Foundational Skills Grade 1
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This document describes a pre-post assessment given to 159 first and second grade students to evaluate their foundational art skills. In the pre-assessment, students drew lines with pencil and watercolor paint. In the post-assessment, students drew an image using pencil on black paper and added toothpicks or yarn. Scores improved from 3 to 4, indicating students demonstrated better precision and craftsmanship after the lesson. The instructor was able to assist diverse learners while maintaining an effective pace.
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This document outlines a scheme of work for a Year 9 ceramics unit. Students will build on skills learned in key stage 2 and develop more advanced knowledge of art through working with various media like paint, pencils, and sculpture. They will learn modern and traditional techniques to understand elements of art. The skills taught will be relevant to today's design world and provide a foundation for future years. Students will develop skills through project learning, group work, and independent study, covering topics like basic drawing, CAD work, sculpture, and experimentation. The unit aims to support students' personal development in areas like staying safe, enjoyment and achievement, and making a positive contribution. It will assess students' skills and provide differentiation.
Assessment for learning art
Students visited a museum and engaged in an art assessment task involving ceramic vase making. They used coiling techniques and designed patterns related to their museum experiences. Students were assessed on their ability to relate ideas from outside learning to their artwork, show the process through sketches, structure an oral presentation, and present effectively. Prior lessons involved developing problem solving, communication, and aesthetic skills. Students engaged in activities before, during, and after the museum visit to prepare, including journaling and group discussions. They made ceramic vases by applying coiling techniques and colors, then gave oral presentations and displayed their work in a school gallery. Formative assessment was used to improve student learning based on their performance in communicating ideas, developing creativity, and presenting
Year 8 fine art scheme
This document provides information about the Year 8 Fine Art scheme at a school. It includes:
- An overview of the unit which builds on skills from Year 7 and introduces students to a wider range of art study including drawing, tones, pattern-making, 3D reliefs, and experimentation.
- Details on how the unit addresses the school's requirements around the "Every Child Matters" framework and "Personal Learning & Thinking Skills."
- Information on assessment methods including peer assessment and grading using an art department rubric.
- A lesson-by-lesson breakdown covering 16 lessons, with objectives, activities, homework, differentiation and teaching styles addressed for each. Topics include elements of art
Ap syllabus munson_fa2010
This document provides an overview of the Advanced Placement Studio Art course offered at Riverwood International Charter School. It describes the course as a college-level class designed to guide students in creating a portfolio that demonstrates quality, concentration, and breadth in their artwork. Students are expected to produce 25-30 pieces over the year addressing these three areas. The portfolio will be submitted to the College Board for evaluation. The course aims to help students develop their creative process and artistic voice through independent work and critiques. Originality is emphasized, and students should expect to spend 6-8 hours per week outside of class on their portfolio.
Presentation1
Blair Lambert is seeking an art teaching position and has experience teaching art at various schools and camps. She has a Bachelor's degree in Art Education and Studio Art, and is completing a Master's degree in Art and Design Education. Her teaching philosophy focuses on helping students think critically about art and developing both technical and conceptual skills. She provides examples of art lessons she has taught that develop skills while exploring concepts.
Year 8 ceramics sow
Students will develop ceramics and art skills over the course of a unit. They will learn techniques like slab building, coiling, and working with clay on a wheel. Students will understand elements of art and design and experiment with materials like paint and sculpture. The unit aims to teach skills and knowledge relevant to today's design world through project-based learning involving both groups and independent work. Assessment will involve self-assessment, peer review, and leveling of work based on criteria from the National Curriculum.
K I N D E R G A R T E N S H A P E L E S S O N
1) The kindergarten lesson introduces students to basic shapes like circles, triangles, squares, and rectangles.
2) Students will play shape-matching games, worksheets, and use play-doh to identify and describe the characteristics of different shapes.
3) Assessment includes a puzzle activity where students cut out shapes, name them, and glue them in the correct places.
US Course Catalog Interactive Spreads
This course catalog outlines art and English courses available to upper school students for the 2016-2017 school year. It includes course descriptions that provide an overview of what students will learn and the types of projects or assignments in each course. Art courses cover disciplines like drawing, painting, sculpture, photography and digital design. English courses cover literature from different time periods and cultures, with honors levels offering additional readings and assignments. The catalog is intended to help students and families choose courses for the upcoming school year.
Art canvas
The document outlines a visual arts curriculum for students in Years 3 and 4. It discusses the foundation statement, outcomes, and indicators that students will learn. The curriculum focuses on students making artworks representing real and imagined situations using a range of techniques and media. It also addresses students discussing qualities of artworks such as subject matter and technique, and recognizing that artists create artworks for different audiences. The document provides details on lesson plans covering topics like "About Me" and creating a collaborative artwork called "The Rainbow Elephant". It discusses planned assessments of students' artwork in relation to the intentions, outcomes, and indicators of the curriculum.
Line of Symmetry Lesson (L3)
Students will learn about symmetry and the line of symmetry through creating string prints. They will view a video on lines of symmetry, make string prints with textured materials, and be assessed on identifying lines of symmetry in their own artwork. The lesson teaches the art principle of symmetry using multisensory materials and accommodations for students with various disabilities.
Exploring Realism.pdf
This document provides the details of a lesson plan for teaching middle school students about realism through still life drawings. The goal is for students to learn how to draw shaded still lifes using graphite and 3D objects for reference. The objectives are for students to learn how to draw still lifes using a viewfinder and reference object, learn shading techniques, and understand what realism is. The teacher activities include preparing presentations on realism and shading techniques. Students will be guided through a demonstration and then practice drawing a still life of their choosing using viewfinders, pencils, and shading. Their work will be evaluated based on accurately capturing the 3D form, use of viewfinders, and understanding of real
SLO Model 1 Art Grade 5
The teacher's goal is for at least 75% of students to score proficient or higher on three performance assessments measuring their understanding of art principles. The assessments include a paper weaving project, a still-life painting, and a clay cupcake sculpture. Each assessment will be administered and scored using a rubric during a different grading period. The teacher expects 70% of students to be proficient at the start based on historical data and wants to increase this to at least 75% proficient on each assessment. The final results showed 88.9%, 97.1%, and 85.7% of students scored proficient or higher on the three assessments, with an overall proficiency of 90.6%.
Create Your Own Colorway
This lesson discusses the different elements of art within a certain image and also gives students the opportunity to create their own work of art referencing the image they have chosen.
Similar to Foundational Skills Grade 1 (20)
Foundational Skills Grade 1
- 1. Elementary School: Kindergarten – Grade 6
- 2. Grade 1 Title: Foundational Skills Type II Standard 1.0 Media, Techniques, and Processes Perform Domain Type of Sampling Pre-Post
- 3. Student Populations/2 classes 5 Special Education Students 30 Regular Education Students Pre-Students were asked to make four specific lines with pencil on paper (straight, curve, zig-zag, and loop) and then paint those lines using the appropriate technique with watercolor paint. Students finished their skill practice by gluing a yarn section to a pencil line and cutting and gluing a solid shape. This was an formative assessment for 159 first and second graders. Post-Students were shown examples and then asked to use pencil on black paper and draw a large image-object with straight and curved lines with few small details. Students used glue to draw over their pencil lines and then placed toothpicks or yarn over the glue and marks. Students could decide where to place the straight wooden toothpicks or the flexible yarn. Students practiced scissor safety when cutting the yarn into shorter sections for their images.
- 4. PRE: SCORE- 3 POST: SCORE- 4
- 5. PRE: SCORE- 3 POST: SCORE- 4
- 6. Pre: Score - 3 Students performed at expectations with this assessment. Each of the pre and post projects were completed in one class. I was assessing the student’s abilities with tools and processes, listening skills, and fine motor skills. My instruction maintained a workable pace as I assisted diverse students. Post: Score - 4 This project gave students choices and the ability to demonstrate craftsmanship. Students articulated straight and curved lines with the toothpicks and yarn, but also experimented with both materials to create line with their images. Improved precision and craftsmanship was evident in the final works of art.
- 7. PRE: SCORE- 3 POST: SCORE- 4
- 8. PRE: SCORE- 3 POST: SCORE- 4
- 9. Pre: Score- 3 Students performed at expectations with this assessment. Each of the pre and post projects were completed in one class. I was assessing the student’s abilities with tools and processes, listening skills and fine motor skills. My instruction maintained a workable pace as I assisted diverse students. Post: Score- 4 This project gave students choices and the ability to demonstrate craftsmanship. Students articulated straight and curved lines with the toothpicks and yarn, but also experimented with both materials create line in their images. Improved precision and craftsmanship.
- 10. PRE: SCORE- 3 POST: SCORE- 4
- 11. PRE: SCORE- 3 POST: SCORE- 4
- 12. Pre: Score- 3 Students performed at expectations with this assessment. Each of the pre and post projects were completed in one class. I was assessing the student’s abilities with tools and processes, listening skills and fine motor skills. My instruction maintained a workable pace as I assisted diverse students. Post: Score- 4 This project gave students choices and the ability to demonstrate craftsmanship. Students articulated straight and curved lines with the toothpicks and yarn, but also experimented with both materials create line in their images. Improved precision and craftsmanship.