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A year long art curriculum on respecting one another and our community designed for 2nd Grade Arianne OConnor Tufts University/SMFA Art Education Curriculum PK-8 Spring 2013
Kindness is the language which the deaf can hear, and the blind can see.
Mark Twain
Unit 1:
Thoughts
Unit 2:
Words
Unit 3:
Actions
Table of Contents:
Philosophy Statement + Curriculum Rationale . 4 Art Curriculum Goals 5 Curriculum Map. 6 UNIT 1: Thoughts.. 9 Lesson 1: I Am .. 15 Lesson 2: Caring is Squaring.. 16 Lesson 3: PoeTree... 17 UNIT 2: Words.. 19 Lesson 1: Chain Link Letter... 25 Lesson 2: Speak UP! Posters for Change... 26 Lesson 3: MeAs Liberty . 27
UNIT 3: Actions... 29 Lesson 1: Lines with Friends . 35 Lesson 2: Birds of a Feather ... 36 Lesson 3: Ive got a feeling 37 Standards-Based Scope + Sequence Chart 39 Differentiation in Art (Lists and Strategies) .. 40-41 Art Program Assessment. 42-44 Appendix.... 45 Glossary..45-46 National Visual Arts Standards... 47 Massachusetts Visual Arts
Frameworks... References... 49
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encourages awareness that all people and cultures have important connections. An art educator should not only encourage their students
appreciation for art, but should aim to develop critical consciousness of visual imagery, foster creative skills, and teach critical thinking skills regarding their visual culture and its influences. Maintaining a classroom that fosters acceptance and understanding about the world we live in will help children become better students, community members and citizens in our society. I believe a curriculum should implement these aspects, as they will inevitably enrich a students learning process by making their experience child-centered. By implementing a multicultural and childcentered art curriculum executed through differentiate lessons with diverse outcomes and an emphasis on individuality; students will develop an understanding of their needs, as well as the needs of others. Once students have learned problem solving and creative thinking in art, they can be encouraged to connect visual knowledge to other subjects. A complete art curriculum offers every student the opportunity to develop a positive attitude towards themselves, and others, through creative experiences. .
Course Goals
To encourage collaboration and learning among students. To provide a classroom that values kindness, diversity and respect. To foster an understanding of art and how artists use it as a vehicle for expression. To ensure that each student feels included and valued within the classroom. To continuously to provide a safe and engaging environment for students of all backgrounds.
3rd Grade Class exploring an Altered Book Journal at Angier Elementary School (Jan. 2013)
L1: I Am
UNIT 1: Thoughts
UNIT 2: Words
L3: PoeTree
CURRICULUM MAP
REWIND be kind!!!
UNIT 3: Actions L1: Lines with Friends L2: Birds of a Feather L3: Ive got a feeling
Essential Questions:
How can art inform us about the world we live in? In what ways can artists communicate through their artwork? How can collaborating in art teach us about ourselves and others?
Angier Elementary Field Trip to the MFA, Boston
UNIT
Unit 1: Thoughts
LESSON 1 LESSON 2 LESSON 3
I Am
Caring is Squaring
PoeTree
Self Portrait
Lesson 1: I Am
Artist Swap
Frida Kahlo
UNIT 1: Thoughts
Lesson 3: PoeTree
Faith Ringold
Leaf Printing
Haiku
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UNIT 1:
THOUGHTS
2nd Grade Curriculum
ENDURING UNDERSTANDINGS: Artists express themselves through their artwork. All artwork conveys a message. Collaborating in art allows us to envision our own thoughts and understand the opinions of others.
Artschool.com
ESSENTIAL QUESTIONS: How can artists express their identity through art? How can artists communicate? In what ways can collaborating teach us about our world?
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STANDARDS ADDRESSED:
Visual Arts Learning Standards Standard 1: Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Standard 4: Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation. Standard 5: Critical Response. Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate students will connect their analysis to interpretation and evaluation. Standard 7: Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.
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Lesson 3: Concluding the lesson, students will exhibit their leave prints in an installation project of a tree along with their written haiku poems that are mounted on the reverse side of their leaves. The students will express a form a respect for either themselves, for someone or for something in their haiku poem that will be displayed with their work.
CONTINUUM OF ASSESSMENTS:
Each student will fill out a reflection sheet, self-assessing their progress and artwork at the end of each lesson. See enclosed reflection sheet.
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LESSON TWO: Caring is Squaring In this lesson, students use textile design to create a fabric square that will later be assembled into a large community grade level quilt. The students will be introduced to the work of Faith Ringold and how she used fabric and textile design the express her thoughts and tell a story. The teacher will ask that each student create a scene from memory or imagination that shows respect and/or kindness to others. The student will begin by creating a sketch to work through their idea, emphasizing that artist use this technique when creating their work, and t h e n u s e t h is sketch to influence their design on the fabric square.
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Resources and Exemplars: Faith Ringold Childrens Museum of the Arts, NY, NY
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LESSON THREE: PoeTree In this lesson, students will look at how artists can use their thoughts to influence their work and process in creating art. The students will experiment with printmaking in making prints of leaves found in the surrounding area of the school grounds or brought in from home. Once they have successfully created a leaf print, the teacher will read Shel Silversteins The Giving Tree and discuss the meaning of poetry. The teacher will explain to the students the art of writing a Haiku poem. The students will then create their own haiku, focusing on the topic of respect (of nature, of people, of animals etc.) and then their haiku will be mounted on the back of one of their leaves theyve printed. The students will then work with the teacher to create an installation of a sculptural tree in a public space in the school (i/e: library, main office, cafeteria etc.) and then hang their leaves on the tree, named the PoeTree. Art Materi als:
iety of Leaves Tempera Paint (Assorted Colors) Brown Mural Paper (for tables) Brayers Paint Trays Sharpie Markers (black) White Drawing Paper White Watercolor paper Scissors Skills: Printmaking and Poetry Writing Resources and Exemplars: The Giving Tree by Shel Silverstein
V a r
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Name: Assignment:
Period: Date:
Criteria:
Your Rating
Teacher Rating
Use of Materials:
Did I use the appropriate materials? Did I respect the materials?
10
9-8
7 7 7 7 7
6 or less
Craftsmanship:
Did I use the techniques learned?
10 10 10 10
Creativity:
Did I use my imagination? Did I experiment?
Respect + Participation:
Did I respect my teacher, classmates and materials?
9-8
Possible Points:
50 x 2 = 100 Your Grade: Rating x 2 = Grade
Student Comments:
Teacher Comments:
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UNIT 2
WORDS
LESSON 1 LESSON 2 LESSON 3 Chain Link Letter Speak UP! Posters for Change Me As Liberty!
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Color Theory
Keith Haring
Community Art
Lesson Two:
Speak Up! Posters for Change
Fundraiser
Work Collaborativel y
UNIT 2: WORDS
Lesson Three: Me As Liberty ! Using Imagery and Text in Art
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UNIT 2: WORDS
ESSENTIAL QUESTIONS: How can artists express their ideas through their art? How can art and language convey ideas to others? What is the artists place in the community?
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STANDARDS ADDRESSED:
Visual Arts Learning Standards Standard 4: Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation. Standard 6: Purposes of the Arts. Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings. Standard 7: Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present. Standard 8: Concepts of Style, Stylistic Influence, and Stylistic Change. Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres.
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Arianne OConnor with CT Debbie Kramer showing our 5th grade students work on display at Newton Education Center April 2013
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CONTINUUM OF ASSESSMENTS:
Each student will fill out a reflection sheet, selfassessing their progress and artwork at then end of each lesson. See enclosed reflection sheet.
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Markers Skills: Color Theory and Mixing Resources and Exemplars: community artists www.google.com
www.fslide.com
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LESSON TWO: Speak UP! Inspiring Posters for Change In this lesson students will use inspiration from artist Keith Haring to create posters that promote change in the way we verbalize our respect for one another. The students will be divided into teams of four (for a class of 24- so six groups) and will need to come up with a team name for themselves, a team slogan or message, and draft up a poster image which will then be painted and put on display within the school. The teacher will discuss with them the various ways that artists use their artwork to advertise a message and assist the students in creating their concepts. Art Materials: Large piece of white drawing paper Pencils Markers Tempera Paint (bold colors) Sharpies Paint Brushes Water Cans
These images are from posters created by students at Countryside Elementary School in Newton, MA April 2013
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LESSON THREE:
Me As Liberty
In this lesson students will look at the work of Frida Kahlo and create a self portrait of themselves as the Statue of Liberty. Focusing on respecting ourselves and our community, the student will depict themselves in a large scale drawing and have written liberties that they respect within the background, along with images representing these liberties. The students with work together with the teacher to create a running list to define liberty and show things we are respectful of in our lives. These self portraits will serve as a narrative to express the students personal interests and what they desire to be respected of them!!! Art Materials: Skills: Self Portraiture, Painting Resources and Exemplars: Artwork of Frida Kahlo Watercolor paper (16 by 24) Watercolor Paints Crayons Sharpie Markers Paint Brushes Water cans Paper Towels
MeAs Liberty portraits done by 3r d grade students of Angier Elementary March 2013
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Name: Assignment:
Period: Date:
Criteria:
Your Rating
Teacher Rating
Use of Materials:
Did I use the appropriate materials? Did I respect the materials?
10
9-8
7 7 7 7 7
6 or less
Craftsmanship:
Did I use the techniques learned?
10 10 10 10
Creativity:
Did I use my imagination? Did I experiment?
Respect + Participation:
Did I respect my teacher, classmates and materials?
9-8
Possible Points:
50 x 2 = 100 Your Grade: Rating x 2 = Grade
Student Comments:
Teacher Comments:
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UNIT 3: Actions
LESSON ONE:
LESSON TWO:
LESSON THREE:
Birds of a Feather
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Sculpture
Work Collaboratively
UNIT 3: Actions
Jackson Pollack
Student Mural
Action Jackson by Jan Greenburg
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UNIT 3:
ACTIONS
2nd Grade Curriculum
ESSENTIAL QUESTIONS: How can artists relate themselves to others? What choices can be considered artistic? What ways can artists collaborate?
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STANDARDS ADDRESSED:
Visual Arts Learning Standards Standard 1: Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Standard 3: Observation, Abstraction, Invention, and Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Standard 10: Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/ engineering.
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UNIT OBJECTIVES:
LESSON 1: Students will work together to help each other create collaborative pieces of art while respecting each others artwork.
LESSON 2: Students will work together to construct 3D bird sculptures while offering advice and techniques learned along the way to others for assistance.
LESSON 3: Students will create a mural together in a energetic and fun environment that promotes interaction with one another and respect for each others space, opinions and feelings
OVERARCHING: Students will collaborate with each other while creating art to infuse the idea that their actions may be influential on one another in a positive way while displaying respect for each other and themselves
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CONTINUUM OF ASSESSMENTS:
Each student will fill out a reflection sheet, selfassessing their progress and artwork at then end of each lesson. See enclosed reflection sheet.
student creating bird sculpture at Angier Elementary March 2013
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LESSON TWO: Birds of a Feather In this lesson students will learn the technique of creating sculptures and how artists are influenced from the natural world in creating sculptures. The focus will be on working as a team to achieve the end goal of creating the sculptures. Well begin by discussing how to draw birds by using a parts-to-whole technique so that students can understand the assemblage of a figure to later conceptualize the assemblage of their sculpture in the same parts to whole technique. Using this as a building block is crucial for the students to understand how artists create sculpture using an armature. The students will assist one another in assembling their sculptures and later will decorate their birds with the pop art influence of Nikki de Sainte Phalle and Peter Maxs vibrant colors.
Art Materials : Newsprint Paper Masking Tape, Wide and Thin White Drawing Paper Colored Pencils Acrylic Paint Paint Brushes Hot Glue Gun Gloss Modge Podge or Gel Medium Wire (thick gauge for creating feet)
Skills: Creating Sculptures from unique materials Painting Drawing Resources and Exemplars: Artwork of Henry Moore Artwork of Nikki de Sainte Phalle Artwork of Peter Max
Images are of 2nd Grade student artwork Bird Sculptures created with Arianne OConnor at Angier Elementary School in March 2013
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LESSON THREE:
In this lesson the class will read Action Jackson by and learn how artists use expressive body language when creating their art. We will then discuss how artists are respectful of each other when creating their artwork and then introduce the idea of murals. The class will then work collaboratively to create a class mural using their emotions as creative fuel for this project inspired by the art of Jackson Pollack. Art Materials: Large Canvas for Mural 5 by 8 Space to work Outdoors Large Brown Mural Paper (to cover floor surface if working indoors) Variety of Tempera, Acrylic and Household Paints Large Paint Brushes Variety of Sticks Paper Towels Water Cans Smocks Skills: Painting, Mural, Collaboration, Community Art Resources and Exemplars: Action Jackson by Jan Greenberg MFA Collection of Jackson Pollack Work Powerpoint Presentation www.artstor.com www.google.com
A student works on a Jackson Pollock inspired painting at MFA Saturday Studios Internship Fall 2012
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Name: Assignment:
Period: Date:
Criteria:
Your Rating
Teacher Rating
Use of Materials:
Did I use the appropriate materials? Did I respect the materials?
10
9-8
7 7 7 7 7
6 or less
Craftsmanship:
Did I use the techniques learned?
10 10 10 10
Respect + Participation:
Did I respect my teacher, classmates and materials?
9-8
Possible Points:
50 x 2 = 100 Your Grade: Rating x 2 = Grade
Student Comments:
Teacher Comments:
UNIT 2: Words
Lesson 2: Speak UP! INSPIRING POSTERS
UNIT 3: Actions
Massachusetts Frameworks
Lesson 1: I AM
S1:Media, Materials
and Techniques
X X
Lesson 3: PoeTree
S3: Observation,
Attraction, Invention, and Expression
X X
X X X X X X X X X
S5: Critical Responses S6: Purpose of the Arts S7: Roles of Artists in
Communities
X X X
S9: Inventions,
Technologies, and the Arts S10: Interdisciplinary Connections
DIFFERENTIATION IN ART
The lists below provide a comparison between the Traditional classroom and the Differentiated Classroom
Traditional Classroom
Student differences are masked or acted upon when problematic Assessment is most common at the end of learning to see who got it A relatively narrow sense of intelligence prevails A single definition of excellence exists Student interest is infrequently tapped Relatively few learning profile options are taken into account Whole-class instruction dominates Coverage of texts and curriculum guides are the focus of learning Mastery of facts and skills out-ofcontext are the focus of learning Single option assignments are the norm Time is relatively inflexible A single text prevails Single interpretations of ideas and events may be sought The teacher directs student behavior The teacher solves problems The teacher provides whole-class standards for grading A single form of assessment is often used
Differentiated Classroom
Student differences are studied as a basis for planning Assessment is ongoing and diagnostic to understand how to make instruction more responsive to learner need Focus on multiple forms of intelligence is evident Excellence is defined in large measure by individual growth from a starting point Students are frequently guided in making interest-based learning choices Many learning profile options are provided for Many instructional arrangements are used Student readiness, interest, and learning profile shape instruction Use of essential skills to make sense of and understand key concepts and principles is the focus of learning Multi-option assignments are frequently used
Time is used flexibly in accordance with student need Multiple materials are provided Multiple perspectives on ideas and events are routinely sought The teacher facilitates students skills at becoming more self-reliant learners Students help other students and the teacher solve problems Students work with the teacher to establish both whole-class and individual learning goals Students are assessed in multiple ways
DIFFERENTIATION IN ART
Strategies that may be helpful in and out of the art classroom Design open ended assignments Use students interests as guides for suitable activities Make individual adjustments to projects assigned to whole class Allow partial participation Use flexible groupings Employ the use of VISUALS for instruction and demonstrations Demonstrate processes to whole class Give verbal and visual step by step directions for all students, posting the visuals Assign buddies/partners Use multi-level approaches Encourage creativity: flexibility, fluency, elaboration, originality Challenge students to stretch or modify possibilities of assignments Involve kids in activities which reflect their own cultures Provide a supportive and safe environment Make sure all students are successful based on their own needs
* As the art teacher, make sure to collect any and all applicable IEPs from the classroom teachers so that you can successfully get to know your students and understand any limitations of special needs that they may have so that necessary accommodations may be made! This is crucial to a successful classroom culture.
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Assessment:
Throughout the year-long curriculum entitled Rewindbe Kind, students will be able to reflect on their personal achievement by filling our a self-assessment form on behalf of their own progress. Students will decide on a scale from 1-10 where they rate their achievement in categories such as use of materials, craftsmanship, creativity, relation of concept to product, and respect and participation. At the end of each lesson and unit, students will fill out a self-assessment form, which gives them responsibility over their work. The teacher will then assess each student on the same criteria, keeping in mind the score that the student rated him or herself.
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Name: Assignment:
Period: Date:
Criteria:
Your Rating
Teacher Rating
Use of Materials:
Did I use the appropriate materials? Did I respect the materials?
10
9-8
7 7 7 7 7
6 or less
Craftsmanship:
Did I use the techniques learned? Was I accurate?
10 10 10 10
Creativity:
Did I use my imagination? Did I experiment?
Respect + Participation:
Did I respect my teacher, classmates and materials?
9-8
Possible Points:
50 x 2 = 100 Your Grade: Rating x 2 = Grade
Student Comments:
Teacher Comments:
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Criteria
KEEP WORKING!
Does not utilize appropriate materials in their intended way
EXCELLENT!
OUTSTANDING!
USE OF MATE.RIALS
Goes above and beyond simple effort and shows high level of materials .
TECHNIQUES/ CRAFTSMANSHIP
neat
craftsmanship .
Sometimes makes an effort to try new techniques and model neat craftsmanship.
Always makes an effort to try new techniques and model neat craftsmanship
Goes above and beyond by trying and mastering new techniques and neat craftsmanship.
Goes above and
CR.EATIVITY
Gets work done quickly and sometimes adds uses innovative thinking.
generate more
innovative Ideas Into their artwork.
Sometimes Always relates relates theme of theme of lesson to lesson to artwork artwork.
.
Applying
know l edge to artwork.
RESPECT
Respects
teachers, students, materials, and themselves most of the time in the classroom.
materials, or
themselves in the cl assroom.
students, materials
and themselves the whole time in the classroom.
and caring.
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GLOSSARY
Clay Slip- suspension in water of clay and other materials used in the production of ceramic ware. Ceramic- of or pertaining to products make from clay Bisque clay that has been fired but not glazed. Respect - esteem for or a sense of the worth or excellence of a person, a personal quality or ability, or something considered as a manifestation of a personal quality or ability Kindness the state or quality of being kind Quality- an essential or distinctive characteristic, property, or attribute Characteristic - a distinguishing feature or quality Personality - the visible aspect of one's character as it impresses others: Imagery - the visible aspect of one's character as it impresses others Portrait - a likeness of a person, especially of the face, as a painting, drawing, or photograph Scene - any view or picture Textile - any cloth or goods produced by weaving, knitting, or felting Assemblage - the act of assembling; state of being assembled Design - to prepare the preliminary sketch or the plans for (a work to be executed), especially to plan the form and structure of Poetry - the art of rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts Installation - the act of installing Printmaking the art or technique of making prints, especially as practiced in engraving, etching, drypoint, woodcut, or serigraphy.
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Haiku - a major form of Japanese verse, written in 17 syllables divided into 3 lines of 5, 7, and 5 syllables, and employing highly evocative allusions and comparisons, often on the subject of nature or one of the seasons
GLOSSARY:
Collaborate - to work, one with another; cooperate, as on a literary work Community - a social group of any size whose members reside in a specific locality, share government, and often have a common cultural and historical heritage Liberty - freedom from control, interference, obligation, restriction, hampering conditions, etc.; power or right of doing, thinking, speaking, etc., according to choice Secondary Colors a color, such as orange, green or violet produced by mixing two primary colors Self-Portait a portrait of oneself done by oneself. Shade - the degree of darkness of a color, determined by the quantity of black. Tint a color diluted with white; a color of less than maximum purity, chromo, or saturation. Transparent so sheer as to permit light to pass through Opaque not transparent or translucent Mural - a large picture painted or affixed directly on a wall or ceiling
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The National Standards for Arts were developed by the Consortium of National Arts Education Associations under the guidance of the National Committee for Standards in the Arts. The Standards were prepared under a grant from the U.S Department of Education, the National Endowment for the Arts, and the National Endowment for the Humanities.
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9. Inventions, Technologies and the Arts. Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work. 10. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social sciences, mathematics, and science and technology/engineering.
References:
Wiggins, G and McTighe, J. (2005) Understanding by Design. 2nd Edition. ASCD, Alexandria, VA. Stewart, M. and Walker, S. (2005) Rethinking Curriculum in Art. Davis Publications. Worcester, MA. Silverstein, S. (2004) The Giving Tree. HarperCollins. Reynolds, P. Ish. (2004) Candlewick; First Edition edition Reynolds, P. (2003) The Dot. Candlewick; 1st edition ( Greenberg, J. (2007) Action Jackson. Square Fish. www.google.com www.shutterstock.com www.dictionary.com
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