K-8 Visual Art Curriculum Model

E-mail Mrs Jaci Wighers (Art Specialist -speaker)
E-mail Katie Metcalf Zaman (Fulbright - speaker)
E-mail Mary Kohl Johnson (Art Specialist - G/T facilitator)

Art Methods Syllabus- Course Outline

Overview Assignments

TEXT Resources
Resources

Lessons and Journals:
Jan 23 - Jan 30
Feb 6 - Feb 13 - Feb 20 - Feb 27
Mar 6 - Mar 20 - Mar 27
Apr 3 - Apr 10 - Apr 17 - Apr 24 - May 1

REQUIRED READING
Chapter 18 Grades 5-6
Chapter 19: Grades 7-8

Sign in 6:30 pm
Computer room

DRAWING by age group

Drawing from nature, Painting from rhytms of nature
OR Tesselation is
ART Assignment #3 due TODAY,
March 6

REQUIRED JOURNAL ENTRY
Summary of each assigned chapter

Brief eval of all chapter websites citing specific discipline relevancy
Journals from Ch 11-17 to be turned in at the start of this class MARCH 6 in folder/ (optional paper or CD)

ACTVITY SHEET 2
CREATING AN ART CURRICULUM
Analyze your activity 1 sheet:
What would you modify for a special needs child who was color blind?
What would you modify for gifted student with a vivid imagination but poor social skills? What WI ART STANDARDS does it meet and why?
Due March 6 with Journal

REQUIRED
Art Assignment #3:
Mounted, signed
STILL LIFE OR TESSELATION - March 6
Rubric ART Assignment

ART 202

FUNDAMENTALS of ART
for ELEMENTARY TEACHERS
Sem 2 - 2005-06
2 credits
January 23 thru May 1
No class spring break March 13

E-mail

March 6 :
Creating an Art Curriculum Speaker Yedda Sheller
College Graduate with PORTFOLIO ONLINE

HAND IN: Journal #3 which includes
Chapters 11-17 summaries
Chapters 11-17 websites online
Art Activity 2- revision of planned class activity. Look at comments on your plan.
What would you modify for a special needs child who was color blind?
What would you modify for gifted student with a vivid imagination but poor social skills? AND
Analyze your activity sheet. What WI ART STANDARDS does it meet and why? Written summary
HAND IN: Art Assignment Rubric #3 and mounted painting, signed in lower right hand corner with your name, legible and neat and digital copy on disk. (NOTE Digital copy should be cropped, adjusted and the SAME hue as the original. It will be compared)
This painting may be: still life of Native American culture, still life of the movement of leaves and plants OR the tesselation (as long as most of it is painted, not colored with oil pastels and crayons.)

Activity Planning: ART CURRICULUMS

Chapter 15 Kindergarten
Chapter 16: Grades 1-2
Chapter 17: Grades 3-4

WI ART STANDARDS: Knowing | Doing | Communicating | Thinking | Understanding | Creating | Proficiency

Integrating Art

Painting options: movement or still life
Demo mounting and signing work

Divide paper background into thirds, unequal sized shapes
With tempera paint paint largest area with gradations of 2 analogous colors (A third color will result where mixed)
Second background color should be a flat cool color (violet, blue or green) that is a shade - mixed slightly with black
Third background are should be a tint (mixed with white) of color already used

With oil pastels add in flowers.
Will they be complimentary (opposite), analogous (next to each other), tints (mixed with white), or shades (mixed with black)

Alternate Oil Pastels Approaches:

Oil Pastels blended together
Oil Pastels Engraving/Etching. color heavily - brush India ink or tempera over
(thinned slightly - and touch of dish liquid added). Let dry.
Scratch off with scratch tools.

Oil Pastel resist. Outline with bold black markers - color heavily - paint over with black watercolor
SAMPLE ASSESSMENT

	4- excellent	3- above average	2- average	1-below average	0- no evidence
Drawing captures image of flower
Images are drawn -painted carefully and fill the picture
Oil pastel is applied with control and colors are mixed and blended
The finished picture is neat and clean-

A. 16 – 13 points
B. 12 - 9 points
C. 8 – 6 points
D. 5 – 3 points
F. 2 – 0 points        Total points _______ Letter Grade ______

"What you believe you will teach..."
Einstein