5Th and 6Th Grade Art Schedule Proposal

5th and 6th grade Art Schedule

The 2009-2010 visual art program for 5th and 6th grade was a tremendous success. Portfolio assessment showed student growth in many areas of visual art. This was evidenced by the digital portfolio test groups at Mills and College Lane that can be seen at this link: Students were exposed to a variety of artists and art techniques. While this year was successful there are some changes that may be made to help take this program to the next level of improvement.

Areas for potential improvement:

Pre-assessment using poster board portfolios
Post-assessment using student created digital portfolios
Consistent (weekly) art time blocks to allow for more individualized instruction
Schedule allowing for future redistricting adjustments

In order to make the needed improvements the 5th and 6th grade visual art program would benefit from a semester block schedule. The modified schedule would consist of having two school clusters; each cluster that would consist of 4-5 schools would have art for one semester of the school year. Students would have their art time for one hour every week of the semester. Each semester cluster would receive an equitable amount of art instruction. The block schedule allows time for beginning of the year procedures to be established and time for the New Mexico Standards Based Assessment to be administered. The block schedule gives the same amount of art instruction as the 2009-2010 every other week schedule for a year. Each school cluster would have an opportunity to showcase visual art projects for public display. The fall semester cluster would be able to display art work during American Education Week, and the spring semester cluster would display art during the Elementary Art Show.

Having a semester block schedule would give more opportunity for individualized art instruction because students receive weekly art instruction instead of the current schedule of twice a month. The weekly schedule would bring consistency to students and staff. The portfolios students create can be used as pre assessment. Student created digital portfolio assessments can be implemented to serve as post assessments. Implementing assessments correlates with state standards and benchmarks. The block schedule also allows for future district adjustments as the city population changes.

Example Block Schedule:

Fall Semester / Spring Semester
Monday / Will Rogers / Southern Heights
Tuesday / Edison / Mills
Wednesday / Coronado / Prep/Future Additional School
Thursday / Taylor / College Lane
Friday / Broadmoor / Jefferson

Example Daily Schedule: (Times and teachers’ names may vary)

Art Schedule

Cluster 1 (Fall Semester)

Monday: Will Rogers

8:30-9:30- Siefert 5th

9:30-10:30- O’Brain

11:30-12:30-Perez

12:30-1:30-Sepulveda

Tuesday: Edison

8:30-9:30 – Horn 5th

10:30-11:30-Warner 6th

12:30-1:30- O’Brian 5th

1:30-2:30- Snider 6th

Wednesday: Coronado

8:00-9:00 – Preito 6th

9:00-10:00 – O’neil 6th

10:00-11:00- Henson 5th

11:00-12:00- Hunt 5th

Thursday: Taylor

8:30-9:30- Acosta 6th

9:30-10:30- Shockley 5th

10:30-11:30- Campbell 6th

12:00-1:00- Sloan 5th

1:30-2:30- Dodson 5th

Friday: Broadmoor

7:55-8:55- Davis 6th

9:00-10:00- Taylor 6th

10:05-11:05- Everhart 4th, 5th, 6th ELL

12:00-1:00- Budagher 5th

1:00-2:00- Norton 5th

Cluster 2 (Spring Semester)

Monday: Southern Heights

8:00-9:00- Baeza 6th

9:00-10:00- Todd 6th

10:00-11:00- Bearden 6th

11:40-12:40- Ebert 5th

12:40-1:40- Clayton 5th

1:40-2:40- Austin 5th

Tuesday: Mills

8:30-9:30- Craig 6th

9:30-10:30- Haggerton 6th

10:30-11:30- Kirk 5th

12:00-12:50- Wootten 6th

12:50-1:40- Fields 5th

1:40-2:30- Lindner 5th

Thursday: College Lane

8:00-9:00- Hays 5th

9:00-10:00- Griffin 6th

10:00- 11:00- Roberts 6th

12:30-1:30- Black 5th

1:30-2:30- Smart 5th

Friday: Jefferson

8:00-9:00- May 6th

9:00-10:00- Portillo 6th

11:30-12:30- Hernandez 5th

12:30-1:30- Jaquez 5th

1:30-2:30- Fortner 5th

Mrs. Campbell

5th and 6th grade visual art

Lesson Plans 2010-2011

5th grade

Objectives:

Elements of Art: line, shape form, space, texture, color, light, design, symmetry (5.1A)
Explore and use art materials (5.1B)
Create Artwork (5.1C)
Recognize famous art

Assessment:

Student portfolios will be used to assess growth. Students will also create digital portfolios. Students will be graded on the following:

Following directions
Proper use of materials (safety)
Creativity
Neatness
Overall presentation

Projects:

1. Portfolio (Pre-Assessment) (1 session)

Students discuss the function of their portfolio. Students make their portfolio. Introduce the questionnaire that will be completed after each project.

*Materials: Questionnaire, Poster board, markers, crayons, colored pencils

2. Begin Study of Elements of Art (1 session)

Element: Line

Line is a continuous mark made on some surface by a moving point. Kinds of lines: horizontal, vertical, diagonal, curved, and zigzag.

Students create a picture using only straight lines. Students will cut lines out of colored construction paper and paste them to a background.

*Materials: Construction paper, scissors, glue

3. Element: Color (1 session)

The color wheel is a tool to help organize colors. Hue is the name of the color. Value is the lightness or darkness of a hue. Intensity is the brightness or dullness of a hue. Complementary colors are opposites on the color wheel, when mixed they create brown.

Students will create a color wheel. On white tag board, students will form a circle using 6 shapes. The circles will be colored with the primary colors (red, yellow, blue) and the secondary colors (orange, green, and purple). Students will label warm and cool colors. Create an example of a monochromatic color.

*Materials: half sheets of tag board, colored pencils or crayons, pencils, templates

4. Principle of Proportion (1 session)

Proportion is how parts of a work relate to each other and to the whole work.

Drawing Portraits

Students learn how to draw faces using a grid. Looking at a picture of a person, students will create a self portrait.

*Materials: sketchbook, pencils, pictures

5. Element: Color (2-3 sessions)

Review color wheel. Discuss Da Vinci’s Mona Lisa. Introduce artist Andy Warhol.

Students create a portrait of a Mona Lisa. Using a template, students trace the outline of Mona Lisa on a piece of tag board. Students draw on facial features of the Mona Lisa. Students divide the paper into four sections. One section will be colored with warm colors, one with cool colors, one monochromatic, and the fourth black and white. Students will use different mediums to color the sections. Students will learn to properly use map pencils, crayons, markers, and pastels to create their scientist portrait.

*Materials: tag board, templates, colored pencils, crayons, markers, oil pastels

6. Element: Shape, Form, Space (2 sessions)

Shape is an area clearly set off. Shapes have height and width but not depth (2D). Form is an element of art that refers to an object with three dimensions (height, width, depth- 3D). Space is the distance or area between, around, above, below, and within things. Negative space is empty space.

Students create a picture using only the basic shapes (square, triangle, circle). Students draw on black construction paper and color using Gel FX markers and Gel FX colored pencils

*Materials: black construction paper, Gel FX colored pencils, Gel FX markers

7. Element: Texture (1 session)

Texture is the element of art that refers to how things feel, or look as though they might feel if touched.

Students draw a long, squiggle line all over the paper. Using different textures (hatching, stippling,…) students color the shapes they create.

*Materials: half a piece of tag board, markers, crayons, colored pencils

8. Sculpture (1 session)

Students will create a trash monster using recycled trash they collect. Students will collect “trash” (cleaned coke cans and bottles, scraps of paper, and other safe, dry, solid materials) to create a sculpture.

*Materials: glue, trash

9. Principle of Balance: Perspective (1 session)

Students create a room using perspective. Students will use the vanishing point to give their room a more realistic look.

*Materials: sketchbook, pencil, straightedge

10. Cut Paper Art (1 session)

Introduce students to Henri Matisse. Review the elements of art.

Students create a picture using only their scissors, glue, and construction paper. Students cut shapes from colored construction paper to make a picture.

*Materials: scissors, glue, construction paper

11. Mixed Media Art (2 sessions)

Students learn how to use mixed media to create a picture.

Students will draw and shade, in pencil a desert animal using a template during the first session. For the second session, students will use watercolor (or other media) to paint a background using warm colors.

*Materials: half sheet of tag board, watercolor, pencil, templates

12. Digital Portfolios (3 sessions in computer lab)

Discuss the importance of portfolios. Introduce students to technology for preserving and creating digital portfolios.

Using the computer lab, students will begin to utilize technology to create a digital portfolio. Students will use a digital cameral to photograph their work. Using PowerPoint, they will create a slideshow of their work that includes a picture and information from the questionnaire they completed with each piece. Students will learn how to properly save their work so they will have it for future use.

*Materials: digital camera, computers, student art work, CD’s for saved material

6th Grade

Objectives:

Elements of Art: line, shape form, color, space, texture, color, light, design, symmetry (6.1A)
Explore and use are materials (6.1B)
Create Artwork (6.1C)
Recognize famous art

Assessment:

Student portfolios will be used to assess growth. Students will also create digital portfolios. Students will be graded on the following:

Following directions
Proper use of materials (safety)
Creativity
Neatness
Overall presentation

Projects:

1. Portfolio (Pre-Assessment) (1 session)

Students discuss the function of their portfolio. Students make their portfolio. Introduce the questionnaire that will be completed after each project.

*Materials: Questionnaire, Poster board, markers, crayons, colored pencils

2. Begin Study of Elements of Art (1 session)

Element: Line

Line is a continuous mark made on some surface by a moving point. Kinds of lines: horizontal, vertical, diagonal, curved, and zigzag.

Students create a picture using only one type of line. Students will cut lines out of colored construction paper and paste them to a background.

*Materials: Construction paper, scissors, glue

3. Element: Color (1 session)

*Materials: half sheets of tag board, colored pencils or crayons, pencils, templates

4. Principle of Proportion (1 session)

Proportion is how parts of a work relate to each other and to the whole work.

Drawing Self Portraits

Students learn how to draw faces using a grid. Looking at a picture of themselves, students will create a self portrait.

*Materials: sketchbook, pencils, pictures

5. Element: Color (2-3 sessions)

Review color wheel. Introduce artist Andy Warhol.

Students create a portrait of a scientist. Using a template, students trace the outline of a famous scientist on a piece of tag board. Students draw on facial features of the scientist. Students divide the paper into four sections. One section will be colored with warm colors, one with cool colors, one monochromatic, and the fourth black and white. Students will use different mediums to color the sections. Students will learn to properly use map pencils, crayons, markers, and pastels to create their scientist portrait.

*Materials: tag board, templates, colored pencils, crayons, markers, oil pastels

6. Element: Shape, Form, Space (2 sessions)

Students create a picture by overlapping basic shapes (square, triangle, circle). Students glue tissue to drawn shapes to create color. When picture is dry, trace shapes with black.

*Materials: half sheet of tag board, tissue paper, glue (may ask teachers for Investigations’ shapes for tracing)

7. Element: Texture (1 session)

Texture is the element of art that refers to how things feel, or look as though they might feel if touched.

Students design a mask using a variety of objects.

*Materials: paper mache masks, feathers, beads, markers

8. Sculpture (1 session)

Students will create a sculpture using recycled trash they collect. Students will collect “trash” (cleaned coke cans and bottles, scraps of paper, and other safe, dry, solid materials) to create a sculpture.

*Materials: glue, trash

9. Principle of Balance: Perspective (1 session)

Students draw a landscape picture using perspective. Students will learn how to utilize the vanishing point in order to create a more life like drawing.

*Materials: sketchbook, pencil, straightedge

10. Cut Paper Art (1 session)

Introduce students to Henri Matisse. Review the elements of art.

Students create a picture using only their scissors, glue, and construction paper. Students cut shapes from colored construction paper to make a picture.

*Materials: scissors, glue, construction paper

11. Mixed Media Art (2 sessions)

Students learn how to use mixed media to create a picture.

Students will draw and shade, in pencil a sea animal using a template during the first session. For the second session, students will use watercolor (or other media) to paint a background using cool colors.

*Materials: half sheet of tag board, templates, watercolors

12. Digital Portfolios (3 sessions in computer lab)

Discuss the importance of portfolios. Introduce students to technology for preserving and creating digital portfolios.

*Materials: digital camera, computers, student art work, CD’s to save

Artwork Questionnaire

(Students use to assess growth and knowledge)

Directions: On the back of your artwork or a separate piece of paper, answer these questions about each piece of art you finish. We will use your answers to create your digital portfolio.

What materials (medium/media) were used to make this project?
What process (steps) did you use to make this project?
What skill or lesson did you learn while creating this project?
What was your favorite part of creating this project?

Example:

I used crayon to create my portrait of Albert Einstein.
To make my portrait of Einstein, I first traced the outline of his face onto my paper using my pencil. After I traced the template, I used my pencil to draw his face and clothes. Then, I folded my paper into four sections. I colored each section using crayons. One section is warm colors, one section is cool colors, one section is monochromatic, and one section is black and white.
I learned about the color wheel in this project. The color wheel is used to organize all of the colors in art.
My favorite part of this project was coloring the warm colors sections. Red, orange, and yellow are my favorite colors.