ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Art
GRADE LEVEL: Grade 5
CREATION DATE: June, 2010
Essential Question, Concept or Theme: Production, Performance, and Exhibition
PA Standards: 9.1 A, B, C, F, H (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
Materials
• Use line to create a sense
• Products: Paintings,
• Paints: tempera, watercolor
of movement
drawings, sculptures,
• Papers: tissue, construction, foil
collages
• Manipulate shapes to give
paper
illusion of depth
• Performances: Exhibits
• Pencils, crayons, markers, oil pastels
• Draw and paint to create a • Assessments: Reflective
• Fabric, felt, clay
Journal, Questions,
value scale
Discussions, Games, Quizzes • Glue
• Add texture to a threedimensional surface
Technology - Including but not limited
• Transform shapes into
to:
three-dimensional form
• CD-rom
• Vary the value and change
• Internet
the size of an object to
• Scanner
determine its position in
space
• Color Printer
• Depict three-dimensional
• Digital Printer
space on a two• CD Burner
dimensional surface
• Recognize and create
asymmetrical balance
Grade 5 Art
Page 1
Approx. Time Allotment:
Instructional Strategies
Learning Activities
•
Participate in teacher led discussions
•
Observe resources provided by the
teacher
•
Observe teacher demonstrations of
technique
•
Learn safety considerations and good
work habits
• Work on assigned projects for the
allotted time
Instructional Strategies
•
Gather resource materials: books,
prints
•
Prepare display boards and visual
aids for classroom use
•
Post standards, objectives, and steps
•
Discuss with students their prior
knowledge of the unit
•
Discuss vocabulary and artists as
they relate to the unit
•
Note safety consideration for use of
materials and tools
•
Use formative evaluation
individually
•
Using assigned seating for studio
work sessions
•
Assign student roles in the
distribution and clean-up of art
materials
•
Evaluate the project for future use
•
Prepare art work for display in the
school as well as in the community
June, 2010
Essential Question, Concept or Theme: Production, Performance, and Exhibition
PA Standards: 9.1 A, B, C, F, H (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion Techniques
•
•
•
•
•
•
•
Preferential seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as specified in IEP
Auditory and visual cues
Grade 5 Art
Enrichment Strategies
•
•
•
•
Books
Video
• Behind the
Scenes - perspective
Music
Computer – Internet
and PowerPoint
Page 2
Remediation Strategies
•
•
•
•
Parent volunteer
assistance
Peer assistance
Teacher’s aide
Individual help from
teacher
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Science – Catastrophic Events,
Streams and Rivers
Social Studies – Indigenous People of
Ancient North and South America,
Western Explorations, Colonization,
American Revolution, Westward
Expansion
June, 2010
Essential Question, Concept or Theme: Historical and Cultural Context
PA Standards: 9.2 A (See Addendum A – Kid Friendly Language)
Benchmark/Skills
Students will:
• Be exposed to PreColumbian through early
19th century Art and
Artists (Including Age of
Explorers, Colonial and
Revolutionary Periods in
America)
• Understand that works of
art can serve different
purposes
• Will relate art to historic
events in America
Aligned Materials/
Resources/Technology
Assessment
•
•
•
Products: Paintings,
drawings, sculptures,
collages
Performances: Exhibits
Assessments: Reflective
Journal, Questions,
Discussions, Games, Quizzes
Approx. Time Allotment:
Resources
• Art Books, Artifacts, and Games
Reproductions – Including but not
limited to:
• Copley, Boy with a Squirrel
• Mexican, Figure of an Old Man
• Stuart, George Washington
• Trumbull, Signing of the
Declaration of Independence
• Peale Family, Assorted Works
• Durer, Assorted Works
• Michelangelo – Pieta
• Asian Collection
Technology - Including but not limited
to:
• CD-rom
• Internet
• Scanner
• Color Printer
• Digital Projector
• CD Burner
Grade 5 Art
Page 3
Instructional Strategies
Learning Activities
•
Participate in teacher led discussions
•
Observe resources provided by the
teacher
Instructional Strategies
•
Gather resource materials: books,
prints
•
Prepare display boards and visual
aids for classroom use
•
Post standards, objectives, and steps
•
Discuss with students their prior
knowledge of the unit
•
Discuss vocabulary and artists as
they relate to the unit
•
Note safety consideration for use of
materials and tools
•
Use formative evaluation
individually
•
Using assigned seating for studio
work sessions
•
Assign student roles in the
distribution and clean-up of art
materials
•
Evaluate the project for future use
•
Prepare art work for display in the
school as well as in the community
June, 2010
Essential Question, Concept or Theme: Historical and Cultural Context
PA Standards: 9.2 A (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion Techniques
•
•
•
•
•
•
•
Preferential seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as specified in IEP
Auditory and visual cues
Grade 5 Art
Approx. Time Allotment:
Enrichment Strategies
•
•
•
•
Books
Video
Music
Computer – Internet
and PowerPoint
Page 4
Remediation Strategies
•
•
•
•
Parent volunteer
assistance
Peer assistance
Teacher’s aide
Individual help from
teacher
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Science – Catastrophic Events.
Streams and Rivers
Social Studies – Indigenous People of
Ancient North and South America,
Western Explorations, Colonization,
American Revolution, Westward
Expansion, Central America, Asia
June, 2010
Essential Question, Concept or Theme: Critical Response
PA Standards: 9.3 B, F (See Addendum A – Kid Friendly Language)
Benchmark/Skills
Students will:
• Describe use of space in a
work of art
• Use the critical analysis
skills: describe, analyze,
interpret, and judge
• Look at elements of art
and describe how different
artists use them differently
• Use broad, descriptive
vocabulary
Aligned Materials/
Resources/Technology
Assessment
•
•
•
Products: Paintings,
drawings, sculptures,
collages
Performances: Exhibits
Assessments: Reflective
Journal, Questions,
Discussions, Games, Quizzes
Approx. Time Allotment:
Resources
• Art Books, Artifacts, and Games
Reproductions – Including but not
limited to:
• Copley, Boy with a Squirrel
• Mexican, Figure of an Old Man
• Stuart, George Washington
• Trumbull, Signing of the
Declaration of Independence
• Peale Family, Assorted Works
• Durer, Assorted Works
Technology - Including but not limited
to:
• CD-rom
• Internet
• Scanner
• Color Printer
• Digital Projector
• CD Burner
Grade 5 Art
Page 5
Instructional Strategies
Learning Activities
•
Participate in teacher led discussions
•
Observe resources provided by the
teacher
Instructional Strategies
•
Gather resource materials: books,
prints
•
Prepare display boards and visual
aids for classroom use
•
Post standards, objectives, and steps
•
Discuss with students their prior
knowledge of the unit
•
Discuss vocabulary and artists as
they relate to the unit
•
Note safety consideration for use of
materials and tools
•
Use formative evaluation
individually
•
Using assigned seating for studio
work sessions
•
Assign student roles in the
distribution and clean-up of art
materials
•
Evaluate the project for future use
•
Prepare art work for display in the
school as well as in the community
•
Use sorting and matching games
using reproductions
June, 2010
Essential Question, Concept or Theme: Critical Response
PA Standards: 9.3 B, F (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion Techniques
•
•
•
•
•
•
•
Preferential seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as specified in IEP
Auditory and visual cues
Grade 5 Art
Approx. Time Allotment:
Enrichment Strategies
•
•
•
•
Books
Video
Music
Computer – Internet
and PowerPoint
Page 6
Remediation Strategies
•
•
•
•
Parent volunteer
assistance
Peer assistance
Teacher’s aide
Individual help from
teacher
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Science – Catastrophic Events,
Streams and Rivers
Social Studies – Indigenous People of
Ancient North and South America,
Western Explorations, Colonization,
American Revolution, Westward
Expansion
June, 2010
Essential Question, Concept or Theme: Aesthetic Response
PA Standards: 9.4 A, B (See Addendum A – Kid Friendly Language)
Benchmark/Skills
Students will:
• Understand the five major
uses of art: religious,
utilitarian, documentation,
ornamentation, and selfexpression
• Examine the concept of
beauty
• Understand why some
works of art and artists are
“important” and others not
Aligned Materials/
Resources/Technology
Assessment
•
•
•
Products: Paintings,
drawings, sculptures,
collages
Performances: Exhibits
Assessments: Reflective
Journal, Questions,
Discussions, Games, Quizzes
Approx. Time Allotment:
Resources
• Art Books, Artifacts, and Games
Reproductions – Including but not
limited to:
• Copley, Boy with a Squirrel
• Mexican, Figure of an Old Man
• Stuart, George Washington
• Trumbull, Signing of the
Declaration of Independence
• Peale Family, Assorted Works
• Durer, Assorted Works
Technology - Including but not limited
to:
• CD-rom
• Internet
• Scanner
• Color Printer
• Digital Projector
• CD Burner
Grade 5 Art
Page 7
Instructional Strategies
Learning Activities
•
Participate in teacher led discussions
•
Observe resources provided by the
teacher
Instructional Strategies
•
Gather resource materials: books,
prints
•
Prepare display boards and visual
aids for classroom use
•
Post standards, objectives, and steps
•
Discuss with students their prior
knowledge of the unit
•
Discuss vocabulary and artists as
they relate to the unit
•
Note safety consideration for use of
materials and tools
•
Use formative evaluation
individually
•
Using assigned seating for studio
work sessions
•
Assign student roles in the
distribution and clean-up of art
materials
•
Evaluate the project for future use
•
Prepare art work for display in the
school as well as in the community
June, 2010
Essential Question, Concept or Theme: Aesthetic Response
PA Standards: 9.4 A, B (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion Techniques
•
•
•
•
•
•
•
Preferential seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as specified in IEP
Auditory and visual cues
Grade 5 Art
Approx. Time Allotment:
Enrichment Strategies
•
•
•
•
Books
Video
Music
Computer – Internet
and PowerPoint
Page 8
Remediation Strategies
•
•
•
•
Parent volunteer
assistance
Peer assistance
Teacher’s aide
Individual help from
teacher
Multicultural/Interdisciplinary
Connection
Social Studies – Indigenous People of
Ancient North and South America,
Western Explorations, Colonization,
American Revolution, Westward
Expansion
Science – Catastrophic Events,
Streams and Rivers
June, 2010