Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Art Curriculum 2014 1st Grade Kandinsky Shape Patterns Lascaux Cave Paintings Matisse Goldfish Bowl Johns Number Painting 1 Subject: Visual Art
Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Kandinsky Creative Shapes
Grade: 1st Grade Content / Skill Element of Art: Using Line, Shape, and Color Theme Wassilly Kandinsky - Using Shapes Creatively: to develop shape vocabulary Essential Question What makes a Shape or line and how many different ways can I use them? NJCCCS The Creative Process (1.1.2.D1, 1.1.2.D2)
History of the Arts and Culture (1.2.2.A1, 1.2.2.A2)
Performance (1.3.2.D1, 1.3.2.D2, 1.3.2.D3, 1.3.2.D4, 1.3.2.D5)
Aesthetic Responses and Critique Methodologies (1.4.2.A1, 1.4.2.A2, 1.4.2.A3,
1.4.2.A4, 1.4.2.B1, 1.4.2.B2, 1.4.2.B3) Establish the shape as the basis for any design, form, and creative development
Skills /
Proficiencies
Establish the line as the basis for any shape, design, creative development
Art Production and Art Criticism learn to identify and draw shapes based on their
characteristics
Design a rhythmic composition based on geometric shapes.
Team work: students will Think Pair Share while deciding what to draw in response
to the Line Vocabulary Prompt. Creative Line Game: Teams of students hear a line description, decide as a group
what it should look like, and send 1 student to draw it on the board for comparison
with their classmates.
Suggested
Activities Creative Line Project: (continuation of the Line Game) Students respond to verbal
and visual prompts by drawing the lines into a non-objective composition. Creative
Shape Project: (continuation of the Line Game) Students respond to verbal and
visual prompts by drawing the Shapes into a non-objective composition. Higherlevel students will begin matrixing the shapes into recognizable characters and
forms.
Trace shapes from geometric shape tracers. Place them inside, outside, and
intersecting. Assessments /
Performance
Indicators Participation in art criticism discussions utilizing initial responses, content
vocabulary, and analytical thinking
Demonstrates the ability of make critical decisions in order to improve artwork as
well as utilizes constructive criticism from adults and peers
2 Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Completes suggested project within the given time frame and is suitable for display Resource Materials “Critic” cards with Shape varieties and labels used as game pieces as well as
visual/verbal prompts
Story “Getting to Know: Kandinsky.”
Kandinsky Visuals for Criticism Discussion
Elements and Principles Visuals 3 Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Subject: Visual Art
Jasper Johns
Grade: 1st Grade Content / Skill Pattern and Rhythm using numbers and letters Theme Jasper Johns Number Paintings Essential Question What makes a pattern? What is rhythm? The Creative Process (1.1.2.D1, 1.1.2.D2)
NJCCCS History of the Arts and Culture (1.2.2.A2)
Performance (1.3.2.D1, 1.3.2.D2, 1.3.2.D3, 1.3.2.D4)
Aesthetic Responses and Critique Methodologies (1.4.2.A1, 1.4.2.A4, 1.4.2.B2,
1.4.2.B3) Skills /
Proficiencies Identify the sequence of numbers in a Jasper Johns paining
Draw a grid using a ruler
Use a knowledge of number or letter patterns within the composition Art Criticism discussion of Jasper Johns painting
Suggested
Activities / Projects Graph number activity: sequencing numbers from 1 to 9 in a row then take away 1
number each time to create a cascading number pattern
Use student’s own birthday in a 6 number pattern
Trace and paint the numbers and lines of the pattern Assessments /
Performance
Indicators Participation in art criticism discussions utilizing initial responses, content
vocabulary, and analytical thinking
Demonstrates the ability of make critical decisions in order to improve artwork as
well as utilizes constructive criticism from adults and peers
Completes suggested project within the given time frame and is suitable for display Examples of Jasper Johns work
Resource Materials Graphing paper 4 Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Subject: Visual Art
Henri Matisse “Goldfish Bowl”
Grade: 1st Grade Content / Skills Collage, Still Life,
Creating Harmony and Unity in a work of art. Theme Henri Matisse “Goldfish Bowl” Essential Question How does an artist use line, shape, and color to emphasize the main subject in a
work of art while at the same time balancing the whole composition? NJCCCS The Creative Process (1.1.2.D1, 1.1.2.D2)
History of the Arts and Culture (1.2.2.A2)
Performance (1.3.2.D1, 1.3.2.D3, 1.3.2.D4, 1.3.2.D5)
Aesthetic Responses and Critique Methodologies (1.4.2.A1, 1.4.2.A3, 1.4.2.A4,
1.4.2.B2, 1.4.2.B3) Skills /
Proficiencies
Art criticism: understanding the lines, shapes, and colors that lead the viewer to
focus on the subject of the painting
Drawing, cutting, and collage details into a work of art
Adding details to enhance the focus of a work of art. Suggested
“Dropping in on Matisse” Video Series that discusses Art History as well as Art
Activities / Projects Criticism of a focus Artist, with worksheet to help with comprehension.
Art Criticism discussion of “Goldfish Bowl” by Henri Matisse
Paint and texture a paper for the “Bowl” using water color
Draw, cut, and collage a Bowl, Goldfish, and Plants
Add additional details using more collage elements and Oil pastel drawing to unify
the composition
Paint a simple background before collage work. Assessments /
Performance
Indicators Participation in art criticism discussions utilizing initial responses, content
vocabulary, and analytical thinking.
Demonstrates the ability of make critical decisions in order to improve artwork as
well as utilizes constructive criticism from adults and peers
Completes suggested project within the given time frame and is suitable for display 5 Resource Materials Mendham Twp. Art Curriculum K-­‐4 Revised 2014 “Dropping in on Matisse” Video Series that discusses Art History as well as Art
Criticism of a focus Artist, with worksheet to help with comprehension
Supporting visuals of Matisse’s work, vocabulary, and project steps
Discussion paired with the “Harmony” worksheet that focuses on identifying the
lines, shapes, and colors in the picture that create harmony. 6 Subject: Visual Art
Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Lascaux Cave Paintings
Grade: 1st Grade Content / Skill Understanding the art left behind by an ancient people Theme The Cave Paintings of Lascaux France Essential Question Why did cavemen paint on the walls of caves? What ideas or stories do the cave
paintings tell? The Creative Process (1.1.2.D1, 1.1.2.D2)
NJCCCS History of the Arts and Culture (1.2.2.A1, 1.2.2.A2)
Performance (1.3.2.D1, 1.3.2.D2, 1.3.2.D3, 1.3.2.D41.3.2.D5)
Aesthetic Responses and Critique Methodologies (1.4.2.A1, 1.4.2.A2, 1.4.2.A4,
1.4.2.B2, 1.4.2.B3) Skills /
Proficiencies Understand the images painted on cave walls using story based interpretations
Use simple line painting styles to imitate the gesture quality of the animals running
legs
Create the look of cave texture by sponge painting tones around and over the heard
animals. Story telling: oral history of the discovery of the Lascaux Caves.
Suggested
Activities / Projects Art criticism discussion leading to interpretation of images from the Lascaux Caves
Drawing practice with pencil or experimenting with charcoal.
Line painting instruction with ink or water color on rough crumpled paper. Assessments /
Performance
Indicators Participation in art criticism discussions utilizing initial responses, content
vocabulary, and analytical thinking
Demonstrates the ability of make critical decisions in order to improve artwork as
well as utilizes constructive criticism from adults and peers
Completes suggested project within the given time frame and is suitable for display Images from the Lascaux Caves
Resource Materials Project Visuals: Vocabulary, Images, and Project Steps 7 Subject: Visual Art
Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Chinese New Year Dragon Puppets
Grade: 2nd
Content / Skill
Use symmetry to create a Dragon Puppet that is the same on both sides.
Learn about Chinese New Year Celebrations.
Theme
Chinese New Year and the Dragon
Essential Question
Why is the Dragon a symbol and used the celebrations for Chinese New Year?
NJCCCS
The Creative Process (1.1.2.D1, 1.1.2.D2)
History of the Arts and Culture (1.2.2.A1)
Performance (1.3.2.D1, 1.3.2.D2, 1.3.2.D3, 1.3.2.D4, 1.3.2.D5)
Aesthetic Responses and Critique Methodologies (1.4.2.A1, 1.4.2.A2, 1.4.2.A3,
1.4.2.A4, 1.4.2.B2, 1.4.2.B3)
Recall facts and traditions from the Chinese New Year Celebration.
Skills /
Proficiencies
Create a mirror image dragonhead and tail.
Assemble a dragon puppet.
Art criticism discussion activities of examples of Chinese Dragon images as well as
the parade puppets.
Suggested
Activities / Projects
Assessments /
Performance
Indicators
Read and discuss “The Day the Dragon Danced” by Kay Haugaard
Draw, detail, and use Colored Pencils
Participation in art criticism discussions utilizing initial responses, content
vocabulary, and analytical thinking
Demonstrates the ability of make critical decisions in order to improve artwork as
well as utilizes constructive criticism from adults and peers
Completes suggested project within the given time frame and is suitable for display
Resource Materials
“The Day the Dragon Danced” by Kay Haugaard
Video of a Dragon puppet dancing in a New Year parade.
Chinese Dragon Visuals
Organizational resource for animal lists
8 Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Subject: Visual Art
Keith Harring Action Figures
Grade: 1st Grade Content / Skill Movement and Human Shape Theme Keith Haring: Action Figures Essential Question How can a figure be changed to show action and movement?
What style details are common in Keith Harring’s artwork and how are they
different from most other artists? NJCCCS The Creative Process (1.1.2.D1, 1.1.2.D2)
History of the Arts and Culture (1.2.2.A2)
Performance (1.3.2.D1, 1.3.2.D2, 1.3.2.D3, 1.3.2.D4, 1.3.2.D5)
Aesthetic Responses and Critique Methodologies (1.4.2.A1, 1.4.2.A3, 1.4.2.B2,
1.4.2.B3) Skills /
Proficiencies Tracing and cutting a complex moveable human figure
Planning a composition to show active figures
Using descriptive details (based on the style of Keith Haring) to create a story based
drawing
Collage organization Suggested
Story “Getting to Know The Worlds Greatest Artists: Keith Haring” for art history
Activities / Projects and criticism warm up
Art criticism discussion of examples of Keith Harring’s work
Moveable Men tracers
Composition of 3 figures in varying poses, a border, one horizon line, supporting
details, and action lines to emphasize the movement of each figure. Assessments /
Performance
Indicators Participation in art criticism discussions utilizing initial responses, content
vocabulary, and analytical thinking
Demonstrates the ability of make critical decisions in order to improve artwork as
well as utilizes constructive criticism from adults and peers
9 Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Completes suggested project within the given time frame and is suitable for display Resource Materials Examples of Keith Harring’s artwork
Doodles of Harring’s artwork for help with the art criticism
Moveable man tracers 10 Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Subject: Visual Art
Architecture
Grade: 1st Grade Content / Skill
Theme Recognize Architecture as an Art-Form
Form: three dimensional objects take up space St. Basil’s Cathedral Russia, Chichen Itza Mexico, Taj Mahal India What is Architecture?
Essential Question NJCCCS What is the purpose for Architecture? The Creative Process (1.1.2.D1, 1.1.2.D2)
History of the Arts and Culture (1.2.2.A1)
Performance (1.3.2.D1, 1.3.2.D3, 1.3.2.D4, 1.3.2.D5)
Aesthetic Responses and Critique Methodologies (1.4.2.A1, 1.4.2.A3, 1.4.2.A4,
1.4.2.B2, 1.4.2.B3) Art Criticism discussion of Examples of Architecture.
Draw or trace basic geometric shapes.
Skills /
Proficiencies Organize a composition that focuses on the architectural structure.
Use resource books and images to help add details to the architectural design.
Create theme/story-based image. Art Criticism discussion of Architectural examples that students can use to identify
building materials, lines, shapes, color, and understand the purpose for the structure.
Suggested
Activities / Projects
Read “Iggy Peck Architect”
Build a structure using Building Blocks.
Sketch that structure focusing on drawing the shapes of the blocks used from the
bottom up.
Paint the design making sure to incorporate a basic horizon line.
Add details that help to indicate the purpose of their Architectural Structure. Assessments /
Performance
Participation in art criticism discussions utilizing initial responses, content
vocabulary, and analytical thinking.
11 Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Indicators Demonstrate the ability of make critical decisions in order to improve artwork as
well as utilize constructive criticism from adults and peers.
Complete the suggested project within the given time frame and is suitable for
display. Visuals examples of Examples of architecture
Resource Materials Building Blocks
Read a story “Iggy Peck Architect”
Resource books and images to help add details to the architectural design. 12 Mendham Twp. Art Curriculum K-­‐4 Revised 2014 Subject: Visual Art
Vincent Van Gogh: Self Portrait
Grade: 1st Grade Content / Skill Self Portraiture Theme Vincent Van Gogh: expressing emotions Essential Question How can I represent my feelings in a work of art? NJCCCS The Creative Process (1.1.2.D1, 1.1.2.D2)
History of the Arts and Culture
Performance (1.3.2.D1, 1.3.2.D3, 1.3.2.D4, 1.3.2.D5)
Aesthetic Responses and Critique Methodologies (1.4.2.A1, 1.4.2.A4, 1.4.2.B2,
1.4.2.B3) Skills /
Proficiencies Draw the features of a face demonstrating 4 different emotions.
Analyze, interpret, and re-imagine the work of Van Gogh in order to create an
original self-portrait. Use art criticism process and vocabulary to discuss the human face.
Suggested
Activities / Projects
Discuss emotions and how the facial features change.
Sketch 4 faces with 4 different emotions.
Select one face and reproduce it for the final design.
Use an Oil Pastel and Water Color resist technique. Assessments /
Performance
Indicators Participation in art criticism discussions utilizing initial responses, content
vocabulary, and analytical thinking.
Demonstrates the ability of make critical decisions in order to improve artwork as
well as utilizes constructive criticism from adults and peers
Completes suggested project within the given time frame and is suitable for display Resource Materials Slide show of Vincent Van Gogh’s artwork as well as photographs of students
demonstrating different emotions.
Project Resource visuals.
Mirrors for students to examine their own facial features. 13