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Field
Kindley Home of the Golden Tornado Dianne Humphrey Lesson Plans Week of November 5,
2007
*Lesson plans are
subject to change based on student needs. Week of October 29,
2007
*Lesson plans are
subject to change based on student needs. Week of October 22,
2007
Week of
*Lesson plans are
subject to change based on student needs. Week of
*Lesson plans are
subject to change based on student needs. |
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Curriculum Maps
Subject: Intro to Art
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Standard Content Topic |
Delivery Method |
Assessment Used |
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August |
NVAS #2: Using knowledge of structures and functions #3: Choosing and evaluating a range of subject matter, symbols, and ideas #4: Understanding the visual arts in relation to history and cultures #5a: Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works |
Students design a notebook cover and a portfolio cover Lecture/discussion—Students take notes over: v
What is Art? What are its Purposes? v
Where do Artists get their Ideas?* v
What is the Language of Art? Project 1:
Line Designs—based on natural growth patterns (*nature is one the most common
sources of ideas for art) |
For the projects:
Use of the general art performance assessment rubric—student work is
assessed equally using the following criteria: following directions,
craftsmanship, use of design principles, and creative problem solving. Student participation in the class discussion Project 1: a special rubric is used to make sure students have
used all 8 of the patterns assigned and that all of them are applied
correctly. |
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September |
NVAS #1: Understanding and applying media, techniques, and processes
And NVAS #2, #3, and #4
NVAS #6: Making connections between visual arts and other disciplines |
Project 2:
Mobiles v
Video: “Mobiles—How to Construct Them” v
Notes over Types of Sculpture and over Shape, Form
and Space v
Planning an art project/ sketching ideas v
Students choose at least 4 themes and then generate a
list of words/pictures that would fit each theme; from this they choose their
favorite to construct the pieces of the Mobile (use a Bubble Map to help
generate/organize ideas) Project 3:
Geometric Paper Sculpture v
Helps transition from 2-d to 3-d (in preparation for next
unit—clay) v
Application of designs created for project 1 |
Use of the art performance assessment rubric—if
students understand and apply the concepts discussed, it is reflected in the
design and creative problem solving section of the rubric. |
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October |
National Visual Art Standards: 1, 3, 4 ****** NVAS: 1, 2, 4, 6 |
Ceramics Unit: v
Review concepts already covered to make connections
with the new unit. v
Lecture/Demo ceramic terms and techniques; stress
word roots and language of origin for the terms v
Students read handout and fill out terms worksheet;
use Compare/Contrast chart for stages of clay v
Students sketch ideas for their clay boxes –use of a
Bubble Map similar to the one used for Mobile ideas is encouraged
****** Value Unit: v
Read handout, participate in class discussion, write
out definitions of terms used v
Visual definitions for shading terms and techniques v
Value Scale:
sequencing shades from lightest to darkest v
Value Layout design introduces the commercial or
graphic arts technique for layout of a page; students use math skills to
design the layout |
Student participation in the class discussion. Check over term worksheet to make sure students understand
the concepts. Clay Project and Value Layout: Use of the art performance assessment rubric—if students
understand and apply the concepts discussed, it is reflected in the design
and creative problem solving section of the rubric. |
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November |
National Visual Art Standards: 3, 4, 6 |
Color Unit: v
Read handout; participate in class discussion; write
out definitions for color terms v
The Color Wheel assignment is the students
interpretation of the standard 12-color color wheel—they have to make their
own unique design showing the colors in spectrum order, the 4 triads and the
each color’s complement. v
The Star Book consists of 6 origami-folded pages…each
page has an illustration of one of the 6 basic color schemes. Math skills and
visual interpretation of verbal definitions are used. v
The Color Wheel and Star Book are both “graphic
organizers” to help the students understand the relationship of colors. |
Student participation in the class discussion. Check over term worksheet to make sure students understand
the concepts. Color Wheel and Star Book: Use an adaptation of the art
performance assessment rubric to make sure students have used all of the
criteria —if students understand and apply the concepts discussed, it is
reflected in the design and creative problem solving section of the rubric. |
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December |
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Proportion and the Human Face and Figure |
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January |
NVAS #2: Using knowledge of structures and functions #3: Choosing and evaluating a range of subject matter, symbols, and ideas #4: Understanding the visual arts in relation to history and cultures #5a: Students
identify intentions of those creating artworks, explore the implications of
various purposes, and justify their analyses of purposes in particular works NVAS #1: Understanding and applying media, techniques, and processes And NVAS #2, #3, and #4
NVAS #6:
Making connections between visual arts and other disciplines |
Students design a notebook cover and a portfolio cover Lecture/discussion—Students take notes over: v
What is Art? What are its Purposes? v
Where do Artists get their Ideas?* v
What is the Language of Art? Project 1:
Line Designs—based on natural growth patterns (*nature is one the most common
sources of ideas for art) Project 2: Mobiles v
Video: “Mobiles—How to Construct Them” v
Notes over Types of Sculpture and over Shape, Form
and Space v
Planning an art project/ sketching ideas Students choose at least 4 themes and then generate a list
of words/pictures that would fit each theme; from this they choose their favorite
to construct the pieces of the Mobile Project 3:
Geometric Paper Sculpture v
Helps transition from 2-d to 3-d (in preparation for
next unit—clay) Application of designs created for project 1 |
For the projects:
Use of the general art performance assessment rubric—student work is
assessed equally using the following criteria: following directions,
craftsmanship, use of design principles, and creative problem solving. Student participation in the class discussion Line Designs: a special rubric is used to make sure
students have used all 8 of the patterns assigned and that all of them are
applied correctly. Mobile:
Use of the art performance assessment rubric—if students understand
and apply the concepts discussed, it is reflected in the design and creative
problem solving section of the rubric.
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February |
National Visual Art Standards: 1, 3, 4 |
Ceramics Unit: v
Review concepts already covered to make connections
with the new unit. v
Lecture/Demo ceramic terms and techniques; stress
word roots and language of origin for the terms v
Students read handout and fill out terms worksheet;
use Compare/Contrast chart for stages of clay v
Students sketch ideas for their clay boxes –use of a
Bubble Map similar to the one used for Mobile ideas is encouraged |
Student participation in the class discussion. Check over term worksheet to make sure students understand
the concepts. Clay Project:
Use of the art performance assessment rubric—if students understand
and apply the concepts discussed, it is reflected in the design and creative
problem solving section of the rubric. |
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March |
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April |
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May |
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Subject: 2-d Advanced Art (2-d Art I, II, III)
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Standard Content Topic |
Delivery Method |
Assessment Used |
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August |
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September |
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October |
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November |
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December |
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January |
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February |
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March |
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April |
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May |
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Subject: 3-d Advanced Art (3-d Art I, II, III)
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Standard Content Topic |
Delivery Method |
Assessment Used |
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August |
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September |
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October |
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November |
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December |
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January |
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February |
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March |
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April |
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May |
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