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Visual Art Curriculum 2011-2012 St. Giles School Mr. Tom Bell [email protected] Instructional Goals and Emphasis for the St. Giles Visual Arts Program The visual arts curriculum at St. Giles School is designed to comply with the ISBE (Illinois State Board of Education) Standards For Fine Arts. SWBT= Students’ Will Be Able To: Kindergarten SWBT:

1. Use a “process” to create artwork 2. Create art with different subjects and themes. 3. Create art from personal experiences. 4. Create artworks emphasizing one or more art elements (e.g. color, line, shape,

form, texture, and pattern) in the following art areas: Drawing, Painting, Pottery, Sculpture, Printing, Fiber Arts, Mixed Media

5. Use a variety of art materials and techniques to model, construct, and compose original artworks

6. Demonstrate proper care and safe use of materials and tools. 7. Create original artwork based on a topic from another discipline. 8. Name and identify colors the following colors: Red, Yellow, Blue, Green, Orange,

Violet, Purple, Black, Brown, White, Gray 9. Identify and describe lines: Thick, Thin, Straight, Broken 10. Identify shapes: Circle, Square, Rectangle, Triangle, Organic (free-form) 11. Identify a form 12. Identify textures, Soft, Smooth, Rough, Hard 13. Identify basic colors in artworks and in nature. 14. Recognize types of lines in artworks and in nature: Straight, Zigzag, Diagonal, Wavy,

Curved, Broken 15. Identify basic geometric shapes in artworks and in nature: Circles, Squares,

Diamonds, Triangles, Rectangles, Ovals 16. Recognize textures by touch in artworks and in nature: Smooth, Rough, Soft, Hard 17. Identify patterns in artworks and in nature: Repeating, Alternating 18. Identify subjects and themes in artworks. 19. Compare and contrast the subjects and themes of artworks. 20. Use art vocabulary when talking about own artworks and art reproductions: Color,

Line, Shape, Form, Texture, Pattern 21. Identify a favorite from two or three artworks. Explain why the favorite was

selected: 22. Explain why the favorite was selected: 23. Formulate definitions of art 24. Identify careers related to the arts. 25. Create a work of art that represents Catholic symbolism

Grades 1-5 SWBT:

1. Use a “process” to create artwork 2. Create self-expression, which is essential for all students. 3. Develop artistic skills by learning to use tools and materials with care and safety. 4. Develop higher levels of creative problem solving and decision-making relevant to

their art experiences. 5. Develop skills of observation beyond preconceived ideas of “looking”, and will learn

to “see” what otherwise might not be seen and translating into visual expression. 6. Reflect, discuss and evaluate their work and visual art processes with others. 7. Experiment with different media promoting creativity and exploration that extends

beyond one’s defined image of self. 8. Understand the value of art and the role it plays in society through exercises in

visual literacy, art history, criticism and aesthetics. 9. Interact with other artists in the art classroom as well as in the broader art world. 10. Observe how art expression serves as a visual language in learning to understand

and accept diversity. 11. Create a work of art that represents Catholic symbolism

Grade 6 SWBT:

1. Use a “process” to create artwork 2. Practice imagining and implementing images 3. Elaborate on an idea or theme 4. Apply the elements of art and the principles of design 5. Create artwork as a means of communication and persuasion 6. Describe Visual arts purpose and function in history and cultures 7. Understand the contributions of visual arts in various cultures 8. Discuss the purpose for creating a work of art 9. Identify connections, and similarities and differences in artwork 10. Discuss Art as a vocation and avocation 11. Create a work of art that represents Catholic symbolism

Grade 7 SWBT

1. Use a “process” to create artwork 2. Organize and create art 3. Develop ideas over time 4. Practice Techniques and processes for working with a variety of materials 5. Use a variety of media and techniques to create work 6. Create artwork using the elements and principles of design

7. Invent original imagery 8. Create artwork to represent the Aesthetic diversity of various cultures 9. Verbalize how art can meet its intended purpose 10. Discuss how art elements and design principles relate to all arts areas 11. Discuss art as a vocation or avocation 12. Create a work of art that represents Catholic symbolism

Grade 8 SWBT:

1. Use a “process” to create artwork 2. Plan and organize for unique and original solutions 3. Seek inspiration from other artists 4. Using increasingly complex ideas and original expressions 5. Develop expressive media techniques to reach an original and personal solution 6. Develop original solutions 7. Explain history, purpose and function of visual arts 8. Evaluate the effectiveness of a work of art 9. Critique artwork 10. Interpret and analyze artwork 11. Assess the ways art enhances all aspects of life 12. Create a work of art that represents Catholic symbolism

Project Highlights Kindergarten: Create A Wild Thing Paper Sculpture 1st Grade: Create a Matisse inspired Goldfish Mixed Media artwork 2nd Grade: Create a clay sculpture if a Chalice 3rd Grade: Create a Monster sculpture 4th Grade: Create a caricature of your teacher 5th Grade: Create a city using perspective 6th Grade: Create a Tessellation design 7th Grade: Create a sculpture of your favorite celebrity 8th Grade: Create an original Story Book Illustration

September 6, 2011 Good evening. Henry Longfellow once said that music is the universal language of mankind. As this new school year begins, I hope to share with you in the next few minutes a brief overview of the general music program at St. Giles. My class schedule is posted on the school website. I am here at school only on Monday, Tuesday and Wednesday. If you have concerns or questions please feel free to email me. Let’s begin with primary grades. Kindergarten classes meet twice weekly in their respective classrooms. Students explore music through singing and movement through a wide assortment of songs and games. Students learn many valuable developmental tasks including practicing gross motor skills, following and leading, taking turns and cooperating with teacher and fellow students. The first graders continue singing and participating in movement music games and are introduced to Kodaly-Curwen symbols. These symbols teach basic ascending and descending music intervals that are the basis for melodic and rhythmic production.

Second graders continue to study the basic tools of music making. Singing is emphasized as a means to learn the elements of music. Second graders begin to use music listening as a means to understanding the elements of music. Third graders begin the school year with instruction on the soprano recorder. During the first trimester the students learn a Christmas Carol that they will perform at the Christmas concert. Movement is added to many songs to facilitate involvement and progress. Listening skills continued to be developed. Fourth Grade expands their applied skills on a recorder to 9 notes. They also develop recognition and use of new music symbols and notation. Students continue to expand their song repertoire to include patriotic and folk songs. Music choices correlate to their Social Studies curriculum. Fifth graders begin the use of a theory workbook. They also are introduced to musical selections that reflect issues and trends in their Social Studies classes. Two part rounds are sung to introduce harmony in action. They are introduced to the basics of music composition through Finale Notepad.

Grade six studies music theory, builds on harmonic skills and continues to see examples of music types as they correlate to Social Studies and Art. Students are introduced to the Apple Application of Garage Band. Seventh grade expands their music literacy skills through extended listening, video excerpts are used to increase interest. The student works on individual or small group projects. Music is correlated to Social Studies and Art. Featured composers will reinforce specific music period styles. The students are introduced to World Music, ie. China and India. The students use Get America Singing Again volume 1. Eighth grade expands further on music literacy skills. The students are given an opportunity to demonstrate their applied skills through the art forms of music, dance and theatre in the class musical. Music listening selections are chosen based on their history and art classes; featured composers will expand specific period styles and will include excerpts from a symphony, concerto and oratorio. The students are introduced to World Music of Mexico and Music of the Andes. Students use Get America Singing Again, volume 2.

 The  Primary  Spanish  and  Enrichment  Program  is  geared  towards  providing  your  child  with  a  solid  foundation  in  basic  vocabulary  and  grammar  of  the  Spanish  language.    As  a  student  progresses  through  

the  grade  levels,  he/she  will  build  on  what  they  have  previously  learned  as  well  as  expand  their  knowledge  base  with  new  material.    By  the  end  of  the  Primary  Spanish  program,  your  child  will  be  fully  prepared  to  take  the  next  step  in  their  Spanish  Education  as  they  begin  their  classes  with  Mrs.  Goldman.  

Primary  and  Extracurricular  Spanish  

The  following  are  some  of  the  units  your  child  will  be  introduced  to  and/or  master  upon  completion  of  

their  grade  level:  

Pre  K  4/  Kindergarten  Enrichment  Program:    Numbers  1-­‐20,  The  Alphabet,  Basic  Expressions  and  Greetings,  Colors,  The  Family  

1st  Grade:  Classroom  Objects,  Greetings  and  Expressions  (emotions),  Animals,  Colors  

2nd  Grade:  Greetings  and  Expressions,  Tú  and  Usted,  Days  of  the  Week  and  Months,  Clothing,  Adjectives,  Commands,  Verbs,  The  Body  

3rd  Grade:  Tú  and  Usted,  Numbers  0-­‐50,  Community,  Gender,  Face  and  Emotions,  The  House,  Singular  

and  Plural,  Definite  and  Indefinite  Articles,  Adjectives,  Commands,  Verbs  

Our Favorite Websites:

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Using Computers To Enhance Instruction

First Grade TechiesIn the beginning, the focus for

first grade is on learning their way around a computer. They learn about the keyboard, special keys, drawing tools, proper care of the computer, and internet safety. As they grow in language, they apply their new knowledge to their projects.

This year the first grade will dabble in powerpoint to create their first talking storybook. Sound Studio will be used to add personal

recordings to their individual pages. The finished project will be a wonderful slideshow about the sights, smells and sounds of fall.

Next, the first graders will be introduced to word processing using Appleworks and Microsoft Word. The children will take what they learn about sentences from the classroom and applied it in the lab by creating beautifully illustrated stories, and poems. This year they will write about many topics such as

robots, rabbits and family christmas traditions.

One of the first grades favorite units is always our first attempt at internet research. Each January you will see the primary lab turn into a winter wonderland as the first graders learn about snow.

They love learning about William “snowflake” Bentley and looking at the microscopic pictures of snowflakes he took with his camera. During this unit the first graders also learn about symmetry

Using Computers to Enhance Instruction Computer classes are changing. Long gone are the days computers were used to teach children basic facts by repeated drill. Today, computer classes use a variety of software and internet sites to engage in creative research; multitasking and flowing through various programs to learn. In the primary lab, we try to compliment what the children are learning in the classroom, and take it a little further. Computers allow the children to focus on their ideas, rather than on letter formation and fine motor skills. Because it is so much easier for them to compose and revise text, they are encouraged to see

http://www.mathsisfun.com/geometry/symmetry-artist.html --Symmetry Artisthttp://www.bbc.co.uk/schools/typing/--Dance Mat Typinghttp://switchzoo.com/--Make your own animal.http://www.native-languages.org/kids.htm--Native American Facts.http://stardate.org/nightsky/moon/--Find out what the moon looked like on your birthday.http://voicethread.com/

writing as a process and to refine their work. This year’s students will complete a variety of projects that will peak their interests as well as develop their skills.

by making their own snowflakes on the internet using Symmetry Artist, learn new winter words by creating their own word searches, and write and illustrate stories about snowmen.

In the spring, the first grade learns to use Kidspiration to make graphic organizers, how to add data in Microsoft Excel, and how to take and download pictures using a digital camera. The year ends with a final research project on animals.

Second Grade Story Tellers

During the second grade, the children continue to learn and strengthen their skills in word processing. In the beginning of the year, they add spell checking, cut and paste, keyboard shortcuts and saving their own documents to their repertoire.

Another big change in second grade is the introduction to touch typing. the children are introduced to their “home row” and practice their keyboard skills through the use of BBC Dance Mat Typing and other internet typing games.

This year we will begin with a unit on maps. Using Google maps, the students will import a map into kidspiration and add symbols marking their favorite locations.

A research unit on bats will begin in October. Using selected websites, students will learn facts about these creatures of the night and create a powerpoint that will stump even the most experienced Mammalogist.

Next the second grade will use visualization and spatial reasoning to duplicate and arrange geometric shapes to make a tessellation. They will also use Microsoft Excel to graph what deserts were served for Thanksgiving, and for Christmas, they will use the internet to research Christmas around the world. The

spring is full of creative writing, and poetry projects.

Third Grade: Researchers and Communicators

Third grade students continue to practice basic computer/keyboard skills throughout the year. Added to their list of skills is more file management, uploading and importing documents and pictures, flowing between multiple programs open on the desktop, and more advanced research skills.

Up until the third grade, students use pre-selected bookmarked sites for research. In the third grade they learn how to search a topic for themselves. They completed an internet “scavenger hunt” in order to learn the art of searching on the net. They also begin to learn how to evaluate a website for accuracy, authority and coverage.

During the year, the third grade will use powerpoint, exel, and kidspiration to create presentations and projects about Native Americans, topics about outer space, The United States and our religious heroes, the Saints.

ComputerCurriculumOverviewTheSt.GilesComputercurriculumforgrades4‐8 is designed to address the NationalEducational Technology Standards, in orderto provide our students with the skills andknowledge theywill need to learn andworkinan increasinglydigitalworld. Everyeffortis made to integrate technology skills withtopicsofstudyinothersubjectareas.DetailsGrade4

Students continue to practice basic computer skills, including using pull‐downmenus toopen, save andprint files, aswell as keyboard shortcuts for copy, paste, save andprint. Muchemphasis is placed on developing skills in word processing, including use of headers/footers,alignmentandspacingoftext, insertinggraphics,andcheckingspelling/grammar. Studentsalsopracticekeyboardingskills,withemphasisoncorrectfingerpositioning,andhomerowkeys.

Inaddition,studentsconductbasicInternetsearchestolocateinformationandgraphicsforprojectssuchasAmericanPresidentPowerPointpresentations.Grade5

Students are introduced to a variety of collaborative Web 2.0 tools, with emphasis onInternetsafety,anddigitalcitizenship. Typical projects for this grade include creating interactive storybooks (Tikatok.com)relatedtotheirstudyoflatitudeandlongitude,andcollaboratingonwikipages(pbworks.com)todisplay research on American explorers, including customized maps of exploration routes(scribblemaps.com).Collaborativeprojectswithstudentsinotherstateshaveincludedapostcardexchange,andparticipationinaprogressivestory(voicethread.com).

Grade6Students learn the basics of formatting and navigating an Excel spreadsheet. Inserting

comments and conditional formatting are used to create interactive crossword puzzles. Inaddition,emphasis isgivento fine‐tuningwordprocessingskills. Students learntouseheadersandfooters,aswellascolumnsandlinkedtextboxes.Studentsalsolearntoproperlyinsert,alignanddistributegraphicelements.ToolsofMicrosoftWordnotebooklayoutarealsoexplored. In addition to interactive excel documents, typical projects for this grade includeformatting a friendly letter and decoratingwith a custom graphic border, aswell as creating amulti‐columnnewsletter. Thisgradealsoexploreswebsitesinwhichtheycreateoriginalmythsrelated to their study of ancient Greece (myths.e2bn.org) and practice pre‐algebra skills(labyrinth.thinkport.org).

Grade7Studentscontinuetolearntoworkwithspreadsheets.Basicformulasareintroduced,and

the creation and purpose of several types of charts and graphs are explored. Additionally,students learn to work with word processing templates, and are introduced to the basicconstructiontoolsofAppleiMovieandKeynoteprograms.

Typical projects for this grade include creating a tri‐foldbrochure to summarize ScienceFair projects, and production ofmultimedia projects to coordinatewith their Religion study ofChristmascustomsandtheirSocialStudiesunitontheAmericanCivilWar.Studentsalsocreateabasic Keynote presentation comparing body systems of frogs and humans, in conjunctionwithvirtualfrogdissectionsconductedusingFrogutssoftware.

Grade8Much of the focus of the eighth grade year is on the production of multimedia

presentations. Web2.0toolssuchasprezi.com,telavision.tvandedu.glogster.comareexplored,aswellasprogramsofbothApple’siWorkandiLifesuites,includingPages,Keynote,iMovieandGarageband. Students are also introduced to skills required for maintaining a blog, includingembeddingHTMLgadgetsforinteractivity. During 8th grade, students produce a multimedia presentation (telavision.tv) depictingtheir goals for the future, and a Keynote presentationwith custom graphics and animations toillustrateNewton’sLawsofMotion. Theyearculminateswitha trimester‐longproject inwhichstudents participate in a virtual tour of Washington DC. In addition to blogging about their“experiences” and working with templates to create postcards, students research variousWashingtonDC tourist attractions inorder to create an iMovie travelogue includinganoriginalsoundtrackandnarration.Studentsingrades7and8alsomakeuseoftheEdmodo.comclassmanagementwebsitetoaccessclassassignments,resourcesandgrades.ThisexperienceisdesignedtoprepareourJuniorHighstudentsforthepaperlessclassroomstheywilllikelyencounterinhighschoolandbeyond.

Curriculum Overview 2011 - 2012

Library: Grades 4 – 8

Grade 4: Students will become more familiar with a larger library and the

cataloguing systems used. They will be able to search for and find titles for pleasure and academic reading on their own.

Grade 5: Students will explore the Dewey Decimal System with a particular focus

on reference books and on-line resources in preparation for more in-depth research and scientific writing.

Grade 6: Students will focus on improving their study and organizational skills,

including time management, note taking and test taking strategies. They are also given time to further improve their understanding of the library’s organization.

Grade 7: In a transition from the middle grades, 7th graders are expected to read

from a vast selection of novels in the library every other week and to take book tests on each of those novels. Library is a shortened period during the day used for picking out new novels.

Grade 8: 8th grade students continue the schedule set in 7th grade with independent

novel reading and response. The library is also available, by appointment with their teachers, for research and resource.