MEDFORD LAKES SCHOOL DISTRICT Curriculum... · Art Curriculum Guide Grades K-8 MaryBeth Wells, Art Teacher Aligned with the May 2014 New Jersey Student Learning Standards for Visual

MEDFORD LAKES SCHOOL DISTRICT

Art Curriculum Guide Grades K-8

MaryBeth Wells, Art Teacher

Aligned with the May 2014 New Jersey Student Learning Standards for Visual and Performing Arts

Approved by the Board of Education November 15, 2017

Medford Lakes Board of Education

Sandra Weiss, President

Kim Bezanis, Vice President

Robert Brittain

Kristen Caputo

Mary Sullivan

Administration

Anthony V. Dent, Superintendent/Neeta School Principal

Michael Colling, Business Administrator

Michael Lee, Director of Special Education/School Psychologist

Carole M. Ramage, Director of Curriculum/Nokomis School Principal

Greg Witham, Supervisor of Buildings and Grounds

New Jersey Student Learning Standards

for

Visual and Performing Arts

Arts Education in the 21st Century

Creativity is a driving force in the 21st century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations. The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth ...

This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce ... Those countries

that produce the most important new products and services can capture a premium in world market ...

(2007, National Center on Education and the Economy) Experience with and knowledge of the arts are essential components of the P-12 curriculum in the 21st

century. As the state of New Jersey

works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of

the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and vision that follow: Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for

expression beyond the limits of language.

Vision: An education in the arts fosters a population that: Creates, reshapes, and fully participates in the enhancement of the quality of life, globally. Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a

focus on the humanities. Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century. Understands and impacts the increasingly complex technological environment.

Intent and Spirit of the Visual and Performing Arts:

The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the philosophy and goals of the 1994 National

Standards for Arts Education and National Coalition for Core Arts Standards (NCCAS) National Arts Standards, anticipated for final

publication in 2014. Equitable access to arts instruction is achieved when the four arts disciplines (dance, music, theatre, and visual art) are

http://artsedge.kennedy-center.org/educators/standards.aspx

http://artsedge.kennedy-center.org/educators/standards.aspx

http://nccas.wikispaces.com/

offered throughout the P-12 spectrum. Thus, the goal of the standards is that all students have regular, sequential arts instruction throughout

their P-12 education.

The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of the four arts disciplines by the end

of fifth grade, using the vocabulary, materials, tools, techniques, and intellectual methods of each arts discipline in a developmentally

appropriate manner. Beginning in grade 6, student instruction in the arts is driven by specialization, with students choosing one of the four arts

disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students are expected to communicate

proficiently in one or more arts disciplines of their choice. By graduation from secondary school, all students should, in at least one area of

specialization, be able to:

Define and solve artistic problems with insight, reason, and technical proficiency. Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic perspectives. Call upon their informed acquaintance with exemplary works of art from a variety of cultures and historical periods. Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and matching competencies and

understandings in art-making, history, culture, and analysis in any arts-related project.

2014 Visual and Performing Arts Standards In view of the pending publication of the National Coalition of Core Arts Standards (NCCAS) National Arts Standards, anticipated for fall

2014, no revisions were made to the 2009 Visual & Performing Arts Standards. The 2014 visual and performing arts standards align with the 1994 National Standards for Arts Education. In addition, they correlate

structurally to the three arts processes defined in the 2008 NAEP Arts Education Assessment Framework: creating, performing, and

responding. When actively engaged in these processes, students not only learn about the arts, they learn through and within the arts. The

NCCAS National Arts Standards have four clusters (Create, Present, Respond & Connect) as their focal points. This difference will be

reconciled in future iterations of New Jersey’s Core Curriculum Content standards in Visual and Performing Arts. The state and national standards are deliberately broad to encourage local curricular objectives and flexibility in classroom instruction. New

Jersey’s visual and performing arts standards provide the foundation for creating local curricula and meaningful assessments in the four arts

disciplines for all children. They are designed to assist educators in assessing required knowledge and skills in each discipline by laying out the

expectations for levels of proficiency in dance, music, theatre, and the visual arts at the appropriate level of study.

Currently, Media Arts is a component of New Jersey state theatre and visual arts standards. However, the new NCCAS National Arts

Standards have expanded the definition, content and approach to media arts to be more comprehensive, and have presented it as a new stand-

alone art form. While every state will examine the licensing/certification issues related to Media Arts standards, we recognize the media arts

http://nccas.wikispaces.com/

http://www.nagb.org/publications/frameworks/arts-framework08.pdf

http://www.nagb.org/publications/frameworks/arts-framework08.pdf

are being taught by a variety of authorized personnel, and standards serve to improve instruction and clarify student outcomes.

Organization of the Standards The organization of the visual and performing arts standards reflects the critical importance of locating the separate arts disciplines (dance,

music, theatre, and visual art) as one common body of knowledge and skills, while still pointing to the unique requirements of individual

disciplines. There are four visual and performing arts standards, as follows.

Standards 1.1 and 1.2, respectively, articulate required knowledge and skills concerning the elements and principles of the arts, as well as arts

history and culture. Together, the two standards forge a corollary to the NAEP Arts process of creating. Standard 1.1 includes four strands, one

for each of the arts disciplines: A. Dance, B. Music, C. Theatre, and D. Visual Art; standard 1.2 includes a single strand: A. History of the Arts

and Culture.

Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation

of works of art in dance, music, theatre, and visual art. Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout

history and across cultures.

Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process of performing/interpreting. Like Standard

1.1, standard 1.3 is made up of four arts- specific strands: A. Dance, B. Music, C. Theatre, and D. Visual Art. Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing,

and/or presenting works of art in dance, music, theatre, and visual art.

Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aesthetics and (2) the application of

methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts process of responding. This standard pertains to all four arts

disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic Responses and B. Critique Methodologies.

Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts

philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

Proficiency Levels and Grade Band Clusters

The grade-band clusters for the visual and performing arts standards correspond to federal definitions of elementary and secondary education,

which may have implications for instructional delivery according to licensure. The expectations for student achievement increase across the

grade band clusters as follows:

Preschool: All students should be given broad-based exposure to, and be provided opportunities for exploration in, each of the four arts

disciplines. The goal is that preschool students attain foundational skills that progress toward basic literacy in the content knowledge

and skills delineated in the K-2 and 3-5 grade-level arts standards, as developmentally appropriate.

• Grades K-2 and 3-5: All students in grades K-5 are given broad-based exposure to, and are provided opportunities for participation in,

each of the four arts disciplines. The expectation at this level is that all students attain basic literacy in the content knowledge and skills

delineated in the K-2 and 3-5 grade- level standards for the arts.

• Grades 6-8: In grades 6-8, student instruction focuses on one of the four arts disciplines, as directed by student choice. The expectation

at this level is that all students demonstrate competency in the content knowledge and skills delineated for the selected arts discipline.

Grades 9-12: Throughout secondary school, student instruction continues to focus on one of the four arts disciplines, as chosen by the

student. By the end of grade 12, all students demonstrate proficiency in at least one chosen arts discipline by meeting or exceeding the

content knowledge and skills delineated in the arts standards.

Teaching the Standards: Certification and Highly Qualified Arts Educators The visual and performing arts are considered a "core" subject under the federal No Child Left Behind Act (NCLB-2001). Therefore, all visual

and performing arts teachers must meet the "Highly Qualified Teachers" standards within their certificated arts discipline(s). State licensure is

the initial gatekeeper for highly qualified status. Education in the Arts: National and State Advocacy:

The Arts Education Partnership provides research information and other guidance to assist in advocating for arts education at the

national, state, and local levels. The Partnership also provides information on government funding at the federal and state levels, including the grant programs of two federal agencies: the U.S. Department of Education and the National Endowment for the Arts.

At the state level, the New Jersey Arts Education Partnership was established in 2007 as a clearinghouse for information and best

practices in arts education, and calls attention to the contribution arts education makes to student achievement. The report, Within Our

Power: The Progress, Plight, and Promise of Arts Education for Every Child, is the NJAEPs response to the New Jersey Arts Census

Project, the most comprehensive survey ever compiled on the status of arts education in New Jerseys public schools. A Glossary of arts terms used in the 2009 visual and performing arts standards was designed to support implementation of the arts

standards. References:

http://www.state.nj.us/education/cccs/2009/def/1/VPAbl.html

http://www.state.nj.us/education/cccs/2009/def/1/VPAbl.html

http://www.state.nj.us/education/cccs/2009/def/1/VPAcomp.html

http://www.state.nj.us/education/cccs/2009/def/1/VPAprof.html

http://www.aep-arts.org/

http://www.artsednj.org/

http://www.artsednj.org/survey.asp



http://www.state.nj.us/education/cccs/2009/standards/1/glossary.pdf

Amdur, S., & Associates (Ed.). (2000). Learning and the arts: Crossing boundaries (proceedings of an invitational meeting for education, art,

and youth funders held January 12-14, Los Angeles). Seattle, WA: Grantmakers in the Arts. Online: http://www.giarts.org

Asbury, C., & Rich, B. (Eds.). (2008). Learning, arts, and the brain: The DANA foundation consortium report on arts and cognition. New

York: DANA Press.

Consortium of National Arts Education Associations. (1994). National standards for arts education: What every young American should know

and be able to do in the arts. Reston, VA: Music Educators National Conference. Online: http://artsedge.kennedy-

center.org/educators/standards.aspx

Deasy, R. J. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education

Partnership.

Deasy, R. J. (Ed.). (2005). Third space: When learning matters. Washington, DC: Arts Education Partnership.

Fisk, E. B. (Ed.) (1999). Champions of change: The impact of the arts on learning. Washington, DC: The Presidents Committee on the Arts

and Humanities & Arts Education Partnership.

Kendall, J. S., & Marzano, R. J. (2000). Content knowledge: A compendium of standards and benchmarks for K-12 education (3rd ed.).

Alexandria, VA: Association for Supervision and Curriculum Development.

Literacy in the Arts Task Force. (1989). Literacy in the arts: An imperative for New Jersey schools. Trenton, NJ: Alliance for Arts Education.

National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the

American Workforce. San Francisco: John Wiley & Sons. Online [executive summary]:http://www.skillscommission.org/?page_id=280

National Dance Education Organization. (2005). Standards for learning and teaching dance in the arts: Ages 5-18. Silver Spring, MD:

Author. Online: http://ndeo.org/content.aspx?page_id=22&club_id=893257&module_id=55412

New Jersey State Department of Education. (1996). New Jersey Core Curriculum Content Standards. Trenton, NJ: Author.

New Jersey State Department of Education. (1999). New Jersey visual & performing arts curriculum framework. Trenton, NJ: Author.

New Jersey State Department of Education. (2004). New Jersey visual & performing arts curriculum framework. Trenton, NJ: Author.

New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ: Author.Online:

http://www.nj.gov/education/aps/njscp/

Presidents Committee on the Arts & Humanities & Arts Education Partnership. (1999). Gaining the arts advantage: Lessons learned from

school districts that value arts education. Alexandria, VA, & Washington, DC: Authors.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum and

Development.

ART - KINDERGARTEN

Standard 1: Visual and Performing Arts

Standard 1.1 (The Creative Process)

All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music,

theatre, and visual art.

Standard 1.2 (History of the Arts and Culture)

All students will understand the role, development, and influence of the arts throughout history and across cultures.

Standard 1.3 (Performing)

All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of

art in dance, music, theatre, and visual art.

Standard 1.4 (Aesthetic Responses & Critique Methodologies)

All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music,

theatre, and visual art.

The standards in this document reflect and are aligned to the 2014 NJ Student Learning Standards for Visual and Performing Arts.

Stage 1 – Desired Results

Unit #1 “Basic Art Skills” Big Idea: “Basic Art Skills”

NJSLS: 1.1, 1.3, 1.4

Enduring Understanding(s):

Students will understand that…

● The elements of art are the building blocks of design.

● Materials and techniques influence art.

Essential Questions:

● Why do we need to know the elements of art?

● What materials and techniques do you need to create art?

Students will know…

● The basic elements of art and principles of design govern art

creation and composition.

● Visual statements in art are derived from the basic elements of art

regardless of the format and medium. (e.g., line, color, shape,

form, texture, and space) There are also a wide variety of art

media, each having its own materials, processes, and technical

application methods, for exploring solutions to creative problems

● Each of the visual art forms uses various materials, tools, and

techniques that are associated with unique verbal and visual

vocabularies.

● Knowledge of visual art media necessitates an understanding of a

variety of traditional and nontraditional tools, applications,

possibilities, and limitations.

● Visual awareness stems from acute observational skills and

interest in visual objects, spaces, and the relationship of objects to

the world.

● Each arts discipline (dance, music, theatre, and visual art) has

distinct characteristics, as do the artists who create them.

Students will be able to…

● 1.1.2.D.1Identify the basic elements of art and principles of

design in diverse types of artwork.

● 1.3.2.D.1 Create two- and three-dimensional works of art using

the basic elements of color, line, shape, form, texture, and space,

as well as a variety of art mediums and application methods.

● 1.3.2.D.3 Employ basic verbal and visual art vocabulary to

demonstrate knowledge of the materials, tools, and methodologies

used to create and tell visual stories.

● 1.3.2.D.4 Explore the use of a wide array of art mediums and

select tools that are appropriate to the production of works of art

in a variety of art media.

● 1.3.2.D.5 Create works of art that are based on observations of the

physical world and that illustrate how art is part of everyday life,

using a variety of art mediums and art media.

● 1.4.2.A.4 Distinguish patterns in nature found in works of dance,

music, theatre, and visual art.

Interdisciplinary Connections:

● NJSLSA.R4. Interpret words and phrases as they are used in a text,

Integration of 21st Century Themes and Skills:

● CRP2. Apply appropriate academic and technical skills.

including determining technical, connotative, and figurative

meanings, and analyze how specific word choices shape meaning

or tone.

● NJSLSA.R7. Integrate and evaluate content presented in diverse

media and formats, including visually and quantitatively, as well as

in words.



in words.

● NJSLSA.SL1. Prepare for and participate effectively in a range of

conversations and collaborations with diverse partners, building on

others’ ideas and expressing their own clearly and persuasively.

● NJSLSA.SL2. Integrate and evaluate information presented in

diverse media and formats, including visually, quantitatively, and

orally.

● CRP6. Demonstrate creativity and innovation.

● CRP4. Communicate clearly and effectively and with reason.

● CRP5. Consider the environmental, social and economic impacts

of decisions.

● CRP7. Employ valid and reliable research strategies.

● CRP8. Utilize critical thinking to make sense of problems and

persevere in solving them.

● CRP9. Model integrity, ethical leadership and effective

management.

● CRP11. Use technology to enhance productivity.

Stage 2 – Assessment Evidence

Suggested Performance Task(s):

● Have students create a 2-D/3-D work of art inspired by the

introduction of the elements of art using a wide variety of

materials and techniques. (e.g., Relating to patterns in nature)

Other Evidence:

● Informal assessment identifying the elements of art.

● Informal assessment identifying patterns in nature (e.g., elements

in nature).

Stage 3 – Learning Plan

Suggested Learning Activities:

● Ask the essential questions.

● Introduce art terminology providing examples throughout the

unit.

● Explanation and discussion.

● Demonstrate/model techniques related to individual projects.

● Create performance task.

● Display and discuss performance task.

Modifications

Special Education:

● Develop of target vocabulary

● Scaffold comprehension

● Use videos, illustrations, pictures, and drawings to explain or

clarify.

● Use graphic organizers to develop key concepts/ideas

● Teach key aspects of a topic. Eliminating nonessential

information.

● Allow products (projects, timelines, demonstrations, models,

drawings, poster boards, charts, graphs, slide shows, videos, etc.)

to demonstrate student’s learning;

● Provide Opportunities for Practice

English Language Learners (ELLs):

● Model Thinking Aloud

● Encourage Partner Talk

● Repeat and Clarify

● Provide a Sequence

● Allow Varied Responses

● Target vocabulary


● Scaffold content-literacy reading


clarify.

● Allow projects to demonstrate student’s learning

Students at Risk of School Failure:

● TIME Mentor Program

● Build a relationship

● Allow flexible due dates

● Employ strategies from Classroom Instruction that Works

● Create the Opportunity to Learn strategies

● Build lessons around student interests

Gifted Students:

● Use Flexible grouping

● Give Independent projects

● Differentiate product assignments

● Offer student choice

● Use multiple intelligence options

● Provide opportunities to research (Individual/Group)

● Focus on Habits of Mind

● Focus on Webb’s Depth of Knowledge - Emphasis on Level 4

Core Instructional Materials:

● Art posters to display elements of art, various artists, etc.

● Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)

● Newsela.com for leveled texts

● You Tube (art demonstrations)

● Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod


Unit #2 Big Idea: “Imagination and Creativity”

NJSLS: 1.3, 1.4



● Visual arts tell stories with mood and emotion through images

and symbols


● How can I communicate my ideas, thoughts, and feelings

effectively through art?

● How do visual images communicate ideas?


● Symbols convey meaning agreed upon by a group or culture.

Manipulation of the basic elements of art and principles of design

for personal expression results in visual communication that may

be relevant in a variety of settings.

● Each arts discipline (dance, music, theatre, and visual art) has

distinct characteristics, as do the artists who create them.


● 1.3.2.D.2 Use symbols to create personal works of art based on

selected age-appropriate themes, using oral stories as a basis for

pictorial representation.

● 1.4.2.A.3 Use imagination to create a story based on an arts

experience that communicated an emotion or feeling, and tell the

story through each of the four arts disciplines (dance, music,

theatre, and visual art).





or tone.



in words.



in words.






of decisions.





management.






orally.



Required Benchmark Assessment:

● Read students a story and have them create illustrations inspired

by the story.

● Have students illustrate a story based on their home and

community.

Other Evidence:




● Introduce examples of illustrated stories and themes.





Modifications

Special Education:




clarify.



information.















clarify.



● TIME Mentor Program






Gifted Students:













● You Tube (art demonstrations)

● Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, and the Internet


Unit #3 Big Ideas: “Themes/History/Culture”

NJSLS: 1.2, 1.4



● Art reflects as well as shapes culture and society


● What can artworks tell us about a culture or society?


● Dance, music, theatre, and visual artwork from diverse cultures

and historical eras have distinct characteristics and common

themes that are revealed by contextual clues within the works of

art.

● Contextual clues are embedded in works of art and provide

insight into artistic intent.


● 1.2.2.A.1 Identify characteristic theme-based works of dance,

music, theatre, and visual art, such as artworks based on the

themes of family and community, from various historical periods

and world cultures.

● 1.4.2.B.3 Recognize the main subject or theme in works of dance,






or tone.



in words.



in words.









of decisions.





management.




orally.



● Students will create a work of art that reflects culture and society.

Other Evidence:

● Recognizing main subject or theme in artwork.

● Identify general characteristics of artwork.




● Introduce examples of art that reflects culture and society.





Modifications

Special Education:




clarify.



information.















clarify.








Gifted Students:













● You Tube (art demonstrations) Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod

ART – First Grade



All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and

visual art.




All students will synthesis skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in

dance, music, theatre, and visual art.


All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and

visual art.



Unit #1 Big Idea: “Basic Art Skills”

NJSLS: 1.1, 1.3, 1.4



● The elements of art and the principles of design are

the foundation of art.

● A variety of materials and techniques are used to create art.


● Where do I see art elements and design in the natural world?

● Why do artists use a variety of materials and techniques to

create art?


● The basic elements of art and principles of design govern

art creation and composition.

● Knowledge of visual art media necessitates an understanding

of a variety of traditional and nontraditional tools, applications,

possibilities, and limitations.

● Visual awareness stems from acute observational skills and

interest in visual objects, spaces, and the relationship of objects

to the world.

● Each arts discipline (dance, music, theatre, and visual art)

has distinct characteristics, as do the artists who create

them.


● 1.1.2.D.1 Identify the basic elements of art and principles

of design in diverse types of artwork.

● 1.3.2.D.4 Explore the use of a wide array of art mediums and

select tools that are appropriate to the production of works of

art in a variety of art media.

● 1.3.2.D.5 Create works of art that are based on observations of

the physical world and that illustrate how art is part of everyday

life, using a variety of art mediums and art media.

● 1.4.2.A.4 Distinguish patterns in nature found in works of



● NJSLSA.R4. Interpret words and phrases as they are used in a

text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices

shape meaning or tone.


media and formats, including visually and quantitatively, as well

as in words

NJSLSA.SL2. Integrate and evaluate information presented in





● CRP5. Consider the environmental, social and economic

impacts of decisions.


● CRP*. Utilize critical thinking to make sense of problems and


diverse media and formats, including visually, quantitatively,

and orally.


management



Suggested Benchmark Assessment Task:

Have students create a work of art inspired by the introduction of

the elements of art and principals of design using a wide variety

of materials and techniques.

Other Evidence:

Informal assessment identifying the elements of art and

principles of design.

Informal assessment identifying patterns in nature (e.g., elements

and principals nature).



Ask the essential questions.

Introduce examples of the elements of art and principals of design.

Explanation and discussion.

Demonstrate/model techniques related to individual projects.

Create performance task.

Display and discuss performance task.

Modifications

Special Education:

Develop of target vocabulary

Scaffold comprehension

Use videos, illustrations, pictures, and drawings to explain or clarify.

Use graphic organizers to develop key concepts/ideas

Teach key aspects of a topic. Eliminating nonessential information.

Allow products (projects, timelines, demonstrations, models, drawings,

poster boards, charts, graphs, slide shows, videos, etc. ) to demonstrate

student’s learning;

Provide Opportunities for Practice


Model Thinking Aloud

Encourage Partner Talk

Repeat and Clarify

Provide a Sequence

Allow Varied Responses

Target vocabulary


Scaffold content-literacy reading


Allow projects to demonstrate student’s learning


TIME Mentor Program

Build a relationship

Allow flexible due dates

Employ strategies from Classroom Instruction that Works

Create the Opportunity to Learn strategies

Build lessons around student interests

Gifted Students:

Use Flexible grouping

Give Independent projects

Differentiate product assignments

Offer student choice

Use multiple intelligence options

Provide opportunities to research (Individual/Group)

Focus on Habits of Mind

Focus on Webb’s Depth of Knowledge – Emphasis on Level 4


Art posters to display elements of art, various artists, etc.

Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings etc.)

Newsela.com for leveled texts

You Tube (art demonstrations)

Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod


NJSLS: 1.3, 1.4 Unit #2/Big Idea: Imagination and Creativity



Artwork reflects and artist’s thoughts and feelings, and fosters

imagination/creativity.


How can I communicate my ideas, thoughts, and feelings effectively

through art?

How do visual images communicate ideas?


Symbols convey meaning agreed upon by a group or culture.

Manipulation of basic elements of art and principles of design for

personal expression results in visual, communication that may be

relevant in a variety of settings.

Each arts discipline (dance, music, theatre, and visual art) has distinct

characteristics, as do the artists who create them.


1.3.2.D.2 Use symbols to create personal works of art based on selected

age-appropriate themes, using oral stories as a basis on an arts

experience that communicated an emotion or feeling, and tell the story

through each of the four arts disciplines (dance, music, theatre, and

visual art).


NJSLSA.R4 Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings,

and analyze how specific word choices shape meaning or tone.

NJSLSA.R7 Integrate and evaluate content presented in diverse media

and formats, including visually and quantitatively, as well as in words.

NJSLSA.R7 Integrate and evaluate content presented in diverse media


NJSLSA.SL.1. Prepare for and participate effectively in a range of



NJSLSA.SL.2. Integrate and evaluate information presented in diverse

media and formats, including visually, quantitatively, and orally.


CRP2. Apply appropriate academic and technical skills.

CRP6. Demonstrate creativity and innovation.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of

decisions.

CRP7. Employ valid and reliable research strategies.

CRPT8. Utilize critical thinking to make sense of problems and


CRP9. Model integrity, ethical leadership and effective management.

CRP11. Use technology to enhance productivity.



Have students create a work of art that reflects their thoughts and

Other Evidence:

Informal assessment identifying feelings and emotions in artwork.

feelings and fosters imagination.




Introduce examples of art that reflect the artist’s emotion.





Modifications

Special Education:







poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate






Repeat and Clarify

Provide a Sequence


Target vocabulary

Scaffold comprehensions





Utilize TIME: Mentor Program



Employ strategies from Classroom Instructions that Works



Gifted Students:











Various mediums with which students construct art (e.g. string art, water color, clay, leaf rubbings, etc.)



Technology/equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, internet, iPod


NJSLS: 1:4 Unit #3/Big Idea: Critique



All art has value even if it differs from an individual’s artistic

preference (Art means something different to each person).


Why should we respect all art?

How do you find something positive in each artwork?


Constructive criticism is an important evaluative tool that enables artists

to communicate more effectively.


1.4.2.B.2 Apply the principles of positive critique in giving and

receiving responses to performances.


NJSLSA.R4. Interpret words and phrases as they are used in a text,



NJSLSA.R7. Integrate and evaluate content presented in diverse media







NJSLSA.SL2. Integrate and evaluate information presented in diverse



CRP2. Apply appropriate academic and technical skill.

CRP6. Demonstrate creatively and innovation.



decisions.


CRP8. Utilize critical thinking to make sense of problems and






Have students participate in a group critique.

Other Evidence:




Provide examples of artwork for critique.

Explanation and discussion (emphasis on positive response).

Demonstrate/model critique techniques related to individual projects.

Participate in performance task.

Discuss performance task.

Modifications

Special Education:






Allow products (projects, timelines, demonstrations, models, drawings







Repeat and Clarify

Provide a Sequence


Target vocabulary


Scaffold content-literary reading




Utilize TIME Mentor Program






Gifted Students:

Use flexible grouping










Various mediums with which students construct art (e.g., string art, water color, clay, leaf rubbings, etc.)



Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, IPod


NJSLS: 1.2 Unit #4/Big Idea: Themes/History/Culture



People and cultures communicate through visual art.


How does art reflect as well as shape history/culture?


Dance, music, theatre, and visual artwork from diverse cultures and

historical eras have distinct characteristics and common themes that are

revealed by contextual clues within the works of art.


1.2.2.A.1 Identify characteristic theme-based works of dance, music,

theatre, and visual art, such as artworks based on the themes of family

and community, from various historical periods and world cultures.









NJSLSA.SL1. Prepare for and participate effectively in a range of






CRP2. Apply appropriate academic and technical skills.

CRP6. Demonstrate creativity and innovation.



decisions.








Students will create a work of art that communicates a theme from

history or world cultures.

Other Evidence:

Identify general characteristics of artwork.

Identify themes in artwork.




Introduce examples of art that reflect themes from historical periods and

work cultures.





Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary





Students at Risk of School Failure: Gifted Students:













Core Instructions Materials:





Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVD, videos, and the Internet

ART – Second Grade




visual art.








visual art.



NJSLS: 1:4 Unit #1/Big Idea: Aesthetics



Art is a personal experience.


How do personal experiences affect the way people create and interpret

art?





1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in

dance, music, theatre, and visual art, and identify characteristics of the

artists who created them (e.g., gender, age, absence or presence of

training, style, etc.)



















decisions.







Required Benchmark Assessment Tasks (s):

Students will create a personal work of art guided by how other artists’

work includes personal characteristics.

Other Evidence:

Informal assessment identifying qualities of exemplary works of art and

the characteristics of the artists.


Suggested Learning Activities: Demonstrate/model critique techniques related to individual projects.



Explanation and discussion (aesthetic qualities and characteristics of the

artists).



Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:













NJSLS: 1.2, 1:4 Unit #2/Big Idea: Themes/History/Culture



Visual arts inform us about culture, history, and society.


How do artists illustrate culture, history, and society through images?


Dance, music, theatre, and visual artwork from diverse cultures and

historical eras have distinct characteristics and common themes that are

revealed by contextual clues within the works of art.


1.2.2.A.1 Identify characteristic theme-based works of dance, music,

theatre, and visual art, such as artworks based on the themes of family

and community, from various historical periods and world cultures.

1.2.2.A.2 Identify how artists and specific works of dance, music,

theatre, and visual art reflect, and are affected by, past and present

cultures.

1.4.2.A.2 Compare and contrast culturally and historically diverse

works of dance, music, theatre, and visual art that evoke emotion and

that communicate cultural meaning.



















decisions.








Students will create a work of art that informs us about culture, history,

and society.

Other Evidence:

Informal assessment comparing/contrasting diverse works of art.

Identify characteristics and themes in artwork.




Introduce examples of art that inform us about values and beliefs in

different cultures, histories, and societies.





Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:














Technology/Equipment: ACTIV Board, LCD projector, Sound system, CDs, DVDs, videos, Internet, iPod


NJSLS: 1.3, 1:4 Unit #3/Big Idea: Imagination and Creativity



The visual language of art is a means by which to express our personal

world, ideas, and emotions.


How do you bring your imagination to life in your art?

How do visual images express ideas and emotions, and reflect our

personal world?


Symbols convey meaning agreed upon by a group of culture.

Manipulation of the basic elements of art and principles of design for

personal expression results in visual communication that may be

relevant in a variety of settings.




1.3.2.D.2 Use symbols to create personal works of art based on

selected age-appropriate themes, using oral stories as a basis for

pictorial representation.

1.4.2.A.3 Use imagination to create a story based on an arts experience

that communicates an emotion or feeling, and tell the story through

each of the four arts disciplines (dance, music, theatre, and visual art).



















decisions.








Have students create a work of art that expresses their personal world,

ideas, and emotions.

Other Evidence:

Informal assessment identifying personal connections in artwork.










Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:
















NJSLS: 1.1, 1.3, 1.4 Unit #4/Big Idea: Basic Art Skills



The elements of art and the principles of design are visible in artwork.

Specific techniques are used to create different looks in art.


Where do I see art elements and design?

How do artists use a variety of materials and techniques to create art?


The basic elements of art and principles of design govern art creation

and composition.

Recognizing the elements of art and principles of design in artwork of

known and emerging artists, and peers in an initial step toward visual

literacy.

Each of the visual art forms uses various materials, tools, and

techniques that are associated with unique verbal and visual

vocabularies.

Knowledge of visual art media necessitates and understanding of a

variety of traditional tools, applications, possibilities, and limitations.

Visual awareness stems from acute observational skills and interest in

visual objects, spaces, and the relationship of objects to the world.




1.1.2.D.1 Identify the basic elements of art and principles of design in

diverse types of artwork.

1.1.2.D.2 Identify elements of art and principles of design in specific

works of art and explain how they are used

1..3.2.D.3 employ baic verbal and visual art vocabulary to demonstrate

knowledge of the materials, tools, and methodologies used to create and

tell visual stories.

1.3.2.D.4 Explore the use of a wide array of art mediums and select

tools that are appropriate to the productions of works of art in a variety

of art media.

1.3.2.D.5 Create works of art that are based on observations of the

physical world and that illustrate how art is part of everyday life, using

a variety of art mediums and art media.

1.4.2.A.4 Distinguish patterns in nature found in works of dance,




















decisions.







Required Benchmark Assessment Task(s):

Have students create a work of art inspired by the introduction of the

Other Evidence:

Informal assessment identifying the elements of art and principles of

elements of art and principles of design using a wide variety of

materials and techniques.

design.

Informal assessment identifying patterns in nature (e.g., elements and

principles in nature).








Create performance task


Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:
















NJSLS: 1.4 Unit #5/Big Idea: Critique



Studying art allows one to make informed opinions when viewing art.


How does studying art help you view art?


Relative merits of works of art can be qualitative and quantitatively

assessed using observable criteria.


1.4.2.B.1 Observe the basic arts elements in performances and

exhibitions and use them to formulate objective assessments of

artworks in dance, music, theatre, and visual arts.



















decisions.








Have students participate in a group critique.

Other Evidence:










Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:















ART – Third Grade




visual art.








visual art.



NJSLS: 1:4 Unit #1/Big Idea: Aesthetics



Artists of different cultures express meanings and ideas in different

ways.


What are some different ways artists express their vision?


Formalism in dance, music, theater, and the visual arts varies

according to personal, cultural, and historical contexts..


1.4.5.A.2 Make informed aesthetic responses to artworks based on

structural arrangement and personal, cultural, and historical points of

view.



















decisions.








Students will create a personal work of art expressing their personal

culture.

Other Evidence:

Informal assessment of personal identifiers.






artists).




Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:












Newsela,com for leveled texts




NJSLS: 1.3 Unit #2/Big Idea: Imagination and Creativity



The visual language of art is a means by which and individual or group

expresses their world, ideas, and emotions.


How do the elements help create a better visual image?

How does art created by an individual differ from that created by a

group?


The elements of art and principles of design can be applied in an

infinite number of ways to express personal responses to creative

problems.


1.3.5.D.1 Work individually and collaboratively to create two- and

three-dimensional works of art that make cohesive visual statements

and that employ the elements of art and principles of design.



















decisions.








Have students create a work of art that expresses an individual’s or

group’s world, ideas, and emotions.

Other Evidence:

Informal assessment identifying personal connections in artwork.










Modifications

Special Education:












Repeat and Clarify

Provide a Sequence


Target vocabulary


Provide Opportunities for Practice Scaffold content-literary reading










Gifted Students:
















NJSLS: 1.1, 1.3 Unit #3/Big Idea: Basic Art Skills



Art elements and principles of design organize ideas.

Tools, techniques, and materials influence the ways artists express their

ideas.


How do we use art elements and principles of design to organize ideas?

How do artists choose tools, techniques, and materials to express their

ideas?


Understanding the function and purpose of the elements of art and


1.1.5.D1 Identify the elements of art and principles of design that are

principles of design assists with forming an appreciation of how art and

design enhance functionality and improve quality of living.

Each of the genres of visual art (e.g., realism, surrealism,

abstract/nonobjective art, conceptual art, and others) is associated with

appropriate vocabulary and a stylistic approach to art making.

The characteristics and physical properties of the various materials

available for use in art-making present infinite possibilities for potential

application.

evident in everyday life.

1.3.5.D.3 Identify common and distinctive characteristics of genres of

visual artworks (e.g., realism, surrealism, abstract/nonobjective art,

conceptual art, and others) using age appropriate terminology, and

experiment with various compositional approaches influenced by these

genres.

1.3.5.D.4 Differentiate drawing, painting, ceramics, sculpture,

printmaking, textiles, and computer imaging by the physical properties

of the resulting artworks, and experiment with various art media and art

mediums to create original works of art.



















decisions.








Have students create a work of art that utilizes the elements of art

(focusing on organizational skills related to the composition) and

continues the exploration of the principles of design using a wide

variety of materials and techniques to express their ideas.

Other Evidence:


design.

Informal assessment identifying patterns in nature (e.g., elements and

principles in everyday life).










Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:
















NJSLS: 1.1, 1.4 Unit #4/Big Idea: Critique



Artwork is evaluated using a set of criteria.

Art knowledge guides an individual to an artistic interpretation.


How does studying art help you view art?

How do you judge artwork?


The elements of art and principles of design are universal.

Identifying criteria for evaluating performances results in deeper

understanding of art and art-making.

Artists and audiences can and do disagree about the relative merits of

artwork. When assessing works of dance, music theatre and visual art,.

It is important to consider the context for the creation and performance

of the work (e.g., Who was the creator? What purpose does the artwork

serve? Who is the intended audience?).


1.1.5.D.1 Compare and contrast works of art in various mediums that

use the same art elements and principles of design.

1.4.5.B.1 Assess the application of the elements of art and principles

of design in dance, music, theatre, and visual artworks using

observable, objective criteria.

1.4.5.B.5 Distinguish ways in which individuals may disagree about

the relative merits and effectiveness of artistic choices in the creation

and performance of works of dance, music, theatre, and visual art.



















decisions.








Have students participate in group critique using a set of criterial that

enables them to develop an artistic interpretation.

Other Evidence:






Explanation and discussion. (compare and contrast, assess the




application of the elements of art and principles of design, and

difference of opinions towards art).

Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:
















NJSLS: 1.2 Unit #5/Big Idea: Themes/History/Culture

Enduring Understanding(s): Essential Questions:


Art movements can be created by an individual or a group

How does a new form of art come about?


Sometimes the contributions of an individual artist can influence a

generation of artists and signal the beginning of a new art genre.


1.2.5.A.3 Determine the impact of significant contributions of

individual artists in dance, music, theatre, and visual art from diverse

cultures throughout history.



















decisions.








Students will create a work of art inspired by an art movement.

Other Evidence:

Informal assessment comparing/contrasting diverse works of art.

Informal assessment identifying different art movements and their

respective artists.










Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:















ART – Grade 4




visual art.








visual art.



NJSLS: 1.2, 1.3, 1.4 Unit #1/Big Idea: Themes/History/Culture



Mediums, artistic styles, and techniques can be unique to specific or

multiple cultures

Cultures, societies, genres, and eras influence art.


What influences art?

How does a culture express its uniqueness through their art?


Art and culture reflect and affect each other.

Characteristics approaches to content, form, style, and design define art

genres.

Sometimes the contributions of an individual artist can influence a

generation of artists and signal the beginning of a new art genre.

Contextual clues to culturally specific thematic content , symbolism,

compositional approach, and stylistic nuance are prevalent in works of

art throughout the ages.

Works of art may be organized according to their functions and artistic

purposes (e.g., genres, mediums, messages, themes).


1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a

reflection of societal values and beliefs.

1.2.5.A.2 Relate common artistic elements that define distinctive art

genres in dance, music, theatre, and visual art.

1.2.5.A.3 Determine the impact of significant contributions of

individual artists in dance, music, theatre, and visual art from diverse

cultures throughout history.

1.3.5.D.2 Identify common and distinctive characteristics of art works

from diverse cultural and historical eras of visual art using age-

appropriate stylistic terminology (e.g., cubist, surreal, optic,

impressionistic), and experiment with various compositional

approaches influences by these styles.

1.4.5.A.1 Employ basic, discipline-specific arts terminology to

categorize works of dance, music, theatre, and visual art according to

established classifications.



















decisions.







Required Benchmark Assessment Tasks (s): Other Evidence:

Students will create a work of art using mediums, artistic styles, and

techniques unique to specific/multiple cultures, societies, genres, and

eras.

Informal vocabulary assessment.

Informal assessment identifying common and distinctive characteristics

of artwork.

Informal assessment identifying significant contributions of various

artists and cultures throughout history.




Introduce examples of specific/multiple cultures, societies, genres, and

eras in artwork.





Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:
















NJSLS: 1.4 Unit #2/Big Idea: Aesthetics



Visual art can be a representation of an individual/group response to the

world.


How do your life experiences influence your art?


Formalism in dance, music theatre, and visual art varies according to

personal, cultural and historical contexts.

Criteria for determining aesthetic merits of artwork vary according to

context. Understanding the relationship between compositional design

and genre provides the foundation for making valued judgements about

the arts.


1.4.5.A.2 Make informed aesthetic responses to artworks based on

structural arrangement and personal. Cultural, and historical points of

view.

1.4.5.A.3 Demonstrate how art communicates ideas about personal and

social values and is inspired by an individual’s imagination and frame

of reference (e.g., personal, social, political, historical context).



















decisions.







Required Benchmark Assessment: Other Evidence:

Students will provide a personal response to a world event (individually

or as a group).

Informal assessment of frame of reference.




Introduce examples of frame of reference.



Create performance task (e.g., oral, written, visual) (e.g., rainforest,

recycling, global warming, inventions).


Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:
















NJSLS: 1.3 Unit #3/Big Idea: Basic Art Skills



Creative problems are solved by using the elements of art and principles

of design.

Art can be individually and collaboratively created and presented in

multiple arrangements.


How are the elements of art and the principals of design used in creative

problem solving?

What problem-solving skills do you need to display art?


The elements of art and principles of design can be applied in an

infinite number of ways to express personal responses to creative

problems.

There are many types of aesthetic arrangements for the exhibition or art.

Creating or assembling gallery exhibitions requires effective time

management and creative problem solving skills.


1.3.5.D.1 Work individually and collaboratively to create two- and

three-dimensional works of art that make cohesive visual statements

and that employ the elements of art and principles of design.

1.3.5.D.5 Collaborate in the creation of works of art using multiple art

media and art mediums, and present the completed works in exhibition

areas inside and outside the classroom.



















decisions.








Have students create a work of art that solves a problem.

Have students create an individual/collaborative work of art to be

displayed in a variety of arrangements.


design.










Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:
















NJSLS: 1.1, 1.4 Unit #4/Big Idea: Critique



Artwork is evaluated using an analysis of the elements of art and

principles of design.

Context influences the way we make and evaluate art.


How do skills and vocabulary influence how we critique art?

How does understanding context affect the way we view art?



Decoding simple contextual clues requires evaluation mechanisms, such

as rubrics, to sort fact from opinion.

While there is shared vocabulary among the four arts disciplines of

dance, music, theatre, and visual art, each also has its own discipline

specific arts terminology.

Levels of proficiency can be assessed through analyses of how artists

apply the elements of art and principles of design.

Artists and audiences can and do disagree about the relative merits of

artwork. When assessing works of dance, music theatre and visual art,.

It is important to consider the context for the creation and performance

of the work (e.g., Who was the creator? What purpose does the artwork

serve? Who is the intended audience?).


1.1.5.D.2 Compare and contrast works of art in various mediums that

utilize the same art elements and principles of design.

1.4.5.B.2 Use evaluative tools such as rubrics, for self-assessment and

to appraise the objectivity of critiques by peers.

1.4.5.B.3 Use discipline-specific arts terminology to evaluate the

strengths and weaknesses of works of dance, music, theatre, and visual.

1.4.5.B.4 Define technical proficiency, using the elements of the arts

and principles of design.

1.3.5.B.5 Distinguish ways in which individuals may disagree about

the relative merits and effectiveness of artistic choices in the creation

and performance of works of dance, music, theatre, and visual art.



















decisions.








Have students create a work of art for self-evaluation based on the

Other Evidence:

Informal assessment of student self-evaluation.

elements of art, the principles of design, and context (the subject

matter).












Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:















ART – Grade 5




visual art.








visual art.



NJSLS: 1.1, 1.4 Unit #1/Big Idea: Aesthetics



Visual art can portray different views, opinions, emotions and

interpretations.

Visual art can be a representation of an individual’s response to the

world.


How is feeling or mood conveyed visually?

What role does art play in our lives?


Art is a universal language. Visual communication through art crosses

cultural and language barriers throughout time.

Contextual clues to artistic intent are embedded in artworks. Analysis

of archetypal or consummate works of art requires knowledge and

understanding of culturally specific art within historical contexts.

Artwork may be both utilitarian and non-utilitarian. Relative merits of

works of art can be assessed through analysis of form, function,

craftsmanship, and originality.


1.1.8.D.1 Describe the intellectual and emotion significance conveyed

by the application of the elements of art and principles of design in

different historical eras and cultures.

1.4.8.A.1 Generate observational and emotional responses to diverse

culturally and historically specific works of dance, music, theatre, and

visual art.

1.4.8.A.7 Analyze the form function, craftsmanship, and originality of

representative works of dance, music, theatre, and visual art.



















decisions.








Students will create a work of art that conveys different views,

opinions, emotions, and interpretations in response to the world.

Other Evidence:

Informal assessment of creative use of information and resources

provided.









artists).

Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:
















NJSLS: 1.1, 1.2, 1.3, 1.4 Unit #2/Big Idea: Themes/History/Culture



The arts are a universal language.

The arts reflect and shape cultures and history.

Art can be classified into different movements and genres.


How do the arts unify languages and cultures?

How can we study cultures and history through art?

How do you know a work of art belongs to a certain movement or

genre?



Tracing the histories of dance, music, theatre, and visual art in world

cultures provides insight into the lives of people and their values.

The arts reflect cultural mores and personal aesthetics throughout the

ages.

Universal themes exist in art across historical eras and cultures. Art

may embrace multiple solutions to a problem.

Each of the many genres of art is associated with discipline specific arts

terminology and a stylistic approach to art-making.

Art may be used for utilitarian and non-utilitarian purposes.

Abstract ideas may be expressed in works of dance, music, theatre, and

visual art using a genre’s stylistic traits.


1.1.8.A.2 Differentiate past and contemporary works, of dance, music,

theatre, and visual art that represent important ideas, issues, and events

that are chronicled in the histories of diverse cultures.

1.2.8.A.3 Analyze the social, historical, and political impact of artists

on cultures and the impact of culture on the arts.

1.3.8.D.4 Delineate the thematic content of multicultural artworks, and

plan, design, and execute multiple solutions to challenging visual arts

problems, expressing similar thematic content.

1.3.8.D.5 Examine the characteristics, thematic content, and symbolism

found in works of art from diverse cultural and historical eras, and use

these visual statements as inspiration for original artworks.


on culture and the impact of culture on the arts.

1.4.8.A.4 Compare and contrast changes in accepted meanings of

known art works over time, given shifts in societal norms, beliefs, or

values.



















decisions.








Students will create a work of art that demonstrates various artistic

styles, trends, and movements illustrating different cultures and/or eras.

Other Evidence:


of artwork.












Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:



















Artists use the elements of art and principles of design to organize

visual communication using a variety of mediums.


What choices must an artist make before beginning a work of art?

Why are some mediums, tools, and processes more appropriate for

communicating particular ideas?


The creation of art is driven by the principles of balance, harmony,

unity, emphasis, proportion, and rhythm/movement.

Themes in art are often communicated through symbolism, allegory, or

irony. There are a wide variety of art mediums, each having

appropriate tools and processes for the production of artwork. Fluency

in these mediums, and the use of the appropriate tools associated with

working in these mediums, are components of art-making.


1.3.8.D.1 Incorporate various art elements and the principles of

balance, harmony, unity, emphasis, proportion, and rhythm/movement

in the creation of two- and three-dimensional artworks, using a broad

array of art media and art mediums to enhance the expression of

creative ideas (e.g., perspective, implied space, illusionary depth, value,

and pattern).

1.3.8.D.2 Apply various art media, art mediums, technologies, and

processes in the creation of allegorical, theme-based, two and three-

dimensional works of art, using tools and technologies that are

appropriate to the theme and goals.



















decisions.








Have students create a work of art using an enhanced understanding of

mediums, processes, and techniques.

Assessment identifying the elements of art and principles of design.










Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:



















Critique is a multi-level process using proper terminology to evaluate

the effectiveness of a work of art. (formal and informal)


What is the value of critique to an artist?


Assessing a work of art without critiquing the artist requires objectivity

and an understanding of the work’s content and form.

Visual fluency is the ability to differentiate formal and informal

structures and objectively apply observable criteria to the assessment of

artworks, without consideration of the artist.

Universal elements of art and principles of design apply equally to

artwork across cultures and historical eras.


1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiating

between the artist’s technical proficiency and the work’s content or

form.

1.4.8.B.2 Differentiate among basic formal structures and technical

proficiency of artists in works of dance, music, theatre, and visual art.

1.4.8.B.3 Compare and contrast examples of archetypal subject matter

in works of art from diverse cultural contexts and historical eras by

writing critical essays.



















decisions.








Have students create a work of art for evaluation using proper

terminology.

Other Evidence:

Informal assessment of student ability to engage in the critical process

(i.e. written)












Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:















ART – Grade 6




visual art.








visual art.






Visual art can portray different views, opinions, emotions, and

interpretations.

Visual art can be a representation of an individual’s responses to the

world.


How is feeling or mood conveyed visually?

What role does art play in our lives?











1.1.8.D.1 Describe the intellectual and emotional significance

conveyed by the application of the elements of art and principles of

design in different historical eras and cultures.



visual art.

1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of




















decisions.








Students will create a work of art using mediums, artistic styles, and

techniques unique to specific/multiple cultures, societies, genres, and

eras.

Other Evidence:

Informal vocabulary assessment.


of artwork.







eras in artwork.





Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:



















The arts are a universal language.

The arts reflect and shape cultures and history.

Art can be classified into different movements and genres.


How do the arts unify languages and cultures?

How can we study cultures and history through art?

How do you know a work of art belongs to a certain movement or

genre?






ages.



Each of the many genres of art is associated with discipline-specific arts


Art may be used for utilitarian and non-utilitarian purposes.




1.1.8.D.2 Compare and contrast various masterworks of art from

diverse cultures, and identify elements of the work that relate to specific

cultural heritages.

1.2.8.A.2 Differentiate past and contemporary works of dance, music,















values.












decisions.















Students will create a work of art that demonstrates various artistic

styles, trends, and movements illustrating different cultures and/or eras.

Other Evidence:


of artwork.







eras in artwork (past and present).

Explanation and discussion (compare




Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary










Gifted Students:





















Artists use the elements of art and principles of design to organize

visual communication using a variety of mediums.


What choices must an artist make before beginning a work of art?

Why are some mediums, tools and processes more appropriate for

communicating particular ideas?















and pattern).





Interdisciplinary Connections: Integration of 21st Century Themes and Skills:

















decisions.









mediums, processes, and techniques.

Other Evidence:











Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary





Students at Risk of School Failure: Gifted Students:

























Critique is a multi-level process using proper terminology to evaluate

the effectiveness of a work of art. (formal and informal)


What is the value of critique to an artist?








artwork across cultures and historical areas.


1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiation


form.


















decisions.














Have students create a work of art for evaluation using proper

terminology.

Other Evidence:


(i.e., written)





Explanation and discussion (formal—viewing context, informal-

offering opinion/emotion, art connections throughout culture and

history).


Participate performance task


Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary











Gifted Students:






Build lessons around student interests Provide opportunities to research (Individual/Group)









ART – Grade 7




visual art.








visual art.






Art enriches our lives.


How can art portray different views, opinions, emotions, and

interpretations?
















visual art.





















decisions.








Students will verbally or visually demonstrate how art enriches their

life.

Other Evidence:


provided.

Informal assessment identifying, comparing, contrasting visual works

of art.




Introduce examples of artwork that generate observational and

Explanation of discussion.

Model techniques related to individual projects.


emotional responses.

Analyze and describe the elements of art and principles of design

through different eras and cultures.


Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:



















Visual art helps gain insight into individual, community, and cultural

differences.


world.


How does art provide insight into human culture and society?

What effect does culture have on art?

What is the value of the Arts in learning about past civilizations?


The study of masterworks of art from diverse cultures and different

historical eras assists in understanding specific cultures.

Technological changes have and will continue to substantially influence

the development and nature of the arts.

Tracing the chronological histories of dance, music, theatre, and visual

art in world cultures provides insight into lives of people and their

values.


ages.

Awareness of basic elements of style and design in dance, music,

theatre, and visual art inform the creation of criteria for judging

originality.

The classification of art into various art genres depends on the formal

aspects of visual statements (e.g., physical properties, theoretical

components, cultural context). Many genres of art are associated with

discipline-specific arts terminology.



Each of the many genres of art is associated with discipline specific arts


Performance technique in dance, music, theatre, and visual art varies

according to historical era and genre.






cultural heritages.

1.2.8.A.1 Map historical innovations in dance, music, theatre, and

visual art that were caused by the creation of new technologies.






1.3.8.D.3 Identify genres of art (including realism,

abstract/nonobjective art, and conceptual art) within various contexts

using appropriate art vocabulary, and solve hands-on visual problems

using a variety of genre styles.











values.



















decisions.








Students will create a work of art that represents a personal response to

the world.

Other Evidence:


of artwork.












Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary








Gifted Students:























Available tools and technologies influence the ways in which artists

express their ideas.


How do different techniques, mediums, and processes affect self-

expression?

Why is it important to experience a variety of formats and techniques

for effective visual communication?







in these tools and technologies is a key component of making art.

The visual possibilities and inherent qualities of traditional and

contemporary art materials (including digital media) may inform







and pattern).



choices about visual communication and art making techniques. dimensional works of art, using tools and technologies that are


1.3.8.D.6 Synthesize the physical properties, processes, and techniques

for visual communication in multiple art media (including digital

media) and apply this knowledge to the creation of original artworks.



















decisions.









mediums, processes, and techniques (comparing/contrasting a variety of

tools and techniques).

Other Evidence:











Modifications

Special Education:









Repeat and Clarify

Provide a Sequence






Target vocabulary












Gifted Students:



















The critical process of observing, describing, analyzing, interpreting,

and evaluating leads to informed judgments regarding the relative

merits of artworks.


Why is the process of critique vital to art interpretation?












form.
























decisions.








Have students create a work of art using the critical process to make an

informed judgment.

Other Evidence:


(i.e., written)





Explanation/discussion of the critical process (observe, describe,

analyze, interpret, and evaluate).

Explanation/discussion of art connections throughout culture and

history.

Students practice critique process (e.g. oral, written).




Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:















ART – Grade 8




visual art.








visual art.






Art enriches our lives.


How can art portray different views, opinions, emotions, and

interpretations?
















visual art.





















decisions.








Students will verbally or visually demonstrate how art enriches their

life.

Other Evidence:


provided.

Informal assessment identifying, comparing, contrasting visual works

of art.





eras in artwork.





Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary












Gifted Students:



















Visual art helps gain insight into individual, community, and cultural

differences.


world.


How does art provide insight into human culture and society?

What effect does culture have on art?

What is the value of the Arts in learning about past civilzations?


The study of masterworks of art from diverse cultures and different

historical eras assists in understanding specific cultures.

Technological changes have and will continue to substantially influence

the development and nature of the arts.




ages.

Awareness of basic elements of style and design in dance, music,

theatre, and visual art inform the creation of criteria for judging

originality.

The classification of art into various art genres depends on the formal

aspects of visual statements (e.g., physical properties, theoretical

components, cultural context). Many genres of art are associated with

discipline-specific arts terminology.



Each of the many genres of art is associated with discipline-specific arts


Performance technique in dance, music, theatre, and visual art varies

according to historical era and genre.






cultural heritages.

1.2.8.A.1 Map historical innovations in dance, music, theatre, and

visual art that were caused by the creation of new technologies.






1.3.8.D.3 Identify genres of art (including realism,

abstract/nonobjective art, and conceptual art) within various contexts

using appropriate art vocabulary, and solve hands-on visual problems

using a variety of genre styles.











values.



















decisions.








Students will create a work of art that represents a personal response to

the world.

Other Evidence:


of artwork.



Informal assessment identifying art genres.










Modifications

Special Education:













Repeat and Clarify

Provide a Sequence


Target vocabulary







Gifted Students:
























Available tools and technologies influence the ways in which artists

express their ideas.


How do different techniques, mediums, and processes effect self-

expression?

Why is it important to experience a variety of formats and techniques

for effective visual communication?















and pattern).


The visual possibilities and inherent qualities of traditional and

contemporary art materials (including digital media) may inform

choices about visual communication and art making techniques.




1.3.8.D.6 Synthesize the physical properties, processes, and techniques

for visual communication in multiple art media (including digital

media), and apply this knowledge to the creation of original artworks.



















decisions.








Have students create a work of art demonstrating an enhances

understanding of mediums, proce4sses and techniques

(comparing/contrasting a variety of tools and techniques).

Other Evidence:











Modifications

Special Education:








Repeat and Clarify

Provide a Sequence







Target vocabulary












Gifted Students:



















The critical process of observing, describing, analyzing, interpreting,

and evaluating leads to informed judgements regarding the relative

merits of artworks.


Why is the process of critique vital to art interpretation?












form.
























decisions.








Have students create a work of art using the critical process to make an

informed judgment.

Other Evidence:


(i.e., written)





Explanation and discussion (formal—viewing context, informal-

offering opinion/emotion, art connections throughout culture and

history).




Modifications

Special Education:












Repeat and Clarify

Provide a Sequence


Target vocabulary



Provide Opportunities for Practice Use videos, illustrations, pictures, and drawings to explain or clarify.









Gifted Students:















MEDFORD LAKES SCHOOL DISTRICT Curriculum... · Art Curriculum Guide Grades K-8 MaryBeth Wells, Art Teacher Aligned with the May 2014 New Jersey Student Learning Standards for Visual

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