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MIFFLIN COUNTY SCHOOL DISTRICT
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MCSD Art Education Curriculum
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Visual Art Planned Instruction
Grades 4, 5
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| Title of Planned Instruction:
Visual Art |
| Subject Area: Arts
and Humanities
Grade Level: 4-5 |
| Prerequisites: None Course
Description: The grade 4-5 visual arts program builds upon
skills learned in K-3. Through a variety of media and hands-on
activities, students develop higher level skills (shading,
perspective, color mixing, proportions, art terminology, art
appreciation). Lessons are based upon principles and elements of
design.
Required Time: 40 minutes in a six-day cycle
Course Credit: n/a
Major Text(s) and Resources: |
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- Story books
- Art prints
- Videos/filmstrips
- Consumable materials
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| Names of District
Subject Area Curriculum Writing Committee: |
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- Carol L. Love
- Jessica A. Filson
- Debra M. Tate-Anderson
- Joyce G. Picketts
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Date of Board Approval: February
24, 2005
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| Course Objectives and
Performance Indicators |
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Strand: Arts and Humanities
Standard: 9.1 – Production/Exhibition of Visual Arts
Grade: 4-5 |
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Grade Level
Objectives |
Performance
Indicators |
Assessment |
| A. |
Know and use elements
of art (line, shape, form, color, texture) and space principles
(balance, contrast, emphasis/focal point, movement, proportion,
repetition, unity). |
Recognize and use a
variety of elements and principles of art in artwork. |
Teacher observation
Checklist
Quizzes
Works of art |
| B. |
Recognize, know and use
a variety of elements and principles of art to produce artwork. |
Students will paint,
draw, craft, sculpt, and design to produce works of art. |
Teacher observation
Checklist
Quizzes
Works of art |
| C. |
Know and use
fundamental vocabulary in art. |
Students will use
appropriate fundamental vocabulary in art. |
Teacher observation
Listening
Quizzes
application |
| D. |
Describe and use
knowledge of a specific style within each art form through an
exhibition of unique work. |
Recognize and describe
differences in styles and periods of art. |
Critiques Discussion
Listening |
| E. |
Know and demonstrate
how arts can communicate experiences, stories, or emotions through the
production of art. |
Create artwork that
defines objects, expresses emotion, illustrates an action, or relates
an experience. |
Teacher observation
Checklist
Works of art |
| F. |
Describe works of
others in two different styles of art. |
Observe and describe
two different styles of art. |
Critique Discussion
Observation |
| G. |
Identify the function
and benefits of practice in art. |
Practice various art
skills and techniques. |
Student reflection
Discussion |
| H. |
Use and maintain
materials, equipment and tools safely at work and performance spaces.
- Describe some materials used.
- Describe issues of cleanliness related to the arts.
- Describe types of mechanical equipment usage.
- Know how to work in selected physical space/environments.
- Describe methods for storing materials in the arts.
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Use and maintain
materials in a safe, appropriate manner. |
Teacher observation
Participation |
| I. |
Describe arts events
that take place in schools and in communities. |
Describe arts events
that take place in schools and communities. |
Discussion Listening |
| J. |
Use a variety of media.
- Experiment with traditional media (e.g., ceramic/wooden tools,
earthen clays, masks, instruments, folk shoes, etching tools, folk
looms).
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Produce art using a
variety of traditional media (weaving, puppets, pop-ups, clay,
etching). |
Teacher observation
Participation |
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Strand: Arts and Humanities
Standard: 9.2 Historical and Cultural Contexts
Grade: 4-5 |
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Grade Level
Objectives |
Performance
Indicators |
Assessment |
| A. |
Explain the historical,
cultural, and social context of an individual work in the arts. |
View and discuss
artwork (filmstrips, videos, reproductions, books). |
Discuss Observation
Critique
Retelling |
| B. |
Relate works in the
arts chronologically to historical events. |
View reproductions and
discuss historical events. |
Discussion Teacher
observation
Retelling |
| C. |
Relate works in the
arts to varying styles and genres and to the periods in which they
were created. |
View and produce art in
a given style. |
Teacher observation
Discussion
Critique |
| G. |
Relate works in the
arts to geographic regions:
Africa-masks
Asia-dragons
Australia
Central America-Mola
Europe
North America-weaving
South America
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Produce works of art in
geographic styles. |
Teacher observation
Participation
Discussion
Critique |
| H. |
Identify and describe
the work of Pennsylvania visual artists. |
Recognize and describe
works of Pennsylvania visual artists (Wyeth family, Warhol). |
Teacher observation
Participation
Discussion
Critique |
| K. |
Identify and explain
traditions as they relate to works in the arts. |
Create and explain a
traditional form of art. |
Rubrics Teacher
observation
Discussion |
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Strand: Arts and Humanities
Standard: 9.3 Cultural Response
Grade: 4-5 |
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Grade Level
Objectives |
Performance
Indicators |
Assessment |
| A. |
Identify critical
processes in the examination of works in the arts and humanities:
--Compare and contrast
--Analyze
--Interpret
--Evaluate/form judgments
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Compare and contrast
styles and forms of art, and express personal feelings about a work of
art. |
Observation
Discussion
Critiques |
| B. |
Describe works in the
arts comparing similar and contrasting characteristics. |
Compare and contrast
elements used in art. |
Observation
Discussion
Listening |
| C. |
Students will recognize
various forms of art (sculpture, painting, architecture, graphic
design). |
Sort and classify
activities. |
Observation
Discussion
Games |
| F. |
Know how to recognize
and identify similar and different characteristics among works in the
arts. |
Produce one work of art
and compare and contrast it to similar art forms. |
Observation
Discussion
Rubrics
Checklists |
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Strand: Arts and Humanities
Standard: 9.4 Aesthetic Response
Grade: 4-5 |
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Grade Level
Objectives |
Performance
Indicators |
Assessment |
| A. |
Identify uses of
symbols that show philosophical meanings in works of art. |
Students understand
that works of art can contain symbols or objects that have a hidden
meaning. |
Class discussion
Teacher observation |
| B. |
Investigate multiple
views about works of art. |
Recognize and be
tolerant of others’ opinions of art. |
Discussion Critiques |
| C. |
Identify the attributes
of various audiences’ environments as they influence individual
responses and feelings. |
Recognize and discuss
the effect different environments have on an opinion of an art work
(ex., art in museum, billboard). |
Discussion Critiques
Observation |
| D. |
Recognize that an
artist communicates his ideas and feelings through media, size,
subject matter, etc. |
Explain several ways
that an artist can show feelings from choices he makes about his
artwork (ex., size of work, color). |
Discussion Teacher
observation |
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District Recommended Instructional Approach For
the Course
To Drive Teacher’s Instructional Activities |
- Reinforce character traits
- Display visual materials
- Discuss concepts
- Show videos, filmstrips, and education programs
- Observe/discuss works of others
- Use critical process to examine art
- Discuss art/artworks we see in community
- Discuss art in relation to other disciplines
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