Curriculum Design Template



| OCEAN COUNTY |

|VISUAL ARTS CURRICULUM |

|Content Area: Visual Art |

|Course Title: General Art |Grade Level: 6-8 |

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| |Unit 1 | |Based on a 10 week program /Marking Period | |

| |Creative Process | | | |

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| |Unit 2 | |Based on a 10 week program /Marking Period | |

| |History of Arts and Culture | | | |

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| |Unit 3 | |Based on a 10 week program /Marking Period | |

| |Performance | | | |

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| |Unit 4 | |Based on a 10 week program /Marking Period | |

| |Aesthetic Response and Critique Methods | | | |

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|Date Created: July 19, 2016 | |

|Board Approved on: | |

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|Unit 1: The Creative Process: 6-8 |

|Content Area: Visual Art |

|Unit Title: The Creative Process |

|Target Course/Grade Level: 6-8 |

|Unit Summary: |

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|In grades 6-8, students have already been experimenting with art mediums and creating works of art that are modeled from a specific form. Students in |

|grades 6-8 are now encouraged to unleash their creative potential, deepen and increase their aesthetic awareness and appreciation, develop their power of |

|observation, make connections to real life, and to grow in their organization and planning skills. Students at this age become increasingly critical of |

|their own works and can acknowledge their own creative talents. |

|Primary Interdisciplinary connections: |

|Language Arts, Science and History |

|21st Century Themes: |

|Learning and Innovation Skills |

|Creativity and Innovation |

|Critical Thinking And Problem Solving |

|Communication and Collaboration |

|Information, Media and Technology Skills |

|Information Literacy |

|Life and Career Skills |

|Flexibility and Adaptability |

|Initiative and Self-Direction |

|Social and Cross-Cultural Skills |

|Productivity and Accountability |

|Leadership and Responsibility |

| |

|Unit Rationale: |

|This Unit was designed to expose students to different works of art, art mediums and design processes. |

|Learning Targets |

|Content Standards: 1:1 The Creative Process |

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

|art. |

|Content Statements: Art is a universal language.|

|Visual communication through art crosses cultural and language barriers throughout time. |

|The study of masterworks of art from diverse cultures and different historical eras assists in understanding specific cultures. |

|Content Standards Link: |

|state.nj.us/education/aps/cccs/arts/ |

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|CPI # | Cumulative Progress Indicator (CPI) |

|1.1.8.D.1 |Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in |

| |different historical eras and cultures. |

|1.1.8.D.2 |Compare and contrast various masterworks of art from diverse cultures, and identify elements of the works that relate to specific |

| |cultural heritages. |

|9.1.8.A.1 |Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills. |

| 9.1.8.C.2 |Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and |

| |projects. |

|9.1.8.C.3 |Model leadership skills during classroom and extra-curricular activities. |

|Unit Essential Questions |Unit Enduring Understandings |

|What is the intellectual and emotional significance conveyed in |Students will understand that… |

|different historical eras and cultures through the application of |Many different art works use various mediums to display emotions and use the elements|

|elements and principles of art? |and principles of art |

|How can you use the elements and principles and art mediums to |You can manipulate the elements to create visually stimulating pieces of art that are|

|develop works of art that relate to different cultures and diversity.|diverse. |

|Unit Objectives |Unit Objectives |

|Students will be able to…. |Students will understand… |

|Grade 6 | |

|Individually or collaboratively create two and three dimensional |Grade 6, 7 and 8 |

|works of art employing the elements and principles of art | |

|Distinguish drawing, painting, ceramics, sculpture, printmaking, |How to apply innovative applications of the elements of art and principles of design |

|textiles and computer imaging by physical properties |in 2D and 3D visual artworks. |

|Recognize and use various media and materials to create different | |

|works of art |How to apply the use of a variety of art making concepts, techniques, media and |

|Employ appropriate vocabulary for such categories as realistic, |methods. |

|abstract, nonobjective and conceptual | |

|Investigate art related careers |How to create a quality product using creative imagination, discipline and skills. |

|Grade 7 | |

|Create art productions in which the elements of and design principles|How various forms of art serve different purposes. |

|are included | |

|Produce two and three dimensional art work |How to research and identify various artists and art movements from a variety of |

|Exhibit, in an artistically tasteful manner, function and form in |cultures and societies. |

|artwork | |

|Research and produce a written piece a career in the visual arts . | |

|Grade 8 
 | |

|Incorporate elements of art and principles of design in personal art | |

|work
 | |

|Create two and three dimensional art works after research of several | |

|media processes | |

|Design art work of various forms, with skill and originality
 | |

|Make informed decisions regarding career preparation. | |

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|Evidence of Learning |

|Formative Assessments: |

|Student compiled projects |

|Written Responses |

|Observation |

|Small and Large Group Discussion |

|Rubrics
 |

|Written tests |

|Worksheets |

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|Summative Assessments (Marking Period) |

|Students will be assessed on an ongoing basis through out the marking period through assessments such as: |

|Participation in class activities
 |

|Time on task
 |

|Teacher observation of application of skills |

|Student demonstration
 |

|Completion of individual assignments and projects |

|Portfolio assessment |

|Artistic festivals |

|Self-assessment |

|Oral assessment |

|Group production |

|Rubrics |

|Modifications: (ELLs, Special Education, Gifted and Talented) |

|Possible instructional techniques may include but may not be limited to the following: |

|More time to develop ideas |

|Group in collaborative learning |

|More time towards production of assignments |

|IEP recommendations |

|Choice |

|Table Guides/Visual organizers |

|Adaptive materials |

|Preferential Seating |

|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |

|state.nj.us/education/aps/cccs/arts/ |

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|Teacher Notes: Lessons can be changed/altered at the discretion of the teacher, lessons may be added accordingly but all lessons must cover NJCCCS |

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|Unit 2: History of Arts and Culture: 6-8 |

|Content Area: Visual Art |

|Unit Title: History of Arts and Culture |

|Target Course/Grade Level: 6-8 |

|Unit Summary |

|In grades 6-8 students will use artists to influence their own creations. They will study how artists works are visually stimulating. They will study |

|different cultures and make cross curricular connections within the areas of history and science. Studying how artists made their way in the art world is |

|important to facilitate future careers in the arts |

|Primary interdisciplinary connections: History, Language Arts, Science |

|21st Century Themes: |

|Learning and Innovation Skills |

|Creativity and Innovation |

|Critical Thinking And Problem Solving |

|Communication and Collaboration |

|Information, Media and Technology Skills |

|Information Literacy |

|Life and Career Skills |

|Flexibility and Adaptability |

|Initiative and Self-Direction |

|Social and Cross-Cultural Skills |

|Productivity and Accountability |

|Leadership and Responsibility |

|_____________________________________________________________________________________ |

|Unit Rationale |

|This Unit was designed to expose students to different works of art, art mediums and design processes. Students will have the opportunity to study of the|

|history of specific artists and connection to history with the study of cultural art. |

|Learning Targets |

|Content Standards: 1.2 History of the Arts and Culture All students will|

|understand the role, development, and influence of the arts throughout history and across cultures. |

|Content Statements |

|Technological changes have and will continue to substantially influence the development and nature of the arts. |

|Tracing the histories of dance, music, theatre, and visual art in world cultures provides insight into the lives of people and their values. |

|The arts reflect cultural morays and personal aesthetics throughout the ages. |

|CONTENT STANDARDS LINK: |

|state.nj.us/education/aps/cccs/arts/ |

|CPI # | Cumulative Progress Indicator (CPI) |

|1.2.8.A.1 |Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies |

|1.2.8.A.2 |Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, |

| |and events that are chronicled in the histories of diverse cultures. |

|1.2.8.A.3 |Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts. |

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|Unit Essential Questions |Unit Enduring Understandings |

| |Students will understand that… |

|How are the arts and history and culture connected? |Parallel historical events and artistic development are found in all aspects |

|Does art define culture or does culture define art? |of visual art. |

|What is old and what is new in any work of art? |Various forms of art preserve and keep cultures alive. |

|How important is new in art? |Culture affects self expression, whether we realize it or not. |

| |Every artist has a style, every artistic period has a style. |

|Unit Objectives |Unit Objectives |

|Students will be able to…. |Students will understand… |

|Evaluate the impact of innovations in art from various historical periods. | |

|Summarize and reflect upon how various art forms and cultural resources |Historical change in Art |

|preserve cultural heritage and 
influence contemporary art | |

|Compare and contrast the stylistic characteristics of a given historical |Visual art in world cultures |

|period through visual art. | |

|Understand how the growth of technology influences the development and |Have insight into the lives of people and their values |

|nature of art | |

|Map innovation in visual art caused by the creation of new technologies | |

|Trace the history of visual art in world cultures to provide insight into | |

|the lives of people and their 
values | |

|Differentiate between past and contemporary art | |

|Understand that an artist can influence culture or culture can influence | |

|the artist | |

| |

|Evidence of Learning |

|Formative Assessments |

|Student compiled projects |

|Written Responses |

|Observation |

|Small and Large Group Discussion |

|Rubrics
 |

|Written tests |

|Worksheets |

|Summative Assessments |

|Students will be assessed on an ongoing basis through out the marking period through assessments such as: |

|Participation in class activities
 |

|Time on task
 |

|Teacher observation of application of skills |

|Student demonstration
 |

|Completion of individual assignments and projects |

|Portfolio assessment |

|Artistic festivals |

|Self-assessment |

|Oral assessment |

|Group production |

|Rubrics |

|Modifications: (ELLs, Special Education, Gifted and Talented) |

|Possible instructional techniques may include but may not be limited to the following: |

|More time to develop ideas |

|Group in collaborative learning |

|More time towards production of assignments |

|IEP recommendations |

|Choice |

|Table Guides/Visual organizers |

|Adaptive materials |

|Preferential Seating |

|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |

|state.nj.us/education/aps/cccs/arts/ |

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|Teacher Notes: |

|All lessons are at the teacher’s discretion, and can be changed or modified as long as they cover the NJCCCS. The above lessons are just suggestions. |

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|Unit 3: PERFORMANCE 6-8 |

|Content Area: Visual Art |

|Unit Title: Performance |

|Target Course/Grade Level: 6-8 |

|Unit Summary: |

|In grades 6-8 students own art making becomes infused with a variety of images and approaches. They learn that preferences of others may differ from |

|their own. Students refine the questions that they ask in response to artworks. This leads them to an appreciation of multiple artistic solutions and |

|interpretations. Study of historical and cultural contexts gives students insights into the role played by the visual arts in human achievement. As they|

|consider examples of visual art works within historical contexts, students gain a deeper appreciation of their own values, of the values of other |

|people, and the connection of the visual arts to universal human needs, values, and beliefs. |

|Primary interdisciplinary connections: history, science, language arts, science and math |

|21st Century Themes: |

|Learning and Innovation Skills |

|Creativity and Innovation |

|Critical Thinking And Problem Solving |

|Communication and Collaboration |

|Information, Media and Technology Skills |

|Information Literacy |

|Life and Career Skills |

|Flexibility and Adaptability |

|Initiative and Self-Direction |

|Social and Cross-Cultural Skills |

|Productivity and Accountability |

|Leadership and Responsibility |

|Learning Targets |

|Content Standards: 
1.3 Performance |

|All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in |

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

|Content Statements: |

|The creation of art is driven by the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement. |

|Themes in art are often communicated through symbolism, allegory, or irony. There are a wide variety of art mediums, each having appropriate tools and |

|processes for the production of artwork. Fluency in these mediums, and the use of the appropriate tools associated with working in these mediums, are |

|components of art-making. |

|The classification of art into various art genres depends on the formal aspects of visual statements (e.g., physical properties, theoretical components,|

|cultural context). Many genres of art are associated with discipline-specific arts terminology.
Universal themes exist in art across historical eras and|

|cultures. Art may embrace multiple solutions to a problem |

|Each of the many genres of art is associated with discipline-specific arts terminology and a stylistic approach to art-making. |

|The visual possibilities and inherent qualities of traditional and contemporary art materials (including digital media) may inform choices about visual |

|communication and art-making techniques. |

| |

|Content Standards Link: |

|state.nj.us/education/aps/cccs/arts/ |

| |

|CPI # | Cumulative Progress Indicator (CPI) |

|1.3.8.D.1 |Incorporate various art elements and the principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement in|

| |the creation of two- and three- dimensional artworks, using a broad array of art media and art mediums to enhance the |

| |expression of creative ideas (e.g., perspective, implied space, illusionary depth, value, and pattern). |

|1.3.8.D.2 |Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and |

| |three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals. |

|1.3.8.D.3 |Identify genres of art (including realism, abstract/nonobjective art, and conceptual art) within various contexts using |

| |appropriate art vocabulary, and solve hands-on visual problems using a variety of genre styles. |

|1.3.8.D.4 |Delineate the thematic content of multicultural artworks, and plan, design, and execute multiple solutions to challenging |

| |visual arts problems, expressing similar thematic content. |

| 1.3.8.D.5 |Examine the characteristics, thematic content, and symbolism found in works of art from diverse cultural and historical |

| |eras, and use these visual statements as inspiration for original artworks. |

| 1.3.8.D.6 |Synthesize the physical properties, processes, and techniques for visual communication in multiple art media (including |

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

|Unit Essential Questions |Unit Enduring Understandings |

| |Students will understand that… |

|What choices must an artist make before starting a work? |In this unit students will understand the significance of visual art in |

|What factors influence artist and artistic expression? |relation to
historical, social, political, spiritual, environmental, |

|How do people express themselves in art today? |technological and economic issues. Students will also recognize the |

|What problem solving skills do I need to create 
art? |significant works of Western and non-Western art and understands the |

|How do I use my knowledge of art skills to create art? |chronological development of art movements. |

|How can we use design principles to organize ideas? |Artists have many choices to make before developing an art piece, they must|

| |take into consideration the elements and principles of art |

| |What is happening in culture and society at the time period is influential |

| |on an artists work |

| |An artist may need to problem solve for a variety of different reasons, and|

| |you need to be able to think critically in order to create quality art. |

| |The more knowledge of art skills one has, the better they become as an |

| |artist, good art is developed by practice |

| |The elements and principles of design are the building blocks used to |

| |create a work of art. The elements of design can be thought of as the |

| |things that make up a painting, drawing, design etc. Good or bad - all |

| |paintings will contain most of if not all, the seven elements of design. |

| |The Principles of design can be thought of as what we do to the elements of|

| |design. How we apply the Principles of design determines how successful we |

| |are in creating a work of art. |

|Unit Objectives: |Unit Objectives: |

|Students will be able to… |Students will understand… |

|Determine how the function of art has changed over time | |

|Discover ways in which artists from culturally diverse backgrounds have |The art elements and principles of design are used to create a work of art.|

|used personal iconography 
and life experiences in their artwork |There are Multi Media solutions to solve creative problems. |

|Identify and be familiar with a range of works from western and non-western| |

|cultures | |

|Identify culture, style, and aspects from a historical context of work | |

|Individually or collaboratively create 2 and 3 dimensional works of art | |

|Distinguish drawing, painting, ceramics, sculpture, printmaking, textiles | |

|and computer imaging by 
physical properties | |

|Recognize and use various media and materials to create different works of | |

|art | |

|Employ appropriate vocabulary for such categories as realistic, abstract, | |

|nonobjective, and conceptual | |

| |

|Evidence of Learning |

|Formative Assessments |

|Student compiled projects |

|Written Responses |

|Observation |

|Small and Large Group Discussion |

|Rubrics
 |

|Written tests |

|Worksheets |

|Summative Assessments |

|Students will be assessed on an ongoing basis through out the marking period through assessments such as: |

|Participation in class activities
 |

|Time on task
 |

|Teacher observation of application of skills |

|Student demonstration
 |

|Completion of individual assignments and projects |

|Portfolio assessment |

|Artistic festivals |

|Self-assessment |

|Oral assessment |

|Group production |

|Rubrics |

|Modifications (ELLs, Special Education, Gifted and Talented) |

|Possible instructional techniques may include but may not be limited to the following: |

|More time to develop ideas |

|Group in collaborative learning |

|More time towards production of assignments |

|IEP recommendations |

|Choice |

|Table Guides/Visual organizers |

|Adaptive materials |

|Preferential Seating |

|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |

|state.nj.us/education/aps/cccs/arts/ |

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|Teacher Notes: |

|All lessons are at the teacher’s discretion, and can be changed or modified as long as they cover the NJCCCS. The above lessons are just suggestions.|

| |

| |

|Unit 4: Aesthetic Response and Critique Methods 6-8 |

|Content Area: Visual Art |

|Unit Title: Aesthetic Response and Critique |

|Target Course/Grade Level: 6-8 |

|Unit Summary: Aesthetics is the study of beauty and taste, whether in the form of the comic, the tragic, or the sublime. When we speak of something |

|that creates an aesthetic experience, we are usually talking about some form of art; yet the mere facts that ser are discussing a work of art does |

|not guarantee that we are also discussing aesthetics-the two are not equivalent. Not all works of art necessarily create an aesthetic experience, for|

|example when we look at a painting to determine how much we can sell it for. |

|Primary interdisciplinary connections: history, science, language arts |

|21st Century Themes: |

|Learning and Innovation Skills |

|Creativity and Innovation |

|Critical Thinking And Problem Solving |

|Communication and Collaboration |

|Information, Media and Technology Skills |

|Information Literacy |

|Life and Career Skills |

|Flexibility and Adaptability |

|Initiative and Self-Direction |

|Social and Cross-Cultural Skills |

|Productivity and Accountability |

|Leadership and Responsibility |

|Learning Targets |

|Content Standards 1.4 Aesthetic Responses & Critique Methodologies |

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

|visual art. |

|Content Statements |

|Contextual clues to artistic intent are embedded in artworks. Analysis of archetypal or consummate works of art requires knowledge and understanding |

|of culturally specific art within historical contexts.
Art may be used for utilitarian and non-utilitarian purposes. |

|Performance technique in dance, music, theatre, and visual art varies according to historical era and genre. |

|Abstract ideas may be expressed in works of dance, music, theatre, and visual art using a genre’s stylistic traits. |

|Symbolism and metaphor are characteristics of art and art-making. |

|Awareness of basic elements of style and design in dance, music, theatre, and visual art inform the creation of criteria for judging originality. |

|Artwork may be both utilitarian and non-utilitarian. Relative merits of works of art can be assessed through analysis of form, function, |

|craftsmanship, and originality. |

|Assessing a work of art without critiquing the artist requires objectivity and an understanding of the work’s content and form. |

|Visual fluency is the ability to differentiate formal and informal structures and objectively apply observable criteria to the assessment of |

|artworks, without consideration of the artist. |

|Universal elements of art and principles of design apply equally to artwork across cultures and historical eras. |

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|Content Standards Link: |

|state.nj.us/education/aps/cccs/arts/ |

| |

|CPI # | Cumulative Progress Indicator (CPI) |

|1.4.8.A.1 |Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, |

| |theatre, and visual art |

|1.4.8.A.2 |Identify works of dance, music, theatre, and visual art that are used for utilitarian and non- utilitarian purposes. |

|1.4.8.A.3 |Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures |

| |and historical eras. |

|1.4.8.A.4 |Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, |

| |or values. |

|1.4.8.A.5 |Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. |

|1.4.8.A.6 |Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new |

| |ideas. |

|1.4.8.A.7 |Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art. |

|1.4.8.B.1 |Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s |

| |content or form. |

|1.4.8.B.2 |Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and |

| |visual art. |

|1.4.8.B.3 |Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical |

| |eras by writing critical essays. |

| |

|Evidence of Learning |

|Formative Assessments |

|Student compiled projects |

|Written Responses |

|Observation |

|Small and Large Group Discussion |

|Rubrics
 |

|Written tests |

|Worksheets |

|Summative Assessments |

|Students will be assessed on an ongoing basis through out the marking period through assessments such as: |

|Participation in class activities
 |

|Time on task
 |

|Teacher observation of application of skills |

|Student demonstration
 |

|Completion of individual assignments and projects |

|Portfolio assessment |

|Artistic festivals |

|Self-assessment |

|Oral assessment |

|Group production |

|Rubrics |

|Modifications (ELLs, Special Education, Gifted and Talented) |

|Possible instructional techniques may include but may not be limited to the following: |

|More time to develop ideas |

|Group in collaborative learning |

|More time towards production of assignments |

|IEP recommendations |

|Choice |

|Table Guides/Visual organizers |

|Adaptive materials |

|Preferential Seating |

|Curriculum Development Resources/Instructional Materials/Equipment Needed Teacher Resources: |

|state.nj.us/education/aps/cccs/arts/ |

| |

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|Teacher Notes: |

|All lessons are at the teacher’s discretion, and can be changed or modified as long as they cover the NJCCCS. The above lessons are just suggestions. |

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