Content Standard(s):
Arts Education 2) Collaboratively design and create artwork that has meaning and purpose.
Examples: Create a logo for a school or activity.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Concepts & Vocabulary:
Constructed environment
Cultural traditions
Digital format
Engagement
Tertiary color
Preservation
Proportion
Principles of design
Shade
Style
Tints & shades Skill Examples:
Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies .
Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
Design a two-dimensional drawings of a futuristic art room, town, or planet
Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
Engage in group critiques of one's work and the work of others.
Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
Use the design principles of repetition and alignment to add visual unity to an artwork.
Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Mathematics 25. Use a protractor to measure angles in whole-number degrees and sketch angles of specified measure.
Unpacked Content
Evidence Of Student Attainment:
Students:
Demonstrate using a protractor to measure angles in different orientations to the nearest degree. o mark on the protractor, and read where the other ray is located on the protractor.
Draw an angle of a given size using a variety of tools. o angle.
Determine the angle measure when given an image of a protractor with angle rays intersecting the protractor scale.
Teacher Vocabulary:
Protractor
Angle
Whole number
Degree
Center
Circle
Intersect
Arc
Point
Ray
One-degree angle
Vertex Knowledge:
Students know:
Measurable attributes of geometric shapes, specifically angle size.
Units of measurement, specifically one-degree angle (degrees).
An angle is measured by the number or iterations of one-degree angles that exactly cover the rotation of the angle. Skills:
Students are able to:
Sketch angles given a specified measure.
Use appropriate tools to find angle measure. Understanding:
Students understand that:
the rotation of an angle is measured by the number of one-degree angles that exactly cover the rotation of the angle. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.4.25.1: Define symmetry.
M.4.25.2: Model using a protractor to draw angles.
M.4.25.3: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
M.4.25.4: Measure the length of an object by selecting and using appropriate tools such as a ruler.
M.4.25.5: Measure length using standard and non-standard units of measurement.
M.4.25.6: Plot points on grids, graphs, and maps using coordinates.
M.4.25.7: Draw points, lines, line segments, and parallel and perpendicular lines, angles, and rays.
M.4.25.8: Identify lines of symmetry on one-dimensional figures.
Prior Knowledge Skills:
Build and draw shapes to possess defining attributes.
Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles).
Identify a rectangle.
Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
Define halves, thirds, fourths, quarters, whole, parts (shares) and equal.
Distinguish between equal and non-qual parts.
Model partitioning circles and rectangles.
Decompose pictures made of simple shapes.
Identify squares, circles, triangles and rectangles.
Explore shapes or figures that can be decomposed into smaller equal parts.
Alabama Alternate Achievement Standards
AAS Standard:
