Elementary Visual Arts Program Empowering art-literate, confident, creative thinkers who question, challenge, and look for inspiration in everyday life. Presented by Emily Valenza
Meeting and Exceeding National Standards National Art Standard Excerpt (5-8) http://artsedge.kennedy-center.org/educators/standards.aspx• In grades 5-8, students visual expressions • Their own art making becomes infused with a variety of become more individualistic and imaginative. images and approaches. They learn that preferences The problem-solving activities inherent in of others may differ from their own. Students art making help them develop cognitive, refine the questions that they ask in response to affective, and psychomotor skills. They select artworks. This leads them to an appreciation of multiple and transform ideas, discriminate, artistic solutions and interpretations. Study of historical and cultural contexts gives students insights into the synthesize and appraise, and they apply role played by the visual arts in human these skills to their expanding knowledge of the visual arts and to their own creative work. achievement. As they consider examples of visual art Students understand that making and works within historical contexts, students gain a deeper appreciation of their own values, of the values of responding to works of visual art are other people, and the connection of the visual arts inextricably interwoven and that to universal human needs, values, and beliefs. perception, analysis, and critical They understand that the art of a culture is influenced by judgment are inherent to both. aesthetic ideas as well as by social, political, economic, and other factors. Through these efforts, students develop an understanding of the meaning and import of the visual world in which they live.
Areas of Study• Critique – How to observe, synthesize and speak respectfully about art pieces, using precise language, asking effective questions• Aesthetics – Philosophy dealing with Art, Music, Beauty. What is Art, Why Make Art?, Who decides what is considered beautiful?• Art History – Introduction to Art Movements, Artists and their historical context – Art-making & Art careers today• Technique – Building confidence in technical skills – Learning to draw, paint, compose, sculpt, print, and experiment with new media
Class Structure• Circle & Overview – Visual Organizer – Introduction of new concepts, artists, techniques – Demonstration• Discussion – Teacher and student-run discussions – Debate or Problem Solving Sessions – Used to brainstorm, clarify, challenge preconceived notions• Studio – Individual or group work at tables – Self-guided with one-on-one support from teacher when needed – Continuous self-editing and peer editing to refine work• Clean-up & Reflection – Respect of work space and materials – Evaluating the success of the session – Planning for next class
K & Lower Elementary Focus• Safety & Independence – Using scissors, paintbrushes, clay tools with minimal to no support – Learning where to find materials and knowing how to choose the next appropriate step in a lesson• Foundation in Techniques & Styles – Practice in many mediums, with both experimentation and guided steps – Repetition for important skills highlighting art vocabulary• Talking about Artwork – Token Response System – Reciprocal Respect – Critique as a model for student interactions and self-editing
Upper Elementary Focus• Brainstorming, Planning, Research – Use of sketchbooks & homework enrichment exercises – Peer Editing – Longer Project Units• Refining Techniques – Sophisticated materials: linoleum printing, pen and ink, acrylic paint, plaster, wire, corrugated cardboard construction – Emphasis on individual challenges: illusory shading, composition, visual metaphor• Infusing meaning into artwork• In-depth Critique, Art-History
Curriculum Highlights• Lessons build upon the skills learned in previous classes: – 2D to 3D, color theory to painting, expressing emotion to performance art• Curriculum themes are similar across age levels, following monthly themes• Some lessons are fixtures in certain grade level curricula: – Silent Film, Artist-Inspired Mask, Expressionist Paintings, Gargoyles, Sixth Grade Tiles• Some lessons repeat each year for emphasis: – Color Theory, How to Talk about Art, Still Life, Self-Portraiture, Figure Drawing
A Spiraling CurriculumContinually referring back to and deepening previous knowledge base
One Year at a GlanceGrade September October November December January February March April May June Drawing & Acrylic and Watercolor Aesthetics & Color PaintingTheme Sketch-a- Clay/3D Printmaking Mixed Media Art Show Critique Theory End of Year Activities Day Drawing Color Wheels Paul Klee Geometric Acrylic Vegetable Sock Token faces & and Paintings K Prints & Paper-making and Puppets Skit- Response animals Pinch Pots Warm/Cool Learning to layer paint Nature Assemblages (33) Stamp- Eric Carle Collage Link in with Game using Watercolor with tape making Emily L shapes Study ( 9x12) Drawing Gyotaku Fish Color Wheels Token complex 1 Cameos & Printing and made with Matisse Jazz Response objects- Self-portrait Painting with warm and cool (32) Bas-Relief Kanji only Primary Collage Game Paper Batik shading (12x12) Calligraphy Colors Animals Impressionism African Color Wheels & Andy Warhol Impressionist/ Pointilist Acrylic Scratchboard 2 Masks Grotesques and optical Panama Token Repeated Landscape Painting Nature (10) Perspective & Gargoyles color mixing Kuna Molas Response Stamp Image (10x14) observations Landscapes Game Optical Color Surrealism Skeleton Surrealist Dream Image Painting Scratchboard Mixing Sumi-e & Observation Giacometti 3 Positive and Lanterns Token Gestures Wire ( 8 x 10) (20) Negative Colored with Kanji Response & Linear Sculpture Space Pencil Still Chops Game Shading Silent Film – Western Genre Life Inventing Expressionism and using Expressionist Emotive Word Painting & drawing 4 Artist Inspired Masks Token tools & Film Appreciation Unit (11) (11 x 14) Response Figure Game Drawing Aesthetics Wayne Theibaud Photocopy Discussion & Color Wheels, Altered Books, Animation Unit 5 Charcoal Clay Candy Compositions Essay Composition Found Object Paired Groups (14) Drawing Ocarina Sketchbook Sketches Collage Clay & paper Zillij Tiles (16 x 20) Covers Artist Research & Color Wheels, Rauchenberg Cardboard Presentation Macro (Extreme Close-Up) Digital Photography Unit 6 Sculptures Symbolic Images & Sixth Acrylic Painting Photo-Manipulation (5) Drapery Shading Grade Glazed Tile Sketchbook Covers (18 x 24) Photo-Montage Hand Drawing /Printmaking (Portfolio Prep) Projections for Elementary Visual Arts Department, 2010-2011
Why students need a fantastic Art Education, NOW!
• High standards create excellent achievements – Elementary students are capable of astounding creations and understanding• Art’s possibilities are limitless – It is essential that students know art is not just making a pretty picture• Art is a powerful mode of communication – Effective even if written and verbal expression may be lagging• Without Art History, Critique, and Aesthetics students cannot make an informed decision to make the choice to continue when art is merely an elective subject
Developmental Art Stages Kindergarten Lower Elementary Upper Elementary Viktor Lowenfeld Creative and Mental Growth 1987
Goals for Program Growth• International Critiques, Partner Classrooms• Virtual tours of museums around the world• Digital Photography• Expanded portfolio prep built into curriculum• Interactive Parent/Teacher Conferences – Conference + activities to try at home
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