Elementarycurriculum
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Elementarycurriculum

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    Elementarycurriculum Elementarycurriculum Presentation Transcript

    • Arts & KnowledgeArt taught through Math, Science, History &Literature.
    • BackgroundThis curriculum is an Art curriculum that vicariously integrates academics into its lessons whether it be math, science, history, or Literature, while following an artist regimen that is natural, educational, and beneficial to the young mind.This is a 31-32 week year-long curriculum for4thgrade students who attend a public school. This is is an elective course and will meet for 50 minutes one day a week.-cost key: $= -$4 $$= -$10 $$$= +$10*All Lessons Include PA standards- 9.1 A,B,C,D,E,F,H, and J. 9.2 A,B,C,D,E,F,G,J, and L. 9.3 A,B,C,D,E, and F. and 9.4 B and C. * All lessons include Habits of Mind: Persisting, Thinking flexibly, Thinking about thinking, Striving for accuracy, Questioning and posing problems, Applying past knowledge, Thinking and communicating, Gathering data, Creating, Responding, Taking risks, Finding humor, Thinking interdependently, & Remaining open.
    • Introduction Week 1The first week will be a general introduction to the class. We will introduce ourselves and explore the classroom and materials found in the classroom. We will also go over classroom rules and expectations of the students and the teacher. Furthermore, we will go over the outline of the curriculum; briefly explaining the overview of the class.
    • Play Dough Creation: The Color Wheel Week 2-4Objective: Students will create their own Play Dough through simple ingredients. Students will then add the colors of the spectrum to samples of their created dough, creating primary colors. Students will finally create, from the primary colors, secondary and tertiary colors.Essential Q: What colors can we combine to make different colors?Resources: http://www.instructables.com/id/How-to- Make-Playdough-Play-doh/Skills Learned: sculpture, pattern, math, color theory.Materials: salt, water, flour, food dye, bowls, newspaper.Assessment: Critique & RubricCost-$$
    • Play Dough Creation: Animal Sculpture Week5-6Objective: Students will create their own animal sculpture(s)out of the play dough that they have just created the previouslesson. Students will furthur experiment with themedium, creating complex organic shapes shapes to create theirchosen animal.Essential Q: Where does his/her specific animal live?Resources: http://animals.nationalgeographic.com/animals/Skills Learned: sculpture, pattern, math, color theory,and biology.Materials: Play dough, newspaper, bowls, wood tools.Assessment: Critique & RubricCost-$
    • 3-D Abstract Art Inspired by Frank Stella Weeks 7-10• Objective: Students will create a 3-D work of art inspired by American contemporary artist, Frank Stella. Students will look at works by Stella and cut and paste geometric shapes onto their cardboard canvas. Students will be encouraged to manipulate their project’s elements, creating a 3-D atmosphere, mimicking Frank Stella’s style of art.• Essential Q: Why is Frank Stella’s work called “abstract”?• Resources:Guberman S. (1995) Frank Stella Imaginary Places. Duke University Press.• Skills Learned: Drawing, pattern, math, color theory,• art history, cutting and pasting, problem solving.• Materials: cardboard, construction paper, glue, scissors,• pencils.• Assessment: Critique & Rubric• Cost-$$
    • Jackson Pollack Collaborative Weeks 11-14• Objective: Students will become familiar with Jackson Pollack and his art. Students will then create a large collaborative work inspired by Jackson Pollack.• Essential Q: What do you think about Pollack’s abstract art? What do you think about his “drip and pour” method?• Resources: http://en.wikipedia.org/wiki/Jackson_Pollock• Skills Learned: collaboration, painting.• Materials: large canvas (8x10 ft), latex paint, buckets, brushes.• Assessment: Critique & Rubric• Cost-$$$
    • Gesture Drawing: The Human Form weeks 15-17• Objective: Students will draw a series of gesture drawings with various times and poses. Students will take turns making gestures for their classmates to draw. As classes and days goes by the time of the pose will expand, giving students more opportunities to add detail and features.• Essential Q: How does learning the skeleton in science class help draw the human figure?• Resources: http://realcolorwheel.com/human.htm• Skills Learned: drawing, biology, time management.• Materials: pencil, and paper.• Assessment: Critique• Cost-$
    • Gesture Sculptures: The Human Form Part 2weeks 18-22• Objective: Students will create a sculpture of a specific human gesture out of tin foil and masking tape. Students will then paint their finished sculptures and mount them on a platform.• Essential Q: What gesture would you create yourself posing?• Resources: http://www.princetonol.com/groups/iad/files/ world.htm• Skills Learned: Drawing, sculpting, measuring, math, biology.• Materials: tin foil, masking tape, tempera paint, glue, carboard, black construction paper.• Assessment: Critique & Rubric• Cost-$$$
    • Eric Carle Mythical Creature Collageweeks 23-26• Objective: Students will familiarize themselves with Eric Carle’s book, Dragons, Dragons &Other Creatures That Never Were. Students will then create large color templates, mimicking Eric Carle’s painted and cut paper. Students will finally create a mythical creature based on Eric Carle’s art making techniques.• Essential Q: Why does Eric Carle create children’s books? What makes his art so mesmerizing to young viewers?• Resources: Malek, J. (1991) Dragons, Dragons&Other Creatures That Never Were, Philomel Books.• Skills Learned: Drawing, design, color theory, reading, writing, andLiterature.• Materials: Large white paper, crayons, pencils, scissors, glue, construction paper (black)• Assessment: Critique & Rubric• Cost-$$
    • Fairytale Sock Puppet Theatre Weeks 27-31• Objective: Students will familiarize themselves with the book, Fairytales & Fables by GyoFujikawa. Students will then learn about and build their own fairytale sock puppet. Students will finally put on a mock play on a pre-built stage, using their completed sock puppets.• Essential Q: What are some life lessons that some of these fairytales are trying to portray?• Resources:Fujikawa G. (2008) Fairytales &Fables, Sterling Publishing.• Skills Learned: Acting, cutting and pasting, reading, and literature.• Materials: Socks, google eyes, yarn, fabric glue• Assessment: Critique & Rubric• Cost-$$
    • Final Critique Week 32• This week is dedicated to a one on one critique with each student and for last minute late work to be turned in.