ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Art
GRADE LEVEL: Grade 5
CREATION DATE: June, 2004
Essential Question, Concept or Theme: Production, Performance, and Exhibition
PA Standards: 9.1.5 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
 Manipulative shapes to
paper
give 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
 Glue
 Add texture to a threedimensional surface
Resources
 Transform shapes into
 Art Books, Artifacts, and Games
three-dimensional form
 Reproductions – Including but not
 Vary the value and change
limited to:
the size of an object to

Copley, Boy with a Squirrel
determine its position in
space
 Mexican, Figure of an Old Man
 Depict three-dimensional
 Stuart, George Washington
space on a two Trumbull, Signing of the
dimensional surface
Declaration of Independence
 Illustrate movement
 Peale Family, Assorted Works
through color and line
 Durer, Assorted Works
Technology - Including but not limited
to:
 CD-rom
 Internet
 TV to PC connection
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
-1-
June, 2004
Essential Question, Concept or Theme: Production, Performance, and Exhibition
PA Standards: 9.1.5 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
Enrichment Strategies



Books
Video
 Behind the
Scenes –
perspective
 Frederick
Remington
Music
Remediation Strategies




Parent volunteer
assistance
Peer assistance
Teacher’s aide
Individual help from
teacher
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Science – Life Cycles, and Weather
Social Studies – Indigenous People of
Ancient North and South America,
Western Explorations, Colonization,
American Revolution, Westward
Expansion
Language Arts – Year of the Boar and
Jackie Robinson – China/Baseball,
Mixed up Files of Mrs. Basil E.
Frankweiler
Grade 5 Art
Page 2
-2-
June, 2004
Essential Question, Concept or Theme: Historical and Cultural Context
PA Standards: 9.2.5 A; 9.2.5 A, C, D, E, F, G, I, J, K, L (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
Materials
 Be exposed to Pre Products: Paintings,
 Paints: tempera, watercolor
Columbian through early
drawings, sculptures,
th
 Papers: tissue, construction, foil
19 century Art and
collages
paper
Artists (Including Age of
 Performances: Exhibits
 Pencils, crayons, markers, oil pastels
Explorers, Colonial and

Assessments: Reflective
Revolutionary Periods in
 Fabric, felt, clay
Journal, Questions,
America
Discussions, Games
 Glue
 Understand that works of
art can serve different
Resources
purposes
 Art Books, Artifacts, and Games
 Will relate art to historic
 Reproductions – Including but not
events in America
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
 TV to PC connection
Grade 5 Art
Page 3
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
-3-
June, 2004
Essential Question, Concept or Theme: Historical and Cultural Context
PA Standards: 9.2.5 A; 9.2.5 A, C, D, E, F, G, I, J, K, L (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
Enrichment Strategies



Remediation Strategies

Books
Video
Music



Parent volunteer
assistance
Peer assistance
Teacher’s aide
Individual help from
teacher
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Science – Life Cycles, and Weather
Social Studies – Indigenous People of
Ancient North and South America,
Western Explorations, Colonization,
American Revolution, Westward
Expansion, Central America, Asia
Language Arts – Mixed-up Files of
Mrs. Basil E. Frankweiler –
Michelangelo/Art Museum/Statues,
Year of the Boar and Jackie Robinson
– China/Baseball
Grade 5 Art
Page 4
-4-
June, 2004
Essential Question, Concept or Theme: Critical Response
PA Standards: 9.3 A, B, C, D, F (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
Materials
 Describe use of space in a  Products: Paintings,
 Paints: tempera, watercolor
work of art
drawings, sculptures,
 Papers: tissue, construction, foil
collages
 Use the critical analysis
paper
skills: describe, analyze,
 Performances: Exhibits
 Pencils, crayons, markers, oil
interpret, and judge

Assessments: Reflective
pastels
Journal, Questions,
 Look at elements of art
 Fabric, felt, clay
Discussions, Games
and describe how different
 Glue
artists use them differently
 Use broad, descriptive
Resources
vocabulary
 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
 TV to PC connection
Grade 5 Art
Page 5
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
 Work individually using self directed
critical analysis
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
-5-
June, 2004
Essential Question, Concept or Theme: Critical Response
PA Standards: 9.3 A, B, C, D, 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
Enrichment Strategies



Remediation Strategies

Books
Video
Music



Page 6
Approx. Time Allotment:
Parent volunteer
assistance
Peer assistance
Teacher’s aide
Individual help from
teacher
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Science
Social Studies – Indigenous People of
Ancient North and South America,
Western Explorations, Colonization,
American Revolution, Westward
Expansion
-6-
June, 2004
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



Approx. Time Allotment:
Assessment
Aligned Materials/
Resources/Technology
Products: Paintings,
drawings, sculptures,
collages
Performances: Exhibits
Assessments: Reflective
Journal, Questions,
Discussions, Games
Materials
 Paints: tempera, watercolor
 Papers: tissue, construction, foil
paper
 Pencils, crayons, markers, oil pastels
 Fabric, felt, clay
 Glue
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
 TV to PC connection
Grade 5 Art
Page 7
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
-7-
June, 2004
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
Approx. Time Allotment:
Enrichment Strategies



Remediation Strategies

Books
Video
Music



Parent volunteer
assistance
Peer assistance
Teacher’s aide
Individual help from
teacher
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Social Studies – Indigenous People of
Ancient North and South America,
Western Explorations, Colonization,
American Revolution, Westward
Expansion
Language Arts – Mixed-up Files of
Mrs. Basil E. Frankweiler –
Michelangelo/Art Museum/Statues,
Grade 5 Art
Page 8
-8-
June, 2004