MAMS Art and Design Lessons (Grade 5)
2016-2017 - First Semester
---------------------------------------------------------------------------------------------------------------------------------------------------------
Grading Criteria:
1) Craftsmanship (Applying Techniques / Handling of Tools/Materials)
2) Creativity (Originality/Imagination)
3) Responsibility (Time on Task / Completing Work on Time)
---------------------------------------------------------------------------------------------------------------------------------------------------------
QUARTER ONE
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-1) Weeks of 8/(29-31)-9/1-2 THRU 10/31-11/4
Description: Drawing Unit
Detailed Description: During the quarter students will complete a series of drawing exercises using a variety of objects/images as resources.
Element(s) emphasized: Various.
Principle(s) emphasized: Various.
State Standards: Craftsmanship - C.8.6 Creativity - L.8.2 Responsibility - A.8.2
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why is the ability to draw important for helping in the development of a person?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
What are the initial steps involved with creating any step-by-step drawing?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-2) Weeks of 9/(5)6-9 THRU 9/26-30
Description: Portrait Drawing Unit
Detailed Description: Working step-by-step, students will learn how to create portrait drawings using a variety of tools and materials. Students will mount their projects. Element(s) emphasized: Line, Line Value, Shape, and Value.
Principle(s) emphasized: Contrast, Emphasis and Proportion.
State Standards: Craftsmanship - C.8.6 Creativity - C.8.4 Responsibility - C.8.8
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why do you believe that portraits are such a popular theme for artists?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
What are the steps involved with creating a step-by-step portrait drawing?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-3) Weeks of 10/3-7 THRU 10/24-28
Description: Wild-Life Cubism Unit
Detailed Description: Working step-by-step, students will create an original animal, bird, fish, or insect project in the cubism style emphasizing ‘motion’. Students will first learn how to ‘SEE’ by using the ‘CONNECT-THE-DOTS’ technique in developing their compositions. Students will complete their projects using colored-construction paper, colored-pencils, and markers, as well as mount their projects for displaying.
Element(s) emphasized: Line, Shape, and Color. Principle(s) emphasized: Harmony (Unity), Pattern (Repetition), Rhythm, and Movement.
State Standards: Craftsmanship - C.8.6 Creativity - C.8.3 Responsibility - C.8.8
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
In what ways can the art style of cubism make us look at the world differently?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
Why do you think someone would like the art style of cubism?...
Why do you think someone would NOT like the art style of cubism?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
QUARTER TWO
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-4) Weeks of 11/7-11 THRU 1/16-19(20)
Description: Drawing Unit
Detailed Description: During the quarter students will complete a series of drawing exercises using a variety of objects/images as resources.
Element(s) emphasized: Various.
Principle(s) emphasized: Various.
State Standards: Craftsmanship - C.8.6 Creativity - L.8.2 Responsibility - A.8.2
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why is the ability to draw important for helping in the development of a person?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
What are the initial steps involved with creating any step-by-step drawing?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-5) Weeks of 11/7-11 THRU 12/5-9
Description: Clay Unit
Detailed Description: Following a step-by-step format, students will create several clay projects: an initialed dish using the pinch pot technique, and a cube container using the subtractive technique. Students will glaze their projects.
Element(s) emphasized: Shape, Mass, and Color.
Principle(s) emphasized: Balance and space (Depth).
State Standards: Craftsmanship - C.8.6 Creativity - C.8.7 Responsibility - C.8.8
-------------------------------------------------------------------------------------------------------------------------------------------------------- ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why is clay such a good medium to use in an art class?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
Why do you prepare your clay by wedging it first?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-6) Weeks of 12/5-9 THRU 1/9-13 Description: Mixed-Media Mosaic Unit Detailed Description: Following a step-by-step format, students will create an original mixed-media project using watercolors, markers, and the mosaic technique. The student designs will be of either silhouetted bugs or birds. Element(s) emphasized: Shape, Color, and Texture. Principle(s) emphasized: Balance and Harmony (Unity). State Standards: Craftsmanship - C.8.6 Creativity - C.8.7 Responsibility - C.8.8
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why are objects/images from nature good subject matter for art projects?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
Where are at least two different examples of Texture seen in your project?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
Second Semester
---------------------------------------------------------------------------------------------------------------------------------------------------------
QUARTER THREE
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-7) Weeks of 1/23-27 THRU 1/30-2/10
Description: Color Wheel and Cubism Unit
Detailed Description: Following a step-by-step format, students will create original color wheel and mingling designs using watercolors and markers. The students will combine their color wheels and minglings, with colored-construction paper to create original 3-Dimensional Cubism face designs.
Element(s) emphasized: Shape, Mass, Color, and Texture.
Principle(s) emphasized: Balance, Space (Depth), and Variety.
State Standards: Craftsmanship - C.8.6 Creativity - C.8.7 Responsibility - C.8.8/C.8.9
---------------------------------------------------------------------------------------------------------------------------------------------------------ESSENTIAL (OPEN-ENDED) QUESTIONS: How would your life change if there was no such thing in the world as Color?...
COMMON TEXT TO BE READ: Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS: What is a watercolor ‘wash’?...
What is meant by ‘superimposing’ colors?...
What is the result of 'superimposing' colors?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-8) Weeks of 1/23-27 THRU 3/20-24
Description: Drawing Unit
Detailed Description: During the quarter students will complete a series of drawing exercises using a variety of objects/images as resources.
Element(s) emphasized: Various.
Principle(s) emphasized: Various.
State Standards: Craftsmanship - C.8.6 Creativity - L.8.2 Responsibility - A.8.2
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why is the ability to draw important for helping in the development of a person?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
What are the initial steps involved with creating any step-by-step drawing?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-9) Weeks of 2/13-16(17) THRU 3/13-17 Description: Mixed-Media Still-Life Unit Detailed Description: Following a step-by-step format, students will create original mixed-media still-life designs of fruits and vegetables. The crayon resist painting technique and overlapping perspective will be emphasized. Students will mount their projects. Element(s) emphasized: Shape, Color, and Texture. Principle(s) emphasized: Balance, Harmony (Unity), and Space (Depth/Perspective). State Standards: Craftsmanship - C.8.6 Creativity - C.8.7 Responsibility - C.8.8
---------------------------------------------------------------------------------------------------------------------------------------------------------ESSENTIAL (OPEN-ENDED) QUESTIONS: Why do you believe ‘still-lifes’ have been a popular subject matter for artists over the centuries?...
COMMON TEXT TO BE READ: Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS: What is the ‘formula’ for being a good drawer?...
How does the ‘crayon resist’ technique work to get the effects it does?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
2016-2017 - First Semester
---------------------------------------------------------------------------------------------------------------------------------------------------------
Grading Criteria:
1) Craftsmanship (Applying Techniques / Handling of Tools/Materials)
2) Creativity (Originality/Imagination)
3) Responsibility (Time on Task / Completing Work on Time)
---------------------------------------------------------------------------------------------------------------------------------------------------------
QUARTER ONE
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-1) Weeks of 8/(29-31)-9/1-2 THRU 10/31-11/4
Description: Drawing Unit
Detailed Description: During the quarter students will complete a series of drawing exercises using a variety of objects/images as resources.
Element(s) emphasized: Various.
Principle(s) emphasized: Various.
State Standards: Craftsmanship - C.8.6 Creativity - L.8.2 Responsibility - A.8.2
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why is the ability to draw important for helping in the development of a person?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
What are the initial steps involved with creating any step-by-step drawing?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-2) Weeks of 9/(5)6-9 THRU 9/26-30
Description: Portrait Drawing Unit
Detailed Description: Working step-by-step, students will learn how to create portrait drawings using a variety of tools and materials. Students will mount their projects. Element(s) emphasized: Line, Line Value, Shape, and Value.
Principle(s) emphasized: Contrast, Emphasis and Proportion.
State Standards: Craftsmanship - C.8.6 Creativity - C.8.4 Responsibility - C.8.8
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why do you believe that portraits are such a popular theme for artists?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
What are the steps involved with creating a step-by-step portrait drawing?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-3) Weeks of 10/3-7 THRU 10/24-28
Description: Wild-Life Cubism Unit
Detailed Description: Working step-by-step, students will create an original animal, bird, fish, or insect project in the cubism style emphasizing ‘motion’. Students will first learn how to ‘SEE’ by using the ‘CONNECT-THE-DOTS’ technique in developing their compositions. Students will complete their projects using colored-construction paper, colored-pencils, and markers, as well as mount their projects for displaying.
Element(s) emphasized: Line, Shape, and Color. Principle(s) emphasized: Harmony (Unity), Pattern (Repetition), Rhythm, and Movement.
State Standards: Craftsmanship - C.8.6 Creativity - C.8.3 Responsibility - C.8.8
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
In what ways can the art style of cubism make us look at the world differently?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
Why do you think someone would like the art style of cubism?...
Why do you think someone would NOT like the art style of cubism?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
QUARTER TWO
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-4) Weeks of 11/7-11 THRU 1/16-19(20)
Description: Drawing Unit
Detailed Description: During the quarter students will complete a series of drawing exercises using a variety of objects/images as resources.
Element(s) emphasized: Various.
Principle(s) emphasized: Various.
State Standards: Craftsmanship - C.8.6 Creativity - L.8.2 Responsibility - A.8.2
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why is the ability to draw important for helping in the development of a person?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
What are the initial steps involved with creating any step-by-step drawing?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-5) Weeks of 11/7-11 THRU 12/5-9
Description: Clay Unit
Detailed Description: Following a step-by-step format, students will create several clay projects: an initialed dish using the pinch pot technique, and a cube container using the subtractive technique. Students will glaze their projects.
Element(s) emphasized: Shape, Mass, and Color.
Principle(s) emphasized: Balance and space (Depth).
State Standards: Craftsmanship - C.8.6 Creativity - C.8.7 Responsibility - C.8.8
-------------------------------------------------------------------------------------------------------------------------------------------------------- ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why is clay such a good medium to use in an art class?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
Why do you prepare your clay by wedging it first?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-6) Weeks of 12/5-9 THRU 1/9-13 Description: Mixed-Media Mosaic Unit Detailed Description: Following a step-by-step format, students will create an original mixed-media project using watercolors, markers, and the mosaic technique. The student designs will be of either silhouetted bugs or birds. Element(s) emphasized: Shape, Color, and Texture. Principle(s) emphasized: Balance and Harmony (Unity). State Standards: Craftsmanship - C.8.6 Creativity - C.8.7 Responsibility - C.8.8
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why are objects/images from nature good subject matter for art projects?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
Where are at least two different examples of Texture seen in your project?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
Second Semester
---------------------------------------------------------------------------------------------------------------------------------------------------------
QUARTER THREE
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-7) Weeks of 1/23-27 THRU 1/30-2/10
Description: Color Wheel and Cubism Unit
Detailed Description: Following a step-by-step format, students will create original color wheel and mingling designs using watercolors and markers. The students will combine their color wheels and minglings, with colored-construction paper to create original 3-Dimensional Cubism face designs.
Element(s) emphasized: Shape, Mass, Color, and Texture.
Principle(s) emphasized: Balance, Space (Depth), and Variety.
State Standards: Craftsmanship - C.8.6 Creativity - C.8.7 Responsibility - C.8.8/C.8.9
---------------------------------------------------------------------------------------------------------------------------------------------------------ESSENTIAL (OPEN-ENDED) QUESTIONS: How would your life change if there was no such thing in the world as Color?...
COMMON TEXT TO BE READ: Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS: What is a watercolor ‘wash’?...
What is meant by ‘superimposing’ colors?...
What is the result of 'superimposing' colors?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-8) Weeks of 1/23-27 THRU 3/20-24
Description: Drawing Unit
Detailed Description: During the quarter students will complete a series of drawing exercises using a variety of objects/images as resources.
Element(s) emphasized: Various.
Principle(s) emphasized: Various.
State Standards: Craftsmanship - C.8.6 Creativity - L.8.2 Responsibility - A.8.2
---------------------------------------------------------------------------------------------------------------------------------------------------------
ESSENTIAL (OPEN-ENDED) QUESTIONS:
Why is the ability to draw important for helping in the development of a person?...
COMMON TEXT TO BE READ:
Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS:
What are the initial steps involved with creating any step-by-step drawing?...
---------------------------------------------------------------------------------------------------------------------------------------------------------
(5-9) Weeks of 2/13-16(17) THRU 3/13-17 Description: Mixed-Media Still-Life Unit Detailed Description: Following a step-by-step format, students will create original mixed-media still-life designs of fruits and vegetables. The crayon resist painting technique and overlapping perspective will be emphasized. Students will mount their projects. Element(s) emphasized: Shape, Color, and Texture. Principle(s) emphasized: Balance, Harmony (Unity), and Space (Depth/Perspective). State Standards: Craftsmanship - C.8.6 Creativity - C.8.7 Responsibility - C.8.8
---------------------------------------------------------------------------------------------------------------------------------------------------------ESSENTIAL (OPEN-ENDED) QUESTIONS: Why do you believe ‘still-lifes’ have been a popular subject matter for artists over the centuries?...
COMMON TEXT TO BE READ: Biographies of artists and visuals of their work shared with my students via the internet.
ASSESSMENT (SPECIFIC) QUESTIONS: What is the ‘formula’ for being a good drawer?...
How does the ‘crayon resist’ technique work to get the effects it does?...
---------------------------------------------------------------------------------------------------------------------------------------------------------