Elementary Curriculum Map Art, Grade K

Elementary Curriculum Map ? Art, Grade K

Subject: Visual Art ? Grade K

Introduction for Teachers

Time, Duration: Each project will last for 2 days, with students meeting once a week for 50 minutes within an elementary rotation schedule. Thus, a project will last for 2 weeks total.

Big Idea: Must be included in all lessons. It should start students understanding the main elements of art being taught.

The Standards and the TEKS:

1. All Art, Grade K TEKS must be taught. 2. The Lesson Designs for Art, Grade K are centered around the Elements of Art & Principles of Design rather than media. 3. Because the learning is scaffolded, this curriculum map must be followed sequentially.

Essential Questions: Must be included in all lessons. It is the Big Idea in question form. It is asked to start the conversation and to later assess what students understand.

Beginning Guidelines

1. Projects should be based on an artist + their artwork, a book, and/or a culture. 2. Samples must be available to illustrate what is to be learned and accomplished. 3. Room organization is essential:

Each student will have his/her own seat at table for art production

An instruction center where children go (floor seating suggested) with technology to show the lesson, vocabulary, etc.

A demonstration center where children go (floor seating suggested) where teacher demonstrates the process

Supply area along with supplies on each table 4. Procedures, Processes, and Techniques related to the project. The following must be planned: procuring supplies, clean up, storage of artwork, drying of artwork, picking up artwork, procedures for class end (including recap), procedures for coming into class 5. Projects should be relevant to the student (considering culture) and grade-level appropriate. 6. Clear instructions with much repetition (given incrementally)

Time Usage

1. More time should be spent on procedural instruction, demonstration, and vocabulary. 2. The art-making time is small compared to the preparation and clean up. 3. Divide each project into clear divisions so project can be completed on time. 4. Make time for wrap up and vocabulary reminders at the end of class and student-led artwork appreciation (peer evaluation) at the end of the project.

Assessment

Students should be assessed based more on participation rather than skill demonstrated. Rubrics could be used, but the focus should still be on participation. Elementary art-making should be fun.

Elementary Curriculum Map ? Art, Grade K

Subject: Visual Art ? Grade K Time, Duration: First Quarter ? 1 day, meeting once a week for 50 min Big Idea: Introducing Procedures, Rules, Places

Essential Questions/Conceptual Thinking: How does art class work?

Gr K Elements of Art: line, shape, color, texture, form Gr K Principles of Design: repetition/pattern, balance

Media Categories: drawing, painting, printmaking, constructing artworks, and sculpting

Vocabulary

Instruction Area: where consistently meet when coming in classroom and where teacher gives instruction Demonstration Area: where teachers demonstrates activity and students get supplies for the project Activity Area: student seats Storage Area(s): could vary Cleaning Area: e.g. sinks Student-Led Artwork Appreciation Area: floor

Resources

Book/Video: introducing what is important about art Room Locations: Where things are in the room References: books, video, artwork samples Media: marker, crayon, pencil

Video or Book: The Dot by Peter Reynolds mGeR4AQdM

The Standards and the TEKS: (these are all of the Grade K Art TEKS)

TX.117.102K.b.1.A.: Gather info on subjects in environment using senses

TX.117.102K.b.1.B.: Elements of Art & Principles of Design in environ

TX.117.102K.b.2.A.: Create artworks using Elements of Art

TX.117.102K.b.2.B.: Arrange components intuitively to create artworks

TX.117.102K.b.2.C.: Variety of materials to increase manipulative skills

TX.117.102K.b.3.A.: Identify simple subjects in artwork

TX.117.102K.b.3.B.: Share experiences and opinions through artwork

TX.117.102K.b.3.C.: Identify uses of art in everyday life

TX.117.102K.b.3.D.: Relate visual art concepts to other disciplines

TX.117.102K.b.4.A.: Express ideas about personal artworks in portfolios

TX.117.102K.b.4.B.: Express ideas about artwork in collections

TX.117.102K.b.4.C.: Compile personal artwork for evaluation & shows

1.All Art 1 TEAKcStaivnidtiTeEsKS Media Categories must be Atasusgehsts:mDeranwting,

SS1PMapet.ucaremeocdinosdjeeeterieniacdpntt2tigans.mf,TrogwPahurtrtesioieiltnnlttbtilLsememeetaaresactursahknocouiefntnhgriygoshoe,DpnStwaeecarcusstiailaopgtlmh:nttuyeser.afdeinri,asdCtwecprhirtaoohmijiceniecc1bta.hst.a.,Tac3SsFhan.etiTetubdehsedekgemrxeoilcsAnlroueyrdtrpgtseie,gtssiDmeoothseannotousitnioupggonshlandtttr,irhstbiaasiiasnctefelidillpsaedADasxarsitibtgDieoli1rsetnaascwellraAdaisnrtstghe&esr 2o. nmteheetsfaomredecammopnusstrsatatyiownitwhhthicehsame2p.rRoujebcrtisccshceoduulldeebsetaubslieshde, dbubty tahlle inthcleuAdrets1stteuadcehnetrsaoctnivthitaietscaamt speuastasnd thfoeclueasdshcaomulpdusstailrltbteeaocnher. 3. meet for Student-led Artwork participation

Appreciation at end of project

3. Student-led artwork

appreciation

Book: Beautiful Oops by Barney Saltzberg

Elementary Curriculum Map ? Art, Grade K

Subject: Visual Art ? Grade K

Time, Duration: First Quarter ? 2 days, meeting once a week for 50 min The Standards and the TEKS: (these are all of the Grade K Art TEKS)

Big Idea: Line is a Dot that Moves. There are Different Kinds of Lines

Essential Questions/Conceptual Thinking: What does line do in artwork?

Gr K Elements of Art: line, shape, color, texture, form Gr K Principles of Design: repetition/pattern, balance

Media Categories: drawing and/or construction

This project could be a 3-day project when extending understanding

Vocabulary

Line: is defined as an endless series of dots. In drawing, a line is a mark drawn with a pointed, moving tool. Artists use lines to control your eye movement. Different Types of Lines: horizontal, vertical, diagonal

Resources

Visual Artists/Book/Culture: introduces the idea of the lesson Room Locations: Where things are in the room References: posters, books, PowerPoints with images as examples, artwork samples Media: construction paper, scissors, marker, crayon

TX.117.102K.b.1.A.: Gather info on subjects in environment using senses

TX.117.102K.b.1.B.: Elements of Art & Principles of Design in environ

TX.117.102K.b.2.A.: Create artworks using Elements of Art

TX.117.102K.b.2.B.: Arrange components intuitively to create artworks

TX.117.102K.b.2.C.: Variety of materials to increase manipulative skills

TX.117.102K.b.3.A.: Identify simple subjects in artwork

TX.117.102K.b.3.B.: Share experiences and opinions through artwork

TX.117.102K.b.3.C.: Identify uses of art in everyday life

TX.117.102K.b.3.D.: Relate visual art concepts to other disciplines

TX.117.102K.b.4.A.: Express ideas about personal artworks in portfolios

TX.117.102K.b.4.B.: Express ideas about artwork in collections

TX.117.102K.b.4.C.: Compile personal artwork for evaluation & shows

1.All Art 1 TEAKcStaivnidtiTeEsKS Media Categories must be Atasusgehsts:mDeranwting,

SS1PMapet.ucaremeocdinosdjeeeterieniacdpntt2tigans.mf,TrogwPahurtrtesioieiltnnlttbtiaLsemmeetlawresactusahakocouieyfntngrsiygos:he,DpnStaeecarcussiailapgtlmhnttuyeser.afdeinri,asdCtwecprhirtaoohmijiceniecc1bta.hst.a.,Tac3SsFhan.etiTetubdehsedekgemrxeoilcsAnlroueyrdtrpgtseie,gtssiDmeoothseannotousitnioupggonshlandtttr,irhstbiaasiiasnctefelidillpsaedADasxarsitibtgDieoli1rsetnaascwellraAdaisnrtstghe&esr 2o. nmteheetsfaomredecammopnusstrsatatyiownitwhhthicehsame2p.rRoujebcrtisccshceoduulldeebsetaubslieshde, dbubty tahlle inthcleuAdrets1stteuadcehnetrsaoctnivthitaietscaamt speuastasnd thfoeclueasdshcaomulpdusstailrltbteeaocnher. 3. meet for Student-led Artwork participation

Appreciation at end of project

3. Student-led artwork

appreciation

Historical Art: The Lion in a Tropical Storm by Henri Rousseau

A Book: Lines That Wiggle by Candace Whitman

Culture: Kente Cloth from Africa

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