GRADE: 5

TOPIC: Sculpture

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques, and processes Content Standard #2: Using knowledge of structures and functions Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Content Standard #4: Understanding the visual arts in relation to history and cultures Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Content Standard #6: Making connections between visual arts and other disciplines
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Sculpture is used as a basis for creative activity, historical and cultural investigation. Sculpture expresses individual ideas. Subject matter can be communicated through two and three-dimensional media. (still-life, landscape, figure and nature studies) Sculptures can be created from memory and imagination. Three-dimensional aspects of sculpture include space, form and movement. (static and kinetic)	How did you express yourself through your sculpture? How do different cultures use sculptural techniques in their art? (i.e. Mexican papier- mache, African Masks, Indian puppets, etc.) How does an artist select media and what is your favorite? (i.e. mobile, stabile, collage, found object, etc.) How does an artist use elements and principles of design in sculpture?
Knowledge and Skills What students are expected to know and be able to do
Students will know… sculpture is rooted in history. (i.e. African masks, Native American totem poles, Indian shadow puppets) sculptures can communicate stories, ideas and experiences. sculpture is a form of self-expression. sculpture has three-dimensional aspects which include space, form, movement and engineering. cleaning and caring for sculpture supplies safely, and in a timely fashion, is important.	Students will be able to… communicate their ideas, feelings, experiences and stories through sculpture. manipulate various three-dimensional forms using different materials. explore the use of tools, media, and techniques. (scissors, dowels, straws, wood, wire, papier-mache, plaster craft, paper, Model Magic, metal foils) express movement in space through sculptural forms. use sculptural materials safely.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
The fifth grade music students will be performing an African drumming concert. You will create African animal masks to be worn during the performance by dancers. Masks will be created using plaster facial forms, plastercraft, acrylic paints, and a variety of decorative media. (i.e. raffia, beads, feathers) Note: Teachers will use rubrics to score performance tasks.	Class discussion and verbal review Teacher observation
STAGE 3: DEVELOP LEARNING PLAN
www.metmuseum.org Can You Spot the Leopard?, Christine Stelzig Prints, books, films, historical background, websites and related curricula

GRADE: 6,7,8

TOPIC: Fiber Arts

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques, and processes Content Standard #2: Using knowledge of structures of functions Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Content Standard #4: Understanding the visual arts in relation to history and cultures Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Content Standard #6: Making connections between visual arts and other disciplines
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Fiber arts includes weaving, batiking, papermaking and tie-dying. Fiber arts can be expressed as functional or non-functional artwork. Fiber arts surround us in daily life.	What patterns, colors and textures found in your surroundings could be translated and incorporated into a fiber arts project? Can you find examples of fiber arts in your environment and surroundings?
Knowledge and Skills What students are expected to know and be able to do
Students will know… processes and techniques needed to complete a fiber arts project, such as: weaving, tie-dying, batiking, and papermaking. terminology associated with weaving such as: warp, weft, shuttle. terminology associated with batiking such as: resist, dye. terminology associated with papermaking such as: pulp.	Students will be able to… create a fiber arts project using the following materials: yarn, fabric, wax or paper pulp. demonstrate appropriate techniques needed to complete tie-dying, batiking, papermaking and weaving . utilize the appropriate principles of art such as line, shape, color and texture to complete the project.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You are studying Native American history in social studies and have been told to create a piece of artwork with an Native American flavor. Create a weaving utilizing earth tones for color and a linear design using a symmetrical or asymmetrical pattern. Supplies such as feathers, beads, sticks, shells, bones etc. may be incorporated. Note: Teachers will use rubrics to score performance tasks.	Teacher observation Artwork analysis Self-reflection
STAGE 3: SUGGESTED RESOURCES
Tie-Dyed Paper, Anne Maile Tie-Dying and Batiking, Astrith Deymyo Tie-Dye, VanNostrand Natural Dyes and Home Dying, Rita Adrosko Batiking for Beginners, Beryl Martin Batik, Nick Krevitsky Let’s Decorate Fabric, Holder

GRADE: 6,7,8

TOPIC: Mixed Media

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques, and processes Content Standard #2: Using knowledge of structures of functions Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Content Standard #4: Understanding the visual arts in relation to history and cultures Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Content Standard #6: Making connections between visual arts and other disciplines
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Mixed media is artwork that incorporates a variety of diverse materials. Mixed media can be a reflection of life and surroundings. Mixed media can express emotions and feelings.	What is mixed media? What materials can be used to create mixed media? How might feelings and emotions be expressed and represented through mixed media? What principles of art can be used when creating mixed media?
Knowledge and Skills What students are expected to know and be able to do
Students will know… elements of mixed media and the types of materials available for use when creating a piece.	Students will be able to… create a piece of mixed media. express their thoughts and feelings through their artwork
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You have just read the children’s book Bug in a Box. Using the examples found in the book as inspiration, design and create your own bug and the “box” that it lives in. Students should use a variety of materials applicable to their project that will give the bug and its box character and personality. The idea should be creative and unique. Note: Teachers will use rubrics to score performance tasks.	Teacher observation Artwork analysis Self-reflection
STAGE 3: SUGGESTED RESOURCES
Bug in a Box, David A. Carter

GRADE: 6,7,8

TOPIC: Painting

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques, and processes Content Standard #2: Using knowledge of structures of functions Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Content Standard #4: Understanding the visual arts in relation to history and cultures Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Content Standard #6: Making connections between visual arts and other disciplines
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
There are many styles and types of painting. There are many types of paint, canvasses, painting papers, brushes and painting tools. Each has its own characteristics, properties and qualities. Painting is a reflection and interpretation of life and surroundings. Painting can express emotions and feelings.	What subjects/objects in your surroundings could be used as inspiration for a painting? How can emotion and feelings be expressed through painting ? What types of brushes are used with what types of paints and painting surfaces?
Knowledge and Skills What students are expected to know and be able to do
Students will know… the difference and similarities between types of brushes (watercolor, acrylic), types of paints (tempera, acrylic, watercolor, oil) and types of painting surfaces. specific styles of painting. (cubism, impressionism, expressionism, abstract, realism) emotions and feelings can be expressed through painting by subject matter, color choice and painting techniques. painting techniques associated with each painting medium. (watercolor, tempera, acrylic, oil, glazing, dry-brush, wet-brush, blending)	Students will be able to… create a painting using the following media: watercolor, acrylic, oil and tempera. demonstrate appropriate painting techniques. utilize the principles of art, such as line, shape, form, color, value, texture and space to complete the painting.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You have been given a great honor. You have been asked to paint a mural on a large, empty wall in your school. Decide what subject matter you would want to paint. Choose the type of paint, brushes and tools would be best suited for the mural. Complete a study for the mural. Note: Teachers will use rubrics to score performance tasks.	Teacher observation Artwork analysis Self-reflection
STAGE 3: SUGGESTED RESOURCES
Teacher demonstrations and examples

GRADE: 6,7,8

TOPIC: Printmaking

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques, and processes Content Standard #2: Using knowledge of structures of functions Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Content Standard #4: Understanding the visual arts in relation to history and cultures Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Content Standard #6: Making connections between visual arts and other disciplines
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
There are many types and forms of printmaking. (silk-screening, monoprinting, linoleum, lithograph, etching) The process of printmaking is used, and is found, in everyday life.	Where do you see the process of printmaking utilized and what objects can you think of that have been created through a printmaking process? How would you define printmaking? What art materials might you use to create a print?
Knowledge and Skills What students are expected to know and be able to do
Students will know… printmaking is unique in that you can reproduce a piece of artwork that looks exactly the same, again and again. tools and terminology used in the printmaking process. (brayer, ink, series) the process utilized in creating a print. (monoprinting, silk-screening, linoleum)	Students will be able to… recognize a print when they see one. create a unique print of their own, utilizing a printmaking process. utilize proper terminology involved in the printmaking process. (brayer, ink, series) use appropriate principles of art, such as line, shape, color, value, texture and space to create a print.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Following a discussion of design, line and shape students will create a monoprint which includes an interesting inked surface. When dry, students will paint back into the inked surface, using tempera paint, accenting the design. Note: Teachers will use rubrics to score performance tasks.	Teacher observation Artwork analysis Self-reflection
STAGE 3: SUGGESTED RESOURCES
Printmaking, Holt, Reinhart, Winston Printing for Fun, Mc Dowell New Creative Printmaking, Peter Green Step by Step Printmaking, Erwin Schachner Screen Printing Techniques, Turner Various prints and posters

GRADE: 6,7,8

TOPIC: Sculpture

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques, and processes Content Standard #2: Using knowledge of structures of functions Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Content Standard #4: Understanding the visual arts in relation to history and cultures Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Content Standard #6: Making connections between visual arts and other disciplines
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
Sculpture is a three-dimensional form of art. Sculptures can be found in many forms and made from many materials. There are specific tools and techniques needed to complete a sculpture, depending on the medium used. A sculpture can be a reflection and interpretation of life and surroundings.	What media, materials, and tools could be utilized in creating a sculpture? What subjects/objects could be used as an inspiration for a sculpture?
Knowledge and Skills What students are expected to know and be able to do
Students will know… there are a variety of materials and media that can be used to create a sculpture. (clay, cardboard, metal, papier mache, foil, wire, Celluclay) there are 2 styles of sculptures: abstract and realistic.	Students will be able to… create an abstract or realistic sculpture. utilize a variety of sculptural materials such as clay, paper mache, wire, etc. to create a sculpture. utilize the elements and principles of art appropriate to sculpture, such as shape, form, texture and space.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
You have been studying medieval history in your social studies class and have been asked to create an artistic “artifact” from that era. You have been told to sculpt a clay gargoyle. Your gargoyle should be well detailed to reflect its personality. Note: Teachers will use rubrics to score performance tasks.	Teacher observation Artwork analysis Self-reflection
STAGE 3: SUGGESTED RESOURCES
Visuals of gargoyles from books and prints