Make and justify objective statements about a work of art. Make and justify subjective statements about a work of art.
Reflect on life experiences or artworks made in the past to give meaning and direction to their own creative process. Recognize and use (with intention) various structural components within their own work and the work of others.
Students recognize and apply the various beliefs about art: imitationalism, expressivism formalism, functionalism, conceptualism
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations
- Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder
- Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based
- Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel
Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay
Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software
Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation
Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 1 Stanard 6
Easton Area School District Art Curriculum Guide
High School Level 1
National Standard 6: Making connections between visual arts and other disciplines
PA State Standard: 9.2: Historical and cultural contexts
Benchmark Objective
Teaching Strategies Materials Assessment
6.A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
6.B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6.C. Students synthesize the creative and analytical principles and
techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
-Select media, techniques and processes; analyze what makes them effective in communication of ideas: and reflect upon the effectiveness of their choice of media.
-Analyze what makes organizational structures effective or not effective in the communication of ideas. -Reflect on the life experiences and artworks made in the past to give meaning and direction to their creative process.
- Students articulate a principle of artistic freedom and its significance.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction
- Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global
- Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel
Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay
Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software
Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation
Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 2 Standard 1
Easton Area School District Art Curriculum Guide
High School Level 2
National Standard 1: Understanding and applying media, techniques, and processes
PA State Standard: 9.1: Production, performance and exhibition of dance, music, theatre and visual arts
Benchmark Objective
Teaching Strategies Materials Assessment
1.A. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
1.B. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 1.C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium 1.D. Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
- Know and utilize the impact that media choices have on the elements and principles of design - Know and utilize various media - Know and utilize various drawing techniques to impact visual effects. - Know and utilize various painting techniques to impact visual effect. - Know and utilize various printmaking techniques to impact visual effect. - Know and utilize mixed media to impact visual effect.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 2 Standard 2
Easton Area School District Art Curriculum Guide
High School Level 2
National Standard 2: Using knowledge of structures and functions. PA State Standard: 9.1: Production, performance and exhibition of dance, music, theatre and visual arts
Benchmark Objective
Teaching Strategies
Materials Assessment
2.A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art 2.B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions 2.C. Students create artworks that use organizational principles and functions to solve specific visual arts problems 2.D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives 2.E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
- Know and utilize the elements and principles of design to organize a work of art - Know and utilize organizational devices - Know and utilize the elements and principles of design to assigned teacher directed activities. COLOR - Know and utilize color theory - Know and utilize the characteristics of color: hue, value and intensity - Know and utilize color schemes - Know and utilize color temperatures LINE - Know and utilize a variety of types and qualities of lines - Know and utilize line to achieve shape and texture - Know and utilize line to achieve contrast and movement - Know and utilize line to create expression SHAPE - Know and utilize organic and geometric shapes - Know and utilize differences between 2D shape and 3D form - Know and utilize shape to achieve elements and principles of design (texture, emphasis) in compositions TEXTURE - Know and utilize real and visual textures - Know and utilize differences between textures and patterns
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 2 Standard 2
Benchmark Objective
Teaching Strategies
Materials Assessment
VALUE - Know and utilize other elements to create values (color, line, texture) - Know and utilize value in compositions to show principles - Know and utilize value to achieve several gradations SPACE - Know and utilize other elements to create space (color shapes, textures, etc) - Know and utilize space in compositions to achieve principles - Know and utilize differences between real (volume) and implied space - Know and utilize methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric perspective, diminishing size, position on page) - Know and utilize depth of field - Know and utilize comparisons of depth FORM - Know and utilize other elements to create form - Know and utilize form in composition to achieve principles. - Know and utilize differences between real (volume) and visual form. BALANCE - Know and utilize any element to create balance in compositions - Know and utilize formal and informal balance to compositions - Know and utilize differences between 2D balance and 3D balance CONTRAST - Know and utilize any element and size to create contrast in compositions - Know and utilize contrast to achieve other principles
Level 2 Standard 2
Benchmark Objective
Teaching Strategies
Materials Assessment
MOVEMENT/RHYTHM -Know and utilize any element to create movement in compositions - Know and utilize the relationship between movement and rhythm EMPHASIS/FOCAL POINT - Know and utilize any element or principle to create emphasis in compositions REPETITION - Know and utilize any element or principle to create repetition in compositions - Know and utilize repetition to create textures and patterns - Know and utilize repetition to create rhythm UNITY - Know and utilize any element and principle to create unity/harmony in composition
Level 2 Standard 3
Easton Area School District Art Curriculum Guide
High School Level 2
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.4 Aesthetic response
Benchmark Objective
Teaching
Strategies
Materials Assessment
3.A. Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture 3.B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3.C. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. 3.D. Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
- Know and utilize subject matter in a work of art - Know and utilize media and technique in a work of art - Know and utilize visual differences among works of art - Know and utilize various functions and purposes for the creation of artwork - Know and utilize images that are historical, political, commercial, social, etc. - Know and utilize symbols and their meanings -
• multiple meanings • among cultures • use in everyday life
- Intentional use of copy- right law in idea generation and the production of artwork -Identify and compare differences in the periods of art history that are studied
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group
instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning
- Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration
with students on a state/national/ global level - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 2 Standard 3
Benchmark Objective
Teaching Strategies
Materials Assessment
- Identify visual qualities as a basis for speculating about when artifacts or art works were made - Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)
Level 2 Standard 4
Easton Area School District Art Curriculum Guide
High School Level 2
National Standard 4: Understanding the visual arts in relation to history and cultures
PA State Standard: 9.2: Historical and cultural contexts
Benchmark Objective
Teaching
Strategies
Materials Assessment
4.A. Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
4.B. Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
4.C. Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
4.D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists 4.E. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
- Know and utilize the art historical bases of style, iconography and historical content as they apply to the following time periods: Ancient Medieval Renaissance Modern Contemporary -Know and utilize works in painting, sculpture and architecture as they apply to those periods. -Know and utilize major characteristics that distinguish those periods. - Imagine living in a different place or culture in order to understand how an artwork can be interpreted in its own context. - Identify major artists and works of art from those periods. - Imagine living in a different place or culture in order to understand how an artwork can be interpreted in its own context.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/ global level - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 2 Standard 4
Benchmark Objective
Teaching Strategies
Materials Assessment
- Know and utilize influences from the period in today’s world and in contemporary art. - Compare and distinguish differences in the periods studied. - Compare and contrast visual qualities as a basis for speculating about when artifacts or artworks were made.
Level 2 Standard 5
Easton Area School District Art Curriculum Guide
High School Level 2
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
PA State Standard 9.3: Critical response
Benchmark Objective
Teaching Strategies Materials Assessment
5.A. Students identify
intentions of those creating
artworks, explore the implications of various
purposes, and justify their
analyses of purposes in particular works
5.B.Students describe
meanings of artworks by analyzing how specific works
are created and how they
relate to historical and cultural contexts
5.C.Students reflect analytically on various
interpretations as a means for
understanding and evaluating
works of visual art
5.D.Students correlate
responses to works of visual art with various techniques for
communicating meanings,
ideas, attitudes, views, and intentions
Know and utilize cultural changes that impact perspectives of art within his/her lifetime. Know and utilize cultural changes that affect the media used to create works of art. Propose how an artwork or artifact would have to be altered in order to look new. Describe how art-related values and activities within cultures have included or excluded certain social groups and forms of art making based on such factors as racial and gender discrimination. Make and justify objective statements about a work of art. Make and justify subjective statements about a work of art. Reflect on life experiences or artworks made in the past to give meaning and direction to their own creative process.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/ global level - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 2 Standard 5
Benchmark Objective
Teaching Strategies Materials Assessment
Know and utilize with intention various structural components within their own work and the work of others. Identify the various beliefs about art: imitation, expressionism, formalism, and functionalism
Level 2 Standard 6
Easton Area School District Art Curriculum Guide
High School Level 2
National Standard 6: Making connections between visual arts and other disciplines
PA State Standard: 9.2: Historical and cultural contexts
Benchmark Objective
Teaching Strategies Materials Assessment
6.A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis 6.B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6.C. Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
-Select media, techniques and process; analyze what makes them effective in communication of ideas: and reflect upon the effectiveness of their choice of media. -Analyze what makes organizational structures effective or not effective in the communication of ideas. -Reflect on life experiences or artworks made in the past to give meaning and direction to their own art making -Articulate a principle of artistic freedom and its significance
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/ global level - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 3 Standard 1
Easton Area School District Art Curriculum Guide
High School Level 3
National Standard 1: Understanding and applying media, techniques, and processes
PA State Standard: 9.1: Production, Performance, and Exhibition
Benchmark Objective
Teaching Strategies Materials Assessment
1.A. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
1.B. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
1.C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium 1.D. Students initiate, define, and solve challenging visual arts problems independently using
intellectual skills such as analysis, synthesis, and evaluation
- Analyze and integrate the impact media choices have on the elements and principles of design - Analyze and integrate various media
- Analyze and integrate various drawing techniques to impact visual effects. - Analyze and integrate various painting techniques to impact visual effect.
- Analyze and integrate various printmaking techniques to impact visual effect. - Analyze and integrate mixed media to impact visual effect.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction
- Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework
- Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning
- Community outreach
Pencil Colored pencil Marker Charcoal Pastel
Oil Pastel, Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper, Clay
Metal Wire Plaster, Paper Mache Fibers, Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer
LCD & Slide projectors
Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses
- Participation Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam
- Final Exam
Level 3 Standard 2
Easton Area School District Art Curriculum Guide
High School Level 3
National Standard 2: Using knowledge of structures and functions.
PA State Standard: 9.1: Production, Performance, and Exhibition
Benchmark Objective
Teaching Strategies
Materials Assessment
2.A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
2.B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions 2.C. Students create artworks that use organizational principles and
functions to solve specific visual arts problems 2.D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend
personal evaluations of these perspectives 2.E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural
choices and artistic functions
- Analyze and integrate the elements and principles of design to organize a work of art - Analyze and integrate organizational devices
- Analyze and integrate the elements and principles of design to assigned teacher directed activities. COLOR - Analyze and integrate color theory - Analyze and integrate the characteristics of color: hue, value and intensity - Analyze and integrate color schemes
- Analyze and integrate color temperatures LINE - Analyze and integrate a variety of types and qualities - Analyze and integrate line to achieve shape and texture - Analyze and integrate line to achieve contrast and movement - Analyze and integrate line to create expression
SHAPE - Analyze and integrate organic and geometric shapes - Analyze and integrate differences between 2D shape and 3D form - Analyze and integrate shape to achieve elements and principles of design (texture, emphasis) in compositions
TEXTURE - Analyze and integrate real and visual textures - Analyze and integrate differences between textures and patterns VALUE - Analyze and integrate other elements to create values (color, line, texture) - Analyze and integrate value in compositions to show
principles - Analyze and integrate value to achieve several gradations.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group
instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning
- Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with
students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel
Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media
Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal
Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide
projectors
Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses
- Participation Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam
- Final Exam
Level 3 Standard 2
Benchmark Objective
Teaching Strategies
Materials Assessment
SPACE
- Analyze and integrate other elements to create space (color shapes, textures, etc) - Analyze and integrate space in compositions to achieve principles - Analyze and integrate differences between real (volume) and implied space - Analyze and integrate methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric
perspective, diminishing size, position on page) - Analyze and integrate depth of field - Analyze and integrate comparisons of depth FORM - Analyze and integrate other elements to create form - Analyze and integrate form in composition to achieve principles.
- Analyze and integrate differences between real (volume) and visual form. BALANCE - Analyze and integrate any element to create balance in compositions - Analyze and integrate formal and informal balance to
compositions - Analyze and integrate differences between 2D balance and 3D balance CONTRAST - Analyze and integrate any element and size to create contrast in compositions - Analyze and integrate contrast to achieve other principles
MOVEMENT/RHYTHM -Analyze and integrate any element to create movement in compositions - Analyze and integrate the relationship between movement and rhythm EMPHASIS/FOCAL POINT - Analyze and integrate any element or principle to create
emphasis in compositions REPETITION - Analyze and integrate any element or principle to create repetition in compositions
Level 3 Standard 2
Benchmark Objective
Teaching Strategies
Materials Assessment
- Analyze and integrate repetition to create textures and patterns
- Analyze and integrate repetition to create rhythm UNITY - Analyze and integrate any element and principle to create unity/harmony in composition
Level 3 Standard 3
Easton Area School District Art Curriculum Guide
High School Level 3
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: 9.4: Aesthetic Response
Benchmark Objective
Teaching
Strategies
Materials Assessment
3.A. Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture 3.B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve
problems in daily life 3.C. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. 3.D. Students evaluate and defend the validity of sources for content and the manner in which subject
matter, symbols, and images are used in the students' works and in significant works by others
- Analyze and integrate subject matter in a work of art - Analyze and integrate media and technique in a work of art
- Analyze and integrate visual differences among works of art - Analyze and integrate various functions and purposes for the creation of artwork - Analyze and integrate images that are historical, political, commercial, social,
etc. - Analyze and integrate symbols and their meanings -
• multiple meanings • among cultures • use in everyday life
- Intentional use of copy-
right law in idea generation and the production of artwork - Compare and distinguish differences in the periods of art history that are studied - Compare and contrast visual qualities as a basis for speculating about when
artifacts or art works were made - Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group
instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning
- Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a
state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel
Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object
Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD
Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation
Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 3 Standard 4
Easton Area School District Art Curriculum Guide
High School Level 3
National Standard 4: Understanding the visual arts in relation to history and cultures
PA State Standard: 9.2: Historical and Cultural Contexts
Benchmark Objective
Teaching Strategies Materials Assessment
4.A. Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
4.B. Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
4.C. Students analyze relationships of works of art to one another in terms of history,
aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
4.D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists
4.E. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
- Analyze the art historical bases of style, iconography and historical content as they apply to the following time periods: Ancient Medieval Renaissance Modern Contemporary
- Describe and analyze works of painting, sculpture and architecture as they apply to those periods. - Analyze major characteristics that distinguish those periods.
- Imagine living in a different place or culture in order to understand how an artwork can be interpreted in its own context. - Analyze major artists their works of art from those periods. - Analyze influences from the period in
today’s world and in contemporary art. - Compare and distinguish differences in the periods studied. - Compare and contrast visual qualities as a basis for speculating about when artifacts or artworks were made.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based
Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course
Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global level
- Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil,
Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay
Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer
Software Computers Scanner & Printer LCD & Slide projectors
Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation
Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 3 Standard 5
Easton Area School District Art Curriculum Guide
High School Level 3
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
PA State Standard: 9.3: Critical Response
Benchmark Objective
Teaching Strategies Materials Assessment
5.A. Students Analyze and integrate intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
5.B.Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts 5.C.Students reflect analytically on
various interpretations as a means for understanding and evaluating works of visual art 5.D.Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views,
and intentions
Analyze cultural changes that impact perspectives of art within his/her lifetime.
Analyze cultural changes that affect the media used to create works of art. Propose how an art work or artifact would have to be altered in order to look new.
Describe how art-related values and activities within cultures have included or excluded certain social groups and forms of art making based on such factors as racial and gender discrimination. Make and justify objective
statements about a work of art. Reflect on life experiences or artworks made in the past to give meaning and direction to their own creative process. Recognize and use with intention
various structural components within their own work and the work of others. Analyze and integrate the various beliefs about art: imitationalism, expressivism formalism, functionalism, conceptualism
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group
instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student
work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a
state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel
Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object
Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard
TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses
- Participation Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam
- Final Exam
Level 3 Standard 6
Easton Area School District Art Curriculum Guide
High School Level 3
National Standard 6: Making connections between visual arts and other disciplines
PA State Standard: 9.2: Historical and Cultural Contexts
Benchmark Objective
Teaching Strategies Materials Assessment
6.A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
6.B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6.C. Students synthesize the creative
and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
-Select media, techniques and process; analyze what makes them effective in the communication of ideas: and reflect upon the effectiveness of
their choice of media. -Analyze what makes organizational structures effective or not effective in the communication of ideas. -Reflect on the life experiences
and artworks made in the past to give meaning and direction to their creative process. -Articulate a principle of artistic freedom and its significance
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction
- Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework
- Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning
- Community outreach
Pencil Colored pencil Marker, Charcoal Pastel, Oil Pastel Conte
Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper, Clay Metal Wire
Plaster, Paper Mache Fibers, Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative Assessment of Process and Product: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses
- Participation Summative Assessment: - Rubrics - Critiques - Portfolio Review - Mid Term Exam
- Final Exam
Level 4 Standard 1
Easton Area School District Art Curriculum Guide
High School Level 4
National Standard 1: Understanding and applying media, techniques, and processes
PA State Standard: Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts
Benchmark Objective
Teaching Strategies Materials Assessment
1.A. Students apply media, techniques, and processes with sufficient skill, confidence, and
sensitivity that their intentions are carried out in their artworks
1.B. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques,
and processes they use 1.C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium 1.D. Students initiate, define, and
solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
- Synthesize and evaluate the impact of media choices on the elements and principles of design
- Synthesize and evaluate the various media - Synthesize and evaluate various drawing techniques to impact visual effects.
-Synthesize and evaluate various painting techniques to impact visual effect. - Synthesize and evaluate various printing techniques to impact visual effect.
- Synthesize and evaluate mixed media to impact visual effect.
- Anticipatory set - Direct instruction - Teaching for multiple
intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work
- Course Notebook/Folder - Homework - Research - Token Response - Collaboration with Students on a state/national/global - Distance learning
- Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker
Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink
Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers
Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections
- Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review
- Mid Term Exam - Final Exam
Level 4 Standard 2
Easton Area School District Art Curriculum Guide
High School Level 4
National Standard 2: Using knowledge of structures and functions. PA State Standard: Critical Response
Benchmark Objective
Teaching Strategies
Materials Assessment
2.A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art 2.B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions 2.C. Students create artworks that use organizational principles and functions to solve specific visual arts problems 2.D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives 2.E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
- Synthesize and evaluate the elements and principles of design to organize a work of art - Synthesize and evaluate organizational devices - Synthesize and evaluate the elements and principles of design to assigned teacher directed activities. - Synthesize and evaluate color thoery in the terms of: -the characteristics of color: hue, value and intensity - color schemes - color temperatures Synthesize and evaluate line in the terms of: - Synthesize and evaluate a variety of types and qualities - Synthesize and evaluate line to achieve shape and texture - Synthesize and evaluate line to achieve contrast and movement - Synthesize and evaluate line to create expression Synthesize and evaluate shape in the terms of - organic and geometric shapes - differences between 2D shape and 3D form - shape to achieve elements and principles of design (texture, emphasis) in compositions Synthesize and evaluate shape in the terms of: - real and visual textures - differences between textures and patterns
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 4 Standard 2
Benchmark Objective
Teaching Strategies
Materials Assessment
Synthesize and evaluate value in the terms of : - other elements to create values (color, line, texture) - value in compositions to show principles - value to achieve several gradations. SPACE - Know and apply other elements to create space (color shapes, textures, etc) - Know and apply space in compositions to achieve principles - Know and apply differences between real (volume) and implied space - Know and apply methods to achieve 3D illusion on a 2D surface (overlap, perspective, atmospheric perspective, diminishing size, position on page) - Know and apply depth of field - Know and apply comparisons of depth FORM - Know and apply other elements to create form - Know and apply form in composition to achieve principles. - Know and apply differences between real (volume) and visual form. BALANCE - Know and apply any element to create balance in compositions - Know and apply formal and informal balance to compositions - Know and apply differences between 2D balance and 3D balance CONTRAST - Know and apply any element and size to create contrast in compositions - Know and apply contrast to achieve other principles MOVEMENT/RHYTHM
Level 4 Standard 2
Benchmark Objective
Teaching Strategies
Materials Assessment
-Know and apply any element to create movement in compositions - Know and apply the relationship between movement and rhythm EMPHASIS/FOCAL POINT - Know and apply any element or principle to create emphasis in compositions REPETITION - Know and apply any element or principle to create repetition in compositions - Know and apply repetition to create textures and patterns - Know and apply repetition to create rhythm UNITY - Know and apply any element and principle to create unity/harmony in composition
Easton Area School District Art Curriculum Guide
High School Level 4
National Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
PA State Standard: Historical and Cultural Contexts
Level 4 Standard 3
`1Benchmark Objective
Teaching Strategies
Materials Assessment
3.A. Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
3.B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3.C. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others. 3.D. Students evaluate and defend the validity of
sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
-Synthesize and evaluate subject matter in a work of art - Synthesize and evaluate media and technique in a work of art
- Synthesize and evaluate visual differences among works of art - Synthesize and evaluate various functions and purposes for the creation of artwork - Synthesize and evaluate images that
are historical, political, commercial, social, etc. - Synthesize and evaluate symbols and their meanings -
• multiple meanings • among cultures • use in everyday life
- Intentional use of copy- right law in idea generation and the production of artwork - Compare analyze differences in the periods of art history that are studied
- Compare and contrast visual qualities as a basis for speculating about when artifacts or art works were made - Support conclusions about when artifacts or works of art were made (by examining documents, other artifacts or art works, or interviewing witnesses)
- Anticipatory set - Direct instruction - Teaching for multiple
intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based
Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response
- Collaboration with students on a state/national/globa - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal
Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media
Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal
Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide
projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses
- Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Easton Area School District Art Curriculum Guide
High School Level 4
National Standard 4: Understanding the visual arts in relation to history and cultures
PA State Standard: Historical and Cultural Contexts
Benchmark Objective
Teaching Strategies Materials Assessment
4.A. Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
4.B. Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
4.C. Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making
4.D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists 4.E. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
- Synthesize and evaluate the art historical bases of style, iconography and historical content as they apply to the following time periods: Ancient Medieval Renaissance Modern Contemporary - Synthesize and evaluate the painting, sculpture and architecture as they apply to those periods. - Synthesize and evaluate major characteristics that distinguish those periods. - Research of cultures in order to interpret an artwork in its own context. - Synthesize and evaluate major artists and works of art from those periods. - Synthesize and evaluate influences from the period in today’s world and in contemporary art. Synthesize and evaluate differences in the periods studied. - Synthesize and evaluate visual qualities as a basis for speculating about when, where and how artifacts or artworks were made.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 4 Standard 4
Level 4 Standard 5
Easton Area School District Art Curriculum Guide
High School Level 4
National Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
PA State Standard: Historical and Cultural Contexts
Benchmark Objective
Teaching Strategies Materials Assessment
5.A. Students identify
intentions of those creating
artworks, explore the implications of various
purposes, and justify their
analyses of purposes in particular works
5.B.Students describe
meanings of artworks by analyzing how specific works
are created and how they
relate to historical and cultural contexts
5.C.Students reflect analytically on various
interpretations as a means for
understanding and evaluating
works of visual art
5.D.Students correlate
responses to works of visual art with various techniques for
communicating meanings,
ideas, attitudes, views, and intentions
Synthesize and evaluate cultural changes that impact perspectives of art within his/her lifetime. Synthesize and evaluate cultural changes that affect the media used to create works of art. Propose how an art work or artifact would have to be altered in order to look new. Describe how art-related values and activities within cultures have included or excluded certain social groups and forms of art making based on such factors as racial and gender discrimination. Create and justify objective statements about a work of art. Create and justify subjective statements about a work of art. Synthesize and evaluate life experiences or artworks made in the past to give meaning and direction to their own creative process. Synthesize and evaluate with intention various structural components within their own work and the work of others.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam
Level 4 Standard 5
Benchmark Objective
Teaching Strategies Materials Assessment
Students identify the various beliefs about art: imitationalism, expressionism formalism, functionalism, conceptionalisn
Level 4 Standard 6
``Easton Area School District Art Curriculum Guide
High School Level 4
National Standard 6: Making connections between visual arts and other disciplines
PA State Standard: Aesthetic Response
Benchmark Objective
Teaching Strategies Materials Assessment
6.A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis 6.B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6.C. Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
-Select media, techniques and process; analyze what makes them effective in communication of ideas: and reflect upon the effectiveness of their choice of media. Synthesize and evaluate what makes organizational structures effective or not effective in the communication of ideas. Synthesize and evaluate of the life experiences or artworks made in the past to give meaning and direction to their creative process. Students articulate a principle of artistic freedom and its significance.
- Anticipatory set - Direct instruction - Teaching for multiple intelligences - Small group instruction - Demonstrations - Technology-Based Instruction - Cooperative Learning - Problem-Based Learning - Examples of student work - Course Notebook/Folder - Homework - Research - Token Response - Collaboration with students on a state/national/global - Distance learning - Inquiry-based - Service learning - Community outreach
Pencil Colored pencil Marker Charcoal Pastel Oil Pastel Conte Paint (Oil, Acrylic) Watercolor India Ink Printing Ink Mixed Media Found Object Paper Clay Metal Wire Plaster Paper Mache Fibers Metal Scratchboard TV/VCR/DVD Computer Software Computers Scanner & Printer LCD & Slide projectors
Formative: - Teacher and Peer review - Self-evaluations & reflections - Oral or written responses - Participation Summative: - Rubrics - Critiques - Portfolio Review - Mid Term Exam - Final Exam