WASHINGTON TOWNSHIP PUBLIC SCHOOLS



Standard Format5086352540Washington Township Public SchoolsOffice of Curriculum & InstructionCurriculum Guide ChecklistCourse Title:Art Grades 3-5Submitted By:Richard Herzog and Richard WolfDate: DATE \@ "M/d/yyyy" 4/15/2013(Elementary Director or /MS/HS Dept Supervisor please check)AcceptableNot AcceptableN/ACommentsXCover Page (Course Description)n/aDemonstrable Proficiencies (MS & HS only)n/aScope & Sequence (Elementary only)XList of Major Units of StudyX(For each unit of study include the following A-E)XA.Unit Overviewn/aB.Unit Graphic Organizer (Web)XC.Unit ics/ConceptsX2.Critical ContentX3.Skill ObjectivesX4.Learning ActivitiesX5.Instructional Resources with Title and Page NumberX6.Evaluation/AssessmentX7.Core Curriculum Standards/Cumulative Progress Indicator Referencesn/aD.Lesson Plan Detail (Elementary Only)XE.Cross-Content Standards AnalysisXD.Curriculum Modification Page InsertApproval: Principal:Curriculum Director:Asst. Superintendent:Department Supervisor:Board of Education:PLEASE NOTE:A completed and signed checklist MUST accompany any course of study that is submitted for approval.Washington Township Public SchoolsOffice of Curriculum & InstructionCourse:Art Grades 3-5Written By:Richard Herzog and Richard WolfUnder the Direction of:Robert FramptonDescription:This is the third-through-fifth grade segment of the sequential instruction for the district elementary art program. The elementary art curriculum will focus on eight major goals:The program will instill in students an enjoyment of the creative process by encouraging individual expression in two- and three-dimensional visual art activities.The program will develop an appreciation of art through the study of artists throughout art historyThe program will enable students to critically analyze works of art through the study of art elements, organizational principles, expressive qualities, and subject matter.The program will develop an appreciation for art of various cultures and recognize art as a form of cultural expression.The program will develop perceptual ability through the study of the components of art (elements, principles, expressive qualities, and subject matter) and utilize this in art production.The program will teach the language of art through the study and application of terms as assessed in the Pupil Progress Indicators and the NJ Standards and Indicators as referenced in the NJ Core Curriculum Content Standards for the Visual and Performing Arts, adopted April 2004.The program will develop an understanding of the relationship between the use of tools, techniques, materials, and the visual statement, including awareness, application, production, health and safety.The program will develop an enjoyment and appreciation of the student’s own art work and the art work of others.Joseph A. Vandenberg: Assistant Superintendent for Curriculum & InstructionBarbara E. Marciano: Director of Elementary EducationJack McGee:Director of Secondary EducationWritten: August 2008Revised:8/2012 Aligned with CCSSBOE Approval: MAJOR UNITS OF STUDYCourse Title:ART – GRADES THREE-FIVEAESTHETICSDESIGNDRAWINGPAINTINGPRINTMAKINGCRAFTS / SCULPTURE / 3-DIMENSIONAL ARTUnit OverviewCourse Title:ART – GRADES THREE-FIVEUnit #:1Unit Title:AESTHETICSUnit Description: All students will gain and use aesthetic knowledge in the appreciation and creation of visual art.Enduring Understandings/GeneralizationsStudents will understand that: Through experience in visual art education, students develop the capacity to perceive and respond imaginatively to works of art. These experiences result in knowledge of forms of artistic expression and in the ability to draw personal meaning from works of art. (NJ CCCS Standard 1.1)Guiding QuestionsHow do you feel when you view this painting?What do you think the artist was trying to communicate?How does the artist’s choice of color and the other art elements impact that message?What is different about the way this artist painted (drew, sculpted, etc) from other artists we have studied?What would you do differently in your own work to show this same theme?CURRICULUM – Unit PlanCourse Title:ART-GRADES THREE-FIVECore Content Standards and Cumulative Progress Indicators:Unit Title:AESTHETICS1.1.5.D.1-21.4.5.A.1-3Time Allocation:Multiple Weeks1.2.5.A.1-31.4.5.B.1-51.3.5.D.1-5Objectives: 1. Provide an understanding of the works of various artists. 4. Provide knowledge to be used as the foundation for personal involvement in creative projects.2. Provide an appreciation of art forms from various cultures5. Provide an understanding of the use of the art elements and principles in the study of artists and art forms.3. Provide an understanding that visual art can generate personal emotional responses6. Provide an opportunity to use that understanding in the other major units of instruction.A. CONTENT/SKILLSB. LEARNING ACTIVITIESC. SUGGESTED MATERIALSD. STUDENT EVALUATIONLearn about artists and their work(The following are suggested examples, not limited to or required)Grade Three: Vincent van Gogh, Joan Miro, Rembrandt van Rijn, etc.)Grade Four: Paul Klee, Henri Matisse, Alexander CalderGrade Five: Georges Seurat, Pablo Picasso, Georgia O’Keeffe, Surrealism, M.C. Escher, etc.All Grades: Coordinate with classroom Grade Level studiesLearn how artists use art elements and principlesLearn what motivates artistic expressionAppreciate the work of othersLook at work by various artists with distinct stylesEngage activities encouraging students to use their own identity and style (in each of the other major units of study)Engage in formal and informal critiques of the works of artists and studentsMay engage in artist/period studies to coordinate with classroom grade level lessons as appropriate.Art Reproductions (i.e.: Shorewood posters, etc)Internet sitesPowerPoint Slideshow PresentationsCD-ROM’s, Slides, Videos, Books, and other mediaArt Journals and other periodical resourcesAfter engagement in aesthetic activities, the students will be able to:Define and discuss the work of specific artists and/or art movementsIdentify several artists by their styleCreate art work that is unique and expresses their own personal vision and experience.Unit OverviewCourse Title:ART – GRADES THREE-FIVEUnit #:2Unit Title:DESIGNUnit Description: All students will gain and use knowledge of design elements and principles in the appreciation and creation of visual art.Enduring Understandings/GeneralizationsStudents will understand that: Design is inherent in art and is also the basis for art creation. Design incorporates both the elements and the principles of art.Guiding QuestionsWhat are the elements of design (art)? Color, Value, Line, Shape, Form, Space, TextureWhat are the principles of design (art)? Balance, Emphasis, Harmony, Variety, Gradation, Movement, and Rhythm.How is design incorporated into our daily lives?How can the elements and principles of design be best utilized in students’ work?CURRICULUM – Unit PlanCourse Title:ART – GRADES THREE-FIVECore Content Standards and Cumulative Progress Indicators:Unit Title:DESIGN1.1.5.D.1-21.4.5.A.1-3Time Allocation:Multiple Weeks1.2.5.A.1-31.4.5.B.1-51.3.5.D.1-5Objectives:1. To identify the seven elements of design4. To explore various ways of utilizing these principles in students’ work2. To identify the seven principles of design5. To recognize how various artists have used the art elements and principles in their own work.3. To explore various ways of utilizing these elements in students’ work6. To critically analyze works of art on the basis of the design elements and principles.A. CONTENT/SKILLSB. LEARNING ACTIVITIESC. SUGGESTED MATERIALSD. STUDENT EVALUATIONIdentify and use primary and secondary colors (reinforcement)Continue to identify the elements of design and use them in their own artwork.Understand there are varieties of lines, shapes, forms, and textures and begin to use these in their own work.Recognize that these design elements and principles are evident in the artwork of others.Apply overlap, compositional arrangement, simple perspective, (horizon line, near and far), and abstract symbols in work.May engage in design and design theme or process studies to coordinate with classroom grade level lessons as appropriate (see learning activities).Lessons may focus on specific elements and principles either overtly or incidentally as appropriate to particular units and projects.Lessons should lead to the understanding that design principles and elements are fundamental to all areas of visual art.Encourage students to use the total surface space in artwork.Student design projects may include, but not be limited to, such activities as tessellation, positive-negative space, repeated shapes, texture rubbings, motifs, template designs, and artist studies.Suggested examples of learning activities to coordinate with classroom grade level units:Tesselations as a fifth grade district curriculum unit.Gear designs as a fourth grade district science unit.Kaleidoscope designs relating to third grade math core standards (4.2.3 A 1-5).Art Reproductions (i.e.: Shorewood posters, etc)Internet sitesPowerPoint Slideshow PresentationsCD-ROM’s, Slides, Videos, Books, and other media.Specific Books & Media:The World of MC. Escher (Tesselations) – bookTesselations: How To Create Them (McNeill) – VideoWolchonok’s Design Principles, Cultural Motifs, etc.Elements of Design (Brommer) - VideoArt Journals and other periodical resourcesTeacher DemonstrationsAssessment is based on student self-critique as well as teacher evaluation of process and product of work resulting from these design studies.The formal art assessment conforms to district grading policy.The district Pupil Progress Indicators include all art elements and art principles that are the criteria used in work evaluation.Unit OverviewCourse Title:ART - GRADES THREE-FIVEUnit #:3Unit Title:DRAWINGUnit Description: All students will develop skills and concept understanding in drawing, based on the study of artists and individual artistic expression.Enduring Understandings/GeneralizationsStudents will understand that: Drawing is a fundamental form of expression, and one in which students can engage with enjoyment and value at all levels. Drawing is an appropriate method of developing visual acuity, dexterity, and emotional expressiveness. Developing an appreciation both of one’s own drawing and that of others is a goal in drawing instruction.Guiding QuestionsWhat are the expressive qualities of line and linear variation?What are methods of creating spatial relationships in perspective drawing?What are some major techniques in linear rendering? (Hatching, crosshatching, linear and value gradation, stippling, contour, gesture)How do artists use drawing? (Representational, abstract, architectural, geometric, symmetrical, etc.)CURRICULUM – Unit PlanCourse Title:ART – GRADES THREE-FIVECore Content Standards and Cumulative Progress Indicators:Unit Title:DRAWING1.1.5.D.1-21.4.5.A.1-3Time Allocation:Multiple Week1.2.5.A.1-31.4.5.B.1-51.3.5.D.1-5Objectives:1. Students will express emotions in abstract and/or imaginative drawings.4. Students will utilize the necessary information of different drawing techniques. 2. Students will create expressive representational drawings.5. To improve drawing skills through enhanced coordination, visual acuity, and the use of basic art elements and principles of design.3. Students will create expressive drawings with various media.A. CONTENT/SKILLSB. LEARNING ACTIVITIESC. SUGGESTED MATERIALSD. STUDENT EVALUATIONUse of the elements of art: color, value, line, shape, form, space, and texture.Use of the following design principles: repetition/pattern, overlap, gradation, proportion, composition, perspective, abstract.Suggested themes/subject matter: art appreciation, artists, portraits, abstract, geometric and natural design, representational drawings, drawings based on emotions.Critique: Self and GroupStudy drawing techniques of other artists.Drawing activities include, but are not limited to: Gesture ContourFigurePortraitForms in motionEraser drawingsMixed mediaGrid transferSymmetricalStill lifeDrawings from lifeSlidesVideosCD ROMS, DVD’s, Related MediaPencils (varieties of)Colored PencilsErasersMarkersChalk and Oil PastelsCharcoalConte CrayonsPen and InkVarious PapersMat BoardLight TableTexture PlatesScratchboardAssessment is based on student self-critique as well as teacher evaluation of process and product of work resulting from these drawing activities.The formal art assessment conforms to district grading policy.The district Pupil Progress Indicators include all art elements and art principles that are the criteria used in work evaluation.Unit OverviewCourse Title:ART – GRADES THREE-FIVEUnit #:4Unit Title:PAINTINGUnit Description: All students will develop skills and concept understanding in painting, based on the study of artists and individual artistic expression.Enduring Understandings/GeneralizationsStudents will understand that: Painting is a fundamental form of expression, and one in which students can engage with enjoyment and value at all levels. Painting is an appropriate method of developing visual acuity, dexterity, and emotional expressiveness. Developing an appreciation both of one’s own painting and that of others is a goal in painting instruction.Guiding Questions1. How do you express emotions in abstract and/or imaginative paintings?2. What media can be used to create expressive paintings?3. How does painting improve coordination and observation skills?4. How are basic art elements and design skills used in paintings?CURRICULUM – Unit PlanCourse Title:ART – GRADES THREE-FIVECore Content Standards and Cumulative Progress Indicators:Unit Title:PAINTING1.1.5.D.1-21.4.5.A.1-3Time Allocation:Multiple Weeks1.2.5.A.1-31.4.5.B.1-51.3.5.D.1-5Objectives:1. Students will express emotions in abstract and/or imaginative paintings.4. Students will use different painting techniques (i.e.: wash, drybrush, scraffito, mask & resist, etc.) 2. Students will create expressive representational paintings.5. Students will improve painting skills through enhanced coordination, visual acuity, and the use of basic art elements and principles of design.3. Students will create expressive paintings with various media (i.e.: tempera, watercolor, acrylic, ink; brushes, sponges, paint markers, etc).A. CONTENT/SKILLSB. LEARNING ACTIVITIESC. SUGGESTED MATERIALSD. STUDENT EVALUATIONUse of the elements of art: color, value, line, shape, form, space, and texture.Use of the following design principles: repetition/pattern, overlap, gradation, composition, perspective, abstract.Suggested themes/subject matter: art appreciation, artists, portraits, abstract, geometric and natural design, representational paintings, paintings based on emotions.Knowledge of the use and care of media and tools.Knowledge of techniques and subject matter.Individual and group critiqueStudy painting techniques and themes of other artists.Experiment with various painting media and techniques: dyes, watercolor, ink, gouache, acrylic, painting pens and markers, crayon resist, tempera, etc.Study various themes in painting: still life, geometric and/or abstract design, life studies (portrait and figure, etc.)Engage in paintings emphasizing the relationship of self to the environment, especially based on the study of other artists (self portraits via Rembrandt and daVinci, Chagall, Klee, Miro, etc.)SlidesVideosCD-ROMS (and Internet Sites)ReproductionsWatercolorsInksDyesGouacheTemperaAcrylic PaintsBrushesWater ContainersPaint CupsWatercolor and Various PapersWatercolor PastelsWatercolor PencilsWatercolor & Wax CrayonsAssessment in painting is based on student self-critique as well as teacher evaluation of process and product of work resulting from these painting studies.The formal art assessment conforms to district grading policy.The district Pupil Progress Indicators include all art elements and art principles that are the criteria used in work evaluation.Unit OverviewCourse Title:ART – GRADES THREE-FIVEUnit #:5Unit Title:PRINTMAKINGUnit Description: All students will develop skills and concept understanding in various methods of printmaking, based an understanding of printmaking techniques and the proper and safe use of tools and media.Enduring Understandings/GeneralizationsStudents will understand that: Printmaking can take a variety of forms and be accomplished through various media and methods. Incorporating both the principles and elements of design, students will create unique prints using a variety of materials.Guiding QuestionsHow does one make an impression? (Intaglio, embossing, rubbings, rolling, presses, stamps)What are proper and safe ways to use tools?How is the concept of positive and negative space relevant in printmaking?What are various means of making monochromatic and multicolor prints in additive and subtractive printmaking techniques? (i.e.: in 3-color linoleum prints, three separate plates are generally used)How can printmaking techniques be employed in other units such as drawing and painting? (i.e.: stamps with paint, etc.)CURRICULUM – Unit PlanCourse Title:ART–GRADES THREE-FIVECore Content Standards and Cumulative Progress Indicators:Unit Title:PRINTMAKING1.1.5.D.1-21.4.5.A.1-3Time Allocation:Multiple Weeks1.2.5.A.1-31.4.5.B.1-51.3.5.D.1-5Objectives:1. Students will review visual references, knowledge, and recognition of completed prints.3. Students will experiment with various printmaking techniques.2. Students will demonstrate the necessary information on techniques for making a print.4. Students will understand that, with the variety of printmaking techniques available, these may be incorporated into their other expressive visual work.A. CONTENT/SKILLSB. LEARNING ACTIVITIESC. SUGGESTED MATERIALSD. STUDENT EVALUATIONUse of the elements of art: color, value, line, shape, form, space, and texture.Use of the following design principles: repetition/pattern, overlap, composition, perspective, abstract, harmony/variety.Suggested themes/subject matter: art appreciation, artists, abstract, geometric and natural design positive/negative space.Knowledge of the use and care of carving tools and related materials.Knowledge of techniques and subject matter.Individual and group critiqueExplain various printmaking processes, such as:Found Object PrintsCollographsMonoprintsXerographyTexture RubbingsLinoleum PrintsMulti-Color Printing ProcessStampsLeaf or Similar Object Overlapping DesignsFruit and Vegetable PrintsStyrofoam PrintsInk PadsTempera and other PaintsPrinting InkBrayersCarving ToolsErasersMarkersCardboard, Mat BoardGlueSoft-Kut LinoleumTissue PaperPrintmaking PaperBench HooksBarensSpoons (wood, metal)GyotakuBlock Press / Printer’s PressSpongesPrintmaking assessment is based on student self-critique as well as teacher evaluation of process and product of work resulting from these painting activities.The formal art assessment conforms to district grading policy.After completing one or more of the suggested activities, students should be able to:Recognize a print by its visual qualities (distinguished from other media)Understand there are many printmaking techniques and be able to use one or more.Unit OverviewCourse Title:ART – GRADE THREE-FIVEUnit #:6Unit Title:CRAFTS / SCULPTURE / 3-DIMENSIONAL ARTUnit Description:Students will develop skills and concept understanding in various types of crafts, including sculpture, ceramics, and other forms of three-dimensional art. Students will learn and employ the proper and safe use of tools and media.Enduring Understandings/GeneralizationsStudents will understand that:Crafts, sculpture, and other three-dimensional art can take a variety of forms and be accomplished through various media and methods. Incorporating both the principles and elements of design, students will explore three-dimensional activities using various materials and techniques.Guiding QuestionsHow is three-dimensional art different from two-dimensional art?What differences exist between two- and three-dimensional art in the use of the art elements?What differences exist between two- and three-dimensional art in the use of the art principles?How does culture influence craft? (i.e.: intercultural study, interrelationships of various groups, homogeneous and heterogeneous)CURRICULUM – Unit PlanCourse Title:ART – GRADES THREE-FIVECore Content Standards and Cumulative Progress Indicators:Unit Title:CRAFTS, SCULPTURE, 3-DIMENSIONAL ART1.1.5.D.1-21.4.5.A.1-3Time Allocation:Multiple Weeks1.2.5.A.1-31.4.5.B.1-51.3.5.D.1-5Objectives:1. Demonstrate an understanding of various forms of three-dimensional art, including crafts, formal sculpture, and other areas. 4. Demonstrate knowledge in techniques, materials, and themes to be used as the foundation for personal involvement in creative three-dimensional projects.2. Demonstrate an appreciation of art forms from various cultures5. Demonstrate and apply the use of the art elements and principles in the creation of three-dimensional forms.3. Demonstrate an understanding that visual art can generate personal emotional responses in three-dimensional art as well as in 2D art.6. Demonstrate an opportunity to use that understanding in a variety of three-dimensional activities.A. CONTENT/SKILLSB. LEARNING ACTIVITIESC. SUGGESTED MATERIALSD. STUDENT EVALUATIONUse of the elements of art: color, value, line, shape, form, space, and texture in 3D art.Use of the following design principles: repetition/pattern, overlap, composition, abstract, harmony/variety, emphasis in 3D art.Suggested themes/subject matter: intercultural study, artists, abstract, geometric and natural design positive/negative space, and media.Grade Level Classroom Articulation Examples:(The following are some examples of lessons that coordinate the art program with grade level classroom curricular instruction)Grade Three: “Native American Buffalo Skins” coordinated with Third Grade Social Studies Unit on the Plains Indians.Grade Four: “Alexander Calder Mobiles and Stabiles” coordinated with Fourth Grade Technology (Science/Technology) Unit on Gears and Other Mechanisms.Grade Five: “Masks” coordinated with World Languages studies.“Puppets” coordinated with Fifth Grade Language Arts Literacy (may include writing scripts)Knowledge of the use and care of tools and related materials.Knowledge of techniques and subject matter.Individual and group critiqueEngage in various three-dimensional activities, such as:Found Object ArtWeavingCeramicsSculptureAdditive Forms (i.e.: use of armatures and various media applications)Subtractive SculptureMobilesRepousse (i.e.: Copper, Aluminum, etc. embossing)Paper MakingPaper EmbossingBuffalo Skins (faux animal skins made from manipulated paperMasksPuppetsAny three-dimensional formsThree-dimensional materials include, but are not limited to:CardboardFound ObjectsBoxesOrigami PapersClay (Many types of)Plaster & ParisCraft (Plaster strips)Papier MacheArmature WireClothBeads0YarnPlastic & WoodPipe CleanersEgyptian PasteNumerous other materialsUnit assessment is based on student self-critique as well as teacher evaluation of process and product of work resulting from these three-dimensional activities.The formal art assessment conforms to district grading policy.After completing one or more of the suggested activities, students should be able to:Understand that three-dimensional and two-dimensional art have both similar and different characteristics.Recognize and utilize three-dimensional form as a means of artistic expression/communication.Cross-Content Standards AnalysisCourse Title:ELEMENTARY ART CURRICULMGrade:THREEUnit Title:Visual and Performing ArtsComp. Health & Physical Ed.Language Arts LiteracyMathematicsScienceSocial StudiesWorld LanguagesTech LiteracyCareer Education/Consumer, Family, & Life SkillsGrade Three Art:AESTHETICSDESIGNDRAWINGPAINTINGPRINTMAKINGCRAFTS / SCULPTURE / 3D ART1.1.5.D.1-21.2.5.A.1-31.3.5.D.1-51.4.5.A.1-31.4.5.B.1-5N/A3.1.3.A.1.3.1.3. F.1.3.1.3. F.3.3.1.3. F.4.3.1.3. F.5.3.1.3.H.1.3.2.3.A.1.3.3.3.A.1-4.3.3.3.B.1-4.3.3.3.C.1-4.3.4.3.A.1-2.3.4.3.B.1-3.3.5.3.A.1-2.3.5.3.B.1-2.4.1.3.B.1-5.4.1.3.B.7.4.1.3.C.1-4.4.2.3.A.1-5.4.2.3.B.1-2.4.2.3.D.1-3.4.4.3.A.1.4.4.3.B.1-2.5.1.4.A.1.5.1.4.A.4.5.4.4.1-3.5.9.4.A.1-2.5.10.4.A.1.5.10.4.B.1.6.2.4.B.2.6.2.4.B.4.6.4.4.A.1-6.6.4.4.B.1-8.N/A8.1.4.A.1.8.1.4.B.1-8.8.2.4.A.8.2.4.B.8.2.4.C.9.1.4.A.1-3.9.1.4.B.1-39.2.4.A.1-4.9.2.4.B.1-5.9.2.4.C.1-5.9.2.4.D.1-4.9.2.4.F.1-3.*All core content areas may not be applicable in a particular course.Cross-Content Standards AnalysisCourse Title:ELEMENTARY ART CURRICULMGrade:FOURUnit Title:Visual and Performing ArtsComp. Health & Physical Ed.Language Arts LiteracyMathematicsScienceSocial StudiesWorld LanguagesTech LiteracyCareer Education/Consumer, Family, & Life SkillsGrade Four Art:AESTHETICSDESIGNDRAWINGPAINTINGPRINTMAKINGCRAFTS / SCULPTURE / 3D ART1.1.5.D.1-21.2.5.A.1-31.3.5.D.1-51.4.5.A.1-31.4.5.B.1-5N/A3.1.4 A.13.1.4. F.1.3.1.4. F.3.3.1.4. F.4.3.1.4.H.13.2.4.C.1.3.2.4.C.3.3.3.4.A1-33.3.4.B3-63.4.4.A.1-33.4.4.B.1-63.5.4.A.1-7.3.5.4.B.1-4.3.5.4.C.1.4.1.4.B.1.4.1.4.B.8.4.1.4.B.10.4.2.4.A.1-5.4.2.4.B.1-34.2.4.D.1-54.4.4.A.1.4.4.4.B.1-3.5.1.4.A.1.5.1.4.A.4.5.4.4.1-3.5.9.4.A.1-2.5.10.4.A.1.5.10.4.B.1.6.2.4.B.2.6.2.4.B.4.6.4.4.A.1-6.6.4.4.B.1-8.N/A8.1.4.A.1.8.1.4.B.1-8.8.2.4.A.8.2.4.B.8.2.4.C.9.1.4.A.1-3.9.1.4.B.1-39.2.4.A.1-4.9.2.4.B.1-5.9.2.4.C.1-5.9.2.4.D.1-4.9.2.4.F.1-3.*All core content areas may not be applicable in a particular course.Cross-Content Standards AnalysisCourse Title:ELEMENTARY ART CURRICULMGrade:FIVEUnit Title:Visual and Performing ArtsComp. Health & Physical Ed.Language Arts LiteracyMathematicsScienceSocial StudiesWorld LanguagesTech LiteracyCareer Education/Consumer, Family, & Life SkillsGrade Five Art:AESTHETICSDESIGNDRAWINGPAINTINGPRINTMAKINGCRAFTS / SCULPTURE / 3D ART1.1.5.D.1-21.2.5.A.1-31.3.5.D.1-51.4.5.A.1-31.4.5.B.1-5N/A3.1.5 A.13.1.5. F.1.3.1.5. F.3.3.1.5. F.4.3.1.5.H.1.3.1.5.H.3.3.1.5.H.5.3.2.5.C.1.3.3.5.A.1-53.3.5.B.1-63.4.5.A.1-73.4.5.B.1-53.5.5.A.1-6.3.5.5.B.1-7.3.5.5.C.1-2 3.5.5.C.44.1.5.A.1.4.1.5.A.3.4.1.5.A.4.4.1.5.B.1.4.1.5.B.2.4.1.5.B.5.4.1.5.C.1-4.4.2.5.A.2.4.2.5.B.1-2.4.4.5.A.1.4.4.5.B.1-2.5.1.4.A.1.5.1.4.A.4.5.4.4.1-3.5.9.4.A.1-2.5.10.4.A.1.5.10.4.B.1.6.2.4.B.2.6.2.4.B.4.6.4.4.A.1-6.6.4.4.B.1-8.N/A8.1.4.A.1.8.1.4.B.1-8.8.2.4.A.8.2.4.B.8.2.4.C.9.1.4.A.1-3.9.1.4.B.1-39.2.4.A.1-4.9.2.4.B.1-5.9.2.4.C.1-5.9.2.4.D.1-4.9.2.4.F.1-3.*All core content areas may not be applicable in a particular course.Washington Township Public SchoolsDepartment of Student Personnel ServicesCURRICULUM MODIFICATIONThe regular curriculum is modified for Special Education students enrolled in both self-contained and resource center classes.Modifications address individual learning rates, styles, needs and the varying abilities of all special populations served in the programs available in the district. The intent is three-fold:To provide alternative materials, techniques and evaluation criteria to address the range of students' needs;To parallel the regular curriculum in skill, content sequence and coverage to prepare students for mainstreaming;To maximize students' potential for movement to less restrictive environments.In the event there is a conflict between the prescribed curriculum and the IEP for an individual student, the IEP will take precedence and will constitute the individually prescribed proficiencies for the student. ................
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