art 3-5 2009owego apalachin central school district owego, ny april 23, 2009 art 3-5 proposal: it is...
TRANSCRIPT
OWEGO APALACHIN CENTRAL SCHOOL DISTRICT OWEGO, NY
April 23, 2009
ART 3-5
PROPOSAL: It is proposed that the Board of Education adopt the Art 3-5 Curriculum for students in the Owego Apalachin Central School District.
DISTRICT There are no additional monies required beyond those currently COMMITMENT: budgeted for in the 2008 - 2009 school year.
RECOMMENDATION: It is recommended that the Board of Education adopt the Art 3-5 Curriculum for students in the Owego Apalachin Central School District.
PREPARED BY: Erica Tabbert, Owego Elementary School George Van Houten, Apalachin Elementary School Tracy Olevano, Owego Elementary School (Consultant)
PROCESSED BY: Bernard C. Dolan, Jr. Associate Superintendent
RECOMMENDED BY:
Dr. William C. Russell Superintendent of Schools
OOWW
EEGG
OOAA
PPAA
LL AACC
HHII NN
CCEE
NNTT RR
AALL
SSCC
HHOO
OOLL
DDII SS
TT RRII CC
TTCC
UURR
RRII CC
UULL UU
MMCC
OOVV
EERR
PPAA
GGEE
� P
roje
ct:
X
Cur
ricul
um:
�
Rev
iew
and
Rev
isio
n:
� F
ull y
ear
X
Full
year
�
Sco
pe a
nd S
eque
nce
� H
alf y
ear
�
Hal
f yea
r
�
Mod
ifica
tions
�
Qua
rter
Subj
ect:
Vis
ual A
rt
Cou
rse:
Int
erm
edia
te A
rt
Gra
de L
evel
(s):
3rd th
roug
h 5th
Gra
de
Dur
atio
n:
X
full
year
cou
rse
� h
alf y
ear c
ours
e �
qua
rter
� o
ther
___
____
____
____
___
Writ
ten
by:
Eric
a Le
igh
Tabb
ert –
Ow
ego
Elem
enta
ry S
choo
l
Geo
rge
VanH
oute
n –
Apa
lach
in E
lem
enta
ry S
choo
l
Con
sulta
nt:
Trac
y O
leva
no –
Ow
ego
Elem
enta
ry S
choo
l
Dat
e: M
arch
10th
, 200
9
App
rova
l Dat
e:
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 3rd
Gra
de A
rt
Uni
t: D
raw
ing
#/
Plac
emen
t of U
nit:
1st
Dur
atio
n: 6
wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� A
rtist
s dr
aw fr
om a
var
iety
of s
ubje
ct m
atte
r. �
Dep
th c
an b
e cr
eate
d th
roug
h th
e us
e of
ove
rlapp
ing,
and
sh
adin
g.�
The
light
sou
rce
dete
rmin
es w
here
sha
dow
s w
ill fa
ll.
� Th
ere
are
a ra
nge
of v
alue
s th
at c
an b
e cr
eate
d bo
th in
bla
ck
and
whi
te a
nd c
olor
.
Ess
entia
l Que
stio
ns:
� H
ow d
oes
shad
ing
affe
ct a
pic
ture
? �
Wha
t hap
pens
whe
n th
ere
is a
big
ger r
ange
bet
wee
n lig
ht a
nd
dark
val
ues?
�
How
do
artis
ts c
reat
e de
pth
in a
n ar
twor
k?
� W
hy d
o ar
tists
pai
nt p
ictu
res
of o
bjec
ts?
Stu
dent
s w
ill k
now
…
� H
ow to
use
sha
ding
to c
reat
e de
pth.
�
How
to b
lend
val
ues
and
colo
rs u
sing
a v
arie
ty o
f med
ia.
� (
exam
ples
cou
ld b
e: p
enci
l, cr
ayon
, col
ored
pen
cil,
oil
past
el, t
empe
ra)
� H
ow to
det
erm
ine
whe
re s
hado
ws
will
fall.
Stu
dent
s w
ill b
e ab
le to
…
� D
raw
, and
sha
de a
stil
l life
pic
ture
.(D)
� R
ecog
nize
wha
t a s
till l
ife is
.(M)
� B
lend
val
ues,
and
col
ors,
usi
ng a
var
iety
of m
edia
.(D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d ac
tiviti
es w
ill in
clud
e sh
adin
g, a
nd b
lend
ing
in p
enci
l and
in c
olor
.�
Look
ing
at a
nd ta
lkin
g ab
out e
lem
ents
of a
stil
l life
dra
win
g.
� D
raw
ing
still
life
obje
cts
alon
e an
d to
geth
er.
� Ta
lk a
bout
com
posi
tion,
and
fillin
g th
e sp
ace.
Opt
iona
l Act
iviti
es:
� V
alue
sca
le, i
n co
lor a
nd b
lack
and
whi
te.
Stu
dent
s cr
eate
a v
alue
sca
le u
sing
pen
cil,
cray
on, i
nk p
ens,
and
pai
nt.
� S
till l
ife d
raw
ing
with
bot
tles
(oil
past
el)-S
tude
nts
will
draw
and
sha
de in
bot
tles
of d
iffer
ent s
hape
s an
d si
zes.
The
y w
ill sh
ade
and
blen
d in
a c
olor
med
ia.
� A
corn
dra
win
g w
ith p
en a
nd in
k- S
tude
nts
draw
and
sha
de w
ith th
e us
e of
stip
plin
g, h
atch
ing,
and
or c
ross
hat
chin
g.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 3rd
Gra
de A
rt
Uni
t: Pa
intin
g
#/Pl
acem
ent o
f Uni
t: 2
nd
Dur
atio
n: 6
Wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Diff
eren
t typ
es o
f pai
nt h
ave
diffe
rent
effe
cts
and
qual
ities
. �
Arti
sts
use
pain
ts to
exp
ress
them
selv
es a
nd th
eir i
deas
. �
Pai
ntin
gs h
ave
been
use
d as
his
toric
al d
ocum
enta
tion
and
artis
tic e
xpre
ssio
n.
Ess
entia
l Que
stio
ns:
� W
hy d
o ar
tists
pai
nt?
� W
hy d
o pe
ople
col
lect
pai
ntin
gs?
� W
hat m
akes
pai
ntin
g di
ffere
nt th
an d
raw
ing?
�
Why
do
diffe
rent
type
s of
pai
nt lo
ok d
iffer
ent?
�
How
man
y di
ffere
nt w
ays
can
you
put p
aint
on
a pa
per?
�
How
do
artis
ts m
ake
som
ethi
ng lo
ok ro
und
or 3
-D in
a
pain
tings
?�
Wha
t doe
s an
arti
st d
o if
they
don
’t ha
ve th
e rig
ht c
olor
for
thei
r pai
ntin
g?
Stu
dent
s w
ill k
now
…
� D
iffer
ent a
rtist
use
diff
eren
t app
licat
ions
with
in th
eir p
aint
ings
to
cre
ate
indi
vidu
al re
sults
. �
Arti
sts
use
diffe
rent
type
s of
pai
nt (w
ater
colo
r, te
mpe
ra,
acry
lic, o
il, g
esso
, ink
s, g
auch
e) to
cre
ate
diffe
rent
effe
cts.
�
Arti
sts
appl
y pa
int i
n di
ffere
nt w
ays
(bru
sh, p
our,
was
h, d
rip,
dilu
te, s
prea
d) to
cre
ate
diffe
rent
effe
cts.
�
Pai
nts
can
be m
ade
from
a v
arie
ty o
f mat
eria
ls.
Stu
dent
s w
ill b
e ab
le to
…
� U
se a
var
iety
of p
aint
s an
d te
chni
ques
to c
reat
e or
igin
al
artw
ork.
(D)
� Id
entif
y di
ffere
nt p
aint
s, to
ols
and
thei
r ass
ocia
te a
ffect
s. (D
) �
Dis
cuss
diff
eren
ces
and
sim
ilarit
ies
in m
aste
r pai
ntin
gs. (
D)
� M
ix c
olor
s, ti
nts
and
shad
es. (
D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e to
exp
erim
ent w
ith a
var
iety
of p
aint
s an
d pa
intin
g te
chni
ques
. �
Less
ons
and
proj
ects
sho
uld
incl
ude
man
y ex
ampl
es o
f var
ious
arti
sts
and
pain
ting
styl
es.
� P
roje
cts
shou
ld in
clud
e a
pre-
sket
ch a
s w
ell a
s fin
ishe
d pa
intin
g.
� Le
sson
s sh
ould
inco
rpor
ate
criti
que
of m
aste
r pai
ntin
gs a
nd s
tude
nt a
rtwor
k.
Opt
iona
l Act
iviti
es:
� Ti
beta
n S
and
Pai
ntin
g –
Afte
r dis
cuss
ing
Tibe
tan
sand
pai
ntin
g, s
tude
nts
will
use
glue
and
col
ored
san
d to
cre
ate
sym
met
rical
de
sign
s.�
Bio
grap
hy P
ortra
its –
In c
olla
bora
tion
with
the
third
gra
de b
iogr
aphy
pro
ject
s, s
tude
nts
will
draw
and
pai
nt a
por
trait
of th
e pe
rson
th
ey a
re s
tudy
ing.
Ins
truct
ion
will
incl
ude:
pro
porti
on, s
cale
, mix
ing
tints
and
sha
des,
and
ble
ndin
g.
� N
orth
ern
Ligh
ts –
Stu
dent
s w
ill us
e te
mpe
ra p
aint
s an
d w
ater
colo
r pai
nts
to c
reat
e a
land
scap
e co
ntai
ning
the
Nor
ther
n lig
hts.
Stu
dent
s w
ill us
e th
e di
ffere
nt ty
pes
of p
aint
s to
acc
ompl
ish
diffe
rent
effe
cts
and
trans
pare
ncie
s.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
C
ours
e Ti
tle: 3
rd G
rade
Art
Uni
t: El
emen
ts o
f Art
#/Pl
acem
ent o
f Uni
t: 3rd
Dur
atio
n: 6
Wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
The
elem
ents
of a
rt ca
n be
use
d by
arti
sts
in o
rder
to
com
mun
icat
e th
eir i
deas
.�
Ele
men
ts o
f art
can
chan
ge th
e m
ood
of a
pie
ce o
f art.
�
The
elem
ents
of a
rt pr
ovid
e a
com
mon
lang
uage
for p
eopl
e to
ta
lk a
bout
art.
�
Ele
men
ts o
f art
can
be a
pplie
d to
all
type
s of
art
and
med
ium
s.
Ess
entia
l Que
stio
ns:
� W
hy is
it im
porta
nt to
talk
abo
ut a
rt?
� W
hy h
ave
peop
le m
ade
cate
gorie
s to
look
at a
rt?
� D
o al
l arti
sts
know
wha
t the
ele
men
ts o
f art
are?
Stu
dent
s w
ill k
now
…
� Th
at th
e el
emen
ts o
f art
cont
ain
line,
sha
pe, c
olor
, val
ue,
form
, spa
ce, a
nd te
xtur
e.
� A
rtist
s us
e an
d em
phas
ize
certa
in e
lem
ents
to c
ontro
l the
m
ood
or m
eani
ng o
f the
ir ar
twor
k.
Stu
dent
s w
ill b
e ab
le to
…
� C
reat
e dy
nam
ic c
ompo
sitio
ns u
sing
the
Ele
men
ts o
f Art.
(D)
� R
ecog
nize
and
dis
cuss
ele
men
ts o
f art
with
in a
pie
ce o
f ar
twor
k. (D
) �
Em
phas
ize
a m
ood
or fe
elin
g in
thei
r orig
inal
artw
ork
by
utili
zing
the
elem
ents
of a
rt. (D
) �
Und
erst
and
and
use
the
follo
win
g vo
cabu
lary
: lin
e, s
hape
, co
lor,
valu
e, fo
rm, s
pace
, tex
ture
. (D
)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
eva
luat
e fin
e ar
t exa
mpl
es a
nd th
eir o
wn
wor
k.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e in
stru
ctio
n an
d ex
plor
atio
n of
a v
arie
ty o
f mat
eria
ls a
nd te
chni
ques
. �
Less
ons
and
proj
ects
sho
uld
incl
ude
exam
ples
from
a v
arie
ty o
f arti
sts
and
cultu
res.
Opt
iona
l Act
iviti
es:
� M
olas
– A
fter l
ooki
ng a
t Sou
th A
mer
ican
Mol
as, s
tude
nts
will
mak
e a
desi
gn a
nd c
onst
ruct
a c
ut p
aper
or f
abric
col
lage
to d
epic
t a
pict
ure
of a
n an
imal
usi
ng c
ontra
stin
g co
lors
. �
Text
ile D
esig
n –
Afte
r lea
rnin
g ab
out W
est A
frica
n te
xtile
s, s
tude
nts
will
desi
gn a
text
ile p
atte
rns
usin
g th
e el
emen
ts o
f art.
A
varie
ty o
f mat
eria
ls c
an b
e in
corp
orat
ed: d
raw
ings
, pai
ntin
g, ru
bbin
gs, w
eavi
ng.
� D
utch
Hex
Sig
ns –
Stu
dent
s w
ill re
sear
ch P
enns
ylva
nia
Dut
ch B
arn
Art
and
Hex
sig
ns to
dis
cove
ry th
e m
eani
ng b
ehin
d ce
rtain
co
lors
and
sha
pes.
The
n st
uden
ts w
ill de
sign
thei
r ow
n sy
mm
etric
al d
esig
n us
ing
crea
te a
n or
igin
al h
ex d
esig
n in
spire
d by
hi
stor
ical
col
ors
and
sym
bols
to p
ortra
y an
orig
inal
mes
sage
.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 3rd
Gra
de A
rt
Uni
t: Pr
inci
ples
(pat
tern
, con
tras
t)
#/
Plac
emen
t of U
nit:
4th
D
urat
ion:
6 w
eeks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� Th
ere
are
man
y di
ffere
nt w
ays
to c
reat
e pa
ttern
s, a
nd
cont
rast
.�
Arti
sts
use
patte
rns
and
cont
rast
to d
o m
any
thin
gs, a
nd th
ey
are
prin
cipl
es o
f art.
�
The
elem
ents
of a
rt ar
e us
ed to
cre
ate
both
pat
tern
, and
co
ntra
st.
Ess
entia
l Que
stio
ns:
� W
hat i
s co
ntra
st?
� W
hat m
akes
a p
atte
rn a
pat
tern
?
� H
ow d
oes
cont
rast
effe
ct h
ow y
ou v
iew
this
pic
ture
? �
Whe
re c
an w
e fin
d pa
ttern
s?
� W
hy is
con
trast
impo
rtant
? �
Wha
t wou
ld s
omet
hing
look
like
with
no
cont
rast
?
Stu
dent
s w
ill k
now
…
� P
atte
rn a
nd c
ontra
st a
re p
rinci
ples
of d
esig
n �
Wha
t con
stitu
tes
a pa
ttern
�
Ther
e ar
e m
any
type
s of
con
trast
�
Con
trast
mea
ns d
iffer
ence
.
Stu
dent
s w
ill b
e ab
le to
…
� C
reat
e a
patte
rn in
a v
arie
ty o
f way
s, w
ith d
iffer
ent
mat
eria
ls(M
)�
Iden
tify
patte
rn, a
nd c
ontra
st in
an
artw
ork
(M)
� C
reat
e an
artw
ork
show
ing
cont
rast
in s
ome
way
, and
be
able
to
exp
lain
wha
t typ
e of
con
trast
it is
.(D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� Fi
nal p
roje
cts
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d fo
cus
on th
e in
corp
orat
ion
of c
ontra
st, a
nd p
atte
rn in
a v
arie
ty o
f med
ia.
Opt
iona
l Act
iviti
es:
� K
ente
clo
th p
aper
rubb
ings
- S
tude
nts
use
Afri
can
Ken
te c
loth
s as
insp
iratio
n to
cre
ate
thei
r ow
n te
xtile
pat
tern
s on
col
ored
co
nstru
ctio
n pa
per w
ith c
rayo
n ru
bbin
gs.
� N
avaj
o ru
g de
sign
s- S
tude
nts
use
geom
etric
ang
ular
sha
pes
to c
reat
e a
sym
met
rical
rug
desi
gn, i
nspi
red
by re
al N
avaj
o ru
gs.
� Te
ssel
latio
n pr
ojec
t-Stu
dent
s cr
eate
a te
ssel
latio
n pa
ttern
by
crea
ting
thei
r ow
n te
ssel
latio
n sh
ape
as a
mot
if
� D
esig
n w
ith E
mph
asis
-Stu
dent
s us
e di
ffere
nt ty
pes
of c
ontra
st to
cre
ate
emph
asis
in a
des
ign
(siz
e, s
hape
, col
or, v
alue
, etc
.)
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
C
ours
e Ti
tle: 3
rd G
rade
Art
Uni
t: 3-
Dim
ensi
onal
Art
#/
Plac
emen
t of U
nit:
5th
D
urat
ion:
6 W
eeks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Scu
lptu
ral o
bjec
ts c
an h
ave
utilit
aria
n us
es a
s w
ell a
s vi
sual
im
pact
.�
Obj
ects
pla
y an
impo
rtant
par
t in
man
y cu
lture
s.
� Th
e sc
ulpt
ure
can
hold
diff
eren
t mea
ning
and
pur
pose
for
diffe
rent
peo
ple.
Ess
entia
l Que
stio
ns:
� W
hat c
an a
scu
lptu
re b
e m
ade
of?
� W
hy is
scu
lptu
re im
porta
nt?
�
Why
do
artis
ts m
ake
scul
ptur
es?
� W
hat m
akes
a s
culp
ture
bea
utifu
l?
� H
ow c
an y
ou c
hang
e th
e su
rface
of a
scu
lptu
re?
Stu
dent
s w
ill k
now
…
� S
ome
adul
ts m
ake
thei
r liv
ing
as s
culp
ture
s (c
ar d
esig
ners
, to
y de
sign
ers,
arc
hite
cts,
furn
iture
mak
ers,
arti
sts,
etc
.).
� S
culp
ture
s ar
e m
ade
for d
iffer
ent r
easo
ns.
� D
iffer
ent t
ools
are
use
d w
ith d
iffer
ent m
ater
ials
to c
reat
e va
ryin
g re
sults
. �
Form
is a
n im
porta
nt p
art o
f scu
lptu
re.
Stu
dent
s w
ill b
e ab
le to
…
� U
se a
var
iety
of m
ater
ials
to c
reat
e or
igin
al s
culp
ture
. (D
) �
Dis
cuss
a v
arie
ty te
chni
ques
, sur
face
s an
d m
eani
ngs
of 3
-di
men
sona
l artw
ork.
(D)
� S
how
bas
ic s
kills
in s
culp
tura
l tec
hniq
ues
(form
ing,
car
ving
, ad
ditiv
e, s
ubtra
ctiv
e, m
oldi
ng).
(D)
� D
iscu
ss th
e pu
rpos
e fo
r the
ir or
igin
al p
iece
s of
art.
(D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
eva
luat
e ar
t exa
mpl
es a
nd th
eir o
wn
wor
k.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e fin
e m
otor
man
ipul
atio
n of
plia
ble
mat
eria
ls.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
exp
lore
diff
eren
t met
hods
of w
orki
ng w
ith m
ater
ials
.
Opt
iona
l Act
iviti
es:
� M
arac
as –
Stu
dent
s w
ill us
e ad
ditiv
e an
d su
btra
ctiv
e de
sign
s as
wel
l as
coilin
g te
chni
ques
to c
reat
e ha
llow
cla
y m
arac
a ba
lls, w
ith
clay
bea
ds.
�
Zulu
Shi
elds
– S
tude
nt w
ill us
e a
varie
ty o
f mat
eria
ls to
cre
ate
shie
lds
insp
ired
by Z
ulu,
Mas
ai, a
nd K
enya
n de
sign
s.
� C
hine
se D
rago
ns –
To
help
cel
ebra
te th
e C
hine
se N
ew Y
ear,
stud
ents
will
mak
e si
x fo
ot lo
ng C
hine
se D
rago
n P
uppe
ts u
sing
pa
per,
fabr
ic, a
nd fo
und
mat
eria
ls.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 3rd
Gra
de A
rt
Uni
t: A
rt H
isto
ry
#/
Plac
emen
t of U
nit:
6th
D
urat
ion:
6 w
eeks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� A
rtist
s ha
ve d
iffer
ent s
tyle
s by
whi
ch th
ey a
re k
now
n fo
r. �
Ther
e ar
e di
ffere
nt m
ediu
ms
of a
rt th
at c
erta
in a
rtist
s ar
e kn
own
for.
� A
rtist
s ar
e in
fluen
ced
by th
eir c
ultu
re a
nd ti
me
perio
d th
at th
ey
live
in.
Ess
entia
l Que
stio
ns:
� H
ow is
the
artis
t affe
cted
by
his
surro
undi
ngs?
(cul
ture
, tim
e pe
riod,
life
hap
peni
ngs)
�
Wha
t mad
e th
is a
rtist
uni
que?
How
can
you
tell?
�
Wha
t is
the
sign
ifica
nce
of th
is a
rtist
to th
e hi
stor
y of
art?
(Why
do
you
thin
k th
is a
rtist
is fa
mou
s, o
r im
porta
nt?)
W
hy d
o pe
ople
stu
dy o
ld a
rt?
Stu
dent
s w
ill k
now
…
� V
ario
us a
rtist
s ha
ve d
iffer
ent s
tyle
s �
Arti
sts
are
influ
ence
d by
thei
r tim
e pe
riod
and
cultu
re in
whi
ch
they
live
d.
� Ty
pe o
f sub
ject
mat
ter a
par
ticul
ar a
rtist
use
d in
thei
r artw
ork
Stu
dent
s w
ill b
e ab
le to
…
� R
ecog
nize
a c
erta
in a
rtist
’s s
tyle
and
iden
tify
that
par
ticul
ar
artis
t (D
) �
Cre
ate
orig
inal
artw
ork
insp
ired
by th
e st
yle
of th
e fa
mou
s ar
tist
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
. �
Fina
l pro
ject
s ca
n de
mon
stra
te s
ome
of th
e ar
tists
sty
le.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d re
volv
e ar
ound
a p
artic
ular
arti
sts
styl
e, a
nd, o
r sub
ject
mat
ter.
� Th
e le
sson
sho
uld
give
an
age
appr
opria
te s
ynop
ses
of th
e ar
tist w
ith in
tere
stin
g fa
cts
and
repr
oduc
tions
.�
Rep
rodu
ctio
ns re
info
rce
the
lear
ning
.
Opt
iona
l Act
iviti
es:
� G
rand
ma
Mos
es la
ndsc
apes
. Stu
dent
s m
ake
a la
ndsc
ape
show
ing
ever
yday
hap
peni
ng fr
om to
day’
s tim
e pe
riod.
�
San
dro
Bot
ticel
li in
the
Rou
nd- S
tude
nts
look
at s
ome
pain
tings
in th
e ro
und
and
crea
te th
eir o
wn
pict
ure
in th
e ro
und.
�
Pau
l Gau
guin
wat
er c
olor
-Stu
dent
s cr
eate
a p
ictu
re a
nd p
aint
it w
ith u
nusu
al c
olor
s as
Gau
guin
did
in h
is p
aint
ings
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
C
ours
e Ti
tle: 3
rd G
rade
Art
Uni
t: A
rt fr
om A
roun
d th
e W
orld
#/
Plac
emen
t of U
nit:
7th
Dur
atio
n: 6
Wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Art
can
have
diff
eren
t mea
ning
and
val
ue to
diff
eren
t cul
ture
s.
� A
rt ca
n se
rve
utilit
aria
n, d
ecor
ativ
e an
d sp
iritu
al p
urpo
ses.
�
Diff
eren
t cul
ture
s va
lue
diffe
rent
aes
thet
ics
and
styl
es.
Ess
entia
l Que
stio
ns:
� W
hy d
o pe
ople
Mak
e ar
t?
� W
hy d
oes
art f
rom
diff
eren
t cou
ntrie
s lo
ok d
iffer
ent?
�
Why
is a
rt m
ade
of d
iffer
ent m
ater
ials
? �
Why
do
diffe
rent
cul
ture
s re
pres
ent h
uman
s di
ffere
ntly
in th
eir
art?
� W
hat c
an a
rt te
ach
us a
bout
a g
roup
of p
eopl
e, o
r a c
ount
ry?
Stu
dent
s w
ill k
now
…
� A
rt fro
m d
iffer
ent c
limat
es a
nd g
eogr
aphi
cal l
ocat
ions
are
m
ade
of d
iffer
ent m
ater
ials
. �
Art
from
diff
eren
t clim
ates
and
geo
grap
hica
l loc
atio
ns a
re
mad
e fo
r diff
eren
t rea
sons
. �
Art
ofte
n ha
s m
eani
ng s
peci
fic to
an
area
’s tr
aditi
ons,
relig
ions
or
his
tory
.
Stu
dent
s w
ill b
e ab
le to
…
� C
reat
e or
igin
al a
rt ob
ject
s ba
sed
on te
chni
ques
and
mat
eria
ls
from
ano
ther
cul
ture
. (D
) �
Des
crib
e w
hat t
hey
see
whe
n th
ey lo
ok a
t art
and
artif
acts
fro
m o
ther
cul
ture
s. (D
) �
Com
pare
and
con
trast
art
and
artif
acts
from
a v
arie
ty o
f cu
lture
s to
obj
ects
from
thei
r ow
n cu
lture
(exp
: clo
thin
g,
hom
es, t
ools
, toy
s, e
tc.).
(D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
eva
luat
e ar
t exa
mpl
es a
nd th
eir o
wn
wor
k.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e a
varie
ty o
f mat
eria
ls a
nd te
chni
ques
for s
tude
nts
to e
xper
imen
t with
and
refle
ct u
pon.
�
Less
ons
and
proj
ects
sho
uld
expl
ore
a va
riety
of c
ultu
res
from
aro
und
the
wor
ld.
� Le
sson
s an
d pr
ojec
ts s
houl
d en
cour
age
com
paris
on o
f var
ious
cul
ture
s to
the
stud
ents
’ ow
n vi
sual
cul
ture
.
Opt
iona
l Act
iviti
es:
� A
rt P
assp
orts
– S
tude
nts
book
bin
d pe
rson
al p
assp
orts
, inc
lude
per
sona
l inf
orm
atio
n, c
over
des
ign,
and
sel
f por
trait.
�
Pas
spor
t Sta
mps
– S
tude
nts
desi
gn a
nd c
arve
sta
mps
to s
tam
p in
pee
r pas
spor
ts.
� G
yota
ku F
ish
Prin
ting
– S
tude
nts
lear
n ab
out t
he J
apan
ese
art o
f Gyo
taku
. S
tude
nts
draw
env
ironm
ents
that
a fi
sh w
ould
be
foun
din
, the
n pa
int a
rubb
er fi
sh a
nd p
rint t
hem
ont
o th
at e
nviro
nmen
t. �
Egy
ptia
n C
olla
rs –
Stu
dent
s us
e a
varie
ty o
f dra
win
g m
ater
ials
to c
reat
e E
gypt
ians
col
lars
that
con
tain
trad
ition
al p
atte
rns
and
hier
ogly
phic
mes
sage
s.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 4th
Gra
de A
rt
Uni
t: D
raw
ing
(one
poi
nt p
ersp
ectiv
e)
#/
Plac
emen
t of U
nit:
1st
D
urat
ion:
6 w
eeks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� Th
ere
are
way
s th
at a
rtist
s ca
n m
ake
som
ethi
ng a
ppea
r thr
ee
dim
ensi
onal
on
a tw
o di
men
sion
al s
urfa
ce
� O
ne p
oint
per
spec
tive
is u
sed
by a
rtist
s to
dra
w a
rchi
tect
ure
inte
riors
, and
ext
erio
rs, a
s w
ell a
s th
ree
dim
ensi
onal
sha
pes.
Ess
entia
l Que
stio
ns:
� W
here
was
the
artis
t sta
ndin
g w
hen
they
mad
e a
parti
cula
r pi
ctur
e? H
ow d
o yo
u kn
ow th
is?
� W
hen
wou
ld a
n ar
tist w
ant t
o us
e on
e po
int p
ersp
ectiv
e?
� H
ow c
an y
ou m
ake
dept
h on
flat
pap
er?
Stu
dent
s w
ill k
now
…
� W
hat a
hor
izon
line
, and
van
ishi
ng p
oint
is.
� H
ow to
mak
e cu
bes,
and
oth
er s
hape
s th
at a
re th
ree
dim
ensi
onal
by
usin
g on
e po
int p
ersp
ectiv
e.�
How
to d
raw
a b
uild
ing
with
win
dow
s on
two
side
s, u
sing
one
po
int p
ersp
ectiv
e
Stu
dent
s w
ill b
e ab
le to
…
� D
raw
thre
e di
men
sion
al s
hape
s an
d bu
ildin
gs u
sing
one
poi
nt
pers
pect
ive.
(D)
� R
ecog
nize
whe
re th
e va
nish
ing
poin
t is
in a
pic
ture
, don
e in
on
e po
int p
ersp
ectiv
e. (M
) �
Dra
w a
hor
izon
line
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:�
Ass
essm
ent w
ill oc
cur t
hrou
gh o
bser
vatio
n th
roug
hout
the
unit.
Oth
er E
vide
nce:
�
Stu
dent
s w
ill be
ass
esse
d on
par
ticip
atio
n, e
ffort,
follo
win
g di
rect
ions
, and
list
enin
g sk
ills.
� U
nder
stan
ding
can
be
asse
ssed
thro
ugh
obse
rvat
ions
of f
inal
pr
ojec
ts.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d ac
tiviti
es s
houl
d in
clud
e lo
okin
g at
and
usi
ng o
ne p
oint
per
spec
tive.
Opt
iona
l Act
iviti
es:
� D
raw
ing
cube
s ab
ove
and
belo
w th
e ho
rizon
line
�
Dra
win
g a
build
ing
or c
ity b
lock
, sho
win
g w
indo
ws
and
door
s on
two
side
s, w
hile
usi
ng o
ne p
oint
per
spec
tive.
�
Dra
win
g yo
ur n
ame
or o
ther
wor
ds re
cedi
ng in
to th
e ba
ckgr
ound
thro
ugh
the
use
of o
ne p
oint
per
spec
tive
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 4th
Gra
de A
rt
Uni
t: Pa
intin
g
#/
Plac
emen
t of U
nit:
2nd
Dur
atio
n: 1
mon
th
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Arti
sts
use
pain
ts to
exp
ress
them
selv
es a
nd th
eir i
deas
. �
Peo
ple
have
bee
n ex
pres
sing
them
selv
es w
ith p
aint
s si
nce
the
begi
nnin
g of
civ
ilizat
ion.
�
Pai
ntin
gs h
ave
been
use
d as
his
toric
al d
ocum
enta
tion
and
artis
tic e
xpre
ssio
n.
Ess
entia
l Que
stio
ns:
� W
hy d
o di
ffere
nt ty
pes
of p
aint
look
diff
eren
t?
� H
ow m
any
diffe
rent
way
s ca
n yo
u pu
t pai
nt o
n a
pape
r?
� H
ow d
o ar
tists
mak
e so
met
hing
look
roun
d or
3-D
in a
pa
intin
gs?
� W
hat d
oes
an a
rtist
do
if th
ey d
on’t
have
the
right
col
or fo
r th
eir p
aint
ing?
�
How
do
you
deci
de w
hich
pai
ntin
gs e
nd u
p in
mus
eum
s?
� W
ho w
as th
e fir
st p
erso
n or
peo
ple
to d
isco
ver o
r use
pai
nt?
� W
hy d
id p
eopl
e st
art p
aint
ing
in th
e fir
st p
lace
?
Stu
dent
s w
ill k
now
…
� P
aint
ings
can
ser
ve u
tilita
rian,
dec
orat
ive,
and
spi
ritua
l pu
rpos
es.
� D
iffer
ent a
rtist
use
diff
eren
t app
licat
ions
with
in th
eir p
aint
ings
to
cre
ate
indi
vidu
al re
sults
. �
Arti
sts
com
bine
diff
eren
t typ
es o
f pai
nt (w
ater
colo
r, te
mpe
ra,
acry
lic, o
il, g
esso
, ink
s, g
auch
e, e
tc.)
to c
reat
e di
ffere
nt
effe
cts.
Stu
dent
s w
ill b
e ab
le to
…
� U
se a
var
iety
of p
aint
s an
d te
chni
ques
to c
reat
e or
igin
al
artw
ork.
(D)
� Id
entif
y di
ffere
nt p
aint
s, to
ols
and
thei
r ass
ocia
te a
ffect
s. (M
) �
Dis
cuss
diff
eren
ces
and
sim
ilarit
ies
in m
aste
r pai
ntin
gs. (
D).
� R
ecog
nize
som
e fa
mou
s pa
intin
gs s
uch
as (S
tarr
y N
ight
by
Van
Gog
h, M
ona
Lisa
by
DaV
inci
, Wat
erlill
ies
by M
onet
, A
mer
ican
Got
hic
by W
ood)
. (D
). �
Use
pai
nt to
por
tray
a sp
ecifi
c id
ea. (
D)
� M
ix c
olor
s, ti
nts
and
shad
es. (
D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e to
exp
erim
ent w
ith a
var
iety
of p
aint
s an
d pa
intin
g te
chni
ques
. �
Less
ons
and
proj
ects
sho
uld
incl
ude
man
y ex
ampl
es o
f var
ious
arti
sts
and
pain
ting
styl
es.
� P
roje
cts
shou
ld in
clud
e a
pre-
sket
ch a
s w
ell a
s fin
ishe
d pa
intin
g.
� Le
sson
s sh
ould
inco
rpor
ate
criti
que
of m
aste
r pai
ntin
gs a
nd s
tude
nt a
rtwor
k.
Opt
iona
l Act
iviti
es:
� La
scau
x C
ave
Pai
ntin
g –
Afte
r dis
cuss
ing
the
Lasc
aux
cave
pai
ntin
gs, s
tude
nts
will
use
a va
riety
of n
atur
al fo
und
obje
cts
(leav
es,
stic
ks, g
rass
, roc
ks) t
o pa
int a
nim
al im
ages
and
sym
bols
on
larg
e pi
eces
of b
row
n pa
per.
� R
oman
Fre
scos
– S
tude
nts
will
lear
n ab
out t
he to
wn
of P
ompe
ii an
d th
e be
autif
ul fr
esco
s le
ft be
hind
. Th
en, b
y sp
read
ing
whi
tete
mpe
ra p
aint
ont
o ta
g-bo
ard
to im
itate
pla
ster
, stu
dent
s w
ill d
raw
with
cha
lk p
aste
ls in
to th
e w
et “p
last
er” t
o cr
eate
thei
r ow
nfre
scos
.�
Abo
rigin
al S
pirit
Pai
ntin
gs –
Afte
r lea
rnin
g ab
out t
he A
borig
inal
Aus
tralia
n ar
tists
and
des
igns
, stu
dent
s w
ill m
ake
thei
r ow
n S
pirit
P
aint
ing
of T
he D
ream
Wor
ld u
sing
trad
ition
al d
ots,
line
s an
d pa
ttern
s.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
C
ours
e Ti
tle: 4
th G
rade
Art
Uni
t: El
emen
ts o
f Art
#/
Plac
emen
t of U
nit:
3rd
Dur
atio
n: 6
Wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
The
elem
ents
of a
rt ca
n be
use
d by
arti
sts
in o
rder
to
com
mun
icat
e th
eir i
deas
.�
Ele
men
ts o
f art
can
chan
ge th
e m
ood
or a
pie
ce o
f art.
�
The
elem
ents
of a
rt pr
ovid
e a
com
mon
lang
uage
for p
eopl
e to
ta
lk a
bout
art.
�
Ele
men
ts o
f art
can
be a
pplie
d to
all
type
s of
art
and
med
ium
s.
Ess
entia
l Que
stio
ns:
� C
an y
ou m
ake
art w
ithou
t usi
ng th
e el
emen
ts o
f art?
�
How
can
the
elem
ents
of a
rt he
lp y
ou m
ake
bette
r art?
� C
an th
e el
emen
ts o
f art
help
you
bet
ter u
nder
stan
d ar
e?
How
?
Stu
dent
s w
ill k
now
…
� Th
at th
e el
emen
ts o
f art
cont
ain
line,
sha
pe, c
olor
, val
ue,
form
, spa
ce, a
nd te
xtur
e.
� A
rtist
s us
e an
d em
phas
ize
certa
in e
lem
ents
to c
ontro
l the
m
ood
or m
eani
ng o
f the
ir ar
twor
k.
Stu
dent
s w
ill b
e ab
le to
…
� C
reat
e dy
nam
ic c
ompo
sitio
ns u
sing
the
elem
ents
of A
rt. (D
) �
Rec
ogni
ze a
nd d
iscu
ss e
lem
ents
of a
rt w
ithin
a p
iece
of
artw
ork.
(D)
� E
mph
asiz
e a
moo
d or
feel
ing
in th
eir o
rigin
al a
rtwor
k by
ut
ilizi
ng th
e el
emen
ts o
f art.
(D)
� U
nder
stan
d an
d us
e th
e fo
llow
ing
voca
bula
ry: l
ine,
sha
pe,
colo
r, va
lue,
form
, spa
ce, t
extu
re. (
M)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
eva
luat
e fin
e ar
t exa
mpl
es a
nd th
eir o
wn
wor
k.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e in
stru
ctio
n an
d ex
plor
atio
n of
a v
arie
ty o
f mat
eria
ls a
nd te
chni
ques
. �
Less
ons
and
proj
ects
sho
uld
incl
ude
exam
ples
from
a v
arie
ty o
f arti
sts
and
cultu
res.
Opt
iona
l Act
iviti
es:
� M
edie
val F
amily
Cre
sts
– S
tude
nts
will
use
the
Ele
men
ts o
f art
and
sym
bolis
m to
cre
ate
orig
inal
fam
ily c
rest
s.
� Th
e M
iche
lang
elo
Exp
erie
nce
– S
tude
nts
will
draw
thei
r ow
n ha
nd o
n th
e un
ders
ide
of a
tabl
e to
bet
ter u
nder
stan
d M
iche
lang
elo’
sex
perie
nce
pain
ting
the
ceilin
g of
the
Sis
tine
Cha
pel.
For a
dded
aut
hent
icity
, a te
ache
r can
com
e ar
ound
to d
rip w
arm
wat
er o
n th
est
uden
ts’ f
oreh
eads
to im
itate
drip
ping
pai
nt o
f can
dle
wax
. �
Ren
aiss
ance
Stil
l-Life
– S
tude
nts
will
set u
p in
divi
dual
stil
l-life
mod
els
and
use
char
coal
or c
halk
pas
tel t
o cr
eate
an
orig
inal
pie
ce
of a
rt w
ith d
epth
.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 4th
Gra
de A
rt
Uni
t: Pr
inci
ples
of a
rt (u
nity
, bal
ance
)
#/Pl
acem
ent o
f Uni
t: 4th
Dur
atio
n: 6
wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� Th
e th
ree
type
s of
vis
ual b
alan
ce. (
sym
met
rical
, as
ymm
etric
al, r
adia
l) �
Wha
t uni
ty is
and
how
arti
sts
crea
te it
in a
n ar
twor
k
Ess
entia
l Que
stio
ns:
� H
ow h
as th
e ar
tist u
sed
the
elem
ents
of a
rt to
cre
ate
bala
nce?
�
Wha
t giv
es s
omet
hing
mor
e vi
sual
wei
ght t
han
som
ethi
ng
else
?�
How
is u
nity
cre
ated
in a
n ar
twor
k?
Stu
dent
s w
ill k
now
…
� Th
e th
ree
type
s of
vis
ual b
alan
ce
� H
ow to
cre
ate
visu
al b
alan
ce
�
Wha
t Uni
ty is
and
som
e di
ffere
nt w
ays
that
arti
sts
crea
te it
in
an a
rtwor
k
Stu
dent
s w
ill b
e ab
le to
…
� C
reat
e ar
twor
ks d
emon
stra
ting
the
thre
e ty
pes
of v
isua
l ba
lanc
e (D
) �
Cre
ate
artw
ork
dem
onst
ratin
g U
nity
(D)
� R
ecog
nize
diff
eren
t typ
es o
f bal
ance
in o
ther
arti
sts
wor
k (M
)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
�
Stu
dent
s w
ill be
ass
esse
d on
par
ticip
atio
n, e
ffort,
follo
win
g di
rect
ions
, and
list
enin
g sk
ills.
Sta
ge 3
– L
earn
ing
Pla
n
Lear
ning
Act
iviti
es:
� Le
sson
s an
d pr
ojec
ts s
houl
d fo
cus
on th
e pr
inci
ples
of b
alan
ce, a
nd u
nity
. Th
ey s
houl
d co
ver a
ll ty
pes
of v
isua
l bal
ance
. (s
ymm
etric
al, a
sym
met
rical
, rad
ial)
Opt
iona
l Act
iviti
es:
� R
adia
l des
ign
in c
olor
ed p
enci
l- C
reat
e a
desi
gn w
ith ru
lers
and
com
pass
es th
at s
how
radi
al b
alan
ce.
� S
ymm
etric
al m
ask
–Use
con
stru
ctio
n pa
per t
o cr
eate
a m
ask
show
ing
sym
met
ry.
� P
aint
ing
dem
onst
ratin
g un
ity-C
reat
e a
pain
ting
eith
er a
bstra
ct o
r rep
rese
ntat
iona
l tha
t exh
ibits
uni
ty th
roug
h so
me
elem
ent w
ithin
.�
Spa
ghet
ti an
d m
eatb
alls
des
ign-
Usi
ng li
nes,
circ
les,
col
ors,
and
val
ues
to s
how
em
phas
is in
a d
esig
n th
at re
sem
bles
spa
ghet
ti an
d m
eatb
alls
in a
n ab
stra
ct w
ay.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 4th
Gra
de A
rt
Uni
t: 3-
Dim
ensi
onal
Art
#/Pl
acem
ent o
f Uni
t: 5
th
Dur
atio
n: 6
Wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Sub
ject
mat
ter a
nd m
ater
ial c
hoic
e ca
n ch
ange
the
mea
ning
of
a s
culp
ture
. �
Obj
ects
pla
y an
impo
rtant
par
t in
man
y cu
lture
s.
� Th
e sc
ulpt
ure
can
hold
diff
eren
t mea
ning
and
pur
pose
for
diffe
rent
peo
ple.
�
Diff
eren
t arti
sts
deve
lop
diffe
rent
sty
les
of s
culp
ture
to
repr
esen
t the
ir in
divi
dual
feel
ings
and
idea
s.
Ess
entia
l Que
stio
ns:
� W
hat c
an a
scu
lptu
re b
e m
ade
of?
� W
hy d
o ar
tists
mak
e sc
ulpt
ure?
�
Doe
s a
scul
ptur
e ha
ve to
be
beau
tiful
? �
How
wou
ld a
scu
lptu
re c
hang
e if
it w
as m
ade
out o
f (m
arbl
e,
clay
, tra
sh, c
hew
ing
gum
)?
Stu
dent
s w
ill k
now
…
� S
ome
adul
ts m
ake
thei
r liv
ing
as s
culp
ture
s (c
ar d
esig
ners
, to
y de
sign
ers,
arc
hite
cts,
furn
iture
mak
ers,
arti
sts,
etc
.).
� A
rtist
s ch
oose
spe
cific
mat
eria
ls to
exp
ress
thei
r fee
lings
and
m
eani
ngs.
�
Scu
lptu
re c
an h
ave
deco
rativ
e, u
tilita
rian,
or r
elig
ious
pu
rpos
e.�
Scu
lptu
re is
one
of t
he o
ldes
t for
ms
of a
rtist
ic e
xpre
ssio
n.
Stu
dent
s w
ill b
e ab
le to
…
� U
se a
var
iety
of m
ater
ials
to c
reat
e or
igin
al s
culp
ture
. (D
) �
Dis
cuss
a v
arie
ty te
chni
ques
, sur
face
s an
d m
eani
ngs
of 3
-di
men
sona
l artw
ork.
(M)
� S
how
bas
ic s
kills
in s
culp
tura
l tec
hniq
ues
(form
ing,
car
ving
, ad
ditiv
e, s
ubtra
ctiv
e, m
oldi
ng).
(M)
� D
iscu
ss th
e pu
rpos
e fo
r the
ir or
igin
al p
iece
s of
art.
(D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
eva
luat
e fin
e ar
t exa
mpl
es, t
heir
own
wor
k, a
nd p
eer a
rt.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e fin
e m
otor
man
ipul
atio
n of
var
ious
scu
lptu
ral m
ater
ials
. �
Less
ons
and
proj
ects
sho
uld
incl
ude
time
for s
tude
nts
to e
xplo
re d
iffer
ent m
etho
ds o
f wor
king
with
var
ious
mat
eria
ls.
Opt
iona
l Act
iviti
es:
� Tr
ibal
Mas
ks –
Stu
dent
s w
ill u
se p
last
er c
raft
to b
uild
mas
ks w
ith e
xagg
erat
ed fe
atur
es.
Stu
dent
s ca
n th
en p
aint
and
dec
orat
eth
em to
inco
rpor
ate
into
the
telli
ng o
f an
orig
inal
sto
ry.
� D
iora
ma
– S
tude
nts
will
utiliz
e fo
und
mat
eria
ls to
bui
ld a
dio
ram
a of
a ro
om, m
useu
m o
r sce
ne.
� A
ztec
Cal
enda
r – A
fter s
tude
nts
lear
n ab
out A
ztec
cul
ture
, the
y w
ill us
e a
varie
ty o
f add
itive
and
sub
tract
ive
tech
niqu
es to
cre
ate
roun
d cl
ay d
isks
that
mar
k th
e pa
ssag
e of
tim
e.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 4th
Gra
de A
rt
Uni
t: A
rt H
isto
ry
#/
Plac
emen
t of U
nit:
6th
D
urat
ion:
6 w
eeks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� A
rtist
s ha
ve d
iffer
ent s
tyle
s by
whi
ch th
ey a
re k
now
n fo
r. �
Ther
e ar
e di
ffere
nt m
ediu
ms
of a
rt th
at c
erta
in a
rtist
s ar
e kn
own
for.
� A
rtist
s ar
e in
fluen
ced
by th
eir c
ultu
re a
nd ti
me
perio
d th
at th
ey
live
in.
Ess
entia
l Que
stio
ns:
� H
ow is
the
artis
t affe
cted
by
his
surro
undi
ngs?
(cul
ture
, tim
e pe
riod,
life
hap
peni
ngs)
�
Wha
t mad
e th
is a
rtist
uni
que?
�
Wha
t is
the
sign
ifica
nce
of th
is a
rtist
to th
e hi
stor
y of
art?
(Why
do
you
thin
k th
is a
rtist
is fa
mou
s, o
r im
porta
nt?)
Stu
dent
s w
ill k
now
…
� V
ario
us a
rtist
s ha
ve d
iffer
ent s
tyle
s �
Som
ethi
ng a
bout
wha
t inf
luen
ced
a pa
rticu
lar a
rtist
�
Som
ethi
ng a
bout
the
time
perio
d in
whi
ch th
e ar
tist l
ived
�
Type
of s
ubje
ct m
atte
r spe
cific
to p
artic
ular
arti
sts.
Stu
dent
s w
ill b
e ab
le to
…
� R
ecog
nize
a c
erta
in a
rtist
’s s
tyle
and
iden
tify
that
par
ticul
ar
artis
t. (D
) �
Cre
ate
orig
inal
artw
ork
insp
ired
by th
e st
yle
of th
e fa
mou
s ar
tist
� D
iscu
ss s
imila
ritie
s an
d di
ffere
nces
bet
wee
n 2
artis
ts w
ork
(D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
. �
Fina
l pro
ject
s ca
n de
mon
stra
te s
ome
of th
e ar
tists
sty
le.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d re
volv
e ar
ound
a p
artic
ular
arti
sts
styl
e, a
nd, o
r sub
ject
mat
ter.
� Th
e le
sson
sho
uld
give
an
age
appr
opria
te s
ynop
ses
of th
e ar
tist w
ith in
tere
stin
g fa
cts
and
repr
oduc
tions
.�
Rep
rodu
ctio
ns re
info
rce
the
lear
ning
.
Opt
iona
l Act
iviti
es:
� V
an G
ogh
land
scap
es-L
earn
abo
ut V
ince
nt V
an G
ogh
and
his
pain
ting
styl
e, u
se a
pal
let k
nife
to p
aint
a la
ndsc
ape
on h
eavy
w
eigh
t pap
er.
� R
ene
Mag
ritte
col
lage
Lea
rn a
bout
Sur
real
ism
, foc
us o
n R
ene
Mag
ritte
, mak
e a
colla
ge s
how
ing
elem
ents
of S
urre
alis
m
� M
oder
n D
ay M
ona
Lisa
-Lea
rn a
bout
Leo
nard
o D
e V
ince
, mak
e a
mod
ern
vers
ion
of th
e M
ona
Lisa
by
chan
ging
ele
men
ts o
f the
pa
intin
g.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 4th
Gra
de A
rt
Uni
t: A
rt fr
om A
roun
d th
e W
orld
#/Pl
acem
ent o
f Uni
t: 7
th
D
urat
ion:
6 W
eeks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Diff
eren
t cul
ture
s va
lue
diffe
rent
aes
thet
ics
and
styl
es.
� A
rt fro
m d
iffer
ent p
arts
of t
he w
orld
may
hav
e di
ffere
nt s
tyle
s an
d th
emes
. �
Art
from
diff
eren
t par
ts o
f the
wor
ld m
ay h
ave
sim
ilar s
tyle
s an
d th
emes
.
Ess
entia
l Que
stio
ns:
� W
hat k
inds
of t
hing
s ca
n be
con
side
red
art?
Do
clot
hes,
je
wel
ry, b
owls
, or f
abric
cou
nt?
�
Wou
ld p
eopl
e in
[any
oth
er c
ount
ry o
ther
than
the
US
] co
nsid
er th
e sa
me
thin
gs a
rt as
we
do?
Why
or w
hy n
ot?
� W
hat m
akes
som
ethi
ng a
rt?
Stu
dent
s w
ill k
now
…
� U
tilita
rian
obje
cts
are
som
etim
es c
onsi
dere
d ar
t by
som
e cu
lture
s bu
t not
all.
�
Art
ofte
n ha
s m
eani
ng s
peci
fic to
an
area
’s tr
aditi
ons,
relig
ions
or
his
tory
.
Stu
dent
s w
ill b
e ab
le to
…
� C
reat
e or
igin
al a
rt ob
ject
s ba
sed
on te
chni
ques
and
mat
eria
ls
from
ano
ther
cul
ture
. (D
) �
Des
crib
e w
hat t
hey
see
whe
n th
ey lo
ok a
t art
and
artif
acts
fro
m o
ther
cul
ture
s. (M
) �
Com
pare
and
con
trast
art
and
artif
acts
from
a v
arie
ty o
f cu
lture
s to
obj
ects
from
thei
r ow
n cu
lture
(exp
: clo
thin
g,
hom
es, t
ools
, toy
s, e
tc.).
(D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
eva
luat
e ar
t exa
mpl
es a
nd th
eir o
wn
wor
k.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e a
varie
ty o
f mat
eria
ls a
nd te
chni
ques
for s
tude
nts
to e
xper
imen
t with
and
refle
ct u
pon.
�
Less
ons
and
proj
ects
sho
uld
expl
ore
a va
riety
of c
ultu
res
from
aro
und
the
wor
ld.
� Le
sson
s an
d pr
ojec
ts s
houl
d en
cour
age
com
paris
on o
f var
ious
cul
ture
s to
the
stud
ents
’ ow
n vi
sual
cul
ture
.
Opt
iona
l Act
iviti
es:
� E
gypt
ian
Sca
rab
Bee
tles
– S
tude
nts
will
desi
gn a
nd p
aint
sm
all “
beet
le-s
hape
d” ro
cks
with
met
allic
pai
nt to
imita
te E
gypt
ian
Scar
abst
ones
.�
Illum
inat
ed M
anus
crip
t – A
fter d
iscu
ssin
g th
e B
ook
of K
ells
(Ire
land
) stu
dent
s w
ill de
sign
thei
r ow
n pa
ge o
f illu
min
ated
man
uscr
ipt.
� G
reek
Pot
tery
– S
tude
nts
will
des
ign
thei
r ow
n bl
ack
figur
e po
ttery
afte
r res
earc
hing
trad
ition
al G
reek
pot
tery
.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 5th
Gra
de A
rt
Uni
t: D
raw
ing
(two-
poin
t per
spec
tive)
#/Pl
acem
ent o
f Uni
t: 1st
Dur
atio
n: 6
wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� O
ne a
nd tw
o po
int p
ersp
ectiv
e ca
n be
use
d in
a v
arie
ty o
f ap
plic
atio
ns�
A h
oriz
on li
ne s
epar
ates
the
sky
from
the
grou
nd
� Th
ere
are
two
vani
shin
g po
ints
bei
ng u
sed
with
two
poin
t pe
rspe
ctiv
e
Ess
entia
l Que
stio
ns:
� W
hen
wou
ld y
ou w
ant t
o us
e tw
o po
int p
ersp
ectiv
e?
� W
hat i
s th
e di
ffere
nce
betw
een
one
and
two
poin
t pe
rspe
ctiv
e?
Stu
dent
s w
ill k
now
…
� Th
ere
is a
diff
eren
ce b
etw
een
one
poin
t and
two
poin
t pe
rspe
ctiv
e, a
nd w
hat t
hat d
iffer
ence
is.
� W
hen
it w
ould
be
appr
opria
te to
use
two
poin
t per
spec
tive
to
draw
som
ethi
ng.
� W
hat a
hor
izon
line
, and
van
ishi
ng p
oint
are
.�
How
to u
se tw
o po
int p
ersp
ectiv
e to
dra
w b
oxes
, and
bu
ildin
gs.
Stu
dent
s w
ill b
e ab
le to
…
� D
raw
a p
ictu
re u
sing
two
poin
t per
spec
tive.
(D
) �
Rec
ogni
ze b
oth
one
and
two
poin
t per
spec
tive
tech
niqu
es in
an
artw
ork.
(M)
� U
se a
rule
r to
draw
line
s th
at a
re s
traig
ht (
M)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
. �
Stu
dent
und
erst
andi
ng c
an b
e ob
serv
ed th
roug
h fin
al
proj
ects
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d re
volv
e ar
ound
the
use
of tw
o po
int p
ersp
ectiv
e to
dra
w a
var
iety
of t
hing
s.(b
oxes
, bui
ldin
gs, i
nter
ior
of a
room
) �
A re
view
of o
ne p
oint
per
spec
tive
wou
ld b
e ad
visa
ble
as a
lead
in to
the
two
poin
t uni
t. �
Use
of r
epro
duct
ions
, sho
win
g tw
o po
int p
ersp
ectiv
e is
enc
oura
ged.
Opt
iona
l Act
iviti
es:
� R
oom
inte
rior,
boxe
s, c
onta
iner
s, a
rchi
tect
ure
draw
ings
usi
ng o
ne p
oint
per
spec
tive.
�
Cro
ss ro
ads-
draw
a c
ompo
sitio
n w
ith 2
diff
eren
t moo
ds o
n ei
ther
sid
e of
a c
entra
l bui
ldin
g/tre
e/or
obj
ect
� D
esig
n yo
ur o
wn
cere
al b
ox
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 5th
Gra
de A
rt
Uni
t: Pa
intin
g
#/
Plac
emen
t of U
nit:
2nd
Dur
atio
n: 1
mon
th
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Pai
ntin
gs h
ave
been
use
d as
his
toric
al d
ocum
enta
tion
and
artis
tic e
xpre
ssio
n.
� A
rtist
s ha
ve c
hang
ed th
eir s
tyle
s an
d te
chni
ques
in p
aint
ing
to
bette
r exp
ress
wha
t the
y ar
e fe
elin
g.
� P
aint
ings
do
not n
eces
saril
y ha
ve to
acc
urat
ely
copy
the
visu
al w
orld
.
Ess
entia
l Que
stio
ns:
� W
hy d
id p
eopl
e st
art p
aint
ing
in th
e fir
st p
lace
? �
How
can
you
tell
if a
pain
ting
has
mea
ning
, or i
f it j
ust
supp
osed
to lo
ok p
retty
? �
How
can
you
tell
if a
pain
ting
is g
ood?
�
How
do
you
deci
de w
hich
pai
ntin
gs e
nd u
p in
mus
eum
s?
Stu
dent
s w
ill k
now
…
� P
aint
ings
can
ser
ve u
tilita
rian,
dec
orat
ive,
and
spi
ritua
l pu
rpos
es.
� D
iffer
ent a
rtist
use
diff
eren
t app
licat
ions
with
in th
eir p
aint
ings
to
cre
ate
indi
vidu
al re
sults
. �
Arti
sts
com
bine
diff
eren
t typ
es o
f pai
nt (w
ater
colo
r, te
mpe
ra,
acry
lic, o
il, g
esso
, ink
s, g
auch
e) to
cre
ate
diffe
rent
effe
cts.
Stu
dent
s w
ill b
e ab
le to
…
� U
se a
var
iety
of p
aint
s an
d te
chni
ques
to c
reat
e or
igin
al
artw
ork.
(D)
� Id
entif
y di
ffere
nt p
aint
s, to
ols
and
thei
r ass
ocia
te a
ffect
s. (M
) �
Dis
cuss
diff
eren
ces
and
sim
ilarit
ies
in m
aste
r pai
ntin
gs. (
M).
� Id
entif
y so
me
fam
ous
pain
tings
suc
h as
(Sta
rry
Nig
ht b
y V
an
Gog
h, M
ona
Lisa
by
DaV
inci
, Wat
erlill
ies
by M
onet
, Am
eric
an
Got
hic
by W
ood)
. (D
). �
Use
pai
nt to
por
tray
a sp
ecifi
c id
ea. (
D)
� M
ix c
olor
s, ti
nts
and
shad
es. (
M)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e to
exp
erim
ent w
ith a
var
iety
of p
aint
s an
d pa
intin
g te
chni
ques
. �
Less
ons
and
proj
ects
sho
uld
incl
ude
man
y ex
ampl
es o
f var
ious
arti
sts
and
pain
ting
styl
es.
� P
roje
cts
shou
ld in
clud
e a
pre-
sket
ch a
s w
ell a
s fin
ishe
d pa
intin
g.
� Le
sson
s sh
ould
inco
rpor
ate
criti
que
of m
aste
r pai
ntin
gs a
nd s
tude
nt a
rtwor
k.
Opt
iona
l Act
iviti
es:
� M
onet
’s W
ater
Gar
den
– A
fter l
earn
ing
abou
t the
Fre
nch
Impr
essi
onis
ts, s
tude
nts
will
use
pale
tte k
nive
s to
mak
e pa
intin
gs w
ithw
ater
as
a su
bjec
t mat
ter.
� Fa
mily
Por
trait
– A
fter l
earn
ing
abou
t Am
eric
an Im
pres
sion
ist M
ary
Cas
satt
stud
ents
will
pain
t a c
ompo
sitio
n co
ntai
ning
a “f
amily
”.�
Mur
al P
aint
ing
– S
tude
nts
wor
k co
llabo
rativ
ely
to c
reat
e a
piec
e of
pub
lic a
rt. S
tude
nts
will
disc
uss
them
es a
nd to
pics
, ske
tch
idea
s, a
nd fi
naliz
e de
sign
as
a gr
oup.
Fin
al p
roje
cts
can
be p
aint
ed d
irect
ly o
n sc
hool
/ com
mun
ity w
alls
for p
erm
anen
t ins
talla
tion,
or a
larg
e ca
nvas
es fo
r tem
pora
ry d
ispl
ay.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 5th
Gra
de A
rt
Uni
t: Pr
inci
ples
(em
phas
is, s
pace
)
#/
Plac
emen
t of U
nit:
3rd
Dur
atio
n: 6
wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Em
phas
is is
cre
ated
thro
ugh
a va
riety
of w
ays.
�
Ther
e is
pos
itive
and
neg
ativ
e sp
ace
in a
ll ar
twor
k.
� P
ositi
ve a
nd n
egat
ive
spac
e ef
fect
s ho
w y
ou v
iew
an
artw
ork.
�
Em
phas
is, a
nd s
pace
are
prin
cipl
es o
f art
Ess
entia
l Que
stio
ns:
� H
ow c
an a
n ar
tist c
reat
e em
phas
is in
an
artw
ork?
�
How
can
you
tell
wha
t is
the
mos
t im
porta
nt p
at o
f a p
aint
ing
or a
rtwor
k?
� H
ow d
oes
the
nega
tive
spac
e ef
fect
how
you
vie
w a
par
ticul
ar
artw
ork?
Wha
t cou
ld c
hang
e th
is?
� D
oes
a pi
ece
of a
rt ch
ange
whe
n yo
u m
ove
the
obje
cts
with
in
it?�
How
is th
e illu
sion
of s
pace
cre
ated
on
a tw
o di
men
sion
al
surfa
ce?
Stu
dent
s w
ill k
now
…
� Th
ere
is b
oth
posi
tive
and
nega
tive
spac
e in
all
artw
ork,
in
clud
ing
thre
e-di
men
sion
al.
(M)
� E
mph
asis
is c
reat
ed in
a v
arie
ty o
f way
s. (
M)
Stu
dent
s w
ill b
e ab
le to
…
� C
reat
e em
phas
is in
an
orig
inal
artw
ork.
(D)
� O
bser
ve e
mph
asis
in a
n ar
twor
k, a
nd d
escr
ibe
how
it w
as
crea
ted.
(D)
� Id
entif
y po
sitiv
e an
d ne
gativ
e sp
ace
in a
n ar
twor
k. (D
) �
Cre
ate
the
illusi
on o
f spa
ce o
n a
two-
dim
ensi
onal
sur
face
(M)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
volv
e id
entif
ying
and
cre
atin
g em
phas
is in
a v
arie
ty o
f way
s.
� R
epro
duct
ions
that
em
phas
ize
posi
tive
and
nega
tive
spac
e sh
ould
be
used
as
wel
l as
prin
ts s
how
ing
the
illusi
on o
f thr
ee-
dim
ensi
onal
spa
ce.
Opt
iona
l Act
iviti
es:
� La
ndsc
ape
pain
ting
in w
ater
col
or.-L
earn
abo
ut te
chni
ques
to c
reat
e de
pth
and
pers
pect
ive,
dra
w a
nd p
aint
a la
ndsc
ape.
�
Pos
itive
, neg
ativ
e de
sign
with
con
stru
ctio
n pa
per a
nd m
arke
rs. T
alk
abou
t and
look
at e
xam
ples
of p
ositi
ve, n
egat
ive
spac
e.C
reat
e a
desi
gn th
at p
lays
on
this
con
cept
by
usin
g co
nstru
ctio
n pa
per o
f tw
o di
ffere
nt c
olor
s, m
ay b
e em
bellis
hed
by u
sing
m
arke
rs.
� A
bstra
ct s
culp
ture
sho
win
g em
phas
is- c
ombi
ne c
ardb
oard
and
hot
glu
e gu
ns w
ith p
aint
to c
reat
e an
abs
tract
scu
lptu
re
emph
asiz
ing
som
e pa
rt. A
var
iety
of e
lem
ents
cou
ld b
e us
ed to
acc
ompl
ish
this
.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
C
ours
e Ti
tle: 5
th G
rade
Art
Uni
t: 3-
Dim
ensi
onal
Art
#/
Plac
emen
t of U
nit:
4th
Dur
atio
n: 6
Wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Sub
ject
mat
ter a
nd m
ater
ial c
hoic
e ca
n ch
ange
the
mea
ning
of
a s
culp
ture
. �
Obj
ects
pla
y an
impo
rtant
par
t in
man
y cu
lture
s.
� Th
e sc
ulpt
ure
can
hold
diff
eren
t mea
ning
and
pur
pose
for
diffe
rent
peo
ple.
�
Diff
eren
t arti
sts
deve
lop
diffe
rent
sty
les
of s
culp
ture
to
repr
esen
t the
ir in
divi
dual
feel
ings
and
idea
s.
Ess
entia
l Que
stio
ns:
� W
hy d
o m
useu
ms
colle
ct s
culp
ture
?
� W
hy d
o so
me
mus
eum
s an
d co
llect
ors
buy
scul
ptur
e m
ade
out o
f (m
arbl
e, c
lay,
tras
h, c
hew
ing
gum
, ele
phan
t poo
p)?
� D
oes
the
mat
eria
l a s
culp
tor u
se c
hang
e th
e m
eani
ng o
f a
piec
e?
Stu
dent
s w
ill k
now
…
� A
rtist
s ch
oose
spe
cific
mat
eria
ls to
exp
ress
thei
r fee
lings
and
m
eani
ngs.
�
Scu
lptu
re c
an h
ave
deco
rativ
e, u
tilita
rian,
or r
elig
ious
pu
rpos
e.�
Scu
lptu
re is
one
of t
he o
ldes
t for
ms
of a
rtist
ic e
xpre
ssio
n.
� A
bstra
ctio
n ca
n be
use
d to
cha
nge
a st
yle,
or e
mph
asiz
e m
eani
ng in
a s
culp
ture
.
Stu
dent
s w
ill b
e ab
le to
…
� U
se a
var
iety
of m
ater
ials
to c
reat
e or
igin
al s
culp
ture
. (D
) �
Use
bas
ic s
kills
in s
culp
tura
l tec
hniq
ues
to p
ortra
y a
spec
ific
mea
ning
(for
min
g, c
arvi
ng, a
dditi
ve, s
ubtra
ctiv
e, m
oldi
ng).
(D)
� D
iscu
ss th
e pu
rpos
e fo
r the
ir or
igin
al p
iece
s of
art.
(M)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
eva
luat
e fin
e ar
t exa
mpl
es, t
heir
own
wor
k, a
nd p
eer a
rt.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e fin
e m
otor
man
ipul
atio
n of
var
ious
scu
lptu
ral m
ater
ials
. �
Less
ons
and
proj
ects
sho
uld
incl
ude
time
for s
tude
nts
to e
xplo
re d
iffer
ent m
etho
ds o
f wor
king
with
var
ious
mat
eria
ls.
Opt
iona
l Act
iviti
es:
� S
urre
alis
t Scu
lptu
re –
Afte
r lea
rnin
g ab
out S
alva
dor D
ali’s
sur
real
ani
mal
s an
d sc
ulpt
ures
, stu
dent
s w
ill co
nstru
ct th
eir o
wn
arm
atur
e an
d pa
pier
-mâc
hé o
rigin
al c
reat
ures
. �
Mod
ern
Blo
ck S
culp
ture
s - S
tude
nts
will
crea
te m
oder
n ar
t stru
ctur
es u
sing
spa
re w
oode
n bl
ocks
. �
Figu
ral s
culp
ture
s –
Afte
r lea
rnin
g ab
out A
ugus
te R
odin
, stu
dent
s w
ill ta
ke tu
rns
mod
elin
g an
d sk
etch
ing
each
oth
er, t
hen
scul
ptcl
ay fi
gure
s fro
m th
e sk
etch
es.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 5th
Gra
de A
rt
Uni
t: A
rt H
isto
ry
#/
Plac
emen
t of U
nit:
5th
D
urat
ion:
6 w
eeks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� A
rtist
s ha
ve d
iffer
ent s
tyle
s by
whi
ch th
ey a
re k
now
n fo
r. �
Ther
e ar
e di
ffere
nt m
ediu
ms
of a
rt th
at c
erta
in a
rtist
s ar
e kn
own
for.
� A
rtist
s ar
e in
fluen
ced
by th
eir c
ultu
re a
nd ti
me
perio
d th
at th
ey
live
in.
Ess
entia
l Que
stio
ns:
� H
ow is
the
artis
t affe
cted
by
his
surro
undi
ngs?
(cul
ture
, tim
e pe
riod,
life
hap
peni
ngs)
�
Wha
t mad
e th
is a
rtist
uni
que?
�
Wha
t is
the
sign
ifica
nce
of th
is a
rtist
to th
e hi
stor
y of
art?
� (W
hy d
o yo
u th
ink
this
arti
st is
fam
ous,
or i
mpo
rtant
?)
� W
hat m
akes
an
artis
t fam
ous?
Stu
dent
s w
ill k
now
…
� V
ario
us a
rtist
s ha
ve d
iffer
ent s
tyle
s �
Som
ethi
ng a
bout
wha
t inf
luen
ced
a pa
rticu
lar a
rtist
�
Som
ethi
ng a
bout
the
time
perio
d in
whi
ch th
e ar
tist l
ived
�
Type
of s
ubje
ct m
atte
r a p
artic
ular
arti
st u
sed
in th
eir a
rtwor
k
Stu
dent
s w
ill b
e ab
le to
…
� R
ecog
nize
a c
erta
in a
rtist
’s s
tyle
and
iden
tify
that
par
ticul
ar
artis
t. (D
) �
Cre
ate
orig
inal
artw
ork
insp
ired
by th
e st
yle
of th
e fa
mou
s ar
tist.
(M)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
. �
Fina
l pro
ject
s ca
n de
mon
stra
te s
ome
of th
e ar
tists
sty
le.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d re
volv
e ar
ound
a p
artic
ular
arti
sts
styl
e, a
nd, o
r sub
ject
mat
ter.
� Th
e le
sson
sho
uld
give
an
age
appr
opria
te s
ynop
ses
of th
e ar
tist w
ith in
tere
stin
g fa
cts
and
repr
oduc
tions
.�
Rep
rodu
ctio
ns re
info
rce
the
lear
ning
.
Opt
iona
l Act
iviti
es:
� M
.C. E
sche
r Tes
sella
tions
Lea
rn a
bout
M.C
. Esc
her,
focu
s on
his
Tes
sella
tions
, des
ign
a te
ssel
latio
n an
d m
ake
it in
to s
omet
hing
repr
esen
tatio
nal
� P
icas
so s
till l
ife p
roje
ct-L
earn
abo
ut P
icas
so, f
ocus
on
Cub
ism
, and
mak
e a
still
life
in th
at s
tyle
. �
Rob
ert R
ausc
henb
erg
colla
ge- L
earn
abo
ut R
ausc
henb
erg
and
his
com
bine
pai
ntin
gs, m
ake
a co
llage
/com
bine
pai
ntin
g sh
owin
g m
akin
g a
stat
emen
t abo
ut a
cur
rent
eve
nt.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
C
ours
e Ti
tle: 5
th G
rade
Art
Uni
t: A
rt fr
om A
roun
d th
e W
orld
#/Pl
acem
ent o
f Uni
t: 6
th
D
urat
ion:
6 W
eeks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
�
Diff
eren
t cul
ture
s va
lue
diffe
rent
aes
thet
ics
and
styl
es.
� A
rtist
s fro
m d
iffer
ent c
ultu
res
may
hav
e si
mila
r the
mes
, re
pres
ente
d in
diff
eren
t way
s.
� M
any
cultu
res
have
trad
ition
s as
soci
ated
with
the
art t
hey
mak
e.
Ess
entia
l Que
stio
ns:
� W
hy d
oes
art f
rom
diff
eren
t par
ts o
f the
wor
ld lo
ok d
iffer
ent?
�
Doe
s an
y ar
t fro
m d
iffer
ent p
lace
s lo
ok th
e sa
me?
Why
, or
why
not
? �
Why
do
peop
le m
ake
art?
�
Wha
t can
art
teac
h us
abo
ut a
gro
up o
f peo
ple,
or a
cou
ntry
? �
Wha
t doe
s A
mer
ican
art
say
abou
t us?
Stu
dent
s w
ill k
now
…
� A
rtist
s of
ten
use
indi
geno
us m
ater
ials
to m
ake
art.
� A
rt of
ten
has
mea
ning
spe
cific
to a
n ar
ea’s
trad
ition
s, re
ligio
ns
or h
isto
ry.
� A
rt of
ten
embr
aces
or r
ejec
ts a
n ar
eas
spec
ific
styl
e.
Stu
dent
s w
ill b
e ab
le to
…
� C
reat
e or
igin
al a
rt ob
ject
s ba
sed
on te
chni
ques
and
mat
eria
ls
from
ano
ther
cul
ture
. (D
) �
Des
crib
e w
hat t
hey
see
whe
n th
ey lo
ok a
t art
and
artif
acts
fro
m o
ther
cul
ture
s. (M
) �
Com
pare
and
con
trast
art
and
artif
acts
from
a v
arie
ty o
f cu
lture
s to
obj
ects
from
thei
r ow
n cu
lture
(exp
: clo
thin
g,
hom
es, t
ools
, toy
s, e
tc.).
(M)
� M
ake
conc
lusi
ons
abou
t a c
ultu
re fr
om o
bser
vatio
ns o
f in
dige
nous
art,
mat
eria
ls, a
nd a
rtifa
cts.
(D)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e tim
e fo
r stu
dent
s to
eva
luat
e ar
t exa
mpl
es a
nd th
eir o
wn
wor
k.
� Le
sson
s an
d pr
ojec
ts s
houl
d in
clud
e a
varie
ty o
f mat
eria
ls a
nd te
chni
ques
for s
tude
nts
to e
xper
imen
t with
and
refle
ct u
pon.
�
Less
ons
and
proj
ects
sho
uld
expl
ore
a va
riety
of c
ultu
res
from
aro
und
the
wor
ld.
� Le
sson
s an
d pr
ojec
ts s
houl
d en
cour
age
com
paris
on o
f var
ious
cul
ture
s to
the
stud
ents
’ ow
n vi
sual
cul
ture
.
Opt
iona
l Act
iviti
es:
� Fr
ida’
s M
exic
o –
Afte
r lea
rnin
g ab
out t
he p
aint
ings
of F
rida
Kah
lo, s
tude
nts
will
crea
te a
n or
igin
al p
iece
of a
rt th
at d
epic
ts o
ne o
r tw
o of
Kah
lo’s
und
erly
ing
them
es a
bout
her
cou
ntry
, cul
ture
or s
tere
otyp
es.
� G
raffi
ti Ar
t – S
tude
nts
will
look
at g
raffi
ti ar
t fro
m th
e B
erlin
Wal
l the
n po
rtray
a m
essa
ge o
f the
ir ow
n th
roug
h im
ager
y.�
Exp
lorin
g th
e Lo
uvre
– S
tude
nts
will
take
a v
irtua
l fie
ld tr
ip to
the
Louv
re M
useu
m o
f Art
and
expl
ore
the
fam
ous
colle
ctio
n.
Afte
rwar
ds, s
tude
nts
will
desi
gn th
eir o
wn
proj
ect i
nspi
red
by o
ne o
f the
pie
ces
from
the
perm
anen
t col
lect
ion.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.
Ow
ego
Apa
lach
in C
entr
al S
choo
l Dis
tric
t
Subj
ect:
Vis
ual A
rt
Cou
rse
Title
: 5th
Gra
de A
rt
Uni
t: A
rt P
rofe
ssio
ns
#/Pl
acem
ent o
f Uni
t: 7th
Dur
atio
n: 6
wee
ks
Sta
ge 1
– D
esire
d R
esul
ts
Est
ablis
hed
Goa
ls:
Dev
elop
men
t (D
)
M
aste
ry (M
)
Stan
dard
1 -
Cre
atin
g, p
erfo
rmin
g &
par
ticip
atin
g in
the
arts
. St
anda
rd 2
- K
now
ing
& u
sing
art
mat
eria
ls &
reso
urce
s.
Stan
dard
3 -
Res
pond
ing
to &
ana
lyzi
ng w
orks
of a
rt.
Stan
dard
4 -
Und
erst
andi
ng th
e cu
ltura
l dim
ensi
ons &
con
tribu
tions
of t
he a
rts.
Und
erst
andi
ngs:
Stu
dent
s w
ill u
nder
stan
d th
at…
� Th
ere
are
man
y jo
bs th
at a
rtist
s do
in s
ocie
ty a
nd m
any
prof
essi
ons
avai
labl
e.
� Th
ere
are
man
y ty
pes
of a
rtist
s.
� A
rt is
not
just
for f
un.
Ess
entia
l Que
stio
ns:
� H
ow c
ould
an
artis
t mak
e m
oney
usi
ng th
eir t
alen
t?
� W
hat a
re s
ome
jobs
that
wou
ld re
quire
arti
stic
abi
lity?
�
Whe
re in
our
eve
ry d
ay li
fe c
an w
e se
e so
met
hing
that
was
m
ade,
or d
esig
ned
by a
n ar
tist?
�
Can
you
mak
e a
livin
g as
an
artis
t?
Stu
dent
s w
ill k
now
…
� Th
at th
ere
are
man
y jo
bs th
at a
rtist
s do
. �
That
you
can
mak
e a
livin
g by
usi
ng a
rtist
ic a
bilit
y.
� A
rt is
inco
rpor
ated
into
man
y di
ffere
nt p
rofe
ssio
ns.
Stu
dent
s w
ill b
e ab
le to
…
� G
ive
som
e ex
ampl
es o
f job
s th
at a
rtist
s do
. (M
) �
See
that
ther
e is
mor
e to
art
than
just
hav
ing
fun.
(M)
� A
pply
art
skill
s to
real
-life
sce
nario
s. (D
)
Sta
ge 2
– A
sses
smen
t Evi
denc
e P
erfo
rman
ce T
asks
:
� A
sses
smen
t will
occu
r thr
ough
obs
erva
tion
thro
ugho
ut th
e un
it.
Oth
er E
vide
nce:
� S
tude
nts
will
be a
sses
sed
on p
artic
ipat
ion,
effo
rt, fo
llow
ing
dire
ctio
ns, a
nd li
sten
ing
skills
.
Sta
ge 3
– L
earn
ing
Pla
n Le
arni
ng A
ctiv
ities
:
� Le
sson
s an
d pr
ojec
ts s
houl
d fo
cus
on p
rofe
ssio
nal a
rtist
s an
d w
hat j
obs
they
do.
�
Less
ons
shou
ld in
clud
e a
varie
ty o
f pro
fess
ions
, and
cou
ld th
en fo
cus
on a
par
ticul
ar p
rofe
ssio
n.
Opt
iona
l Act
iviti
es:
� D
esig
n a
new
pro
duct
–S
tude
nts
lear
n ab
out t
he m
any
thin
gs th
at a
rtist
s ha
ve d
esig
ned,
and
des
ign
a pr
oduc
t of t
heir
own.
�
Dre
am H
ome
desi
gn-L
earn
abo
ut a
rchi
tect
s, lo
ok a
t som
e ex
ampl
es a
nd d
esig
n a
drea
m h
ome.
�
Boo
k Ill
ustra
tions
, boo
k m
akin
g-Ta
lk a
bout
illu
stra
tors
, rea
d so
me
book
s, lo
ok a
t som
e ill
ustra
tions
, cre
ate
a bo
ok.
� S
neak
er d
esig
n-Ta
lk a
bout
des
igne
rs, f
ocus
on
clot
hing
, and
sne
aker
s, d
esig
n a
snea
ker.
Spec
ial N
eeds
Acc
omm
odat
ions
:�
Mod
ify le
sson
s fo
r stu
dent
s w
ith ta
ctile
(sen
sory
) iss
ues
that
may
affe
ct s
ucce
ssfu
l lea
rnin
g ou
tcom
es.
� A
ccor
ding
to IE
Ps,
scr
ibe
shou
ld b
e pr
ovid
ed fo
r all
less
ons
incl
udin
g w
ritin
g co
mpo
nent
s.
� V
isua
l pos
ting
of e
xpec
ted
outc
omes
and
rule
s m
ay b
e es
sent
ial f
or s
ome
spec
trum
kid
s.
� S
tude
nt’s
effo
rt an
d lis
teni
ng a
bilit
ies
are
eval
uate
d on
an
indi
vidu
al b
asis
.