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The Lower School Arts Curriculum Philosophy and Overview

Arts Dept values that span grades pre K-12
•    All art is greatly immersed and evaluated on the rich and varied processes that are used throughout each year.
•    Expansion of concepts and techniques are encouraged with most art projects
•    Risk taking is valued and encouraged
•    Creative ideas, creativity, innovation, are all encouraged
•    Collaboration with other children when appropriate
•    Craftsmanship
•    Respect of others and their work
•    Giving all media, concepts, techniques, and ideas one’s best effort

The Lower School children are in the Art Barn for five consecutive years (1st-5th)
Because of this, the curriculum builds gradually each year on previously learned concepts and techniques.

When collaboration takes place between the Art Barn and the Home Room, the projects may change from year to year. The essential concept and technique attainment, however, remains similar throughout the five years.

There are four main studios in the Art Barn:

*Drawing, Painting and collage
*Clay/Ceramics/glazing, and other 3-D procedures
*Textiles (weaving, sewing, basket making etc.)
*Print making

Units

Unit	Essential Questions	Content	Skills and Processes	Assessment	Resources	Multicultural Dimension
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?	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	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	Teacher observation of: -Comfort in Art Barn -Cooperation skills -Attitude -Skill development Craftsmanship	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,	Understand different ways people are physically in the world See connections and differences between people Art of First People Japanese fish printmaking techniques
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?	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	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	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	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	Japanese fish printing technique Understanding of the different ways people are physically in the world *Seeing connections and differences between people
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?	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	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	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	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	*Puppets from around the world

Catlin Gabel

Art 1

The Lower School Arts Curriculum Philosophy and Overview

Units