5th+Grade+2014-2015

2014-2015 Archives 2013-2014 Archives 2012-2013 Archives 2011-2012 Archives 2010-11 Archives GRANITE SCHOOL DISTRICT CURRICULUM MAP FOR [|FIFTH GRADE VISUAL ARTS] BTSALP Roles & Responsibilities


 * WEEK OF January 12 - 15th **
 * The American Flag[[file:AMERICAN FLAG ppt.pptx]] **

__**MATERIALS:**__ media type="custom" key="27038026" WEEK OF December 1 - 5th : [|SUNDAY MORNING SUNS ON CANVAS] [|Examples of Compass Roses] ===The plan was to color the skulls. If students come to class with the skulls, feel free to continue with last week's lesson and pull up some nicely colored examples on google images to look at. Best medium for this is going to be the twistable crayons and color pencils or even chalk if they want to gently rub in color and can keep it neat.=== If the classes do not show up with the skulls from last week, continue with the following lesson. If some show up with skulls and some don't, feel free to go for both.
 * JASPER JOHNS FLAGS **
 * WEEK OF January 5 - 9th :**
 * __LESSON OBJECTIVES:__ Students will be inspired by the work of Piet-Mondrian, reviewing varieties of squeares, rectangles, vertical and horizontal lines, primary colors and be introduces to BALANCE as a principle of art.**
 * **scissors**
 * **glue sticks**
 * **WHITE CARD STOCK (on blue chair behind computer) - one for each student - their canvas**
 * **red, yellow, blue paper scraps (replenish as needed) - additional materials are on back paper cutter.**
 * **skinny black strips**
 * **ball point pens for artist signatures**
 * (keep tables cleaned up and organized at end of each class)**
 * CONTENT & LANGUAGE OBJECTIVES (DIRECTIONS)**
 * 1) **Show** **[|Piet Mondrian PPT]**
 * 2) **Have students cut a variety of squares and rectangles from each of the primary colors, laying them out on papers - preferrably straight up and down (not tilted or crooked)**
 * 3) **After 15 minutes of organizing masterpiece, have them glue them down in a "balanced" way.**
 * 4) **Add black strips horizontally and vertically to accent their balance, Glue down**
 * 5) **Add artists signature in bottom right hand corner.**
 * [|LINK TO GOOGLE IMAGES OF MONDRIANS'S WORK.]**
 * Link to lesson example:**
 * What is a Compass Rose?**
 * What is the difference between a CARDINAL DIRECTION & an INTERMEDIATE DIRECTION.**
 * Using a ruler and measurement, complementary colors, and an "artist's eye" students will create their signature Compass Rose on map paper.**
 * WEEK OF October 27 - 30th - Students go straight to seats. **
 * BATS **...a drawing lesson

MATERIALS:
media type="custom" key="26749408"
 * Black paper
 * Oil pastels

CONTENT & LANGUAGE OBJECTIVES:

 * 1) Draw bats in a light color and all their shading with the same color.
 * 2) Administer the video without stopping or waiting for students to keep up. This video gives ample time for each step. Then they may add more bats to the paper. Use overlapping.
 * 3) Then using blues and purples to shade in background on the black paper.
 * WEEK OF October 20 - 24th - students will come to the front and sit on floor in front of screen. **

MATERIALS:

 * Large white art paper (back of room)
 * graphite pencils
 * NO ERASERS

CONTENT & LANGUAGE OBJECTIVES:
> If we were to use erasers, they would spend all their time erasing. media type="custom" key="26722464" media type="custom" key="26722476" media type="custom" key="26723896" LINK TO DECORATED SKULLS: http://www.bing.com/images/search?q=dia+delos+muertos+skulls&FORM=HDRSC2
 * 1) As soon as students are seated, show first "Thriller video". Quick discussion on how we celebrate Halloween in America.
 * 2) Show second video on how Halloween is celebrated in Mexico. Quick sharing of how some of our Hispanic students have celebrated "Dia des Los Muertos"
 * 3) Go to seats. Using large whiite art paper, student may choose portrait or landscape position, show 3rd video on "How to Draw a Skull". Again, the video goes fast so you may need to pause as you go.
 * 4) Instruct students to **__press lightly__** at the beginning so that marks barely show. They can then darken the lines they want to use.
 * 1) For those who finish skull with confidence, have them begin to decorate the skull. Bring up the link below the videos to show some ways they can be decorated. Pencil only today. We will decorate next week.


 * WEEK OF October 13 -15th: **

MATERIALS:

 * =====** The following pdf needs to be copied on white 8 1/2 x 11 cardstock for this lesson **=====
 * [[file:Concentric Circles.pdf]] one per student. **
 * ** Assorted colors waterbase markers distributed in red baskets **
 * ** graphite pencils or black pens for tracing hand. **

LESSON OBJECTIVE:
> **Classroom teacher could integrate this lesson by brainstorming facts/vocabulary/quotes about content being studied and those could be creatively used for patterns.**
 * //Students will be able to determine the difference between Warm//** and //**Cool**// colors. Warm colors are generally colors that are associated with things that are warm: The sun, ovens, summertime, overheated cars, sweaters and exercising. Cool colors remind us of things that are cool: Swimming pools, snow, ice tea, rainy days, the sea and a breeze. Warm and cool colors are helpful to remember when you're trying to figure out what colors to paint or color your picture.
 * Outline your hand on top of the concentric circles. //If you have tiny hands and want a challenge, you can outline two hands!//
 * Start with your background Cool colors: Blue, Violet and Green. Count out the stripes to make sure you don't miss any. I usually make a mark inside each stripe so I don't lose track of which color I'm using. __**4TH & 5TH GRADE NEED TO USE BLACK BALL PT. PENS AND CREATE A DIFFERENT LINE DESIGN, PATTERN, MESSAGE or PICTURE FOR EACH COLOR. ie. all blues will have same line design, all greens same line desing, all purple same line design - all red same line design, all orange same, all yellow same. COLORS WILL BE APPLIED LIGHTLY AND INKING DONE FIRST.**__
 * After you finish your background, take out your Warm colors: Red, Orange and Yellow. Match up the colors to their compliments and fill them in. Don't forget little shapes of the fingers that may overlap into two different colors!

WEEK OF October 6 - 10th You need to print the following document on cardstock for each student. Reams of cardstock are on shelf underneath the printer in the back of the room.

LESSON OBJECTIVE:
Students will create their own "accurate art resource" of a color wheel and color theory chart

MATERIALS:

 * printed blackline of "The ABC's of ART" by M.C. Gillis (need to copy attached pdf below)
 * baskets on tables of assorted twistable crayons and color pencils
 * Project video below while beginning instruction

CONTENT & LANGUAGE OBJECTIVES:
Students will explore the basic concepts of color theory while filling in the information on paper with the proper colors. They will learn and be able to reiterate the following colors.... media type="custom" key="26649034" ==September 29th - This is the 2nd week of the lesson below. Students will be finishing up with defining their letters. Final lines need to be outlines in black and the details of color and subjects added. Subject prompts are as follows...== Somewhere in your background:
 * Primary colors
 * Secondary colors
 * Intermediate colors
 * Warm colors
 * Cool colors
 * Complimentary colors
 * Analogous colors
 * Rainbow colors
 * ASSESSMENT:**
 * 1) **Does coloring show a solid color? (no scribble marks)**
 * 2) **Is all coloring done inside the lines**
 * 3) **Has the student used the proper color as the example**
 * 4) **Could this chart be used to teach from?**
 * 1) draw a favorite food
 * 2) draw your favorite beverage (drink)
 * 3) something you love to do on your free time
 * 4) what you love to share with others
 * 5) show where you live
 * 6) Something you love
 * 7) BANISH THE WHITE

LESSON OBJECTIVE: One Point Perspective & Block Letters

 * CONTENT & LANGUAGE OBJECTIVE: Most everything is included in the powerpoint. One thing I might add before the start drawing their names is to have them write their names on the back of the paper, number the letters and find the middle letter or space of their name. Also, have the classroom teacher really watch to make sure they are lining up the ruler and pressing down on it to keep it still. I rarely allow erasers in the art room because kids will spend all their time erasing. Encourage them to draw "lightly" until they are certain about a line they want to keep. Feel free to demo one for yourself under the doc camera.**

** LESSON OBJECTIVES: //"An artist is an artist because they use detail, detail, detail." -anonymous-// **
==== **Materials:** White card stock, graphite pencil (no erasers). Pencils are in front of room on floor. Twistable crayons. Mirrors (in cupboard under stereo system.) Only use the mirrors if you can find them.====
 * __ Base Line Self Portrait. __**
 * Students will draw a self portrait, date it and put it away to use as a comparison for improvement at a later date following portrait instruction and practice. **
 * CONTENT & LANGUAGE OBJECTIVES: **

Draw a picture of yourself.

 * 1) ==== Begin with your face and then your whole body. Use a mirror for your face if one has been provided for you. ====
 * 2) ====Include things you like in your drawing.====
 * 3) Put yourself in your favorite place.
 * 4) Add as much detail as you can and put your best effort into it.
 * 5) Add color where appropriate. Match your skin color as accurately as possible. You may need to layer a few colors to get the exact color.
 * 6) Have your teacher save this drawing in a place it can be retrieved and compared at the end of the year.
 * 7) If time, outline in black ink.


 * WEEK OF September 8 - 12th **

MATERIALS: Papers you will be using are by and around paper cutters. Writing utensils and tape are in back of room. For this lesson:
Prep for about 34 students...
 * 6 tables will need a (red) basket of 6 or 7 black ball point pens and 3 rolls of masking tape.
 * Lines and Patterns packet for each student (these stay in art room and students are not to write or make marks on them.
 * a blackline copy of American Flag and a regular white sheet of copy paper[[image:AMERICAN FLAG width="155" height="78"]]

CONTENT OBJECTIVES:

 * **show this powerpoint on American Flag[[file:AMERICAN FLAG ppt.pptx]]**
 * Explore the use of a variety of lines and patterns to create value on an art piece[[file:LINES+&+PATTERNS.pdf]]
 * Using an "invisiline technique, use lines and patterns to fill in the white space/ negative space of a square ABSOLUTELY NO TRACING Students only focus is on the line design taken to the edge of the black line.

LESSON OBJECTIVES: **LINE:**

 * 1) **Students will line up perfectly the blank piece of white paper on top of flag blackline and tape it at the top.**
 * 2) **Using the lines & patterns resource, artists use a variety of line designs to design their own flag.**
 * 3) **Designs are only to be done on white space. Black lines become invisible.**
 * 4) **VARIETY, VARIETY, VARIETY....and a pattern can evolve into another pattern.**

media type="custom" key="26520324"
 * IF TIME....**


 * WEEK OF August 25 - 29th **

CONTENT OBJECTIVE:

 * Review and explore how "line" is used in art.
 * Use at lease 3 different styles of line to create community building(s)

LANGUAGE OBJECTIVE:
WEEK OF December 8 - 12th WEEK OF December 15 - 19th WEEK OF January 5 - 9th WEEK OF January 12 - 15th WEEK OF January 20 - 23rd WEEK OF January 26 - 30th WEEK OF February 2 - 6th WEEK OF February 9 - 12th WEEK OF February 17 - 20th WEEK OF February 23 - 27th WEEK OF March 2 - 6th WEEK OF March 9 - 13th WEEK OF March 16 - 19th WEEK OF March 23 - 27th WEEK OF March 30 - April 1st WEEK OF April 8 - 10th WEEK OF April 13 - 17th WEEK OF April 20 - 24th WEEK OF April 27 - May 1st WEEK OF May 4 - 8th WEEK OF May 11 - 15th WEEK OF May 18 - 22nd WEEK OF May 26 - 29th WEEK OF June 1 - 5th
 * Collaborate and communicate with neighbor artists while designing a building to be part of a single mural.