Curriculum Design Template
| OCEAN COUNTY |
|VISUAL ARTS CURRICULUM |
|Content Area: Visual Art |
|Course Title: General Art |Grade Level: 6-8 |
| |
| |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 | | | |
| |
| |Unit 3 | |Based on a 10 week program /Marking Period | |
| |Performance | | | |
| |
| |Unit 4 | |Based on a 10 week program /Marking Period | |
| |Aesthetic Response and Critique Methods | | | |
| |
| |
| |
|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: |
| |
|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/ |
| |
|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. | |
| |
|Evidence of Learning |
|Formative Assessments: |
|Student compiled projects |
|Written Responses |
|Observation |
|Small and Large Group Discussion |
|Rubrics
|
|Written tests |
|Worksheets |
| |
|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 |
| |
|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. |
| | |
|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/ |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|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 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/ |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|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. |
| |
| |
|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/ |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|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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