|
Creating
| |||||||||||||||
|
Investigate, Plan, Make
| |||||||||||||||
|
1) Engage collaboratively in exploration and imaginative play with art materials. Examples: Work with partner or small group to create an artwork. Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills. |
||||||||||||||
|
2) Explore and experiment with a range of art materials. a. Create two-dimensional art. Examples: Family portrait or gadget printing. b. Create three-dimensional art. Examples: Pinch pots or found-object sculptures. |
||||||||||||||
|
3) Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary. Example: The teacher will model an artistic technique. |
||||||||||||||
|
4) Demonstrate safe and proper procedures for using materials, tools, and equipment while making art. Example: Show the students how to properly store the brush. |
||||||||||||||
|
Reflect, Refine, Continue
| |||||||||||||||
|
5) Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity. Example: Draw a picture of a celebration. |
||||||||||||||
|
6) Use art vocabulary while creating art. a. Apply primary and secondary colors in a work of art. Example: Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors. b. Apply line, shape, texture in a work of art. Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin. Shape: Geometric and organic. Texture: Smooth or rough. Example: Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie. |
||||||||||||||
|
Presenting
| |||||||||||||||
|
Select, Analyze, Share
| |||||||||||||||
|
7) Select works of art for personal portfolio and/or display. a. Justify why they selected the artwork. |
||||||||||||||
|
8) Discuss where, when, why, and how artwork should be presented or preserved. |
||||||||||||||
|
9) Identify the roles and responsibilities of people at museums and other art venues. Example: Discuss the following roles with the students: visitor, curator, docent, guard, and studio teacher. |
||||||||||||||
|
Responding
| |||||||||||||||
|
Perceive, Analyze, Interpret
| |||||||||||||||
|
10) Select and describe works of art that illustrate daily life experiences. |
||||||||||||||
|
11) Compare and/or contrast similar images, subjects, or themes. Examples: Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring. |
||||||||||||||
|
12) Interpret art by categorizing subject matter and identifying the visual qualities. Example: Compare images that represent the same subject. |
||||||||||||||
|
13) Classify/group artwork based on subject matter. Examples: Group portraits, landscapes, and still life. |
||||||||||||||
|
Connecting
| |||||||||||||||
|
Interpret
| |||||||||||||||
|
14) Identify times, places, and reasons students make art outside of school. Examples: Look at murals and environmental sculptures. |
||||||||||||||
|
Synthesize
| |||||||||||||||
|
15) Understand that people from different times and places have made art for a variety of reasons. Examples: Look at masks from various cultures. |
||||||||||||||