Art 5

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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

There are four main areas of study in the Art Barn:

*Drawing, Painting and collage

*Clay/Ceramics/glazing, and other 3-D procedures

*Textiles (weaving, sewing, basket making etc.)

*Print making

The Elements and Principles of design are introduced as they relate to units of study.

NOTE: When collaboration takes place between the Art Barn and the Home Room, the projects may change from year to year. Similarly, the art curriculum projects may change from year to year, depending on many factors. The essential concept and technique attainment, however, remains similar throughout the five years. The units are examples of what can happen in a given a year in the Lower School art curriculum.

Units

Unit	Essential Questions	Content	Skills and Processes	Assessment	Resources	Multicultural Dimension
Clay Community	•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 community and build a clay structure that incorporates individual ideas and group needs. Project facilitates cooperative interaction as students design and build one continuous clay environment together. All structures are hand built without 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
Mural: Catlin community	What is a mural What is a community? * Where are community spaces at Catlin Gabel? How to successfully work in a group setting Review of color mixing	Show examples of murals Explain strategies of how to create a mural while working in a group setting. * Review color mixing techniques Review human proportions Review ways to achieve the illusion of space	Understanding of how murals can be created in a group Understanding of color mixing techniques Understanding of basic human proportions Understanding of ways to give the illusion of space	Ability to think in a creative manner Use of time * Abiltiy to work well in a group setting Abiltiy to mix colors successfully Abiltiy to create the illusion of space *Abiltiy to paint using basic human proportions	Faith Ringlod posters of communities Tempera paint, brushes, mural paper *Photographs of common spaces at CG (not required to use)	Working within a group allows individuals to see from other people's perspectives Discusion of the many communities we are involved in (Catlin Gabel, neighborhoods, religions, sports , etc) *Discussion of how to build a community, and how to be a positive community member
Photography	What is the history of photography? How have photos been used in the past, how are they used in the present? What is a camera Obscura? What is a Pin Hole camera? How is a picture taken How is a picture developed	Expain short history of photography Discussion of photography and its uses Experience in Camera Obscura Creation of a Pin Hole Camera Taking a photograph (contrast, light, time, image etc) Developing a photograph *What worked, what did not work, and why	Understanding of the history of photography Taking part in the discussion of photos and their uses in the past and present Going into the Camera Obscura, understanding how it works Making a Pin Hole camera (following instructions, using cratsmanship, working with a partner) * Following instructions on how to take a photograph (time of exposure/ daylight/ object(s) of interest, contrast, balnce etc.) Watching a photogragh being developed in a dark room Discussing why some photos developed correctly, while others did not. *Writing paragraphs to be used for a display board on what they have learned in class about photography	Taking part in discussions about the history of photography and its uses Working well with a partner Follwing instructions correctly Going through the steps of creating a pin hole camera, taking a picture, and watching the picture be developed. *Writing out descriptions (or using illustrations) to describe what was done in the unit	Camera Obscura Materials for pin Hole camera construction Written resources on the history of photography Examples of different kinds of photographs *Dark room equipment / materials
Impressionism	•What is impressionism? •What techniques did impressionist painters use? *Why did Impressionists paint the way they did?	Basic survey of different styles of painting throughout history Artist study: Monet and Cassatt *Elements of impressionistic paintings	*Design and create individual acrylic canvas painting in impressionist style	Time and effort Creativity of student Teacher observation Abiltiy to focus *Use of new techniques and ideas	*Portland Art Museum visit (focus on Impressionist pieces)	*How does impressionism differ from other kinds of painting and paintings from other cultures?
Clay Unit	How can I use the potters wheel to make pottery? How is slab building succssfully accomplished?	Review and iintroduction of new wheel throwing techniques Slab building techniques *Pottery shapes and techniques	Build a large structure with clay using slab techniques Cut out areas of interest when clay is leather hard Throw pots on potter's wheel Use glaze and glazing techniques	Demonstrate understanding of how the potter's wheel works Use of time Appropriate use of materials and equipment Completed slab project *Two completed wheel pots	Potter's Wheels (3 electric, 3 kick) Clay Glazes Photographs and/or actual examples	* Photographs of many types of ceramics from around the world * Uses of many types of ceramics from around the world
Textile unit	• What are the elements of weaving? • What is plain weave? • What is a warp, and a weft? • What types of materials can be used in weaving? • How do tapestry and basic weaving differ?	Historical aspects of weaving and cloth making Loom weaving techniques Plain weave, twill Weaving terms and vocabulary Feltmaking terms and vocabulary Felt making techniques	Demonstrated understanding of weaving terms: warp, weft, loom, reed, shuttle, plain weave, twill, shaft, cross Create weaving usung learned techniques *Create felt using learned techniques (cleaning, carting, layering, shocking, felting wool)	Completed weaving Completed felt peice Use of time, materials and equipment Focus *Attention to detail and techniques	Looms Yarns and various fibers Carting tools Raw wool	*Cloth making around the world
Glass Fusion tiles	What is glass? What is glass fusion?	History of glass, glass works, glass fusion Strategies for creating fused glass tile How to use color in ways that please you Techniques for making your tile unique and creative Demonstration of slumped glass, and simple fused glass jewelry Glass artists and their work	Take part in discussion Use safety tips in working with glass Use materials and equipment in a safe manner Create a fused glass tile, and simple jewelry *Demonstrate use of color and design	Safety Creation of a fused glass tile Use of color and design: unique and creative Creation of two small pieces of jewelry	Goggles and gloves Fusable glass (clear tiles and frit) Computerized kilns suitable for glass fusion Glass cutting equipment (teacher only) *Foils, stringers, colored scraps, copper wire, molds	*A look at glass from cultures around the world

Unit	Essential Questions	Content	Skills and Processes	Assessment	Resources	Multicultural Dimension
Clay Community	•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 community and build a clay structure that incorporates individual ideas and group needs. Project facilitates cooperative interaction as students design and build one continuous clay environment together. All structures are hand built without 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
Mural: Catlin community	What is a mural What is a community? * Where are community spaces at Catlin Gabel? How to successfully work in a group setting Review of color mixing	Show examples of murals Explain strategies of how to create a mural while working in a group setting. * Review color mixing techniques Review human proportions Review ways to achieve the illusion of space	Understanding of how murals can be created in a group Understanding of color mixing techniques Understanding of basic human proportions Understanding of ways to give the illusion of space	Ability to think in a creative manner Use of time * Abiltiy to work well in a group setting Abiltiy to mix colors successfully Abiltiy to create the illusion of space *Abiltiy to paint using basic human proportions	Faith Ringlod posters of communities Tempera paint, brushes, mural paper *Photographs of common spaces at CG (not required to use)	Working within a group allows individuals to see from other people's perspectives Discusion of the many communities we are involved in (Catlin Gabel, neighborhoods, religions, sports , etc) *Discussion of how to build a community, and how to be a positive community member
Photography	What is the history of photography? How have photos been used in the past, how are they used in the present? What is a camera Obscura? What is a Pin Hole camera? How is a picture taken How is a picture developed	Expain short history of photography Discussion of photography and its uses Experience in Camera Obscura Creation of a Pin Hole Camera Taking a photograph (contrast, light, time, image etc) Developing a photograph *What worked, what did not work, and why	Understanding of the history of photography Taking part in the discussion of photos and their uses in the past and present Going into the Camera Obscura, understanding how it works Making a Pin Hole camera (following instructions, using cratsmanship, working with a partner) * Following instructions on how to take a photograph (time of exposure/ daylight/ object(s) of interest, contrast, balnce etc.) Watching a photogragh being developed in a dark room Discussing why some photos developed correctly, while others did not. *Writing paragraphs to be used for a display board on what they have learned in class about photography	Taking part in discussions about the history of photography and its uses Working well with a partner Follwing instructions correctly Going through the steps of creating a pin hole camera, taking a picture, and watching the picture be developed. *Writing out descriptions (or using illustrations) to describe what was done in the unit	Camera Obscura Materials for pin Hole camera construction Written resources on the history of photography Examples of different kinds of photographs *Dark room equipment / materials
Impressionism	•What is impressionism? •What techniques did impressionist painters use? *Why did Impressionists paint the way they did?	Basic survey of different styles of painting throughout history Artist study: Monet and Cassatt *Elements of impressionistic paintings	*Design and create individual acrylic canvas painting in impressionist style	Time and effort Creativity of student Teacher observation Abiltiy to focus *Use of new techniques and ideas	*Portland Art Museum visit (focus on Impressionist pieces)	*How does impressionism differ from other kinds of painting and paintings from other cultures?
Clay Unit	How can I use the potters wheel to make pottery? How is slab building succssfully accomplished?	Review and iintroduction of new wheel throwing techniques Slab building techniques *Pottery shapes and techniques	Build a large structure with clay using slab techniques Cut out areas of interest when clay is leather hard Throw pots on potter's wheel Use glaze and glazing techniques	Demonstrate understanding of how the potter's wheel works Use of time Appropriate use of materials and equipment Completed slab project *Two completed wheel pots	Potter's Wheels (3 electric, 3 kick) Clay Glazes Photographs and/or actual examples	* Photographs of many types of ceramics from around the world * Uses of many types of ceramics from around the world
Textile unit	• What are the elements of weaving? • What is plain weave? • What is a warp, and a weft? • What types of materials can be used in weaving? • How do tapestry and basic weaving differ?	Historical aspects of weaving and cloth making Loom weaving techniques Plain weave, twill Weaving terms and vocabulary Feltmaking terms and vocabulary Felt making techniques	Demonstrated understanding of weaving terms: warp, weft, loom, reed, shuttle, plain weave, twill, shaft, cross Create weaving usung learned techniques *Create felt using learned techniques (cleaning, carting, layering, shocking, felting wool)	Completed weaving Completed felt peice Use of time, materials and equipment Focus *Attention to detail and techniques	Looms Yarns and various fibers Carting tools Raw wool	*Cloth making around the world
Glass Fusion tiles	What is glass? What is glass fusion?	History of glass, glass works, glass fusion Strategies for creating fused glass tile How to use color in ways that please you Techniques for making your tile unique and creative Demonstration of slumped glass, and simple fused glass jewelry Glass artists and their work	Take part in discussion Use safety tips in working with glass Use materials and equipment in a safe manner Create a fused glass tile, and simple jewelry *Demonstrate use of color and design	Safety Creation of a fused glass tile Use of color and design: unique and creative Creation of two small pieces of jewelry	Goggles and gloves Fusable glass (clear tiles and frit) Computerized kilns suitable for glass fusion Glass cutting equipment (teacher only) *Foils, stringers, colored scraps, copper wire, molds	*A look at glass from cultures around the world

Catlin Gabel

Art 5

The Lower School Arts Curriculum Philosophy and Overview

Units