roselle public schools visual & performing arts curriculum

Roselle Public Schools

Visual & Performing Arts Curriculum Units of Study K-12 Unit/Chapter Title: Unit 1: COLOR: Value and Emphasis

Course/Grade: ART K-2

Interdisciplinary Connection/s: English Language Arts & Social Studies

Unit Length: 13 weeks

Unit Overview: This unit will cover learning about the element of color; understanding the essential terminology related to the element; applying this knowledge to interpret an artist’s implementation of the element of color within their artwork and how the element of color can emphasize subject matter.

New Jersey Core Curriculum Content Standards

Visual and Performing Arts Core Curriculum Content Standards: 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.


Visual & Performing Arts Curriculum Units of Study K-12

Cumulative Progress Indicators

1.1.2.D.2 - Identify elements of art and principles of design in specific works of art and explain how they are used.

1.3.2.D.1 - Create two- and three-dimensional works of art using the basic elements of color, line, shape, form, texture, and space, as well as a variety of art mediums and application methods.

1.3.2.D.2 - Use symbols to create personal works of art based on selected age-appropriate themes, using oral stories as a basis for pictorial representation.

1.3.2.D.3 - Employ basic verbal and visual art vocabulary to demonstrate knowledge of the materials, tools, and methodologies used to create and tell visual stories.

1.3.2.D.4 - Explore the use of a wide array of art mediums and select tools that are appropriate to the production of works of art in a variety of art media.

1.3.2.D.5 - Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media.

1.4.2.B.1 - Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art.

1.4.2.B.2 - Apply the principles of positive critique in giving and receiving responses to performances.

21st Century Life and Careers Standards

9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. 9.1. B.2 Create and respond to a feedback loop when problem solving. 9.1. D.1 Interpret spoken and written communication within the appropriate cultural context. 9.1. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.


Visual & Performing Arts Curriculum Units of Study K-12 Interdisciplinary Connections:

• English Language Arts

English Language Arts Common Core State Standards:

• CCSS.ELA-Literacy.SL.2.1c; CCSS.ELA-Literacy.SL.2.6; CCSS.ELA-Literacy.W.2.1

Essential Questions/Enduring Understandings

Essential Questions:

• What is color? • How can colors depict or emphasize a mood or emotion? • Why would an artist limit their palette of colors? • Why is color such an important element of art for an artist to utilize?

Enduring Understandings:

• Moods and emotions are often associated with colors and used in everyday living such as advertising and the food industry to name a couple. Due to this relationship, a color can enhance the message or theme of a piece of artwork.

• Limiting color choices can add to emphasis of a focal point, thus drawing more attention to a particular message trying to be conveyed.

• People make different associations with color due to their own personal experiences. Color in artwork allows people to make various personal connections and interpretations.



Student Learning Objectives (NJDOE Model Curriculum)

What students should

know and be able to do?

Instructional Strategies/Activities

How will the students

reach the learning targets?

Modifications/Extensions How do I Differentiate?

Assessments

How will the students demonstrate mastery?

Resources/Technology What resources and materials will students need?

1. Explore the use of a wide variety of art media, application methods and select tools. 2. Employ basic visual art vocabulary to demonstrate knowledge of the materials and methods used.

Students will be able to identify primary colors and mix primary colors to make secondary colors with a range of media; in the organized formation of a creative color wheel. Students will utilize proper discipline-specific terminology during creation and assessment (via rubric).

Modifications: Assist students one-on-one when necessary. Pair student with another who is capable of assisting Allow extra time to complete Extensions: Go beyond the color wheel formation and create grouping of colors [color schemes] Assign adjectives to each color.

Formative: Class Discussion Quiz Redirected Paraphrasing Summative : (Please see Appendices A & B)

http://artprojectsforkids.me/wp-content/uploads/2012/08/Color-Wheel.pdfhttp://www.latinamericanstudies.org/

www.awesomeartists.com

Crayons Paint Cotton swabs for mixing Color Wheel Charts

3. Identify aesthetic qualities of exemplary works of visual art and identify the characteristics of the artists who created them.

Students will mix colors, using paint to create a chameleon.

Modifications: Assist students one-on-one when necessary. Pair student with another who is capable of assisting

Formative: Class Discussions Redirected Paraphrasing

Eric Carle’s The Mixed Up Chameleon Transparency sheets with black outlines of chameleons from the book.


Visual & Performing Arts Curriculum Units of Study K-12 4. Create two dimensional works of art using the basic elements color, line, shape, form, texture, and space.

After reading The Mixed Up Chameleon, students will discuss reasons why it is good to be different. They will put into groups or pairs and take the transparency chameleons to different parts of the room, showcasing how camouflage would take place. They will then draw their own chameleon and demonstrate mixing colors with paint.

Allow extra time to complete Extensions: Write a story about their chameleon that explains why he/she is the color(s) he/she is

Summative : (Please see Appendices A & B)

Paint Brushes Drawing paper

5. Design a three dimensional work of art in basic relief, using the basic elements color, line, shape, form, texture, and space. 6. Apply the principles of positive critique in giving and receiving responses to performances.

Create a mosaic rainbow, using tissue paper to enhance fine motor skills, exhibiting the colors in proper ROYGBIV order. Students will utilize proper discipline-specific terminology during creation and assessment (via rubric).

Modifications: Vary media Allow extra time to complete Make a smaller scale rainbow Extensions: Written response: Do you think the colors of the rainbow should be in a different order? What order would you put them and why would

Formative: Class Discussion Quiz Summative : (Please see Appendices A & B)

Tissue paper or Construction paper Glue

Scissors (or torn paper)




that be better? Color Wheel and other imagery for reference purposes

7. Generate a two dimensional work of art using the basic elements color, line and shape. 8. Observe and recognize the art elements and the subject or theme in works of art. Formulate objective assessments of their work using their observations.

Students will identify warm and cool colors; create a tissue paper bleed using only warm or cool colors; design a cityscape by using cut black paper shapes to mimic the silhouetted skyline. Students will utilize proper discipline-specific terminology during creation and assessment (via rubric).

Modifications: Assist on-on-one Pair students with varying skill level Allow extra time Extensions: Write a poem or brief paragraph describing the mood of the city, in relation to the color scheme.

Formative: Class Discussion Redirected Paraphrasing Summative : (Please see Appendices A & B)

Drawing paper Construction paper Tissue paper Water/brushes Black construction paper Scissors Glue



Vocabulary Words/Key Terms: Color Symbolism Onomatopoeia Blue-green Primary colors Design Element of art Yellow-green Secondary colors Composition Element of Design Brown Tertiary colors Rainbow Red Grey Intermediate colors Color scheme Blue Black Tints Warm colors Yellow White Shades Cool colors Green Neutrals Blending Violet Color wheel Hue Orange Genre Value Red-orange Theme Shading Yellow-orange Media/medium Complimentary Blue-violet Oil pastels Analogous Red-violet



Appendix A: Performance Task/s (Interdisciplinary Connections)

Unit: Color K-2

Interdisciplinary Tasks

Grade K

Write 5-10 adjectives describing a painting.

Grade1

Students will be able to write a poem describing the mood of a shown painting.

Grade 2

Review and discuss different characteristics of two paintings that demonstrate exclusive use of a limited color palette (i.e. cool colors versus warm colors; complimentary versus analogous). Compare and contrast both paintings in at least two paragraphs.


Visual & Performing Arts Curriculum Units of Study K-12 Unit: Color K-2

Performance Tasks

Grade K

Students will be introduced to primary colors and discuss where they see primary colors in nature. Then they will be given crayons or paint to mix primary colors to make secondary colors. They will also discuss where these colors are found in everyday life. Students will discuss and experiment with different ways to make brown.

Grade 1

Students will discuss the characteristics of the season autumn/fall, focusing on the change in foliage. The class will discuss the different parts of a tree: leaves, trunk, roots and compare them to their fingers and hand. Students will trace their hand and upper arm as the tree, creating three trees on their paper. They will include a horizon line in the background, after discussion of meaning and purpose. Objects will be drawn in the sky and on the ground. They will only be given primary colors of paint to add color to their drawing; they must mix primary colors to use secondary colors.



Appendix B: Summative Assessment

Summative Assessment Unit 1

Grade: 2

Color: Complimentary and Analogous Names

NJCCCS: 1.3.2.D.1; 1.3.2.D.3; 1.3.2.D.4; 1.4.2.B.3 English Language Arts Common Core State Standards: CCSS.ELA-Literacy.SL.2.1c; CCSS.ELA-Literacy.SL.2.6; CCSS.ELA-Literacy.W.2.1

21st Century Life and Careers Standards • 9.1. A.1 Apply critical thinking and problem-solving strategies during structured learning experiences. • 9.1. F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning

experiences.

Theme: Color Theory – Complimentary and Analogous Colors

Inter- disciplinary connections: Language Arts

Introduction: After reviewing the color wheel and its components, discuss where and how complimentary colors are often used in everyday life. Students will be using complimentary colors to emphasize their main subject. .

Essential Questions: How is color an important component of artwork?

The Task: Students will draw their name in block letters as the focal point utilizing the entire space. The area will be divided into 6 separate parts. Each section of name and background will be colored with an alternating pattern of complimentary colors (and/or analogous [extension]). After finishing, students will pair up and exchange artwork with one another, they must assign a name to the artwork and write a short poem of how the colors correspond to and describe the artist who created it.



Process/ or Steps:

1. Create a color wheel and review components, especially complimentary colors 2. Review how to draw block letters 3. Draw their own name in block letters utilizing the entire space 4. Using a ruler, if necessary, divide the area into 6 separate parts 5. Choose a pair of complimentary colors 6. Complete the composition using a varied pattern of complimentary colors to color the sections of block letters and

background space 7. Upon completion, pair with a student and exchange artwork; name the artwork; then write a short poem that describes

the artwork and how it reflects the artist.

Websites:



Visual & Performing Arts Curriculum Units of Study K-12 Rubric 1:

Assessment Rubric

Student Name: Class Period:

Assignment: Date Completed:

Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment. Excellent Good Average Needs

Improvement Rate

Yourself Teacher’s

Rating

Criteria 1 – Drew all block letters of my name 10 9 – 8 7 6 or less

Criteria 2 – Divided my space into 6 separate areas 10 9 – 8 7 6 or less

Criteria 3 – Choose and applied a color scheme with an alternating pattern (complimentary/analogous) 10 9 – 8 7 6 or less



Criteria 4 - Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time?

10 9 – 8 7 6 or less

Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media? 10 9 – 8 7 6 or less

Total: 50 x 2 = 100 (possible points)

Grade:

Your Total

Teacher Total


Visual & Performing Arts Curriculum Units of Study K-12 Rubric 2: Name __________________________________________ Section______

High Low

I worked to achieve excellence 10 9 8 7 6 5

My work shows mastery of art skills 10 9 8 7 6 5

My work exhibits craftsmanship 10 9 8 7 6 5

I was respectful to all in class 10 9 8 7 6 5

I followed all classroom rules 10 9 8 7 6 5

I listened to and followed directions 10 9 8 7 6 5

I was helpful and considerate of others 10 9 8 7 6 5

I completed all written assignments accurately 10 9 8 7 6 5



I remained on task 10 9 8 7 6 5

My work shows originality and creativity 10 9 8 7 6 5


Visual & Performing Arts Curriculum Units of Study K-12 Unit/Chapter Title: Unit 2 SHAPE: Form, Perspective, Space, Proportion


Interdisciplinary Connections: English, Mathematics


Unit Overview: This unit will cover the elements of shape, form and space, as well as the principles of perspective and proportion. Students will learn and review the different types of shapes and forms and how they are represented in two dimensions as well as three dimensions. They will see the relationship between perspective and proportion and why it is important to utilize these principles when creating art. They will also be exposed to the vast variety of professions in the art world and see the strong correlation between art and math.

New Jersey Core Curriculum Content Standards






1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures.





1.4.2.A.3 - Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through visual art.



1.4.2.B.3 - Recognize the making subject or theme in works of dance, music, theatre, and visual art.





Interdisciplinary Connections:

• English Language Arts, Mathematics


• Kindergarten: CCSS.ELA-Literacy.W.K.1; CCSS.ELA-Literacy.SL.K.1 a-b; CCSS.ELA-Literacy.SL.K.4; CCSS.ELA-Literacy.SL.K.4; CCSS.ELA-Literacy.SL.K.6; CCSS.ELA-Literacy.L.K.1 a-e; CCSS.ELA-Literacy.L.K.2 a-d

• 1st Grade:CCSS.ELA-Literacy.W.1.3; CCSS.ELA-Literacy.SL.1.1c; CCSS.ELA-Literacy.SL.1.4; CCSS.ELA-Literacy.SL.1.6; CCSS.ELA-Literacy.L.1.1 a-i; CCSS.ELA-Literacy.L.1.2 a-e; CCSS.ELA-Literacy.L.1.5d; CCSS.ELA-Literacy.L.1.6;

• 2nd Grade:CCSS.ELA-Literacy.W.2.3; CCSS.ELA-Literacy.W.2.5; CCSS.ELA-Literacy.SL.2.1c; CCSS.ELA-Literacy.SL.2.3; CCSS.ELA-Literacy.SL.2.6; CCSS.ELA-Literacy.L.2.1a-f; CCSS.ELA-Literacy.L.2.2 a-c,e



• How and why would an artist depict a place? Realistic? Imaginary? • How does math influence perspective in art? • What is space, in relation to visual art?




• The ways in which an artist chooses to depict a place depends on the message or theme they are trying to convey. • Perspective is generated by an object’s size in relation to its place/space; mathematics becomes involved when an artist uses a

vanishing point to which all angles, points and/or sides of an object align with that point. Perspective can be brought down to a series of lines, angles and points: geometry.

• Space can be the given area an artist created his/her work within or space can be how that given area is utilized.

Student Learning Objectives (NJDOE Model Curriculum)

What students should

know and be able to do?


How will the students

reach the learning targets?

Modifications/Extensions

How do I differentiate?

Assessments

How will the students demonstrate mastery?

Resources/Technology What resources and materials will students need?

1. Create two and three dimensional works of art using the basic elements color, line, shape, form, space.

Students will identify various shapes seen in everyday life and make connections. Students will draw, cut and glue different types of geometric shapes to make other images. They will complete their composition but drawing details in the background. Students will write the names of all the shapes and colors they utilized.

Modifications: Demonstration Have students who need help sit near another student who can assist Time Frame Adjustments One-on-one teacher assistance when required Extensions: Students can write a story about their picture, using

Formative: Do-Now: Work in small groups with precut shapes and name each shape in front of them Oral Questioning Class Discussion Directed Paraphrasing Summative : (Please see Appendix A)

construction paper in various colors scissors glue drawing paper crayons




the shape and color words previously recorded.

2. Explore the use of a wide variety of art media, application methods and select tools. 3. Formulate an objective assessment of their work via observations of the elements used.

Students will be able to show knowledge of types and directions of line by drawing 20 different lines and demonstrating a wax resist technique using oil pastels or crayons and watercolor paints. They will be assessed via rubric, by self and teacher.

Modifications: Demonstration Review of concepts at the beginning Have students who need help sit near another student who can assist Discussion with visual examples and project requirements Time Frame Adjustments One-on-one teacher assistance when required Extensions: Students can design a frame for their painting that enhances or emphasizes the existing lines.

Formative: Exit Ticket: Name at least 2 different types of lines and 1 type of direction. Oral Questioning Class Discussion Summative : (Please see Appendix B)

drawing paper crayons or oil pastels watercolor paints brushes water www.awesomeartists.com


Visual & Performing Arts Curriculum Units of Study K-12 4. Observe and recognize the elements of art in works of art. 5. Apply select elements and principles of art when creating a two-dimensional piece of artwork.

Students will observe artwork and imagery that illustrates perspective in a two-dimensional format, participating in an oral discussion analyzing the different aspects of the artwork. Students will use various cut paper shapes, creating a snowperson glued onto the foreground of a landscape they have created with a horizon line. They will showcase perspective by placing objects in varied sizes in the proper location: foreground, middle ground and background.

Modifications: Demonstration Discussion with visual examples Have students who need help sit near another student who can assist Time Frame Adjustments One-on-one teacher assistance when required Extensions:Students may write a story about their picture, explaining what is where, for example the snowperson is in the foreground, with ample description.

Formative: Exit Ticket: What is one way an artist can show perspective? Oral Questioning Class Discussion Directed Paraphrasing Summative : (Please see Appendixes A & B)

Imagery of perspective in artwork: http://www.google.com/search?gs_rn=19&gs_ri=psy-ab&cp=15&gs_id=1k&xhr=t&q=perspective+in+art&rlz=1R2MXGB_enUS534&biw=1024&bih=497&bav=on.2,or.r_qf.&bvm=bv.48705608,d.dmg&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=IxLfUem9PIWQyAH5n4D4Cw construction paper scissors glue crayons colored pencils

6. Create works of art that illustrate how art is a part of everyday life using a variety of art media.

Students will create a house, illustrating as many different architectural details collected and viewed during class discussion, mainly from imagery of detailed Victorian houses. The house will be cut and

Modifications: Demonstration Review of concepts at the beginning Have students who need

Formative: Exit Ticket Oral Questioning Class Discussion

Visual research for architectural details (Victorian houses): http://www.google.com/search?gs_rn=19&gs_ri=psy-ab&cp=15&gs_id=1k&xhr=t&q=perspective+i


Visual & Performing Arts Curriculum Units of Study K-12 7. Create a story based on an arts experience.

glued onto another piece of paper, where the horizon line will be drawn and objects added to the foreground and background to demonstrate knowledge of perspective. Students will write a story about their house, with either the house as the main character or the setting.

help sit near another student who can assist Discussion with visual examples and project requirements Time Frame Adjustments One-on-one teacher assistance when required Extensions: Choose one element of their theme to write an acrostic that helps explain the illustration.

Summative : (Please see Appendixes A & B)

n+art&rlz=1R2MXGB_enUS534&biw=1024&bih=497&bav=on.2,or.r_qf.&bvm=bv.48705608,d.dmg&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=IxLfUem9PIWQyAH5n4D4Cw#um=1&rlz=1R2MXGB_enUS534&hl=en&tbm=isch&sa=1&q=victorian+houses&oq=victorian+houses&gs_l=img.3..0l10.10391.16709.4.20815.44.24.0.4.4.7.189.2066.14j8.22.0....0...1c.1.19.img.wup0An1q1sE&bav=on.2,or.r_qf.&bvm=bv.48705608,d.aWc&fp=63615a2f1075ae55&biw=1024&bih=497 Examples of perspective in art: http://www.google.com/search?gs_rn=19&gs_ri=psy-ab&cp=15&gs_id=1k&xhr=t&q=perspective+i



n+art&rlz=1R2MXGB_enUS534&biw=1024&bih=497&bav=on.2,or.r_qf.&bvm=bv.48705608,d.dmg&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=N&tab=wi&ei=IxLfUem9PIWQyAH5n4D4Cw

8. Recognize the making subject or theme in works of dance, music, theatre, and visual art. 9. Employ basic visual art vocabulary to demonstrate knowledge of the materials and methods used to create and tell a visual story with symbols based around age-appropriate themes. 10. Apply the principles of positive critique in

View the Pop Art work of Keith Harring and identify the theme or message presented. Students will be able to express a universal message that is important to them using figures and imagery drawn using contour lines, similar in style to those of Harring. Students will assess and critique each other using proper discipline

Modifications: Discussion with visual examples and project requirements Time Frame Adjustments One-on-one teacher assistance when required Extensions: Design a frame for the artwork to enhance and connect the mood of the written story.

Formative: Do-Now: Write 5 different things that are very important in your life. Oral Questioning Class Discussion Summative : (Please see Appendixes A & B)

http://www.haringkids.com/ drawing paper markers crayons


Visual & Performing Arts Curriculum Units of Study K-12 giving and receiving responses to performances.

appropriate terminology.

Vocabulary Words/Key Terms: Line Shape Elements of art Foreground Space Form Perspective Midground/middle ground Media/medium Landscape Seascape Background Bleed Diagonal Horizontal Vertical Horizon line Thick Thin Straight Broken Dotted Long Short Wavy/Curly Zig-zag Curved Spiral Tapered Parallel Perpendicular Contour line Movement Geometric Organic Freeform Natural Square Rectangle Triangle Circle Oval Trapezoid Pentagon Semi-circle Diamond Star Heart Hexagon Octagon Crescent Teardrop/Raindrop Sphere Cube Pyramid Rectangular Prism Cylinder Rhombus Two-Dimensional Three-Dimensional Parallelogram Texture Smooth Bumpy/Lumpy Hard Soft Woven Ridged Jagged Rough Overlapping Positive Space Negative Space Sculpture In the round Relief Scale Size Relation Symbolism Theme



Appendix A: Performance Task/s (Interdisciplinary Connections)

Unit 2: Shape K-2

Interdisciplinary Tasks (To be completed in conjunction with grade level Performance Tasks.)

Grade K

English Language Arts Standards: CCSS.ELA-Literacy.SL.K.1 a-b; CCSS.ELA-Literacy.SL.K.4; CCSS.ELA-Literacy.SL.K.4; CCSS.ELA-Literacy.SL.K.6

In conjunction with the Grade K Performance Task: Students will be able to write the names of at least 10 different shapes and match those names with the actual shapes they used in their composition. For reinforcement and demonstration of knowledge of color from Unit 1, they will also be able to record the names of the colors used within their composition.

Grade 1

English Language Arts Standards: CCSS.ELA-Literacy.W.1.3; CCSS.ELA-Literacy.SL.1.1c; CCSS.ELA-Literacy.SL.1.4; CCSS.ELA-Literacy.SL.1.6; CCSS.ELA-Literacy.L.1.1 a-i; CCSS.ELA-Literacy.L.1.2 a-e; CCSS.ELA-Literacy.L.1.5d; CCSS.ELA-Literacy.L.1.6 Students will write a narrative, as though they are walking the reader through their picture starting in the foreground, moving along through the landscape to the background using as much detail as possible to describe their composition.


Visual & Performing Arts Curriculum Units of Study K-12 Grade 2

English Language Arts Standards: CCSS.ELA-Literacy.W.2.3; CCSS.ELA-Literacy.W.2.5; CCSS.ELA-Literacy.SL.2.1c; CCSS.ELA-Literacy.SL.2.3; CCSS.ELA-Literacy.SL.2.6; CCSS.ELA-Literacy.L.2.1a-f; CCSS.ELA-Literacy.L.2.2 a-c,e Students will write a short story with their house as the main character or setting. There must be an interesting beginning that hooks the reader’s interest, middle and an end. Students must use as many adjectives as possible, especially when it comes to describing the house and the background.

Performance Tasks

Grade K

Students will discuss different shapes and then using a set amount of only geometric shapes will create things found in nature. (Example: a flower can be made using a circle, triangles, ovals, and rectangles).

Grade 1

Students will create a landscape demonstrating knowledge of foreground, middle ground and background. They will utilize only torn and cut paper as their media.

Grade 2

Create a house using discussed and student generated architectural details. House will be colored, cut and glued onto another piece of paper, where horizon line will be drawn and objects added in perspective to show foreground, middle ground and background.



Appendix B: Summative Assessment

Summative Assessment Unit 2

Line Wax Resist

Grade: 1

NJCCCS: 1.3.2.D.1; 1.3.2.D.3; 1.3.2.D.5; 1.4.2.B.2 English Language Arts Standards: CCSS.ELA-Literacy.W.K.1; CCSS.ELA-Literacy.SL.K.1 a-b; CCSS.ELA-Literacy.SL.K.4; CCSS.ELA-Literacy.SL.K.4; CCSS.ELA-Literacy.SL.K.6; CCSS.ELA-Literacy.L.K.1 a-e; CCSS.ELA-Literacy.L.K.2 a-d


experiences.

Theme: Element of Line and technique of wax resist

Inter- disciplinary connections: Science, English Language Arts

Introduction: What is the difference between direction and type of line? Compare line direction to a person standing up straight versus laying down to represent vertical and horizontal. Discuss diagonal/slanted. Name as many different types of lines as possible, and illustrate them on the board. Discuss what resist means, with visual example, also discuss how oil (and things with similar properties) do not mix nor blend together.


Visual & Performing Arts Curriculum Units of Study K-12 Essential Questions: Can a straight (zig-zag, curly, etc.) line be drawn in any direction? Can a line depict movement? What is a wax resist?

Enduring Understandings: Any type of line can be drawn in any direction, with the exception of a spiral. Lines can depict movement and mood. Water cannot penetrate wax, therefore when watercolor paints are applied properly over crayon or oil pastels, the watercolor paints will not adhere to the other medium.

The Task: You are going to draw 10 different lines with a white oil pastel, and 10 more lines and/or shapes with two other colored pastels. You will be timed! Then you will perform a magic trick! You will be able to see all the white lines that you drew. The magic trick is the wax resist.

Process/ or Steps:

1. Discuss difference between direction of line and type of line. 2. Illustrate and name different types of line guided by student discussion. 3. Make a correlation between a type of line and what type of movement or mood it correlates with. 4. Each student will take a white oil pastel and two colored oil pastels. 5. In a “game-like” setting will make 10 lines going across their paper with their white oil pastel; they will be timed and doing

this simultaneously. 6. They will make 5 more lines/shapes with each of their two colors. 7. Introduce the wax resist technique via teacher demonstration. 8. Physically illustrate the definition of resist with student participation; explain how the wax of the oil pastels, or crayons,

will resist the water and hence the color of the water color paints. 9. Students will be assessed via rubric and artwork will be displayed. 10. Each student will look at another student’s work and write a poem that describes the colors and lines, as well as the

movement and mood generated by the elements of art.

Websites:




Rubric 1

Name __________________________________________ Section______

High Low

I worked to achieve excellence 10 9 8 7 6 5

My work shows mastery of art skills 10 9 8 7 6 5

My work exhibits craftsmanship 10 9 8 7 6 5

I was respectful to all in class 10 9 8 7 6 5

I followed all classroom rules 10 9 8 7 6 5

I listened to and followed directions 10 9 8 7 6 5

I was helpful and considerate of others 10 9 8 7 6 5



I completed all written assignments accurately 10 9 8 7 6 5

I remained on task 10 9 8 7 6 5

My work shows originality and creativity 10 9 8 7 6 5

Rubric 2

Art Rubric Art Lesson

Components Strong Adequate Needs Work

Art Work Produces high quality, creative work.

Produces acceptable work.

Produces no work or very poor quality work.

Skills Applied all concepts, especially those stressed for the project.

Applied some of the skills expected for the project.

Did not apply the expected skills for the project.

Participation Participated appropriately with no reminders.

Needed some reminding about class participation.

Did not participate in class and did not use time well.

Use of Materials Used materials appropriately with no reminders

Needed some reminding on proper material use

Used materials and tools inappropriately.

Behavior Always follows all classroom rules and

Usually follows some classroom rules and

Usually does not follow classroom rules and



never causes a classroom disturbance.

occasionally causes a classroom disturbance

frequently causes classroom disturbances.

Elements and Principles of Art

Planned carefully, showed an awareness of the elements and principles of design.

Did the assignment adequately, but it shows lack of planning and the awareness of the elements and principles of design.

Completed the project, but showed little evidence of any understanding of the elements and principles; no evidence of planning

Safety Rules Followed all of the safety rules.

Followed some of the safety rules.

Followed no safety rules.

Creativity and Originality

Thought of many ideas, made connections to previous knowledge, demonstrated outstanding problem solving skills.

Thought of a few ideas, or based work on someone else's idea, made decisions, solved the problem in a logical way.

Finished the assignment, but gave no evidence of trying anything creative.

Effort

Project was continued until it was as complete. Gave effort far beyond that required. Took pride in going well beyond the requirement.

Finished the project, but it could have been improved with more effort. Knew how to do the project but didn't finish, or worked carelessly.

Completed the project with minimum effort.

Craftsmanship Artwork was beautifully and patiently done.

Artwork was of average craftsmanship; adequate, but not as good as it could have been

Project was below average in craftsmanship. Showed lack of pride in finished project.



Group Cooperation Attitude

Sensitive to the feelings of others. Followed all classroom rules and willingly participated in class discussions

Sometimes sensitive to others, usually follows some of the classroom rules, occasionally causes a disturbance and sometimes participate in class discussions

Usually does not follow classroom rules or consider the feelings of others or participate in classroom discussions.

Rubric 3

Criteria Goal Mastery – 3 pts

Advancing – 2pts

Novice – 1 pt

Score

Developing skills at grade level – Shows growth - takes risks to discover

I produce high quality, creative work. I show originality and take risks to learn new.

Understanding and application of Art Concepts and lesson objectives

I apply all art concepts, especially those stressed for the project. I solve problems myself.

Participation and effort

I always participate in class and always use class time well

Use and care of Materials

I used all materials appropriately with no reminders. I always clean up



Behavior

I always follow all classroom rules and never cause a classroom disturbance. I am Always helpful.

Total

Comments:


Visual & Performing Arts Curriculum Units of Study K-12 Unit/Chapter Title: Unit 3: Pattern: Rhythm, Symmetry, Balance, Movement


Interdisciplinary Connection: English Language Arts and Mathematics


Unit Overview: In this unit students will discover patterns and experiment different ways to create them not limiting themselves to only using the elements of art and principles of design. They will also be able to create the effect of rhythm and movement within a stationary piece of art. This unit will emphasize the importance of balance within art to draw attention to a focal point, theme or message; as well as the different types of and ways to utilize principle of symmetry. Throughout the duration of this unit students will draw upon knowledge from the previous units and begin to see how all the elements of art and principles of design are connected and intertwined.

New Jersey Core Curriculum Contents Standards





1.1.2.D.1 - Identify the basic elements of art and principles of design in diverse types of artwork.


1.2.2.A.1 - Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures.

1.2.2.A.2 - Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures.





1.3.2.D.5 - Create works of art that are based on observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media.

1.4.2.A.1 - Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.).

1.4.2.A.2 - Compare and contrast culturally and historically diverse works of visual art that evoke emotion and that communicate


Visual & Performing Arts Curriculum Units of Study K-12 cultural meaning.

1.4.2.A.3 - Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through visual art.

1.4.2.A.4 - Distinguish patterns in nature found in works of visual art.



1.4.2.B.3 - Recognize the making subject or theme in works of dance, music, theatre, and visual art.



Interdisciplinary Connections: English Language Arts


Grade K:

CCSS.ELA-Literacy.W.K.2; CCSS.ELA-Literacy.W.K.5; CCSS.ELA-Literacy.SL.K.1 a-b; CCSS.ELA-Literacy.SL.K.3; CCSS.ELA-Literacy.SL.K.5; CCSS.ELA-Literacy.SL.K.6; CCSS.ELA-Literacy.L.K.1 a-f; CCSS.ELA-Literacy.L.K.2 a-d


Visual & Performing Arts Curriculum Units of Study K-12 Grade 1: CCSS.ELA-Literacy.W.1.2; CCSS.ELA-Literacy.SL.1.1c; CCSS.ELA-Literacy.SL.1.4; CCSS.ELA-Literacy.SL.1.6; CCSS.ELA-Literacy.L.1.1 a-j; CCSS.ELA-Literacy.L.1.2 a-e; CCSS.ELA-Literacy.L.1.6

Grade 2: CCSS.ELA-Literacy.W.2.1; CCSS.ELA-Literacy.W.2.5; CCSS.ELA-Literacy.SL.2.1c; CCSS.ELA-Literacy.L.2.1 a-f; CCSS.ELA-Literacy.L.2.2 a-e; CCSS.ELA-Literacy.L.2.3; CCSS.ELA-Literacy.L.2.6



• What is pattern? What can be used to create a pattern? • Where are patterns found in nature? • How can an artist create rhythm or movement in a stationary piece of artwork? • Why is balance important in art? What are different ways a composition can be balanced? • What is symmetry and what are the different types of symmetry? • Where can you find examples of symmetry in nature?


• Pattern is repetition of the elements of art or anything else; there are patterns in music, in math, jumping jacks are a pattern of repeated movements, patterns are everywhere.

• Patterns are found quite frequently in nature, in animals on their feathers or fur, insect wings, reptile or fish scales; flowers and plants; bricks on a house; rainbows; clouds, etc.

• An artist can create rhythm or movement by using one or a combination of the elements of art or principles of design.

• Balance is important in art because no matter what type of balance is present within the composition it will help draw the

viewer to the focal point, thus enhancing the message or theme. Different types of balance include symmetrical, asymmetrical and radial.



• Symmetry is when things are exactly the same on either side of a line; when shape is exactly the same when you flip, slide or turn it.

• Types of symmetry are bilateral or reflection symmetry, radial or rotational symmetry, translational symmetry, and asymmetry, or lack of symmetry.

• Examples of symmetry in nature are everywhere, from tree leaves to butterfly wings, from flowers to humans.

Student Learning Objective (NJDOE Model Curriculum)

What students should know and be able to

do?


(How will the students reach

the learning targets?)

Modifications/Extensions

(How do I differentiate?)

Assessments

(How will the students demonstrate mastery?)

Resources/Technology (What resources and materials will students need?)

1. Distinguish patterns in nature found in works of visual art.

2. Create works of art that are based on

Students will discover and be able to verbally identify examples of patterns and symmetry in nature. They will work in small groups or pairs to record their observations. They will write there examples of where they found symmetry in nature and three observations of where they found symmetry in artwork. Students will work individually, using lateral symmetry to create a butterfly.

Modifications: Demonstration Review of concepts at the beginning Have students who need help sit near another student who can assist Discussion with visual examples and project requirements Time Frame Adjustments

Formative: Exit Ticket: Name one type of symmetry. Oral Questioning Class Discussion Directed Paraphrasing Summative: (Please see Appendices A & B)

http://listverse.com/2013/04/21/10-beautiful-examples-of-symmetry-in-nature/ http://www.misterteacher.com/symmetry.html construction paper tissue paper scissors glue paint brushes cotton swabs



observations of the physical world and that illustrate how art is part of everyday life, using a variety of art mediums and art media.

The pattern on the wings will also demonstrate symmetry. They will also adhere to a chosen color scheme. Students will use multi-media to create the patterns on their butterfly wings.

One-on-one teacher assistance when required Extensions: Students may glue their butterfly onto a larger piece of paper and create a background, which can include more examples of symmetry; such as the radial symmetry of a flower.

3. Compare and contrast culturally and historically diverse works of art that evoke emotion and communicate cultural meaning. 4. Create two dimensional works of art using the basic elements color, line, shape, form, texture, and space. 5. Explore the use of a

Students will review positive and negative space. They will also look at different examples of masks from around the world, observing not only the elements and principles of art evident in each, but also the media used to create it. Students will sketch out their own idea for a mask. They must utilize at least one line of lateral symmetry (see extensions). Students will use a variety of


Formative: Oral Questioning Class Discussion Directed Paraphrasing Homework: Draw two different ideas for you mask. Outline where your line or lines of symmetry are and include positive and negative space. Summative: (Please see Appendices A & B)

Masks Around the World Power Point: www.whms.jordan.k12.ut.us/teachers/packer/powerpoints/masks.ppt Media may include, construction paper, clay, Paris craft/plaster, paint, etc.



wide variety of art media, application methods and select tools

media, depending on various factors: class size, skill level, material availability, etc.

One-on-one teacher assistance when required Extensions: Students may utilize radial symmetry within their mask to enhance the level of difficulty.

6. Identify the basic elements of art and principles in diverse types of artwork and explain how they are used. 7. Utilize the elements of art to demonstrate a principle of design. 8. Employ basic visual art vocabulary to

Students will discuss different ways artists have depicted movement in their stationary artwork. They will analyze several pieces of work and identify the specific elements of art and principles of design utilized to achieve this. Students will generate a list of various forms of weather that have movement. They will choose one and decide how to depict the movement of that particular form of weather using the elements and principles of design and various available media. After completion, students will exchange their work with that

Modifications: Demonstration Review of concepts at the beginning Have students who need help sit near another student who can assist Discussion with visual examples and project requirements Time Frame Adjustments One-on-one teacher assistance when required Extensions: Create another example of movement, but

Formative: Do-Now: Define RHYTHM. Define MOVEMENT. Exit Ticket: Name one way an artist can show movement. Oral Questioning Class Discussion Directed Paraphrasing Summative: (Please see Appendices A & B)

Weather Depicted in Art: http://www.artsology.com/how-artists-portray-weather.php Types of Severe Weather: http://www.weatherwizkids.com/



demonstrate knowledge of the materials and methods used to create a piece of art. 9. Apply the principles of positive critique in giving and receiving responses to performances.

of a peer and write one paragraph; with an opening statement, at least three points or observable facts of what exactly was done in the artwork to depict the movement of the weather, and a closing statement.

Students will be accessed via rubric.

this time the movement has to be that of a living thing. Students may include a critique in addition to their observational paragraph.

10. Observe and recognize the art elements, principles of design and the subject or theme in works of art. 11. Create a work of art that depicts specific principles of design.

Students will listen to the book, Tar Beach, by Faith Ringgold. They will discuss the pertinent elements of the story: plot, characters and setting. They will go back and take a close look at the artwork and identify the different elements of art and principles of design that Faith Ringgold used to illustrate her story. Students will draw themselves flying above their town.


Formative: Oral Questioning Class Discussion Directed Paraphrasing Summative: (Please see Appendix B)

Ringgold, Faith. Tar Beach. New York: Crown Publishers, Inc., 1991.

http://www.tfaoi.com/aa/6aa/6aa222.htm

http://www.faithringgold.com/ringgold/d36.htm

Drawing paper Paint Brushes Fabric/Felt Rulers



12. Create a story based on an arts experience that communicated an emotion or feeling and tell the story through the visual arts. 13. Utilize discipline specific observations to formulate objective

Reviewing the principles of perspective, proportion and balance, and the elements of color, line, texture and shape; while introducing the principles of pattern, rhythm, symmetry, balance and movement.

After completion, students will write a narrative based on the following task:You are flying again. Except this time you can choose to fly over anywhere in the world! Where would you choose to fly? What would it look like? Describe what you would see in detail. When would you fly there? What season and what time of day? Why did you choose this particular location? Explain at least two reasons why.

Students will be assessed utilizing proper discipline-

One-on-one teacher assistance when required Extensions: To have an illustration accompany their narrative, students may draw themselves flying over anywhere in the world.



assessments of their work.

based terminology via rubric.

Vocabulary Words/Key Terms:

Pattern Rhythm Movement Symmetry Radial Bilateral Reflection Mirror-image Rotational Translational Asymmetry Elements of Art Principles of Design

Unity Variety Balance Space Two-dimensional Three-dimensional Composition Contour Line Continuity Medium/Media Subject Matter Linear Shape

Theme Weather Vertical Horizontal Geometric Natural Organic Multi Media Fabric Felt Perspective Space Color Scheme

Negative Space Positive Space



Appendix A: Performance Task/s((Interdisciplinary Connections)

Unit 3: Pattern K-2

Grade K

English Language Arts Standards:CCSS.ELA-Literacy.W.K.2; CCSS.ELA-Literacy.W.K.5; CCSS.ELA-Literacy.SL.K.1 a-b; CCSS.ELA-Literacy.SL.K.3; CCSS.ELA-Literacy.SL.K.5; CCSS.ELA-Literacy.SL.K.6; CCSS.ELA-Literacy.L.K.1 a-f; CCSS.ELA-Literacy.L.K.2 a-d

Students will look at different types of symmetry found in artwork and compare them to forms of symmetry found in nature. Students will have a dialogue as a class and in small groups comparing and contrasting forms of symmetry found. They will be able to record their findings writing three observations of symmetry in art and three observations of symmetry in nature. They may include drawing to help explain their observations.

Grade 1

English Language Arts Standards:CCSS.ELA-Literacy.W.1.2; CCSS.ELA-Literacy.SL.1.1c; CCSS.ELA-Literacy.SL.1.4; CCSS.ELA-Literacy.SL.1.6; CCSS.ELA-Literacy.L.1.1 a-j; CCSS.ELA-Literacy.L.1.2 a-e; CCSS.ELA-Literacy.L.1.6

(To be completed in conjunction with Grade 1 Performance Task, see Appendix B.)

Each student will be randomly handed another student’s artwork where the elements of art and principles of design were utilized to depict movement of weather. Students will write one paragraph; with an opening statement, at least three points or observable facts of what exactly was done in the artwork to depict movement, and a closing statement.


Visual & Performing Arts Curriculum Units of Study K-12 Grade 2

English Language Arts Standards:CCSS.ELA-Literacy.W.2.1; CCSS.ELA-Literacy.W.2.5; CCSS.ELA-Literacy.SL.2.1c; CCSS.ELA-Literacy.L.2.1 a-f; CCSS.ELA-Literacy.L.2.2 a-e; CCSS.ELA-Literacy.L.2.3; CCSS.ELA-Literacy.L.2.6

(To be completed in conjunction with Grade 2 Performance Task, see Appendix B.)

After students complete their symmetrical masks, they will write a narrative where they first describe, in as much detail as possible, what the mask looks like, then explain the mask’s purpose and what it is used for, as well as what happens to the person who is wearing it.

Website: Masks Around the World Power Point: www.whms.jordan.k12.ut.us/teachers/packer/powerpoints/masks.ppt



Appendix B: Summative Assessment:

Unit 3: Pattern K-2

Grade K

Demonstrate tracing and cutting skills by tracing half of a butterfly on a folded piece of paper, then cutting it to show symmetry. A color pattern will be made by gluing balled tissue paper to enhance fine motor skills.

Grade 1

Different types of weather will be discussed. Each student will chose one form and then depict movement of that form of weather using line, shape, color, and pattern.

Grade 2

Create a mask utilizing positive and negative space and demonstrating vertical linear symmetry. Geometric, organic and freeform shapes will be reviewed and used for the facial features.



Summative Assessment Unit 3: Pattern

Grade: 1

Theme: Tar Beach: Pattern, Rhythm and Movement NJCCCSS: 1.1.2.D.2; 1.3.2.D.1; 1.3.2.D.2; 1.3.2.D.3; 1.3.2.D.4; 1.4.2.A.3

English Language Arts Standards: CCSS.ELA-Literacy.W.1.2; CCSS.ELA-Literacy.SL.1.1c; CCSS.ELA-Literacy.SL.1.4; CCSS.ELA-Literacy.SL.1.6; CCSS.ELA-Literacy.L.1.1 a-j; CCSS.ELA-Literacy.L.1.2 a-e; CCSS.ELA-Literacy.L.1.6


experiences.

Inter-disciplinary Connections: English Language Arts

Introduction:

Students will listen to the book “Tar Beach,” by Faith Ringgold. Students will discuss the elements of the story: the main characters, the plot and the setting. They will also discuss the meaning behind the title.

Essential Questions: How can you show movement in art?


Visual & Performing Arts Curriculum Units of Study K-12 Enduring Understandings: You can use a combination of or repetition of specific elements of art, or a pattern, to create the illusion of movement.

The Task: You are going to close your eyes and imagine yourself flying over your town, Roselle. What would the buildings look like? What would you look like flying over them? Where would you find patterns, looking down at the town, or even looking up at the sky? The artist Faith Ringgold often utilized fabric as a medium, you will be able to use fabric for your own clothing in the composition, you will be able to use paint on top of that fabric if you’d like to create a pattern on the clothing. As you are drawing the buildings below yourself flying in the sky, what would they look like from your perspective? Could you see a pattern on the rooftops? In the streets? Is anyone flying along with you? Who?

Process/ or Steps:

1. Read Tar Beach, by Faith Ringgold and discuss pertinent elements of story. 2. Introduce task. Students will draw their town below them flying over it. 3. As students are drawing buildings, review perspective how large or small are the buildings in relation to the figure of them

flying in the sky? 4. As students are beginning to add color and detail, discuss if and where any patterns would be present. 5. Students can discuss and then demonstrate how to show movement of flight. 6. Students will implement the element of color. 7. Even though Faith Ringgold used mostly fabric in her artwork, students will be able to include this medium by cutting out

and gluing on fabric for their clothing. 8. Upon completion, students will be self and teacher assessed via rubric. 9. Students will write a narrative on the following:

You are flying again. Except this time you can choose to fly over anywhere in the world! Where would you choose to fly? What would it look like? Describe what you would see in detail. When would you fly there? What season and what time of day? Why did you choose this particular location? Explain at least two reasons why.

Websites/Resources:


Visual & Performing Arts Curriculum Units of Study K-12 Ringgold, Faith. Tar Beach. New York: Crown Publishers, Inc., 1991.

http://www.tfaoi.com/aa/6aa/6aa222.htm

Tar Beach #2, 1990-1992, silkscreen on silk

http://www.faithringgold.com/ringgold/d36.htm



Street Story Quilt #1, 2, 3 1985 Acrylic on canvas, dyed, painted and pieced fabric (triptych) Left: The Accident Center: The Fire Right: The Homecoming


Visual & Performing Arts Curriculum Units of Study K-12 Rubrics:

Project: Tar Beach Name ______________________________ Date ______________ Class ___________ Criteria Goal Mastery –

3 pts Advancing – 2pts

Novice – 1 pt

Score

Developing skills at grade level – Shows growth - takes risks to discover

I produce high quality, creative work. I show originality and take risks to learn new.

Understanding and application of Art Concepts and lesson objectives

I apply all art concepts, especially those stressed for the project. I solve problems myself.

Participation and effort

I always participate in class and always use class time well

Use and care of Materials

I used all materials appropriately with no reminders. I always clean up

Behavior

I always follow all classroom rules and never cause a classroom disturbance. I am Always helpful.

Total

Art Concept (s): Lesson Objectives: Teacher’s Comments: Parent Signature: _______________________________________ Date______________

roselle public schools visual & performing arts curriculum

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