Visual Arts Curriculum Module: #1 Grade Level Cluster: 3-5 ...

Visual Arts Curriculum Module: #1

Grade Level Cluster: 3-5 Main Concept: Culture

CPI#, CPI and Content Statement 4 weeks

Essential Questions/Enduring Understandings

Suggested Learning Activities / Materials /Assessments

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

reflection of societal values and beliefs. Art and culture reflect and affect

each other.

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. Sometimes the contributions of an individual artist can influence

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

1.3.5. D.2 Identify common and distinctive characteristics of artworks 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 influenced by these styles. Contextual

clues to culturally specific thematic content, symbolism, compositional

approach, and stylistic nuance are prevalent in works of art throughout

the ages.

1.3.5.D.3Identify 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. 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.

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

arrangement and personal, cultural, and historical points of view. Formalism

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

cultural, and historical contexts.

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). Criteria for determining

the aesthetic merits of artwork vary according to context. Understanding

the relationship between compositional design and genre provides the

foundation for making value judgments about the arts.

Essential Questions: o How are societal values and

beliefs represented in works of art?

o What impact can an individual artist have on other artists and art production?

o Can you identify common and distinctive characteristics of artworks from diverse cultural and historical eras?

o How would you create various compositions influenced by elements of specific styles of art?

Enduring Understandings:

o Students will understand that

works from various historical eras

and cultures can convey similar

meanings, have similar functions,

and reflect societal values and

beliefs.

Students will understand that individual

artist have influence on the artistic

community of present and future.

Suggested Learning Activities:

o Compare and contrast a variety of artwork from diverse cultures and historical eras.

o Create artwork inspired by works from various cultures, individual artist, and historical eras.

Resources: Pppst.com Art Museum Websites Davisart.com Deepspacesparkle.com Artsonia.com ARTSTOR.org Textbooks Suggested Assessments: Formative: Teacher observation and discussion Summative: Teacher created rubric

ELA Accommodations and Modifications:

IEP

Follow IEP Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading

passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe ● Study Guides ● Mixed Ability Grouping

504

Follow 504 Plan which may contain some of the following examples…

● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe

● Study Guides ● Mixed Ability Grouping

ELL

● Translation device/dictionary ● In class/pull out support with ESL teacher ● Newsela/Readworks/Reading A-Z level reading

passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

At Risk Students

● Additional time during intervention time ● Newsela/Readworks/Reading A-Z level reading

passages ● Questions read aloud ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts

Gifted & Talented

● Independent projects ● PEP/GEM class ● Above-Level Reading Materials


Grade Level Cluster: 3-5 Main Concept: Art History

CPI#, CPI and Content Statement 4 weeks Essential Questions/Enduring Understandings


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

dance, music, theatre, and visual art. Characteristic approaches to content,

form, style, and design define art genres.

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. Sometimes the contributions of an individual artist can influence

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

1.3.5.D.2 Identify common and distinctive characteristics of artworks 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 influenced by these styles. Contextual

clues to culturally specific thematic content, symbolism, compositional

approach, and stylistic nuance are prevalent in works of art throughout

the ages.

1.3.5.D.3Identify 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. 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


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

arrangement and personal, cultural, and historical points of view. Formalism

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

cultural, and historical contexts.

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). Criteria for determining

the aesthetic merits of artwork vary according to context. Understanding

the relationship between compositional design and genre provides the

foundation for making value judgments about the arts.

Essential Questions: o What impact can an individual

artist have on other artists and

art production?

o Can you identify common and

distinctive characteristics of

artworks from historical eras

using stylistic terminology?

o How would you create various

compositions influenced by

elements of specific styles of

art?

o How can historical works of art

inform the viewer about the

social values of the individual

artist and political climate of

the time period?

Enduring Understandings: Students will understand that works

from various historical eras can convey

similar meanings, have similar

functions, and reflect societal values and

beliefs.

Students will understand that individual

artist have influence on the artistic

community of past, present and future.

Suggested Learning Activities: o Compare and contrast

a variety of artwork from historical eras and relate them to their time and period context.

o Utilize available technology as appropriate to support the lesson.

o Create artwork inspired by works from various artists and historical eras.

Resources: Pppst.com Art Museum Websites Davisart.com Deepspacesparkle.com Artsonia.com ARTSTOR.org Textbooks Suggested Assessments: Formative: Teacher observation and discussion Summative: Teacher created rubric


Grade Level Cluster: 3-5 Main Concept: Elements of Art

CPI#, CPI, & Content Statement

4 weeks



1.1.5. D.1 Identify elements of art and principles of design that are evident in

everyday life. Understanding the function and purpose of the elements of art and

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

enhance functionality and improve quality of living.

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

art elements and principles of design. The elements of art and principles of design

are universal.

1.2.5. A.2 Relate common artistic elements that define distinctive art genres in dance,

music, theatre, and visual art. Characteristic approaches to content, form, style,

and design define art genres.

1.3.5.D.1Work 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. 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.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.

The characteristics and physical properties of the various materials available for

use in art-making present infinite possibilities for potential application. 1.3.5.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. Visual awareness stems from acute observational skills and interest in

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

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. Works

of art may be organized according to their functions and artistic purposes (e.g.,

genres, mediums, messages, themes).

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). Criteria for determining the aesthetic merits of

artwork vary according to context. Understanding the relationship between

compositional design and genre provides the foundation for making value

judgments about the arts.

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

design. Levels of proficiency can be assessed through analyses of how artists

apply the elements of art and principles of design.

Essential Questions:

o What Elements of Art are evident in everyday life and objects around you?

o How are works of art that use the same elements and principals alike and different?

o How are Elements used

in the creation of individual and collaborative works of art?

Enduring Understandings: o Students will be able to

identify the Elements of Art in artwork and the world around them.

o Students will use them in the creation of artwork both individually and collaboratively.

o Students will define, interpret and compare and contrast the meaning and use of Elements of Art in various works of art.

Suggested Learning Activities: o Reinforce and extend knowledge of

the color wheel and color mixing. o Differentiate between geometric

and organic shapes. o Introduce space through the

concept of positive and negative. o Compare and contrast the use of

Elements in various artworks from diverse, cultural and historical eras.

o Collaborate in the creation of works

of art using multiple art mediums and art media which incorporate the Elements of Art and design.

o Identifying and creating shapes and

lines. o Differentiate between shape and

form (2-D, 3-D). Resources: Teachertube.com ARTSTOR.org Metmuseum.org/learn/for-educators Davisart.com Artsonnected.org/toolkit Googleartproject.com Textbooks Suggested Assessments: Formative: Teacher observation and discussion. Summative: Teacher created rubric.


Grade Level Cluster: 3-5 Main Concept: Principles

CPI#, CPI & Content Statement

4 weeks



1.1.5. D.1 Identify elements of art and principles of design that are evident in

everyday life. Understanding the function and purpose of the elements of art and

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

enhance functionality and improve quality of living.

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

art elements and principles of design. The elements of art and principles of design

are universal.

1.2.5. A.2 Relate common artistic elements that define distinctive art genres in dance,

music, theatre, and visual art. Characteristic approaches to content, form, style,

and design define art genres.

1.3.5.D.1Work 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. 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.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.

The characteristics and physical properties of the various materials available for

use in art-making present infinite possibilities for potential application. 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. There are many types of aesthetic arrangements for the exhibition of

art. Creating or assembling gallery exhibitions requires effective time

management and creative problem-solving skills. 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. Works

of art may be organized according to their functions and artistic purposes (e.g.,

genres, mediums, messages, themes).

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). Criteria for determining the aesthetic merits of

artwork vary according to context. Understanding the relationship between

compositional design and genre provides the foundation for making value

judgments about the arts.

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

design. Levels of proficiency can be assessed through analyses of how artists

apply the elements of art and principles of design.


o What Principles of Design are evident in everyday life and objects around you?

o How are works of art that use

the same principles alike and different?

o How are Principles of Design used in the creation of individual and collaborative works of art?


o Students will be able to identify the Principles of Design in artwork and the world around them.

o Students will use them in the creation of artwork both individually and collaboratively.

o Students will define, interpret and compare and contrast the meaning and use of Principles of Design in various works of art.


o Reinforce and extend knowledge of Principles of Design.

o Compare and contrast

the use of Principles of Design in various artworks from diverse, cultural and historical eras.

o Collaborate in the

creation of works of art using multiple art mediums and art media which incorporate the Principles of Design.

o Resources: Artfinder.com ARTSTOR.org Metmuseum.org/learn/for-educators Kids.tate.org.uk Textbooks Suggested Assessments: Formative: Teacher observation and discussion. Summative: Teacher created rubric.


Grade Level Cluster: 3-5 Main Concept: Criticism


4 weeks


Learning Activities / Materials /Assessments

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. Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes). 1.4.5.A.2.Make informed aesthetic responses to artworks based on structural

arrangement and personal, cultural, and historical points of view.

Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts. 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). Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and

genre provides the foundation for making value judgments about the arts. 1.4.5.B.4 Define technical proficiency, using the elements of the arts and principles of design.

Levels of proficiency can be assessed through analyses of how artists apply the elements of art and principles of design. 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. 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. 1.3.5.D.2 Identify common and distinctive characteristics of artworks 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 influenced by these styles. Contextual clues to culturally specific thematic content, symbolism, compositional approach, and stylistic nuance are prevalent in works of art throughout the ages. 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. Sometimes the contributions of an individual artist can influence a generation of artists and signal 1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs.

Essential Questions: o How would you assess a

work of art based on the analysis of the artist’s use of elements and principles?

o What vocabulary would you use to identify common characteristics within art genres?

o How would you use visual clues to help classify works of art into cultural and historical eras?

Enduring Understandings: o Artwork from any era or

culture can be classified

based on its similarities.

o Constructive opinions can

be based on technical

proficiency and formally

communicated using

appropriate terminology.


o Venn diagram to compare and contrast artists and artworks from various eras and cultures.

o Guided discussion

to teach and support appropriate terminology.

Resources: Museum websites artsconnected.org/toolkit/index.html Textbooks Artsonia.com Art prints textbooks Suggested Assessments: Formative: Teacher observation and discussion Summative: Teacher created rubric.


Grade Level Cluster: 3-5 Main Concept: Aesthetics


4 weeks


Learning Activities / Materials /Assessments

1.1.5. D.1 Identify elements of art and principles of design that are evident in everyday life.

Understanding the function and purpose of the elements of art and principles of design assists

with forming an appreciation of how art and design enhance functionality and improve quality

of living.

1.1.5. D.2 Compare and contrast works of art in various mediums that use the same art elements and

principles of design. The elements of art and principles of design are universal.

1.2.5. A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre,

and visual art. Characteristic approaches to content, form, style, and design define art genres.

1.3.5.D.2 Identify common and distinctive characteristics of artworks 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 influenced by these styles.

Contextual clues to culturally specific thematic content, symbolism, compositional approach, and

stylistic nuance are prevalent in works of art throughout the ages.

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. 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.

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. There are many

types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery

exhibitions requires effective time management and creative problem-solving skills.

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. Works of art may be organized

according to their functions and artistic purposes (e.g., genres, mediums, messages, themes).

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

personal, cultural, and historical points of view. Formalism in dance, music, theatre, and visual art

varies according to personal, cultural, and historical contexts.

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).

Criteria for determining the aesthetic merits of artwork vary according to context.

Understanding the relationship between compositional design and genre provides the foundation

for making value judgments about the arts.

Essential Questions: o How do common

artistic elements define distinctive art genres?

o How can various works of art be categorized according to function and artistic purpose?

o How do personal, cultural, and historical points of view affect your response to works of art?

o How is an artist’s work influenced by their individual background?


o Students will understand

that artworks can be

defined and categorized

according to their

purpose and common

elements.

o Students will recognize

that artwork can be

inspired by the

individual artist’s

cultural and historical

background.

Suggested Learning Activities: o Understand the

concept of

aesthetics through

exposure,

discussion, and

formal response.

o Creation of works

of art inspired by

an artist’s personal,

cultural, and

historical

background. Resources: Teachertube.com ARTSTOR.org Metmuseum.org/learn/for-educators Davisart.com Textbooks Suggested Assessments: Formative: Teacher observation and discussion. Summative: Teacher created rubric.


Grade Level Cluster: 3-5 Main Concept: Mediums, Methods and Techniques

CPI#, CPI, & Content Statement

4 weeks



1.3.5.D.1Work 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. 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.2 Identify common and distinctive characteristics of

artworks 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 influenced by these styles.

Contextual clues to culturally specific thematic content,

symbolism, compositional approach, and stylistic nuance are

prevalent in works of art throughout the ages.

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. 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


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. The

characteristics and physical properties of the various

materials available for use in art-making present infinite

possibilities for potential application. 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.

There are many types of aesthetic arrangements for the

exhibition of art. Creating or assembling gallery exhibitions

requires effective time management and creative problem-

solving skills.

Essential Questions: o How can your knowledge of

visual art genres and the media they use help you take a stylistic approach to art- making?

o Can you recognize physical properties of various art media and create original works of art by experimenting with them?

o Working collaboratively, how would you create and exhibit works of art?

Enduring Understandings: o Students will experiment with

numerous materials and

understand that there are infinite

possibilities for their use in the

art- making process.

o Students will recognize the

importance of aesthetic

arrangements and collaboration in

the exhibition of art.

o Students will make connections

between compositional

approaches and art- making

influenced by distinct genres.

Suggested Learning Activities: o Manipulate and explore through age

appropriate projects any of the following

media:

Crayon

Chalk

Pastel

Marker

Paint

Clay

Textiles

Paper

Paper Mache

Charcoal

Pencil

Conte Crayon

Ink

o Use age appropriate methods and techniques including but not limited to the following:

Drawing

Painting Printmaking

Sculpture

Ceramics

Design

Weaving

Resources: Teachertube.com ARTSTOR.org Metmuseum.org/learn/for-educators Davisart.com Artsonnected.org/toolkit Googleartproject.com Textbooks Suggested Assessments: Formative: Teacher observation and discussion. Summative: Teacher created rubric.


Grade Level Cluster: 3-5 Main Concept: Technology

CPI#, CPI & Content Statement 4 weeks



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.

The characteristics and physical

properties of the various materials

available for use in art-making present

infinite possibilities for potential

application.

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. There are many

types of aesthetic arrangements for the

exhibition of art. Creating or

assembling gallery exhibitions requires

effective time management and

creative problem-solving skills.


o How can you use technology to use and create art?


o Students will recognize and differentiate between works of art that use technology.

o Students will utilize

technology in the creation of art.


o Utilize available art making/ viewing technologies as appropriate.

Resources: Blender.org Gimp.org artsconnected.org/toolkit/index.html Textbooks Artsonia.com Suggested Assessments: Formative: Teacher observation and discussion Summative: Teacher created rubric.

Visual Arts Curriculum Module: #1 Grade Level Cluster: 3-5 ...

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