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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 6, 7
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| Title of Planned Instruction:
Visual Art (Grades 6, 7) |
| Subject Area: Arts
and Humanities
Grade Level: 6-7 |
| Prerequisites: K-5 Course
Description: The sixth grade visual art program involves a
variety of 2- and 3-dimensional hands on art experiences. The art
program teaches students concepts, elements, and principles of art
that are the building blocks for not only works of art themselves,
but necessary in making aesthetic decisions that are part of
everyday life. The course also familiarizes students with career
opportunities, works of other artists, appreciation and styles and
movements of art. Students also experience art as a means of
personal expression and individualism. The sixth grade program
expands on concepts and principles that are sequentially developed
through the K-5 program.
The seventh grade program develops higher level skills, concepts,
and principles through longer term units, preparing students for
higher level art instruction and aesthetic choices in all aspects of
their daily lives.
Required Time: 45 instructional periods at each
grade level Course Credit:
Major Text(s) and Resources: |
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- Art prints
- Computer technology
- Video (filmstrips, VCR)
- Resource books
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| Names of District
Subject Area Curriculum Writing Committee: |
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- Catherine G. Campbell
- Debra M. Tate-Anderson
- Anthony G. Hallinan
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Date of Board Approval: March
24, 2005
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| Course Objectives and
Performance Indicators |
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Strand: Arts and Humanities
Standard: 9.1 – Production and Exhibition of Visual Art
Grade: 6-7 |
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Grade Level
Objectives |
Performance
Indicators |
Assessment |
| A. |
Know and use the
elements and principles of design. |
Become familiar with
color theory, concepts, principles, and elements of design. |
Written tests Teacher
observation
Rubric for project work
Individual group and written critiques |
| B. |
Recognize and produce
original works of art. |
Paint, draw, sculpt,
print, design, use mixed media and technology. |
Teacher observation
Rubric for project work
Student/teacher dialogue |
| C. |
Identify and use
appropriate vocabulary. |
Demonstrate use of
vocabulary through performance. |
Written test
Observation
Verbal response |
| D. |
Exhibit student art
work. |
Participate in school
exhibits, the Mifflin-Juniata Arts Festival, and community exhibits. |
School and community
observation |
| F. |
Explain works of others
within each art form through exhibition. |
Display student art,
teacher examples, and visual resources. |
Observation
Discussion |
| G. |
Provide practice
sessions. |
Provide repetition of
concepts presented. |
Homework Classroom
observation
Student observation |
| H. |
Handle and maintain
material in a safe and orderly manner. |
Demonstrate on
equipment, tools, materials, cleanliness procedures, and safety
issues. |
Observation |
| I. |
Know where arts events,
performances, exhibitions occur and how to gain admission. |
Read brochures,
participate in discussions, and use the Internet for virtual tours. |
Discussions |
| J. |
Know, apply, and
incorporate traditional and contemporary technologies for producing,
performing, and exhibiting works in the arts and works of others. |
Participate in
experiments: --Traditional-
- Weaving
- Ceramics
- Perspective
- Color mixing
--Contemporary-
- Computers
- Videos
- Library
- Internet
- Digital cameras
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Observation
Exhibition
Production
Discussion |
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Strand: Arts and Humanities
Standard: 9.2 Historical and Cultural Contexts
Grade: 6-7 |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Explain historical,
cultural, and social context as it relates to a work of art. |
Critique in oral and
written form; discuss; and research by reading, writing, watching
videos, using the computer and the library. |
Oral discussion
Quizzes
Written or oral research |
| B. |
Relate works in the
arts chronologically to historical events. |
Play games and research
works. |
Observation Oral
discussion
Written work |
| C. |
Relate works to vary
styles, genres, and periods when they were created. |
Study different styles-
--Cave painting (Archaic)
--Renaissance (DaVinci)
--Impressionism (Monet)
--Pop art (Warhol)
--Expressionism (Munch)
--Surrealism (Dali) |
Quiz Observation
Written |
| E. |
Analyze how historical
events and culture impact forms, techniques, and purposes of works in
the arts. |
Critique, discuss, and
research these events (e.g., War (Spain), Picasso (Guernica). |
Discussion |
| F. |
Know and apply
vocabulary used between social studies and the arts and humanities. |
Discuss parallel ideas
between the curriculums. |
Listening Written
work
Readings |
| G. |
Relate works to
geographic regions. |
Discuss parallel ideas
between the curriculums |
Listening Written
work
Readings |
| H. |
Know how to identify,
describe, and analyze works of art by artist. |
Identify, describe, and
analyze these works. |
Listening Written
work
Readings |
| K. |
Explain and analyze
tradition as it relates to works of art (e.g., Grandma Moses,
Rockwell, hometown scenes). |
Tell stories, develop
oral histories, create videos, and create works of art. |
Create works Research
existing works
Discussion |
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Strand: Arts and Humanities
Standard: 9.3 Critical Response
Grade: 6-7 |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Know and use the
critical process of examination of works in the arts. |
Compare and contrast,
analyze, interpret, form and test hypotheses, and evaluate and form
judgments about works of art. |
Individual critique
Group critique
Oral and written work |
| C. |
Identify and classify
styles, forms, genres within works of art (e.g., realism vs.
abstraction, realism vs. non-objective). |
Compare and contrast,
analyze, interpret, form and test hypotheses, and evaluate and form
judgments about works of art. |
Individual critique
Group critique
Oral and written work |
| F. |
Recognize and identify
similar and different characteristics in works of art (e.g., hex signs
and Navaho weaving). |
Compare and contrast,
analyze, interpret, form and test hypotheses, and evaluate and form
judgments about works of art. |
Individual critique
Group critique
Oral and written work |
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Strand: Arts and Humanities
Standard: 9.4 Aesthetic Response
Grade: 6-7 |
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Grade Level
Objectives |
Performance
Indicators |
Assessments |
| A. |
Know how to respond to
a philosophical statement about works in the arts. |
Describe, discuss, and
formulate a personal opinion about the arts (e.g., can works be ugly
and still beautiful or worthy-Dali or "Grotesque Men by DaVinci). |
Discussion |
| C. |
Recognize that the
environment of observer influences individual aesthetic responses. |
Describe, discuss, and
formulate a personal opinion about the arts (e.g., works in a museum
vs. works at an arts festival or on a cereal box). |
Discussion |
| D. |
Describe what purpose
philosophical ideas generated by artists are conveyed in works of art. |
Describe, discuss, and
formulate a personal opinion about the arts (e.g., Edward Hicks-The
Peaceable Kingdom) |
Discussion Critique |
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District Recommended Instructional Approach For
the Course
To Drive Teacher’s Instructional Activities |
- Reinforce character traits
- Create art through cooperation (e.g., murals)
- Demonstrate understanding of concepts through artistic activity
- Encourage self-expression through art production and aesthetic
choices
- Use games to reinforce art concepts
- Read texts, worksheets, biographies, etc., related to artists
and works
- Complete written worksheets, tests, and projects
- Display visual materials
- Discuss concepts
- Show videos, filmstrips, and education programs
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Art Mission Statement:
- Students should develop a life long appreciation for art in its
varying forms
- Students should be able to make sound aesthetic judgments.
- Students should be active participants in the universal language
of art.
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