| Curriculum Map 2006-2007 | |||
|
The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students choose and may include any media. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students are encouraged to try different subject matter and to experiment with media. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Group Narrative Mural : | Students work together and learn to communicate their experiences and ideas through imagery. They explore NYC artists such as Keith Haring, Jacob Lawrence and Faith Ringold. |
Students explore how art reflects a culture and reveals history. They look at their experiences and illustrate their part in history. |
Students explore history through art images in a mural form. A reference artist is studied and students emulate this artist's style. Students are divided into groups to work on assigned panels. Processes include painting, drawing or collage. At the completeion of the mural, students display their artwork in Hill Hall. |
Why is history important? (ATL) How can we work together to express our views as a means of public communication? (Health and Social Education, Community Service) |
Ability to collaborate, including participation and compromise. Demonstrate an understanding of concepts and process. Completion of homework assignments and in-class project. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Group Narrative Mural : | Students work together and learn to communicate their experiences and ideas through imagery. They explore NYC artists such as Keith Haring, Jacob Lawrence and Faith Ringold. |
Students explore how art reflects a culture and reveals history. They look at their experiences and illustrate their part in history. |
Students explore history through art images in a mural form. A reference artist is studied and students emulate this artist's style. Students are divided into groups to work on assigned panels. Processes include painting, drawing or collage. At the completeion of the mural, students display their artwork in Hill Hall. |
Why is history important? (ATL) How can we work together to express our views as a means of public communication? (Health and Social Education, Community Service) |
Ability to collaborate, including participation and compromise. Demonstrate an understanding of concepts and process. Completion of homework assignments and in-class project.  Mural Rubric |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Cultural Symbols : | Students look at a culture (such as Native North American, Central American, Tibetan or Chinese) to learn how symbols communicate without words. Students will learn that symbols can reflect different beliefs and traditions. Students interpret themselves through self-portraits and symbols. |
Students explore a culture through art and learn that communication can occur without words. They learn new interpretations of symbols. As a result students develop a deeper understading of themselves. |
Students view a cultural background video and complete reading assignments. Students discuss similar symbols and alternate meanings. Students experiment with different art processes and materials specific to the culture. (For example: Mexican tin embossing or Native American sand painting). Students reflect on their culture and create a self-portrait that implements symbols. |
How do cultures communicate through imagery? (Approaches to Learning, Health and Social Education) |
Students will be assessed on focus, attitude, their understanding of concepts, creativity and completion of assignments. |
|
| Written Exhibition Review : | Students learn objective and subjective analysis and practice essay writing. They will select and view a current exhibition and write a critical analysis. |
Implement vocabulary learned through reading assignments and in-class discussion. Process visual information into words. Compare and contrast general knowledge of other cultures. Learn objective and subjective analysis. Practice essay writing |
Complete preparatory reading and assignments. Participate in class discussion. Research and attend an exhibit. Take complete notes for written paper using teacher-provided outline and assignment criteria. Write an analysis that translates visual information into words. |
How does one evaluate a work of art? (Approaches to Learning, Health and Social Education) |
Evidence of attending a current exhibit. Draft deadline and evaluation. Final draft assessment based on assignment criteria: Answering assigned questions, providing a clear description of the artwork viewed, assessing the artwork based on general knowledge of other cultures or world history, clarity of ideas, organized presentation of paragraphs, spelling, grammar. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Cultural Symbols : | Students look at a culture (such as Native North American, Central American, Tibetan or Chinese) to learn how symbols communicate without words. Students will learn that symbols can reflect different beliefs and traditions. Students interpret themselves through self-portraits and symbols. |
Students explore a culture through art and learn that communication can occur without words. They learn new interpretations of symbols. As a result students develop a deeper understading of themselves. |
Students view a cultural background video and complete reading assignments. Students discuss similar symbols and alternate meanings. Students experiment with different art processes and materials specific to the culture. (For example: Mexican tin embossing or Native American sand painting). Students reflect on their culture and create a self-portrait that implements symbols. |
How do cultures communicate through imagery? (Approaches to Learning, Health and Social Education) |
Students will be assessed on focus, attitude, their understanding of concepts, creativity and completion of assignments. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Group Narrative Mural : | Students work together and learn to communicate their experiences and ideas through imagery. They explore NYC artists such as Keith Haring, Jacob Lawrence and Faith Ringold. |
Students explore how art reflects a culture and reveals history. They look at their experiences and illustrate their part in history. |
Students explore history through art images in a mural form. A reference artist is studied and students emulate this artist's style. Students are divided into groups to work on assigned panels. Processes include painting, drawing or collage. At the completeion of the mural, students display their artwork in Hill Hall. |
Why is history important? (ATL) How can we work together to express our views as a means of communication? (Health and Social Education, Community Service) |
Ability to collaborate, including participation and compromise. Demonstrate an understanding of concepts and process. Completion of homework assignments and in-class project. |
|
| Written Exhibition Review : | Students learn objective and subjective analysis and practice essay writing. They will select and view a current exhibition and write a critical analysis. |
mplement vocabulary learned through reading assignments and in-class discussion. Process visual information into words. Compare and contrast general knowledge of other cultures. Learn objective and subjective analysis. Practice essay writing |
Complete preparatory reading and assignments. Participate in class discussion. Research and attend an exhibit. Take complete notes for written paper using teacher-provided outline and assignment criteria. Write an analysis that translates visual information into words. |
How does one evaluate a work of art? (Approaches to Learning, Health and Social Education) |
Evidence of attending a current exhibit. Draft deadline and evaluation. Final draft assessment based on assignment criteria: Answering assigned questions, providing a clear description of the artwork viewed, assessing the artwork based on general knowledge of other cultures or world history, clarity of ideas, organized presentation of paragraphs, spelling, grammar. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their personal journal (also called a sketchbook). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Group Narrative Mural : | Students work together and learn to communicate their experiences and ideas through imagery. They explore NYC artists such as Keith Haring, Jacob Lawrence and Faith Ringold. |
Students explore how art reflects a culture and reveals history. They look at their experiences and illustrate their part in history. |
Students explore history through art images in a mural form. A reference artist is studied and students emulate this artist's style. Students are divided into groups to work on assigned panels. Processes include painting, drawing or collage. At the completeion of the mural, students display their artwork in Hill Hall. |
Why is history important? (ATL) How can we work together to express our views as a means of public communication? (Health and Social Education, Community Service) |
Ability to collaborate, including participation and compromise. Demonstrate an understanding of concepts and process. Completion of homework assignments and in-class project. Mural Rubric |
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