landscape - newburyport.k12.ma.us...complementary, analogous, and monochromatic colorsdemonstrate...

Landscape Map

Teacher: CORE Art Grade 5 Year: 2007-2008 Course: Art Grade 5

Images About Me - Students will create the outside of a manila folder with images and words that tell the viewer about who they are. They will discuss how an artist creates a "visual" story. Images,color, lines and shapes be reviewed. How you compose a work of art will be discussed. Work habits and classroom procedures will be introduced and discussed. The concept of "plugging in your brain" and what that means in the art room will be introduced to students.

Essential Questions Content Skills Assessments Lessons Exit

Outcomes Standards

Why do artists use the elements and principles of design to communicate their ideas?

Can images tell a story?

How do artists communicate their ideas?

Art as a language

Pictures and symbols.

Elements of Design shape color line Principles of Design balance emphasis unity

Students will create images that convey meaning and tell a story aboutthemselves

Students will use markers and collage effectively.

Organize a compositon that has balance.

Create a composition that uses craftsmanship of materials

Final Project 9/30/2007

Teacher observations of how students are using the elements of shape, color and line plus the principles of balance, emphasis and unitly 9/30/2007

Folder Project "all about Me" -D- 9/30/2007

Students will produce a composition that conveys their knowledge of how to communicate a message through the use of collage techinques Use the element of shape and color and the principle of balance in their pictures Produce work that shows their knowledge of the concept of craftsmanship

VA.01.05 ~ Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D –mobile and stabile forms, carved, molded, and constructed forms

VA.01.06 ~ Create artwork that demonstrates an awareness of the range andpurpose of tools such as pens, brushes, markers, cameras, tools anduipment for printmaking and sculpture, and computers

VA.02.08 ~ For line, use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies

VA.03.04 ~ Create 2D and 3D representational artwork from direct observation in order to develop skills of

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7/8/2008http://newburyport.ma.techpaths.com/Map/Reports/HTML/Landscape_Map2.asp?DistrictID=8140601&TeacherID=65203&Course=19...

Create artwork that employs the use of free form symbolic imagery that shows evidence personal invention, and/or conveys ideas and emotions

perception, discrimination, physical coordination, and memory of detail

VA.03.05 ~ Create symbolic artwork by substituting symbols for objects, relationships, or ideas

VA.03.06 ~ Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotionsFor example, students create works that convey paired concepts such as conflict and cooperation, happiness and grief, or excitement and repose.

VA.04.04 ~ Produce work that shows an understanding of the concept of craftsmanship VA.04.07 ~ Maintain a portfolio of sketches and finished work

Insect and Poem Project - Students will learn the skills required to create a complex detailed drawing of an insect. They will then transfer this drawing onto a finished paper and design it in such a way that the bug is repeated several times. Color and texture will be added. When the piece is finished students will write a ciquain poem about their bug. This will be done in the computer lab.


Outcomes Standards

Can practice and skill be developed in drawing?

How do lines form shapes?

Why do you need the elements and principles create a composition in

The element of Line in a drawing The element of Shape in a drawing The element of Color in a drawing

Cinquein poem about the bug that has been drawn

Discover looking, measuring, scale, proportion and drawing Create a drawing that illustrates the important

Teacher observations of drawing, looking and measuring 10/31/2007 Rubic checklist on looking, measuring and drawing 10/31/2007 Individual Student discussions on their

Introduce Looking and Drawing -D- 10/31/2007

Discuss practice and revisions of your drawings -D- 10/31/2007

Acquire and apply understanding of the relationship between drawing and looking. Develop and understanding of the role the elements an principles of line,

VA.01.05 ~ Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D –mobile and stabile forms, carved, molded, and constructed forms VA.01.06 ~ Create artwork that

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art?

Why do artist use words and images together?

Where can artists find inspiration?

Technology/computer The principle of movement in a drawing Mount both the finished picture and poem together

relationship between drawing and practice. Develop drawing and looking skills Use color to embellish and decorate the insect Mount finished poem and finished picture Set up a wall display of finished work. Use the formula to write a cinquin poem. Use technology in order to create the poem

progress and drawings 10/31/2007 Final Insect picture and poem 10/31/2007 Reflections- Class Discussion 10/31/2007 Class discussion 10/31/2007

Transfer the insect and make it show movement through the paper -D- 10/31/2007

Embellish the insect with color -D- 10/31/2007

Create a cinquuin poem that describes your insect -D-10/31/2007

Type Poems into a prepared format than was set up on the "P" -D- 10/31/2007

Mount your picture and poem together and create a display -D- 10/31/2007

movement and color play in creating their pictures. Develop and understanding of how poerty and art can complment each other. Students will understand the concept of how an artist uses practice and revision to create a finished composition Maintain the workspace, materials, and tools responsibly Create presentational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail

demonstrates an awareness of the range andpurpose of tools such as pens, brushes, markers, cameras, tools anduipment for printmaking and sculpture, and computers

VA.01.08 ~ Maintain the workspace, materials, and tools responsibly and safely

VA.02.07 ~ For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and monochromatic colorsDemonstrate awareness of color by painting objective studies from life and free-form abstractions that employ relative properties of color


VA.02.09 ~ For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture)

VA.02.11 ~ For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume

VA.03.04 ~ Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of

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Experience how colored pencils, markers and gel pens work together to create a mixed media technique. Analyze their compositions to create movement and balance. Use the elements of color, line and the principles of movement and pattern in relation to their art work

detail

VA.04.04 ~ Produce work that shows an understanding of the concept of craftsmanship

VA.04.08 ~ Create and prepare artwork for group or individual public exhibitions

Halloween Line drawing - Students will create a stylized unique drawing of a pumpkin using that drawing technique of scratch board.


Outcomes Standards

How do lines make shapes, textures and unity in a work of art? How and why

The element of line, shape and texture will be reviewed.

The principle of visual unity and how it is created

Use more complex line techniques

Create textures with the drawing tools

Personal critiques 10/31/2007

Finished Drawings 10/31/2007

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can images create feelings/emotions in a person?

Why do artists use different art mediums and techniques?

The art techniques of scatch board

Use shapes, lines and textures ot create a feeling or an emotion

Amante Bark Painting - This unit will focus on Amante bark paintings one of the many Folk Arts of the Latin American culture. Students will explore the history of bark paintings in South America as well as the purpose,processes and symbolism found in typical bark paintings. After seeing a movie on Amante bark paintings , looking at and discussing several examples of original bark paintings students will create their own bark painting.


Outcomes Standards

Why do artists create art using symbols?

What cultures use symbols, pictures and icons? Why?

Is planning, brush techniqes and skill needed to create art?

Do all cultures create meaning through their art? Are some stories universal throughout cultures?

The element of shape, color, line and space will be used throughout the painting The principles of rhythm, pattern, movement and unity will be studied and used throughout the painting. Brush techniques will be developed to a more skillful level The use of careful planning, developing sketches and preparing the

Use of Materials: Painting: water color, tempera, acrylic

Painting in design using various colors and acrylic paints.

plan an aboriginal painting use their cultures symbols

Student creates a variety of lines in his painting.

Apply painting techniques

Have students discuss paintings as a class 11/30/2007

Painting with Color (Creative Process Project- Rubric) 11/30/2007

Amate Bark Painting11/30/2007

History of Amante Bark -I- 11/30/2007

Develop sketches that use the characteristics of Amante Bark painting -D- 11/30/2007

Using tempera paint techniques -D- 11/30/2007

Finished Amante Bark Painting Understanding of Amate Bark painting and the culutre (reasons) behind the painting



VA.01.07 ~ Use the appropriate vocabulary related to the methods, materials,and techniques students have learned and used in grades PreK–8

VA.01.08 ~ Maintain the workspace, materials, and tools responsibly and safely

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painting will be focused on. Outlining the final painting Write a short paragraph on their painting and its symbolic meaning to the student

Review mixing primary colors to achieve secondary colors as well as creating a unique color pallete that will be used throughout their painting

Practicing their drawing and painting skills.


Understanding and reading a painting narrative

Use painting materials in effective, safe, and responsible ways

· Increase their and painting abilities.





VA.02.10 ~ For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetryCreate complex patterns, for example, reversed shapes and tesselation




VA.04.06 ~ Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and

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reflect on work orally and in writing, and to revise work based on criteria developed in the classroom

VA.05.06 ~ Demonstrate the ability to describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction, or symbolism

VA.06.03 ~ Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history For example, at the Museum of Fine Arts in Boston, students view John Singleton Copley’s portrait of Paul Revere and examples of Revere’s silverware. What do these works reveal about attitudes toward artistry in 18th century America?

VA.07.02.01 ~ Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists created, performed, and/or exhibited work and the status of artists;

VA.07.02.02 ~ Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the sources of support for the arts; and

VA.07.02.03 ~ Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the ways, such as apprenticeship or training, in which students learned the skills and knowledge that qualified them to produce or perform artistic work For

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example, students investigate how aspiring musicians learned playing and singing techniques in 19th century New England.

VA.08.05 ~ Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles

Amante Bark Painting - This unit will focus on Amante bark paintings one of the many Folk Arts of the Latin American culture. Students will explore the history of bark paintings in South America as well as the purpose,processes and symbolism found in typical bark paintings. After seeing a movie on Amante bark paintings , looking at and discussing several examples of original bark paintings students will create their own bark painting.


Outcomes Standards

Why do artists create art using symbols?

What cultures use symbols, pictures and icons? Why?

Is planning, brush techniqes and skill needed to create art?

Do all cultures create meaning through their art? Are some stories universal throughout cultures?

The element of shape, color, line and space will be used throughout the painting

The principles of rhythm, pattern, movement and unity will be studied and used throughout the painting.

Brush techniques will be developed to a more skillful level The use of careful

Use of Materials: Painting: water color, tempera, acrylic

Painting in design using various colors and acrylic paints.

plan an aboriginal painting use their cultures symbols

Student creates a variety of lines in his painting.

Apply painting techniques

Have students discuss paintings as a class 12/31/2007

Painting with Color (Creative Process Project- Rubric) 12/31/2007

Amate Bark Painting12/31/2007

History of Amante Bark -I- 12/31/2007

Develop sketches that use the characteristics of Amante Bark painting -D- 12/31/2007

Using tempera paint techniques -D- 12/31/2007

Finished Amante Bark Painting Understanding of Amate Bark painting and the culutre (reasons) behind the painting




VA.01.08 ~ Maintain the workspace, materials, and tools responsibly and

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planning, developing sketches and preparing the painting will be focused on.

Outlining the final painting

Write a short paragraph on their painting and its symbolic meaning to the student

Review mixing primary colors to achieve secondary colors as well as creating a unique color pallete that will be used throughout their painting



Understanding and reading a painting narrative

Use painting materials in effective, safe, and responsible ways




safely







VA.04.06 ~ Demonstrate the ability to articulate criteria for artistic work,

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describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom


VA.06.03 ~ Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history For example, at the Museum of Fine Arts in Boston, students view John Singleton Copley’s portrait of Paul Revere and examples of Revere’s silverware. What do these works reveal about attitudes toward artistry in 18th century America?



VA.07.02.03 ~ Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the ways, such as apprenticeship or training, in which students learned the skills and knowledge that qualified them

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to produce or perform artistic work For example, students investigate how aspiring musicians learned playing and singing techniques in 19th century New England.

VA.08.05 ~ Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles

Unique snowfalkes - Students will study the unique shapes of snowflakes and discover the relationship of radial balance, shape, pattern, rhythm and balance in nature


Outcomes Standards

Are all snowflakes alike?

What elements of art do you see in the snowflakes?

How are humans like snowfalkes?

How snowflakes are made. How to create a unique pattern Use folding and cutting techniques in a complicated technique Design a card using the cutout snowflakes.

Cutting and folding to create a radial design

Using scissors in a very detailed manner

Use the elements of shape and line in combination with the principles of rhythm, balance and pattern to create thier finished snoflake design

Use glue and glitter with precise skill

Finished card 12/31/2007

Design of the card uses the element of shape and line plus the principles of balance, pattern and rhythm 12/31/2007

Where do snowflakes come from 12/31/2007

How ot cut, fold and design a unique pattern 12/31/2007

Students will produce several finished snowflake designs that demonstrate skill in cutting intricate designs.




VA.02.08 ~ For line, use and be able to identify various types of line, for example in contour drawings, calligraphy,

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freehand studies from observation, memory, and imagination, and schematic studies




VA.10.02.03 ~ Continue the above and apply knowledge of other disciplines in learning in and about the arts Examples of this include: using design skills and knowledge of physical science from science and technology/engineering to construct a balanced mobile sculpture.

Line Unit - Students will use lines to create cartoon characters that show different emotions.


Outcomes Standards

How does and artist use lines? Can only combinations of

Students will discuss and view different line drawings from Picasso,

Improve their looking and perception skills by discussing what they see in

Observational discussion 1/31/2008

Practice drawings

Practice drawings using different line qualities -D- 1/31/2008

Disvoer the different lines that artist use Create a

VA.01.05 ~ Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque

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lines in a drawing create a strong emotion from the viewer?

Rembrant and Van Gogh.

Students will look at the cartoon character booklets and describe how the different lines create emotional reactions, humor,sadness, excitement etc.

Teacher will demostrate creating a large line cartoon figure using the booklets for inspiration and changing as the drawing develops.

I will model different drawing techniques and the think out loud process that students will use to create their cartoon characters.

Students will experiment with creating different cartoon characters and then refine one drawing to

the drawings that I present to them.

Acquire more confidence in class discussions.

Learn by observation that many different famous artist use lines in very different ways and be able to point out these differences to each other.

Continue to develop their drawing skills in using pencils, colored pencils and or markers.

Create practice drawings and then take on and refine it into a "finished" drawing that conveys an emotion to share with the class.

1/31/2008

Finished Cartoon character 1/31/2008

Fisihed drawing 1/31/2008

Looking at Famous Artist's Line Drawings and Sketches 1/31/2008

drawing that uses the techniques discussed and be able to identify them

media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D –mobile and stabile forms, carved, molded, and constructed forms




VA.02.09 ~ For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture)


VA.04.04 ~ Produce work that shows an understanding of the concept of craftsmanship VA.04.07 ~ Maintain a portfolio of sketches and finished work

VA.05.06 ~ Demonstrate the ability to

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share with the class.

describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction, or symbolism

Optical Color Mixing - Students will explore the science of optical color mixing


Outcomes Standards

What is optical color mixing?

Who is Greorge Seurat?

What is pointalism?

Why does understanding of the color wheel help artist's create pictures?

color mixing Techniques: color mixing, color placement, color value range Color mixing strategy Color wheel, color mixing

Identify different colors resulting from the color mixing lesson.

learning color mixing techniques

using color mixing techniques

Color Mixing Exercise (self discovery): Primary color mixing (red + blue = puprle/ red + yellow = orange/ blue + yellow = green). Primary + Secondary = Tertiary colors.

Color Mixing Exercise (self discovery): Primary color mixing (red + blue = puprle/ red + yellow =

Primary & Secondary Color Mixing activity 2/29/2008

Completion of a project that incorporates color mixing. 2/29/2008

Color mixing/color theory warm/cool colors 2/29/2008

Model color mixing 2/29/2008

Color Mixing 2/29/2008

Create a picture that demonstrates color mixing




VA.03.06 ~ Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotionsFor example, students create works that convey paired concepts such as conflict and cooperation, happiness and grief, or excitement and repose.


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orange/ blue + yellow = green). Primary + Secondary = Tertiary colors.



Color Mixing Exercise (self discovery): Primary color mixing (red + blue = puprle/ red + yellow = orange/ blue + yellow = green). Primary + Secondary = Tertiary colors. Color Mixing




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Exercise (self discovery): Primary color mixing (red + blue = puprle/ red + yellow = orange/ blue + yellow = green). Primary + Secondary = Tertiary colors.

Landscape Collage - Students will design and create a landscape of their choice using the concepts of foreground, middle ground and back ground. They will also explore and refine their knowledge of color mixing by using transparent tissue to create colors and value gradations.


Outcomes Standards

What is a landscape and what are the parts of a landscape?

What is a collage?

How can an artist create texture, value in colors and make new colors with the transparent medium of colored tissue?

How does an artist create depth in a landscape?

Elements of a collage

Books: I See the Rhythm by, Toyomi Igus; Romare Bearden Collage of Memories by, Jan Greenberg;

TSW be able to tell the difference between a collage and a mosaic.

How to create a collage using tissue paper.

Composition, drawing realistically, adding appropriate textures and collage details

TSW create a paper collage of a landscape.

Collage techniques using a variety of materials

verbally identified characteritics of a collage.

Working with tissue paper,

Collage Landscape 3/31/2008

Completed Collage 3/31/2008

Tissue and found paper collage 3/31/2008

Introduction to collage. Imagery collection/silhoutteLife and work of Romare Bearden -D- 3/31/2008

Creating an Image Through Collage -D- 3/31/2008

Finished landscape collage and be able to articulate what collage means.



VA.01.07 ~ Use the appropriate vocabulary related to the methods, materials,and techniques students have learned and used in grades PreK–8 VA.01.08 ~ Maintain the workspace,

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Create emphasis within the collage by the placement of items.

Introduction of collage as an artistic medium

Realistic collage

collage

created a collage that included the elements of a landscape.



materials, and tools responsibly and safely





VA.06.04 ~ Describe how artistic production can shape and be influenced by the aesthetic preferences of a society VA.07.02.01 ~ Describe the roles of artists in specific cultures and

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periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists created, performed, and/or exhibited work and the status of artists;


Puppets - In this unit students will create a paper mache puppet. They will explore many different mediums to decorate their puppets. Students will also create and perform original skits with their puppets. Students will have the choice to work in groups performing the skits or perform solo.


Outcomes Standards

What role do puppets play in history?

How does and artist create a personality and character in a puppet?

What makes a puppet a puppet?

Why is it important to know how to properly use, paper mache, paint, glue guns, felt, yarns and the other

Puppets Puppets Puppets Create a papier mache animal head or human head using a compressed ball of newspaper as an armature.

demonstrate how to use the papier mache method correctly

Use papier mache over the armature to form the puppet

apply papier mache to form to achieve a smooth surface

- Use the techniques of 3-D papier mache to create

Construct Puppets 4/30/2008

Build the basic form 4/30/2008 Use papier Mache techniques to create puppet 4/30/2008 Paint and decorate the puppet 4/30/2008 Use hot glue guns 4/30/2008 Perform ad lib puppet plays 4/30/2008

Create a character puppet and give it a personality Use 3D materials Create and perform puppet plays



VA.02.11 ~ For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that

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materials set out to decorate and create your puppet?

characters that imply personality and gesture. - Demonstarte problem solving skills and crafsmanship

give the illusion of 3D space and volume

VA.03.04 ~ Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail


VA.03.06 ~ Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotionsFor example, students create works that convey paired concepts such as conflict and cooperation, happiness and grief, or excitement and repose. VA.04.08 ~ Create and prepare artwork for group or individual public exhibitions

Drawing from Nature - Students will explore drawing from nature.


Outcomes Standards

Can practice and skill be developed in drawing?

Can only combinations of lines in a drawing create a strong emotion from the viewer? What is naturalist

Drawing - Review of drawing complex single objects from life

Drawing Technique

drawing from reality and imagination

Drawing nature

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drawing?

What is overlapping and how does it supply depth to a drawing?

How do you create the illusion of space and distance in a drawing?

Is observational drawing necessary?

How does brain/eye/hand coordination affect drawing skills?

How is drawing from life different than relying on your imagination?

can be made easier by first seeing that lines and shapes are repeated throughout..

drawing techniques - value - texture

Observational Drawing

Joan Miro: symbols and Shapes 2007


Outcomes Standards

How do we use shapes to create pictures?

Who was Joan Miro? What is multi

Joan Miro TSW be introduced to the surreal art of Joan Miro. Basic

identified charcteristics of Joan Miro artwork verbally.

identified charcteristics of Joan Miro

Joan Miro 6/30/2008

Joan Miro:Symbols/Shapes6/30/2008

Joan Miro Style/Abstract -I- 6/30/2008

Line and Joan Miro -D- 6/30/2008

Finished abstract watercolor painting using Joan Miro's sstyle

VA.01.05 ~ Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2D – transparent and opaque media, wet, dry, stippled, blended, wash effects; relief printmaking effects; 3D –mobile and stabile forms, carved,

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media in art mean?

characteristics of Joan Miro's style and art. Use the multi media of pen and ink, watercolors and oil pastels

artwork verbally.

Recognizing the "personal style" of Joan Miro, his work and its characteristics.




Experiment with water colors, ink and oil pastels

Line and Joan Miro 6/30/2008

Joan Miro Test Joan Miro Test 6/30/2008

Project-Artist Style: Joan Miro (Final) -R- 6/30/2008

molded, and constructed forms




VA.03.04 ~ Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail



VA.07.02.01 ~ Describe the roles of artists in specific cultures and periods, and compare similarities and differences in these roles, considering aspects such as: the conditions under which artists

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created, performed, and/or exhibited work and the status of artists;

Symbols and Shapes

identified that shapes/symbols can represent images by creating a variety on white paper.

Thin Lines Thick Lines

created thick and thin lines that connected to their shapes/symbols using black marker on their final project.

Watercolor Technique: wet on dry

painted with watercolors their symbols and shapes using the wet on dry technique.

Joan Miro:Symbols/Shapes6/30/2008

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landscape - newburyport.k12.ma.us...complementary, analogous, and monochromatic colorsdemonstrate...

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