Kindergarten Unit 4 Family Overview · The student will examine facial features by viewing their face in a mirror. · The student will identify the shapes that are within the human face. · The student will recognize and identify the lines, colors, and shapes, utilized in the selected works of art in the resources section. · The student will create a portrait that utilizes a variety of lines, shapes and colors. · The student will recognize and identify the subject matter depicted in the selected artworks. Core Knowledge Images Mary Cassatt, The Bath Diego Rivera, Mother's Helper Henry O. Tanner, The Banjo Lesson 1st Grade Core Knowledge Unit 4 Mural Overview · The student will compare and contrast how a mural and a painting are similar and different. · The student will identify colors, lines, and emphasis found in the selected works of art and in the art room. · The student will create a mural that has a theme, utilizing color and line. Core Knowledge Images Diego Rivera, The History of Medicine in Mexico (or other murals can be substituted) Diego Rivera, Piñata 1st Grade Unit ~We are gaining and understanding of murals and how and why people make them. ~I know what a mural is. ~I know that murals can be mad out of different materials. ~I can use my art material correctly. ~I can make part of a class mural on the chosen topic. ~I will put my name and teachers name on the back of my work. 2nd Grade Core Knowledge Unit 4 Abstract vs. Realistic Overview · The student will discuss artworks that depict animals that have been created in an abstract or realistic style. Compare and contrast what they see. Discuss how the artist that created abstract animals started with a real animal and broke it down and simplified it into smaller shapes or lines. · The student will discuss the lines, colors, shapes, forms, space and textures they see within each work of art. Discuss how these elements of art were utilized. · The student will understand the concepts of abstract art and realistic art. · The student will create an artwork that depicts an abstract or realistic animal. Core Knowledge Images Pablo Picasso, Bull's Head Henri Matisse, The Snail Constantin Brancusi, Bird in Space Paul Klee, Cat and Bird John James Audubon, paintings of birds Albrecht Dürer, Young Hare 2nd Grade ~We are gaining and understanding of the difference between representational art and abstract art and how representational art looks like the real object and abstract art is a simplification of the real abject. ~I can identify abstract art. ~I can draw an object that I can see ~I can simplify an abject in my mind ~I can make a 3D construction with paper ~I will put my name and teachers name on the back of my work. 3rd Grade Unit 4 Vikings Overview · The student will discuss the use of all of the elements of art and principles of design and how they're used in selected artworks created by the Vikings. · The student will discuss their use of space, differentiating between positive and negative space. · The student will discuss symmetry and how the Vikings art was very symmetrical and intricate. · The student will compare the Vikings use of space and style to the Roman artworks that were viewed in the previous unit. · The student will discuss the traditions of the Vikings and how the artifacts and artworks were utilized in these traditions. · The student will discuss the Vikings religious beliefs and how they changed over time. · The student will discuss the Vikings explorations and conquests. · After viewing several examples of Viking and Scandinavian art and artifacts, the student will create an artwork based on the Vikings artworks. 3rd Grade Unit 2 ~We are gaining and understanding of the Viking culture and how they worked metal in to decorative functional items. ~I can make a knot work design ~I can trace my design in a raised glue line. ~I can neatly color in the spaces on my box. ~I will put my name and teachers name on the back of my work ~I will fill out my evaluation form on my project ~I will finish my sketchbook questions on this project. 4th Grade Core Knowledge Unit 4 Islam · The students will gain an understanding that art form different parts of the world have a distinct look, or style. · The students will be exposed to the idea that art reflects the thoughts and beliefs of culture in which it is created. · The students will recognize the Chinese Core Knowledge Images: Koran Illuminated manuscripts Islamic Architecture o Domes, minarets, Islamic arch o Dome of the Rock- Mosque of Omar o Alhambra Palace, Spain o Taj Mahal, India · The students will recognize calligraphy as a form of art · The students will become aware religion can be an integral part of society and it can help dictate the art created. · The students will compare the calligraphy and illuminated manuscripts of several cultures. · The students will understand the Islamic concept of a graven image. · The students will be come aware of the concept of sacred geometry 4th grade Unit 2 ~We are gaining and understanding of the art of Islam and how they use interlocking patterns. ~I can create an interlocking tessellation pattern. ~I can transfer my pattern to foil ~I can do work the metal so some areas go down and other areas come up. ~I will put my name and teachers name on the back of my work ~I will fill out my evaluation form on my project ~I will finish my sketchbook questions on this project. 5th Grade Core Knowledge Unit 4 Hudson River School Painters · The students will become familiar with the concepts of movements or schools with in art, that different groups of artist will follow different styles . Just like there are styles of clothing people chose to ware there are styles of art artist chose to work in. Some artist follow the popular here and now style , some go for the social acceptable counter culture like western clothing , or the rebellious punk styles, or the dark Goth type style. These schools and movements will at times experience a revival like ,classical to renaissance to neoclassical. · The students will become familiar with the artist of the Hudson River School. · The students will become familiar with the Core Knowledge Images of the Hudson River school artist. Thomas Cole, the Oxbow Albert Bierstadt, Rocky Mountains Lander's Peak Genre George Caleb Bingham, Fur Traders Descending the Missouri William Sidney Mount, Eel Spearing at Setauket · The students will examine how the artist used symbolism to put messages into their paintings. · The students will examine how the artists' landscapes were used as propaganda to encourage people to move west and fulfill manifest destiny. · The students will examine how a landscape can express a mood. 5th Grade Unit 2 ~We are gaining and understanding of the Hudson River School of artist and how their style differs from other art movements. ~I can create a landscape, with depth ~I can incorporate symbolism into my picture. ~I can effectively use colored pencil. ~I will put my name and teachers name on the back of my work ~I will fill out my evaluation form on my project ~I will finish my sketchbook questions on this project 6th Grade Core Knowledge Unit 4 Baroque, Rococo, and Romantic · The student will know that the Baroque Period accrued after the Renaissance, and is characterized by its dram high contrast depictions of human struggle. · The students will know that the Rococo Period occurred after the Baroque period and depicts the aristocracy at leisure in pastel colors. · The students will know that the Romantic era occurred as a reaction to the neoclassical period and depicts drama of exotic people in exotic places with bold colors. · The students will recognize the similarity of the Romantic, Rococo and Baroque movements, the painterly style, the drama, the movement and the strong emotion. · The student will recognize the Baroque, Rococo and Romantic Core Knowledge Images El Greco, View of Toledo Rembrandt, self portraits Jean Honore Frganard, The Swing Francisco Goya, The Bullfight Eugene Delacroix, Liberty Leading the People Casper David Friedrich, The Chalk Clifts of Rugen · The student will review human proportion in portraits. · The student will review linear perspective. · The students will recognize that art like fashion has different styles and those styles change over time, sometimes repeating elements from the past and some times going completely in the opposite direction. · The students will recognize how the elements and principles are used have a strong effect on the emotional quality of the work.6th Grade Unit 2 ~We are gaining and understanding of the Baroque, Rococo, and Romantic movements and how they use strong emotions. ~I can distinguish between the 3 movements. ~I can do a self-portrait in the style of the movement that best fits my personality. ~I can effectively use paint. ~I will put my name and teachers name on the back of my work ~I will fill out my evaluation form on my project ~I will finish my sketchbook questions on this project
4th rotation

Enter New Name Here