Baltimore City Public School System
Division of Curriculum and Instruction Curriculum Guide for VISUAL ARTS (Middle Grades)
UNIT: DESIGNS IN 3-D: Constructing
Standards/ELO’s&
Expectations / Indicators
"Big Ideas”
· Major Concepts / Instructional Objectives
Students will: / Sample Items or Tasks
Sample Activities
(Address: Diverse Learners, Cross-Curricular Connections, Materials, Assessments) / Instructional Focus
(Introducing, Developing, Maintaining, Assessing) / References
Resources
(Include Museums, art exemplars, and websites)
Outcome I:
Perceiving and Responding – Aesthetic Education
Expectation I.A:
Identify, describe verbally, and produce visual representations of the physical qualities of observed form.
Expectation C:
Compare the use of elements of art and principals of design in selected works of art and demonstrate their application by executing expressive compositions.
Outcome II:
Historical, Cultural, and Social Context
Expectation II.D:
Explain connections among the arts, humanities, and sciences by distinguishing commonalities and differences in their content and processes.
Outcome III:
Creative Expression and Production
Expectation III.A:
Apply appropriate tools, materials, processes, and techniques to solve specific art problems.
Expectation B:
Create visual images from observation and imagination that reflect ideas about various subject matter.
Outcome IV:
Aesthetics and Criticism
Expectation A:
Construct and apply diverse criteria for making visual judgments. / I.A.1:
Creative Expression:
Perceive and record visual form, draw a convincing likeness, showing spatial relationships, detail and specific features of subject matter.
· Drawing upon observation is a way of seeing and recording visual and spatial relationships.
I.C.1:
Creative Expression:
Choose ways to enhance or heighten expression by using specific elements of art and principles of organization.
· Ideas and feelings can be communicated expressively by visual form.
II.D.1:
Critical Response:
Compare problem-solving strategies related to content and processes in the arts to those in other disciplines.
· Visual arts content, processes, and skills are connected in natural ways to those of other disciplines.
III.A.1:
Creative Expression:
Experiment with media, processes, and techniques, combining them with representational skills to communicate ideas and personal meaning.
· Artists get ideas from working experimentally and combining different media and processes.
III.B.1:
Creative Expression:
Draw upon individual experiences as the basis for personally meaningful images developed through a process that includes:
- Using one or more strategies to generate ideas for personal work.
- Solving intermediate representational problems by doing research, using visual resources and/or using artist exemplars as a model, and practicing different strategies.
- Crafting a quality product demonstrating care, thought and skill in making.
IV.A.1:
Critical Response:
By examining a variety of art forms and materials, periods, and/or cultures, construct and apply differing criteria to personal artwork and that of others.
· Diverse criteria can be constructed for judging art. / · Discuss the visual aspects of a constructed form as compared with modeled and/or carved forms.
· Identify constructed forms as shown in actual examples, photographs or films.
· Discuss the factors that influence the selection of materials. (Requirements of a free-standing form as compared with those of a mobile.)
· Evaluate his own work and the work of others. / Activity:
Construct a free- standing or suspended form from your choice of the listed materials. The completed form shall not exceed 18” in its greatest dimension, and shall have at least one moving part.
Cross-Curriculum Connections:
(Art/Language Arts)
Students will do brief reflective assignments to respond to the following questions:
· What was the most difficult aspect of this project?
· How did your ideas evolve and what did you discover as your ideas changed?
· If you were to do this project again, what revisions, if any, would you make?
· What were the most and least difficult aspects of this project?
(Art/Math)
Students will use rulers, exacto knives, compasses, etc. for precise lines, shapes and measurements.
Materials:
Foam core, cardboard, wire, wood, combined materials, rulers, tools for cutting and shaping, adhesives for joining, materials for finishing (paints, markers, etc…)
Strategies for diverse learners:
· Repeat directions and verify that they are fully understood. Team strong students and “early finishers” with diverse learners.
Daily modifications and accommodations:
· Repetition of directions.
· Verbatim reading of scripted directions.
· Supervised activities, as needed.
· Small group setting.
· Extra response and processing time.
Higher order thinking skills:
· Modify lessons for students with advanced skills.
· Extra activity time/unsupervised activities.
Assessment:
· Does your construction appear visually balanced?
· Have materials, tools, and processes been used effectively?
· How effective were students in attaching and joining materials?
· Have students made the moving part relate to the total design? / Introducing
Developing
Maintaining
Assessing / Vieth, Keith. From Ordinary to Extraordinary. pp 88-91.
Turner, Robyn Montana. Portfolios. pp T72 –73.
Walters Art Museum
www.thewalters.org
Baltimore Museum of Art
www.artbma.org
· www.kinderart.com/sculpture
· www.theteachersguide.com/Artlessonplans.html
· www.history101.com/lessons/art_history_lessons/greek_sculpture.htm
· www.mythweb.com/teachers/tips/tips.html
· www.teachervision.com/lesson-plans/lesson-292.html
· www.edhelper.com/cat1_morel.htm
· www.sculpture.org/documents/educatio/edu.htm
· http://artsedge.kennedy-center.org/teaching_materials
· http://www.vsarts.org
(diverse learners)
· www.bergerfoundation.ch/index.html
· http://www.aems-edu.org
· http://www.artlex.com/
· http://www.artedtech.net/index.html