unit unit 1: successful art experiences · unit 1: successful art experiences instructional focus...

Unit

Time Allowed:

4 weeks

2014-2015 Curriculum Blueprint Grade: 4 Course: Art – Intermediate 2

Unit 1: Successful Art Experiences

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: line manipulate media process sequential shape technique

Learning Goals:

Students will learn to respect and appreciate art and the tools required to create it.

Students will create art using the art process.

Objectives: 1. Students will describe observations and apply prior knowledge to interpret visual information and reflect on works of art. 2. Students will manipulate tools and materials to achieve diverse effects in personal works of art. 3. Students will follow procedures for using tools, media, techniques, and processes safely and responsibly. 4. Students will use precise language and domain-specific vocabulary to inform about or explain the topic.

Benchmarks/Standards: Supporting Florida Standards

VA.4.C.1.2: Describe observations and apply prior knowledge to interpret visual information and reflect on works of art. VA.4.S.1.1: Manipulate tools and materials to achieve diverse effects in personal works of art. VA.4.S.3.3: Follow procedures for using tools, media, techniques, and processes safely and responsibly.

Essential Content & Understanding: 1. Critical Thinking & Reflection a. Discuss

rules & procedures etiquette for class discussions background knowledge important artwork vocabulary development sequence in art process meaning of artwork

2. Skills, Techniques & Processes a. Structural elements

line shape project specific vocabulary

b. Use art to complete personal art 3. Common Core a. Discussions

age appropriate language key vocabulary

Essential Question: How can we learn to respect and appreciate art and the tools required to create it?

Resources/Links: Supplemental Resources: SRA ART Connections Grade 4 – CD & Teacher Guide SRA Science/Art Connections SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections Misc. Posters, Big Books Writing Links: Using Exit Slips in the Art Room Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: Artworks Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club

http://www.theartofed.com/2012/10/18/hots-higher-order-thinking-skills-in-the-art-room/

http://www.incredibleart.org/files/crit.htm

http://www.googleartproject.com/#artworks/

http://www.si.edu/

http://www.metmuseum.org/

http://www.getty.edu/

http://www.theartofed.com/

http://www.incredibleart.org/lessons/elem/grade_level.html

http://www.deepspacesparkle.com/

http://kinderart.com/

http://www.lessonplanet.com/lesson-plans/elementary-art

http://www.brainpop.com/

http://www.brainpopjr.com/

http://artpad.art.com/gallery/?jrgjze1cbluk

http://www.professorgarfield.org/pgf_home.html

http://www.draw3d.com/

http://en.origami-club.com/

Unit

Time Allowed:

4 weeks


Unit 1: Successful Art Experiences

IPAD APPs: Production

IPAD APPs: History, Artists

Paper by FiftyThree iPhoto iMovie iDraw Sketchbook Pro Art Set Penultimate

ArtSite MOMA AB EX NY Metropolitan Museum The Life of Art PBS for iPad Wikipanion Yours, Vincent – The Letters of Vincent Van Gogh Timeline Color Uncovered

IPAD APPs: Design DESIGNMUSEUM artCircles Dribblr Software: JumpStart Artist KidPix Deluxe GollyGee Blocks Cosmic Blogs Illustrator

Paint Microsoft Office: Word Power Point Publisher

Time Allowed:

5 weeks


Unit 2: Art is Communication


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: artistic color copyright digital public place utilitarian value venue

Learning Goals:

Students will create art that communicates information efficiently and legally.

Students will understand that art is communication.

Objectives: 1. Students will discuss the importance of copyright law in regard to the creation and production of art. 2. Students will identify suitable behavior for various art venues and events. 3. Students will identify and practice ways of showing respect for one’s own and others’ personal works of art. 4. Students will identify reasons to display artwork in public places. 5. Students will examine and apply creative solutions to solve an artistic problem. 6. Students will collaborate with peers in the art room to achieve a common art goal.


VA.4.S.3.4: Discuss the importance of copyright law in regard to the creation and production of art. VA.4.H.1.2: Identify suitable behavior for various art venues and events. VA.4.H.1.4: Identify and practice ways of showing respect for one’s own and others’ personal works of art. VA.4.H.2.3: Identify reasons to display artwork in public places. VA.4.F.1.2: Examine and apply creative solutions to solve an artistic problem. VA.4.F.3.2: Collaborate with peers in the art room to achieve a common art goal.

Essential Content & Understanding:

1. Skills, Techniques, and Processes a. Discuss

art as communication copyright laws key vocabulary

b. Create art using structural elements color value project specific vocabulary

2. Historical & Global Connections a. Discuss

venues for art display acceptable behavior at an art event respect for art professional artist

b. Understand reasons art is displayed 3. Innovation, Technology & the Future a. Different solutions to art problem b. Collaborate to create art

Essential Question:

How can art be used to communicate information in an appropriate manner?

Resources/Links: Supplemental Resources: SRA ART Connections Grade 4 – CD & Teacher Guide SRA Science/Art Connections SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections Misc. Posters, Big Books Writing Links: Using Exit Slips in the Art Room Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: Artworks Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station

http://www.cpalms.org/Standards/PublicPreviewBenchmark4678.aspx
















http://www.si.edu/













Time Allowed:

5 weeks


Unit 2: Art is Communication

Origami club








Time Allowed:

5 weeks


Unit 3: Art as Personal Expression


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: convey culture document generate integrate relevance resources space texture

Learning Goals:

Students will understand and explain how art can be used to express personal thoughts and feelings.

Students will create art that expresses personal thoughts and feelings.

Objectives: 1. Students will integrate ideas during the art-making process to convey meaning in personal works of art. 2. Students will use various resources to generate ideas for growth in personal works. 3. Students will explore and use media, technology, and other art resources to express ideas visually. 4. Students will create artworks that integrate ideas from culture or history. 5. Students will apply meaning and relevance to document self or others visually in artwork.


VA.4.C.1.1: Integrate ideas during the art-making process to convey meaning in personal works of art. VA.4.C.2.2: Use various resources to generate ideas for growth in personal works. VA.4.S.1.2: Explore and use media, technology, and other art resources to express ideas visually. VA.4.S.1.3: Create artworks that integrate ideas from culture or history. VA.4.O.3.1: Apply meaning and relevance to document self or others visually in artwork.

Essential Content & Understanding:

1. Critical Thinking & Reflection a. Discussion exemplary art:

examine evaluate (set criteria) intent/motive of artist key vocabulary

b. Compare techniques of peers/established artists 2. Skills, Techniques, and Processes a. Personal expression:

unique art personal choice self-expression base art choice on multiple resources multi media/technology

b. Art based on specific art culture 3. Organizational Structure a. Use personal voice to create personal artwork b. Structural elements

space texture project specific vocabulary

Essential Question:

How can art be used to express thoughts and feelings?

Resources/Links: Supplemental Resources: SRA ART Connections Grade 4 – CD & Teacher Guide SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections SRA Art Around the World – Idea Book (Cross Curricular Activities) Misc. Posters, Big Books Writing Links: Using Exit Slips in the Art Room Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: Artworks Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art





















http://www.si.edu/









Time Allowed:

5 weeks


Unit 3: Art as Personal Expression

Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club












Time Allowed:

5 weeks


Unit 4: Community Engagement Through Art


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: form innovative organizational principles structural elements symmetry three-dimensional two-dimensional

Learning Goals:

Students will create art based on a specific or personal theme in a timely manner.

Students will understand the role art plays in their community.

Objectives:

1. Students will use the structural elements of art and organizational principles of design to understand the art-making process. 2. Students will combine art media with innovative ideas and techniques to create two- and/or three-dimensional works of art. 3. Students will create art to promote awareness of school and/or community concerns. 4. Students will engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts.


VA.4.O.1.1: Use the structural elements of art and organizational principles of design to understand the art-making process. VA.4.F.1.1: Combine art media with innovative ideas and techniques to create two- and/or three-dimensional works of art. VA.4.F.3.1: Create art to promote awareness of school and/or community concerns.

Essential Content & Understanding: 1. Organizational Structure a. Production

art process b. Structural elements

form review of elements project specific vocabulary

2. Innovation, Technology & the Future a. Innovative ideas & techniques

3D art 2D art project symmetry project global or community concern

3. Common Core a. Discussions


Essential Question:

How does artwork impact and engage our

community?

Resources/Links: Supplemental Resources: SRA ART Connections Grade 4 – CD & Teacher Guide SRA Science/Art Connections SRA Mathematics/Art Connections SRA Social Studies/Art Connections Misc. Posters, Big Books Writing Links: Using Exit Slips in the Art Room Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: Artworks Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art















http://www.si.edu/









Time Allowed:

5 weeks


Unit 4: Community Engagement Through Art

Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club












Time Allowed:

4 weeks


Unit 5: Understanding the Language of Art


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: accurate balance composition creative objective pattern unite

Learning Goals:

Students will understand the purpose of art.

Students will create art that has purpose and meaning.

Objectives: 1. Students will use accurate art vocabulary to discuss works of art and the creative process. 2. Students will organize the structural elements of art to achieve an artistic objective. 3. Students will identify the structural elements of art used to unite an artistic composition. 4. Students will recognize and draw lines of symmetry for two-dimensional figures and identify matching parts.


VA.4.S.1.4: Use accurate art vocabulary to discuss works of art and the creative process. VA.4.S.2.1: Organize the structural elements of art to achieve an artistic objective. VA.4.O.1.2: Identify the structural elements of art used to unite an artistic composition.

Essential Content & Understanding: 1. Skills, Techniques & Processes a. Discussions

art appropriate vocabulary art process creative process

b. Unified composition c. Meet artistic objective 2. Organizational Structure a. Discuss

structural elements in artwork b. Production

original art artistic vision use symmetry in art

c. Organizational principles balance pattern project specific vocabulary

3. Common Core a. Discussions


b. Symmetry recognize line of draw lines of

Essential Question:

How can we understand the meaning and purpose of art?

Resources/Links: Supplemental Resources: SRA ART Connections Grade 4 – CD & Teacher Guide SRA Mathematics/Art Connection SRA Language Arts & Reading/Art Connections SRA Art Around the World – Idea Book (Cross Curricular Activities) Misc. Posters, Big Books Writing Links: Using Exit Slips in the Art Room Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: Artworks Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr.













http://www.si.edu/










Time Allowed:

4 weeks


Unit 5: Understanding the Language of Art

Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club











Time Allowed:

5 weeks


Unit 6: Art Connects Cultures and History


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: content historical influence movement produce rhythm

Learning Goals:

Students will understand that it is important to learn about art in order to understand the global world in which they live.

Students will create work after examining and synthesizing information about a specific artist or group of people.

Objectives: 1. Students will use accurate art vocabulary when analyzing works of art. 2. Students will use a variety of resources and art skills to overcome visual challenges in personal artworks. 3. Students will identify historical and cultural influences that have inspired artists to produce works of art. 4. Students will describe artworks that honor and are reflective of particular individuals, groups, events, and/or cultures. 5. Students will explore works of art, created over time, to identify the use of the structural elements of art in an historical event or art

style.


VA.4.C.3.1: Use accurate art vocabulary when analyzing works of art. VA.4.O.2.1: Use a variety of resources and art skills to overcome visual challenges in personal artworks. VA.4.H.1.1: Identify historical and cultural influences that have inspired artists to produce works of art. VA.4.H.1.3: Describe artworks that honor and are reflective of particular individuals, groups, events, and/or cultures. VA.4.H.2.1: Explore works of art, created over time, to identify the use of the structural elements of art in an historical event or art style.

Essential Content & Understanding: 1. Critical Thinking & Reflection a. Discussion cultural artwork

examine evaluate (set criteria) key vocabulary intent/motive of artist identify elements & principles of art

b. Personal art based on visual challenge 2. Organizational Structure a. Base artwork on cultural examples b. Analyze purpose of art c. Organizational principles

movement rhythm project specific vocabulary

3. Historical & Global Connections a. Discussion cultural art

reflect analyze compare techniques & styles of art background & geography for group

Essential Question:

How can learning about history and different cultures important to art help us understand the world in which we live?

Resources/Links: Supplemental Resources: SRA ART Connections Grade 4 – CD & Teacher Guide SRA Mathematics/Art Connections SRA Social Studies/Art Connections SRA Art Around the World – Idea Book (Cross Curricular Activities) Misc. Posters, Big Books Writing Links: Using Exit Slips in the Art Room Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: Artworks Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt
























http://www.si.edu/







Time Allowed:

5 weeks


Unit 6: Art Connects Cultures and History

Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club














Time Allowed:

5 weeks


Unit 7: Art Improves Life


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: contrast design designer discipline emphasis proportion revise unique

Learning Goals:

Students will understand and experience the impact art has on their daily lives.

Students will create and revise art as part of the creative process.

Objectives:

1. Students will revise artworks to meet established criteria. 2. Students will develop and support ideas from various resources to create unique artworks. 3. Students will compare purposes for the structural elements of art and organizational principles of design in artworks and utilitarian

objects. 4. Students will use the art-making process, analysis, and discussion to identify the connections between art and other disciplines. 5. Students will discuss how analytical skills and thinking strategies are applied to both art production and problem-solving in other

content areas. 6. Students will discuss how artists and designers have made an impact on the community.


VA.4.C.2.1: Revise artworks to meet established criteria. VA.4.C.2.3: Develop and support ideas from various resources to create unique artworks. VA.4.C.3.2: Compare purposes for the structural elements of art and organizational principles of design in artworks and utilitarian objects. VA.4.C.3.3: Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines. VA.4.H.3.1: Discuss how analytical skills and thinking strategies are applied to both art production and problem-solving in other content areas. VA.4.F.2.1: Discuss how artists and designers have made an impact on the community.

Essential Content & Understanding: 1. Critical Thinking & Reflection a. Revise artwork to meet specific criteria b. Synthesize information from several sources to create unique art c. Organizational principles

contrast emphasis project specific vocabulary

d. Critique artwork related to specific content areas connect to other disciplines

2. Historical & Global Connections a. Discuss

how art skills relate to other content areas

analytical skills thinking strategies problem solving symmetry in cultural artwork

3. Innovation, Technology & the Future a. Careers, importance of

art knowledge art skills

Essential Question:

How can art make our lives better?

Resources/Links: Supplemental Resources: SRA ART Connections Grade 4 – CD & Teacher Guide SRA Science/Art Connections SRA Language Arts & Reading/Art Connections SRA Art Around the World – Idea Book (Cross Curricular Activities) Misc. Posters, Big Books Writing Links: Using Exit Slips in the Art Room Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: Artworks Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt




























http://www.si.edu/







Time Allowed:

5 weeks


Unit 7: Art Improves Life

art production impact on the community key vocabulary

Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club














Time Allowed:

5 weeks


Unit 8: A Life with Art


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Key Vocabulary: complex master simple unity variety

Learning Goals:

Students will understand that what they learn in art helps prepare them for the complex world in which they live.

Students will create art that integrates skills required in a variety of content areas.

Objectives: 1. Students will experiment with various materials, tools, techniques, and processes to achieve a variety of results in two- and/or three-

dimensional artworks. 2. Students will plan and produce art through ongoing practice of skills and techniques. 3. Students will demonstrate the ability to recall art procedures and focus on art processes through to the end of production. 4. Students will identify differences between artworks and utilitarian objects. 5. Students will identify the work of local artists to become familiar with art-making careers. 6. Students will work purposefully to complete personal works of art in a timely manner, demonstrating development of 21st-century

skills.


VA.4.S.3.1: Experiment with various materials, tools, techniques, and processes to achieve a variety of results in two- and/or three-dimensional artworks. VA.4.S.3.2: Plan and produce art through ongoing practice of skills and techniques. VA.4.S.2.2: Demonstrate the ability to recall art procedures and focus on art processes through to the end of production. VA.4.H.2.2: Identify differences between artworks and utilitarian objects. VA.4.F.2.2: Identify the work of local artists to become familiar with art-making careers. VA.4.F.3.3: Work purposefully to complete personal works of art in a timely manner, demonstrating development of 21st-century skills.

Essential Content & Understanding: 1. Skills, Techniques & Processes a. Production

2D art 3D art demonstrate progress over time use art process to create artwork

2. Historical & Global Connections a. Compare & contrast

identify art identity utilitarian objects

3. Innovation, Technology & the Future a. Discuss

career exploration artists contributions key vocabulary

b. Local artist & artwork c. Group project

leadership collaboration time management skills

Essential Question:

How can what we learn in art help us prepare for life in the complex world of today and tomorrow?

Resources/Links: Supplemental Resources: SRA ART Connections Grade 4 – CD & Teacher Guide SRA Science/Art Connections SRA Mathematics/Art Connections SRA Social Studies/Art Connections SRA Language Arts & Reading/Art Connections SRA Art Around the World – Idea Book (Cross Curricular Activities) Misc. Posters, Big Books Writing Links: Using Exit Slips in the Art Room Higher Order Questioning: HOTS in the HOTS (Higher Order Looking at Art: Seeing Questions Remediation & Enrichment Resources: Artworks Smithsonian Metropolitan Museum of Art The Getty Slang in the Art Studio





















http://www.si.edu/




Time Allowed:

5 weeks


Unit 8: A Life with Art

Elementary Art Lessons by Grade Level Deep Space Art Lessons for Kids KinderArt Elementary Art Teacher Resources Brain Pop Art Brain Pop Jr. Art.com Professor Garfield Mark Kistler’s Imagination Station Origami club

















Supporting Florida Standards

MAFS.4.G.1.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line

into matching parts. Identify line-symmetric figures and draw lines of symmetry.

LAFS.4.SL.1.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and

orally.

LAFS.4.SL.1.3: Identify the reasons and evidence a speaker provides to support particular points.

LAFS.4.W.1.2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section

related to the information or explanation presented.

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unit unit 1: successful art experiences · unit 1: successful art experiences instructional focus...

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