GLEN RIDGE PUBLIC SCHOOLS

Curriculum Guide

 

 

Course Title:                                         Grade Six Art

 

Subject:                                                Art

 

Grade level:                                          6

 

Department/School:                              Visual Arts/Ridgewood Avenue

 

Duration:                                              1 year

 

Number of credits:                                N/A

 

Prerequisite:                                          None

 

Elective or Required:                             Required

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Author:  Douglas Hellstern

Date Submitted:  Summer 2005

Course Description

 

Grade 6

The Upper Elementary Art curriculum is based on a philosophy known as discipline-based art education. This approach provides opportunities for students to study the subject of Art as an academic discipline. Each unit of study has a balance of learned concepts based within four content areas: Art Criticism, Art History, Art Making and Aesthetics.

Within each unit of study the students look at ample artworks that support the concepts and vocabulary taught in that unit. They have opportunities to describe, analyze, interpret and judge works of art. Through this process they learn to describe the art elements used (lines, shapes, colors, patterns, textures, etc.), evaluate the composition and understand the meaning or message hidden within the artwork. They also judge artworks and understand the importance of the studied works. Occasionally, the students are asked to write about artwork that they are asked to critique. This process develops their visual perception and encourages the students to really look at things in their world.

Within each unit of study, the students become aware of who, what, where, when and why facts about an artist, group of artists and/or culture. The study of Art History allows students to understand and appreciate art from different cultures, times and places. Ample time is spent looking at artworks and much discussion takes place so the art history facts and concepts are learned.

Every unit of study allows students to create expressive works of art that support the concepts that were taught. Students learn to develop ideas, be creative and practice their own style. They learn about skills and techniques and develop confidence while creatively expressing themselves with a wide variety of art materials. Finally, students are asked to reflect and refine their creations before some of them are prepared for display.

Within each unit of study the students have ample opportunities to work in their own style when they make their artworks and are encouraged to select lines, shapes, colors, etc. that aesthetically please them. They are challenged to think deeply about critical art related questions that don't have right or wrong answers. Some examples of this type of questioning would be: What is art?... What is the purpose of art?... Is a particular artwork pleasing to the eye or not?... Why or why not? Tell why you feel that way. Also, a considerable amount of time is spent looking at artworks from various times and places. During this process the students become aware of the visual aesthetic qualities of art objects from that time or place and develop an appreciation for the artworks studied in class.

 

GLEN RIDGE PUBLIC SCHOOLS

VISUAL AND PERFORMING ARTS MISSION STATEMENT

 

 

An education in the arts is an essential part of the academic curriculum for the achievement of human, social, and economic growth.  The arts enable personal, intellectual, and social development for each individual and strive to enhance the student’s sense of confidence and self-esteem.  The arts are uniquely qualified to cultivate a variety of multiple intelligences, enables varied and powerful ways of communicating ideas, thoughts and feelings, and increases the potential for life success as well as an enriched quality of life.  The arts are essential for students to have a broad cultural and historical perspective.

 

New Jersey Core Curriculum Content Standards

 

Art

 

STANDARD 1.1 (AESTHETICS)  ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART.

 

STANDARD 1.2 (CREATION AND PERFORMANCE)  ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART.

 

STANDARD 1.3 (ELEMENTS AND PRINCIPLES)  ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES OF DANCE, MUSIC, THEATER, AND VISUAL ART.

 

STANDARD 1.4 (CRITIQUE)  ALL STUDENTS WILL DEVELOP, APPLY AND REFLECT UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE.

 

STANDARD 1.5 (HISTORY/CULTURE)  ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY.

Curriculum Description

 

 

THEMATIC UNIT 1 – HAIR RAISING HEAD DESIGN

Objective:

Students will create an anime portrait design emphasizing line.

 

CCCS: 1.2.2, 1.2.3, 1.3.2, 1.6.3

 

Duration of project: approx. 8 classes

 

Activities:

 

During this project students create a cartoon face based on Japanese animation. Emphasis is put on line types and their emotional quality. Students analyze lines, assigning emotions and colors as they create an exaggerated hairstyle. As an activity students create their own face drawing using pencil. Students apply different line types creating a hair design that directly relates to the emotion expressed in the face.

 

 

THEMATIC UNIT 2 – CUT PAPER MASTERPIECE

 

Objective:

Students will create a stylized reproduction of a famous work.

 

CCCS: 1.2.2, 1.2.3, 1.3.2, 1.6.3

 

Duration of project: approx. 10 classes

 

Activities:

 

During this project students learn about values and monochromatic color schemes. Emphasis is placed on the concept of value and its relation to creating tints and shades of color. As an activity students create their own “Cut Paper Masterpiece” using scissors and construction paper. Students learn about Dutch painter Jan Vermeer and his intricate use of light and shadow while they replicate one of his famous works.

 

 

THEMATIC UNIT 3 - SURREALIST PAINTINGS

 

Objective:

Students will create a surrealist painting using mixed media.

 

CCCS: 1.2.1, 1.3.1, 1.2.2, 1.2.3, 1.3.2, 1.4.2, 1.5.5, 1.5.6, 1.5.7, 1.6.3

 

Duration of project: approx. 12 classes

 

Activities:

 

During this project learn about the elements of Surrealism. Students analyze paintings from Salvador Dali. As an activity students create their own “Surrealist Painting” using acrylic paints and magazine images. Students create a design that depicts an environment with various subject matters. Students first apply magazine images to create surrealistic points of focus and then apply paints to create an environment.

 

 

THEMATIC UNIT 4 - ORIGAMI CROWS

 

Objective:

Students will design a three-dimensional origami sculpture.

 

CCCS: 1.2.2, 1.2.3, 1.3.2, 1.6.3

 

Duration of project: approx. 8 classes

 

Activities:

 

During this project students get a general overview of origami and its cultural significance. Emphasis is placed on the tactile skills necessary to make origami. As an activity students create their own “Origami Crow” manipulating construction paper. Students apply folding techniques to create the crow. When done properly the work can move both its wings and beak. Students then apply found items to stylize the final product.

 

 

THEMATIC UNIT 5 - NON-OBJECTIVE ART

 

Objective:

Students will create a non-objective design.

 

CCCS: 1.2.1, 1.3.1, 1.2.2, 1.2.3, 1.3.2, 1.4.2, 1.5.5, 1.5.6, 1.5.7, 1.6.3

 

Duration of project: approx. 12 classes

 

Activities:

 

During this project students learn about non-objective art and its various incarnations. Emphasis is placed on the use of color and shape as well as composition and symbolism. As an activity students create their own non-objective design.  Students use oil pastels and cray pas to create a design that shows symbolism through color and shape relation and composition.