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					                                                        “What is Art?”
                                                         Kindergarten
      Art is a way of seeing. The Visual Arts are an integral part of the human experience. They are the visual expression
                           of the emotional, spiritual, cultural, social, and intellectual facets of humanity.

                    ENDURING UNDERSTANDINGS FOR THE VISUAL ARTS GRADES K-12

   The process of making art leads to a deeper understanding of ourselves and others. (868.01.b; 870.01.b; 870.02.b; 872.01.b)
   Creativity and imagination are enhanced through the study and creation of art. (872.03.b)
   The creation of art fosters self-discipline and perseverance. (872.01.b)
   Artists communicate ideas and emotion in their work. (868.02.b; 870.01.b)
   Artists develop their own unique style. (870.02.b; 872.01.b)
   People interpret art in different ways. (868.01.a; 868.02.b; 870.02.b; 872.01.b)
   Art portrays and transmits culture. (868.01.a)
   The arts are essential to the human experience. (868.02.b)

                                                            ELEMENTS OF ART

   Line is a path through space that can convey emotions (872.02.b)
   Shape is two-dimensional and can be generalized into organic and geometric categories. (872.02.b)
   Form is a three-dimensional shape, either real or an illusion. (872.02.b)
   Values are the lights and darks that create contrast in composition. (872.02.b)
   Accurate representation of texture in art helps create visual interest. (872.02.b)
   Knowledge of color can help artists communicate their ideas more effectively. (872.02.b)
   The use of space in design helps define perspective and depth. (872.02.b)

                                                         PRINCIPLES OF DESIGN

   Balance creates a sense of stability, where no one part overpowers another. (870.01.b)
   Emphasis attracts and holds the viewers attention. (870.01.b)
   Movement is used by artists to guide the viewers eye through a composition. (870.01.b)
   Unity is the effective blending of the elements to create a feeling of completeness. (870.01.b)
   The use of contrast makes a work of art more visually interesting. (870.01.b)
   Harmony is the repetition of an element to create unity. (870.01.b)
    Elementary Visual Arts: ELEMENTS OF ART                                    Concept: BALANCE
                       Balance creates a sense of stability, where no one part overpowers another.
       GENERALIZATION GRADES K, 1, 2,                            GENERALIZATION GRADES 3, 4, 5
        Balance can be achieved through symmetry.                                         Balance is an integral part of a composition.

             K-1                                  2                                  3                                  4                              5

   Symmetrical balance occurs       Bi-lateral symmetrical balance   Artists use color, line, and shape   Asymmetrical balance occurs       Artists use symmetrical,
  when elements on either side of   occurs in organic and man-made   to create symmetrical and radial     when elements on either side of   asymmetrical, and radial
     the center are the same.                   objects.                          balance.                 the focal point are unequal.      balance purposefully.




 Lower levelUpper level 


                                                    GUIDING QUESTIONS
 1. CRITICISM: What type of balance did the artist use?
 2. AESTHETICS: How does the use of balance influence the viewer’s feelings toward the piece?
 3. HISTORY:    Compare artist’s work from ancient Greece and Pop art. How does the use of balance differ?

                                        SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students will complete the second half of a symmetrical design/picture.
First: Students will create a symmetrical design on an outline of a butterfly.
Second: (Prelesson #7, found in Spectra Art Binder, Grade 2) Students will create a bi-lateral symmetrical paper form.
Third: Students will use color, line, and shape to create a symmetrically balanced mask. *This could be a multiple assessment with the concept of shape.
Fourth: Students will use color, line, and shape to create an asymmetrically balanced composition.
Fifth: Students will create a poster using symmetrical, asymmetrical, or radial balance.
     Elementary Visual Arts: ELEMENTS OF ART                                    Concept: COLOR
                       Knowledge of color can help artists communicate their ideas more effectively.
        GENERALIZATION GRADES K, 1, 2, 3                         GENERALIZATION GRADES 4, 5
             There is a sequential order to color mixing.                                                      Color may express mood.

                                                             ENDURING UNDERSTANDINGS
              K                            1                      2            3                                                    4                           5

  Primary and secondary         Warm and cool colors        Warm and cool colors are                                    Artists use tints (lighter)   Contrasting colors can
                                                             used in art to express
                                                                                          Mixing combinations
   colors can be found in       can be found in natural                                   of the primary colors          and shades (darker) of         express mood and
   natural and man-made             and man-made                     mood.                                               colors to create variety            feeling.
       environments.                environments.
                                                                                          and black and white              within the artwork.
                                                             Colors can be combined         creates all colors.
                                Primary colors can be          in a variety of ways.
                               mixed to create secondary                                   Complementary colors
                                        colors.                                              are used in various
                                                                                                  artworks.
      Lower level Upper level

                                                     GUIDING QUESTIONS
 1. CRITICISM: What color scheme is more dominant in this artwork?
 2. AESTHETICS: How would the mood of this image be affected if the artist had chosen different colors?
 3. HISTORY:    How does the artist’s use of color reflect the time period or era in history?

                                          SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students go on a scavenger hunt and collect six objects (one of each primary/one of each secondary color) from both (natural & man-made)
environments. Students will then share items naming colors and color designations (primary or secondary).
First: Students go on a scavenger hunt outside to collect warm colored objects (i.e. leaves, sticks) to create a collage. Students will use collage to make a
cool color rubbing using crayons.
Second: Students will experiment with combining primary colors in a variety of ways. They will use the colors created to paint a seasonal nature scene.
Third: You are a book illustrator and have been commissioned to illustrate a poem for Shel Silverstein’s unpublished book. He had decided that he wants to
use all the colors of the color wheel for this book. You have a limited budget and only have red, yellow, blue, black and white paint. Create an illustration
using your paints for this book.
Fourth: Artists use tints and shades of colors to create variety within their artwork. Create a two-dimensional piece of original art using three tints and three
shades.
Fifth: Artists use color purposefully to evoke an emotional response. Create a two-dimensional piece of original art expressing a specific mood or emotion through the use of
contrasting colors.
     Elementary Visual Arts: ELEMENTS OF ART                                 Concept: CONTRAST
                             The use of contrast makes a work of art more visually interesting.
        GENERALIZATION GRADES K, 1                            GENERALIZATION GRADES 2, 3, 4, 5
                                                          Placing opposites in close proximity creates contrast.

                                                                ENDURING UNDERSTANDINGS
              K                              1                       2            3                                                       4                            5
             NA                             NA                      Using noticeable             Artists use contrast to      Contrast occurs when           Artists use contrast in
                                                                differences in light, size,         create depth in                                         color, line, and shape to
                                                                  and color can create
                                                                                                                              the level of intensity
                                                                                                   two-dimensional                                            cause the viewer to
                                                                        contrast.                    compositions.
                                                                                                                              of color is noticeably
                                                                                                                                                                      react.
                                                                                                                                    different.




      Lower level Upper level

                                                     GUIDING QUESTIONS
 1. CRITICISM:  Identify how the artist’s uses contrast in this piece?
 2. AESTHETICS: In what way does the use of contrast influence your reaction to the piece?
 3. HISTORY:    How have artists’ use of contrast changed over time?

                                             SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: NA
First: NA
Second: Students will create a night scene using contrasting colors and sizes.
Third: Students will create a paper landscape using a variety of sizes and colors to show depth.
Fourth: Using tints and shades, students will create a contrasting composition.
Fifth: Students will use contrasting line, colors, and/or shapes to create a visual image (advertisement, sculpture, painting, etc.) that causes a viewer to react.
    Elementary Visual Arts: ELEMENTS OF ART                               Concept: EMPHASIS
                                Emphasis attracts and holds the viewer’s attention.
       GENERALIZATION GRADES K, 1, 2, 3                        GENERALIZATION GRADES 4, 5
                                            Emphasis increases the importance of one aspect of a composition.

                                                      ENDURING UNDERSTANDINGS
                 K                                1-2              3                                                        4                                 5

     Size can be used to focus a     Artists often choose to place the
         viewer’s attention.          most important object in the       Color can be used to attract and   Artists use color, size, line, and   Artists can create a point of
                                           center of the artwork.          hold the viewer’s attention.        shape to create a point of          emphasis in a series of
                                                                                                                       emphasis.                     repeated objects by
                                                                                                                                                 changing the color, size, or
                                                                                                                                                 shape of one or more of the
                                                                                                                                                           objects.



 Lower level  Upper level 

                                                     GUIDING QUESTIONS
 1. CRITICISM: What did the artist use to create the point of interest?
 2. AESTHETICS: Why did the artist choose color, line, or size to hold the viewer’s attention?
 3. HISTORY:    How have artists used emphasis in their work?

                                        SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students will create a seasonal picture with one object larger than the rest.
First: Students will create a clay bead necklace using six geometric beads and one free-form bead (free-form bead placed between six geometric beads).
*This could be a multiple assessment for form and emphasis.
Second: (Prelesson #16, found in Spectra Art Binder, Grade 2) Students write a paragraph describing the center of interest in a specific print or slide
(example: Chagall’s I and the Village) and what makes it the point of emphasis (its color, size, shape, etc).
Third: (Prelesson #3, found in Spectra Art Binder, Grade 3) Students will create an animal composition (3 or more animals) using color to emphasize one of
the animals.
Fourth: (Prelesson #10, found in Spectra Art Binder, Grade 4) Students will choose an object to enlarge and through the use of color, line, shape, or size will
create a point of emphasis.
Fifth: (Prelesson #30, found in Spectra Art Binder, Grade 5) Students will create a print block, changing one block by color or position.
    Elementary Visual Arts: ELEMENTS OF ART                                     Concept: FORM
                             Form is a three-dimensional shape, either real or illusionary.
       GENERALIZATION GRADES K, 1, 2                         GENERALIZATION GRADES 3,4, 5
 Objects exits in two or three dimensions.                       The illusion of form can be created through a variety of elements.

                                                       ENDURING UNDERSTANDINGS
             K                         1                    2            3                                                4                           5
   Art can exist as a two-        Form may be          Three-dimensional forms     The illusion of form can    The illusion of form or      Architects, sculptors,
   dimensional or three-     free-form or geometric,    have height, width, and     be created on a two-      volume can be created by     and industrial designers
    dimensional form.            open or closed.                depth.              dimensional surface.      value, use of perspective,    use a variety of forms.
                                                                                                                       or color.
                                                       A two-dimensional shape     Form may be natural or                                  Form follows function.
                                                       can be made into a three-       manufactured.
                                                          dimensional form.



     Lower level Upper level

                                                     GUIDING QUESTIONS
 1. CRITICISM: How has the artists created the illusion of space (3-D) on a two-dimensional surface.
 2. AESTHETICS: In what ways does building design affect the mood of people who see them?
 3. HISTORY:    What factors influence the artists’ choice of materials in this three-dimensional form?

                                      SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students will create a three-dimensional self-portrait (clay sculpture) from a two-dimensional self-portrait (drawing).
First: Students will create six geometric clay beads and one free-form bead to be used in a necklace. * This is a multiple assessment with the concept of
balance.
Second: (Prelesson #27, found in Spectra Art Binder, Grade 2) Students will create a paper sculpture from flat paper.
Third: Prelesson #16, found in Spectra Art Binder, Grade 3) Students will use shading to make drawings of skyscrapers appear three-dimensional.
Fourth: (Prelesson #24, found in Spectra Art Binder, Grade 4) Students will use 1-point perspective to create a cityscape or landscape. *This is a multiple
assessment with the concept of space.
Fifth: Students will construct a three-dimensional building for a planned community. They will describe how the form relates to the function and purpose of
the building.
    Elementary Visual Arts: ELEMENTS OF ART                                   Concept: LINE
                               Line is a path through space that can convey an image
       GENERALIZATION GRADES K, 1, 2, 3                          GENERALIZATION GRADES 4, 5
  Line can be found in the environment and be used to convey images.                     Line may depict direction, texture, or pattern through variety.

                                                            ENDURING UNDERSTANDINGS
               K-1                                   2                   3                                               4                              5

    Line is used to create visual     The specific characteristics of                                       Repeated lines create implied   Line can be used to create
              images.               line (curved, thick, thin, etc.) can   The illusion of form or volume      texture and pattern.         perspective and identify
                                           create quality of line.             can be created by line.                                              direction.




      Lower level Upper level

                                                      GUIDING QUESTIONS
 1. CRITICISM: What image has the artist tried to express through his/her use of line?
 2. AESTHETICS: Do you feel the artist’s use of line conveys beauty?
 3. HISTORY:    How does the artist’s use of line compare to other artists’ work?

                                        SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students will use line to draw a self-portrait (Lesson #1 in Spectra Art Binder).
First: Students will use line to create a family portrait.
Second: Students will create a design containing curved, straight, thick, and thin lines. Instructor may tie this assessment to Lesson #4 in the Spectra Art
Binder (Cardboard Comb Designs).
Third: (Prelesson #16, found in Spectra Art Binder, Grade 3). You have been hired by the City of Boise as part of a design team to create a cityscape for the
21st century. Using line, create a cityscape of what you envision downtown Boise could look like in the next century.
Fourth: Artists use lines to create texture and pattern in their work. Create a two or three-dimensional original artwork that uses line to create either texture
or pattern or both.
Fifth: Artists use perspective to create depth in two-dimensional artwork. Create a landscape or cityscape using one or two-point perspective.
    Elementary Visual Arts: ELEMENTS OF ART                                 Concept: MOVEMENT
                         Artists use movement to guide the viewer’s eye through a composition.
       GENERALIZATION GRADES K, 1                            GENERALIZATION GRADES 2,3, 4, 5
 Movement may be implied through the use of line.                  Movement may be implied through the use of a variety of elements.

                                                               ENDURING UNDERSTANDINGS
              K                                1                              2-3                              4                                 5

     Line is used to create      The specific characteristics of   Overlapping shapes and forms   A single repeating shape can   Artists use a variety of elements
          movement.               line (curved, zigzag, swirls)      create implied movement      be used to create movement.    (line, shape, color, etc.) to move
                                  indicate specific movement.           within the artwork.                                       the viewer through the artwork.




     Lower level Upper level

                                                    GUIDING QUESTIONS
 1. CRITICISM:  How does the artist create movement in the piece?
 2. AESTHETICS: How has movement affected the mood of the piece?
 3. HISTORY:    Do all artists use movement in the same way? (Use an abstract and a realistic piece to discuss this question.)

                                              SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students will create a line drawing that implies fast and slow movement.
First: (Prelesson #2 in Spectra Art Binder, Grade 1) Students will create a nonobjective design that shows two different kinds of movement (example: slow
&
      fast).
Second: (Prelesson #10 in Spectra Art Binder, Grade 2) Using a tagboard figure, students will utilize overlap to create a rubbing of the figure showing
      movement within the artwork.
Third: (Prelesson #19 in Spectra Art Binder, Grade 3) Students will create a composition using a variety of repeated overlapping objects and colors to create
movement. *This could be a multiple assessment evaluating both contrast and movement.
Fourth: (Prelesson #9 in Spectra Art Binder, Grade 4) Students will create a design using only one shape.
Fifth: (Prelesson #22 in Spectra Art Binder, Grade 4) Students will create a composition using repeated line, shape, or color to move the viewer through the
        piece.
     lementary Visual Arts: ELEMENTS OF ART                                     Concept: SHAPE
                  Shape is two-dimensional and can be generalized into organic and geometric categories.
       GENERALIZATION GRADES K, 1, 2, 3                           GENERALIZATION GRADES 4, 5
            Organic shapes differ from geometric shapes.                                    Shapes are used to create visual images.

                                                        ENDURING UNDERSTANDINGS
               K-1                                2                  3                                            4                                5

    Most objects are made up of      Organic shapes are found in                                      Artists use shapes to create   Artists use a variety of shapes
    geometric or organic shapes.               nature.               Artists may combine more than   positive and negative space.       to create visual images.
                                    Geometric shapes are generally     one shape to form objects.
                                            man-made.




     Lower level Upper level

                                                  GUIDING QUESTIONS
 1. CRITICISM: What shape is most dominant in this artwork?
 2. AESTHETICS: How does shape influence the meaning of this artwork?
 3. HISTORY:    How has shape been used historically to convey meaning?

                                       SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students will create a picture or collage using a variety of geometric and organic shapes provided by instructor.
First: Students will cut geometric and organic shapes to create a picture or collage.
Second: You are working for a company that designs CD covers. Design a CD cover for your favorite group or singer using three geometric shapes and one
organic shape.
Third: (Prelesson #7, found in the Spectra Art Binder, Grade 3). Idaho Theatre for Youth is doing a play for elementary schools in the valley. You have
been hired to create a mask for one of their productions that use at least two different shapes.
Fourth: Create a poster for your school carnival using positive and negative space. Be sure to include the time and date of the carnival and any interesting
activities happening at the carnival.
Fifth: Students will create an original composition using a variety of shapes (encourage creative use of media i.e. painting, sculpture, collage).
    Elementary Visual Arts: ELEMENTS OF ART                                 Concept: SPACE
                               The use of space helps define perspective and depth.
       GENERALIZATION GRADES K, 1, 2, 3                        GENERALIZATION GRADES 4, 5
                     Shape takes up space.                                                          Space can exist in three dimensions.

                                                           ENDURING UNDERSTANDINGS
                 K                                   1                 2-3                                                 4                                5

 In artwork, the sky can be observed   Objects appear larger when they     Artists create the illusion of      Overlapping and one-point        Artists often use space to
 touching the ground and objects on     are close to use and smaller     depth by showing some objects      perspective can be used to create
                                                                                                                                                 identify the center of
              the ground.                      when far away.                  overlapping others.                an illusion of depth.
                                                                                                                                                  interest or point of
                                                                                                                                                        emphasis.




      Lower level Upper level

                                                     GUIDING QUESTIONS
 1. CRITICISM:  How has the artist used shape to fill the space?
 2. AESTHETICS: Why has the artist chosen this balance of positive and negative space?
 3. HISTORY:    Is this a good example of how artists of this era utilize space in a composition?

                                         SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students will use crayon or paint to create a landscape making sure the sky is touching the grass.
First: Students will draw a landscape that has an object close and one far away.
Second: (Prelesson #10, found in Spectra Art Binder, Grade 2). Students will use overlapping shapes and forms to draw a scene that creates an illusion of
depth.
Third: (Prelesson #14, found in the Spectra Guide, Grade 3). Using the concepts of foreground/middleground/background, students will create a landscape
of their community.
Fourth: Students will create a cityscape of the past, using one-point perspective and overlap.
Fifth: Using two-point perspective, students will create an underwater city with an identified point of emphasis.
    Elementary Visual Arts: ELEMENTS OF ART                                     Concept: TEXTURE
                           Accurate representation of texture in art helps create visual interest.
       GENERALIZATION GRADES K, 1, 2, 3                             GENERALIZATION GRADES 4, 5
          Texture is how something feels or appears to feel.                                  Texture may be conveyed through line and shape.

                                                             ENDURING UNDERSTANDINGS
              K-1                                     2                   3                                                  4                                5

   All objects in our environment       Texture is understood in two         Repeated lines, shapes and       Artists use repeated textures to     Texture can be implied
       have a surface quality.                      ways:                    spaces can create texture.        add variety to their artwork.     through various types of art
                                             by touch or tactile                                                                                         materials.
                                             experience and by
                                         sight or visual experience.




                                                   GUIDING QUESTIONS
 1. CRITICISM: How do you think the artist conveyed texture in this composition?
 2. AESTHETICS: How do the textures in this composition make you feel?
 3. HISTORY:    How has texture been employed in art throughout history?

                                           SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: Students explore the technique of crayon rubbings of various textures in their environment.
First: Students draw a simple picture and fill in the picture with texture rubbings from around the classroom or school.
Second: Students will go on a texture scavenger hunt, recording a variety of textures using crayon and paper. The textures will be covered with watercolor
washes using contrasting colors. The textures will be used to create two-dimensional animals.
Third: (Pre-lesson #1, found in Spectra Art Binder, Grade 3). A fabric mill is moving into your town. They want you to create a fabric that shows at least
two different types of visual or tactile texture.
Fourth: Artists use a variety of textures to create interest. Create a two or three-dimensional original artwork using at least three different textures.
Fifth: Artists use a variety of media within works of art to create variety. Students will use three different types of media to create a two or three-dimensional original
artwork with implied texture.
    Elementary Visual Arts: ELEMENTS OF ART                                       Concept: UNITY
                   Unity is the effective blending of the elements to create a feeling of completeness.
                                        GENERALIZATION GRADES 3, 4, 5
                                              A variety of components can be used to unify a composition.

                                                       ENDURING UNDERSTANDINGS
            K                          1                    2            3                                                4                          5

           NA                         NA                         NA               The use of various values     The use of consistent     Artists use color, line,
                                                                                  and intensities of a color   shapes can create unity.   and shape to create a
                                                                                      can create unity.                                   unified composition.




     Lower level Upper level

                                                     GUIDING QUESTIONS
 1. CRITICISM: What are the unifying elements in this piece?
 2. AESTHETICS: When would an artist choose to create a work of art that was not unified?
 3. HISTORY:    How did pop artists use color, line, and shape to create unity?

                                      SAMPLE PERFORMANCE ASSESSMENTS by GRADE:
Kindergarten: NA
First: NA
Second: NA
Third: (Prelesson #23, found in Spectra Art Binder, Grade 3) Students will create a composition using various values and intensities of a primary or
secondary color.
Fourth: (Prelesson #12, found in Spectra Art Binder, Grade 4) Students will create a graphic design using a consistent style of lettering.
Fifth: (Prelesson #30, found in Spectra Art Binder, Grade 5) Students will create a repeated design that uses color, line and shape.
The Vital Experiences listed on the following pages
                are activities from:


            Learning to Look & Create
              The Spectra Program
                by Kay Alexander
            Dale Seymour Publications
                      1990
                                                              ART
                                                    Kindergarten
                                                 VITAL EXPERIENCES

        Cutting                Coloring                Tracing                 Painting               Glue           Drawing
       On the line           Winthin a shape        Following lines            Watercolor         Paper to paper    Self-portrait

     Around shapes           Correctly holding   Following dotted lines         Tempera                                People
                             crayons/markers
Correctly holding scissors                                                 Variety of materials                       Animals

                                                                           Primary/Secondary
                                                                            color exploration




     2-D Design              Mixed Media              Sculpting                Textiles           Printmaking          Tools
         Collage                  Murals              Play dough             Weaving paper        Finger paints       Brushes
                                                                           (straight line cuts,
        Rubbings                                     Model Magic           up/down direction       Hand prints     Watercolor sets
                                                                                  only)
                                                        Animals                                      Apples          Water cups
                                                                          Stitchery w/o needles
                                                        Letters

                                                        Shapes
Lessons                          Line   Color   Shape   Texture   Form   Balance   Unity Emphasis Movement Contrast Harmony Space
      Fine Motor Skills
#2 Color Families                        X                                          X                X
#5 Walk Around the Square         X              X                 X                                 X
#7 Owl Amulet                                    X        X
Optional
#29 Paper Appliqué                X      X       X                                  X                         X       X
          Painting
#9 Tree Shapes                           X       X        X                         X
#13 Double Color                         X                X
    Finger painting                      X       X        X                                                           X
#14 Snowy Circles
Use of vocabulary of primary
and secondary colors for these
lessons
      Optional Painting
           Lessons
#3 Tempera Techniques                    X                                          X       X                         X
#26 Just a Look:                         X
      Blue Mountain
#27 Textured Pictures             X      X                X
#28 Kinder Garden                        X       X                                          X


           Drawing
#1 Can You Find Me                X      X                                          X       X
#16 Let's Get Together                   X                                          X       X        X
(optional media: could use
  crayons/markers on paper)
     Optional Drawing
           Lessons
#12 Just a Look:                                          X                X                X                 X
       Francisco Goya
(This could be shown as an
introduction to portraits)                                                                                                   X
#25 First Families                                                                          X        X        X
#30 Portrait Puzzle               X              X                                                   X
                               Line Color Shape   Texture Form Balance Unity   Emphasis   Movement   Contrast   Harmony   Space
           Sculpture
#10 Baker's Clay Sculpture                                 X
#15 Exploring Clay                                  X      X             X
      Optional Sculpture
            Lessons
#21 Sailor Hats & Sailboats                X               X      X                           X
#24 Clay Beads                                      X      X             X


           2-D Design
#11 Tissue Collage Pictures          X              X                    X                              X
      Optional 2-D Lessons
#19 Initial Patterns            X          X                                              X                       X        X


           Mixed Media
#18 Imagine animals             X    X     X        X
     Optional Mixed Media
            Lessons
#23 Jeweled Crown                                          X
(Could be a center activity)


          Printmaking
#8 Orange Caterpillars               X     X        X                                         X                   X
Handprints                           X     X        X
Fingerprints                                        X                                         X                   X
     Optional Printmaking
            Lesson
#4 Rorschach Creatures               X     X                      X


           Textiles
#22 Woven Animals               X    X     X        X
(Stichery without needles)
         Optional Textile
             Lesson
#20 Burlap Stichery             X                   X      X
                                Line Color Shape Texture Form Balance   Emphasis Unity Movement   Contrast Harmony   Space
               Tools
Application & Care
Read: "Teacher Talk in Guide,
page 71
      Optional Tool Lesson
#17 Sunset Skies                      X                                    X

				
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