Art 2014-2015

Curriculum Map Fall Projects

Project
Name

Week Unit Title/ Due Dates / Essential
Questions
Core Content &
CC Standards
Resources/Materials/
Assessments
Lesson 1-

Adjective
Sentences
/I like art
because
/mixed
media

1 2


UT: I am creative because?, I like
art because?

DD: estimate: 2 encore days

CW Unit Essential Question:
What are Adjectives and how can they
be creatively used in a sentence.






ART Unit Essential Question:
DD: estimate: 3 encore days

Core Content:
ELA
ART

CC Standards:
CCSS.ELA-LITERACY.L.3.1
Demonstrate
command of the
conventions of
standard English
grammar and usage
when writing or
speaking.
CCSS.ELA-LITERACY.L.3.1.A
Explain the function
of nouns, pronouns,
verbs, adjectives, and
adverbs in general and
their functions in
particular sentences.



Resources:
Class/individual
activity
Adjective challenge
(Students are
challenged to come up
with a sentence that
has the most
adjectives).


Assessment:
Check for
understanding at end of
lesson for vocabulary
used, parts of speech
taught, etc.

1
st
grade:bWhat is a still life/self portrait?


2nd grade:What events or celebrations in art/self portrait?



4
th
grade: Whats Non-objective art?/proportion of body to
head/self-portrait?


3
rd
: How can I add perspective to a landscape/seascape/
cityscape?
5
th
:What is linear perspective? How do I add proportion of
body to head & self-portrait?

Personalization: How did I personalize for each student?
Each S must determine composition; and elements to add to artwork

EL Strategy
Vocab Language & Development; Explicit Instructions, Modeling, Ss sample
visuals

SPED, 504, EL accommodations and specific considerations?
Present material in a logical manner; Combine oral directions with
pictures, words. Repeat, paraphrase, and summarize all important points,
particularly at the conclusion of the lecture or discussion. Ask Ss to
paraphrase key points in his or her own words and identify anything that is
still unclear. More time given to Ss if needed; peer guidance if desired;
teacher monitors the students progress as Ss begin working on art.


1
st
: 3.2 Identify and describe various subject matter in art (e.g.,
landscapes, seascapes, portraits,
still life). (1
st
grade only)
1
st
: 4.2 Identify and describe various reasons for making art.
(during critique: 1
st
grade only)

2
nd
: 3.3 Identify and discuss how art is used in events and
celebrations in various cultures, past and present,
including the use in their own lives (Statue of Liberty drawing
w/fireworks on easel2
nd
grade only)
2
nd
: 4.1 Compare ideas expressed through their own works of
art with ideas expressed in the work of
others. (during critique: 2
nd
grade only)

3
rd
: 2.2 Mix and apply tempera paints to create tints, shades,
and neutral colors. (3
rd
5
th
grades only)
3
rd
: 2.3 Paint or draw a landscape, seascape, or cityscape that
shows the illusion of space.
3rd: 4.2 Identify successful and less successful compositional
and expressive qualities of their own works of art
and describe what might be done to improve them. (during
critique: 3
rd
grade only)

4
th
: 1.4 Describe the concept of proportion (in face, figure) as
used in works of art. (4
th
/5
th
only)
4
th
: 5.1 Select a nonobjective painting, work in small groups to
interpret it through dance/movement, and then write a
paragraph reporting on the arts experience. (Part 1 Non-
objective project for easel & cross curricular
with Dance teacher, 4
th
grade only)

5.1 Use linear perspective to depict geometric objects in space.
(Part 1 project for easel 5
th
grade only)
5
th
: 1.1 Identify and describe the principles of design in visual
compositions, emphasizing unity and
harmony. (All grades)


Lesson 2-

Expositor
y writing
on Adobe
homes,
bricks,
etc./
adobe
dwellings
and
elements
of art
space.

3-4

UT: Expository Writing/ Adobe
DD: estimate: 3 encore days

CW Unit Essential Question:
What is an adobe brick and where did it
come from? What are some facts about
adobe bricks?

ART Unit Essential Question: What is
additive relief sculpture?
Ss will learn about Adobe building architecture found in Southwest (their
neighborhood). Students will learn the Spaniards brought the know how to build
adobe bricks (4
th
: 3.2, 3.3). The students will create a landscape with an
architectural building(s) as the featured subject in either the foreground, middle
ground and background to create the illusion of space in their landscapes (3
rd
:
1.3). Students will learn they are creating an additive and subtractive
processes (4
th
: 2.3). 5
th
grade students can use perspective in their building (5
th

: 2.6).

3rd-6th: cut small pieces of poster board to create
mission. Glue on top of 6 x 6 (or larger) poster board.

Core Content:
ELA
Humanities/ State
history
ART

CC Standards:
CCSS.ELA-LITERACY.W.5.2
Write
informative/explanator
y texts to examine a
topic and convey ideas
and information
clearly.
CCSS.ELA-
LITERACY.W.5.2.A
Introduce a topic
clearly, provide a
general observation
and focus, and group
related information
logically; include
formatting (e.g.,
headings),

Resources:
Super paragraph /Most
interesting facts-
student choice- from
provided fact sheet.
Class/individual
activity


Assessment:
Check for
understanding at end of
lesson for vocabulary
used, parts of speech
taught, etc.
Can be same color poster board or another color but
should be light color. When finished building the building
add sun, moon, trees, paths; color with pastel chalk.
Spray with fixative. A matte finish looks more earthy or
adobe-ish. I didnt like the shiny finish as well.
4
th
-6
th
: Cut poster board into geometric shape pieces that
will make a mission. Glue pieces on top of 8 x 8 poster
board. When finished with building and other added
elements such as sun, moon, trees, etc., pour white glue
over the entire 8 x 8 poster board. Rub evenly. Be sure
not to leave any dry spots. Dont pour excess white glue,
just enough to make tacky and a little moreposter
board needs to be wet. Once finished, lay aluminum foil
on top (shiny side usually up. Some kids like pewter
looking side (dull)). Fold excess aluminum foil onto
back of poster board. Glue down and refine corners so
the edges and corners look crisp and clean. Rub
aluminum foil down with paper towel or rag. Spend 5
minutes pressing the aluminum foil downuntil the
mission shows. If you cant see the mission from rubbing,
you need to rub more!
ART STANDARDS:
3
rd
: 1.3 Identify and describe how foreground, middle ground,
and background are used to create
the illusion of space.
3
rd
: 2.4 Create a work of art based on the observation of
objects and scenes in daily life,
emphasizing value changes.
3
rd
: 3.3 Distinguish and describe representational, abstract,
and nonrepresentational works of art.
3
rd
: 4.2 Identify successful and less successful compositional
and expressive qualities of their own
works of art and describe what might be done to
improve them. (during critique lesson)


illustrations, and
multimedia when
useful to aiding
comprehension.


4
th
: 2.3 Use additive and subtractive processes in making
simple sculptural forms.
4
th
: 3.2 Identify and discuss the content of works of art in the
past and present, focusing on the different cultures
that have contributed to California's history and art
heritage.
4
th
: 3.3 Describe the influence of religious groups on art and
architecture, focusing primarily on buildings in
California both past and present.

5
th
: 2.1 Use one-point perspective to create the illusion of
space.
5
th
: 2.6 Use perspective in an original work of art to create a
real or imaginary scene.
5
th
: 4.3 Develop and use specific criteria as individuals and in
groups to assess works of art. (during critique lesson)
5
th
: 4.4 Assess their own works of art, using specific criteria,
and describe what changes they would make for
improvement. (during critique lesson)

Personalization: How did I personalize for each student?
Each S chooses all elements that are added to art.

EL Strategy
Vocab Language & Development; Explicit Instructions,
Modeling, Ss sample visuals

SPED, 504, EL accommodations and specific considerations?
Present material in a logical manner; Combine oral directions
with pictures, words. Repeat, paraphrase, and summarize all
important points, particularly at the conclusion of the lecture
or discussion. Ask Ss to paraphrase key points in his or her own
words and identify anything that is still unclear. More time
given to Ss if needed; peer guidance if desired; teacher
monitors the students progress as Ss begin working on art.
Lesson 3-


5-6

UT: Idioms and symbolism/Figurative

Core Content:

Resources:
Idioms/sy
mbolism -
Green
with envy
lesson/
green
witches-
green
monster
or green
student
choice
language

DD: estimate: 3 encore days

CW Unit Essential Question:
What are idioms?
What is symbolism?

ART Unit Essential Question:
How are traditional characters (such as the trickster, witch)
found in a variety of cultures past and present are represented in
illustrations? We will look at different historical artists
depictions and then acting as an Illustrator (for Walk Disney)
create our own vision of a witch using Modiglianis style of
portraiture as a source of inspiration!


lesson Overview Green with Envy Color Symbolism &
Modiglianis portrait influences
CA ART STANDARDS:

ELA
ART

CC Standards:
CCSS.ELA-LITERACY.L.4.5
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.

Power point- color
meaning green with
envy. Symbolism
Class/individual
activity
Idiom powerpoint


Assessment:
Check for
understanding at end of
lesson for vocabulary
used, parts of speech
taught, etc.
6

TH
4.1 Construct and describe plausible interpretations of what they
perceive in works of art.
5.2 Research how traditional characters (such as the trickster,
witch) found in a variety of cultures past and present are
represented in illustrations.
5.3 Create artwork containing visual metaphors that express the
traditions and myths of selected cultures (metaphor for jealousy,
greed, envygreen skin)

7 TH
3.1 Research and describe how art reflects cultural values in
various traditions throughout the world.
3.2 Compare and contrast works of art from various periods,
styles, and cultures and explain how those works reflect the
society in which they were made.
4.1 Explain the intent of a personal work of art and draw
possible parallels between it and the work of a recognized artist
(Modiglianis portraits)
4.2 Analyze the form (how a work of art looks) and content
(what a work of art communicates) of works of art.
4.3 Take an active part in a group discussion about the artistic
value of specific works of art, with a wide range of the
viewpoints of peers being considered (Modiglianis Witch
PowerPoint intro to project)
5.4 Identify professions in or related to the visual arts and some
of the specific skills needed for those professions. (Illustrators
for Disney Movies with witches)

8 TH
3.4 Discuss the contributions of various immigrant cultures to
the art of a particular society.
5.3 Demonstrate an understanding of the effects of visual
communication media (e.g., television, music videos, film,
Internet) on all aspects of society.

Personalization: How did I personalize for each student?
Each S chooses how to draw their witch based and adapting
Modiglianis principles in portraiture.

EL Strategy
Vocab Language & Development; Explicit Instructions,
Modeling, Ss sample visuals

SPED, 504, EL accommodations and specific considerations?
Present material in a logical manner; Combine oral directions
with pictures, words. Repeat, paraphrase, and summarize all
important points, particularly at the conclusion of the lecture
or discussion. Ask Ss to paraphrase key points in his or her own
words and identify anything that is still unclear. More time
given to Ss if needed; peer guidance if desired; teacher
monitors the students progress as Ss begin working on art.


Lesson 4-

Onomato
poeia
(fictional
story that
adds
sound
effects to
the story,
i.e.
BUZZ,
THUMP,
etc.

7-8

UT: Onomatopoeia/ figurative language
DD: estimate: 2-3 encore days

CW Unit Essential Question:
What does onomatopoeia mean?

ART Unit Essential Question:
ART Lesson Plan Overview: Ss learn about Roy
Lichtenstein and Pop Art. Students combine the use of
an object and an onomatopoeia in a successful visual.



Core Content:
ELA
ART

CC Standards:
CCSS.ELA-LITERACY.L.4.5
Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.



Resources:
Power Point
Presentation
Class/individual
activity


Assessment:
Check for
understanding at end of
lesson for vocabulary
used, parts of speech
taught, etc.


State Standards Addressed:

6
th
:
1.2 Discuss works of art as to theme, genre, style, idea, and differences
in media.

7
th
:
3.2 Compare and contrast works of art from various periods, styles, and
cultures and explain how those works reflect the society in which they
were made.
4.3 Take an active part in a small-group discussion about the artistic
value of specific works of art, with a wide range of the viewpoints of
peers being considered.
5.3 Examine art, photography, and other two and three-dimensional
images, comparing how different visual representations of the same
object lead to different interpretations of its meaning, and describe or
illustrate the results.

8
th
:
4.3 Construct an interpretation of a work of art based on the form and
content of the work.

Personalization: How did I personalize for each student?
Each S must choose their own Onomatopoeia and visualize it.

EL Strategy
Vocab Language & Development; Explicit Instructions, Modeling, Ss
sample visuals

SPED, 504, EL accommodations and specific
considerations?
Present material in a logical manner; Combine oral directions
with pictures, words. Repeat, paraphrase, and summarize all
important points, particularly at the conclusion of the lecture or
discussion. Ask Ss to paraphrase key points in his or her own
words and identify anything that is still unclear. More time
given to Ss if needed; peer guidance if desired; teacher monitors
the students progress as Ss begin working on art.




Lesson 5-

Deciduou
s and
evergreen
trees

9-10

UT: Deciduous VS. Evergreen
DD: estimate: 2-3 encore days

CW Unit Essential Question:
What is a deciduous versus evergreen
tree?

ART Unit Essential Question:

Learning Objectives:
1) Students learn how to create different tins and shades of one
hue.
2) Students observe and draw bare, winter deciduous tree
contour drawings
3) Students use visual and actual texture in original works of art.

Core Content:
ELA
ART
Science

CC Standards:
CCSS.ELA-LITERACY.W.5.2
Write
informative/explanator
y texts to examine a
topic and convey ideas
and information
clearly.
CCSS.ELA-
LITERACY.W.5.2.A
Introduce a topic
clearly, provide a
general observation
and focus, and group
related information
logically; include
formatting (e.g.,

Resources:
Power point of
deciduous versus
evergreen trees
Class/individual
activity


Assessment:
Check for
understanding at end of
lesson for vocabulary
used, parts of speech
taught, etc.

1
st
-2nd Evergreen tissue collaged trees in snow


1ST: Evergreen trees & Shaving Cream Snow Texture 1ST: 2.1
Use texture in two-dimensional and three-dimensional works
of art. 2.7 Use visual and actual texture in original works of art.

3
rd
--8
th
: Deciduous Trees in sky of values

headings),
illustrations, and
multimedia when
useful to aiding
comprehension.

State Standards Addressed:
3
rd
: 1.2 Describe how artists use tints and shades in painting.
2.2 Mix and apply tempera paints to create tints, shades, and
neutral colors. 2.3 Paint or draw a landscape, seascape, or
cityscape that shows the illusion of space.

4
th
: 2.6 Use the interaction between positive and negative space
expressively in a work of art. 2.7 Use contrast (light and dark)
expressively in an original work of art.

5
th
: 2.2 Create gesture and contour observational drawings (of
trees).

6
th
: 2.3 Create a drawing, using varying tints, shades, and
intensities. 1.4 Describe how balance is effectively used in a
work of art (e.g., symmetrical, asymmetrical, radial).

7
th
: 2.4 Develop skill in mixing paints and showing color
relationships.

Personalization: How did I personalize for each student?
Each S must determine composition; amount of white/hue paint; color choices,
# of trees; color of trees, sky

EL Strategy
Vocab Language & Development; Explicit Instructions, Modeling, Ss sample
visuals

SPED, 504, EL accommodations and specific considerations?
Present material in a logical manner; Combine oral directions with pictures,
words. Repeat, paraphrase, and summarize all important points, particularly at
the conclusion of the lecture or discussion. Ask Ss to paraphrase key points in
his or her own words and identify anything
that is still unclear. More time given to Ss if needed; peer guidance if desired;
teacher monitors the students progress as Ss begin working on art.