Docstoc

Art Curriculum Grades K-3

Document Sample
Art Curriculum Grades K-3 Powered By Docstoc
					                 HOLMDEL TOWNSHIP PUBLIC SCHOOLS
                             CURRICULUM GUIDE




                                 Art Education
                                   Grade K



   Ms. Mary Beth Currie                          Jaime Montana
 Assistant Superintendent.                         Art Teacher
Curriculum and Instruction                        Village School
                                                                                     Table of Contents



1.    Course Description.................................................................................................................................................................        3
2.    Course Philosophy .................................................................................................................................................................        3
3.    Course Goals ..........................................................................................................................................................................    4
4.    Enduring Understandings: .....................................................................................................................................................             4
5.    Scope and Sequence
      Unit 1     Drawing................................................................................................................................................................         5
      Unit 2     Painting ................................................................................................................................................................       7
      Unit 3     Mixed Media ........................................................................................................................................................            9
      Unit 4     Sculpting ..............................................................................................................................................................       11
      Unit 5     Critique ................................................................................................................................................................      13
6.    Evaluating and Grading .........................................................................................................................................................          15
7.    New Jersey Visual and Performing Arts Standards ...............................................................................................................                           15
8.    New Jersey Career Education and Consumer, Family, and Life Skills Standards ................................................................                                              17
9.    New Jersey Technological Literacy Standards ......................................................................................................................                        19
10.   Scope and Sequence Overview ..............................................................................................................................................                21




                                                                                                   2
                                            PROPOSED COURSE OF STUDY
                                         HOLMDEL TOWNSHIP PUBLIC SCHOOLS


Course Title:        Elementary Art - Kindergarten

Curriculum Area:     Fine Art                                                            Credits: N/A


Length of Course: Full Year          X                            Half Year

New Course                                                                    Revision of Existing Course


Course Pre-Requisites: All students should start school ready to learn


1.     Course Description:
       Students will learn the basics components of art. They will study great past masterpieces created by famous artists, and apply
       that knowledge in creating their own original works. They will cover bother two and three dimensional art concepts in several
       media along with sculpture. All units will end in critique and review.

2.     Course Philosophy:
       An education in the arts is an essential part of the academic curriculum for the achievement of human, social, and economic
       growth. An education in the arts has a potential to:
        Strengthen our ability to be creative and inventive decision-makers.
        Develop a wide range of skills significant to many aspects of life and work.
        Provide varied and powerful ways of communicating ideas, thoughts and feelings, both as individuals and as members of
           the community.
        Enrich understanding of the human experience across cultures and histories, including the accomplishments of men and
           women of different ethnic, racial and cultural backgrounds.
       All children require and must be provided with an opportunity for a meaningful art educational environment.



                                                                  3
3.   Course Goals: All students will leave the art room at the end of each period with a better understanding of both great artists
     of the past, and also some knowledge of how to apply those techniques to their own work. They will leave each period
     inspired to be creative.


4.   Enduring Understandings: (List the enduring understandings for each unit.)
      Unit #1 Drawing
     Students will be able to:
     Control and have correct use of their pencil when drawing and also draw realistically.
      Unit #2 Painting
     Students will be able to:
     Control and have correct use of the paintbrush, paint, and other supplies. Students will apply the paint in the manner that the
     teacher instructs following all directions given to create a finished painting.
      Unit #3 Mixed Media
     Students will be able to:
     Use several different types of media when creating a project. They will follow the directions as given by the teacher and use
     all supplies safely and correctly.
      Unit #4 Sculpting
     Students will be able to:
     Manipulate the clay and create a sculpture as directed by the teacher.
      Unit #5 Critique
     Students will be able to:
     Formally discuss both their own work and also the work of their peers in a way that promotes a positive learning environment.




                                                                4
5.     Scope and Sequence

Unit # 1 : Drawing                                                        Duration: 4 weeks twice a year. (Eight weeks in total)

Standards:
1.1 Aethetics
All students will apply aesthetic knowledge in the creation of and
in response to dance, music, theatre, and visual art.
1.5 Art History and Culture
All students will understand and analyze the role, development,
and continuing influence of the arts in relation to world cultures,
history and society.

Enduring Understanding: Students will be able to:                         Essential Question(s):
Control and have correct use of their pencil when drawing and                1. Why do you need to know how to steadily control the
also draw realistically.                                                         media you are working in?
                                                                             2. How does drawing always relate to the design and
                                                                                 composition of a picture?

                                              EVIDENCE OF STUDENT LEARNING

Performance Tasks: Activities to provide evidence for student             Other Evidence of Mastery (Summative): Student proficiency
learning of content and cognitive skills.                                 (for a specific unit or multiple units) is defined for the individual
                                                                          at 80% or better; for the class: 80% of the students attain the
Students will be able to:                                                 established minimum standard; an exemplar or rubric should be
   - Draw basic shapes.                                                   referenced and included in the Evaluation Section
   - Improve hand-eye coordination
   - Recognize drawings created by famous artists.        1. Walk around the room and monitor student work.
   - Control the pencil and work neatly.                  2. Check all projects against a rubric of expectations.
   - Draw several basic objects.
                                              KNOWLEDGE AND SKILLS

Knowledge: Students will know…                                            Skills: Students will be able to …


                                                                      5
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL             Reference to NJCCCS (Section 6), CECFLS (Section 7), TL
(Section 8) for this unit.                                          (Section 8) for this unit.

   1. Students will automatically pick up each type of media   1. Study works of art created by Great Masters in art. Take
        and know how to control it when creating a drawing.       that knowledge of technique and apply it to the project
   2. Students will know how to fill up the negative space on     that the class is working on. (1.1.2C1)
        their picture to create good composition.              2. Create works of art that are aesthetically pleasing.
                                                                  (1.1.2C.4)
                                                   INSTRUCTIONAL PLAN

Unit# Sequence of instructional Topics*                     Resources                     Suggested Options for Differentiation

Topic #1:                                                                               Worksheets created by the teacher with
Control of the pencil                       “Great Famous Artists” Elementary art       different types of lines to be traced.
                                                   book series.
Topic #2:                                   Posters of all shapes and their names.     Handout on shapes to be colored in.
Basic Shapes                                Instuctional video, “Tina Cintron- Drawing
                                                   Basic Shapes”

Topic #3:                                   “Getting to Know Great Artists” book,       All students listen to the story. After the
Drawing Different Objects                          “Leonardo Di Vinci”                  students go to their seats the teacher will
                                                                                        walk around and give extra assistance to
                                                                                        those in need.
Topic #4                                    Examples of Leonardo Di Vinci works         Drawing by Leonardo di Vinci to color in.
Final project based upon the techniques          hung around classroom.
presented by Leonardo Di Vinci.




                                                                6
5.     Scope and Sequence

Unit # 2 : Painting                                                       Duration: 4 weeks twice a year (Eight weeks in total)

Standards:
1.2 Creation and Performance
All students will utilize those skills, media, methods, and
technologies appropriate to the creation and presentation of visual
art.

Enduring Understanding:                                      Essential Question(s):
Students will be able to control and have correct use of the    1. Why is it important to know how to control the paint when
paintbrush, paint, and other supplies. Students will apply the      you are creating a painting?
paint in the manner that the teacher instructs following all    2. How does the steadiness of the artist’s hand make a
directions given to create a finished painting.                     different in the outcome of the painting?
                                                                3. How does color choice play a part in the finished product
                                                                    of a painting?
                                              EVIDENCE OF STUDENT LEARNING

Performance Tasks: Activities to provide evidence for student             Other Evidence of Mastery (Summative): Student proficiency
learning of content and cognitive skills.                                 (for a specific unit or multiple units) is defined for the individual
                                                                          at 80% or better; for the class: 80% of the students attain the
Students will be able to:                                                 established minimum standard; an exemplar or rubric should be
   - Paint neatly and with control                                        referenced and included in the Evaluation Section
   - Utilize fine motor skills when painting
   - Recognize paintings created by famous artists.                          1. Walk around the room and monitor student work.
   - Create a recognizable picture.                                           2. Check all projects against a rubric of expectations

                                                    KNOWLEDGE AND SKILLS

Knowledge: Students will know…                                            Skills: Students will be able to …
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL                   Reference to NJCCCS (Section 6), CECFLS (Section 7), TL
(Section 8) for this unit.                                                (Section 8) for this unit.


                                                                      7
   Students will know how to control the paintbrush and create a       1.  Create two and three dimensional works of art using
   painting that exhibits understanding of the techniques taught          color, line, shape, form, texture, and space. (4.2)
   in class.                                                           2. Create more recognizable representations as hand-eye
                                                                          coordination and fine motor skills develop. (4.5)
                                                                       3. Demonstrate the safe and appropriate use and care of art
                                                                          materials and tools. (4.6)

                                                   INSTRUCTIONAL PLAN

Unit# Sequence of instructional Topics*                     Resources                      Suggested Options for Differentiation

Topic #1:                                   Teacher demonstration of all painting        Worksheets created by the teacher with
Control of the paintbrush, paint, and all         techniques.                            different types of lines to be traced with a
media needed to complete the painting.                                                   paintbrush.


Topic #2:                                   Color Wheel posted on board.                 Handout on shapes to be painted in.
Mixing Colors                               Book : “Mouse Paint”                         Finger paints instead of brushes.


Topic #3:                                   Examples on board.                           All students listen to the demonstration.
Painting General Objects                    Demonstration at center table by teacher.    After the students go to their seats the
                                                                                         teacher will walk around and give extra
                                                                                         assistance to those in need.
Topic #4                                    Famous Artists book series.                  Print out of famous paintings of teacher’s
Final project based upon famous paintings                                                choice to be painted in the lines.
viewed in class.




                                                                   8
5.     Scope and Sequence

Unit # 3 : Mixed Media                                                    Duration: 4 weeks twice a year. (Eight weeks in total)

Standards:
1.2 Creation and Performance
All students will utilize those skills, media, methods, and
technologies appropriate to the creation and presentation of visual
art.

Enduring Understanding:                                       Essential Question(s):
Students will be able to:                                        1. How does a project look different depending on the type
Use various types of media correctly to create a project.            of media chosen by the artist?
                                                                 2. Why is it important as an artist to know how to use several
                                                                     types of media?
                                               EVIDENCE OF STUDENT LEARNING

Performance Tasks: Activities to provide evidence for student             Other Evidence of Mastery (Summative): Student proficiency
learning of content and cognitive skills.                                 (for a specific unit or multiple units) is defined for the individual
                                                                          at 80% or better; for the class: 80% of the students attain the
Students will be able to correctly use oil pastels (Craypas), chalk       established minimum standard; an exemplar or rubric should be
pastels, markers, crayons, colored pencils, paint, scissors, and          referenced and included in the Evaluation Section
scraps.

                                                    KNOWLEDGE AND SKILLS

Knowledge: Students will know…                                            Skills: Students will be able to …
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL                   Reference to NJCCCS (Section 6), CECFLS (Section 7), TL
(Section 8) for this unit.                                                (Section 8) for this unit.

Students will know how to control various types of media                     1. Walk around the room and monitor student work.
correctly to create an aesthetically pleasing picture.                       2. Check all projects against a rubric of expectations.
                                                                             3. Take note of student participation and effort.


                                                                      9
                                                      INSTRUCTIONAL PLAN

Unit# Sequence of instructional Topics*                        Resources                 Suggested Options for Differentiation

Topic #1:                                      Examples of several different types of   Assistance from both Aid and teacher.
Choosing Media. Students will try                   media in paintings.
different types of media set up on different
tables before they make their decision.

Topic #2:                                      Teacher assistance and guidance          Teacher assistance
Practice manipulating that media.


Topic #3:                                      Famous art examples on board.            Media will be chosen by teacher
Creating a project with media chosen.          Examples demonstrated by teacher on
                                                    board.

Topic #4                                       Teacher demonstration                    Media will be chosen by teacher
Creating a project consisting of 3 types of
media.




                                                                   10
5.      Scope and Sequence

Unit # 4 : Sculpting                                                   Duration: 4 weeks twice a year. (Eight weeks in total)

Standards:
1.2 Creation and Performance
All students will utilize those skills, media, methods, and
technologies appropriate to the creation and presentation of visual
art.

Enduring Understanding:                                      Essential Question(s):
Students will be able to:                                       1. What do you think will be difficult when working with
Work with the clay and make it into general shapes.                 clay?
                                                                2. What do you find interesting about sculpture?
                                              EVIDENCE OF STUDENT LEARNING

Performance Tasks: Activities to provide evidence for student          Other Evidence of Mastery (Summative): Student proficiency
learning of content and cognitive skills.                              (for a specific unit or multiple units) is defined for the individual
                                                                       at 80% or better; for the class: 80% of the students attain the
Students will be able to:                                              established minimum standard; an exemplar or rubric should be
   1. Roll the clay into a long snake.                                 referenced and included in the Evaluation Section
   2. Roll the clay into a neat ball.
   3. Make various shapes with the clay.                        1. Walk around the room and monitor students while they
                                                                   sculpt.
                                                                2. Remind students of expectations and take notes on student
                                                                   performance.
                                                    KNOWLEDGE AND SKILLS

Knowledge: Students will know…                                         Skills: Students will be able to …
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL                Reference to NJCCCS (Section 6), CECFLS (Section 7), TL
(Section 8) for this unit.                                             (Section 8) for this unit.

     3. How to create recognizable objects out of clay.                Create more recognizable representations as hand-eye


                                                                      11
                                                              coordination and fine motor skills develop. (4.5)

                                                          Demonstrate the safe and appropriate use and care of art materials
                                                          and tools. (4.7)
                                                INSTRUCTIONAL PLAN

Unit# Sequence of instructional Topics*                 Resources                     Suggested Options for Differentiation

Topic #1:                                 Teacher Demonstration                     Guidance by monitor, assistance from
Sculpting Basic Shapes                    Posters on the wall.                      teacher.

Topic #2:                                 Teacher Demonstration                     Guidance by monitor, assistance from
Creating a recognizable object            Example on board                          teacher.


Topic #3:                                 Teacher Demonstration                     Guidance by monitor, assistance from
Sculpture and color                       Color Wheel                               teacher.
                                          Color Paddles

Topic #4                                  Teacher Demonstration                     Guidance by monitor, assistance from
Sculpting a simple animal                 Pictures of Animals                       teacher.




                                                            12
5.       Scope and Sequence

Unit # 5 : Critique                                                 Duration: 4 weeks twice a year. (Eight weeks in total)

Standards:
1.4 All students will develop knowledge of the process of
critique and apply that knowledge in reflecting upon judging
works of art.

Enduring Understanding:                                     Essential Question(s):
Students will be able to:                                      1. How will critiquing your work help you on future
Judge their own work and the work of their peers.                  projects?
                                                               2. How will the input from your classmates help you to view
                                                                   your own work?
                                             EVIDENCE OF STUDENT LEARNING

Performance Tasks: Activities to provide evidence for student       Other Evidence of Mastery (Summative): Student proficiency
learning of content and cognitive skills.                           (for a specific unit or multiple units) is defined for the individual
                                                                    at 80% or better; for the class: 80% of the students attain the
Students will be able to:                                           established minimum standard; an exemplar or rubric should be
    Apply positive critique techniques in giving and receiving     referenced and included in the Evaluation Section
       responses to art.
    Evaluate their own work                                  Notes will be taken by the teacher throughout the critique process.
    Evaluate others in a constructive way                    These notes will be reviewed when giving the participation grade
                                                              on the report cards.
                                                    KNOWLEDGE AND SKILLS

Knowledge: Students will know…                                      Skills: Students will be able to …
Reference to NJCCCS (Section 6), CECFLS (Section 7), TL             Reference to NJCCCS (Section 6), CECFLS (Section 7), TL
(Section 8) for this unit.                                          (Section 8) for this unit.

        How to look at other’s work and make constructive          Apply the principles of positive critique in giving and receiving
         judgments                                                  responses to performances. (1.4.2C.2)


                                                                  13
      How to look at their own artwork from an outsider’s
       standpoint.                                                  Assess the application of the elements of art and principles of
                                                                    design in dance, music, theatre, and visual artworks using
                                                                    observable, objective criteria. (1.4.5C.1)

                                                                    Use domain-specific arts terminology to determine the strengths
                                                                    and weaknesses of specified works of dance, music, theatre, and
                                                                    visual art. (1.4.5C3)

                                                    INSTRUCTIONAL PLAN

Unit# Sequence of instructional Topics*                       Resources                      Suggested Options for Differentiation

Topic #1:                                    Art teacher runs the critique.                All students participate actively
How to look at a piece of art objectively.                                                 Explain to monitor what they
                                                                                           liked/disliked and monitor can take notes
                                                                                           and read them to class when it is time to
                                                                                           present.
Topic #2:                                    Art teacher runs the critique                 All students participate actively
How to judge your own work.                                                                Explain to monitor what they
                                                                                           liked/disliked and monitor can take notes
                                                                                           and read them to class when it is time to
                                                                                           present.
Topic #3:                                    Art teacher runs the critique                 All students participate actively
How to look at a peer’s artwork.                                                           Explain to monitor what they
                                                                                           liked/disliked and monitor can take notes
                                                                                           and read them to class when it is time to
                                                                                           present.
Topic #4                                     Art teacher runs the critique                 All students participate actively
How to apply constructive criticisms to                                                    Explain to monitor what they
better the outcome of your art.                                                            liked/disliked and monitor can take notes
                                                                                           and read them to class when it is time to
                                                                                           present


                                                                  14
6.     Evaluation and Grading

Identify criteria for the evaluation of student performance for the course of study (i.e., completion of specific activities, levels of skill
proficiency, participation, performance or product); include exemplars, rubrics, performance checklists, etc.

All course content and outcome proficiencies are subject to assessment.


7.     New Jersey Visual and Performing Arts Standards

                                                       Standard 1.1 Aesthetics
          All students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual
          arts.
          Big Idea: Aesthetic knowledge stimulates judgment and imagination empowering students to interpret, appreciate
          and extract meaning from the arts.
                             Essential Questions                                     Enduring Understandings
          Strands A and B: Knowledge and Skills
               Why should I care about the arts?                         Aesthetics fosters artistic appreciation,
                                                                              interpretation, imagination, significance and
                                                                              value.
                                                                          The point of studying the arts is to foster
                                                                              meaning making, deeper emotional response
                                                                              and more inventive decision making.
               What’s the difference between a thoughtful and            Experts can and do disagree about the value,
                  a thoughtless artistic judgment?                            power and source of art.

                                                 Standard 1.2 Creation and Performance
          All students will utilize those skills, media, methods and technologies appropriate to each art form in the creation,
          performance and presentation of dance, music, theater and visual art.
          Big Idea: Active participation in the arts leads to a comprehensive understanding of the imaginative and creative
          process.
                             Essential Questions                                    Enduring Understandings
          Strands A-D: Dance, Music, Theater and Visual Arts


                                                                      15
      How does creating and performing in the arts               The arts serve multiple functions:
       differ from viewing the arts?                               enlightenment, education, and entertainment.
                                                                  Though the artist’s imagination and intuition
                                                                   drive the work, great art requires skills and
                                                                   discipline to turn notions into a quality product.
       To what extent does the viewer properly affect            The artistic process can lead to unforeseen or
        and influence the art and the artist and to what           unpredictable outcomes.
        extent is the art for the artist?
                                  Standard 1.3 Elements and Principles of the Arts
All students will demonstrate an understanding of the elements and principles of dance, music, theater and visual
art.
Big Idea: An understanding of the elements and principles of art is essential to the creative process and artistic
production.
                   Essential Questions                                   Enduring Understandings
Strands A-D: Dance, Music, Theater and Visual Arts
      How do underlying structures unconsciously             Underlying structures in art can be found via
        guide the creation of art works?                          analysis and inference.
      Does art have boundaries?                              Breaking accepted norms often gives rise to
                                                                  new forms of artistic expression.

                                               Standard 1.4 Critique
All students will develop, apply and reflect upon knowledge of the process of critique.
Big Idea: Through the critical process, students formulate judgments regarding artistic and aesthetic merits of
artwork.




                                                        16
                        Essential Questions                                       Enduring Understandings
       Strands A and B: Knowledge and Skills
           When is art criticism vital and when is it beside            The critical process of observing, describing,
             the point?                                                   analyzing, interpreting and evaluating leads to
                                                                          informed judgments regarding the relative
                                                                          merits of artworks.
                                      Standard 1.5 World Cultures, History, and Society
       All students will understand and analyze the role, development and continuing influence of the arts in relation to
       world cultures, history, and society.
       Big Idea: The relationship of the arts and culture is mutually dependent; culture affects the arts and the arts reflect
       and preserve culture.
                          Essential Questions                                    Enduring Understandings
       Strands A and B: Knowledge and Skills
            Does art define culture or does culture define             Culture affects self-expression, whether we
               art?                                                       realize it or not.
            What is old and what is new in any work of art?            Every artist has a style; every artistic period has
            How important is “new” in art?                               a style.

8.   New Jersey Career Education and Consumer, Family, and Life Skills Standards


                                        Standard 9.1 Career and Technical Education
       All students will develop career awareness and planning, employability skills and foundational knowledge
       necessary for success in the workplace.
       Big Idea: Students explore career opportunities and assess individual aptitudes and interests to make informed
       decisions regarding career and educational choices.
                         Essential Questions                                  Enduring Understanding
       Strand A. Career Awareness and Planning
            How do I decide what I want to be and how do            Each job, career and profession has a set of
               I prepare for my career?                                preparation requirements, career exploration
                                                                       experiences and different opportunities for
                                                                       personal and professional growth and


                                                                 17
                                                                   satisfaction.
     Why do I need a career plan? How do I                       An effective career plan is flexible, includes a
      communicate this information to post-                        variety of life experiences, skills and education,
      secondary institutions and employers?                        and can save time, energy and money.
Strand B. Employability Skills
    How can we best prepare for the workforce                     In the 21st century, people will most likely have
      when we will likely change jobs multiple                      multiple careers and jobs.
      times and perhaps even careers?                            Personal actions today and tomorrow may have
                                                                    an effect on future employment.
                                 Standard 9.2 Consumer, Family, and Life Skills
All students will develop career awareness and planning, employability skills and foundational knowledge
necessary for success in the workplace.
Big Idea: All students will demonstrate critical life skills in order to be functional members of society.
                  Essential Questions                                       Enduring Understandings
Strand A. Critical Thinking
     How do I decide or make choices?                           Choices we make as individuals affect self,
                                                                    family, community and the world.
Strand B. Self-Management
     Why do I need to be accountable?                           Personal attitudes, behaviors, knowledge and
                                                                    skills promote self awareness, personal
                                                                    responsibility and self-direction.
Strand C. Interpersonal Communications
     How do I best communicate?                                 Effective communication skills are necessary to
                                                                    convey meaning and understanding to others.
Strand D. Character Development and Ethics
     How do family, school, community and                       One’s character and ethics are constantly being
        workplace influence an individual’s character               challenged and are ever-changing and evolving.
        and ethics?
Strand E. Consumer and Personal Finance
     When should I start planning financially, and              Financial choices have costs, benefits and
        how is it best to do so?                                    consequences.




                                                         18
       Strand F. Safety
           How is safety a personal and societal                     Lack of awareness about laws and rules may
             responsibility?                                           lead to unsafe situations and chaos.

9.   New Jersey Technological Literacy Standards


                                      Standard 8.1 Computer and Information Literacy
        All students will use computer applications to gather and organize information and to solve problems.
        Big Idea: A computer is an adaptable tool for organizing information and solving problems that facilitates
        lifelong learning.
                          Essential Questions                                   Enduring Understandings
        Strand A. Basic Computer Skills and Tools
              In a world of constant technological change,           Technology is constantly and requires
                what skills should we learn?                             continuous learning of new skills.
              How do I choose which technological tools to           Selection of technology should be based on
                use and when it is appropriate to use them?              personal and/or career needs assessment.
        Strand B. Application of Productivity Tools
              How can I transfer what I know to new                  A tool is only as good as the person using it.
                technology situations/experiences?
              What are my responsibilities for using                 Technology use can have positive or negative
                technology? What constitutes misuse and how              impact on both users and those affected by
                can it best be prevented?                                their use.
                                             Standard 8.2 Technology Education
        All students will develop an understanding of the nature and impact of technology, engineering, technological
        design, and the designed world as they relate to the individual society, and the environment.
        Big Idea: Technological literacy skills enable learners to adapt to a rapidly changing, man-made world by
        using problem solving to generate solutions from the conceptual stage to the final product.
                          Essential Questions                                    Enduring Understanding
        Strand A. Nature and Impact of Technology
              Can we control the pace at which technology            Technology evolves at an ever accelerating
                is created? Should we, even if we can?                   pace based on the needs/ wants of society and


                                                              19
                                                                is influenced by cultural, political and
                                                                environmental values and constraints.
Strand B. Design Process and Impact Assessment
    How does technology extend human                          Technological outcomes have the potential for
      capabilities? What are the positive and                   anticipated and unanticipated positive and
      negative consequences of technology? Should               negative results.
      technologies that produce negative impact
      continue to be used?
    When are the most sophisticated tools                     The design process is fundamental to
      required and when are the simplest tools best?            technology and engineering.
Strand C. Systems in the Designed World
    Can a system continue to operate with a                   A system has interrelated components designed
      missing or malfunctioning component?                      to collectively achieve a desired goal.
    Is it always beneficial to use the most                   All technological activities use resources that
      economical material/Materials for production              include tools/machines, materials, information,
      of a technological product?                               energy, capital, time and people.




                                                       20
  10.       Scope and Sequence Overview:

        1             2              3              4             5               6              7               8              9

Drawing         Drawing        Drawing        Drawing
                                                    Painting                 Painting       Painting       Painting       Painting
(Aesthetics)    (Aesthetics)   (Aesthetics)   (Aesthetics)
                                                    (Creation                (Creation      (Creation      (Creation      (Creation
                                                    and                      and            and            and            and
                                                    Performance)             Performance)   Performance)   Performance)   Performance)
     10           11           12           13            14                       15             16             17             18
Mixed Media Mixed Media Mixed Media Mixed Media Sculpting                    Sculpting      Sculpting      Critique       Critique
(Creation    (Creation    (Creation    (Creation    (Creation                (Creation      (Creation
and          and          and          and          and                      and            and
Performance) Performance) Performance) Performance) Performance)             Performance)   Performance)

     19              20             21             22              23              24             25             26             27
Drawing         Drawing        Drawing        Drawing        Painting        Painting       Painting       Painting       Painting
(Elements       (Elements      (Elements      (Elements      (Creation       (Creation      (Creation      (Creation      (Creation
and             and            and            and            and             and            and            and            and
Principals)     Principals)    Principals)    Principals)    Performance)    Performance)   Performance)   Performance)   Performance)

     28           29           30           31           32                       33             34            35              36
Mixed Media Mixed Media Mixed Media Mixed Media Sculpting                    Sculpting      Sculpting
(Aesthetics) (Aesthetics) (Aesthetics) (Aesthetics) (Creation                (Creation      (Creation    Critique         Critique
                                                    and                      and            and
                                                    Performance)             Performance)   Performance)



  Submitted by: Jamie Montana                                                           Date:    July 22, 2009

  Board of Education Curriculum and Instruction Committee:                  Approved    Date: August 19, 2009

  Board of Education:                                                       Approved    Date: August 26, 2009


                                                                 21

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:15
posted:5/2/2011
language:English
pages:21