Elementary Visual Arts
Curriculum Guide
Baltimore City Public School System
Part Three: Units of Instruction
Grade
Grade
Unit:
Quarter One
Overview of Unit:
Note: The focus during this week of school is on establishing classroom procedures and routines for Visual Arts Education.
UNIT ONE:
QUARTER ONE
(Lesson(s); Dates)
THE ESSENTIAL LEARNER OUTCOMES FOR FINE ARTS
· OUTCOME I: PERCIEVING, PERFORMING, AND RESPONDING-AESTHETIC EDUCATION
· OUTCOME II: HISTORICAL, CULTURAL, AND SOCIAL CONTEXTS
· OUTCOME III: CREATIVE EXPRESSION AND PRODUCTION
· OUTCOME IV: MAKING AESTHETIC JUDGEMENTS
BCPSS VISUAL ARTS OBJECTIVES
Introduce/Develop
Maintain
Baltimore City Public School System
Division of Curriculum and Instruction
2-3 Grade Units of Instruction
Unit: Craft / Ceramics
Indicator(s) / Big Ideas/Major Concepts / Instructional Objectives / Sample Activity/Task / Instructional Focus / Resources/References
Outcome III: Creative Expression and Production
III.A: Use a variety of art media, processes, and techniques to express thoughts and feelings.
III. C Discover a variety of ways that artists organize the elements of art in responding to what they see.
Outcome IV:
Making Aesthetic Judgements
The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.
IV.A:
The student will apply knowledge of aesthetic traditions and conventions to evaluate artworks from various sources.
The student will identify and apply criteria for evaluating visual form
Outcome IV: Aesthetics and Criticism
IV.A Identify and apply criteria for evaluating visual form / III.A.1 Creative Expression: Use basic media to express ideas demonstrating:
· Safe use
· Different way to use a given material, tool, or technique
· Visual qualities made possible by using specific materials and techniques.
III.A.2 Critical Response: In reflecting on completed work, describe the object or image and how the media helps communicate ideas and images.
IV.A.1
The student will describe aesthetic qualities observed in nature and human-made objects using oral and written language.
III.C.1 Creative Expression: Create a personal object made special, using art elements and principles of design.
IV.A.1 Critical Response: Apply a list of critical and appropriate vocabulary to identify the success of personal artworks and that of others.
IV.A.2 Creative Expression: Based on criteria generated from the study of selected artworks, create art on a related theme. / Students will…
III
·Build structures with basic materials.
·Combine perceptual (coming from direct observation) and conceptual (coming from imagination) approaches in the creation of art works.
·Develop the ability to use design principles (such as rhythm, emphasis, balance, contrast) to structure compositions.
·Demonstrate continued safety habits in processes that include weaving, dying, paper mache, collage, assemblage, and two-and three-dimensional design.
IV
·Describe characteristics of selected realistic, abstract, and nonobjective art works.
·Increase ability to assess personal art work on criteria established by the teacher. / Activity
Students will…
Create vessels (tea pots)in the form of animals using hand building techniques of pinch pot and coil and modeling…..
Materials:
Clay. Newspapers, water- containers/water, etching tools, plastic wrap.
Cross-Curriculum Connections:
Images and research on Gargoyles and Cathedrals.
Images of and research on teapots.
Literature links:
Alice’s Adventures in Wonderland, Jonny Termain,
The Tale of Peter Rabbit,
Historical discussion points: The role of tea and tea sets in history i.e. British customs, Russian traditions, Asian rituals, the role of tea in the American revolution. / Developing prior knowledge of forming pinch pots (tennis ball method) expand fine motor skill development incorporating coil and modeling skills ie: rolling/coiling, slip scoring molding. / · Ellen Kong,
The Great Clay Adventure
·The Eccentric Teapot By Garth Clarke
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