VISUAL ARTS CURRICULUM GRADES 3-4

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Aquidneck Elementary School, Forest Avenue Elementary, and Joseph H. Gaudet Middle School...
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MIDDLETOWN PUBLIC SCHOOLS

VISUAL ARTS CURRICULUM GRADES 3-4 Aquidneck Elementary School, Forest Avenue Elementary, and Joseph H. Gaudet Middle School

Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey January 2013

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

2/13/2013

Middletown Public Schools

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

T

he Middletown Visual Arts Design Curriculum for grades K-12 was completed in January 2013 by a team of K-12 teachers. The team, identified as the Visual Arts Design Curriculum Writers referenced extensive resources to design the document that included but are not limited to: • • • • • • • • • • •

Best Practice, New Standards for Teaching and Learning in America’s Schools Classroom Instruction That Works Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Differentiated Instructional Strategies Educational websites Formative Assessment and Standards-Based Grading, Classroom Strategies That Work, Marzano National Art Education Association National Coalition for Core Arts Standards National Standards for Arts Education Rhode Island K-12 GSEs for Visual Arts and Design Webb’s Depth of Knowledge

Mission Statement The mission of the Middletown Public Schools’ Fine Arts Department is to provide for all students a life-long appreciation of music and visual arts which enhances their educational, cultural, and personal lives. This purpose is accomplished through various creative opportunities and performances at all levels.

The K-12 Visual Arts Design Curriculum identifies what all students should know and be able to do in art education. Each grade or course includes the National Standards for Arts Education, the Rhode Island Grade Span Expectations for Visual Arts Design and the Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects, research-based instructional strategies, resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in Visual Arts Design through the study of National Standards for Arts Education that include: • Understanding and applying media, techniques, and processes. • Using knowledge of structures (elements) and functions (principles) • Choosing and evaluating a range of subject matter, symbols, and ideas. • Understanding the visual arts in relation to history and cultures. • Reflecting upon and assessing the characteristics and merits of their work and the work of others. • Making connections between visual arts and other disciplines. And through the study of Rhode Island Grade Span Expectations for Visual Arts Design that include: • Artistic processes • Cultural contexts • Communication • Aesthetic judgment

STANDARDS FOR VISUAL ARTS DESIGN •

Define content standards— what students should know and be able to do in Visual Arts Design

COMMON CORE FOR ENGLISH LANGUAGE ARTS AND LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS • • • •

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Define what all students should know and be able to do by the end of each grade. Divide Common Core Standards into broad statements called the College and Career Readiness Anchor Standards (CCR) for Reading Writing, Speaking and Listening, and Lanagage (grades 6-12). Provide grade level specificity that define the skills and understandings that all students must demonstrate.

Middletown Public Schools

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

RESEARCH-BASED INSTRUCTIONAL The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g. • Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging). • Facilitates the integration of Applied Learning Standards (SCANS) o problem solving o communication o critical thinking o research o reflection/evaluation. • Differentiates instruction by varying the content, process, and product and implementing • Analyzes formative assessment to direct instruction. • Provides exemplars and rubrics. • Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). • Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web, concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart). • Employs Visual Arts education best practices, e.g. o student originality o integration of arts across the curriculum o school community involvement o art for all students • Organizes exhibition of student artwork and rubrics • Models safe use of media, techniques, and processes for drawing, painting, graphics, and mixed media (verbal, visual)

COMMON and SUGGESTED ASSESSMENTS

• •

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets SUGGESTED Anecdotal records Art Work o Media skills-understands potential of media mastery o Technical skills-working knowledge of basic art vocabulary craftsmanship o Expressive skills-explores feelings / emotions o Conceptual skills-problem setting / problem solving o Research skills-ability to find information from more than one resource

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• • • • •

Checklists o Media and Design o Art Criticism Exhibits Interviews/conferencing Journals/sketchbooks Peer self-assessment (using department rubrics/checklists

Middletown Public Schools

• • • •

Multiple Intelligences assessments (e.g. role playing, bodily kinesthetic, graphic organizing – visual, collaboration- interpersonal, etc.) Oral presentations Tests/quizzes Written responses: Common Core ELA Standards: • Opinion • Informational

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey



RESOURCES MIDDLE SCHOOL

• •

Textbook • TBD Supplementary books/material • • • • • • •

Safety in the Artroom, Charles Qualley Scholastic Arts Magazine Arts and Activities Common Core ELA for Technical Subjects Elements and Principle Posters, Crystal Productions Exploration in Art reproductions Glencoe Series, McGraw-Hill o Introduction to Art o Exploring Art o Discovering Art • MSD Information Sheets Equipment • Kiln • Clay roller

Technology • • • • • • • •

Computer Computers Corel Paint Shop Pro™ drawing Digital cameras ELMO™ LCD Smartboard™ TV

Videos and DVDs • Assorted drawing, painting, illustrating, etc. Websites • • • • • • • • • • • • •

Art Education Associations Alliances for Arts in Education http://riallianceforartseducation.wordpress.com/ National Art Education Association http://www.arteducators.org/ Rhode Island Art Education Association http://www.ri.net/RIAEA/ Art Museums Boston Museum of Fine Arts http://www.mfa.org/ Folk Art Museum, www.folkartmuseum.org ICA - The Institute of Contemporary Art – Boston http://www.icaboston.org/ Isabel Gardner Museum – Boston http://www.gardnermuseum.org/ Listing of galleries www.abcgallery.com Metropolitan Museum of Art - New York http://www.metmuseum.org/ Museum of illustration www.americanillustration.org Museum of Modern Art - MOMA - New York http://www.moma.org/ Newport Art Museum http://www.newportartmuseum.org/ Philadelphia Museum of Art - Philadelphia, PA http://www.philamuseum.org/

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Rhode Island School of Design Museum http://www.risdmuseum.org/Smithsonian Washington, DC http://www.si.edu/ The Guggenheim - New York http://www.guggenheim.org/ The National Gallery of Art - Washington, DC http://www.nga.gov/Worcester Art Museum http://www.worcesterart.org/ Famous Artists Websites ArtCyclopedia http://www.artcyclopedia.com/ Artists Links http://www.happyscribbles.org/artist.php Camille Pissarro- The Complete Works http://www.camille-pissarro.org/ Famous Artists http://www.allfamousartists.com/ Henri Matisse http://www.henri-matisse.net/ Pablo Picasso - Famous Artists My Kids Art http://www.mykidsart.com.au/Pablo_Picasso_Famous_Artists_My_Kids_Art.html Pablo Picasso’s Official Website http://www.picasso.fr/us/picasso_page_index.php Salvadore Dali’s Museum - St. Petersberg, FL http://thedali.org/ Vincent VanGogh’s Gallery http://www.vangoghgallery.com/ Web Museum - Biography of many artists http://www.ibiblio.org/wm/ Welcome to Claude Monet’s Site http://giverny.org/monet/welcome.htm Cultural and Academic Connections Ancient Mexico (Grade 6) http://ancientweb.org/explore/country/Mexico Audubon Society, www.audubon.org Egyptian - Kids Connect (Grades 4-6) http://www.kidskonnect.com/subject-index/16history/253-ancient-egypt.html Idioms by Kids (Grades 3-6) http://www.idiomsbykids.com/ Mayan Kids - Interactive (Grade 6) http://www.mayankids.com/ The Ancient Web - Ancient places in the world http://ancientweb.org/global The Awesome Aztec (Grade 6) http://aztecs.mrdonn.org/ Art Education Resources - Lessons and more... Artsonia http://www.artsonia.com/teachers/ Artyfactory http://www.artyfactory.com/sitebody/gallery1.htm Deep Space, www.deepspacesparkle.com Incredible Art Department http://www.princetonol.com/groups/iad/links/artstuff.html Kennedy Center of the Arts - ARTSEDGE http://artsedge.kennedycenter.org/educators.aspx Kentucky – www.ket.org/arts/artsources.com The J. Paul Getty Museum - Education Resources http://www.getty.edu/education/teachers/classroom_resources/index.htm The Teaching Palette http://theteachingpalette.com/ Open Directory Project www.dmoz.org Google Image www.googleimage.com

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Art Websites for Kids - Interactive Destination Modern - MoMA http://www.moma.org/interactives/destination/ Keith Haring Kids http://www.haringkids.com/ Mr. PicassoHead http://www.picassohead.com/ Web 2.0 Apps for the Art Room Weebly - create your own classroom website - There is a free version http://www.weebly.com Zamzar - Convert YouTube videos to watch in the Art Room http://www.zamzar.com

Middletown Public Schools

• • • • • • •

Materials assorted brushes brayers cardboard ceramic tools clay craypas crayons drawing boards drawing pencils (assortment of graphite and colored) erasers (kneaded, gum, pink pearl) glue (white glue, glue sticks sticks) inks EZ cut magazines markers masking tape mat board oil pastels paints (watercolors, acrylic, tempera) painting tools, sponges, q-tips, sponges, sticks) papers (variety of white papers, charcoal, tracing, tissue, colored, oak tag, bristol board, vellum) pastels pens plaster/paper maché portfolios rulers scissors Sharpies staplers straws T-squares tape wire Community Local artists Middletown Educational Collaborative Newport Art Museum Potter League PTO RISD Museum

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

2/13/2013

Middletown Public Schools

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

1.

VISUAL ARTS VISUAL ARTS /BENCHMARKS STANDARDS Understanding and applying media, techniques, and processes.

1.1 Knows the differences between materials, techniques, and processes (NAEA, Pro. 1a) CREATION/ PERFORMANCE TOOLS

INSTRUCTIONAL STRATEGIES

RESOURCES

The student

TEACHER NOTES

RESOURCE NOTES

1.1.1 Identifies and uses media, tools, techniques, and processes with basic skill, while creating two- and three- dimensional works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media. VAD 1(3-4)-2a • Drawing (may include some or all of the following) o Media: crayons, pencils, markers, oil pastels, colored pencils o Techniques: sketching, blind contour, contour line, shading, rendering, crosshatching, value, glue line o Processes: sketching, sighting, blending o Artist: Gilbert Stuart, Leonardo Da Vinci, Albert Dürer, Wayne Theibaud, Riley Vassarelli  www.getty.edu  www.moma.org (museum)  www.jerrysartarama.com (art supplies, art making, videos)  www.si.edu/museums (Smithsonian)  www.googleimage.com  www.incredibleart.org

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard Web sites • www.abcgallery.com (listing of galleries) • www.americanillustration.org (museum and illustration) • www.art21.org (artists) • www.getty.edu • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos) • www.moma.org (museum) • www.newportartmuseum.org • www.princeton.edu • www.si.edu/museums (Smithsonian) • an) • www.thinkquest.org

ASSESSMENT EVIDENCE

STANDARDIZED AND REQUIRED • Formative and Summative Assessments (art work) • Assessment Targets

SUGGESTED Anecdotal record

Conferencing/interview

Journals/sketchbooks

Oral presentations •

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Painting (may include some or all of the following) o Media: watercolors, acrylics, tempera, oil pastels, Techniques: wet/dry brush, variety of tools (sponges, q-tips, sponges, etc.) o Processes: wet/dry, blended/unblended, opaque/, transparent, wash, resist o Artists: e.g. Chagall , Van Gogh, Matisse, Albers , Kadinsky, Theibaud, Modigliani, Grandma Moses  www.si.edu/museums (Smithsonian)  www.googleimage.com  www.incredibleart.org  www.abcgallery.com (listing of galleries)  www.getty.edu  www.moma.org (museum)  www.newportartmuseum.org

Middletown Public Schools

Peer assessment Rubrics/checklists • Media • Art criticism Self-assessment using rubrics/checklists

Test/quizzes

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS  

2/13/2013

INSTRUCTIONAL STRATEGIES

RESOURCES

ASSESSMENT EVIDENCE

www.americanillustration.org (museum and illustration) www.ri.net/RIAEA/



Printmaking (may include some or all of the following) o Media: plexi, stryofoam, cardboard, found and natural objects, sponges, ink o Techniques: monoprints, callographs, stenciling, stamping o Processes: additive, subtractive (relief), burnishing, braying, inking, transferring o Artists: Warhol, Gyo-Taku, Hokusai, Käthe Kalliwitz  www.googleimage.com  www.si.edu/museums (Smithsonian)  www.incredibleart.org  www.americanillustration.org (museum and illustration)  www.moma.org (museum)  www.thinkquest.org



Mixed Media (may include some or all of the following) o Media: papers, notions, found/natural objects, , glue, drawing/painting/printing materials o Techniques: magazine collage, collage, drawing/painting o Processes: assemblage o Artists: Bearden, Ringgold, Matisse  www.googleimage.com  www.si.edu/museums (Smithsonian)  www.incredibleart.org



Sculpture: (may include some or all of the following) o Media: clay, plaster, found and natural objects, paper, cardboard, foil, fabric, yarn, wire o Techniques: figures, masks, reliefs, crafts, soft sculptures, mobile o Processes: additive, subtractive, assemblage, sewing o Artists: Nevelson, Giacometti, Moore, Calder  www.googleimage.com  www.si.edu/museums (Smithsonian)

Middletown Public Schools

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS   •

1.2 Describes how different materials, techniques, processes cause different responses (NAEA, Pro, 1b) CREATION/ PERFORMANCE TOOLS

2/13/2013

INSTRUCTIONAL STRATEGIES

RESOURCES

ASSESSMENT EVIDENCE

www.art21.org (artists) www.moma.org (museum)

Ceramics: (may include some or all of the following) o Media: clay, glazes o Techniques: pinch, coil, slab, slip, score, wax resist o Processes: hand-building, draping, glazing, stamping o Artists: Native American, Greek, Egyptian, European

1.1.2

Uses observation to develop a visual representation of basic objects. VAD 1(3-4)-1c

1.1.4

Demonstrates knowledge of basic art vocabulary relating to painting techniques and processes, and media, techniques, and processes. VAD 1(3-4)-2b, e.g. alpha blocks

1.1.5

Creates a unique solution for a basic visual art or design problem (e.g., designing or redesigning a toy from recycled materials). VAD 3(3-4)-1b

1.1.6

ASSESSMENT TARGET Students formulate ideas for creating their own works of art and design using brainstorming strategies, sketching, and journaling; use a variety of media, techniques, and processes to express thoughts, feelings, and ideas; and apply basic art concepts (e.g., line, color, shape, texture, and pattern). VAD 1

The student

TEACHER NOTES

RESOURCE NOTES

1.2.1 Describes the roles of the arts and artist in society to communicate stories, events and feelings and to design things to work well VAD 2 (3-4) –1c

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

1.2.2 Compares different purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects). VAD 2 (3-4) –1a

Web sites • www.princetonol.com • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos)

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

1.2.3 ASSESSMENT TARGET

Middletown Public Schools

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS

INSTRUCTIONAL STRATEGIES

RESOURCES

ASSESSMENT EVIDENCE

Students recognize ways that works of art express unique characteristics based on culture, time, and place.

1.3 Uses different media, techniques, and processes to communicate ideas, experiences, and stories. 1.c

2/13/2013

The student

TEACHER NOTES

RESOURCE NOTES

1.3.1

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

Describes and applies basic VAD concepts: line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast • Elements: o color o form o line o shape o space o texture o value • Principles: o balance o contrast o emphasis o movement o pattern o repetition o rhythm o unity VAD 1 (3-4) –1 a  www.incredibleart.org  www.googleimage.com  www.jerrysartarama.com (art supplies, art making, videos)

1.3.2

Describes the roles of the arts and artists in society to communicate stories, events and feelings and to design things to work well. VAD 2 (3-4) –1 c

1.3.3

ASSESSMENT TARGET Students formulate ideas for creating their own works of art and design using brainstorming strategies, sketching, and journaling; use a variety of media, techniques, and processes to express thoughts, feelings, and ideas; and apply basic art concepts (e.g., line, color, shape, texture, and pattern). VAD 1.1

Middletown Public Schools

Web sites • www.princetonol.com • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos)

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

1.4

Uses art materials and tools in a safe and responsible manner (NAEA, Pro, 1c)

VISUAL ARTS /BENCHMARKS

RESOURCES

The student

TEACHER NOTES

RESOURCE NOTES

1.4.1

Identifies ACMI labeling and symbols for safe use of art materials (non-toxic, toxic, etc.).

See resources in the introduction and personalize for this standard

1.4.2

Understands the importance of ventilation, age appropriate materials, safe use, and clean-up of ALL materials.

See instructional strategies in the introduction and personalize for this standard

1.4.3

Recognizes the four ways toxic materials or dangerous habits can affect the body • absorption • ingestion • inhalation • puncture

1.4.4

Applies safe practice when using ALL media, techniques, and processes.

CREATION/ PERFORMANCE TOOLS

2.

INSTRUCTIONAL STRATEGIES



Safety in the Artroom, Charles Qualley



MSD Information Sheets

ASSESSMENT EVIDENCE REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

Using knowledge of elements/structures and principles/functions (NAEA) The student

2.1 Knows differences among visual characteristics and purposes for art in order to convey ideas (NAEA, Pro, 2a)

CREATION/ PERFORMANCE TOOLS

2/13/2013

2.1.1

Understands and applies the structures/elements of design/ composition • Color: primary, secondary, intermediate, warm and cool, analogous, and monochromatic, tints, shades, complementary, neutral • Form (3-D): o geometric: rectangular prisms, pyramids, triangular prisms, cubes, cones, spheres, and cylinders o organic/natural forms • Line: continuous, vertical, horizontal, diagonal, curved, broken, horizon line, parallel, perpendicular, intersecting, tapering, zigzag, contour, radial • Shape (2-D): geometric and organic, positive and negative • Space: foreground, background, middle, overlapping, positive and negative, shallow space, high/low placement, proportion

TEACHER NOTES

RESOURCE NOTES

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

Middletown Public Schools

Web sites • www.abcgallery.com (listing of galleries) • www.americanillustration.org (museum and illustration) • www.art21.org (artists) • www.getty.edu • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos) • www.moma.org (museum) • www.newportartmuseum.org • www.princeton.edu • www.si.edu/museums (Smithsonian)

STANDARDIZED AND REQUIRED • Formative and Summative Assessments (art work) • Assessment Targets

SUGGESTED Anecdotal record

Conferencing/interview

Journals/sketch-

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS • •

INSTRUCTIONAL STRATEGIES

RESOURCES • an) • www.thinkquest.org

Texture: simulated and actual Value: light and dark of color/tone, tints and shades of color/as a means to create form

ASSESSMENT EVIDENCE books

Oral presentations 2.1.2

2.1.3

Understands and applies the functions/principles of design/composition • Balance (symmetrical, radial, asymmetrical) • Contrast (big/small, light/dark, examples of opposites, e.g. proportion) • Emphasis (focal point) • Movement (sequential, optical, actual, and implied) • Pattern (geometric, organic, ordered, symmetrical, asymmetrical, radial, etc.) • Rhythm (repetition, alternation or progression) • Unity (cohesiveness or oneness)  www.incredibleart.org

Peer assessment Rubrics/checklists • Media • Art criticism Self-assessment using rubrics/checklists

Compares different purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects) VAD 2 (3-4) –1 a

Test/quizzes

2.1.4 ASSESSMENT TARGET Students formulate ideas for creating their own works of art and design using brainstorming strategies, sketching, and journaling; use a variety of media, techniques, and processes to express thoughts, feelings, and ideas; and apply basic art concepts (e.g., line, color, shape, texture, and pattern). VAD 1

2.2 Describes how different expressive features and organizational principles cause different responses (NAEA, 2b) CREATION/ PERFORMANCE TOOLS

The student

TEACHER NOTES

RESOURCE NOTES

2.2.1 Asks questions about other’s artwork relating to subject matter, colors, and shapes to gain a deeper understanding of the artwork’s meaning (e.g., Why is the girl hiding her face?) VAD 4 (3-4) –1 d

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

2.2.2 Describes subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements VAD 4 (3-4) –1 a 2.2.3 Recognizes creative elements (line, space, shape, color, form, value and texture) in the work. VAD 4 (3-4) –1c

Web sites • www.princetonol.com • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos)

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

2.2.4 ASSESSMENT TARGET

2/13/2013

Middletown Public Schools

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS

INSTRUCTIONAL STRATEGIES

RESOURCES

ASSESSMENT EVIDENCE

Students make observations and ask probing questions to demonstrate an understanding about the process for gaining meaning from works of art and design. VAD 4 The student 2.3 Uses visual structures and functions of art to communicate ideas. (NAEA, 2c)

2.3.1

2.3.2

2/13/2013

Understands and use the structures/elements of design/ composition • Color: primary, secondary, intermediate, warm and cool, analogous, and monochromatic, tints, shades, complementary, neutral • Form (3-D): o geometric: rectangular prisms, pyramids, triangular prisms, cubes, cones, spheres, and cylinders o organic/natural forms • Line: continuous, vertical, horizontal, diagonal, curved, broken, horizon line, parallel, perpendicular, intersecting, tapering, zigzag, contour, radial • Shape (2-D): geometric and organic, positive and negative • Space: foreground, background, middle, overlapping, positive and negative, shallow space, high/low placement, proportion • Texture: simulated and actual • Value: light and dark of color/tone, tints and shades of color/as a means to create form

TEACHER NOTES

RESOURCE NOTES

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard Web sites • www.princetonol.com • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos)

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

Understands and uses the functions/principles of design/composition • Balance (symmetrical, radial, asymmetrical) • Contrast (big/small, light/dark, examples of opposites, e.g. proportion) • Emphasis (focal point, main subject) • Movement (sequential, optical, actual, and implied) • Pattern (repetition, geometric, organic, ordered, symmetrical, asymmetrical, radial, etc.) • Rhythm (repetition, alternation or progression) • Unity (cohesiveness or oneness)  www.incredibleart.org

Middletown Public Schools

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

3.

VISUAL ARTS /BENCHMARKS

INSTRUCTIONAL STRATEGIES

2.3.3

Compares one’s own work with the work of others by describing similarities and differences of subject matter, colors, shapes, and ideas. VAD 4 (3-4) –1f

2.3.4

ASSESSMENT TARGET Students create works of art using VAD concepts to communicate their observations, ideas, and emotions and discuss works of art using VAD vocabulary. VAD 3

RESOURCES

ASSESSMENT EVIDENCE

Choosing and evaluating a range of subject matter, symbols, and ideas (NAEA)

3.1 Explores and understands prospective content for works of art (NAEA, 3a) CREATION PERCEPTION

The student

TEACHER NOTES

RESOURCE NOTES

3.1.1 Identifies and applies media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meanings VAD 3 (3-4) -1a through the use of the artistic process of • preliminary: brainstorming, gathering resources, thumbnail sketches • drafting: sketches, experimentation • rendering: creating/producing artwork/craftsmanship • revising: mid-process critique, collaboration • evaluating: reflections and critique.

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

3.1.2 Applies basic strategies and techniques to address artistic problems meanings VAD 1 (3-4) -1b 3.1.3 Describes how visual symbols in everyday life represent meaning (e.g. how different clothing styles - street clothes and uniforms – represent meaning; how media advertising persuades consumerism) V AD 3(3-4) -1c • e.g. masks, animals pictograms, hieroglyphics , Kachinas, gods 3.1.4 ASSESSMENT TARGET Students create works of art using VAD concepts to communicate their observations, ideas, and emotions and discuss works of art using VAD vocabulary. VAD 3

Web sites • www.abcgallery.com (listing of galleries) • www.americanillustration.org (museum and illustration) • www.art21.org (artists) • www.getty.edu • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos) • www.moma.org (museum) • www.newportartmuseum.org • www.princeton.edu • www.si.edu/museums (Smithsonian) • an) • www.thinkquest.org

STANDARDIZED AND REQUIRED • Formative and Summative Assessments (art work) • Assessment Targets

SUGGESTED Anecdotal record

Conferencing/interview

Journals/sketchbooks

Oral presentations

Peer assessment Rubrics/checklists • Media • Art criticism

2/13/2013

Middletown Public Schools

13

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS

INSTRUCTIONAL STRATEGIES

RESOURCES

ASSESSMENT EVIDENCE Self-assessment using rubrics/checklists

Test/quizzes

3.2 Selects and uses subjects, (natural and man-made objects) themes, symbols, and ideas communicate meaning 3b CREATION PERCEPTION

The student

TEACHER NOTES

RESOURCE NOTES

3.2.1

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

Applies basic strategies and techniques to address artistic problems meanings VAD 1 (3-4) -1b through the use of the artistic process of • preliminary: brainstorming, gathering resources, thumbnail sketches • drafting: sketches, experimentation • rendering: creating/producing artwork/craftsmanship • revising: mid-process critique, collaboration • evaluating: reflections and critique.

3.2.2

Creates a unique solution for a basic visual art or design problem (e.g., designing or redesigning a toy from recycled materials) VAD 3 (3-4) -1b

3.2.3

Describes how their works of art or design are symbolic representations of events, ideas, feelings, or beliefs. V AD 3(3-4) – 1d, e.g. how does color symbolize mood • written or oral responses • group responses

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

3.2.4 Describes subject matter, feeling and broad ideas e.g., V AD 3(3-4) – 2a, e.g. • begins to differentiates between art genres, e.g. o abstraction (simplification of something that is real) o non-objective (no objects, focus on elements and principles)

2/13/2013

Middletown Public Schools

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MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS



• • • • • • • •

INSTRUCTIONAL STRATEGIES

RESOURCES

ASSESSMENT EVIDENCE

o realism begins to differentiates between subject matter, e.g. o genre, everyday life o history/current events o landscape, seascapes o portraiture o culture o still life www.americanillustration.org (museum and illustration) www.art21.org (artists) www.artcyclopedia www.getty.edu www.moma.org (museum) www.newportartmuseum.org www.nga.gov/onlinetours www.si.edu/museums (Smithsonian)

3.2.5 Describes how visual symbols in everyday life represent meaning (e.g. how different clothing styles - street clothes and uniforms – represent meaning; how media advertising persuades consumerism) V AD 3(3-4) -1c e.g. masks, animals pictograms, hieroglyphics , Kachina, gods 3.2.6 ASSESSMENT TARGET Students create works of art using VAD concepts to communicate their observations, ideas, and emotions and discuss works of art using VAD vocabulary. VAD 3

4. Understanding the visual arts in relation to history and cultures (NAEA) TEACHER NOTES

RESOURCE NOTES

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

The student 4.1 Knows that the visual arts have both a history and specific relationship to various cultures (NAEA, 4a) CONTEXT

2/13/2013

4.1.1 Compares different purposes for making visual art and design e.g. • telling a story, e.g. o masks • communicating ideas and emotions, e.g. o cards for veterans and senior center • creating functional objects. VAD 2(3-4) -1a, e.g. o posters for a community organization

Middletown Public Schools

Web sites • www.abcgallery.com (listing of galleries) • www.americanillustration.org (museum and illustration) • www.art21.org (artists)

STANDARDIZED AND REQUIRED • Formative and Summative Assessments (art work) • Assessment Targets

15

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS o

INSTRUCTIONAL STRATEGIES

RESOURCES • www.getty.edu • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos) • www.moma.org (museum) • www.newportartmuseum.org • www.princeton.edu • www.si.edu/museums (Smithsonian) • an) • www.thinkquest.org

clay coasters

4.1.2 Describes the connections between Visual Arts and Design and other disciplines, e.g. • artists communicate historical events • artists explain how things work in images. VAD 2(3-4) -1b 4.1.3 Describes the roles of the arts and artist in society to communicate stories, events and feelings and to design things to work well. VAD 2(3-4) -1c, e.g. • Day of the Dead Masks • Navajo sand paintings • Aboriginal dream paintings • Clay leaf bowls

ASSESSMENT EVIDENCE SUGGESTED Anecdotal record

Conferencing/interview

Journals/sketchbooks

Oral presentations

Peer assessment

4.1.4 Describes in broad terms how the visual arts and design are different and similar in different cultures or times. VAD 2(3-4) -1e • Art and music concepts, e.g. rhythm • Contemporary Pop Art and Pop art of the 50’s and 60’s • Day of the Dead and Halloween

Rubrics/checklists • Media • Art criticism Self-assessment using rubrics/checklists

4.1.5 ASSESSMENT TARGET Students recognize ways that works of art express unique characteristics based on culture, time, and place. VAD 2

Test/quizzes

4.2 Identifies specific works of art as belonging to particular cultures, times, and places (NAEA, 4b) CONTEXT

The student

TEACHER NOTES

RESOURCE NOTES

4.2.1

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

Describes the connections between Visual Arts and Design and other disciplines • artists communicate historical events, e.g. • artists explain how things work in images, e.g. David McCauley VAD 2(3-4) -1b • art and science, e.g. Audubon • art and math, proportion and measurement, M.C. Escher (tessellations)

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

4.2.2 ASSESSMENT TARGET Students recognize ways that works of art express unique

2/13/2013

Middletown Public Schools

16

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS

INSTRUCTIONAL STRATEGIES

RESOURCES

ASSESSMENT EVIDENCE

characteristics based on culture, time, and place. VAD2

4.3 Demonstrates how history, culture, and the visual arts can influence each other in making and studying works of art (NAEA, 4c)

The student

TEACHER NOTES

RESOURCE NOTES

4.3.1 Describes in broad terms how the visual arts and design are different and similar in different cultures or times VAD 2(3-4) -1e, e.g. • Reasons for making masks is different in African than making masks in Asian, Mexican cultures • Artist in their progression for artist and how they change, e.g. o Picasso o Matisse o Manet o Warhol o Hopper • How an artist’s work changes over a span of time, e.g.

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

The student

TEACHER NOTES

RESOURCE NOTES

5.1.1 Compares different purposes for making visual art and design e.g. • telling a story, e.g. o masks • communicating ideas and emotions, e.g. o cards for veterans and senior center • creating functional objects. VAD 2(3-4) -1a, e.g. o posters for a community organization o clay coasters

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

4.3.2 ASSESSMENT TARGET Students recognize ways that works of art express unique characteristics based on culture, time, and place. VAD 2 5.

Reflecting upon and assessing the characteristics and merits of their work and the work of others (NAEA)

5.1 Understands there are various purposes to create art (NAEA, Pro, 5a) CONTEXT

5.1.2 ASSESSMENT TARGET Students recognize ways that works of art express unique characteristics based on culture, time, and place. VAD 2

2/13/2013

Middletown Public Schools

Web sites • www.abcgallery.com (listing of galleries) • www.americanillustration.org (museum and illustration) • www.art21.org (artists) • www.getty.edu • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos) • www.moma.org (museum) • www.newportartmuseum.org

STANDARDIZED AND REQUIRED • Formative and Summative Assessments (art work) • Assessment Targets

SUGGESTED Anecdotal record

Conferencing/interview

17

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS

INSTRUCTIONAL STRATEGIES

RESOURCES • • • •

www.princeton.edu www.si.edu/museums (Smithsonian) an) www.thinkquest.org

ASSESSMENT EVIDENCE

Journals/sketchbooks

Oral presentations

Peer assessment Rubrics/checklists • Media • Art criticism Self-assessment using rubrics/checklists

Test/quizzes

5.2 Describes how peoples’ experience can influence the development of specific artworks (NAEA, Pro, 5b) CONTEXT

The student

TEACHER NOTES

RESOURCE NOTES

5.2.1 Describes how visual symbols in everyday life represent meaning, e.g. • how different clothing styles - street clothes and uniforms represent meaning • how media advertising persuades consumerism VAD 3(3-4) 1c • clovers represent luck, hearts represent love • logos represent companies or businesses, team symbols, wave represents Middletown

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

5.2.2 Describes how their works of art or design are symbolic representations of events, ideas, feelings, or beliefs, VAD 3(3-4) – 1d through: • oral • written response • group discussion

2/13/2013

Middletown Public Schools

18

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS

INSTRUCTIONAL STRATEGIES

RESOURCES

ASSESSMENT EVIDENCE

5.2.3 ASSESSMENT TARGET Students create works of art using VAD concepts to communicate their observations, ideas, and emotions and discuss works of art using VAD vocabulary. VAD 3

5.3 Understands there are different responses to specific artworks (NAEA, Pro, 5c) CONTEXT

The student

TEACHER NOTES

RESOURCE NOTES

5.3.1 Recognizes creative elements in the work VAD 4(3-4) -1c o color o form o line o shape o space o texture o value

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

5.3.2

2/13/2013

Contributes in individual or group discussions about work in which the student gives and receives constructive criticism. VAD 4(3-4) – 1e, Begins to recognize the art criticism process in their work and the works of others • begins to describe o elements- line, shape, space, color, form, value, and texture o the things in the painting, e.g. clothes, animals, buildings, etc. o what kind of lines do you see? Are they straight, curvy, diagonal, etc.? o what kind of shapes do you see, are they geometric, organic, etc.? • begins to analyze o principles-pattern, contrast, balance, rhythm, movement, unity o how are the elements used through the principles • begins to interpret o what is the artist is trying to say, what is the mood, theme? • begins to judge o was the artist successful in creating a mood or theme, why or why not?

Middletown Public Schools

STANDARDIZED AND REQUIRED • Formative and Summative Assessments (art work) • Assessment Targets

SUGGESTED Anecdotal record

Conferencing/interview

Journals/sketchbooks

Oral presentations

Peer assessment Rubrics/checklists • Media • Art criticism Self-assessment using rubrics/checklists

19

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS o

INSTRUCTIONAL STRATEGIES

RESOURCES

Is the picture good, e.g.  subject (easy to identify)  composition (focus on elements and principles, e.g. abstract work)  content ( idea, feeling, mood to viewers)

ASSESSMENT EVIDENCE Test/quizzes

5.3.3 ASSESSMENT TARGET Students make observations and ask probing questions to demonstrate an understanding about the process for gaining meaning from works of art and design. VAD 4

6. Making connections between visual arts and other disciplines (NAEA)

6.1 Understands the similarities and differences between visual arts and other art disciplines (NAEA, Pro, 6a) INTEGRATION

The student

TEACHER NOTES

RESOURCE NOTES

6.1.1 Describes the connections between Visual Arts and Design and other disciplines, e.g., artists communicate historical events; artists explain how things work in images) VAD 2(3-4)-1b • art and science - color theory, nature studies, life cycles • art and math – measurement, tessellations • art and English language arts – literature, poetry and illustration • art and technology – drawing and painting programs, research • art and social studies – ancient civilizations, art and recording history, social commentary, American history

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

6.1.2 Describes in broad terms how the visual arts and design are different and similar in different cultures or times. VAD 2(3-4)-1e • Reasons for making masks is different in African than making masks in Asian, Mexican • Artist in their progression for artist and how they change, e.g. o Picasso o Matisse o Manet o Warhol o Hopper

Web sites • www.abcgallery.com (listing of galleries) • www.americanillustration.org (museum and illustration) • www.art21.org (artists) • www.getty.edu • www.googleimage.com • www.jerrysartarama.com (art supplies, art making, videos) • www.moma.org (museum) • www.newportartmuseum.org • www.princeton.edu • www.si.edu/museums (Smithsonian) • an) • www.thinkquest.org

STANDARDIZED AND REQUIRED • Formative and Summative Assessments (art work) • Assessment Targets

SUGGESTED Anecdotal record

Conferencing/interview

Journals/sketchbooks

Oral presentations

Peer assessment

2/13/2013

Middletown Public Schools

20

MIDDLETOWN PUBLIC SCHOOLS VISUAL ARTS CURRICULUM GRADES 3-4 Curriculum Writers: Jill Armstrong, Diane Kerins, Jonathan Paquette, and Kristen Ramsey

VISUAL ARTS STANDARDS

VISUAL ARTS /BENCHMARKS

INSTRUCTIONAL STRATEGIES

RESOURCES

6.1.2 ASSESSMENT TARGET Students recognize ways that works of art express unique characteristics based on culture, time, and place. VAD 2

ASSESSMENT EVIDENCE Rubrics/checklists • Media • Art criticism Self-assessment using rubrics/checklists

Test/quizzes

The student 6.2 Identifies connection of visual arts to other areas of curriculum (NAEA, Pro, 6b) INTEGRATION

6.2.1 Describes the connections between Visual Arts and Design and other disciplines, e.g., artists communicate historical events; artists explain how things work in images) VAD 2(3-4)-1b • art and science - color theory, nature studies, life cycles • art and math – measurement, tessellations , geometry (shapes) • art and English language arts – literature, poetry and illustration • art and technology – drawing and painting programs, research • art and social studies – ancient civilizations, art and recording history, social commentary, American history

6.2.1

2/13/2013

TEACHER NOTES

RESOURCE NOTES

See instructional strategies in the introduction and personalize for this standard

See resources in the introduction and personalize for this standard

REQUIRED COMMON ASSESSMENTS • Formative and Summative Assessments (art work) • Assessment Targets

ASSESSMENT TARGET Students recognize ways that works of art express unique characteristics based on culture, time, and place. VAD 2

Middletown Public Schools

21