5th grade Secure
Goals ART 1
Drawing
Objective
The student will: |
Learning
Activity |
Standard |
Analyze how
seeing, thinking and imagining are important in art
|
Discover
Art (DA) , Lesson 1, pages 6-7 Lesson
5, pages 14-15 |
MS
2/2 Employ organizational principles and analyze what makes them effective in
communicating ideas |
|
Write
about art, using the word “technique” |
DA
Lesson 4, pages 12-13 |
MS
3/1 Form
Judgment about characteristics and structures to accomplish commercial,
personal, communal and other purposes of art |
|
Create
a drawing to illustrate motion |
DA
Lesson 2, pages 8-9 Visual Thinking for Graphic Communicators transparency |
MS
2/5 Integrate organizational structures to create art for different purposes
(careers) |
|
Apply
basic drawing skills to show texture, pattern and shadow |
DA
Lesson 3, pages 10-11 |
MS
2/5 |
COLOR
Paint using
opaque paint to reflect a mood
|
DA
Lessons 8,9,10 Pages20-25 |
MS
2/1 Select Materials to communicate |
Apply knowledge
of pure, warm, cool and neutral colors
to make and discuss pictures that show emotion.
|
DA
Lessons 6, 7 Pages
16-17, 18-19 SRA
page 58-61 |
MS
3/3 Describe how materials, techniques and processes cause responses |
|
Analyze
sunlight through a prism and identify primary, secondary and intermediate colors |
DA
lesson 9 Pages
22-23 |
MS
5/4 Describe ways in which other disciplines taught in school are
interrelated with the visual arts. |
Posters
Create and
identify the center of interest in a personal
poster to express one main idea
|
Art
in Action Pages
39-41 |
MS
1/3 Select and use visual characteristics and organizational principles of
art to communicate ideas |
|
Make
some informed decisions when making a poster design (one clear message,
create a center of interest, choice of color) |
Art
in Action Page
41 |
MS
2/1 Select materials to communicate |
Looking at Art
Reflect on how a
personal montage can differ from other people’s artwork
|
DA
Lesson 11 pages26-27 |
MS
3:4 Describe and compare the characteristics of personal artwork to the
artwork of others |
|
Develop
imaginative thinking with a fantasy
picture which combines two realistic images in an unrealistic way. |
DA
Lesson 12 pages 28-29 |
MS
2/1 Select Materials techniques and processes to effectively communi9cate
ideas |
|
Perceive
and describe visual elements and themes in work by Romare Beardon |
DA
Lesson 11 pages 26-27 Handout
on DESCRIBING |
MS
4:3 Analyze, describe and demonstrate how factors of time and pace influence
visual characteristics that give meaning and value to a work of art. |
|
Investigate
realistic and unrealistic elements in works of fantasy art |
DA
Lesson 12 pages 28-29 |
MS
3:1 Form and defend judgements about characteristics to accomplish personal
purposes of art |
Sculpture: The Human Figure
in Art
Identify
how artistic people contribute to our
society through careers as artists.
|
Behind
the scenes with Julie Taymor |
MS
5:2 Describe skills involved in arts related careers |
|
Make
a paper sculpture with a described type of balance. (symmetrical or asymmetrical
) |
DA
Lessons 13-14 Pages 30-33 |
EL
2:1 Apply knowledge of techniques |
|
Compare
and contrast symbols in masks which reflect the traditions of the groups who
created them. |
DA
Lessons 13-14 Pages 30-33 |
EL
4:2 Arts in Context: Describe art in cultural context |
|
Perceive
and apply the concept of proportion as it applies to the human head. |
DA
Lessons 15,16,17 Pages 34-39 |
EL
1:3 Apply principles of art and skill to performing in the arts |
|
Learn
a planned procedure for beginning a
sculpture of the human head |
DA
Lesson16 pages 36-37 |
EL
2:1 Apply knowledge of techniques |
Architecture
Investigate the
work of architects
|
DA
Lesson 24 Pages 52-53, and DA lessons 28 &29, pages 60-63 |
EL
5:2Career EL
5:3 |
|
Compare
buildings for basic geometric forms with curved edges and straight edges. |
DA
Lesson 28, pages 60-61 |
EL
4:2 Identify specific works of art as belonging to a particular culture |
|
Analyze
influences on early American Architecture |
DA
Lesson 28, pages 60-61 |
EL
5:4 Identify connections between visual arts and other disciplines |
|
Create
a model of a building by assembling forms |
DA
lessons 28 &29, pages 60-63 |
EL
1:3 Apply principles of art and skill to performing in the arts |
Music and Visual Art
|
Compare
and contrast lines showing movement in works of art.. |
DA lesson 37, pages 78-9Detroit
Institute of Arts Music and art history (Red Box) |
|
|
Explore
how line can be present in music |
Fantasia
excerpts Draw
to music selections |
EL
1:3 Apply principles of art and skill to performing in the arts |
5th grade Secure
Goals ART 2
NOTE: DA is abbreviation for
Discover Art textbook
All goals are from the Michigan
Essential Goals and Objectives for Arts Education
Heart Art
Objective
The student will: |
Learning
Activity |
Standard |
Use subjects
that communicate intended meaning in artworks
|
DA
pages 66-67 Norman
Rockwell |
MS
2:4 Use subjects that communicate intended meaning |
|
Analyze
personal, and community connections that involve work by visual artists |
DA
54-55, 56-57 Quilting |
MS
5:1 Analyze connections in artwork |
|
Understand
how some artists create the illusion of space and distance in drawings and
paintings |
SRA
transparency DA
pg. 108-109 1-
pt perspective boxes |
MS
2:2 Employ organizational principles and analyze what makes them effective |
Figure-Ground Part 1
Consider how to
student a scene selectively, looking just for lines, values or other visual
elements
|
DA
pg. 68-69 SRA
76-79 Carbon
paper drawing |
MS
2:3 Integrate visual concepts with content to communicate intended meaning |
Compare and
contrast the changes made in tessellation pictures. Create an original
tessellation.
|
SRA
80-83 tessellation |
MS
5:4 Describe ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with visual art |
Figure-Ground Part 2
Demonstrate
understanding that some artwork is intended to honor leaders and inspire
patriotism.
|
DA
page 70-71, 72-73 Clay
relief sculpture |
EL
4:3 History can influence art |
|
Investigate
the concept of main and background shapes |
DA
pages 94-97 stencil |
El
2:2 Visual principles communicate ideas |
|
Describe
how the materials and processes of
stencil printing can cause responses |
DA
pages 94-97 stencil |
EL
3:3 Understand there are different responses to specific art works |
Textiles
|
Perceive
a double image weaving and appreciate and make it as a work of art |
DA 104-104Paper weaving |
EL 2:1 Apply knowledge to create art |
|
Compare
the characteristics of artworks in various eras and cultures. |
SRA
170-171 Yarn
weaving |
EL
4:2 Identify specific works as belonging to particular cultures |
|
Create
a yarn weaving |
SRA
170-171 Yarn
weaving |
EL
2:5 Know different purposes of visual art to creatively convey ideas |
Relief
Analyze,
describe and demonstrate how factors of time and place influence visual
characteristics that give meaning and value to a work of art
|
DA
page 82-83 Action
in Landscapes DA
84-85 Action
in Relief Prints |
EL
4:3 Demonstrate how history culture and visual arts can influence each other
in making and studying works of art |
Describe ways in
ways in which the principles and subject matter of other disciplines taught
in school are interrelated with the visual arts
|
Handout
on Michigan themes and copper mining Copper
Tooling with Michigan themes |
EL
5:4 Identify
ways in which the principles and subject matter of other disciplines taught
in the school are interrelated with visual art |
People
Select and use
the visual characteristics and organizational principles of art to
communicate ideas
|
DA
page 88-89 Drawing
crowds |
EL
1:3 Use organizational principles to communicate ideas |
Identify similarities and differences sculptural works of art which portray the human figure. |
DA
pages 90-91, 92-93 Storytellers
and other Figurative Pottery (various examples) Helen
Cordero and Cochito Pueblo pottery websites KRASL
ART TOUCH |
EL
3:2 Identify various purposes for creating works of visual art |
|
Describe
and compare skills involved in arts-related and visual art careers |
SRA
Pages 118-130 Character
design for animation/ graphic art |
EL
5:2 Identify careers in visual art |
Resources
American Tribal Art: Working With Nature Scholastic ART Magazine, November 1995, Vol 26, No 2 ISBN 1060832X
Behind the
Scenes with Julie Taymor, Video from First Run Features, 153 Waverly Place, New York, NY, 10014,
18002298575
Binnington, Kerry
Potowatomi: Keepers of the Fire, ART TOUCH PROGRAM, Krasl Art Center, St Joseph
Michigan, 1994, revised 1997
Chapman, Laura
Discover Art 5, Davis Publications, Inc. Worcester, Massachusetts,
1985
Douglas Congdon-Martin, Storytellers and Other Figurative Pottery Schiffer
Publishing, 77 Lower Valley Rd., Atglen PA 19310
Hawley, Michael, Editor
Silvers, Robert:Photomosaics, Henry
Holt and Company, New York, 1997
Hubbard,
Guy Art in Action, Coronado
Publishers, San Diego, 1986
M.C. Escher, Art and Man Scholastic Magazine, Dec 1991- Jan 1992, Vol 22, No.3 ISSN 0004-3052, Published by Scholastic under the direction of the National Gallery of Art
Ragans, Rosalind, SRA Art Connections, Level 5, SRA McGraw-Hill, Columbus, Ohio, 1998
Getting to Know Lois Ehlert, Harcourt Brace VHS 1994
The Fantastic World of MC ESCHER Atlas Video, 1980 Silver Springs, Maryland, 20998-1052
Websites about Storytelling
figures
http://www.adobegallery.com/scat.php?subcat_id=0
http://www.andreafisherpottery.com/cgi-bin/artistlnk.cgi?Helen_Cordero
http://www.artssouthwest.com/pottery/pottery4.html#helencordero