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Fall term |
•How can I express what I am learning and experiencing through my art?
•How can I use materials in different ways?
•What are techniques for creating a print?
•What is a mural?
•Where does clay come from and what are its properties?
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The focus of fall term is gaining comfort in the Art Barn and learning routines. Elements of curriculum are tied to homeroom studies.
*Art Barn: different studio areas, classroom guidelines, care of materials, respect
*Color wheel: primary and secondary colors, hot and cold colors
*Brush strokes
*Quality of line
*Northwest biomes in the natural environment: visual representations of
-climate
-creatures
-temperate rainforest
Clay unit, an extension of biome study
*Clay: Properties, forms, of clay
*Clay in the natural environment
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*Explore a variety of media
*Demonstrate techniques for care of materials
*Follow classroom guidelines
*Create community paintings on cloth using acrylic/tempra mixture
*Make climate mural with three dimensional clouds and NW creatures
*Represent wildlife using drawing and painting
*Represent a rainforest using paper tearing technique
*Observe and interpret what they see visually
*Demonstrate understanding of a Biome
*Explore properties of acrylic and tempera paints
*Use brushes appropriately
*Mix primary colors to form secondary colors
*Demonstrate a variety of different brush strokes
*Work collaboratively to create river mural and climate mural
*Represent ideas in paintings
*Use oil pastels to create Northwest animals for mural
*Show paper tearing techniques
*Paint a fish using long, flowing brush strokes
*Make a print of a fish
*Locate clay outside the Art Barn
*Demonstrate pinch pot techniques (tied to First People)
*Explore literature and art(Where the Wild Things Are)
*Study texture, form and the properties of clay
*Create clay creatures
*Make salmon prints on fabric as part of group installation
*Work collaboratively on intallation
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*Teacher observation of:
-Comfort in Art Barn
-Cooperation skills
-Attitude
-Skill development
*Craftsmanship
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Materials: oil pastels, colored pencils, tempera and acrylic paints, muslin, salmon specimens,
Books: Where the Wild Things Are, books on the Northwest, climate, and Biomes,
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*Understand different ways people are physically in the world
*See connections and differences between people
*Art of First People
*Japanese fish printmaking techniques |
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Winter Term |
• How can I express what I am learning and experiencing through my art?
• How can I use a variety of materials in different ways?
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*Bug study (connected to science and homeroom studies):
-detailed colored pencil drawings using books on insects, bug specimens, and memory
*Self portraits
-matching individual skin tone, choice and style of clothing, and facial expressions
Print making:
*Salmon prints on fabric: prints made into pillows using sewing skills
*Geometric shapes: triangle, circle, square, parallelogram,
*Basic tessalations
*Techniques for printing: brayers and ink
*Mono printing
*Glue gun prints
*Scratch foam family portrait prints
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*Explore media (e.g. colored pencils, watercolor paints, and oil pastels)
*Demonstrate techniques for material care
*Observe and interpret what they see visually
*Represent ideas in paintings
*Use cloth to lift a print of a fish
*Creation of a pillow using fish print
*Practice simple sewing skills (running stitch)
*Mix paints and match own skin tone
*Identify different geometric shapes
*Create a tessalation through stamp printing of geometric shapes
*Design a geometric stamp out of scratch foam
*Experiment with self created stamps and tessalation
*Use a brayer for printing
*Gain independence in rolling out ink
*Print from hot glue design
*Play with inks for color mixtures in printing
*Use brayer to develop texture and effect
*Carve a family portrait in scratch foam
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*Teacher observation of:
-Cooperation skills
-Use of the Art Barn
-Attitude
-Skill development
-Craftsmanship on projects
*Skill in printing techniques
*Developmental progression, conceptually and representationally
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Materials: sewing materials, printing making inks, brayers, scratch foam, hot glue, geometric block prints, multicultural paints, Japanese rubber fish
Books: resource books on different peoples of the world
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*Japanese fish printing technique
*Understanding of the different ways people are physically in the world
*Seeing connections and differences between people
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Spring term |
• How can I express what I am learning and experiencing through my art?
• How can I use materials in different ways?
• What makes a community?
• What can I learn in a museum?
• How do different artists represent faces?
• What is a mosaic?
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*Clay environment:
*Individual responsibility in clay construction of a community
*The value of process in creating art
*How represent a face in a large format
*Use of glazes for tile painting
*Mosaic basics
*Techniques for creating puppets of polymer clay/clay and fabric
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*Work cooperatively as a group to create clay community
*Show flexibility
*Analyze different ways artists represent faces
*Compare and contrast artists' styles
*Use proper museum behavior
*Use information gleaned from museum study to design own creation of a face
*Show beginning understanding of mosaic art
*Construct a tile mosaic using glass squares
*Create a clay face/feet using pinch out method for puppet
*Choose and cut fabric for body of puppet
*Participate in simple creation and production of a puppet play
using created puppets
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*Teacher observation of:
-Cooperation skills
-Use of the Art Barn
-Attitude
-Skill development
-Craftsmanship on projects
*Developmental progression, both conceptually and representationally
*Awareness of what constitutes a community
*Individual student contribution to clay community
*Student techniques in creating a puppet
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*Docent presentation on faces at the Portland Art Museum
*Tour of European art exhibit at the Portland Art Museum with focus on faces
Materials: clay, fabric, paint, glazes, dowels, glass squares, tiles, grout, wood glue
Books: puppets from around the world (see CG library book on puppets)
Docent suitcase program, and teacher packet from Portland Art Museum
Field trip to Portland Art Museum
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*Puppets from around the world |
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