MISSION
The Faculty and staff of Chadwick R-1 Schools in partnership with parents and the community, will establish high standards of learning and high expectations for achievement while providing comprehensive guidance for success.
Subject:
Art Explore
Grade Level:
5th-6th
Gradeh 5th-6th Subject: Art Explore
Time Period / GLE/MO Standard/
Common Core / Description and Assessments / Notes--
Quarter: Only have these students for one quarter so assignments are completed in this order every quarter.
GLEs:
Strand I: 3A, Grade 5
Strand II: 1A, Grade 5
Strand I: 1A, Grade 6
Strand I: 3A, Grade 6
Strand II: 1A, Grade 6
Strand II: 1B, Grade 6
Strand II: 2F, Grade 6
Strand I: 3C, Grade 6
MO Standards:
FA 1
FA 2
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
SL 1,2,3 / Contour Line Portrait Drawing
- Use pencil or marker to draw a continuous line that describes an object from observation
- Develop a realistic portrait using contour lines
- Create facial features in realistic proportion
- Define Proportion, Realism
Pre-Project Assessment:
- Question/Answer
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer / Q&A time
Share time/Critique
GLEs:
Strand I: 1C, Grade 6
Strand II: 1F, Grade 6
Strand II: 2C, Grade 6
MO Standards:
FA 1
FA 2
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
SL 1,2 / Computerized Artworks
– Use a variety of colors, values, lines, shapes and forms to create an artwork using a general art software
– Identify and use shape, line and size contrast
– Define value, line, geometric shape, organic shape and form
Pre-Project Assessment:
- Question/Answer
- Pre-test on lines, shapes
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 3A , Grade 5,6
Strand I: 3C , Grade 6
MO Standards:
FA 1
DOK:
Level 1
Level 2
Level 4
CC Standards for English/Writing:
SL 1,2 / Abstract Portraits
– Create an abstract collage of themselves that communicates ideas about their personal identity
– Define Abstract, Distortion and Exaggeration
– Differentiate between abstraction and realism
Pre-Project Assessment:
- Question/Answer
- Class chart on abstraction vs. realism
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 1B, Grade 5
Strand II: 1A , Grade 6
Strand II: 1E, Grade 5
Strand II: 1G, Grade 5
MO Standards:
FA 1
FA 2
DOK:
Level 1
Level 2
Level 3
CC Standards for English/Writing:
SL 1 / One Point Perspective Color Wheel
- Identify and use all 12 colors of the color wheel in the correct order
- Identify, define and use primary, secondary and intermediate colors
- Mix colors to make other colors
- Identify and use vanishing point, horizon line, converging lines, horizontal and vertical lines
- Use a ruler to make precise angles
- Design and create a unique color wheel design that uses one point linear perspective
Pre-Project Assessment:
- Question/Answer
- Pre-test on color
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 1B, Grade 5, 6
MO Standards:
FA 1
DOK:
Level 1
Level 2
Level 4
CC Standards for English/Writing:
W 1,2,3,4
SL 1,2,3 / Fauvism and Color Mood
– Apply tempera paint in an even coat and produce a clear edge between colors
– Mix colors to produce other colors
– Use value
– Identify works of art from Fauvism
– Relate color to mood
– Define Value, primary, secondary, intermediate, tint, shade
Pre-Project Assessment:
- Question/Answer
- Color mood worksheet
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 1B, grade 5
Strand I : 3C , Grade 6
Strand II: 1E , Grade 6
Strand II: 1F , Grade 6
Strand II: 2A , Grade 6
MO Standards:
FA 1
FA 2
DOK:
Level 1
Level 2
Level 4
CC Standards for English/Writing:
SL 1,2 / Symmetrical Pop Art Paintings
- Identify and Use Monochromatic Colors
- Identify and Demonstrate Color Value- tints and shades
- Identify and use symmetrical (formal) balance
- Create an original artwork that communicates ideas about personal identity
Pre-Project Assessment:
- Question/Answer
- Mini-questionnaire on balance
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
- Test on color and balance
GLEs:
Strand I: 3A, Grade 5
Strand I: 1A , Grade 5
MO Standards:
FA 1
DOK:
Level 1
Level 2
Level 4
CC Standards for English/Writing:
SL 1,2,3 / Japanese Landscape Scrolls
- Identify Japanese Landscape Scrolls and create an artwork influenced by them.
- Design a landscape that shows the illusion of space.
- Show texture
Pre-Project Assessment:
- Question/Answer
- Notes on showing depth/space in an artwork
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
- Mini-quiz over showing depth/space in artwork
GLEs:
Strand I: 1B, Grade 5,6
Strand I: 3A, Grade 5
MO Standards:
FA 1
DOK:
Level 1
Level 2
Level 4
CC Standards for English/Writing:
SL 1,2,3 / Blue Dog Art
– Apply layers of watercolor paint from lightest to darkest colors
– Create a landscape or background for blue dog
– Use paints and painting techniques properly
– Experiment with placing a ordinary object in an unusual place
Pre-Project Assessment:
- Question/Answer
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 1D, Grade 6
Strand I: 3C, Grade 6
Strand IV: 2A, Grade 6
Strand V:1A, Grade 6
MO Standards:
FA 1
FA 4
FA 5
DOK:
Level 1
Level 2
Level 4
CC Standards for English/Writing:
CC Standards:
SL 1,2 / Kente Cloth Weaving
– Manipulate fibers- Weaving
– Identify works of art from Africa- Kente Cloth
– Explain how works of art reflect the culture they are in
– Understand the function of art in a particular culture-African culture
– Define Fiber Artwork, weft, warp, loom, etc.
Pre-Project Assessment:
- Question/Answer
- Weaving example practice
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 3C , Grade 5
Strand II: 1B, Grade 5, 6
Strand IV: 2A, Grade 5
Strand V: 1A, Grade 5
MO Standards:
FA 1
FA 2
FA 4
FA 5
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
SL 1,2,3
W 1,2,4 / Patriotic Posters
– Create a poster reflecting the United States and ideas about patriotism
– Identify and discuss how American artists showed the idea of patriotism in their artwork
– Recognize different forms of graphic art
– Poster Design will be aesthetically pleasing by use of colorful words, picture, slogan, etc.
Pre-Project Assessment:
- Question/Answer
- Discussion/brain storm ideas as class/make chart
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 3B, Grade 5
Strand V: 1A, Grade 5
MO Standards:
FA 1
FA 5
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
SL 1,2,3 / Architecture Drawings
– Identify different architectural elements
• Dome, arch, columns
– Identify architecture from around the world and the architectural elements that it includes
• Taj Mahal, Eiffel Tower, Capitol building, St.Basil Cathedral
• Identify works of art from US/Europe/Asia/etc
• Create an drawing using architectural elements
• Use pattern, geometric shapes, organic shapes, forms and a variety of lines to create design
Pre-Project Assessment:
- Question/Answer
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 2A , Grade 5
Strand I: 3B, Grade 5
Strand V: 1A, Grade 5
MO Standards:
FA 1
FA 5
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
SL 1,2,3 / Architectural Sculptures
– Combine simple forms to create a complex object/ form in the round.
– Create an original building based upon elements of architectural styles (dome, column, arch, stairs, windows, etc.)
– Identify works of art from: United States (architecture), Europe (architecture).
Pre-Project Assessment:
- Question/Answer
- Pre-project sketches
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand I: 2A, Grade 5, 6
MO Standards:
FA 1
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
SL 1,2,3 / Coil Pots
– Create a coil pot
– Learn to and create coils from clay
– Understand and use slipping and scoring
– See a Native American Influence in the pottery world
– Define ceramic vocabulary words
– Understand and use appropriate clay building a clay joining techniques to create a 3D vessel that utilizes both positive and negative space
– Define positive and negative space
– Define and use ceramics vocabulary
– Identify ceramics artwork from around the world
– Have a relief aspect
Pre-Project Assessment:
- Question/Answer
- Ceramics pre-test
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
- Ceramics test
GLEs:
Strand I: 1D, Grade 5 &6
Strand II: 1E, Grade 6
MO Standards:
FA 1
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
SL 1,2,3 / Printmaking
– Create a quality printing plate
– Create a quality print
– Participate in the relief printmaking process
– Participate in a subtractive printmaking process
– Use monochromatic colors in print
Pre-Project Assessment:
- Question/Answer
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished project
- Critique and discussion
- Question/answer
GLEs:
Strand IV: 1A, Grade 5
Strand IV: 1A, Grade 6
Strand IV: 2A, Grade 6
Strand V: 1A, Grade 6
MO Standards:
FA 4
FA 5
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
W 1,2,4
SL 1,2,3 / Art and Music
– Compare a work of Art to a work of Music
– Compare and Contrast Music and Art From the same culture in a vin diagram
– Identify works of art from African culture, Greek Culture
Pre-Project Assessment:
- Question/Answer
- Example on board as a class/discussion
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished chart
- Question/answer
GLEs:
Strand III: 1A, Grade 5
Strand III: 2A, Grade 5
Strand V: 1B,Grade 5
Strand III: 2A, Grade 6
Strand III: 1A , Grade 6
Strand V: 1A, Grade 6
MO Standards:
FA 3
FA 5
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
RI 4,5,7
W 1,2,4
SL 1,2,3 / Art Criticism
– Describe the use of the following in artworks: contour lines, symbolic shapes, illusion of form, implied or simulated textures, intermediate and neutral colors, asymmetrical balance, contrast/variety of textures, perspective, change in size, point of view.
– Compare and contrast 2 artworks on: time, place, subject matter, media, use of elements, theme, purpose of art in culture, use of materials and technology.
– Discuss and develop answers to questions about art, such as: Who decides what makes an artwork special, valuable, or good?
– Identify the type of artwork (e.g., painting, drawing, print, sculpture), Identify and explain symbolism or message communicated in an artwork, Match the artwork with an aesthetic theory: Showing a real or idealized image of life (Imitational-ism); Expressing feelings (Emotionalism/Expressionism); Emphasis on elements and principles (Formalism); Serving a purpose in the society or culture (Functionalism)
– Recognize artworks from Greece, Rome, Africa and Asia
– Discuss how different cultures have different concepts on beauty, explain how responses are based on experience and group beliefs
– Write an art criticism-Describe, analyze, interpret and evaluate
Pre-Project Assessment:
- Question/Answer
- Example as class
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished written art criticism
- Question/answer
- Discussion with group members/class
GLEs:
Strand III: 1A, Grade 6
Strand III: 1B, Grade 6
Strand IV: 2A, Grade 6
Strand V: 1A , Grade 6
Strand V: 1B,Grade 6
MO Standards:
FA 3
FA 4
FA 5
DOK:
Level 1
Level 2
Level 3
Level 4
CC Standards for English/Writing:
RI 1
W 1, 2, 4
SL 1,2 / Compare and Contrast 2 Artworks
Compare and contrast in writing two artworks on: time, place, subject matter, theme, characteristics, cultural context
Identify works of art from Aztec and Incan Cultures, Greek and Roman cultures
Explain how artwork reflect the culture in which it was created
Pre-Project Assessment:
- Question/Answer
- Do example as class
Mid-Project Assessment:
- Conference with individual students as necessary during work time
Post-Project Assessment:
- Finished chart
- Question/answer
- Discussion