Art – Grade 5
Week 1
Unit of Study: Still Life
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value are
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 A The student is expected to combine information from direct observation, experience, and
imagination to express ideas about self, family, and community.
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 1 of 1
Word Wall
 still life
 shading
 contrast
Bilingual Word
Wall
 naturalesa
muerta
 sombrear
 contrasto
Scott Foresman Art
Unit 5 – All Kinds of Art
 Lesson 4 – Still Life
 Studio Lesson _ Create a
Still Life
Optional Resources:


Fine Art Transparency
Rubric 5
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
The teacher will use resources and Before, During, and After strategies to:


examine artistic techniques used in the creation of still life paintings
demonstrate shading techniques
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
1. What might the objects illustrated
in the still life represent?
2. What type of objects will you
C
arrange into a still life?
Relev ance 3. Where would the light be in
relation to the objects? Explain.
 Identify and describe still life
Rigor


in a variety of artwork.
Express ideas by creating a still
life that demonstrates shading
techniques.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of still life through classroom discussions and demonstrations.
Students will complete a still life that demonstrates shading techniques.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Renoir
Have students view the illustrations in the textbook.
During: Check for Understanding
Have students compare and contrast the illustration using a Venn Diagram and select a favorite.
After: Evaluate
Have students explain their choice of still life.
Technology Connection
Carmine’s
WEB LINKS
SAISD © 2004-05 ESL
Page 2 of 2
Special Education
Scott Foresman Art
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use the color combinations illustrated in the paintings as inspiration for their watercolor painting.
 Have students incorporate different textures (sand, glitter, etc.) to the colors of paint that they use to differentiate the
tints and shades.
Art – Grade 5
Week 2
Unit of Study: Murals
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 1 A The student is expected to communicate ideas about feelings, self, family, school, and
community, using sensory knowledge and life experiences.
 3 B The student is expected to compare cultural themes honoring history and traditions in
American and other artworks.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 C using a variety of art materials and media appropriately.
Instructional Guidelines
Page 3 of 3
Word Wall
 mural
 glazes
Bilingual Word
Wall
 mural
 e
Scott Foresman Art
Unit 5 – All Kinds of Art
 Lesson 5 – Murals
 Studio Lesson _ Make a
Mural
Optional Resources:
 Fine Art Transparency
Rubric 5
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
The teacher will use resources and Before, During, and After strategies to:


Question students as they examine a variety of mural designs
guide students as they develop their mural designs
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
4. How does the theme in the mural
relate to traditions in our
everyday life?
C 5. Why is it important to create
Relev ance
parallel lines?
6. Does the mural express unity?
Explain.
Rigor
 Identify and describe murals.
 Express ideas by designing a

mural using a grid to enlarge
the design.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of mural painting through classroom discussions and demonstrations.
Students will complete a mural and enlarge it using a grid.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Have students set up a graphic organizer to compare and contrast artworks.
During: Check for Understanding
Have students compare and contrast images on pages 173 and 174.
After: Evaluate
Have students write a short description of the theme they would like to illustrate in their mural.
Technology Connection
WEB LINKS
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use crayons or tissue paper cut outs to apply the color to their design.
 Have students use magazine illustrations as inspiration for their designs.
Page 4 of 4
Art – Grade 5
Week 3
Unit of Study: Mosaics
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value are
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 3 B The student is expected to compare cultural themes honoring history and traditions in
American and other artworks
 4 A The student is expected to analyze personal artworks to interpret meaning.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Instructional Guidelines
Page 5 of 5
Word Wall
 mosaic
 tesserae
Bilingual Word
Wall
 mosaico

Scott Foresman Art
Unit 5 – All Kinds of Art
 Lesson 6 – Mosaics
 Studio Lesson _ Make a
Mosaic
The teacher will use resources and Before, During, and After strategies to:


guide students as they discuss and examine a variety of mosaics
demonstrate mosaic techniques
Optional Resources:
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
7. Do you find the mosaic beautiful?
Why or why not?
8. How will you create balance in you
C
design?
Relev ance 9. Does the mosaic show repetition
through pattern?
 Identify and describe mosaics
Rigor

Fine Art Transparency
Rubric 5
Reading/Writing and the
Visual Arts: Research and
Correlations


as artworks.
Express ideas by creating a
mosaic that demonstrates
balance in its design.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of mosaics through classroom discussions and demonstrations.
Students will complete a mosaic that demonstrates balance.
Students will analyze and evaluate original artworks using art criticism format.
Project Rubric
Before: Engage
How do artists create balance in their works?
Have students study examples of symmetrical and asymmetrical artworks.
During: Check for Understanding
Have students create a list objects the artist used to create balance.
After: Evaluate
Have students explain in writing how they created balance in their mobile.
Technology Connection
Balance
WEB LINKS
SAISD © 2004-05 ESL
Page 6 of 6
Special Education
Scott Foresman Art
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use objects that have similar weights and dimensions.
Art – Grade 5
Week 4
Unit of Study: Photography
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 1 B . The student is expected to identify in artworks that color, texture, form, space, and value
are basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 A The student is expected to combine information from direct observation, experience, and
imagination to express ideas about self, family, and community.
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately
Instructional Guidelines
Page 7 of 7
Word Wall
 photography
 camera
Bilingual Word
Wall
 photografia
 camara
Scott Foresman Art
Unit 6 – More Ideas for Art
 Lesson 1 – Photography
 Studio Lesson _ Make a
Photogram
The teacher will use resources and Before, During, and After strategies to:


question students as they examine a variety of photographs
guide students as they select a variety of objects and arrange them for their photogram
Optional Resources:
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
10. What makes a photograph a work
of art?
11. How does blueprint paper work?
C 12. What happens when objects
Relev ance
overlap?
 Identify and describe
Rigor



Fine Art Transparency
Rubric 6
Reading/Writing and the
Visual Arts: Research and
Correlations

photography as an artistic
media.
Express ideas by creating a
photogram.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of photography through classroom discussions and demonstrations.
Students will create a photogram using a variety of objects.
Students will analyze and evaluate original artworks using art criticism format.
Project Rubric
Before: Engage
How do artist show tension or conflict in their works?
Have student study the images on pages 188 and 189.
During: Check for Understanding
Have students compare and contrast the images using a graphic organizer.
After: Evaluate
Have students explain how the artist created the unusual using common objects.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 8 of 8
Special Education
Scott Foresman Art
During: Check for Understanding
 Have students view and use images of national holidays for their inspiration.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
Art – Grade 5
Week 5
Unit of Study: Moving Pictures
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 2 B . The student is expected to compare relationships between design and everyday life.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 9 of 9
Word Wall
 motion picture
 animation
 video
Bilingual Word
Wall
 pelicula
 animacion
 video
Scott Foresman Art
Unit 6 – More Ideas for Art
 Lesson 3 – Moving
Pictures
 Studio Lesson _ Make a
Storyboard
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


probes students as they analyze film as an artistic expression
guide students as they sequence their storyboard frames
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
13. What makes movies a work of art?
14. What other type of art would
benefit from the creation of a
C
storyboard?
Relev ance 15. Is the final storyboard easily read?
 Identify and describe moving
Rigor
 Fine Art Transparency
Rubric 6
Reading/Writing and the
Visual Arts: Research and
Correlations


pictures as an artistic media.
Express ideas by creating a
storyboard.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of moving pictures through classroom discussions and demonstrations.
Students will create a storyboard.
Students will analyze and evaluate original artworks using art criticism format.
Project Rubric
Before:
Motion Pictures
Have students read page 195 and 197.
During: Check for Understanding
Have students answer the questions on page 197.
After: Evaluate
Have students explain the difference between animation and moving pictures.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 10 of 10
Special Education
Scott Foresman Art
During: Check for Understanding

Have students use pre-cut shapes to develop their design.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
Art – Grade 5
Week 6
Unit of Study: Surrealism
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value are
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 A The student is expected to combine information from direct observation, experience, and
imagination to express ideas about self, family, and community.
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 11 of 11
Word Wall
 Surrealism
 illusion
Bilingual Word
Wall
 Surrealismo
 illusion
Scott Foresman Art
Unit 6 – More Ideas for Art
 Lesson 4 – Surrealism
 Studio Lesson _ Paint a
Dream Scene
The teacher will use resources and Before, During, and After strategies to:


guide students as they examine a variety of Surrealistic paintings
facilitate tools and materials and guide students
Optional Resources:
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
16. What parts of the painting are
unrealistic?
17. What dream are you going to
C
illustrate?
Relev ance 18. What dreamlike elements did the
artist include?
 Identify and describe
Rigor
 Fine Art Transparency
Rubric 6
Reading/Writing and the
Visual Arts: Research and
Correlations


Surrealism as a style of
painting.
Express ideas by painting a
Surrealistic dream scene.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of Surrealism through classroom discussions and demonstrations.
Students will complete a Surrealistic dream scene.
Students will analyze and evaluate original artworks using art criticism format.
Project Rubric
Before: Engage
"Salvador Dali"
Have students read pages 202 and 203.
During: Check for Understanding
Have students create a list of characteristics that define Dali’s artwork.
After: Evaluate
Have students discuss mood of the paintings.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 12 of 12
Special Education
Scott Foresman Art
During: Check for Understanding

Have students use magazine pictures for their design.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
Art – Grade 5
Week 7
Unit of Study: Pop Art and Op Art
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value are
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 13 of 13
Word Wall
 Pop Art
 Op Art
Bilingual Word
Wall
 Arte Popular
 Arte Optical
Scott Foresman Art
Unit 6 – More Ideas for Art
 Lesson 5 – Pop Art and
Op Art
 Studio Lesson _ Draw a
Pop Art Sound
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


guide students as they examine a variety of Pop Art and Op Art
facilitate tools and materials
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
19. What is the difference between Pop
Art and Op Art?
20. Why did you select this particular
C
sound to illustrate?
Relev ance 21. How successful was the artist in
visualizing the sound?
 Identify and describe Pop Art
Rigor
 Fine Art Transparency
Rubric 6
Reading/Writing and the
Visual Arts: Research and
Correlations


and Op Art.
Express ideas by drawing a
scene that demonstrates Op
Art.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of Pop Art and Op Art through classroom discussions and demonstrations.
Students will complete a drawing of a sound in Op Art style of painting.
Students will analyze and evaluate original artworks using art criticism format.
Project Rubric
Before: Engage
"Pop Art and Op Art"
Have students preview images 206 and 207.
During: Check for Understanding
Have students create a list of similarities.
After: Evaluate
Have students formulate a definition for each of these two styles of art.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 14 of 14
Special Education
Scott Foresman Art
During: Check for Understanding
 Have students use a computer to create their designs.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
Art – Grade 5
Week 8
Unit of Study: Jewelry, Old and New
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value are
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 A The student is expected to combine information from direct observation, experience, and
imagination to express ideas about self, family, and community.
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 15 of 15
Word Wall
 jewelry
 pendant
 bracelet
Bilingual Word
Wall
 joyeria
 pendente
 pulcera
Scott Foresman Art
Unit 6 – More Ideas for Art
 Lesson 6 – Jewelry, Old
and New
 Studio Lesson _ Design a
Bracelet



The teacher will use resources and Before, During, and After strategies to:
guide students as they examine jewelry as an art form
facilitate tools and materials
demonstrate jewelry making techniques
Optional Resources:
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
22. Does jewelry design have to be
functional?
23. Which part of your design gave
C
you the most trouble?
Relev ance 24. How did you show principles of
design in your bracelet?
 Identify and describe jewelry
Rigor
 Fine Art Transparency
Rubric 6
Reading/Writing and the
Visual Arts: Research and
Correlations


making.
Express ideas by designing and
constructing a bracelet.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of jewelry making through classroom discussions and demonstrations.
Students will complete a bracelet.
Students will analyze and evaluate original artworks using art criticism format.
Project Rubric
Before: Engage
Have students look at the jewelry illustrated in the textbook.
During: Check for Understanding
Have students answer the questions on page 211.
After: Evaluate
Have students discuss the jewelry making process.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 16 of 16
Special Education
Scott Foresman Art
During: Check for Understanding
 Have students partner with other students for help in the construction of their project.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
Art – Grade 5
Week 9
Unit of Study: Artist Preparation for Exhibits/Contest/Evaluation
P
r
e
p
l
e
g
e
TEKS Grade 5 (Content)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value are
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
Vocabulary
SAISD © 2004-05 ESL
Resources
Fourth Grading Period
TEKS Grade 5 (Skills and Processes)
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
 4 A The student is expected to analyze personal artworks to interpret meaning.
Instructional Guidelines
Page 17 of 17
Art Express
The teacher will use resources and Before, During, and After strategies to:


clarify ideas, materials and methods used to create art
explain and demonstrate selection and preparation procedures
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
25. How can you use color to create
visual tension?
26. What process did you use in order
C
to create a photogram?
Relev ance 27. Why do you think this is your most
successful work?
 Demonstrate knowledge of
Rigor


elements and principles of
design; movement, repetition,
balance, contrast, and color
schemes.
Demonstrate techniques for
creating; photogram, mosaics,
storyboards, jewelry, and
paintings.
Select and prepare completed
artworks for exhibitions and
contests.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment


Students demonstrate understanding of art concepts and techniques through classroom discussions,
demonstrations and written examinations.
Students will evaluate personal artworks and participate in the selection and framing of the artworks in
preparation for exhibits and art contests.
Before: Preview
Art concept: techniques, materials?
Have students set up a graph that reflect the key words
During: Check for Understanding
Have students list which techniques and what materials were used to illustrate the art concept.
After: Evaluate
Have students select one of their artworks and use the art criticism format to evaluate their work.
Technology Connection
SAISD © 2004-05 ESL
Page 18 of 18
Special Education
SAISD © 2004-05 ESL
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students respond orally and/or partner them with a fellow student.
Page 19 of 19