Montgomery County Public Schools



Combination class recommendations

Visual Art

When possible, schedule students to join their grade level classmates for art instruction if it can be accomplished without raising class size to an unmanageable number. Please include your art teacher in a conversation when considering this option.

Thoughtful instructional planning is important when a combination class is scheduled. While art concepts and skills may be repeated in single-grade classes, different aspects of specific concepts are emphasized. In a combination class, teachers must create opportunities that allow all students to learn new concepts and skills and to review them throughout the year. Art teachers adjust instruction for different developmental levels in a studio experience. In combination classes, this approach becomes even more important as teachers plan and deliver instruction to address the content of two grade levels.

The following suggestions are offered to assist the elementary art teacher in planning lessons that address student needs at more than one grade level within a single class. The following information can also be useful when communicating with parents.

Curriculum and Instruction

• Focus instruction on the broad, overarching concepts of the curriculum.

• Use equitable and flexible grouping strategies during lesson.

• Plan lessons to reflect outcomes for both grade levels in the lessons.

• Plan common threads and concepts found in the elementary art scope and sequence, in the new integrated instruction, and review sections across the grade levels.

• Develop a plan to track instruction for the prior year, current year and following years as students progress through the art program.

Classroom Considerations

• Use seating arrangements that promote class cohesion rather calling to differences in grade levels or development.

• Where applicable, include all children in a combination class, regardless of homeroom assignment, in art field trips and artist in residence programs planned for either of the grades represented in the combination.

Communication

• Consider including a statement about art instruction in a school newsletter or set up a meeting for communicating with parents about combination classes.

Planning for Combination Classes in Art

In order to assist with planning, the following pages are arranged by units of instruction and addressing concepts from those areas, along with the elements of art and principles of design as they are laid out in the elementary art scope and sequence. A suggested instructional plan would be to teach these concepts in tandem with one another when working with combination classes. Subject matter or lesson theme is left to teacher discretion.

|Drawing | | | |

|Grades 1-2 |Grades 2-3 |Grades 3-4 |Grades 4-5 |

|In drawing, lines can be used to |Artists observe their environment |Artists generate ideas and refine |In figure drawing, body proportions|

|create shapes and patterns. |and draw what they see. |their skills through practice |can be determined mathematically. |

|Artists simplify objects into basic|Shape and Line: |sketches. |In gesture drawing, quickly drawn |

|geometric shapes to create a |Contour lines show the interior and|In portrait drawing, the general |lines represent motion and |

|drawing. |exterior edges of an object. |locations of facial features can be|direction. |

|Drawings can be enhanced with the |Lines can be combined and repeated |determined mathematically. |Line: |

|addition of details and patterns. |to create a variety of visual |Shape and Line: |Artists use line to indicate |

|Pattern: |textures. |Shapes can be symmetrical. |direction and movement |

|Pattern can be used to create | |Contour lines show the interior and| |

|interest in a work of art. | |exterior edges of an object. | |

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|Painting | | | |

|Grades 1-2 |Grades 2-3 |Grades 3-4 |Grades 4-5 |

|Paint can be mixed to make new |Different tools can be used to |Paint can be transparent or opaque |Artists thoughtfully select and |

|colors. |create a variety of effects. |depending on the amount of water |manipulate painting tools and |

|Artists work with a variety of |Paint can be transparent or opaque |used. |materials to develop painting |

|paint such as tempera, watercolor |depending on the amount of water |In painting, different methods and |styles and desired effects. |

|and finger paint. |used. |tools are used to achieve specific |Color: |

|Artists learn to handle and care |Color: |results (i.e. mixing colors, |A monochromatic color scheme uses |

|for paintbrushes carefully. |Colors are organized on a color |blending, wash, wax resist, wet on |one color plus tints and shades of |

|Different tools can be used to |wheel. |wet, dry brush, and stippling). |that color. |

|create a variety of effects (i.e. |Colors can be categorized: primary,|Color: | |

|large brushes, small brushes, |secondary, warm, cool. |Complementary colors are opposite | |

|sponges, combs). |Colors can be lightened by adding |one another on the color wheel. | |

|Color: |white. |The complement of a color can be | |

|Primary colors are mixed to make |Colors can be darkened by adding |added to change the intensity of | |

|secondary colors. |black. |that color. | |

|Warm colors (red, orange and | |An artist can show a mood or | |

|yellow) are colors usually | |feelings in a work of art through | |

|associated with sun, heat or fire. | |the use of color. | |

|Cool colors (green, blue, purple) | | | |

|are colors usually associated with | | | |

|water, winter or ice. | | | |

|Texture: | | | |

|Textures can be found in our | | | |

|environment and in nature, for | | | |

|example: gravel path, tree bark, | | | |

|brick, cat’s fur, burlap. | | | |

|Texture can be natural or man-made.| | | |

|Collage | | | |

|Grades 1-2 |Grades 2-3 |Grades 3-4 |Grades 4-5 |

|Collages are made by gluing |Collage materials are purposely |Collage materials are purposefully |Collage materials are purposefully |

|materials to a flat surface. |selected and manipulated to |selected and manipulated to |selected and manipulated to |

|A collage can be made using many |communicate ideas. |communicate ideas. |communicate ideas. |

|different materials. |Shape: |Shape: |Shape: |

|Pieces in a collage can be |Shapes can be symmetrical. |Shapes can be symmetrical. |Shapes can be arranged or altered |

|overlapped. |Shapes can be geometric or |Shapes can be arranged or altered |to create various spatial effects. |

|Shape: |organic/free-form. |to create various spatial effects. |Space: |

|Shapes can overlap. |Space: |Space: |The illusion of space can be |

|Space: |Overlapping shapes can create a |The illusion of space can be |created using diminishing sizes of |

|Overlapping shapes can create a |sense of space. |created using diminishing sizes of |objects or shapes. Larger objects |

|sense of space. | |objects or shapes. Larger objects |appear closer, smaller objects |

|Pattern/Repetition: | |appear closer, smaller objects |appear farther away. |

|Patterns can be used to create | |appear farther away. |Pattern/Repetition: |

|interest in a work of art. | |Pattern/Repetition: |Repetition of art elements can add |

|Texture: | |Repetition of art elements can add |visual interest and unity in a work|

|Texture is the way something feels.| |visual interest and unity in a work|of art. |

| | |of art. |Art elements can be repeated in a |

| | | |random way. |

|Printmaking | | | |

|Grades 1-2 |Grades 2-3 |Grades 3-4 |Grades 4-5 |

|Prints can be created on a variety |The process of making a print from |The process of making a print from a|A printing plate can be made using |

|of surfaces. |a plate is called pulling a print. |plate is called pulling a print. |an additive or subtractive process |

|The printmaking process can be used|Lines can be incised into a |Lines can be incised into a printing|(i.e. safety cut linoleum, plastic |

|to create decorative designs (i.e. |printing plate. |plate. |etching, stencil). |

|fabric, wallpaper, gift wrap). |Printing plates can be reused to |Printing plates can be reused to |A printed image is always reversed.|

|Gadget printing is the process of |make multiple copies of an image. |make multiple copies of an image. |A printed image can have multiple |

|using found objects dipped in paint|A brayer is used to spread ink onto|A brayer is used to spread ink onto |layers or combine multiple |

|or ink to transfer an image. |the surface of a printing plate. |the surface of a printing plate. |printmaking techniques. |

|The process of making a print from | |A printing plate can be made using |Color: |

|a plate is called pulling a print. | |an additive process (i.e. cardboard,|Complementary colors are opposite |

|Lines can be incised into a | |yarn, glue, foam) |on the color wheel. |

|printing plate. | |Color: |Pattern/Repetition: |

|Printing plates can be reused to | |Complementary colors are opposite on|Repetition of art elements can add |

|make multiple copies of an image. | |the color wheel. |visual interest and unity in a work|

|A brayer is used to spread ink onto| |Pattern/Repetition: |of art. |

|the surface of a printing plate. | |Patterns can be found in the |Art elements can be repeated in a |

|Line: | |decoration of utilitarian objects |random way. |

|There are many types of lines: | |such as wallpaper, clothing, | |

|straight, zigzag, curvy, looped, | |carpeting, textiles, etc. | |

|wavy, dotted, dashed, spiral, | |Repetition of art elements can add | |

|thick, or thin. | |visual interest and unity in a work | |

|Lines can change direction such as:| |of art. | |

|up and down, side-to-side, diagonal| | | |

|Sculpture | | | |

|Grades 1-2 |Grades 2-3 |Grades 3-4 |Grades 4-5 |

|A sculpture can be made from a |Sculptures can be stationary or |Relief sculpture is a type of |Review and reinforce all concepts |

|variety of materials. |kinetic. |sculpture in which details stand |previously taught. |

|Sculptures can be stationary or |Relief sculpture is a type of |out from a background and is viewed|Form: |

|kinetic. |sculpture in which details stand |from the front and usually mounted |Realistic forms depict the natural |

|Form: |out from a background and is viewed|on a wall. |and constructed environment. |

|Form is an element of art. |from the front and usually mounted |Sculpture can be freestanding. |Abstract forms simplify forms to |

|Forms are three dimensional and can|on a wall. |Sculpture can be made using |their basic characteristics |

|be viewed from many angles. |Sculpture can be freestanding. |additive or subtractive methods. |Balance: |

|Forms can be geometric. |Form : |Form: |Balance can be achieved in |

|Forms can be organic or found in |Form can be viewed from top to |Artists create forms to serve |two-dimensional or |

|nature. |bottom (height), side to side |decorative and/or functional |three-dimensional work. |

| |(width) and front to back (depth). |purposes. |Asymmetrical balance is present |

| |Two-dimensional shapes can be |Form can be viewed from top to |when two sides of a composition are|

| |matched with three-dimensional |bottom (height), side to side |different but have equal visual |

| |forms (i.e. circle/sphere, |(width) and front to back (depth). |weight. |

| |square/cube, triangle/ pyramid). |Balance: | |

| |Balance: |Balance is a principle of design. | |

| |Balance is a principle of design. |Balance can be achieved in | |

| | |two-dimensional or | |

| | |three-dimensional work. | |

|Ceramics | | | |

|Grades 1-2 |Grades 2-3 |Grades 3-4 |Grades 4-5 |

|Clay comes from the earth and is a |Hand built clay objects can be made|Hand built clay objects can be made|Hand built clay objects can be made|

|natural material. |using the coil method. |using the slab method. |using additive and subtractive |

|Clay can be pinched, pulled, and |Slip and score is a method of |Clay can be functional and/or |methods. |

|rolled. |attaching pieces of clay together. |decorative. |Greenware is clay that has not been|

|Clay can be manipulated to make |Clay forms can be enhanced by |Hand built clay objects can be made|fired. |

|functional, decorative, and/or |adding color. |using additive and subtractive |Bisqueware is clay that has been |

|figurative objects. |Hand built clay objects can be made|methods. |fired one time. |

|Tools can be used to imprint |using the slab method. |Greenware is clay that has not been|Glazeware is a piece of bisqueware |

|designs and create texture on the |Clay can be functional and/or |fired. |that has had glaze applied to it |

|clay surface. |decorative. |Bisqueware is clay that has been |and has been fired twice. |

|Hand built clay objects can be made|Form: |fired one time. |Glaze is the thin coat of glass |

|using the pinch and pull method. |Forms are three-dimensional and can|Glazeware is a piece of bisqueware |used to decorate and protect the |

|Clay changes when fired in a kiln. |be viewed from many angles. |that has had glaze applied to it |surface of ceramics. |

|Hand built clay objects can be made| |and has been fired twice. |The hand-building techniques of |

|using the coil method. | |Form: |coil, slab, and pinch can be |

|Slip and score is a method of | |Artists create forms to serve |combined to create functional, |

|attaching pieces of clay together. | |decorative and/or functional |decorative, and/or figurative |

|Form: | |purposes. |objects. |

|Forms are three-dimensional and can| |Form can be viewed from top to |Form: |

|be viewed from many angles. | |bottom (height), side to side |Realistic forms depict the natural |

| | |(width) and front to back (depth). |and constructed environment. |

| | | |Abstract forms simplify forms to |

| | | |their basic characteristics. |

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