Subject Area: Kindergarten Visual Art

Unit 1: Welcome to the Art Room

Unit Outcomes: Students will learn Art Room rules, procedures and safety. Essential Outcome and Related Standards: Students will understand that following rules and procedures within the art room is essential in maintaining a productive and safe workplace.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1 Content and Instructional Activities: A. Students will be introduced to art room rules and procedures in order to ensure safety

within the classroom and, in turn, the most productive, creative environment in which to produce. B. Through a variety of activities and project creation, students will demonstrate developmentally appropriate care for tools, media and their work space.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation. A seating chart will be implemented to ensure each student’s location within the room is conducive to his/her needs, learning style and limitations. This particular seating arrangement can be adapted easily at any point and as needed.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary, along with additional roles in classroom/tool setup and cleanup. Student generated signage to reiterate rules, tool usage and care, and procedures.

Assessment Criteria: Base 10 Scoring Rubric­ Students will demonstrate knowledge of rules and procedures along with understanding of main themes. Students will identify tools and their appropriate use through directed creativity. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, Class folder, 18x24 manilla paper, white drawing paper, tracing paper,finger paint, pencils, markers, crayons, stencils, scissors, glue sticks, drying racks, sinks, soap, paper towels, reward stickers. LITERARY LINK: The Art Lesson by Tomie DePaolo, Artist to Artist ­ 23 Major Illustrators talk to Children about Their Art, The Very Hungry Caterpillar by Eric Carle, WEBSITES: http://10000pages.blogspot.com/2009_07_01_archive.html, ericcarle.com, Tomie.com, carlemuseum.org, nccil.org/museum. Instructor and Student generated visuals posted in the room.

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Subject Area: Kindergarten Visual Art

Unit 2: Line Recognition and Use

Unit Outcomes: Students will explore the element of line through identification and creation. Students will understand that any/all art works begin with the most simple of lines.

Essential Outcome and Related Standards: A. Students will identify lines that make shapes. B. Line descriptions and “names” will be assigned to those created. C. Students will identify lines in the classroom. D. Students will identify lines in various art examples.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.4

Content and instructional Activities: A. Pre­instruction; students will create a sketch of at least 4 simple lines. B. Students will explore and demonstrate knowledge of vocabulary: thick and thin, wavy/curvy, zigzag, horizontal and vertical, interrupted or dotted, parallel/converging, contour. C. Students will distinguish between types, characteristics and directions. D. Students will identify tools that make various lines.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, peer helpers, assisting others to reinforce community and rules/procedures.

Assessment Criteria: Base 10 Scoring Rubric­ Students will demonstrate knowledge of rules and procedures along with understanding of main themes consistently. Students will identify tools and their appropriate use through directed creativity, pre­instruction activity, and post­instructional composition using lines. Students will demonstrate knowledge of vocabulary. Students will view photos of emerging, proficient and advanced examples of final product. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, paint, brushes, sticks, found materials. WEBSITES: Getty Museum overview of the elements of art http://www.getty.edu/education/tesachers/building_lessons/formal_analysis.html, PRINTS: Carnival, Miro, LITERARY LINK: Think With a Line by CathyWeisman Topal, The Dot by Peter Reynolds, DVD: Gettin to know­Line in Art, Drawing th Line­Keith Haring.

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Subject Area: Kindergarten Visual Art

Unit 3: Feelings, Moods and Shapes

Unit Outcomes: Students will create art that represents their understanding of feeling and mood expression through art creation. Students will understand the significance and importance of the art element of shape within a piece of art. Essential Outcome and Related Standards: A. Students will create a line drawing that shows feeling, mood or emotion with direction, types, movement and shapes, etc. B. Students will create a piece of art that demonstrates their understanding that line closure creates simple geometric shapes. C. Students will identify a variety of geometric shapes within their own work and that of others.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.3,CCSS.M.2.4 Content and Instructional Activities: A. Students will create a line drawing while listening to music to show a feeling, mood or emotion. B. Students will continue to explore with direction, type and movement in line through creation of two dimensional work. C. Students will use their understanding of line closure and creation of free form or organic shapes to create two dimensional compositions. D. Students will engage in activities in order to identify simple shapes in forms of objects: cookie/circle,book/rectangle, etc. E. Students will classify shapes and forms into categories: geometric, organic, 3­d, 2­d.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation. Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, peer helpers, assisting others to reinforce community and rules/procedures. Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will identify tools and their appropriate use through directed creativity, pre­instruction activity, post­instructional compositions using shapes and forms. Students will provide evidence that demonstrates simple shapes transformed into houses, trees, animals, dinosaurs, and people. Students will participate in group and self critique exercises.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, paint, brushes, stencils, blocks, puzzles, WEBSITES: Art for Kids http://kids.usa.gov/grown­ups/art/index.shtml, Getty Museum overview of the elements of art­ http:www.getty.edu/education/teachers/building_lessons/formal_analysis.html, DVD: Getting to Know ­ Shape and Form in Art.

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Subject Area: Kindergarten Visual Art

Unit 4: Texture Unit Outcomes: Students will identify textural qualities within the environment. Essential Outcome and Related Standards: A. Students will touch and compare examples of texture found in both the art room and in nature. B. Students will understand and implement the art element of texture as it is used in famous art examples as well as in their own.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.3,CCSS.M.2.4

Content and Instructional Activities: A. Students will participate in a variety of explorational activities including vocabulary brainstorming, blindfolded description partner games, and texture collection boards in which a variety of media is applied to a like surface creating numerous textures. B. Students will understand the difference between actual texture and implied texture as they relate to visual art. C. Students will create a composition combining line shape and texture in the development of a two dimensional landscape.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation. Enrichment: Additional connections to cross­curricular content; e.g using current vocabulary words for written expression, peer helpers, assisting others to reinforce community and rules/procedures, self guided explorations into textural possibilities and uses.

Assessment Criteria: Base 10 Scoring Rubric ­ Students will demonstrate verbal evidence of understanding and identification/description of textures in art prints, nature, and/or man­made environments. Rules and procedures along with understanding of main themes will be monitored consistently. Students will identify tools and their appropriate use through directed creativity, pre­instruction activity, and post­instruction activity, including group critique and self reflection. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, Paper, pencil, marker, crayon, paint, brushes, stencils, rubbing plates, oilpastel, clay, model magic, sculpee. WEBSITES: Art for Kids http://kids.usa.gov/grown­ups/art/index.shtml, Getty Museum overview of the elements of art­ http:www.getty.edu/education/teachers/building_lessons/formal_analysis.html, PRINTS: Still Life and Blossoming Almond Trees, Diego Rivera, Untitled Box Number 3, Samara, Violin and Candlestick, Braque. LITERARY LINK: Brush Mona Lisas Hair by Julie Appel and Amy Guglielmo. A collection of objects showing texture such as seashells, feathers, yarn,sandpaper,pine

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cones, driftwood,keys,etc. Remainder of materials to be dictated by availability and specifics of the project

Subject Area: Kindergarten Visual Art

Unit 5: Pattern, Motif and Rhythm Unit Outcomes: Students will understand, identify and create pattern, motif and rhythm through art examination and production.

Essential Outcome and Related Standards: A. Students will identify and distinguish between ordered and random patterns. B. Students will identify rhythm, movement and harmony in selected pattern examples. State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.3,CCSS.M.2.4 Content and Instructional Activities: A. Students will identify sequential and random patterns in selected fabrics and wallpaper samples as well as those found in the clothing that they and classmates are wearing on that day. B. Students will make comparisons between the patterns discovered and created in the art room with those explored in math studies. C. Students will compare and contrast the use of the words, patterns and rhythm as they relate to visual art to their use in the music room through participation in clapping activities. D. Students will create original artworks while incorporating pattern, motif and rhythm in a composition of their own Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Students will take completed work to the next level by printing onto fabric or they will create a block print of their self generated work in order to duplicate again and again on various surfaces.

Assessment Criteria: Base 10 Scoring Rubric­ Students will demonstrate knowledge of rules and procedures along with understanding of main themes. Students will verbally identify types of patterns through the use of audio recordings, in conjunction with the hands on assignments, interviews and guided questioning. Students will identify tools and their appropriate use through directed creativity, pre­instruction activity, participation in clapping rhythms and post­instruction activity.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, Paper, pencil, marker, crayon, paint, brushes, sponges, stamp pads, foam printing blocks. WEBSITES: http://www.zefrank.com/snowflake­an interactivewebsite for creating 2­d, 3­d and rotating snowflake patterns, http:www.getty.edu/education /teachers/building_lessons/formal_analysis.html, PRINTS: Green Coca­Cola Bottles, Andy Warhol, Fabric samples including kente cloth, Mexacan woven samples, etc. Wallpaper scraps. LITERARY LINK: Pattern Fish by Trudy Harris, The Pottery Place by Gail Gibbons. Remainder of materials to be dictated by availability and specifics of the project.

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Subject Area: Kindergarten Visual Art

Unit 6: Color

Unit Outcomes: Students will discover the science behind color theory. Essential Outcome and Related Standards: A. Students will be introduced to color theory through exploration of “what makes a rainbow”, the color wheel and color mixing with a variety of media. B. Students will identify and use proper color harmonies and families. C. Students will choose and evaluate a range of subject matter, symbols and ideas. States Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.3,CCSS.M.2.4 Content and Instructional Activities: A. Students will use color paddles and wheels while exploring the science of light and how we see it. B. Students will accurately complete a color wheel of their own using only primary colors. They will ultimately identify primary and secondary colors with ease. C. Students will explore more color classifications such as complimentary and analogous before creating an original work using a “family” of their choosing. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Students can create visual tables depicting tints and shades, warm and cool colors, and more complex harmonies and mixing experiments. Students can use a wider variety of media to mix and document results.

Assessment Criteria: Base 10 Scoring Rubric ­ Students will identify the primary colors. Students will identify the secondary colors and demonstrate how to mix them. Students will write, say and spell color names. Students will identify tools and their appropriate use through directed creativity, pre­instruction activity, post­instruction activity demonstrating color selections. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, paint, brushes, scissors, construction paper. WEBSITE: http://www.eric­carle.com/bb­HRFnotes.html. DVDs: Getting to Know Color, Dropping in on Matisse. PRINTS: Le Gourmet, Picasso, Various Matisse works. LITERARY LINKS: Mouse Paint by Ellen Stoll Walsh, Eating the Alphabet by Lois Elhert, In the Ocean by Claire Henly.Remainder of materials to be dictated by availability and specifics of the project

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Subject Area: Kindergarten Visual Art

Unit 7: Growing

Unit Outcomes: Students will create art revolving around the theme of growth. Essential Outcome and Related Standards: A. Students will explore the growth cycles of plants and animals and identify characteristics of those cycles. B. Students will understand that developmental and emotional growth are major components of their own growth as a student. C. Students will understand and apply media, techniques and processes. State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.3,CCSS.M.2.4 Content and Instructional Activities: A. Students will create works inspired by the growth cycle of plants. B. Students will look at and discuss the works of various artists who have explored this theme in the past. C. Students will create works depicting their understanding of their own growth, both outwardly and inwardly. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Students can Create books by gathering images and information of researched artists. Growing individual plants from seeds before documenting through drawing and written words, students may further explore this unit. Students can create graphic organizers to demonstrate their learning and understanding of this unit.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes both verbally and in writing, by recording evidence of students discussing the growth cycles. Students will identify tools and their appropriate use through directed creativity, pre­instruction activity, and post­instruction activity. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, paint, brushes, scissors, construction paper, tracing paper, tissue paper, glue sticks, Elmers glue. WEBSITE: Getty Museum overview of the elements of art and the principals of design with art examples of each.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Jerrys Artarama http://www.jerrysartarama.com/artlessons/medium/

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watercolors/watercolors­how­to­paint­a dessert­landscape­art­projects­for­kids.html, PRINTS: Plant by Loise Nevelson, Little Dancer aged 14 by Edgar Degas, other visuals posted in the room, remainder of materials to be dictated by availability and specifics of the project.

Subject Area: Kindergarten Visual Art

Unit 8: Connections

Unit Outcomes: Students will understand the visual arts in relation to history, cultures and other disciplines. Essential Outcome and Related Standards: A. Students will recognize that art comes from different cultures, times and places. B. Students will understand that artists worldwide have used techniques, imagery and symbols in artworks for thousands of years. C. Students will identify connections between visual art and the other subjects/disciplines of which they have become familiar. State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will engage in a variety of activities connected to other disciplines: reading books and discussing the illustrations before exploring the artist's style or the author's theme through their own pieces, directly comparing two objects with measurable commonalities to see which has”more of”/”less of”, physically mimicking lines on the floor to explore movement, understanding how clay is made in nature etc. B. Students will create works inspired by a specific group of people or culture outside of their own. C. Students will create works inspired by a specific artist or art movement. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression. Students will do self guided research and collection of information and visuals based on the unit. Students may choose a time, place or culture outside of those covered to explore and report on to the class.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding and identification of tools, subject matter, symbols and the meaning of works studied.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, paint, brushes, scissors, construction paper tracing paper, tissue paper, glue sticks , Elmers glue. WEBSITE: Getty Museum overview of the elements of art and the principals of design with art examples of each.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Jerrys Artarama http://www.jerrysartarama. com/artlessons/medium/watercolors/watercolors­how­to­paint­a dessert­landscape­ art­projects­for­kids.html, PRINTS: Painted Starage Jar from the Yangshou Culture American Gothic by Grant Wood, Domino Players by Horace Pippin, and other visuals posted in the room. Remainder of materials to be dictated by availability and specifics of the project.

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Subject Area: First Grade Visual Art

Unit 1: Welcome to the Art Room Rules, Procedures,Citizenship, Elements

Unit Outcomes: Students will become re­acquainted with the art room etiquette and freshen their idea of what it means to be a productive citizen of this space. Essential Outcome and Related Standards: A. Students will recognize the importance of art within the school community as well as their role within the structure. B. Students will understand that, like the elements of art, they are the elements that make up our school community. C. Students will identify and use all of the art elements in combination to create works that represent their understanding of the word citizenship.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will create their portfolios that will contain their works in progress throughout the year. This process is just ONE of many that will reinforce the importance of teamwork and community in the art room. B. Students will create color wheels and other element diagrams to reinforce their understanding of the art elements and the importance of them in their works. C. Students will create works inspired by the community in which we work and their understanding of each member's role and responsibility, importance and need within it. Remediation: As defined by each individualized education plan. e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary along with additional roles in classroom/tool setup and cleanup. Student generated signage to reiterate rules, tool usage and care, procedures.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter, pre­instruction activity, post­instruction activity. exit slips, questioning with think or wait time, various peer assessment activities, and learning sketchbooks.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, element charts and color wheels, color paddles, pencil, marker, crayon, scissors, construction paper, tracing paper, glue sticks, Elmers glue. WEBSITES: http://www.theartofed.com/201q0/12/06improve­classroom­mamnagment ­in­the­art­room­today/, Getty Museum overview of the elements of art and the principals of design with art examples of each www.getty.edu/education/teachers/building_lessons/formal_ analysis. html, National Gallery of art­kids http//www.nga.gov/kids/ PRINTS: The Lawrence Tree and White Shell with Red, The Great Wave off Kanagawa by Hokusaiby georgia O’Keeffe, Cyclist by Lindner, The Tree of Life by Klimpt and other visuals posted in the room. LITERARY LINKS Safety in the Art Room by Charles A. Qualley, 3D Optical Illusions by Dee Costello, The New Drawing on the Right Side of the Brain by Betty Edwards, Harold and the Purple Crayon, remainder of materials to be dictated by availability and specifics of the project

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Subject Area: First Grade Visual Art

Unit 2: What is Art?

Unit Outcomes: Students will understand construction and compositional planning and its importance in the creation of art. Essential Outcome and Related Standards: A. Students will recognize and understand the importance of good construction while planning, executing and completing a piece of work. B. Students will understand and apply media, techniques and processes. C. Students will identify and use sound compositional structure and function within the processes of creation.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate care for tools, media and the work space while planning their works and throughout the creative process. B. Students will create an artwork using a variety of elements and principles based on imagination, recall and/or observation. C. Students will combine these “tools” along with emotion, feelings and moods to create compositionally sound art works. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will be given additional roles in classroom/tool setup and cleanup, generate signage to reiterate rules, tool usage and care, procedures, and research and create of student generated books further exploring the units focus.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding,identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, pre­instruction activity, and post­instruction activity. Rubrics will be used to measure the level of achievement against a set criteria. It will also use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, and learning sketchbooks.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors, paint, brushes, construction paper tracing paper, tissue paper, glue sticks, Elmers glue, construction paper, tracing paper. WEBSITES: http://www.theartofed.com/201q0/12/06improve­ classroom­mamnagment­in­the ­art­room­today/, Getty Museum overview of the elements of art and the principals of design with art examples of each. www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/ PRINTS: Starry Night by Van Gogh, Castle and Sun by Paul Klee, Looking along Broadway Towards Grace Church by Redd Grooms and other visuals posted in the room. LITERARY LINKS:engaging Learners through Artmaking: Choice­Based Art Education in the Classroom by Katherine M. Douglas and Diane B Jaquith, Ish by Reynolds, remainder of materials to be dictated by availability and specifics of the project

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Subject Area: First Grade Visual Art

Unit 3: Stories, Cultures Times and Places

Unit Outcomes: Students will understand the visual arts in relation to history and cultures. Essential Outcome and Related Standards: A. Students will recognize and reflect upon how where we live affects the art we make. B. Students will understand and discuss context in exemplary artworks from different cultures and places. C. Students will reflect upon and assess the characteristics and merits of their work and the work of others.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques while creating an original work based upon a story from another culture. B. Students will create artworks using a variety of elements and principles and technique from another culture based on imagination, recall and/or observation. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will research and make connections to other curriculum being covered in the classroom.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers. Students will demonstrate context of art from different cultures and places through discussion and participation, exploration of examples notating subject matter, symbols and ideas, pre­instruction activity, and post­instruction activity. Rubrics will measure levels of achievement against a set criteria. The teacher will also use graphic organizers, visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks, Elmers glue. WEBSITES: http://www.theartofed.com/201q0/12/06improve­classroom­mamnagment­in­the­art­ room­today/, Getty Museum overview of the elements of art and the principals of design with art examples of each.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com PRINTS: The Frame by Frida Kahlo, Oaxacan Woodcarvings, PA Dutch/German Hex Signs, and other visuals posted in the room. LITERARY LINKS:Art, Culture, and Ethnicity, Second Edition, Bernard Young, Editor, The Kids Multicultural Art Book: Art & Craft Experiences from around the World by Alexandra Terzian, The Art Book for Children books 1&2 Phaidon Press, Seen Ar? By Jon Scieszka and Lane Smith.

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Subject Area: First Grade Visual Art

Unit 4: Connections Getting from Here to There!

Unit Outcomes: Students will make connections between visual art, other disciplines and transportation.

Essential Outcome and Related Standards: A. Students will recognize and reflect upon different forms of transportation both past and present and how transportation has affected the art we make. B. Students will understand and discuss the ways in which an artwork can “transport” us to another time and place. C. Students will reflect upon the simplest of lines connecting one to another as well as common experiences doing the same. D. Students will create art that reflects their understanding of connectivity and its many facets.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work based upon transportation and what the word means to them. B. Students will identify and discuss using a variety of elements and principles to demonstrate their understanding of figurative transportation as opposed to literal. C. Students will make connections by closing lines in the classroom, our bodies and the outside world. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation. Enrichment: Additional connections to cross­curricular content; e.g using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will do research and make connections to other curriculum being covered in the classroom.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers. Discussion of exemplary art works answering

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questions like: “What is going on in this picture? What do you see that makes you say that? What more can you find?” Rubrics will be used to measure level of achievement against a set criteria. The teacher will also use graphic organizers, visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, and learning sketchbooks. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string, model magic, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks, Elmer's glue. WEBSITES: http://www.theartofed.com/201q0/12/06improve­classroom­ mamnagment­in­the­art­room­today/, Getty Museum overview of the elements of art and the principals of design with art examples of each. www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com PRINTS: Rhinoceros by Durer, Dancers by Shapiro, and other visuals posted in the room. LITERARY LINKS: The Kids Multicultural Art Book: Art & Craft Experiences from around the World by Alexandra Terzian, The Art Book for Children books 1&2 Phaidon Press,

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Subject Area: First Grade Visual Art

Unit 5: Subjects, Symbols and Ideas

Unit Outcomes: Students will discover how an artist might choose his/her subject, use specific symbols and develop ideas.

Essential Outcome and Related Standards: A. Students will choose and evaluate a range of subject matter, symbols and ideas. B. Students will understand and discuss how these parts of an artwork are dictated and changed by the artists’ culture, time in history and life story. C. Students will reflect upon the the clues within and artwork and what conclusions might be drawn from them. D. Students will create art and reflect upon their understanding of idea and subject development through the creative process.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work reflecting upon their understanding of idea and subject development through the creative process. B. Students will identify and discuss the process by which they developed their own ideas into a completed composition. C. Students will create original works which combine existing symbolism as well as self generated symbols to make one cohesive piece.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will conduct research into symbolism and meaning through the world and history.

Assessment Criteria: Base 10 Scoring Rubric­ Students will demonstrate knowledge of rules and procedures along with understanding of main themes consistently. Students will communicate both verbal and written understanding,identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers. Discussion of exemplary art works answering questions like: “What is going on in this picture? What do you see that makes you say that? What more can you find?” Rubrics will measure the level of achievement against a set criteria. The teacher

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will also use graphic organizers, visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks, group and self critique. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string,, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks, Elmer's glue. WEBSITES: http://www.theartofed.com/201q0/12/06improve­classroom­ mamnagment­in­the­art­room­today/, Getty Museum overview of the elements of art and the principals of design with art examples of each. www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com PRINTS: Pieta by Michaelangelo, Tar Beach by Faith Ringold, The Letter by Vermeer, Toto by Romero.

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Subject Area: First Grade Visual Art

Unit 6: Emotions, Feelings and Moods

Unit Outcomes: Students will recognize how the use of elements and principles within a composition creates mood and helps an artist to express one’s feelings.

Essential Outcome and Related Standards: A. Students will understand and apply media, techniques and processes through the creation of works that emote emotions, identify feelings and invent moods. B. Students will understand and discuss how element use and changes can alter the mood and feeling of a piece. C. Students will reflect upon the emotions, and feelings and moods created by the masters, their peers and themselves. D. Students will discover that feelings and moods can be altered by the act of creating itself.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work reflecting upon their understanding of mood within a piece of artwork. B. Students will identify and discuss the process by which they expressed emotions through their work and that of others. C. Students will create original works which demonstrate an understanding of feeling, mood and emotion expressed through use of the elements and principles of art.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation. Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will conduct research into the use of art as therapy and altering of mood.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers. Students will engage in discussion of exemplary art works answering questions like: “What is going on in this picture? What do you see that makes you say that? What more can you find?”. Rubrics will measure level of achievement against a set criteria. The teacher will use graphic organizers,visual/verbal identification tests, formative assessment, exit

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slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and group and self critique. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string, marker, crayon, scissors, paint, brushes, scissors, construction paper, tracing paper, tissue paper, glue sticks, Elmer's glue. WEBSITES: http://www.theartofed.com/201q0/12/06improve­classroom­ mamnagment­in­the­art­room­today/, Getty Museum overview of the elements of art and the principals of design with art examples of each. www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com PRINTS: the Tragedy by Picasso, Time is a River without Banks by Marc Chagall, Staffelsee in Autumn by Munter, Hollywood Hills House by David Hockney, Water lillies by Monet. LITERACY LINK: Children Painting by Topal

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Subject Area: First Grade Visual Art

Unit 7: Dreams and Space

Unit Outcomes: Students will create art that represents the investigation of outer space and surrealism.

Essential Outcome and Related Standards: A. Students will understand that dreams have been used by many artists throughout time as inspiration behind art works. B. Students will discover yet another connection between visual art and science as outer space is explored through an artist's depiction. C. Students will reflect upon the possible meaning in various surrealistic depictions.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work based upon their own dreams and dream research. B. Students will create works based on their discoveries and exploration of outer space including a description and relationships of objects, while at the same time displaying their understanding and knowledge of structures and functions.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g using current vocabulary words for written expression, assisting others to reinforce community of artists. Students may create written critiques and reflection based upon artworks that they research in a self guided manner. Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, and discussion of exemplary art works. Rubrics will measure the level of achievement against a set criteria. The teacher will use graphic organizers, visual/verbal identification tests, formative assessment, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks, and group and self critique. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks , Elmer's glue.

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WEBSITES: http://www.eduplace.com/graphicorganizer/ , Art Advocacy http://www.davisart.com/portal/teachrResources/T_resourcesDefault.aspx?curpage=Art­Keeps­Kids­in­school, National Coaltion for Core Arts Standards http://nccas.wikispaces.com, Brain Research http://www.dana.org/arteduction.aspx each. www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com, Color with Leo interactive website http://www.colorwithleo.com/index.php PRINTS: The Beasts of the Sea by Matisse, Mandolin and Guitar by Picasso LITERARY LINKS: Roarr Calder’s Circus, a story by Maira Kalman with photos of Alexander Calders mixed­medea circus.

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Subject Area: First Grade Visual Art

Unit 8: Basic Forms “ME”

Unit Outcomes: Students will create art that represents their understanding of basic forms and its use within a piece of art.

Essential Outcome and Related Standards: A. Students will understand that there are two types of basic forms: natural and man­made. B. Students will be introduced to and understand vocabulary related to 3d art works and its creation. C. Students will create forms using clay modeling techniques as well as assembling other sculptural materials. D. Students will discover the basic forms within the human body and how they relate to and differ from other forms around them.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating a simple molded form and composition to fill a specific space. B. Students will create works using imagination, recall and/or observation with the understanding of where, when and how clay was first found/used and why. C. Students will demonstrate a basic understanding of how the medium has changed over time and which tools/ techniques are still used as they were in ancient cultures. D. Students will begin to understand the thinking behind “Form follows Function” within the visual art world.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Students may create written critiques and reflection based upon artworks that they research in a self guided manner. Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers and discussion of exemplary art works. Rubrics will measure levels of achievement against a set criteria. The teacher will use graphic organizers,

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visual/verbal identification tests, formative assessment, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks, and group and self critique. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paper, clay of varying type, clay tools. WEBSITES:.www.getty.edu/education/teachers/classroom_resources/curricula/sculpture/ index.html.html, National Gallery of art­kids http//www.nga.gov/kids/, Art History Unstuffed a site by Dr. Jeanne S. M Willette that offers podcasts and commentary PRINTS: Mercury Zero Summer Glut by Robert Rauschenberg, Cascade by Louise Nevelson. Tree and White Shell with Red, The Great Wave off Kanagawa by Hokusai By georgia O’Keeffe, Cyclist by Lindner, The Tree of Life by Klimt and other visuals posted in the room. LITERARY LINKS Safety in the Art Room by Charles A. Qualley, 3D Optical Illusions by Dee Costello, The New Drawing on the Right Side of the Brain by Betty Edwards, Harold and the Purple Crayon, remainder of materials to be dictated by availability and specifics of the project

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Subject Area: Second Grade Visual Art

Unit 1: Welcome to the Art Room Meaning in Art

Unit Outcomes: Students will become re­acquainted with art room etiquette, freshen their idea of what it means to be a productive citizen of this space and delve into the idea of the meaning behind an artwork. Essential Outcome and Related Standards: A. Students will recognize and understand the importance of rules procedures and safety in the art room. B. Students will find meaning in a variety of artworks and realize that a story can be told without using words. C. Students will create work that expresses a story about a person, place or community.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate care for tools, medias and the work space while planning their works and throughout the creative process. B. Students will analyze artwork based on meaning or a story using a variety of vocabulary and revolving around elements, principles and theories. C. Students will combine these activities along with the “tools” learned in previous years to create and communicate a range of subject matter. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will be given additional roles in classroom/tool care and procedures, research and creation of student generated books to further exploring the unit’s focus.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, pre­instruction activity, and post­instruction activity. Rubrics will measure the level of achievement against a set criteria. The teacher will also use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and ongoing feedback.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors, construction paper, glue sticks, Elmers glue. WEBSITES: www.guggenheimcollection.org, www.moma.org, http://www.theartofed.com/ 201q0/12/06improve­classroom­mamnagment­in­the­art­room­today/, Getty Museum overview of the elements of art and the principals of design with art examples of each.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Student and Teacher examples and other visuals posted in the room. LITERARY LINKS:engaging Learners through Artmaking: Choice­Based Art Education in the Classroom by Katherine M. Douglas and Diane B Jaquith. Remainder of materials to be dictated by availability and specifics of the project.

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Subject Area: Second Grade Visual Art

Unit 2: Ancestors Unit Outcomes: Students will create art that represents an understanding of the Native American lifestyle as well as that of their own ancestors. Essential Outcome and Related Standards: A. Students will understand the importance of becoming familiar with the traditions and art forms of the Native Americans. B. Students will research and understand the reasons that their own ancestors created the art forms that they did. C. Students will create work that expresses a respect and reverence for those who have come before them while understanding that life circumstances, climate and resources directly affecting lifestyle and art.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate care for tools, media and the work space while planning their works and throughout the creative process. B. Students will analyze artwork and art forms made/used by Native Americans using a variety of vocabulary and traditional techniques and create works inspired by the culture. C. Students will engage in research involving interviewing of family members and online discovery of the customs and traditions of their own ancestors and nationality. D. Students will create works inspired by their own ancestor’s traditions. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers. Students will be given additional roles in classroom/tool setup and cleanup and research and creation of student generated books further exploring the units focus.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, pre­instruction activity, and post­instruction activity. Rubrics will measure the level of achievement against a set criteria. The teacher will also use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and ongoing feedback.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors, construction paper, glue sticks, Elmers glue WEBSITES: www.learnnc.org/lp/pages/1887; www.getty.edu/art/exhibitions/devices/flash. Student and Teacher examples and other visuals posted in the room. LITERARY LINKS:

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Subject Area: Second Grade Visual Art

Unit 3: Out of this World! Fantasy as Inspiration

Unit Outcomes: Students will explore contemporary and historical fantasy as inspiration for art. Essential Outcome and Related Standards: A. Students will recognize that fantasy has been a source of inspiration and subject matter in works of art throughout history and in different cultures. B. Students will analyze and discuss the imagery used in various samples of fantasy based art. C. Students will create work that explores their understanding of imagination and fantasy

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate care for tools, media and the work space while planning their works and throughout the creative process. B. Students will analyze artwork based on fantasy using a variety of vocabulary revolving around elements, principles and theories of art. C. Students will combine these activities along with the “tools” learned in previous years to create and communicate art works based on fantasy.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will be given additional roles in classroom/tool setup and cleanup and generate signage to reiterate rules, tool usage and care and procedures. Students will do additional research and create of student generated books to further explore the unit’s focus.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding,identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, pre­instruction activity, and post­instruction activity. Rubrics will measure the level of achievement against a set criteria. The teacher will use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks, and ongoing feedback.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors, construction, paper, glue sticks, Elmer's glue WEBSITES: http//www.nga.gov/kids/, www.Student and Teacher examples and other visuals posted in the room. LITERARY LINKS: engaging Learners through Artmaking: Choice­Based Art Education in the Classroom by Katherine M. Douglas and Diane B Jaquith,, remainder of materials to be dictated by availability and specifics of the project

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Subject Area: Second Grade Visual Art

Unit 4: My Back Yard

Unit Outcomes: Students will explore the most prominent aspects of life in the Slate Belt, both past and present. Essential Outcome and Related Standards: A. Students will research the history of the Slate Belt’s first settlers, industry, and animals. B. Students will investigate, analyze and discuss the traditions and changes that have occurred within our community since its beginning. C. Students will create work that represents their understanding of the lessons within this unit while using resources and traditional artforms from the Slate Belt.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate care for tools, media and the work space while planning their works and throughout the creative process. B. Students will analyze artwork based on their understanding of Slate Belt history using a variety of vocabulary and revolving around elements, principles and theories. C. Students will combine these activities along with the “tools” learned in previous years to create and communicate a range of subject matter. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers. Students will take additional roles in classroom/tool setup and cleanup and generate signage to reiterate rules, tool usage and care, and procedures. Students will do research and create a student generated book to further explore the unit’s focus.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, pre­instruction activity, and post­instruction activity. Rubrics will measure the level of achievement against a set criteria. The teacher will use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks, and ongoing feedback.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors, construction paper, glue sticks, Elmers glue. WEBSITES: www.penargylborough.com, www.slatebelt.net, Getty Museum overview of the elements of art and the principals of design with art examples of each.www.getty.edu /education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Student and Teacher examples and other visuals posted in the room. LITERARY LINKS:engaging Learners through Artmaking: Choice­Based Art Education in the Classroom by Katherine M. Douglas and Diane B Jaquith, remainder of materials to be dictated by availability and specifics of the project

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Subject Area: Second Grade Visual Art

Unit 5: History and Heritage Line, Shape, Space and Form

Unit Outcomes: Students will understand and apply their knowledge of line and shape along with form and space to create works that explore history and further create dimension within their own art work. Essential Outcome and Related Standards: A. Students will recognize and understand the importance of combining several elements or particular ways to create the illusion of depth within an artwork. B Students will explore the ways different cultures have used these techniques in creating dimensional art works. C. Students will create work that expresses their understanding of free­form as both shape and form. State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate their understanding of the elements and principles discussed through their creation of a 2­d picture and then a 3­d sculpture of the same subject. B. Students will analyze artwork from different time periods using a variety of vocabulary revolving around elements, principles, and theories before creating a mixed media collage depicting a particular historical event. C. Students will create a still life that illustrates their understand of the use of overlapping, size differentiation and detail to create the illusion of depth within their work. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will be given additional roles in classroom/tool care, procedures and additional research and createstudent generated books to further exploring the units focus.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, pre­instruction activity and post­instruction activity. Rubrics will measure the level of achievement against a set criteria. The teacher will use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and ongoing feedback.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors, construction paper, glue sticks, Elmers glue. WEBSITES:www.learnnc.org/lp/pages/1887;www.getty.edu/education/teachers/ building_lessons/formal_analysis.html, www.metmuseum.org/explore/firstcitiessplash.htm; www.americanart.si.edu/t2go/1ga/index­frame.html; www.nortonsimon.org National Gallery of art­kids http//www.nga.gov/kids/, Nigerian Headress for Epa Masquerade, Jitterbugs II by William H.Johnson, Student and Teacher examples and other visuals posted in the room. LITERARY LINKS:

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Subject Area: Second Grade Visual Art

Unit 6: Abstract vs. Figurative Color and Value

Unit Outcomes: Students will recognize how the use of color and value adds variety to to abstract and figurative artworks.

Essential Outcome and Related Standards: A. Students will understand and apply media techniques and processes through the creation of works to effectively communicate ideas. B. Students will understand and apply the use of color and value to effectively express an idea. C. Students will demonstrate understanding of both abstract and figurative works through guided creation of both.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work using the spectral colors in their correct order. B. Students will create an abstract value painting. C. Students will create original works which demonstrate an understanding of the differences between abstract and figural pieces. D. Students will describe, analyze, interpret and judge the work of fine artists.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will do additional research into the most prominent artists in both areas of visual art covered in this unit.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers. Students will discuss exemplary art works, answering questions like: “What is going on in this picture? What do you see that makes you say that? What more can you find?”. Rubrics will measure levesl of achievement against a set criteria. The teacher will use graphic organizers, visual/verbal identification tests, formative assessment, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and group and self critique.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks , Elmer's glue. WEBSITES: www.albrightknox.org/artgames/html/Deaunay/delaunay01.htm; www.pbs.org;.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com PRINTS:various pieces by Georgia okeefe, Sonia,Josephine by Miriam Shapiro. LITERACY LINK:

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Subject Area: Second Grade Visual Art

Unit 7: Sculpture/Media exploration

Unit Outcomes: Students will explore the variety of possibilities within the world of sculpture. Essential Outcome and Related Standards: A. Students will understand that the term sculpture can be applied to a wide variety of art works created with endless numbers of media and techniques. B. Students will investigate, analyze and discuss some of the most commonly used processes of sculpture created. C. Students will create work that represents their understanding using multiple materials and their structural values.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate care for tools, media and the work space while planning their works and throughout the creative process. B. Students will analyze, discuss and create artwork based on their understanding of principles and elements of 3­d art production. C. Students will combine these activities along with the “tools” learned in previous years to create pieces of sculpture using a variety of media and techniques. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements will be used to facilitate peer helpers. Students will take additional roles in classroom/tool setup and cleanup and create self guided research and pieces based on it.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, pre­instruction activity, and post­instruction activity. Rubrics will measure levels of achievement against a set criteria. The teacher will use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks, and ongoing feedback.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors, construction paper, glue sticks, Elmer's glue. WEBSITES: Getty Museum overview of the elements of art and the principals of design with art examples of each. www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Student and Teacher examples and other visuals posted in the room. LITERARY LINKS:

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Subject Area: Second Grade Visual Art

Unit 8: Drawing

Cumulative Review Unit Outcomes: Students will investigate the history of drawing from cave painting through the 21st century while demonstrating their understanding of the units covered throughout the year. Essential Outcome and Related Standards: A. Students will recognize and understand the importance of drawing as a foundation for all art works. B. Students will discuss and analyze the drawings of multiple cultures and time periods, comparing and contrasting along the way. C. Students will understand how studying the history of drawing directly affects their own work and that of others. D. Students will draw connections between their studies and creations throughout the year(s). State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate their understanding of the elements and principles discussed through a variety of guided creative practices. B. Students will analyze artwork from different time periods using a variety of vocabulary and revolved around elements, principles and theories. C. Students will create drawings that illustrate their understanding of overlapping, size differentiation and detail to create the illusion of depth within their work. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will take on additional roles in classroom/tool care, procedures and the research and creation of student generated books further exploring the units focus.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistenly demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, pre­instruction activity, and post­instruction activity. Rubrics will measure levels of achievement against a set criteria. The teacher will use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and ongoing feedback.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors,construction paper, glue sticks , Elmers glue. WEBSITES:www.learnnc.org/lp/pages/1887;www.getty.edu/education/teachers/building_lessons/formal_analysis.html, www.metmuseum.org/explore/firstcitiessplash.htm; www.americanart.si.edu/t2go/1ga/index­frame.html; www.nortonsimon.org National Gallery of art­kids http//www.nga.gov/kids/, Nigerian Headress for Epa Masquerade, Jitterbugs II by william H.Johnson, Student and Teacher examples and other visuals posted in the room. LITERARY LINKS:

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Subject Area: 3rd Grade Visual Art

Unit 1: Welcome to the Art Room Realism in Art

Unit Outcomes: Students will become acquainted with art room rules and procedures while exploring realism in art works from multiple time periods and cultures.

Essential Outcome and Related Standards: A. Students will understand the importance of rules and procedures within the art room setting to promote a safe and friendly environment for all. B. Students will identify the theme and movement known as realism and how that term is expressed in many different time periods and cultures. C. Students will identify characteristics of realism along with the elements of art within many master examples. State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.3,CCSS.M.2.4 Content and Instructional Activities: A. Students will identify and demonstrate the rules and procedures needed in the art room to ensure safety for all while creating. B. Students will analyze and discuss, through several individual and group activities, the elements and principles of realism within a variety of selected examples. C. Students will compare realism to genres they have studied in previous years. D. Students will create original artworks while incorporating the use of elements and principles. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation. Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Students can create classroom visuals reiterating rules and procedures using both traditional methods and technology, to be used with in the art room.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will verbally identify types of patterns through the use of audio recordings, in conjunction with the hands on assignments, interview and guided questioning. Students will identify tools and their appropriate use through directed creativity, pre­instruction activity, participation in clapping rhythms and post­instruction activity.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, canvas paper, acrylic paint, tempera paint, oil pastels, paint, brushes, sponges WEBSITES:http://www.eduplace.com/graphic organizer/ , Art Advocacy; http://www.davisart.com/portal/teacherResources/T_resourcesDefault.aspx?curpage=Art­Keeps­Kids­in­school, National Coaltion for Core Arts Standards; http://nccas.wikispaces.com/, http:www.getty.edu/education/teachers/ building_lessons/formal_analysis.html, PRINTS: Mother and Child by Pablo Picaso; Japanese Bridge Over a Pool of Water Lillies by Claude Monet

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Subject Area: 3rd Grade Visual Art

Unit 2: Self and Citizenship Unit Outcomes: Students will create works that represent themselves and how to best fit into a productive art room and community. Essential Outcome and Related Standards: A. Students will recognize connections between productive citizenship and the creative world. B. Students will explore ways in which they might fit into our future world while using creativity and visual art as a viable tool. C. Students will understand the importance of using local, natural and recycled materials within the art making process.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.3,CCSS.M.2.4

Content and Instructional Activities: A. Students will participate in a variety of explorational activities including vocabulary brainstorming, movement, invention and creativity. B. Students will explore and understand the many facets of community which enable them to work and how each element is different, but all work toward a common goal in promoting success. C. Students will make connections between elements of art and elements of community. Students will create works that demonstrate an understanding of proper planning and organization, use of tools, etc., that enables cohesive artworks to be made and cohesive communities to thrive. Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation. Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, peer helpers, assisting others to reinforce community and rules/procedures, self guided explorations connections between art and community, and use of local resources to create self guided exploration and works.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistenlty demonstrate verbal evidence of understanding and identification/description of the unit’s main themes Students will identify tools and their appropriate use through directed creativity, pre­ instruction activity, post­instruction activity, including group critique and self reflection, and discussion of exemplary art works. Rubrics will measure levels of achievement against a set criteria. The teacher will use graphic organizers, visual/verbal identification tests, formative assessment, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and group and self critique.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, paint, brushes, stencils, rubbing plates, oilpastel, clay, model magic, sculpee. WEBSITES: Art for Kids http://kids.usa.gov/grown­ups/art/index.shtml, Getty Museum overview of the elements of art­ http:www.getty.edu/education/teachers/building_lessons/formal_analysis.html, http://www.eduplace.com/graphicorganizer/ , Art Advocacy http://www.davisart.com/portal/teachrResources/T_resourcesDefault.aspx?curpage=Art­Keeps­Kids­in­school, National Coaltion for Core Arts Standards http://nccas.wikispaces.com/, PRINTS: works by: Audrey Flack, Horace Pippin, Senufo Culture, The Equatorial Jungle by Henri Rouseau. LITERARY LINK: Remainder of materials to be dictated by availability and specifics of the project

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Subject Area: Third Grade Visual Art

Unit 3: Customs and Traditions Harmony and Variety

Unit Outcomes: Students will understand how circumstances of history and geography, like harmony and variety, affect many facets of life including the art that is produced. Essential Outcome and Related Standards: A. Students will understand why certain art forms and works were first created. B. Students will explore harmony and variety within a variety of art works, as well as peoples and cultures. C. Students will reflect upon the units lessons through creation, critique and self assessment.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work using both traditional and modern methods. B. Students will create original works inspired by a specific culture while at the same time displaying their understanding and knowledge of structures and functions, most importantly, harmony and variety. C. Students will create both two dimensional and three dimensional works through their understanding of the main themes within this unit.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Students may create written critiques and reflection based upon artworks that they research in a self guided manner. Students will further delve into the connections between works of art and the traditions of people throughout different parts of the world. Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, and discussion of exemplary art works. Rubrics will measure levels of achievement against a set criteria. The teacher will use graphic organizers,

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visual/verbal identification tests, formative assessment, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and group and self critique. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks, Elmer's glue. WEBSITES: http://www.eduplace.com/graphicorganizer/ , Art Advocacy http://www.davisart.com/portal/teachrResources/T_resourcesDefault.aspx?curpage=Art­Keeps­Kids­in­school, National Coaltion for Core Arts Standards http://nccas.wikispaces.com/, Brain Research http://www.dana.org/arteduction.aspx each.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com , PRINTS: Faith Ringgold, Fredrick Remington, Andy Warhol, Henri Matisse. LITERARY LINKS:

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Subject Area: 3rd Grade Visual Art

Unit 4: Our World Today Emphasis and Unity

Unit Outcomes: Students will recognize the present customs and traditions practiced within our world, while discovering emphasis and unity as it relates to art and our world. Essential Outcome and Related Standards: A. Students will understand and apply media, techniques and processes through the creation of works to effectively communicate ideas. B. Students will understand and apply the use of emphasis and unity to effectively express an idea. C. Students will demonstrate understanding of vocabulary as it relates to art works and also their world.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work using emphasis and unity both literally and figuratively. B. Students will design a poster. C. Students will create a computer drawing with an area of emphasis. D. Students will create original works which demonstrate an understanding of the use of unity and emphasis in a work of art. E. Students will describe, analyze, interpret, and judge the work of fine artists, their peers and themselves.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Students will do research into the definition of the words unity and emphasis, not only as art elements, but how they can be applied to other subjects as well.

Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, and discuss exemplary art works answering

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questions like: “What is going on in this picture? What do you see that makes you say that? What more can you find?” Rubrics will measure levels of achievement against a set criteria. The teacher will use graphic organizers, visual/verbal identification tests, formative assessment, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and group and self critique. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks , Elmer's glue. WEBSITES: www.albrightknox.org/artgames/html/Deaunay/delaunay01.htm; www.pbs.org;.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com PRINTS: works by Stuart Davis, John Biggers and Caolyn Mazloomi, to name a few.

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Subject Area: Third Grade Visual Art

Unit 5 and 6: Texture, Balance, Pattern Rhythm and Movement Lifestyles Past and Present

Unit Outcomes: Students will learn the connections among the listed elements and principles and how they are used by artists in their works. Essential Outcome and Related Standards: A. Students will understand how and why advertisers make use of pattern, rhythm and movement in their work. B. Students will explore balance within the design of buildings. C. Students will reflect upon the units’ lessons through creation, critique and self assessment.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work using both traditional method (potato prints) and technology to produce a pattern. B. Students will create clay containers showing rhythm, while at the same time displaying their understanding and knowledge of structures and functions. C. Students will create both two dimensional and three dimensional works through their understanding of rhythm and balance.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Students may create written critiques and reflection based upon artworks that they research in a self guided manner. Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, and discussion of exemplary art works. Rubrics will measure levels of achievement against a set criteria. The teacher will use graphic organizers, visual/verbal identification tests, formative assessment, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and group and self critique.

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Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks, Elmer's glue. WEBSITES: http://www.eduplace.com/graphicorganizer/ , Art Advocacy http://www.davisart.com/portal/teachrResources/T_resourcesDefault.aspx?curpage=Art­Keeps­Kids­in­school, National Coaltion for Core Arts Standards http://nccas.wikispaces.com/, Brain Research http://www.dana.org/arteduction.aspx each.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com , Color with Leo interactive website http://www.colorwithleo.com/index.php PRINTS: The Beasts of the Sea by Matisse, Mandolin and Guitar by Picasso LITERARY LINKS: Roarr Calder’s Circus, a story by Maira Kalman with photos of Alexander Calders mixed­medea circus.

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Subject Area: Third Grade Visual Art

Unit 7: Environment: Land and Water

Unit Outcomes: Students will explore land and water forms both locally and in other parts of the world while drawing comparisons and conclusions as to how art works are affected by these earthly circumstances. Essential Outcome and Related Standards: A. Students will understand how and why an artist's environment directly affects his/her work. B. Students will explore ways in which an artist might help to conserve the land and water formations where they live. C. Students will reflect upon the unit’s lessons through creation, critique and self assessment.

State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate developmentally appropriate techniques, tool use and procedures while creating an original work using both traditional methods and computers which represents an understanding of the state of their environment. B. Students will create landscape art works representing their own environment while at the same time displaying their understanding and knowledge of structures and functions. C. Students will create works which demonstrate their opinions and ideas on land and water conservation.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation. Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Students may create written critiques and reflection based upon artworks that they research in a self guided manner. Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, and discussion of exemplary art works. Rubrics will measure levels of achievement against a

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set criteria. Teachers will use graphic organizers, visual/verbal identification tests, formative assessment, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and group and self critique. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, paint, string,, marker, crayon, scissors, paint, brushes, construction paper, tracing paper, tissue paper, glue sticks, Elmer's glue. WEBSITES: http://www.eduplace.com/graphicorganizer/ , Art Advocacy http://www.davisart.com/portal/teachrResources/T_resourcesDefault.aspx?curpage=Art­Keeps­Kids­in­school, National Coaltion for Core Arts Standards http://nccas.wikispaces.com/,.www.getty.edu/education/teachers/building_lessons/formal_analysis.html, National Gallery of art­kids http//www.nga.gov/kids/, Rubric Creator http://Rubrics4teachers.com

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Subject Area: Third Grade Visual Art

Unit 8: When It’s Time for Change Cumulative Review

Unit Outcomes: Students will prepare for their move to a new school, art room, and teacher as they review the skills they have learned. Essential Outcome and Related Standards: A. Students will recognize and understand the importance of their elementary school visual art experience as a foundation for not only all art works they may produce in the future, but also their productivity as an upstanding citizen of their community and world. B. Students will discuss and analyze the works they have explored and created as students at Plainfield, further comparing and contrasting along the way. C. Students will understand how reviewing the history of their art experiences will help to prepare them in their upcoming journey into the middle school. D. Students will draw connections between their studies and creations throughout the year(s) and understand how these resources will help to facilitate their future growth in art. State Standards: CCSS.ELA.1.1, CCSS.ELA.1.2, CCSS.ELA.1.3, CCSS.ELA.1.4, CCSS.ELA.1.5, CCSS.M.2.1,CCSS.M.2.2,CCSS.M.2.3, CCSS.M.2.4 Content and Instructional Activities: A. Students will demonstrate their understanding of the elements and principles of art, the artists and art history to which they have already been exposed and, through a variety of guided creative practices, produce works that represent a gathering of all into cohesive works of art. B. Students will analyze artwork from different units and years of study at Plainfield using a variety of vocabulary and revolving around elements, principles and theories. C. Students will create original artworks that demonstrate their understanding of elements and principles to represent dreams wishes and attitudes towards their own future.

Remediation: As defined by each individualized education plan; e.g. individualized assistance, repeated direction, adapted assessment. Instructor will constantly circulate through the room during student production in order to offer assistance as deemed appropriate for each student, with or without an IEP, and situation.

Enrichment: Additional connections to cross­curricular content; e.g. using current vocabulary words for written expression, assisting others to reinforce community of artists. Preferable seating arrangements to facilitate peer helpers will be implemented at this point and adapted when deemed necessary. Addition roles in classroom/tool care, procedures. Additional research and creation of student generated books further exploring the units focus.

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Assessment Criteria: Base 10 Scoring Rubric­ Students will consistently demonstrate knowledge of rules and procedures along with understanding of main themes. Students will communicate both verbal and written understanding, identification and practice of rules, elements, procedures, tools, and subject matter both independently and with peers, and pre­instruction activity, and post­instruction activity. Rubrics will measure levels of achievement against a set criteria. The teacher will use visual/verbal identification tests, exit slips, questioning with think or wait time, various peer assessment activities, learning sketchbooks and ongoing feedback. Resources and Materials: PA state visual Arts Curriculum standards, Partnership for 21st Century Skills, paper, pencil, marker, crayon, scissors,construction paper, glue sticks, Elmers glue. WEBSITES:www.learnnc.org/lp/pages/1887; www.getty.edu/education/ teachers/building_lessons/formal_analysis.html, www.metmuseum.org/ explore/firstcitiessplash.htm; www.americanart.si.edu/t2go/1ga/index­frame.html; www.nortonsimon.org National Gallery of art­kids http//www.nga.gov/kids/,

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