elementary kindergarten art curriculum

BOE Approved: June 7, 2018 1 | P a g e

Elementary Kindergarten Art Curriculum Course Description: The Park Hill K-8 art program was developed collaboratively and built on both state and national standards. The K-8 art program provides students with a continuum of essential knowledge and skills incrementally increasing in depth and rigor. Students will develop knowledge and skills related to the elements of art, the principles of design, the connection of music to history and culture, as well as art's many interdisciplinary connections. Scope and Sequence:

Timeframe Unit Instructional Topics

2-4 weeks Line Topic 1: Making and Using Line

2-4 weeks Shape Topic 1: Making and Using Shapes

2-4 weeks Color Topic 1: Primary and Secondary Colors

2-4 weeks Texture Topic 1: Making and Using Texture

1-2 weeks Form Topic 1: Making and Using Form

4-8 weeks Historical and Cultural Connections

Topic 1: Western Topic 2: Non-Western

2-4 weeks Exploration Topic 1: Exploration of Art

Board First Read: May 24, 2018 2 | P a g e

Unit 1: Line Subject: Visual Art Grade: Kindergarten Name of Unit: Line Length of Unit: 2-4 weeks Overview of Unit: In this unit, students will learn, apply, and create various types of line Priority Standards for unit:

● EP1AKa Identify and use lines Supporting Standards for unit:

● VA:Cr2.1.K Through experimentation, build skills in various media and approaches to art-making

● EP1AKa Identify and use lines ● EP1BKa Identify and use shapes ● EP1B2a Identify and use geometric shapes ● EP1EKa Identify and use color ● PP1B2c Mix two colors to create a third color ● EP1D1a Identify and use texture ● EP1C1a Identify and use form ● PP1B2a Paint lines with control of the brush ● PP1B1a Apply paint with a dragging, not pushing motion ● PP2A1a Use glue with control ● PP2AKa Uses scissors with control

Unwrapped Concepts

(Students need to know) Unwrapped Skills

(Students need to be able to do) Bloom’s Taxonomy

Levels Webb's DOK

Lines Identify Understand 1 Lines Use Apply 2 Lines Use Create 4

Essential Questions:

1. How do artists create lines? Enduring Understanding/Big Ideas:


1. Artists use a variety of methods and materials to create line. Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Horizontal Vertical Diagonal Zig-zag Wavy Dotted Bumpy Curved Straight Spiral Loopy

Resources for Vocabulary Development:

• Lines That Wiggle by Candace Whitman • Follow the Line by Laura Ljungkvist • The Line by Paula Bossio • Extra Yarn by Mac Barnett


Topic 1: Making and Using Line Engaging Experience 1 Title: Types of Line Suggested Length of Time: 20-50 minutes Standards Addressed Priority:

● EP1AKa Identify and use lines Detailed Description/Instructions: One way to do this would be to prepare a warm-up activity with various types of lines, including but not limited to diagonal, horizontal, vertical, zig-zag, wavy, bumpy, loopy, etc. The teacher should model each line and allow students to practice making the same line. One way to practice is to have students draw in the air before they make the marks on their warm-up page. Bloom’s Levels: Apply Webb’s DOK: 2 Engaging Experience 2 Title: Using Line Suggested Length of Time: 20-50 minutes Standards Addressed Priority:

● EP1AKa Identify and use lines Detailed Description/Instructions: One way to do this would be to give students time to experiment using the various lines already practiced. Students can use different materials (i.e. markers, oil pastels, crayons, pencils, etc.) and different combinations to practice this new skill. Bloom’s Levels: Create Webb’s DOK: 4


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) One example of a project would be to have students draw-along with the teacher to create a rain cloud and raindrops. Students could apply their knowledge of various types of lines by filling them into the shapes with crayon or oil pastels. Then, students could use watercolor or thinned tempera to paint over the lines, creating a resist effect.


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience

Title

Description Suggested Length of

Time

Making and

Using Line

Types of Line One way to do this would be to prepare a warm-up activity with various types of lines, including but not limited to diagonal, horizontal, vertical, zig-zag, wavy, bumpy, loopy, etc. The teacher should model each line and allow students to practice making the same line. One way to practice is to have students draw in the air before they make the marks on their warm-up page.

20 minutes

Making and

Using Line

Using Line One way to do this would be to give students time to experiment using the various lines already practiced. Students can use different materials (i.e. markers, oil pastels, crayons, pencils, etc.) and different combinations to practice this new skill.

50 minutes


Unit 2: Shape Subject: Visual Art Grade: Kindergarten Name of Unit: Shape Length of Unit: 2-4 weeks Overview of Unit: In this unit, students will learn, apply, and create various types of shape. Priority Standards for unit:

● EP1BKa Identify and use shapes Supporting Standards for unit:



Unwrapped Concepts



Levels Webb's DOK

Shapes Identify Understand 1 Shapes Use Apply 2 Shapes Use Create 4


1. How do artists create shapes? Enduring Understanding/Big Ideas:

1. Artists use a variety of methods and materials to create shapes.


Unit Vocabulary:


Shape Circle Oval

Square Triangle

Rectangle


• Round is a Tortilla by Roseanne Thong • Shape by Shape by Suse MacDonald • If You Were a Polygon by Marcie Aboff and Sarah Dillard • Mummy Math; An Adventure in Geometry by Cindy Neuschwander • The Greedy Triangle by Marilyn Burns • Shape Shift by Joyce Hesselberth • Shape by Shape by Suse MacDonald • HYPERLINK "http://amzn.to/2oLsJJQ" Perfect Square by Michael Hall


Topic 1: Making and Using Shapes Engaging Experience 1 Title: Types of Shapes Suggested Length of Time: 20-50 min Standards Addressed Priority:

● EP1BKa Identify and use shapes Supporting:

● EP1B2a Identify and use geometric shapes Detailed Description/Instructions: One way to do this would be to prepare a warm-up activity with various types of shapes, including but not limited to: rectangle, square, circle, oval, and triangle. The teacher should model each shape and allow students to practice making the same shape. One way to practice is to have students draw in the air before they make the marks on their warm-up page. Bloom’s Levels: Apply Webb’s DOK: 2 Engaging Experience 2 Title: Using Shapes Suggested Length of Time: 20-50 min Standards Addressed Priority:

● EP1BKa Identify and use shapes Supporting:

● EP1B2a Identify and use geometric shapes Detailed Description/Instructions: One way to do this would be to give students time to experiment using the various shapes already practiced. Students can use different methods, such as drawing the shapes, tracing the shapes, cutting out the shapes, or sorting the shapes. Students could work individually or in groups. Bloom’s Levels: Create Webb’s DOK: 4


Engaging Scenario

Engaging Scenario

One example of a shape project would be to combine basic shapes to create a complex object. Teachers will demonstrate how to draw, cut, and arrange shapes into a collage of a truck and pumpkin patch. Once shapes are glued down, details can be added with crayons and/or paint.




Title


Time

Making and Using

Shape

Types of Shapes

One way to do this would be to prepare a warm-up activity with various types of shapes, including but not limited to: rectangle, square, circle, oval, and triangle. The teacher should model each shape and allow students to practice making the same shape. One way to practice is to have students draw in the air before they make the marks on their warm-up page.

20-50 minutes

Making and Using

Shape

Using Shapes One way to do this would be to give students time to experiment using the various shapes already practiced. Students can use different methods, such as drawing the shapes, tracing the shapes, cutting out the shapes, or sorting the shapes. Students could work individually or in groups.

20-50 minutes


Unit 3: Color Subject: Visual Art Grade: Kindergarten Name of Unit: Color Length of Unit: 2-4 weeks Overview of Unit: Students learn the primary colors, then how to mix them to create secondary colors. Priority Standards for unit:

● EP1EKa Identify and use color Supporting Standards for unit:



Unwrapped Concepts



Levels Webb's DOK

Color Identify Understand 1 Color Use Create 4



1. How can primary colors be used to create secondary colors? Enduring Understanding/Big Ideas:

1. Two primary colors can be mixed to create a secondary color. Unit Vocabulary:


Primary color (red, blue, yellow) Secondary color (orange, green, purple/violet)


• Swatch: The Girl Who Loved Color by Julia Denos • The Rainbow Book by Kate Ohrt • Little Blue and Little Yellow by Leo Lionni • Monsters Love Colors by Mike Austin • The Wonders of the Color Wheel by Charles Ghigna • Pantone: Colors Board book by Pantone


Topic 1: Primary and Secondary Colors Engaging Experience 1 Title: Introduction to Primary Colors Suggested Length of Time: 2-5 minutes Standards Addressed Priority:

● EP1EKa Identify and use color Supporting:

● PP1B2c Mix two colors to create a third color Detailed Description/Instructions: https://www.youtube.com/watch?v=eGrGkJtSLsk One way to introduce primary colors is to show a video, such as the one listed here. In this video, the color wheel is animated and primary and secondary colors are explained in kid-friendly terminology with visual examples. Bloom’s Levels: Remember Webb’s DOK: 1 Engaging Experience 2 Title: Mixing Secondary Colors Suggested Length of Time: 20-50 minutes Standards Addressed Priority:

● EP1EKa Identify and use color Supporting:

● PP1B2c Mix two colors to create a third color Detailed Description/Instructions: One way to do this would be to direct the completion of a 6-section color wheel, using only primary colors. The teacher could model applying each primary color, then how to combine 2 primary colors to create a secondary color in the correct place on the color wheel. Bloom’s Levels: Apply Webb’s DOK: 2

https://www.youtube.com/watch?v=eGrGkJtSLsk


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) One example of a color-mixing project would be to make a project wherein students are required to apply their new ability to mix secondary colors. A rainbow, for example, would require students to use all primary and secondary colors in order. Images which can include at a minimum all of the secondary colors are ideal.




Title


Time

Primary and

Secondary Colors

Introduction to Primary

Colors

One way to introduce primary colors is to show a video, such as the one listed here. In this video, the color wheel is animated and primary and secondary colors are explained in kid-friendly terminology with visual examples.

2-5 minutes

Primary and

Secondary Colors

Mixing Secondary

Colors

One way to do this would be to direct the completion of a 6-section color wheel, using only primary colors. The teacher could model applying each primary color, then how to combine 2 primary colors to create a secondary color in the correct place on the color wheel.

20-50 minutes


Unit 4: Texture Subject: Visual Art Grade: Kindergarten Name of Unit: Texture Length of Unit: 2-4 weeks Overview of Unit: In this unit, students will learn, apply, and create various types of texture Priority Standards for unit:

● EP1D1a Identify and use texture Supporting Standards for unit:



Unwrapped Concepts



Levels Webb's DOK

Texture Identify Understand 1 Texture Use Apply 2 Texture Use Create 4


1. How do artists create texture? Enduring Understanding/Big Ideas:

1. Artists use a variety of methods, materials, and found objects to create texture in works of art

Unit Vocabulary:



Texture Texture words, i.e. Smooth, Bumpy, Rough, Soft, Squishy, Slimy




Topic 1: Making and Using Texture Engaging Experience 1 Title: Texture Hunt Suggested Length of Time: 20-50 minutes Standards Addressed Priority:

● EP1D1a Identify and use texture Detailed Description/Instructions: One way to do this is to collect objects with a variety of textures. Let students touch the objects and describe the way the objects feel. Pass out white paper and peeled crayons. Demonstrate how to create a texture rubbing by placing the paper on an object and rubbing the crayon over the texture. Let students go on a “texture hunt” around the classroom to fill the papers with as many different textures as possible. Bloom’s Levels: Create Webb’s DOK: Level 4 Engaging Experience 2 Title: Texture Printing Suggested Length of Time: 20-50 minutes Standards Addressed Priority:

● EP1AKa Identify and use texture Detailed Description/Instructions: Using a collection of found objects, allow students to practice stamping different textures into modeling clay. Follow up by talking about how artists can use texture to create designs and surface decoration. Bloom’s Levels: Create Webb’s DOK: 4


Engaging Scenario

Engaging Scenario

One example of a project would be to create a texture collage. The teacher will provide step by step instructions to create a drawing of a mug, which students can decorate with crayons and/or marker. Various textured items can be glued to the collage, such as marshmallows and cotton, and a texture rubbing can be used for the background.




Title


Time

Making and Using Texture

Texture Hunt One way to do this is to collect objects with a variety of textures. Let students touch the objects and describe the way the objects feel. Pass out white paper and peeled crayons. Demonstrate how to create a texture rubbing by placing the paper on an object and rubbing the crayon over the texture. Let students go on a “texture hunt” around the classroom to fill the papers with as many different textures as possible.

20-50 minutes

Making and Using Texture

Texture Printing

Using a collection of found objects, allow students to practice stamping different textures into modeling clay. Follow up by talking about how artists can use texture to create designs and surface decoration.

20-50 Minutes


Unit 5: Form Subject: Visual Art Grade: Kindergarten Name of Unit: Form Length of Unit: 1-2 weeks Overview of Unit: Students will learn how to make a 3D form Priority Standards for unit:

● EP1C1a Identify and use form Supporting Standards for unit:

● PP2A8b Modeling with clay or a similar material: Create a three-dimensional artwork ● VA:Cr2.1.K Through experimentation, build skills in various media and approaches to

art-making ● EP1AKa Identify and use lines ● EP1BKa Identify and use shapes ● EP1B2a Identify and use geometric shapes ● EP1EKa Identify and use color ● PP1B2c Mix two colors to create a third color ● EP1D1a Identify and use texture ● EP1C1a Identify and use form ● PP1B2a Paint lines with control of the brush ● PP1B1a Apply paint with a dragging, not pushing motion ● PP2A1a Use glue with control ● PP2AKa Uses scissors with control

Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to

do) Bloom’s Taxonomy

Levels Webb's DOK Form Identify Understand 1 Form Use Apply 2 Form Use Create 4


1. How do artists create form? Enduring Understanding/Big Ideas:

1. Artists use a variety of methods and materials to create forms.


Unit Vocabulary:


Form 2 Dimensional 3 Dimensional



Topic 1: Making and Using Form Engaging Experience 1 Title: 2D vs. 3D Suggested Length of Time: 10 minutes Standards Addressed Priority:

● EP1C1a Identify and use form Supporting:

● EP1BKa Identify and use shapes Detailed Description/Instructions: One way to do this would be to prepare a warm-up activity showing students two dimensional works of art and three dimensional works of art. Have students compare/contrast the differences between 2D/3D. Bloom’s Levels: Understand Webb’s DOK: 1


Engaging Scenario

Engaging Scenario

One way to teach form would be to use ceramic clay to create a 3D sculpture. Students could use a pre-formed slab or flatten their own using a rolling pin. Student could trace a shape from the slab and attach it to another piece to create a free-standing sculpture.



Title


Time

Making and Using Form

2D vs. 3D One way to do this would be to prepare a warm-up activity showing students two dimensional works of art and three dimensional works of art. Have students compare/contrast the differences between 2D/3D.

10 minutes


Unit 6: Historical and Cultural Connections Subject: Visual Art Grade: Kindergarten Name of Unit: Historical and Cultural Connections Length of Unit: 4-8 weeks Overview of Unit: Create learning experiences which focus on one or more Western as well as one or more non-Western artists, movements, and/or cultures. Priority Standards for unit:

● VA:Cn11.1.1a Understand that people from different places and times have made art for a variety of reasons.

● OH:VA.4PE.2 Identify and compare the purposes for creating art objects from various cultures.

Supporting Standards for unit: ● EP1AKa Identify and use lines ● EP1BKa Identify and use shapes ● EP1B2a Identify and use geometric shapes ● EP1EKa Identify and use color ● PP1B2c Mix two colors to create a third color ● EP1D1a Identify and use texture ● EP1C1a Identify and use form ● PP1B2a Paint lines with control of the brush ● PP1B1a Apply paint with a dragging, not pushing motion ● PP2A1a Use glue with control ● PP2AKa Uses scissors with control

Historical and Cultural Connections:

● Create learning experiences which focus on one or more Western as well as one or more non-Western artists, movements, and/or cultures.



Unwrapped Skills (Students need to be able

to do)

Bloom’s Taxonomy

Levels Webb's DOK

people from different places and times have made art for a variety of reasons Understand Understand 1 the purposes for creating art objects

from various cultures Identify Apply 2 the purposes for creating art objects

from various cultures Compare Understand 1 the purposes for creating art objects

from various cultures Understand Create 4 Essential Questions:

1. How does art reflect or influence history and/or culture? Enduring Understanding/Big Ideas:

1. People around the world create many types of art. Unit Vocabulary:


Depending on examples chosen, vocabulary could include but is not limited to: Names of artists Names of places and/or countries Names of cultures Names of art movements Types of artwork (functional, non-objective, abstract, realistic) Subject of artwork (portrait, landscape, cityscape, seascape, still life)


Resources for Vocabulary Development: • The Cat and the Bird: A Children’s Book Inspired by Paul Klee by Geraldine Elschner

and Peggy Nille • Henri’s Scissors by Jeanette Winter • Roberto the Insect Architect by Nina Laden • Iggy Peck, Architect by Andrea Beaty and David Roberts • Snail Trail by Jo Saxton • The Art of Freedom: How Artists See America by Bob Raczka • Just Behave, Pablo Picasso! by Johan Winter • Emily’s Blue Period by Cathleen Daly • Keith Haring: The Boy Who Just Kept Drawing • The Noisy Paintbox: The Colours and Sounds of Kandinsky’s Abstract Art – Barb

Rosenstock • The Fantastic Jungles of Henri Rousseau by Michelle Markel • My Name Is Georgia by Jeanette Winter • Leonardo and the Flying Boy • The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract Art by Barb

Rosenstock • Cloth Lullaby: The Woven Life of Louise Bourgeois • Sandy's Circus: A Story About Alexander Calder by Tanya Lee Stone • Hundertwasser for Kids: Harvesting Dreams by Barbara Stieff • The Magical Tree: A Children's Book Inspired by Gustav Klimt by Myriam Ouyessad • Vincent Can't Sleep: Van Gogh Paints the Night Sky by Barb Rosenstock • Journey on a Cloud: A Children's Book Inspired by Marc Chagall by Veronique

Massenot • Everybody Bonjours! by Leslie Kimmelman • Journey on a Cloud: A Children's Book Inspired by Marc Chagall • Dia de Los Muertos by Roseanne Greenfield Thong • Brush of the Gods by Lenore Look • Ganesha’s Sweet Tooth by Sanjay Patel and Emily Haynes • ABeCedarios: Mexican Folk Art ABCs in English and Spanish • Golden Domes and Silver Lanterns; A Muslim Book of Colors by Hena Khan • Tap Tap by Karen Lynn Williams • D is for Dancing Dragon: A China Alphabet by Carol Crane • Up and Down the Andes (Travel the World) by Laurie Krebs (Author)


• Spirit of the Cedar People (with CD) by Chief Lelooska (Author), Christine Normandin (Editor)

• Stories from the Billabong • Echoes of the Elders: The Stories and Paintings of Chief Lelooska with CD by Lelooska

(Author, Illustrator), Christine Normandin (Editor) • All Aboard for the Bobo Road by Stephen Davies • New Year by Rich Lo • Frida (English Language Edition) by Jonah Winter and Ana Juan • Radiant Child by Javaka Steptoe • Learn the Alphabet with Northwest Coast Native Art by Ryan Cranmer • A Splash of Red: The Life and Art of Horace Pippin • The Year with Grandma Moses by W. Nikola-Lisa • The Great Wave: A Children's Book Inspired by Hokusai Veronique Massenot • We're Sailing Down the Nile by Laurie Krebs • Diego Rivera: His World and Ours by Duncan Tonatiuh • The Beckoning Cat by Koko Nishizuka • The Magic of Spider Woman by Lois Duncan • The Magic Bean Tree: A Legend from Argentina by Nancy Van Laan (Author), Beatriz

Vidal (Illustrator) • Finders Keepers? A True Story in India by Robert Arnett and Smita Turakhia • My Hands Sing the Blues: Romare Bearden's Childhood Journey by Jeanne Walker

Harvey • A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant


Topic 1: Western Engaging Experience 1 Title: Introducing a Western artist, movement, and/or culture. Suggested Length of Time: 2- 4 weeks Standards Addressed Priority:

● VA:Cn11.1.1a Understand that people from different places and times have made art for a variety of reasons.

● OH:VA.4PE.2 Identify and compare the purposes for creating art objects from various cultures.

Supporting: ● EP1AKa Identify and use lines ● EP1BKa Identify and use shapes ● EP1B2a Identify and use geometric shapes ● EP1EKa Identify and use color ● PP1B2c Mix two colors to create a third color ● EP1D1a Identify and use texture ● EP1C1a Identify and use form

Detailed Description/Instructions: One way you could introduce a Western artwork, artist, movement, or culture would be to read a book on the topic. The book Monet Paints a Day by Julie Danneberg outlines the life and work of Claude Monet. Bloom’s Levels: Remember Webb’s DOK: 1


Engaging Scenario

Engaging Scenario

One example of a project would be Claude Monet’s Japanese Bridge. Students will critique Monet’s landscape paintings. They will then create their own landscapes using paint and/or markers, focusing on how to use different lines and shapes to create flowers, trees, grass and water. Students will cut construction paper into small pieces and glue into place for the Japanese bridge.


Topic 2: Non-Western Engaging Experience 1 Title: Introducing a non-Western artist, movement, and/or culture. Suggested Length of Time: 2-4 weeks Standards Addressed

Priority: ● VA:Cn11.1.1a Understand that people from different places and times have made

art for a variety of reasons. ● OH:VA.4PE.2 Identify and compare the purposes for creating art objects from

various cultures. Supporting:

● EP1AKa Identify and use lines ● EP1BKa Identify and use shapes ● EP1B2a Identify and use geometric shapes ● EP1EKa Identify and use color ● PP1B2c Mix two colors to create a third color ● EP1D1a Identify and use texture ● EP1C1a Identify and use form

Detailed Description/Instructions: One way you could introduce a non-Western artwork, artist, movement, or culture would be to read a book on the topic. The book Frida by Jonah Winter outlines the life and work of Frida Kahlo. Bloom’s Levels: Remember Webb’s DOK: 1


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.)

One way you could teacher a non-Western artist, artwork, movement, or culture is to complete a portrait of Frida Kahlo. Students can view examples of her artwork and identify some of the characteristics. Students can draw a portrait of Frida by combining lines and shapes. They can create patterns on clothing and jewelry using lines and shapes. Students can use tissue paper to create 3D textured flowers on her head.




Title


Time

Western Introducing a Western artist,

movement, and/or culture.

One way you could introduce a Western artwork, artist, movement, or culture would be to read a book on the topic. The book Monet Paints a Day by Julie Danneberg outlines the life and work of Claude Monet.

2-4 weeks

Non- Western

Introducing a non-Western

artist, movement,

and/or culture.

One way you could introduce a non-Western artwork, artist, movement, or culture would be to read a book on the topic. The book Frida by Jonah Winter outlines the life and work of Frida Kahlo.

2-4 weeks


Unit 7: Exploration Subject: Visual Art Grade: Kindergarten Name of Unit: Exploration Length of Unit: 2-4 weeks Overview of Unit: Students will experiment with art materials and approaches to art-making. Priority Standards for unit:


Supporting Standards for unit: ● EP1AKa Identify and use lines ● EP1BKa Identify and use shapes ● EP1B2a Identify and use geometric shapes ● EP1EKa Identify and use color ● PP1B2c Mix two colors to create a third color ● EP1D1a Identify and use texture ● EP1C1a Identify and use form ● PP1B2a Paint lines with control of the brush ● PP1B1a Apply paint with a dragging, not pushing motion ● PP2A1a Use glue with control ● PP2AKa Uses scissors with control


Unwrapped Skills (Students need to be able to

do) Bloom’s Taxonomy

Levels Webb's DOK Skills in various media and approaches to art-making Build Apply 2

Skills in various media and approaches to art-making Build Create 4


1. Where do artists get ideas? Enduring Understanding/Big Ideas:

1. Artists can be inspired by schema, materials, and other artists.


Unit Vocabulary:


Depending on examples chosen, vocabulary could include but is not limited to: 2D, 3D, Sculpture, Collage, Watercolor, Tempera, Assemblage, Relief sculpture, Fibers, Weaving, Ceramic, Coil, Pinch-pot, Slab, Printmaking, Digital, Drawing Types of artwork (functional, non-objective, abstract, realistic) Subject of artwork (portrait, landscape, cityscape, seascape, still life)

• The Most Magnificent Thing by Ashley Spires • Gizmo, written by Barry Varela and drawn by Ed Briant • The Pencil, written by Alan Ahlberg and illustrated by Bruce Ingman • Metal Man by Aaron Reynolds, illustrated by Paul Hoppe • What Do You Do with an Idea? by Kobi Yamada and Mae Besom • Rosie Revere, Engineer by Andrea Beaty and David Roberts • STEAM Kids: 50+ Science / Technology / Engineering / Art / Math Hands-On Projects

for Kids • Too Much Glue by Jason Lefebvre • Just Like Me • A Little Bit of Oomph! by Barney Saltzberg • An ABC of What Art Can Be by Meher McArthur • The Girl Who Heard Colors Marie Harris • The Book of Mistakes • by HYPERLINK "https://www.amazon.com/Corinna-

Luyken/e/B01N63VLKN/ref=sr_ntt_srch_lnk_3?qid=1518791245&sr=1-3" Corinna Luyken


Topic 1: Exploration of Art Engaging Experience 1 Title: Exploring art materials Suggested Length of Time: 20- 50 minutes Standards Addressed Priority:


Supporting: ● EP1AKa Identify and use lines ● EP1BKa Identify and use shapes ● EP1B2a Identify and use geometric shapes ● EP1EKa Identify and use color ● PP1B2c Mix two colors to create a third color ● EP1D1a Identify and use texture ● EP1C1a Identify and use form

Detailed Description/Instructions: One way you could encourage exploration of art materials is to provide a variety of found or recycled objects (i.e. food, bubble wrap, corrugated cardboard, bottle caps, cardboard tubes, Legos, etc.) and allow students to experience making a variety of prints with their objects. Bloom’s Levels: Create Webb’s DOK: 4


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.)

One project that could be used to encourage exploration of art materials is to use Lego Duplo bricks to print geometric shapes, combining the shapes to create buildings and/or structures.



Title


Time

Exploration of Art

Exploring art materials

One way you could encourage exploration of art materials is to provide a variety of found or recycled objects (i.e. food, bubble wrap, corrugated cardboard, bottle caps, cardboard tubes, Legos, etc.) and allow students to experience making a variety of prints with their objects.

2-4 weeks

Unit of Study Terminology


Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be


found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

elementary kindergarten art curriculum

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