Art 2

posted in

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
Clay Communities	•What is a community? •What makes a community and what does it need to survive? •How can we create a community out of clay? •How can I work with others to create a clay community?	The Clay Community is a group project. Students take the elements of what is a community and build a clay structure that incorporates individual ideas and group needs. This project facilitates cooperative interaction between students as they work to design and build one continuous clay environment together. All clay structures are hand built without the use of tools. What makes a community Use of role of mayor to provide leadership for the group; problem solver role Cooperative skills: -delegation of tasks within a project -shared use of space and materials -clay connections between individual structures Properties of clay: structural support to represent ideas *Value of process in creating (structure is not permanent - the next day a different class uses the same clay to create a different community)	Share ideas Delegate tasks within the building of the community Allow mayor leadership role in decision making Use allotted class time to create the community Use time efficiently Build clay structures that are free standing and well supported Represent idea clearly so the function of the structure is recognizable Work cooperatively to use ideas for the good of the community Flexibility Demonstrate cooperative skills in planning and implementation	This project allows teacher and peers to see individuals and their connections within a group. Students work together and compromise as they form connections between their structures. Leadership and cooperative skills Individual clay building techniques Class characteristics and social dynamics Individual student's ability to plan and build clay connections to others *Student understanding of what comprises a community and how each individual impacts a community	Materials: clay Books and films which show differing communities	Drawing upon how different cultures define community
Images/ writing collage book	•How do I create a story using representations as my starting point? •What makes a connected story? •What are collage techniques?	Collage techniques and images How to build a story based on a visual image (collage) Watercolor texture techniques (e.g. bubble prints, salt and alcohol techniques, straw blowing, plastic wrap crinkle, sponge, mono print, wet-on-wet, marbleizing technique) Creation of a group collage Connection of visual image to word representation (story development from visual images) Book making technique	Experiment with watercolor texture techniques Create a collection of varied textured papers to use for collage Design individual collages building a story through the collection Observe clouds to develop an understanding of imaginary images within watercolor papers Write a story to match collages Write a story with a beginning, middle and conclusion Create a conflict and resolution in story Polish writing for publication	Use of watercolor techniques Individual creation of collage Ability to use visual image to design a story Skill in writing a complete story	Materials: liquid and pan watercolors, cake tempera paints, variety of paper, salt, alcohol, straws, liquid bubble mixture, marbelizing materials Collage books as a resource to understand collage
Self Portrait	•How can I represent myself in a watercolor portrait? •Who am I on the inside? The outside? •How am I different from others? How am I unique?	Definition of internal self: feelings, emotions, ideas, interests, passions Hot and cold colors as expressions of emotions Salt and alcohol techniques with watercolors Wet-on-wet watercolor techniques (wet paper, liquid watercolor)	Use examples/models to help frame individual self portrait plan Determine characteristics of internal self Determine external representations of self Show understanding of use of color for emotion Use wet-on-wet color techniques Use salt and alcohol techniques with liquid watercolor Work cooperatively to cast and capture shadow silhouettes Cut to outline silhouette Draw face in silhouette, using colored pencils Silhouette shadow representation cut-outs	Skill with watercolor and colored pencil techniques Demonstrated understanding of what is internal and external self Use of color to represent emotions Cooperative skills *Small motor skills: cutting, drawing	Materials: liquid watercolor, salt, rubbing alcohol, watercolor paper, outdoor lights, backdrop, colored pencils, scissors	Commonalties and differences between internal and external selves: appearances versus physical presence
Clay Unit-	• How do I use clay techniques to design and create a clay piece?	Properties of clay: effect of size, thickness, and height Clay construction techniques: -coil construction -hollow built -additive and subtractive (carving away)technique Clay tools Scoring and slip methods of additive clay construction Review of surface texture methods Tile building (theme tied to homeroom study)	Explore clay techniques Use clay tools appropriately Construct free hand built object Employ appropriate technique to represent idea *Construct slab tile with raised relief areas	Individual use of clay techniques Creative idea of individual students Fine motor skill work with clay Matching appropriate techniques to individual ideas *Individual skill at slab tile construction	Materials: clay, clay tools
Marine life study	•How can I draw a realistic drawing of a sea creature? •How can I take a drawing and transform it to a three dimensional piece?	Drawing techniques to achieve realism: use of line to represent an object (LINE) Scale representation (FORM: enlarging a small drawing to large three dimensional piece) Color pencil techniques (COLOR) Tempera paint: mixing from primary colors, use of black and white Three dimensional construction (stuffed paper creation):mirror image drawing to create both sides of creature Community sea life mural (focus on cooperative creation)	Select a sea creature to study Examine and analyze the line and structure of sea life picture Determine the main lines in a drawing: what to include, what to leave out Transfer three dimensional sea creatures into a two dimensional drawing Demonstrate understanding re how 2-D representations change as they are represented three dimensionally Enlarge a drawing Create mirror image of initial drawing Create a color palette that matches creature's natural coloring Use techniques to make a 3-D creation Participate in creation of a cooperative mural: -Demonstrate flexibility -Share ideas and materials Transfer individual design using carbon Use appropriate glaze to match original drawing *Create platters representing sea life	Ability to see and draw realistically (ability to move away from symbolism to realism) Appropriate use of materials Understanding of scale Willingness to take on a challenge in choice of creature to draw *Ability to mix tempera to create a color palette	Materials: tempera paints, prepared clay platters, glaze, colored pencils
Symmetry	• What are the different kinds of symmetry? • How can I use radial symmetry in my paintings?	Elements of symmetry: focus on radial symmetry Review watercolor techniques	Apply concepts of radial symmetry to painting Create a large format watercolor painting using radial symmetry	Demonstrated understanding of symmetry Ability to apply understanding of radial symmetry in creation of a painting	Materials: watercolor paints, large watercolor paper, variety of brushes	*Examples of radial symmetry from various cultures (e.g. Mola fabric pieces)
Asian Study	•What are the elements of Asian art? •What is Sumi-e? •What is Etigami?	General characteristics of Asian art Spiritual aspects of Asian art The use of Chinese characters in Asian artwork Sumi-e painting: characteristics and brush stroke techniques Etigami painting: characteristics and techniques Use of silk within Asian culture Techniques for silk painting Use of chop blocks for signature	Actively participate in docent presentation and Portland Art museum visit Develop an understanding of how art is different and similar in Asian cultures Use Sumi-e painting (including brush techniques) to create individual painting Use Etagami techniques to create painting Integrate Asian characteristics into art pieces Create a signature scratch foam design for chop block *Create individually painted silk piece	Active participation in docent presentation and Portland Art Museum visit Understanding of characteristics of Asian art, including spiritual nature Use of Sumi-e and Etagami techniques for ink painting Use of Chinese characters in painting and creation of chop block Integration of several Asia art techniques in silk painting Skill development	Materials, Etagami materials, scratch foam, silk, silk paints Docent presentation of Asian Suitcase from Portland Art Museum *Tour of Asian collection at the Portland Art Museum	Asian art and Japanese painting techniques How language representation is different in Japanese and Chinese
Diarama	•How can I represent what I know about marine life in diarama form?	Support for homeroom program in the creation of Whale Cove diaramas *Diarama techniques	*Design and create diarama to represent marine life study	*Teacher observation	Art materials Books related to marine life study
Card Weaving	•What is the difference between fabric and tapestry? •What is a warp and a weft? •What are techniques for weaving and how can I make my own?	Pattern study: examine fabrics using a bubble scope to determine weave patterns Vocabulary development: warp, weft, plain weave, twill, tapestry, Story telling through weaving as a way to pass on oral history Card weaving techniques *Color design: contrast	Examine variety of fabrics and determine weave patterns Develop working use of fabric/weaving terminology *Use card weaving skills to create simple weaving	Use of weaving and fabric terms Fine motor skill development Design and choice of yarns for card weavings Demonstration of competency in weaving techniques	Materials: fabric samples, bubble scope, yarns, cardboard Books: The Weaving of a Dream	Fabrics from around the world Roles of men and women as weavers in different cultures *Card weaving as a part of culture

Catlin Gabel

Art 2

The Lower School Arts Curriculum Philosophy and Overview

Units