History and culture, WH REMINGTON

Tags: Content Standards, available resources, Diego Rivera, FREDRICK REMINGTON, DISTRICT-WIDE ASSESSMENTS, changed circumstances, Adaptation, Flexibility, GRADE OR COURSE LEVEL, WINSLOW HOMER, visual characteristics, District Curriculum, Elements of Design, Visual Art Grade, Processes Art Materials Select, Subject Matter, responsible manner, works of art, elements and principles of design, techniques, Art Materials
Content: District Curriculum Maps District Curriculum Maps Visual Art Grade Six The student will: Art Materials, Techniques, and Processes Art Materials Select and arrange a variety of media and techniques for developing and conveying original images, themes, and symbols in creative artworks Techniques and Processes Demonstrate productive, safe, and responsible use of art materials, techniques, and processes for the creation and exhibition of works of art Maintain and conserve materials, tools, and studio facility, for the creation and exhibition of works of art in a safe and responsible manner Structures, Functions, and Aesthetics Elements of Design (Line, Color, Shape, Form, Texture, Value, Space) Compare and contrast choices of elements in an original artwork Principles of Design (Unity, Rhythm, Pattern, Emphasis, Proportion, Variety, Balance) Discuss interaction of various principles of design Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas Content (Subject) Examine subject matter expressed through allegory (e.g., Norman Rockwell, Fredrick Remington, Winslow Homer) Identify subject (genre) in artworks; e.g., landscapes, still-life, portrait, abstraction and non-objective Content (Meaning) Describe the portrayal of ideas, feelings, and mood in art movement (e.g., realism) content standards FALL 2008 Topic, theme, or concept BENCHMARK SKILL-A GRADE OR Course Level EXPECTATION THAT ALIGNS WITH THE DISTRICT-WIDE ASSESSMENTS Critical Skill-A skill on which a teacher spends a significant amount of time but may not be covered on a district-wide assessment. Visual Art Grade Six (page 1)
Assess an artists application of elements and principles of design to express a selected idea Assess an artists application of elements and principles of design to express a selected idea Communicate Meaning (Subject Matter, Symbols, Ideas) Reflect on how a work of art expresses or communicates meaning Discuss and write analysis and interpretations of their own works of art and the art of others, using appropriate critical language Apply grade level academic vocabulary: form , value, emphasis, symbols, space, genre, multi media, abstraction, still life, allegory, non-objective, seascape History and Culture Purpose and Meaning Assess how history and culture influence works of art in terms of visual characteristics and purpose Context of Art (Times, Places, Cultures) DEMONSTRATE AN AWARENESS OF THE IMPACT OF CURRENT AND/OR CULTURAL EVENTS ON ART (E.G., NORMAN ROCKWELL, FREDRICK REMINGTON, WINSLOW HOMER) DESCRIMINATE BETWEEN THE WORKS AND VISUAL CHARACTERISTICS OF AMERICAN ALLEGAROY REALISTS: HOMER, REMINGTON, ROCKWELL, HOPPER Recognize that visual arts have a relationship to history and cultures (e.g., Jacob Lawrence, Diego Rivera) Historical and Cultural Influence Demonstrate how art works from diverse world cultures reflect aspects of those cultures historically Compare and contrast themes and symbols in the art of different cultures Reflection and Assessment: Merits of Their Work and The Work of Others Purposes for Creating COMPARE/CONTRAST MULTIPLE PURPOSES FOR CREATING WORKS OF ART Content Standards FALL 2008 Topic, theme, or concept BENCHMARK SKILL-A GRADE OR COURSE LEVEL EXPECTATION THAT ALIGNS WITH THE DISTRICT-WIDE ASSESSMENTS Critical Skill-A skill on which a teacher spends a significant amount of time but may not be covered on a district-wide assessment. Visual Art Grade Six (page 2)
personal influences Identify examples of how personal experiences impact creation of artworks Personal Responses SUMMARIZE PERSONAL RESPONSES TO A VARIETY OF ARTWORKS (E.G., WINSLOW HOMER, FREDERICK REMINGTON, EDWARD HOPPER: AUTOMAT) Interdisciplinary Connections Between Visual Art, Other Disciplines and Daily Life Similarities, Differences, and Connections DEVELOP CONCLUSIONS REGARDING CROSS-CURRICULAR CONNECTIONS INTEGRATE CONNECTIONS FOUND AMONG THE FINE ARTS Describe how visual arts are combined with other arts in multimedia work Success Skills Emotional and Social Contribute to the success of all (listening, sharing, respecting others, contributing to studio clean-up) Set a good example (plans ahead, sets personal goals, demonstrates positive attitude, demonstrates self control, demonstrates self reliance, pursues excellence, accepts consequences) Display an acceptant and tolerant attitude in view of differences (respect's others dignity, privacy, personal space) Accountability and Production Complete assigned tasks on time Take responsibility for quality of work Maintain and conserves resources Use materials in a safe, and responsible manner Respect freedom of expression and intellectual property Content Standards FALL 2008 Topic, theme, or concept BENCHMARK SKILL-A GRADE OR COURSE LEVEL EXPECTATION THAT ALIGNS WITH THE DISTRICT-WIDE ASSESSMENTS Critical Skill-A skill on which a teacher spends a significant amount of time but may not be covered on a district-wide assessment. Visual Art Grade Six (page 3)
Flexibility, Adaptation, Resilience Solve problems using available resources Adapt to changed circumstances (proactively seeks advise, reflects, sets new goals) Content Standards FALL 2008 Topic, theme, or concept BENCHMARK SKILL-A GRADE OR COURSE LEVEL EXPECTATION THAT ALIGNS WITH THE DISTRICT-WIDE ASSESSMENTS Critical Skill-A skill on which a teacher spends a significant amount of time but may not be covered on a district-wide assessment. Visual Art Grade Six (page 4)

WH REMINGTON

File: history-and-culture.pdf
Author: WH REMINGTON
Published: Tue Sep 30 09:12:42 2008
Pages: 4
File size: 0.32 Mb


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