Here is the Elementary Art Curriculum Map that all K-4 art teachers in Chelmsford follow. You can click on the picture for an enlarged view National Visual Art Standards BY grade 4 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 1.4 Learn to take care of materials and tools and to use them safely 2.1 For color, explore and experiment with the use of color in dry and wet media Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork Explore how color can convey mood and emotion For example, students mix light and dark values of colors or predict the results of overlapping and blending primary colors. 2.2 For line, explore the use of line in 2D and 3D works Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. 2.3 For texture, explore the use of textures in 2D and 3D works Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork Create representations of textures in drawings, paintings, rubbings, or relief 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes 3.1 Create 2D and 3D artwork from direct observation For example, students draw a still life of flowers or fruit, action studies of their classmates in sports poses, or sketches of the class pet having a snack or a nap. 3.2 Create 2D and 3D expressive artwork that explores abstraction For example, a student simplifies an image by making decisions about essential colors, lines, or textures. 3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play; or make images that convey ideas such as friendship. 4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion For example, a first grader chooses a painting and tells how she mixed the colors, and talks about the decisions she made. 4.2 Select works for exhibition and work as a group to create a display 4.3 As a class, develop and use criteria for informal classroom discussions about art 5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film 5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group 6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?” 6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities For example, children learn and teach other children songs in languages other than English; interview parents and community members about dances, songs, images, and stories that are part of their family and cultural heritage. 7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects For example, teachers invite an illustrator of children’s books to school to show how she creates her illustrations. 8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as • styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest; • styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries For example, students look at examples of Native American clay containers from the Southwest, and wooden containers from the Northwest and compare the similarities and differences in form and decoration. 8.2 Identify characteristic features of the visual arts of world civilizations such as styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe 8.3 Perform or create works inspired by historical or cultural styles 9.1 When using art materials or handling and viewing artifacts or musical instruments, ask and answer questions such as • “What is this made of?” • “How does this instrument produce sound?” • “Would I design this differently?” • “Who first thought of making something like this?” For example, students examine a variety of percussion instruments, experiment with the different sounds they make, and learn about the cultures in which they were made. 10.1 Integrate knowledge of dance, music, theatre, and visual arts and apply the arts to learning other disciplines Examples of this include: • using visual arts skills to illustrate understanding of a story read in English language arts or foreign languages; • memorizing and singing American folk songs to enhance understanding of history and geography; • using short dance sequences to clarify concepts in mathematics.
For the past couple months I have been putting together a year outline of projects for each month of the school year. I've been doing this i...
Hey, AOE Readers! We know that communicating your curriculum to others can be tricky. It can be almost impossible to get coworkers and administrators to actually understand the important skills and co
There are so many different places you can start from when creating a Curriculum Outline. A curriculum outline is a broad overview of your entire program, across all grade levels. It’s a zoomed out picture of what concepts you want to cover, and what grades will cover them. I’ve written about a c
Visually Scaffold Your Curriculum With Ease % %
I often make entirely original rubrics, this one is borrowed from many sources. I think some of this may have come from Marvin Bartel. The important thing in designing rubrics is that YOU believe what you are evaluating is important and you consider what the students think is important. Rubrics are a collaboration between student and teacher.
Create a sub plan so that you are good to go in the event of needing a substitute teacher as an art teacher or music teacher can make your life easier. There are many tips on putting together a sub plan and here are a few to get your started.
Effortlessly Communicate Your K–8 Curriculum With These Student Handouts Curriculum % %
Students are expected to come to every art class with a PENCIL & ERASER. EVERYTHING YOU NEED TO KNOW ABOUT OUR ART PROGRAM Even though we do not have an art studio this claymation…
Welcome to Art Room 104! Well, I no longer teach in room 104...it's now room 309, but the heart is still there! I have now transitioned into teaching 7th-12th grades, and my focus is now moving towards Choice Based Learning in the art room. Join me on my journey as I enter new territory, experiment, and share how I fit it all into the realm of Common Core!
Art History & Seasonal Crafts Phonics & Word Work Sentence Building Kits Fairy Tales Sets Poetry Sets Printing Workbooks Sight Words Sets Writing Prompts Thanks for the wonderful feedback! This best seller is a collection of 12 lessons about art history, ranging from […]
Hey guys! I am so excited to get to meet you all! This year is going to be great and a ton of fun! Here is a copy of your syllabus for middle school art.
Engaging process art activities are the foundation of this pre-k art curriculum for children ages 3 and up. Also great for art therapy.
The ultimate curriculum platform for K-12 art teachers. FLEX gives art teachers access to a rich library of standards-aligned curriculum materials so they can save time and focus on teaching and student learning.
Curriculum maps give your pacing for the year ensuring standards mastery. This post walks through curriculum mapping with a video tutorial on using Excel.
Create a Syllabus That Your Students Will Actually Want to Read. Free Resource to download to help you create an Art Syllabus for your art students. Want to try your hand at a visual syllabus? We'll give you three helpful hints. This article will take 8 minutes to read.
First, I should say that I graduated with a math degree and then went on for my masters in math before ever taking any education courses. By the time I went back to take some education courses, I just went to a local school to get certified and move on. That is to say, I don't know that I got the best understanding of how education courses were meant to go. That being said, maybe I was taught Bloom's poorly, but we were often asked to write various questions that coincide with the different levels of Bloom's. The subjects were often accompanied by various verbs that would help us get started. The person in charge usually took whatever suggestions were made, but that just confused me more. For example, the lowest level (now "Remembering" but formerly "Knowledge") was often accompanied by the typical verb "define." I can see how that might be a low level recall question. In class I write on the board, "A rational number is any real number that can be written as a fraction a/b where a and b are integers." On the quiz I ask the students to "Define a rational number." This only requires them to spit back out what they were told. On the other hand, I often like to kick off my math classes by showing the students how it's important to define things precisely in math. I ask students to try to define "table" in such a way that anything that fits the definition must be a table and anything that does not fit the definition is not included. The question could be phrased, "Define the word 'table.'" This is certainly much higher level thinking. Maybe it fits the verb list because the question could be phrased as "Create a definition of the word 'table.'" At the same time, I can see how it shouldn't be that high level of a question if I've taught the students how to solve the equation "x + 2 = 5" and then give them the question "x + 1 = 8." But where should it go on the taxonomy? What if the context is slightly larger? For example, I teach my students a number of integration methods (substitution, integration by parts, partial fractions, etc.) and then just post an integral question. Students must determine which method works in order to work the problem. This seems like some sort of evaluation must be going on. Certainly the open-ended WCYDWT problems are high level, but what about more traditional word problems? They are often labeled as typical "application" problems, but are more often taught as simple modifications of problems that have already been worked in class which seems to lower it to more of a recall level. I think writing Bloom's questions out of context of what's been taught is deceiving. If I show my students a proof of something and then ask them about it later, it's recall, but if they are asked to produce the proof on their own, it moves up in level. Right? Anyways, in math classes we often teach the methods and then work a number of examples. Quizzes are usually composed of variations of the examples we've presented. While I can see how it might be argued that almost all of high school (and higher) math could be synthesis of all the algebra, addition facts, etc. students have learned along the way, it seems to often be low-level questioning. Another issue I have with this is the perceived level of difficulty in the questions on the different levels. Maybe it's just me, but coming up with an explanation of why the substitution method is better than elimination for a system of equations is much simpler than actually working the problem in many cases. According to my understanding, though, the explanation is relatively high level while solving the problem should be fairly low-level. The method of questioning also seems to get wrapped up in the level. I've been told that a multiple choice question cannot go above a certain level in Bloom's and that essay questions are inherently higher level. I think I can see how that tendency may work, but I also think that multiple choice questions could be carefully crafted to ask some deeper concepts while an essay could just be regurgitating something the teacher has already said. At the heart of it, I feel like I know what are "deep" questions and what are not. I realize that in a field like education the "science" of taxonomy is a little more fuzzy than in the more physical sciences. So, I think I get that Bloom's is meant to be more of a "guide" than a rule-book. That being said, I've been to many professional development seminars or various school meetings where we are asked to classify parts of a quiz we've written or to write new questions that fit this taxonomy and I still feel confused about where to classify things. Where do you think typical math quiz questions fit in with Bloom's?
Fairy tales are old stories told and retold again, but do they deserve a place in a modern language arts curriculum? Besides the fact that the Common Core standards require exposure to fairy tales, there
It took me years of searching, but I finally found the BEST homeschool spelling curriculum! This spelling curriculum teaches spelling rules.
This fabulous Blooms Gardners Writing Matrix contains 42 ideas for writing! Here's 10 FREE ideas, verb posters and displays for HOTS. Love number 3!
Ready to put your education experience to use outside of the classroom? Learn how to become a curriculum developer with our 5-step guide. Click to read now.
Song Index
Homophones drive adults crazy, let alone our students! Make the fun anchor chart on this post, then play learning games on the computer that make learning homophones not only easy, but fun! Don't miss the fun video and the freebie!
Song Index
Song Index
I'm Dawn, mothering 5 children and art teacher from St. Louis, MO. You'll find the creative endeavors from the studio, home adventures and favorite DIY's.
Song Index
Do you use rubrics for self-assessment with your students? I developed this rubric based on others I had seen online. I wanted to get my students thinking more about their artwork and writi…
FREE Minecraft Learning Printables (Various Subjects)
Homophones drive adults crazy, let alone our students! Make the fun anchor chart on this post, then play learning games on the computer that make learning homophones not only easy, but fun! Don't miss the fun video and the freebie!
Three Exit Slips Assessment Design % %
International Baccalaureate (IB) Diploma program — an international curriculum that prepares 16- to 19-year-old high-school students for tertiary education. The organisation’s name and logo were…
Alternatives to homework... #edchat #unionrxi #homework
Looking for the best homeschool language arts curriculum for dyslexia & ADHD? In this post, homeschool moms share their favorite programs!
Create a Syllabus That Your Students Will Actually Want to Read. Free Resource to download to help you create an Art Syllabus for your art students. Want to try your hand at a visual syllabus? We'll give you three helpful hints. This article will take 8 minutes to read.
