VISUAL AND PERFORMING ARTS
ART CURRICULUM
K-8
Revised
2007-2008
NORTH WARREN CLUSTER:
BLAIRSTOWN, FRELINGHUYSEN, AND KNOWLTON ELEMENTARY
SCHOOLS
NORTH WARREN REGIONAL MIDDLE SCHOOL
Committee:
Kim Truelove
Kenna Pearson
Krista Tate
Cheryl Hough
Randy Ross
Holly Gravel
Blairstown
Frelinghuysen
Knowlton
NWR Middle School
NWR Middle School
Curriculum Consultant
ART CURRICULUM
K-8
TABLE OF CONTENTS
Pages
Kindergarten
4-5
First Grade
6-7
Second Grade
8-9
Third Grade
10-12
Fourth Grade
13-15
Fifth Grade
16-18
Sixth Grade
19-21
Seventh Grade
23-27
Eighth Grade
28-32
NJ 2004
Core Curriculum
Content Standards
Overview
33-34
2
ART CURRICULUM
GRADES K-6
3
Subject: Art
Content
Essential
Questions
NJCCCS
Grade: K
Elements of art: color, value, line, shape, form, text, and space
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. What are the elements of art?
2. How do you use the elements in your art?
1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4, 4.2, 5.5
Color – Recognize primary and secondary colors.
Skills/
Proficiencies
Value – Understand how to mix the correct amount of each color to achieve
different values.
Line – Illustrate different kinds of lines.
Shape – Identify different kinds of shapes. (Math 4.2)
Form – Construct a 3D piece of art.
Texture – Use and apply texture.
Space – Understand 3D vs. 2D and spatial relationships.
Aesthetics – Observe various works of art and develop an opinion.
Critique – Express your opinion.
Suggested
Activities
Color – Place fruits and vegetables where they fit on a color wheel.
Use paint to produce secondary colors.
Value – Understand how to mix the correct amount of each color to achieve
correct value.
Line – Draw lines that are straight, curvy, fat, thin, angled……Use these lines to
create simple drawings and shapes. (Van Gogh )
Shape – Use geometric shapes to create everyday objects. (Math 4.2 )
Model how shapes create forms.
Form – Use pinch technique to create a Model Magic turkey. Create the form
with paper mache.
4
Texture – Use various media to create texture – paint with a paper towel,
toothbrush……
Do a leaf rubbing. (Science 5.5)
Space – Make a mixed media collage.
Create a self-portrait that emphasizes the placement of facial features;
explain how Picasso “broke the rules.”
Aesthetics – Students tell a story about a work of art they created.
(Lang. Arts 3.3)
Look for the elements of art in everyday life.
Critique – Critique one another’s work. (Lang. Arts 3.3, 3.4)
Creating– Display works of art in the classroom and hallways.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observation
Grade completed works of art
www.bears.co.nz
www.geocities.com
www.haringkids.com
www.enchantedlearning.com
www.FamilyFun.com
www.Kinderart.com
www.mycraftbook.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.crayola.com
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt
The Usborne Complete Book of Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam’s Sons
Elements and Principles of Design Posters - Crystal Productions Co.
Katie and the Sunflower – James Mayhew
Vincent Van Gogh – Ernest Raboff
Tangrams ABC Kit – Susan Johnston
5
Subject: Art
Content
Essential
Questions
NJCCCS
Grade: 1
Elements of art: color, value, line, shape, form, text, and space
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. How can you use the elements of art in different ways?
1.1, 1.2, 1.3, 1.4, 1.5, 3.2, 3.3, 3.4, 4.2, 7.1
Color – Label primary and secondary colors.
Skills/
Proficiencies
Value – Differentiate between warm and cool colors.
Line – Identify lines in the work of an artist.
Shape – Connect shapes to produce form.
Form – Connect shapes to produce form.
Texture – Be aware of varying degrees of texture.
Space – Cut shapes; understand positive and negative spaces.
Aesthetics – Observe various works of art.
Express an opinion about a work of art.
Critique – Consider the opinions of others about works of art.
Suggested
Activities
Color – Fill in the names of the colors on a color wheel (in English or Spanish)
and appropriately color each segment. (Lang. Arts 3.2 and World
Language 7.1)
Value – Do a color wash using warm and cool colors: Paint a fish with half
warm colors, half cool colors/Fill in the sky in a Halloween scene
with warm or cool colors.
Line – Paint fat lines and skinny lines with varying amounts of paint.
Use works of art by Kandinsky to discuss line; then recreate similar
works of art.
Shape – Use rulers to create geometric shapes; then use the shapes to
create objects. (Math 4.2)
Use a circle as a major element in a work of art; then write an “I Spy”
story. (Lang. Arts 3.2)
6
Form – Assemble forms with geometric shapes (Math 4.2)
Use wire to create the shape of a tree.
Use rectangular-shaped paper to form a 3D circle to create a snake chain.
Texture – Use Van Gogh paintings to discuss texture; paint fat and skinny
lines with varying amounts of texture.
Add various materials to paint to create different textures.
Space – Arrange shapes to see how positive and negative space changes.
Aesthetics – Observe and recreate the work of a famous artist.
Express an emotional response to a work of art.
(Lang. Arts 3.3, 3.4)
Critique – Discuss multiple opinions about a famous work of art.
(Lang. Arts 3.3, 3.4)
Creating – Display works of art in the classroom and hallways.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observation
Grade completed works of art
www.native-languages.org
www.chromaonline.com
www.geocities.com
www.enchantedlearning.com
www.FamilyFun.com
www.Kinderart.com
www.mycraftbook.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.crayola.com
www.princetonol.com
www.artencyclopedia.com
www.members.aol.com
The Usborne Complete Book of Art Ideas – Fiona Watt
The Usborne Complete Book of Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam’s Sons
Elements and Principles of Design Posters - Crystal Productions Co.
Native American - Anne D’Alleva
Art Forms 7th edition – Duane Preble, Sarah Preble, and Patrick Frank
Drawing a Tree – Bruno Munari
Handbook of Arts and Crafts – Willard Wankelman and Philip Wigg
The Grandma Moses Storybook – Otto Kallir
7
Subject: Art
Content
Essential
Questions
NJCCCS
Grade: 2
Elements of art: color, value, line, shape, form, text, and space
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. How have artists used the elements of art in their work?
2. How can you use the elements of art in different ways?
1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4,.4.2, 5.5
Color – Identify the placement of complementary colors on the color wheel.
Value – Examine differences in value.
Skills/
Proficiencies
Line – Demonstrate the use of line through perspective.
Shape – Use simple shapes to create illustrations. (Math 4.2)
Form – Construct a project using various techniques in clay.
Texture – Add texture to create a tactile work of art.
Space – Demonstrate how objects closer to you are bigger and ones farther
away are smaller.
Aesthetics – Observe various works of art.
Identify all the elements of art.
Express an opinion about a work of art.
Critique – Respect other students’ opinions about artwork.
Color – Create a flower using complementary colors. (Science 5.5)
Suggested
Activities
Value – Paint an object using a monochromatic color scheme.
Line – Draw a desk in perspective.
Create a landscape; then add appropriate objects in perspective (desert –
add cacti, Arctic – add penguins…..). (Science 5.5)
Paint with line using quick brushstrokes.
Shape – Create self portraits and discuss the various shapes of faces.
Create family portraits.
Create hex signs using shapes that symbolize meanings in folk art.
8
Form – Use pinch, coil, and modeling techniques.
Texture – Create sand leaves. (Science 5.5)
Add tissue paper/pencil shavings/rice/sawdust…to a shape to add
texture.
Space – See “Line” above.
Aesthetics – View and discuss famous artworks from various cultures.
Critique – Have a discussion about different viewpoints of artwork.
(Lang. Arts 3.3, .34)
Creating – Display works of art in the classroom and hallways.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observation
Grade completed works of art
www.urbanext.uiuc.edu
www.ecke.com
www.thestorefinder.com
www.amishnews.com
www.cqsb.gc.ca
www.geocities.com
www.enchantedlearning.com
www.FamilyFun.com
www.Kinderart.com
www.mycraftbook.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.crayola.com
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt
The Usborne Complete Book of Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam’s Sons
Elements and Principles of Design Posters - Crystal Productions Co.
NW News – Hannukuh, Ramadan, Kwanza - Issue 2006 #25
Stained Glass, A Brief History
Pablo Picasso– Ernest Raboff
Your Guide to Pennsylvania Amish Country
History of Art – Kristen Bradbury
9
Subject: Art
Content
Essential
Questions
NJCCCS
Grade: 3
Elements of art: color, value, line, shape, form, text, and space
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. How can different elements of art be combined to create a work of art?
1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4, 4.2, 5.5, 6.4, 9.1
Color – Mix secondary colors to match an object.
Skills/
Proficiencies
Value – Blend media to create value.
Line – Understand that line can be taken away as well as applied.
Shape – Understand that depth is created by overlapping shapes.
Form – Create 3D art by changing a 2D shape into a 3D form.
Texture – Understand the difference between visual and tactile texture.
Space – Create 3D art.
Aesthetics – Identify similarities and differences in two famous works of art.
Critique – Compare similar subject matters in artwork from various cultures.
Other – Understand that being an artist is a career. (Career Ed. 9.1)
Color – Choose an object from nature and try to match the color/hue.
Suggested
Activities
Value – Shine a light source on a still life to show highlights, midtones, and
shadow. Use pastels, crayons, pencils, markers, or charcoal to
create
a still life and shade it.
Line – Scratch out a design on a student-made scratchboard.
Shape – Use leaves to overlap and create a design. (Science 5.5)
Cut out fruit shapes and overlap to create a fruit bowl.
Use a repeated shape and overlap it to create an optical illusion.
(Math 4.2)
Form – Create 3D “amusement parks” using 2D strips of paper.
Design a building using measurements and then construct the 3D form.
(Math 4.2)
10
Texture – Discuss the composition of a building. Draw lines and shapes to
create the visual texture of brick, stone, wood……
Space – Use clay to make: pencil toppers, a sun, a moon landscape with
craters, a “man on the moon...” (Social Studies 6.4)
Aesthetics – Compare and contrast two famous works of art.
Discuss the lives of famous artists.
Critique – Display the work of several artists who have addressed the same
subject matter in their work of art. Discuss and critique.
(Lang. Arts 3.3, 3.4)
Creating – Display works of art in the classroom and hallways.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observation
Grade completed work
www.geocities.com
www.enchantedlearning.com
www.FamilyFun.com
www.Kinderart.com
www.mycraftbook.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.crayola.com
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt
The Usborne Complete Book of Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam’s Sons
Elements and Principles of Design Posters - Crystal Productions Co.
Art from Many Hands - Jo Miles Schuman
Art and Man – M.C.Escher: Optical Art – Scholastic Art Dec.‘91/Jan.‘92
Alexander Calder – Working with Volume – Scholastic Art Dec.‘99/Jan.‘00
11
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 3
Principles of art: balance, unity, harmony, emphasis, rhythm, movement,
contrast, and pattern
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. What are the principles of art?
2. How can combining different elements of art create a principle of art?
1.1, 1.2, 1.3, 1.4, 1.5, 4.3, 6.3
Combine various elements of art to illustrate principles of art.
Use art tape to create lines; color the shapes with markers. (Piet Mondrian)
Suggested
Activities
Create tessellations similar to the work of M.C.Escher. (Math 4.3)
Create collages. (Matisse)
Cut out a space alien to fit a piece of paper. Identify positive and negative space
that creates balance.
Draw Georgia O’Keefe flowers; use markers, pastels, paint…..to color them.
One point perspective - Draw your name; apply different colors to the
top/bottom/sides to demonstrate emphasis.
Aboriginal patterns - After discussing Australian aboriginal art, create your
own similar patterns. (Social Studies 6.3)
Straw mobiles – Discuss how Calder used repetition and movement to create
mobiles; create your own mobile.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observations
Grade completed works of art
www.geocities.com
www.enchantedlearning.com
www.FamilyFun.com
www.Kinderart.com
www.mycraftbook.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.crayola.com
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art
Ideas – Fiona Watt
The Usborne Complete Book of
Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam
Elements and Principles of Design
Posters - Crystal Productions Co.
Art from Many Hands - J. M. Schuman
Art and Man – M.C.Escher: Optical
Art – Scholastic Art Dec.‘91/Jan.‘92
Alexander Calder – Working with
Volume – Scholastic Art Dec.‘99
12
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 4
Elements of art: color, value, line, shape, form, text, and space
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. What is an artist’s intent?
2. How can you make creative decisions with intent using the elements
of art?
1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, 4.2, 6.3, 8.2, 9.1
Color – Repeat the same work of art using printmaking techniques and tools.
Value – Apply media to show light and dark values.
Line – Create lines of varying widths and dimension to add interest to a work of
art.
Shape – Create an abstract collage of shapes using various media.
Form – Create 3D art.
Texture – Apply texture to mixed media.
Space – Demonstrate knowledge of layout design.
Aesthetics – Analyze the subject matter of a work of art.
Critique – Recognize the value of critiquing one’s own work and the work of
others.
Other – Identify careers in the art field. (Career Ed. 9.1)
Use the library as a resource.
Suggested
Activities
Color – Printmaking: Xerox multiple copies of a digital print and color them
with magic markers to produce an Andy Warhol type of design.
(Technology 8.2)
Value – Paint Georgia O’Keefe style flowers by changing the value of the
colors.
Line – Sketch a shoe.
Create lines using Elmer’s Glue, then paint them with metallic paint.
Create tribal designs using symmetry. (Math 4.2, Social Studies 6.3)
Shape – Create an abstract collage of shapes using various media.
Form – Use clay to make a coil pot, pinch pot, draped pot, and/or slab pot.
13
Texture – Use clay to create a fish, then add texture.
Create Egyptian motifs using various media and textures. Discuss why
these motifs were important to Egyptians. (Social Studies 6.3)
Space – Research a career in art on the Internet; write three facts about the
career and add an illustration to create a poster. (Technology 8.2,
Lang. Arts. 3.1, 3.2, 3.3, 3.4, Career Ed. 9.1)
Aesthetics – Learn appropriate art vocabulary.
Critique – Recognize the value of critiquing one’s own work and the work of
others.
Creating – Display works of art in the classroom and hallways.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observations
Grade completed works of art
www.drawinglab.evansville.edu
www.jhpottery.com
www.geocities.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt
The Usborne Complete Book of Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam’s Sons
Elements and Principles of Design Posters - Crystal Productions Co.
Michelangelo: Painter, Sculptor, and Architect – Antonio Paolucci
Native American – Anne D’Alleva
Symbols of Native America – Heike Owusu
Famous Indian Tribes – William Moyers and David C. Cooke
The Kids’ Multicultural Art Book – Alexandra Terzian
Art Treasures from the Ice Age – Jean Phillipe Riguad
Famous Artists – Leonardo DaVinci – Anthony Mason
14
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 4
Principles of art: balance, unity, harmony, emphasis, rhythm, movement,
contrast, and pattern
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. What is an artist’s intent?
2. How can you make creative decisions with intent using the principles of
art?
1.1, 1.2, 1.3, 1.4, 1.5, 6.3, 6.4
Combine various elements of art to illustrate principles of art.
Redesign the American flag. (Social Studies 6.3)
Suggested
Activities
Create Native American weaving patterns using yarn, string, and cardboard
looms. Discuss why certain patterns were important to these people.
(Social Studies 6.3)
Create cave art using appropriate symbols. (Social Studies 6.4)
Create examples of Pop Art; emphasize form with color.
Assessments/
Performance
Indicators
Teacher observations
Resources/
Materials
www.drawinglab.evansville.edu
www.jhpottery.com
www.geocities.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.princetonol.com
www.artencyclopedia.com
Grade completed works of art
The Usborne Complete Book of Art
Ideas – Fiona Watt
The Usborne Complete Book of
Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam
Elements and Principles of Design
Posters - Crystal Productions Co.
Michelangelo: Painter, Sculptor, and
Architect – Antonio Paolucci
Native American – Anne D’Alleva
Symbols of Native America – H.Owusu
Famous Indian Tribes – William
Moyers and David C. Cooke
The Kids’ Multicultural Art Book –
Alexandra Terzian
Art Treasures from the Ice Age –
Jean Phillipe Riguad
Famous Artists – Leonardo DaVinci –
Anthony Mason
15
Subject: Art
Content
Essential
Questions
NJCCCS
Grade: 5
Elements of art: color, value, line, shape, form, text, and space
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. How do you know which elements of art should be used to create the
desired effect in your art work?
1.1, 1.2, 1.3, 1.4, 1.5, 3.3, 3.4, 4.2, 4.3, 5.5, 6.3, 6.6
Color – Understand that you can use the color of paper as a background.
Skills/
Proficiencies
Value – Blend opposite colors.
Line – Follow the rules of perspective.
Shape – Apply shapes in various ways.
Form – Use mixed media to illustrate various forms from history and nature.
(Science 5.5)
Texture – Use various tools to apply texture.
Space – Give depth to a 2D space.
Aesthetics – Understand the contributions made by artists from ancient times.
Critique - Compare and contrast modern art to art of the ancient world.
Use appropriate art vocabulary.
(Lang. Arts 3.3, 3.4, Social Studies 6.3, 6.6)
Color – Create a painting on a colored piece of paper.
Suggested
Activities
Value – Students shade their name using opposite colors.
Draw a cartoon. Paint stripes over it following a rainbow
pattern. Where the cartoon image intersects the stripe, change the
value of the color.
Line – Draw a landscape in perspective.
Draw your dream home in 2 point perspective.
16
Shape – Use a ruler to create Greek columns with proper proportions. Discuss
how ancient Greek architecture has influenced modern architecture.
(Math 4.2, 4.3, Social Studies 6.3, 6.6)
Create a “broken window” painting in the style of Paul Klee.
Apply masking tape to canvas to create an abstract shape; paint.
Form – Create leaf-shaped bowls out of clay.
Use clay to make Egyptian sarcophagi. (Social Studies 6.3, 6.6)
Create medieval castles from wire. (Social Studies 6.3, 6.6)
Texture – Apply hieroglyphics to Egyptian sarcophagi. (Social Studies 6.3, 6.6)
Use sticks, rocks, and leaves to replicate cave paintings.
Space – Create a watercolor landscape showing foreground, midground, and
background.
Aesthetics – Understand the characteristics of Greek, Egyptian, and medieval
art. (Social Studies 6.3, 6.6)
Compare and contrast hieroglyphics to English.(Social Studies 6.3)
Critique – Compare and contrast modern art to art of the ancient world.
(Social Studies 6.3, 6.6)
Creating – Display works of art in the classroom and hallways.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observations
Grade completed works of art
www.olejarz.com
www.culture.gouv.fr
www.greatscott.com
www.geocities.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt
The Usborne Complete Book of Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam’s Sons
Elements and Principles of Design Posters - Crystal Productions Co.
Art Smart – Susan Rodriguez
Art from Many Hands – Jo Miles Schuman
The Tumultuous Life of Salvador Dali – Meryle Seacrest
Brush and Color or Line and Wash – Paul Taggart
17
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 5
Principles of art: balance, unity, harmony, emphasis, rhythm, movement,
contrast, and pattern
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1.
How do you know which principles of art should be used to create the
desired effect in your art work?
1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.2, 3.3, 3.4, 3.5, 5.5, 8.1
Combine various elements of art to illustrate principles of art.
Create a food package in the Pop Art style.
Suggested
Activities
Shade your name using opposite colors on the color wheel.
Conduct Internet research on an endangered species. Create a mixed media
illustration of the animal and give a brief report. (Lang. Arts 3.1, 3.2, 3.3,
3.4, 3.5, Science 5.5, Technological Literacy 8.1)
Create a black and white sketch of a cat; use color only for the eyes.
Create an abstract sculpture using various materials.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observations
Grade completed works of art
www.olejarz.com
www.culture.gouv.fr
www.greatscott.com
www.geocities.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art
Ideas – Fiona Watt
The Usborne Complete Book of
Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam
Elements and Principles of Design
Posters - Crystal Productions Co.
Art Smart – Susan Rodrigue
Art from Many Hands – J.M. Schuman
The Tumultuous Life of Salvador Dali
Meryle Seacrest
Brush and Color or Line and Wash
Paul Taggart
18
Subject: Art
Content
Essential
Questions
NJCCCS
Grade: 6
Elements of art: color, value, line, shape, form, text, and space
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. How does art of the past influence modern day art?
2. How can some elements of art found in art of the past be implemented
in your own artwork?
1.1, 1.2, 1.3, 1.4, 1.5, 3.2, 9.1
Color – Understand the dramatic impact of color.
Skills/
Proficiencies
Value – Apply value techniques using mixed media.
Line – Use lines differently to achieve desired effects.
Shape – Analyze the use of shapes on 2D and 3D surfaces.
Form – Assemble forms using correct proportions and materials.
Texture – Make appropriate choices when applying visual or tactile texture.
Space – Use two point perspective to re-create a 3D object on a 2D surface.
Aesthetics – Appreciate what producing art means to you.
Critique – Discuss the intent in the artwork of others.
Suggested
Activities
Create artwork by combining various elements of art:
Wire sculptures
3-D clay sculpture
Woodburning projects
Mixed media
Recreate paintings using your own ideas
Graffiti projects
Write your name in two point perspective and illustrate it with your interests
and hobbies.
Egyptian scratchboards
Paul Klee ink and watercolor
Chinese fans and cutouts
Abstract painting
Pop Art comics (Lichtenstein)
19
Aesthetics – Write an essay telling about a preferred art career. What would you
like to see done with your art ( displayed in a museum, kept for
yourself……..)? (Lang. Arts 3.2)
Critique – Discuss intentions of famous artists and/or classmates when creating
art.
Creating – Display works of art in the classroom and hallways.
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observation
Grade completed work
www.olejarz.com
www.culture.gouv.fr
www.greatscott.com
www.geocities.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art Ideas – Fiona Watt
The Usborne Complete Book of Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam’s Sons
Elements and Principles of Design Posters - Crystal Productions Co.
Art Smart – Susan Rodriguez
Art from Many Hands – Jo Miles Schuman
Street Style and Art-Graffiti LA – Steve Gody
20
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Suggested
Activities
Grade: 6
Principles of art: balance, unity, harmony, emphasis, rhythm, movement,
contrast, and pattern
Creating works of art
Aesthetics
Critique
Art’s relation to history and cultures
1. How does art of the past influence modern day art?
2. How can some principles of art found in art of the past be implemented
in your own artwork?
1.1, 1.2, 1.3, 1.4, 1.5, 6.3, 8.1
Combine various elements of art to illustrate principles of art.
Cave art – Paint with sticks, rocks, leaves….Use black paint for most of the
symbols; add red for emphasis. (Social Studies 6.3)
Chinese cutouts – Put tissue behind the cutouts to show emphasis.
Create Chinese dragons using various materials.
Create Jackson Pollack spatter paintings.
Create an enlarged cartoon page (as if it were being magnified). Use dots inside
the images (Lichtenstein).
Choose an image from the Internet. Use computer applications to change it in
some way. (Technological Literacy 8.1)
Assessments/
Performance
Indicators
Resources/
Materials
Teacher observations
Grade completed works of art
www.olejarz.com
www.culture.gouv.fr
www.greatscott.com
www.geocities.com
www.artmuseums.com
www.moma.org
www.metmuseum.org
www.princetonol.com
www.artencyclopedia.com
The Usborne Complete Book of Art
Ideas – Fiona Watt
The Usborne Complete Book of
Drawing – Nigel Reeve
Art for Kids – Kathryn Temple
Drawing with Children – G.P.Putnam
Elements and Principles of Design
Posters - Crystal Productions Co.
Art Smart – Susan Rodriguez
Art from Many Hands - J. M. Schuman
Street Style and Art-Graffiti LA
Steve Gody
21
ART CURRICULUM
GRADES 7-8
22
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 7 (Cycle)
Perspective: one point and two point
1. How do you draw in three dimensions?
1.1, 1.2, 1.3, 1.4, 4.2
Elements and Principles (1.3)
Apply the concept of perspective into a linear drawing.
Aesthetics (1.1)
Interpret the use of lines in space.
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Draw names in one point perspective using block lettering. (Math 4.2)
Draw a cityscape in two point perspective. (Math 4.2)
Critique (1.4)
Discuss and critique perspective in works of art.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art.
Teacher demonstration
Resources/
Materials
Art prints
Videos
Handouts
Posters
Worksheets
23
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 7 (Cycle)
Color Theory
1. How do colors relate to art?
1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3)
Understand the structure of the color wheel.
Apply the concept of color theory to a work of art.
Aesthetics (1.1)
Learn art vocabulary: analogous, complementary, primary, secondary, tertiary
Analyze how art is often defined by its originality.
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Create secondary and tertiary colors on the color wheel.
Create a landscape using various color media.
Draw symmetrical shapes and color them using analogous and complementary
colors.
Critique (1.4)
Discuss and critique color in works of art.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art.
Art prints
Resources/
Materials
Videos
Color wheel chart
Various media: pastels, oil pastels, colored pencils……
Teacher demonstration
24
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 7 (Cycle)
Positive and negative spatial concepts
contrast
black and white
line and texture
1. How do you distinguish between positive and negative space?
1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3)
Understand when working on a scratchboard highlighted areas are created.
Understand that texture and line contain visual information.
Aesthetics (1.1)
Differentiate between positive and negative space.
Analyze how art is often defined by its originality.
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Draw a picture; transfer it to a scratchboard.
Create a white drawing on black paper.
Critique (1.4)
Discuss and critique examples of positive and negative space and line and
texture in works of art.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art
Art prints
Resources/
Materials
Video
Teacher demonstration
Worksheets
Handouts
25
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 7 (Cycle)
Portraiture
1. How do you draw a portrait?
1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3)
Apply proportion guidelines in portrait drawings.
Examine varied facial features.
Aesthetics (1.1)
Compare and contrast genres, styles, and techniques of portraiture.
Express how art is inspired by an individual’s imagination.
Learn art vocabulary: portrait, proportion….
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Survey portrait artists.
Do an exercise based on facial proportions and features.
Create a portrait of a classmate.
Critique (1.4)
Discuss and critique portraits.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art
Art prints
Resources/
Materials
Videos
Handouts
Teacher demonstration
Worksheets
26
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 7 (Cycle)
Art History
1. How has art changed over time?
1.1, 1.2, 1.3, 1.4, 1.5, 6.4
Elements and Principles (1.3)
Survey artists and art movements. (Social Studies 6.4)
Creating (1.2)
Identify careers and lifelong opportunities for making art.
Aesthetics (1.1), World Cultures, History, Society (1.5)
Distinguish among artistic styles, trends, and movements.
(Ex. Renaissance, Impressionism….)
Understand that the perception of an artist’s work may change over time.
Express how art is inspired by an individual’s imagination.
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Create art based on a historic artist or movement using various media.
Watch a video about Careers in Art; discuss.
Critique (1.4)
Discuss and critique famous works of art representing various artists, styles,
or movements.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art.
Tests/quizzes
Resources/
Materials
Art prints
Videos
Handouts
27
Subject: Art
Grade: 8 (Cycle)
Content
3-D Design
Essential
Questions
NJCCCS
1. How do you create 3-D forms?
Skills/
Proficiencies
1.1, 1.2, 1.3, 1.4, 6.3, 6.4
Elements and Principles (1.3)
Look for examples of art elements and principles in everyday life.
Use shape, form, and balance when building a 3-D artwork.
Aesthetics (1.1)
Compare and contrast 2-D and 3-D design.
Learn art vocabulary: 2-D, 3-D, balance, form……
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Construct a paper sculpture of a famous building/structure. (Ex. US Capitol,
Statue of Liberty, Neuschwanstein Castle…..) (Social Studies 6.3, 6.4)
Critique (1.4)
Discuss and critique sculptures.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art
Teacher demonstration
Resources/
Materials
Worksheets
Websites
Templates
28
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 8 (Cycle)
Shading objects
1. How does the use of light define an object?
1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3)
Look for examples of elements and principles of art in everyday life.
Understand and apply a tonal system using line, shape, texture, and contrast.
Illustrate the use of light on drawn objects.
Aesthetics (1.1)
Learn art vocabulary: value, line, shape, texture, contrast….
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Draw and shade various objects.
Critique (1.4)
Discuss and critique tonal systems in works of art.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art
Teacher demonstration
Resources/
Materials
Examples
Handouts
29
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 8 (Cycle)
Figure drawing
1. How can you measure a human figure?
1.1, 1.2, 1.3, 1.4, 4.2
Elements and Principles (1.3)
Examine proportions of the human figure.
Apply proportional guidelines in drawing the human figure. (Math 4.2)
Compare and contrast various systems of measuring a human figure.
Aesthetics (1.1)
Learn art vocabulary: proportion
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Illustrate a measurement system.
Draw human figures from observation.
Critique (1.4)
Discuss and critique human proportions in works of art.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art
Teacher demonstration
Resources/
Materials
Posters
Worksheets
Video
30
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 8 (Cycle)
Color and Pattern
1. How does the color wheel function?
1.1, 1.2, 1.3, 1.4
Elements and Principles (1.3)
Understand the structure of the color wheel.
Apply the concept of color theory to a patterned work.
Differentiate between various color systems.
Aesthetics (1.1)
Learn color vocabulary: analogous, complementary, primary, secondary,
tertiary….
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Apply a color system to a patterned template.
Critique (1.4)
Understand the basic process of critique.
Discuss and critique color and pattern in works of art.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art
Teacher demonstration
Resources/
Materials
Posters
Color wheel
31
Subject: Art
Content
Essential
Questions
NJCCCS
Skills/
Proficiencies
Grade: 8 (Cycle)
Artist Biographies (Van Gogh, Monet, Cassatt, DaVinci, Rembrandt……)
1. How do artists compose works of art?
1.1, 1.2, 1.3, 1.4, 1.5, 6.3, 6.4
Elements and Principles (1.3)
Understand how artists use the principles of art (balance, movement, rhythm,
contrast, emphasis, pattern, and unity) in works of art.
Aesthetics (1.1), World Cultures, History, Society (1.5)
Distinguish among artistic styles, trends, and movements in various art forms.
Describe changes in meaning over time in the perception of a known work of
art.
Critique (1.4)
Understand the basic process of critique.
Suggested
Activities
Creating (1.2)
Read and view artists’ profiles. (Social Studies 6.3, 6.4)
Discuss and analyze artists and their careers. (Social Studies 6.3, 6.4)
Critique (1.4)
Compare and contrast the technical proficiency of artists.
Assessments/
Performance
Indicators
Teacher observation of participation and class effort
Grade completed works of art
Tests/quizzes
Resources/
Materials
Handouts
Videos
Posters
32
OVERVIEW OF THE 2004 NEW JERSEY
CORE CURRICULUM CONTENT STANDARDS
VISUAL AND PERFORMING ARTS
1.1 Aesthetics (Knowledge/Skills)
1.2 Creation and Performance (Dance/Music/Theater/Visual Art)
1.3 Elements and Principles of the Arts (Dance/Music/Theater/Visual Arts)
1.4 Critique (Knowledge/Skills)
1.5 World Cultures, History, and Society (Knowledge/Skills)
HEALTH AND PHYSICAL EDUCATION
2.1Wellness (Personal health/Growth and development/Nutrition/Diseases and health conditions/
Safety/Social and emotional health)
2.2 Integrated Skills (Communication/Decision making/Planning and goal setting/Character
development/Leadership, advocacy, and service/Health services and careers)
2.3 Drugs and Medicines (Medicines/Alcohol, tobacco, and other drugs/Dependency/addiction and
treatment)
2.4 Human Relationships and Sexuality (Relationships/Sexuality/Pregnancy and parenting)
2.5 Motor Skill Development (Movement skills/Movement concepts/Strategy/Rules, safety, and
sportsmanship/Sport Psychology)
2.6 Fitness (Fitness and Physical Activity/Training/Achieving and Assessing Fitness)
LANGUAGE ARTS LITERACY
3.1 Reading (Concepts about print/Phonological awareness/Decoding and word recognition/
Fluency/Reading strategies (before, during, and after reading)/Vocabulary and
concept development/Comprehension skills and response to text/Inquiry and
research)
3.2 Writing (Writing as a process/Writing as a product/Mechanics, spelling, and handwriting/
Writing forms, audiences, and purposes)
3.3 Speaking (Discussion/Questioning (inquiry) and contributing/Word choice/Oral presentation
3.4 Listening (Active listening/Listening comprehension)
3.5 Viewing and Media Literacy (Constructing meaning/Visual and verbal messages/Living with
media)
MATHEMATICS
4.1 Number and Numerical Operations (Number sense/Numerical operations/Estimation)
4.2 Geometry and Measurement (Geometric properties/Transforming shapes/Coordinate
geometry/Units of measurement/Measuring geometric objects)
4.3 Patterns and Algebra (Patterns/Functions and relationships/Modeling/Procedures)
4.4 Data Analysis (statistics), Probability, Discrete Math – systematic listing and counting/Discrete
Math – Vertex-edge graphs and algorithms)
4.5 Mathematical Processes (Problem solving/Communication/Connections/Reasoning/
Representations/Technology)
33
SCIENCE
5.1 Scientific Processes (Habits of Mind/Inquiry and problem solving/Safety)
5.2 Science and Society (Cultural contributions/Historical perspectives)
5.3 Mathematical Applications (Numerical operations/Geometry and measurement/Patterns
and algebra/Data analysis and probability)
5.4 Nature and Process of Technology (Science and technology/Nature of technology/
Technological design)
5.5 Life Science (Matter, energy, and organization in living systems/Diversity and biological
evolution/Reproduction and heredity)
5.6 Physical Science – Chemistry (Structure and properties of matter/Chemical reactions)
5.7 Physical Science – Physics (Motion and forces/Energy transformations)
5.8 Earth Science (Earth’s properties and materials/Atmosphere and weather/Processes that
shape the earth/How we study the earth)
SOCIAL STUDIES
6.1 Social Studies Skills
6.2 Civics (Civic life, politics, and government/American values and principles/The
Constitution and American democracy/Citizen ship, International education: global
challenges, cultures, and connections)
6.3 World History (The birth of civilization to 1000BC/Early human societies to 500 AD//Expanding
zones of exchange and interaction to 1400AD/The age of global encounters(1400-1750)/The age of
revolutionary change (1750-1914)/The era of the great wars(1914-1945)/The modern world (19451979)/Looking to the future (1980-present)
6.4 United States/New Jersey History [Family and community life/State and nation/Many
worlds meet (to 1620)/Colonization and settlement (1585-1763)/Revolution and the
new nation (1754-1820)/Expansion and reform (1801-1861)/Civil War and
Reconstruction (1850-1877)/The Industrial Revolution (1870-1900)/The emergence
of modern America (1890-1930)/The Great Depression and WWII (1929-1945)/
Postwar years (1945-1970)/Contemporary America (1968-present)]
6.5 Economics (Economic literacy/Economics and society)
6.6 Geography (The world in spatial terms/Places and regions/Physical systems/Human
systems/Environment and society)
WORLD LANGUAGES
7.1 Communication (Interpretive mode/Interpersonal mode/Presentational mode)
7.2 Culture (Interpretive mode/Interpersonal mode/Presentational mode)
TECHNOLOGICAL LITERACY
8.1 Computer and Information Literacy: Basic Computer Tools and Skills (Keyboarding/Word
processing/Internet usage/Spreadsheets/Database concepts and usage/Publications
and presentations) & Application of Productivity Tools (Social aspects/Information
access and research/Problem solving)
8.2 Technology Education (Nature and impact of technology/Design process and impact
assessment/Systems in the designed world)
CAREER EDUCATION AND CONSUMER, FAMILY, AND LIFE SKILLS
9.1 Career and Technical Education (Career awareness and planning/Employability skills)
9.2 Consumer, Family, and Life Skills (Critical thinking/Self-management/Interpersonal
communication/Character development and ethics/Consumer and personal finance/Safety)
34
35