supporting document -visual art grade 4 - term 2 · • how to draw - shape breakdown-i can draw by...

Supportingdocument-VISUALARTGRADE4-TERM2

MRS.ZAVEZ–grades4-8

Art is all about creating, innovating, communicating, responding, connecting and collaborating. In art class students learn to experiment, conceptualize and generate ideas while they work to refine the skills necessary to create successful artwork - and they have fun while doing it! After a brief lesson on a media, technique, artist, or concept, art students in grades 4-8 are given the opportunity to engage in work that is meaningful to them. Sometimes they are asked to incorporate techniques or materials introduced in the demo, other times, during “open-studio”, they draw upon their own inspiration and create artwork of their choosing- just like a working artist.

ART LESSONS in term one and the connecting “I can” statements

• TRIMESTER PROJECT- CARDBOARD CREATURES- I can draw an imaginary creature on paper and then make it come to life with cardboard as a 3D or relief (pops off the page) sculpture.

• VISUAL PUNS- I can show understanding of word play in art by coming up with and making visual puns. (ex: butterfly—a stick of butter with wings)

• ARTIST FOCUS-ROY LICHTENSTEIN/GEORGES SEURAT- I can be inspired by the pointillism style of art and use painted dots to create an art piece.

• MATISSE COLLAGES- I can use colored paper to make a collage like the famous artist Matisse. • CHALK PASTEL- I can draw with and “smudge” chalk pastels to show movement and light and

represent the northern lights or just a cool glow in my art piece. • MODEL MAGIC- I can form a fun sculpture using model magic. • COLOR WHEEL- I can show understanding of the color wheel by including it in an artwork. • OBSERVATIONAL DRAWING- I can draw a toy/stuffed animal/real objet from direct observation and

understand the concept of looking at a 3D object and recreating it on a flat surface. • IMPRESSIONISM- I can use oil pastels to re-create a work of art in the style of Claude Monet, a

famous impressionist painter. • OPEN STUDIO- I can: create art through a process that includes generating ideas, planning

solutions, evaluating the effectiveness of the solutions, and producing original art.

NATIONAL CORE VISUAL ART STANDARDS/ARTS MODEL COMPETENCIES FOR PERFORMANCE ASSESSMENT

CREATING: Conceiving and developing new artistic ideas and work PRESENTING: Interpreting and sharing artistic work RESPONDING: Understanding and evaluating how the arts convey meaning CONNECTING: Relating artistic ideas and work with personal meaning and external context



Art is all about creating, innovating, communicating, responding, connecting and collaborating. In art class students learn to experiment, conceptualize and generate ideas while they work to refine the skills necessary to create successful artwork - and they have fun while doing it! After a brief lesson on a media, technique, artist, or concept, art students in grades 4-8 are given the opportunity to engage in work that is meaningful to them. Sometimes they are asked to incorporate techniques or materials introduced in the demo, other times, during “open-studio”, they draw upon their own inspiration and create artwork of their choosing- just like a working artist.

ART LESSONS INTRODUCED and the connecting “I can” statements

• ANIMAL ASSIGNMENT – I can draw a realistic animal wearing winter clothing. • TEXTURE IN ART – I can transform a flat form into a fuzzy animal or object by adding texture. • CLAY - I can make a clay sculpture or functional object by molding and glazing clay. • MODEL MAGIC- I can form a fun sculpture using model magic. • HOW TO DRAW - SHAPE BREAKDOWN- I can draw by understanding that everything can be

broken down into large shapes. Start with the big areas and then add detail later! • FOILED AGAIN- I can create unique art pieces by gluing yarn to a piece of cardboard and covering it

with aluminum foil and then adding color with sharpie. • WATERCOLOR BIRCH TREES – Birch trees are NH’s state tree. I can include them in a watercolor

painting and gain understanding of negative space as I use masking tape to “mask” the trees and then add the bark using paint and a cardboard edge.

• OPEN STUDIO- I can: create art through a process that includes generating ideas, planning solutions, evaluating the effectiveness of the solutions, and producing original art. NATIONAL CORE VISUAL ART STANDARDS/ARTS MODEL COMPETENCIES

FOR PERFORMANCE ASSESSMENT CREATING: Conceiving and developing new artistic ideas and work PRESENTING: Interpreting and sharing artistic work RESPONDING: Understanding and evaluating how the arts convey meaning CONNECTING: Relating artistic ideas and work with personal meaning and external context



Art is all about creating, innovating, communicating, responding, connecting and collaborating. In art class students learn to experiment, conceptualize and generate ideas while they work to refine the skills necessary to create successful artwork - and they have fun while doing it! After a brief lesson on a media, technique, artist, or concept, art students in grades 4-8 are given the opportunity to engage in work that is meaningful to them. Sometimes they are asked to incorporate techniques or materials introduced in the demo, other times, during “open-studio”, they draw upon their own inspiration and create artwork of their choosing- just like a working artist. In Middle School, Students are assigned a different art challenge each trimester. This provides opportunities for innovation, to work with different media and techniques and provides an opportunity to focus on a theme.


• TRIMESTER 2 Project- FANTASY CHARACTER- I can invent my own fantasy character

drawing that is modeled after me. After researching multiple character designs, students created their own version of themselves as a character with specific personality traits and added superior skills.

• SHOES- I can gain mastery as I practice drawing 3-dimensional forms from direct observation. Using my shoes as a model, I can realistically represent what I see using pencil and shading techniques.

• HOW TO DRAW A FACE- I can show understanding of realistic portraiture and practice drawing facial features.

• HALF FACE DRAWINGS- I can draw a self portrait. Using photos of their faces folded in half, students were asked to continue the picture and draw the other half realistically. This is a great first step in self-portraiture.

• GESTURE DRAWINGS- I can draw a figure in many different poses. Students drew their classmates as they posed for each other for quick sketches.

• BALANCE SCULPTURES- Create a sculpture that shows balance-using wire, cardboard or recycled materials. The sculpture must be inspired by the pose you created in a photo taken in class. Artist Alexander Calder was shown.

• OPEN STUDIO- I can create art through a process that includes generating ideas, planning solutions, evaluating the effectiveness of the solutions, and producing original art.

NATIONAL CORE VISUAL ART STANDARDS/ARTS MODEL COMPETENCIES

FOR PERFORMANCE ASSESSMENT CREATING: Conceiving and developing new artistic ideas and work PRESENTING: Interpreting and sharing artistic work RESPONDING: Understanding and evaluating how the arts convey meaning CONNECTING: Relating artistic ideas and work with personal meaning and external context





• TRI 2 PROJECT- RECREATE A FAMOUS PAINTING IN 3D- I can research and choose a famous

painting and then re-create in a sculptural form. • 3D ILLUSION ART- I can draw a illusion on a flat paper so that it looks 3 dimensional. • COMIC STRIPS- I can think like a comic strip illustrator and design an interesting comic based on

the rock cycle. This was a collaborative project with science. • WIRE ART- I can create art pieces using the art medium of molding wire. • CONTRASTO PAPER - I can cut black and white contrasto paper to create interesting negative

space related designs. • NOTAN DESIGNS – I can understand negative space in art by cutting paper into the Japanese

inspired art form of Notan designs. • ONE POINT PERSPECTIVE- I can show understanding of one point linear perspective and create a

work of art using streets and buildings or views of a room or hallway. • OPEN STUDIO- I can: create art through a process that includes generating ideas, planning

solutions, evaluating the effectiveness of the solutions, and producing original art.






ART LESSONS INTRODUCED and the connecting “I can” statements 8TH GRADE

• SKETCHBOOKS- I can draw the assigned topics in my sketchbook each month. • ART CHALLENGE PROJECT – TRASHION FASHION – Using materials from the art room, I can

design and make a wearable fashion item. Ex: Shoes, dresses, accessories, hats etc. • WIRE ART- I can use modeling wire to create art. • HOLOCAUST PORTFOLIO ARTWORK - I can create an artwork that shows emotion and tells a story

about a time in history. In 8th grade, part of the study of WWII and the holocaust includes a piece of visual imagery that represents the unit of study for the 8th grade portfolio.

• COMIC STRIPS- I can think like a comic strip illustrator and design an interesting comic based on the rock cycle. This was a collaborative project with science.

• OPEN STUDIO- I can: create art through a process that includes generating ideas, planning solutions, evaluating the effectiveness of the solutions, and producing original art.



Mrs. Yeaton Physical Education Term 2 PreK: I can do my skill work safely in the gym. I can move and not knock into others. I can follow directions in PE class. I can experiment with equipment that we use in class. Grade 1: I can strike balls of different sizes with a hockey stick using the correct grip. I can kick a football off a tee and into the air. I can throw a football at a target. I can try to punt a football. I can actively participate in PE class. I can understand, practice and discuss the components of physical fitness (strength, cardiovascular, flexibility and balance) Grade 3: I can dribble a ball with a hockey stick and change direction. I can dribble a ball with a hockey stick and go around stationary objects without losing control. I can dribble and then pass a ball to a target or partner using a hockey stick. In a large group setting I can control dribble my ball with a hockey stick and keep away from others. I can start to learn the concept of open space in a game. I can start to learn about defense in a game. I can actively participate in PE class. I can learn how to perform the Fitnessgram test. I can identify and practice the components of physical fitness. Grade 4: I can lift a ball in the air using a hockey stick. I can dribble a ball with control using a hockey stick. I can dribble a ball with a hockey stick moving at different speeds. I am learning the concept of “getting open” in a game type situation. I am learning the concept of defense in a game type situation. I can actively participate in PE class. I can learn how to perform the Fitnessgram test. I can identify and practice the components of physical fitness.

Grade 6: I can play a keep away game (3v3) involving dribbling and shooting a basket. I can pass and receive a basketball while on the move or stationary. I can fake and pivot while dribbling or passing a basketball. I can maintain a defensive ready position. (weight on balls of feet, arms extended, eyes on midsection of offensive player.) I can transition from offense to defense by recovering quickly. I can anticipate plays by the offense and intercept the ball. I can create a self-selected physical activity goal for aerobic and muscle and bone strengthening activity based on current fitness level. I can design a fitness plan based on the Fitnessgram test results. I can demonstrate my knowledge of rules and etiquette by self-monitoring my behavior during modified activities or games. Grade 7 I can dribble with dominant and non-dominant hands using a basketball. I can create open space during small-sided game play. I can throw a leading pass to a moving receiver. I can do at least two of the following to create space: a variety of passes, pivots, fakes and give and go. I can reduce open space as a defender by anticipating play/throw. I can identify the FITT principle. I can design a workout based on the results of my Fitnessgram test. I can provide corrective feedback to a teammate. I can demonstrate my knowledge of rules and etiquette by self-monitoring my behavior during modified activities or games. Grade 8 I can throw a lead pass to a moving partner off a dribble or pass. I can execute at least two of the following to create open space during 3v3 games: pivots, fakes, screens, jab steps. I can dribble with dominant and non-dominant hand using a change of speed/direction during 3v3 play. I can create open space by staying spread on offense cutting and passing quickly and using fakes off the ball. I can reduce open space as a defender by denying the catch and anticipating the play. I can transition from offense to defense quickly or vice versa by recovering and quickly communicating with teammates. I can identify the components of physical fitness. I can create a workout based on the results of my Fitnessgram test. I can demonstrate my knowledge of rules and etiquette by self-monitoring my behavior during modified activities or games.

GradesK-4Music

Trimester2

NorthHamptonSchoolReportCard

SupportingDocument

Grade2MusicRhythmicSkills• Iknowhowtokeepasteadybeat• Icanreadandplay4beatrhythmpatternsaccurately.• Icanplayaclassroominstrumenttothebeat• Icanechothecorrectrhythmwhenitisplayedtome.• Icanwritethecorrectrhythmwhenitisplayedtome.MusicListening• Icanisolateandnametheinstrumentsinapieceofmusic• Iknowthesoundsofmostoftheinstrumentsinanorchestra.• Icannamecomposerswehavelistenedto.

GradeKMusicRhythmicSkills• Iknowhowtokeepasteadybeat.• IcanplayclassroominstrumentsthewayIhavebeentaught.• Icanplayaclassroominstrumenttothebeat.• Icanechothecorrectrhythmwhenitisplayedtome.MusicListeningandResponding• Icanlistentomyfriendswhentheysharemusically.• Icansingthesongsmyteacherteachesme.• IcanaddmovementtothesongswhenIsing.

Grade1MusicRhythmicSkills• Iknowhowtokeepasteadybeat• Icanplayaclassroominstrumentcorrectlyandtothebeat• Icanechothecorrectrhythmwhenitisplayedtome.• Icanusebodypercussiontomakerhythmpatterns.MusicListeningandResponding• Icanlistentomyfriendswhentheysharemusically.• Icansingthesongsmyteachersteachesme.• IcanaddmovementtothesongswhenIsing.

Ifyourchildreceiveda“3”inaparticularstrand,theycanperformtheskillsandstrategieslisted.

Grade4MusicRhythmic/NoteReadingSkills• Studentcandemonstrateasteadybeat• Studentcanreadandplay4beatrhythmpatterns.• StudentcanwritethecorrectnotationwhenhearingarhythmicexampleMusicListening• Studentcanisolateandnametheinstrumentsinapieceofmusic• Studentknowsthesoundsofmostoftheinstrumentsinanorchestra.• StudentcanidentifyandusevocabularyassociatedwithdynamicsinmusicRecorder• StudentknowstherecorderfingeringsfornotesABCDE• Studentknowshowtoblowandholdtherecorderforlefthandnotes.

Grade3MusicRhythmicSkills• Iknowhowtokeepasteadybeat• Icanwrite,readandplay4beatrhythmpatternsaccurately.• Icanplayaclassroominstrumenttothebeat• Icanechothecorrectrhythmwhenitisplayedtome.• Icanwritethecorrectrhythmwhenitisplayedtomeusingquarter,halfandtwo-eighthnotesandquarterrests.• Icancreateandperformbinaryandternaryrhythmswithothers.• Icanidentifypitchesonastaff.• Icancomposemusic.

Grade5-8Music

Trimester2

NorthHamptonSchoolReportCard

SupportingDocument

BandIfyourchildreceiveda“3”inaparticularstrand,theycanperformtheskillsandstrategieslisted.

• Recognizeanddemonstrateappropriateperformancetechniqueontheirinstrument.• Performmusicpiecesusingavarietyofkeys,meters,tempi,andrhythmsinmodestranges.• Readwhole,half,quarter,eighth,sixteenth,anddottednotesandrestsin2/4,3/4,4/4,meters.• Readnoteswithsufficientfluencytoplaytheassignedmusic.• Demonstrateabasicknowledgeofthevocabularyofmusic.• Understandsanddisplaysproperexpectedrehearsalandconcertbehaviors.• Practiceandknowtheirassignedmusicforclass.

ChorusIfyourchildreceiveda“3”inaparticularstrand,theycanperformtheskillsandstrategieslistedbelow:• Performmusicthatusesavarietyofkeys,meters,tempi,andrhythmsinmodestranges.• Readwhole,half,quarter,eighth,sixteenth,anddottednotesandrestsin2/2,2/4,3/4,and4/4meters.• Demonstrateabasicknowledgeofthevocabularyofmusic.• Demonstratestheabilitytomatchpitchandechomusicthatisvocallypresented.• Understandsanddisplaysproperexpectedrehearsalandconcertbehaviors.• Singswithappropriatepostureandbreathsupporttoproducenotesofthecorrectvolumeandduration.

Music Competencies CREATING: Conceiving and developing new artistic ideas. PERFORMING: Realizing artistic ideas and work through interpretation and presentation. RESPONDING: Understanding and evaluating how the arts convey meaning. CONNECTING: Relating artistic ideas and work with personal meaning and external context. CONTRIBUTING: Actively and responsibly contributing to the group process and product.

Technology – Second Term Supporting Document – Mrs. Herlihy

Kindergarten During second term Kindergarten students continued the use of iPads and iPad

apps in their classrooms. In January, we transitioned into the computer lab and students have been

working on computer basics, navigation skills and use and control of the mouse. Kindergarteners

have also practiced using basic coding skills with the program Kodable both on the iPads and in

the computer lab.

● Use iPad in safe, responsible manner

● Use iPad apps to create content, solve problems and practice curricular content

● Utilize the basic components used with the computer: keyboard, mouse, headphones,

volume controls

● Develop basic mouse skills (point, click, drag, drop, scroll)

● Develop basic internet navigation skills (open/close tabs, click to open links, open/close full

screen mode)

● Begin basic keyboard skills (locate letter keys, volume control, delete, return)

First Grade Through continued work on the class website, students continue to navigate between

enriching web based activities and the multi-faceted application, KidPix. Kid Pix combines the

creative computing skills and fosters beginning word processing skills.

• Utilize the basic components used with the computer: keyboard, mouse, headphones,

volume controls

• Continue to develop mouse skills (point, click, drag, drop, scroll, double-click)

• Continue to develop internet navigation skills (open/close tabs, click to open links,

open/close full screen mode)

• Use beginning keyboarding games to continue basic keyboard familiarity (letter location)

• Use KidPix to develop beginning keyboarding/word processing skills (capitalize letters, use

punctuation, highlight text, move text, font type selection, font size selection, font color selection,

basic editing skills)

• Use KidPix to develop beginning drawing tool skills (pencil, line tools, undo, fill, color

change)

• Begin to develop basic (block based) coding skills (build basic sequence, reorder steps,

change variables)

Second Grade Students continue to use a variety of online resources to enhance classroom

curriculum. Coding and keyboarding was a focus during second term. Students tried a variety of

resources as they explored coding and developed basic keyboarding skills.

• Continue to develop basic internet navigation skills (open/close tabs, click to open links,

open/close full screen mode, refresh page)

• Continue basic keyboarding familiarity (letter location, space, shift, return)

• Continue basic keyboarding / word processing skills (capitalize letters, use punctuation,

highlight text, move text, font type selection, font size selection, font color selection, basics for

editing writing) utilizing the applications KidPix and The Print Shop 2.

• Continue to develop beginning drawing and animation tool skills (pencil, line tools, undo, fill,

color change, copy, paste) utilizing the application KidPix.

• Begin to develop basic skills for design and layout tools to share information (business

cards) using the application The Print Shop 2.

• Begin to develop skills for saving, printing and locating saved documents with guidance.

• Utilize basic (block based) coding skills (build basic sequences, reorder steps, change

variables, debug problems) using a variety of online coding websites.

Third Grade Students continue to use a variety of online resources during technology class.

Coding and slide show design was a focus this term. Students tried a variety of resources as

they explored coding. Students also utilized the application Keynote, to design a weather

forecast slideshow as an integration project.

• Continue formal keyboarding – locate and use letter and number keys with correct

finger/hand placement (home row, space, return, shift)

• Use given (age appropriate) search engines and online resources to find information and

pictures/graphics via internet

• Continue to develop skills for saving, printing and locating saved documents with guidance

• Continue to expand knowledge of drawing, design and animation tools (cut, copy, paste,

screenshots, undo, re-do, whitespace, balance) utilizing applications like The Print Shop 2 and

Keynote.

• Continue to develop basic (block based) coding skills (build sequences, reorder steps, build

repeated sequences, change variables, debug issues) using a variety of coding resources

• Utilize basic video production skills to write, design, and represent data in a

meaningful way.

Fourth Grade Students continue to use a variety of online resources with curricular ties to

classroom studies. One focus for this term was Internet Safety. Students utilized the resource Be

Internet Awesome designed by Google to practice good online etiquette.

• Continue formal keyboarding – (home row and “reach” keys, numbers, capital letters)

• Utilize skills for saving, printing and locating saved documents

• Utilize drawing and design tools and skills to communicate a clear message

• Use technology and the internet in a safe and responsible way

• Continue to develop basic (block based) coding skills (build sequences, reorder steps, build

repeated sequences, change variables, debug issues) using a variety of coding resources

Fifth Grade Students utilized a variety of technology tools and resources to connect their learning

with classroom studies. Areas of focus this term included coding, podcasting, and utilizing online

accounts for Typing Pal and Google.

• Use technology responsibly – make appropriate and safe choices online and on networked

account

• Continued work on formal keyboarding practice (home row, “reach” keys, numbers,

capitals, runs of words and sentences with proper punctuation)

• Utilize skills for saving, printing, sharing (on local network) and locating saved documents

• Use technology resources and tools to solve problems and design solutions (Coding and

Networking focus)

• Locate and collect resources from a variety of sources and organize items for use

• Continue to develop coding skills (build sequences, reorder steps, build repeated

sequences, change variables, debug issues) using a variety of coding resources

● Work as a team to design a school podcast and contributing original work to this

grade level project

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