Art+5-6

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || influence prehistoric legacy geography environment interpretation || Take 5 prints, visual internet tour of prehistoric art, maps, art timeline || Look at art timeline progression. Study early art and determine purpose and production. Create own ideas of personal influence and our place in the world. || Demonstrate formulation of ideas for our place in the world within a finished artwork. Create a written analyisis of artwork. Self-evaluation. || 4.a. know and compare the characteristics of artworks in various eras and cultures 4.c analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art || 10 || society beliefs culture symbols analysis description || Take 5 art prints, internet sources, books of various cultures, 2d and 3d art examples, personal cultural artifacts || Look at artifacts from various cultures. Discuss the types of surfaces available during particular times/places. Look at techniques and examples. Create original art with particular cultural influence. Work in 3d and 2d art. || Show understanding of early cultures and purposes for creating art. Present finished artworks in both 2d and 3d format which show the influences on art today. Written artist statements and geography booklets with notes and location specifics. || 2.a. generalize about the effects of visual structures and functions and reflect upon these efforts in their own work 4.a. know and compare the characteriestics of artworks in various eras and cultures || 6 || statue procedure media source natural form resources influence folk art fine art, sensory properties, symbolism expression || Take 5 prints Timeline African art Three-dimensional art examples, Art from Nature, Internet sources, African artifacts || Students will study people in art throughout time. They willl focus on three-dimensional art and the expression of human form in art. Students will create their own statues using natural media, similar to that available to various cultures. || Students will demonstrate understanding of purpose and expression in art. They will complete a free-standing sculpture from natural materials that shows a particular sense of expression. Self-evaluation. Quiz. Statements. || 2.b. employ organizational structures and analyze what makes them effective or not effective in the communication of ideas 3.b. use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks || 2 || zentangle contrast transformation connection symbolic literal design pattern contour line influence || Take 5 prints Map booklets Line art Papermaking Examples Marbling tools Surrealism examples American art examples and styles || Students will look at art styles and focus on art which combines images and objects with each other in a puzzle-like fashion. They will learn to see objects within other objects and improve drawing techniques. || Demonstrate ability to create original decorative paper as a canvas for art. Incorporate styles of American art into ink drawing techniques. Create a balance of ink and marble effects. Written review. || 5.b. analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry 3.a. integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artwork || 5 || history conflict geography exploration expansion interpretation value scale analagous naturalistic stylized European || Timeline, Books, Egyptian books, Greek books Ancient art examples, Take 5 prints Historical posters || Students will choose a subject and imagery from world cultures in history. They will examine purpose of the art and its influences. Using simple metallics, the students will replicate the image of choice to gain better understanding of the culture and time period. || Complete a reproduction of a part of historical art produced in Ancient times. Show understanding of imagery and style. Make personal artistic choices to allow art to become your own. Show understanding of metallic paint application and matching the analagous values. Statements. Group Critique. || 2.a. generalize about the effects of visual structures and functions and reflect upon these efforts in their own work 4.a. know and compare the characteristics of artworks in various eras and cultures || 6 || still-life source drapery depth foreground background transparent opaque aesthetics || Take 5 prints Still-life examples, Drapery drawings, Sphere drawings, Colored pencil artworks, Projector Images of still-life objects || Students will study objects in front of them. They will use their knowledge of art techniques to draw forms with contours first and then use additions of shading and value to create forms. || Show literal representations of art objects in still-life. Demonstrate understanding of shading to achieve shadows and depth in the three-dimensional forms. Rubric evaluation. || 2.b. employ organizational structures and analyze what makes them effective or not effective in communication of ideas 3.a. integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artwork || 4 || illusion collage plane perspective connection space form || Take 5 prints Sculpture Images, Pencil Art, Internet sources || Students will study materials and recycled artworks. They will look at numerous examples. They will then be given various forms of one material and begin joining parts to create free-standing sculpture with interest in design from all sides and directions. || Create a thoughtful design which follows the guidlines of the project. Demonstrate originality, creativity, and good craftsmanship. Self Evaluation. Group Critique. || 5.a. compare multiple purposes for creating works of art 6.b. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts || 4 || auxiliary veteran respect readability impact contrast value theme symbol layout response function || Collection of posters, Student examples from past. Graphic art, Military books, War info, Military art, Internet sources || Students will create posters with impactful themes and subject matter. They will follow guidelines while also being creative in their design and composition. Students will show knowledge in skills learned throughout the year and apply it to artwork. || Finished poster with high contrast and great impact. The poster will be easily recognizable from a distance and have neatness in process. A particular theme should encompass the entire artwork. Group critique. Rubric evaluation and judging. ||
 * Teachers **** : Chana Orton **
 * Textbook: None **
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 * **Obj #** || **Unit** || **Objective:**
 * 1 || 1 || examine our place in the world as demonstrated by early prehistoric art. || 2.a. generalize about the effects of visual structures and functions and reflect upon these efforts in their own work 3.a. integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artwork || 4 || chronology
 * 2 || 2 || discuss the nature of art from around the world throughout time || 1.c. intentionally take advantage of the qualitites and characteristics or art media, techniques, and processes to enhance communication of their experiences and ideas
 * 3 || 3 || create art that explores the needs and ideas of the artist of a time period || 1.b. intentionally take advantage of the qualities and characteristics of art media, technique, and processes to enhance communication of their experiences and ideas
 * 4 || 4 || create art that expresses ideas from American styles or schools of art || 1.c. use art materials in a safe and responsible manner
 * 5 || 5 || use the critical process to compare and contrast art in the world throughout history || 6.a. compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context
 * 6 || 6 || emphasis on drawing--observation of still-life and contour line--literal style art || 1.b. intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
 * 7 || 7 || use available materials to create art that expresses ideas || 1.a. select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
 * 8 || 8 || create meaningful art to benefit the community and world || 4.a. describe and place a variety of art objects in historical and cultural contexts