Old Orchard Beach Learning Results/Art

Old Orchard Beach Learning Results

Art - Gr. K-12

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K-2 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.

Performance Indicators Assessment Strategies

K-2 recognize and learn how to use and care for basic art material and tools

� (K-2) use tools and materials properly; e.g. scissors, markers, glue, paintbrush, clay

� (K-2) put things back where they belong

� (1-2) wash and store a paintbrush

� (2) use a hand-held pencil sharpener

� (2) use a ruler correctly

K-2 learn safe use of art materials and tools

� (K-2) use scissors pointing away from the body and only to cut materials, not people or other objects, such as hair or clothes

� (K-2) carry scissors the proper way

� (K-2) know tools are not to be thrown or played with when not being used to make art

� (K-2) give others personal space, room to move and work safely

� (K-2) know art tools and materials do not go into the mouth

� (K-2) wash hands after using art materials

� (2) know tapestry needles stay on the table when not in use

K-2 begin to build a working art vocabulary

� (K-2) understand the meaning of the following words: shape, line, colors, pattern, portrait/self-portrait, drawing, painting, sculpture,

collage, rubbing, texture, sketchbook, museum, observation, imagination, memory, puppet, mosaic, color wheel

� (1) understand the meaning of emboss, weave, repetition

� (2) understand the meaning of designer, seascape, origami

K-2 learn the process of planning, implementing and presenting a product

� (K-2) use sketchbook for preliminary work

� (K-2) arrange elements in several juxtapositions before deciding on a final composition

� (K-2) share work by several methods: walking museum tour, share with members of group, hold up work

Top

K-2 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.

Performance Indicators Assessment Strategies

K-2 recognize the concept of quality work and good craftsmanship

� (K-2) describe at beginning of lesson what good work looks like, then reflect at the end of the lesson to see who was able to achieve

quality work, or what could be done better next time

� (K-2) use quiet time at the start of a project to think and plan well

� (K-2) show what good coloring or good gluing looks like

� (K-2) find quality work among their peers and themselves

Top

3-5 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.

Performance Indicators Assessment Strategies

3-5 recognize and learn how to use and care for basic art material and tools

� (3) use tools and materials introduced in K-2 properly

� (3) thread and use a tapestry needle

3-5 learn safe use of art materials and tools

� (3) use scissors pointing away from the body and only to cut materials, not people or other objects, such as hair or clothes

� (3) carry scissors the proper way

� (3) know tools are not to be thrown or played with when not being used to make art

� (3) give others personal space, room to move and work safely

� (3) know art tools and materials do not go into the mouth

� (3) wash hands after using art materials

� (3) know tapestry needles stay on the table when not in use

3-5 continue to use and build a working art vocabulary

� (3) understand the meaning of the words rhythm and landscape, in addition to vocabulary learned in K-2

3-5 plan, implement and present a product

� (3) use sketchbook for preliminary work

� (3) arrange elements in several juxtapositions before deciding on a final composition

� (3) share work by several methods: walking museum tour, share with members of group, hold up work

3-5 identify and explain quality work and good craftsmanship

� (3) describe at beginning of lesson what good work looks like, then reflect at the end of the lesson to see who was able to achieve

quality work, or what could be done better next time

� (3) use quiet time at the start of a project to think and plan well

� (3) show what good coloring or good gluing looks like

� (3) find quality work among their peers and themselves

Top

6-8 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.

Performance Indicators Assessment Strategies

6-8 use a variety of art materials and tools appropriately and safely � create an original watercolor

6-8 continue to use and expand a working art vocabulary � create slab box

6-8 demonstrate the process of planning, implementing and presenting a product � paint mural in community space

6-8 begin to develop a personal style

6-8 apply and demonstrate the criteria for quality work and good craftsmanship

Top

9-12 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.

Performance Indicators Assessment Strategies

9-12 independently use a variety of art materials and tools appropriately and safely � correctly loads kiln

9-12 express the creative process utilizing working art vocabulary � completes three color batik

9-12 refine the process of planning, implementing and presenting a product � mattes favorite work for exhibit

9-12 demonstrate a personal style � draws room in one point perspective

9-12 produce quality work showing good craftsmanship � word process critiques

Top

K-2 ART

CONTENT STANDARD

Students will recognize that cultural contributions of art (social, ethical, political, religious)are shaped by society's past and present visions for the future.

Performance Indicators Assessment Strategies

K-2 explore works exhibiting variety in style/technique, trends and culture

� (K-2) study works in drawing from memory, imagination and observation

� (K-2) study works in drawing, painting, sculpture, collage, clay, fiber and printmaking

� (K-2) study works from nature

� (K-2) study works from personal experiences (Game: Art Old Maid and Art Dominoes)

K-2 explore common subjects and central ideas from different cultures through history

� (K-2) investigate visuals (posters, slides, videos and postcards) for central ideas

� (K-2) investigate art games, Art Old Maid and Art Dominoes for central ideas

� (K-2) use literature to introduce ideas and techniques

� (1) examine Mexican arts and crafts including sculpture, weaving, embossing and clay work

� (2) examine Winslow Homer works

� (2) examine Japanese Arts including origami, sumi-e-painting and large fish banners

K-2 create original artwork that reflects different cultures, styles, and techniques

� (K) use techniques drawn from observation, memory and imagination; collage, texture rubbings, clay techniques

� (1) create art work from Mexican Unit: sculpture, fiber, metal, paper folding, drawing

� (2) create art work from Japanese Unit: sculpture, sumi-e, painting, origami, fans

� (2) recognize Winslow Homer - sunny day/stormy day, at the sea paintings

� (2) practice pointillism

Top

3-5 ART

CONTENT STANDARD

Students will recognize that cultural contributions of art (social, ethical, political, religious) are shaped by society's past and present visions for the future.

Performance Indicators Assessment Strategies

3-5 explore works exhibiting variety in style/technique, trends and culture

� (3) study works in drawing from memory, imagination and observation

� (3) study works in drawing, painting, sculpture, collage, clay, fiber and printmaking

� (3) study works from nature

� (3) study works from personal experiences (Game: Art Old Maid, Art Dominoes and Art Bingo)

3-5 explore common subjects and central ideas from different cultures through history

� (3) investigate visuals (posters, slides, videos and postcards) for central ideas

� (3) investigate art games, Art Old Maid and Art Dominoes for central ideas

� (3) use literature to introduce ideas and techniques

� (3) create art work from Mexican arts and crafts including sculpture, weaving, embossing and clay work

� (3) examine Winslow Homer works

� (3) create art work from Japanese Arts including origami, sumi-e-painting and large fish banners

� (3) make masks based on themes from other cultures

3-5 create original artwork that reflects different cultures, styles, and techniques

� (3) create a mask in response to mask visuals from around the world

� (3) identify Galimoto wire sculptures

Top

6-8 ART

CONTENT STANDARD

Students will recognize that cultural contributions of art (social, ethical, political, religious)are shaped by society's past and present visions for the future.

Performance Indicators Assessment Strategies

6-8 identify, compare and contrast work exhibiting variety in style/technique, trends and culture � choose one style and complete a painting

6-8 recognize common subjects and central ideas from different cultures through history � work with grade 7 teachers (interdisciplinary)

to create painted landscape of students'

assigned or chosen country of research

6-8 create original artwork that reflects different cultures, styles and techniques � work with grade 7 teachers (interdisciplinary)

to create painted landscape of students'

Top

9-12 ART

CONTENT STANDARD

Students will recognize that cultural contributions of art (social, ethical, political, religious)are shaped by society's past and present visions for the future.

Performance Indicators Assessment Strategies

9-12 analyze and synthesize works exhibiting variety in style/technique, trends and culture � written critiques

9-12 compare and contrast and expounds upon common subjects and central ideas from different cultures through history � mural of family

9-12 create original artwork that reflects different cultures, styles and techniques � clay Egyptian inspired jewelry

Top

K-2 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.

Performance Indicators Assessment Strategies

K-2 describe a work of art

� (K-2) look at reproductions and describe what they see in the picture

� (K-2) describe their own work

K-2 explain likes and dislikes of a work of art

� (K-2) describe whether they like a work and why or why not

� (K-2) practice giving specific feedback, e.g. I like the green house . . ., I like the way he colored carefully �, I like the repeated shapes.

� (K-2) sort into groups works you like or don't like

� (2) use sticky notes to label elements, classify, praise or reject

K-2 observe models of exemplary creative expression

� (K-2) observe posters, postcards, teacher examples, children's literature, nature

� (2) visit an art museum

K-2 recognize and use the elements of design (shape, line, color, pattern, texture, value, form, space)

� (K) practice shape: shapes, shape pictures, self-portrait, modeling clay, monart shapes, shape collages

� (K) practice line: self-portraits, Harold and the Purple Crayon pictures, starry night chalk pictures, Wyeth paintings

� (K) practice texture: texture rubbings, texture collages, puppets

� (K) practice pattern: paper mache snakes with patterns, pattern snakes, sewing

� (K) practice color: tissue paper color mixing

� (1) practice shape: monart self-portrait, shapes, shape pictures, proxemic variations, repeat paintings

� (1) practice line: weather painting, scratch art, tinware embossing, sewing, still life

� (1) practice texture: masks

� (1) practice pattern: repeat painting

� (2) practice shape: monart shapes, playground drawing, shape-line picture, self-portrait

� (2) practice line: shape-line picture; Winslow Homer paintings

� (2) practice texture: wild thing puppets, Archimbold portrait, dragon sculptures

� (2) practice pattern: wild thing puppets, Archimbold portrait, winter pattern gloves and mittens, self-portrait background

� (2) practice color: Winslow Homer painting, autumn leaves collage

Top

3-5 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.

Performance Indicators Assessment Strategies

3-5 describe a work of art

� (3-5) describe their own work

� (3) look at reproductions and describe what they see in the picture

� (4) look, describe and create personal work using same theme

� (5) look, describe and create personal work in the style of a famous artist

3-5 explain likes and dislikes of a work of art

� (3-5) provide specific feedback, e.g. I like the green house . . ., I like the way he colored carefully �, I like the repeated shapes.

� (3-5) sort into groups works you like or don't like

� (3-5) label elements, classify, praise or reject

� (4) discuss principles and elements of design

3-5 observe models of exemplary creative expression

� (3) observe posters, postcards, teacher examples, children's literature, nature

� (3) visit an art museum

� (4) observe and discuss works of art

� (5) observe, discuss and recreate works of art

3-5 create art using elements of design (shape, line, color, pattern, texture, value, form, space)as follows:

� (3) shape: monart shapes, masks, stained glass window design, self-portraits, frostage, clay animals

� (3) line: monart shapes and lines, masks, texture animals, self-portraits, paint to music

� (3) texture: texture animals, masks, clay animals

� (3) pattern: stained glass window, paint to music, make texture animal

� (3) color: masks, stained glass window, paint to music, warm/cool landscape, complementary cut-outs, monochromatic painting

� (3) value: monochromatic painting, colored pencil technique

Top

3-5 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.

Performance Indicators Assessment Strategies

3-5 create art using elements of design (shape, line, color, pattern, texture, value, form, space)

� (4) shape: masks

� (4) line: draw still life

� (4) texture: collage

� (4-5) pattern: mosaics

� (4-5) color: painting

� (4-5) value: colored pencil drawing

� (5) shape: self portraits

� (5) line: perspective

� (5) texture: paper mache

Top

6-8 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.

Performance Indicators Assessment Strategies

6-8 demonstrate an understanding between a personal opinion and an educated judgment about a work of art � write review of personal art piece

� (6) reproduce Mona Lisa with personal changes

� (7) create self-portrait in style of Picasso

� (8) recreate medieval gargoyles

6-8 use elements of design to learn and apply principles of design (balance, unity, contrast, space) � create a mobile

� (6) create repetition in a pattern

� (7) create a mobile with a theme

� (8) create a clayfish showing repetion in patterns

6-8 observe models of exemplary creative expression � research an artist whose work they like

� (6) utilize library for art research � write 5 interesting facts and share with class

� (7) visit a museum to view exemplary work

� (8) visit computer museum sites to view/research exemplary work

Top

9-12 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.

Performance Indicators Assessment Strategies

9-12 explain and justify personal aesthetic criteria for critiquing works of art � write critique of a piece they liked

9-12 refine and further apply elements and principles of design to their own work and evaluating the work of others � create texture slab in clay

9-12 observe models of exemplary creative expression � create Greek inspired clay piece

Top

K-2 ART

CONTENT STANDARD

Students will display an awareness and appreciation of the impact of art on their lives.

Performance Indicators Assessment Strategies

K-2 explore the presence of art in the work world

� (K-2) observe visiting artists

� (1) describe Mexican crafts

� (2) describe Winslow Homer - war pictures

� (2) describe Wild Things - Bell Atlantic

K-2 explore the possibilities/opportunities of the arts as career and/or a vocational pursuit

� (K-2) develops an understanding that their teacher supports art as a career or vocational pursuit

� (1-2) design dream bedroom

K-2 identify and use art resources in the school and community

� (K-2) observe visiting artists; PTO art show

� (2) visit museum

� (2) draw playground from observation

Top

3-5 ART

CONTENT STANDARD

Students will display an awareness and appreciation of the impact of art on their lives.

Performance Indicators Assessment Strategies

3-5 explore the presence of art in the work world

� (3) observe visiting artists

� (3) describe Mexican crafts

� (3) describe Winslow Homer - war pictures

� (3) describe Wild Things - Bell Atlantic

� (3) use color in advertising; stamp design

3-5 explore the possibilities/opportunities of the arts as career and/or a vocational pursuit

� (3) explains teacher's support of art as a career or vocational pursuit

� (3) design dream bedroom

� (3) talk about postage stamp design

3-5 identify and use art resources in the school and community

� (3) observe visiting artists; PTO art show

� (3) visit museum

� (3) draw playground from observation

� (3) display art work in Town Hall

Top

6-8 ART

CONTENT STANDARD

Students will display an awareness and appreciation of the impact of art on their lives.

Performance Indicators Assessment Strategies

6-8 explore and discuss career opportunities within the arts � discuss artists work - what was learned by

visit

6-8 discuss and experiment with the possibilities/opportunities of the arts as a career and/or a vocational pursuit � create pattern (quiltblock) to make large

class room paper quilt.

6-8 identify and use art resources in the school and community � drawings of the Pier

Top

9-12 ART

CONTENT STANDARD

Students will display an awareness and appreciation of the impact of art on their lives.

Performance Indicators Assessment Strategies

9-12 explore and research career opportunities within the arts � write report on what they saw, learned, liked

about job, etc.

9-12 discuss and experiment with the possibilities/opportunities of the arts as career and/or vocational pursuit � discuss/critique work done outside of school

9-12 identify and use art resources in the school and community � Students complete a one color silkscreen

print.

Back to OOB Learning Results Page

K-2 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.


Performance Indicators	Assessment Strategies

K-2 recognize and learn how to use and care for basic art material and tools
� (K-2) use tools and materials properly; e.g. scissors, markers, glue, paintbrush, clay
� (K-2) put things back where they belong
� (1-2) wash and store a paintbrush
� (2) use a hand-held pencil sharpener
� (2) use a ruler correctly

K-2 learn safe use of art materials and tools
� (K-2) use scissors pointing away from the body and only to cut materials, not people or other objects, such as hair or clothes
� (K-2) carry scissors the proper way
� (K-2) know tools are not to be thrown or played with when not being used to make art
� (K-2) give others personal space, room to move and work safely
� (K-2) know art tools and materials do not go into the mouth
� (K-2) wash hands after using art materials
� (2) know tapestry needles stay on the table when not in use

K-2 begin to build a working art vocabulary
� (K-2) understand the meaning of the following words: shape, line, colors, pattern, portrait/self-portrait, drawing, painting, sculpture,
collage, rubbing, texture, sketchbook, museum, observation, imagination, memory, puppet, mosaic, color wheel
� (1) understand the meaning of emboss, weave, repetition
� (2) understand the meaning of designer, seascape, origami

K-2 learn the process of planning, implementing and presenting a product
� (K-2) use sketchbook for preliminary work
� (K-2) arrange elements in several juxtapositions before deciding on a final composition
� (K-2) share work by several methods: walking museum tour, share with members of group, hold up work

Top
K-2 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.


Performance Indicators	Assessment Strategies

K-2 recognize the concept of quality work and good craftsmanship
� (K-2) describe at beginning of lesson what good work looks like, then reflect at the end of the lesson to see who was able to achieve
quality work, or what could be done better next time
� (K-2) use quiet time at the start of a project to think and plan well
� (K-2) show what good coloring or good gluing looks like
� (K-2) find quality work among their peers and themselves

Top

3-5 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.


Performance Indicators	Assessment Strategies

3-5 recognize and learn how to use and care for basic art material and tools
� (3) use tools and materials introduced in K-2 properly
� (3) thread and use a tapestry needle

3-5 learn safe use of art materials and tools
� (3) use scissors pointing away from the body and only to cut materials, not people or other objects, such as hair or clothes
� (3) carry scissors the proper way
� (3) know tools are not to be thrown or played with when not being used to make art
� (3) give others personal space, room to move and work safely
� (3) know art tools and materials do not go into the mouth
� (3) wash hands after using art materials
� (3) know tapestry needles stay on the table when not in use

3-5 continue to use and build a working art vocabulary
� (3) understand the meaning of the words rhythm and landscape, in addition to vocabulary learned in K-2

3-5 plan, implement and present a product
� (3) use sketchbook for preliminary work
� (3) arrange elements in several juxtapositions before deciding on a final composition
� (3) share work by several methods: walking museum tour, share with members of group, hold up work

3-5 identify and explain quality work and good craftsmanship
� (3) describe at beginning of lesson what good work looks like, then reflect at the end of the lesson to see who was able to achieve
quality work, or what could be done better next time
� (3) use quiet time at the start of a project to think and plan well
� (3) show what good coloring or good gluing looks like
� (3) find quality work among their peers and themselves



Top
6-8 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.


Performance Indicators	Assessment Strategies

6-8 use a variety of art materials and tools appropriately and safely	� create an original watercolor




6-8 continue to use and expand a working art vocabulary	� create slab box




6-8 demonstrate the process of planning, implementing and presenting a product	� paint mural in community space





6-8 begin to develop a personal style




6-8 apply and demonstrate the criteria for quality work and good craftsmanship





Top
9-12 ART

CONTENT STANDARD

Students will understand, appreciate and respect the process of creating and producing art.


Performance Indicators	Assessment Strategies

9-12 independently use a variety of art materials and tools appropriately and safely	� correctly loads kiln




9-12 express the creative process utilizing working art vocabulary	� completes three color batik




9-12 refine the process of planning, implementing and presenting a product	� mattes favorite work for exhibit




9-12 demonstrate a personal style	� draws room in one point perspective





9-12 produce quality work showing good craftsmanship	� word process critiques





Top
K-2 ART

CONTENT STANDARD

Students will recognize that cultural contributions of art (social, ethical, political, religious)are shaped by society's past and present visions for the future.



Performance Indicators	Assessment Strategies

K-2 explore works exhibiting variety in style/technique, trends and culture
� (K-2) study works in drawing from memory, imagination and observation
� (K-2) study works in drawing, painting, sculpture, collage, clay, fiber and printmaking
� (K-2) study works from nature
� (K-2) study works from personal experiences (Game: Art Old Maid and Art Dominoes)

K-2 explore common subjects and central ideas from different cultures through history
� (K-2) investigate visuals (posters, slides, videos and postcards) for central ideas
� (K-2) investigate art games, Art Old Maid and Art Dominoes for central ideas
� (K-2) use literature to introduce ideas and techniques
� (1) examine Mexican arts and crafts including sculpture, weaving, embossing and clay work
� (2) examine Winslow Homer works
� (2) examine Japanese Arts including origami, sumi-e-painting and large fish banners

K-2 create original artwork that reflects different cultures, styles, and techniques
� (K) use techniques drawn from observation, memory and imagination; collage, texture rubbings, clay techniques
� (1) create art work from Mexican Unit: sculpture, fiber, metal, paper folding, drawing
� (2) create art work from Japanese Unit: sculpture, sumi-e, painting, origami, fans
� (2) recognize Winslow Homer - sunny day/stormy day, at the sea paintings
� (2) practice pointillism


Top
3-5 ART

CONTENT STANDARD

Students will recognize that cultural contributions of art (social, ethical, political, religious) are shaped by society's past and present visions for the future.


Performance Indicators	Assessment Strategies

3-5 explore works exhibiting variety in style/technique, trends and culture
� (3) study works in drawing from memory, imagination and observation
� (3) study works in drawing, painting, sculpture, collage, clay, fiber and printmaking
� (3) study works from nature
� (3) study works from personal experiences (Game: Art Old Maid, Art Dominoes and Art Bingo)

3-5 explore common subjects and central ideas from different cultures through history
� (3) investigate visuals (posters, slides, videos and postcards) for central ideas
� (3) investigate art games, Art Old Maid and Art Dominoes for central ideas
� (3) use literature to introduce ideas and techniques
� (3) create art work from Mexican arts and crafts including sculpture, weaving, embossing and clay work
� (3) examine Winslow Homer works
� (3) create art work from Japanese Arts including origami, sumi-e-painting and large fish banners
� (3) make masks based on themes from other cultures

3-5 create original artwork that reflects different cultures, styles, and techniques
� (3) create a mask in response to mask visuals from around the world
� (3) identify Galimoto wire sculptures


Top
6-8 ART

CONTENT STANDARD

Students will recognize that cultural contributions of art (social, ethical, political, religious)are shaped by society's past and present visions for the future.


Performance Indicators	Assessment Strategies

6-8 identify, compare and contrast work exhibiting variety in style/technique, trends and culture	� choose one style and complete a painting





6-8 recognize common subjects and central ideas from different cultures through history	� work with grade 7 teachers (interdisciplinary)
	to create painted landscape of students'
	assigned or chosen country of research





6-8 create original artwork that reflects different cultures, styles and techniques	� work with grade 7 teachers (interdisciplinary)
	to create painted landscape of students'

Top
9-12 ART

CONTENT STANDARD

Students will recognize that cultural contributions of art (social, ethical, political, religious)are shaped by society's past and present visions for the future.


Performance Indicators	Assessment Strategies

9-12 analyze and synthesize works exhibiting variety in style/technique, trends and culture	� written critiques






9-12 compare and contrast and expounds upon common subjects and central ideas from different cultures through history	� mural of family






9-12 create original artwork that reflects different cultures, styles and techniques	� clay Egyptian inspired jewelry


Top
K-2 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.


Performance Indicators	Assessment Strategies

K-2 describe a work of art
� (K-2) look at reproductions and describe what they see in the picture
� (K-2) describe their own work

K-2 explain likes and dislikes of a work of art
� (K-2) describe whether they like a work and why or why not
� (K-2) practice giving specific feedback, e.g. I like the green house . . ., I like the way he colored carefully �, I like the repeated shapes.
� (K-2) sort into groups works you like or don't like
� (2) use sticky notes to label elements, classify, praise or reject

K-2 observe models of exemplary creative expression
� (K-2) observe posters, postcards, teacher examples, children's literature, nature
� (2) visit an art museum

K-2 recognize and use the elements of design (shape, line, color, pattern, texture, value, form, space)
� (K) practice shape: shapes, shape pictures, self-portrait, modeling clay, monart shapes, shape collages
� (K) practice line: self-portraits, Harold and the Purple Crayon pictures, starry night chalk pictures, Wyeth paintings
� (K) practice texture: texture rubbings, texture collages, puppets
� (K) practice pattern: paper mache snakes with patterns, pattern snakes, sewing
� (K) practice color: tissue paper color mixing
� (1) practice shape: monart self-portrait, shapes, shape pictures, proxemic variations, repeat paintings
� (1) practice line: weather painting, scratch art, tinware embossing, sewing, still life
� (1) practice texture: masks
� (1) practice pattern: repeat painting
� (2) practice shape: monart shapes, playground drawing, shape-line picture, self-portrait
� (2) practice line: shape-line picture; Winslow Homer paintings
� (2) practice texture: wild thing puppets, Archimbold portrait, dragon sculptures
� (2) practice pattern: wild thing puppets, Archimbold portrait, winter pattern gloves and mittens, self-portrait background
� (2) practice color: Winslow Homer painting, autumn leaves collage

Top
3-5 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.


Performance Indicators	Assessment Strategies

3-5 describe a work of art
� (3-5) describe their own work
� (3) look at reproductions and describe what they see in the picture
� (4) look, describe and create personal work using same theme
� (5) look, describe and create personal work in the style of a famous artist

3-5 explain likes and dislikes of a work of art
� (3-5) provide specific feedback, e.g. I like the green house . . ., I like the way he colored carefully �, I like the repeated shapes.
� (3-5) sort into groups works you like or don't like
� (3-5) label elements, classify, praise or reject
� (4) discuss principles and elements of design

3-5 observe models of exemplary creative expression
� (3) observe posters, postcards, teacher examples, children's literature, nature
� (3) visit an art museum
� (4) observe and discuss works of art
� (5) observe, discuss and recreate works of art

3-5 create art using elements of design (shape, line, color, pattern, texture, value, form, space)as follows:
� (3) shape: monart shapes, masks, stained glass window design, self-portraits, frostage, clay animals
� (3) line: monart shapes and lines, masks, texture animals, self-portraits, paint to music
� (3) texture: texture animals, masks, clay animals
� (3) pattern: stained glass window, paint to music, make texture animal
� (3) color: masks, stained glass window, paint to music, warm/cool landscape, complementary cut-outs, monochromatic painting
� (3) value: monochromatic painting, colored pencil technique

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3-5 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.


Performance Indicators	Assessment Strategies

3-5 create art using elements of design (shape, line, color, pattern, texture, value, form, space)
� (4) shape: masks
� (4) line: draw still life
� (4) texture: collage
� (4-5) pattern: mosaics
� (4-5) color: painting
� (4-5) value: colored pencil drawing
� (5) shape: self portraits
� (5) line: perspective
� (5) texture: paper mache


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6-8 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.


Performance Indicators	Assessment Strategies
6-8 demonstrate an understanding between a personal opinion and an educated judgment about a work of art	� write review of personal art piece
� (6) reproduce Mona Lisa with personal changes
� (7) create self-portrait in style of Picasso
� (8) recreate medieval gargoyles

6-8 use elements of design to learn and apply principles of design (balance, unity, contrast, space)	� create a mobile
� (6) create repetition in a pattern
� (7) create a mobile with a theme
� (8) create a clayfish showing repetion in patterns

6-8 observe models of exemplary creative expression	� research an artist whose work they like
� (6) utilize library for art research	� write 5 interesting facts and share with class
� (7) visit a museum to view exemplary work
� (8) visit computer museum sites to view/research exemplary work


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9-12 ART

CONTENT STANDARD

Students will develop a basis for making informal aesthetic judgments about their own work and the work of others.


Performance Indicators	Assessment Strategies

9-12 explain and justify personal aesthetic criteria for critiquing works of art	� write critique of a piece they liked






9-12 refine and further apply elements and principles of design to their own work and evaluating the work of others	� create texture slab in clay







9-12 observe models of exemplary creative expression	� create Greek inspired clay piece




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K-2 ART

CONTENT STANDARD

Students will display an awareness and appreciation of the impact of art on their lives.


Performance Indicators	Assessment Strategies

K-2 explore the presence of art in the work world
� (K-2) observe visiting artists
� (1) describe Mexican crafts
� (2) describe Winslow Homer - war pictures
� (2) describe Wild Things - Bell Atlantic

K-2 explore the possibilities/opportunities of the arts as career and/or a vocational pursuit
� (K-2) develops an understanding that their teacher supports art as a career or vocational pursuit
� (1-2) design dream bedroom

K-2 identify and use art resources in the school and community
� (K-2) observe visiting artists; PTO art show
� (2) visit museum
� (2) draw playground from observation


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3-5 ART

CONTENT STANDARD

Students will display an awareness and appreciation of the impact of art on their lives.


Performance Indicators	Assessment Strategies

3-5 explore the presence of art in the work world
� (3) observe visiting artists
� (3) describe Mexican crafts
� (3) describe Winslow Homer - war pictures
� (3) describe Wild Things - Bell Atlantic
� (3) use color in advertising; stamp design

3-5 explore the possibilities/opportunities of the arts as career and/or a vocational pursuit
� (3) explains teacher's support of art as a career or vocational pursuit
� (3) design dream bedroom
� (3) talk about postage stamp design

3-5 identify and use art resources in the school and community
� (3) observe visiting artists; PTO art show
� (3) visit museum
� (3) draw playground from observation
� (3) display art work in Town Hall


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6-8 ART

CONTENT STANDARD

Students will display an awareness and appreciation of the impact of art on their lives.


Performance Indicators	Assessment Strategies

6-8 explore and discuss career opportunities within the arts	� discuss artists work - what was learned by
	visit





6-8 discuss and experiment with the possibilities/opportunities of the arts as a career and/or a vocational pursuit	� create pattern (quiltblock) to make large
	class room paper quilt.






6-8 identify and use art resources in the school and community	� drawings of the Pier



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9-12 ART

CONTENT STANDARD

Students will display an awareness and appreciation of the impact of art on their lives.


Performance Indicators	Assessment Strategies

9-12 explore and research career opportunities within the arts	� write report on what they saw, learned, liked
	about job, etc.





9-12 discuss and experiment with the possibilities/opportunities of the arts as career and/or vocational pursuit	� discuss/critique work done outside of school







9-12 identify and use art resources in the school and community	� Students complete a one color silkscreen
	print.