| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Content | Purpose/ Objectives | Activities/ Assessments | Resources | ||
| Summer Experience (Week 1, 3 Weeks) |
Creating a drawing about summer adventures in conjunction with a verbal description. A review of art room rules and introduction to their art workbooks. |
Students recall a summer event that was important to them. They create a narrative drawing, i.e., art that tells a story; they tell their story in both words and pictures. Students have the opportunity to refresh drawing skills. To remind students of artroom rules. To introduce students to their art workbooks. |
Students make a drawing of a summer adventure and write a few sentences describing the event. Assessment: students complete a drawing describing a summer adventure. |
Art workbooks. |
|
| Sep: Architecture (Week 1, 3 Weeks) |
The study the visual and aesthetic characteristics of architecture. |
To study the function and aesthetics of basic architectural elements such as columns, capitals, roof designs, etc. To enhance students' observational drawing skills. Students learn to transofrm the knowledge they've learned about architecture in the classroom into a design of their own. Students use their analytical and imaginative skills in this process. Students brainstorm visual ideas in their art workbook to develop a finished project. |
Students look at a variety of architectural elements and talk about the purpose and aesthetic qualities of the elements. Students work in their art workbooks to develop an imaginary building of their own. Students then create a drawing of their imaginary building and paint it with watercolors. Students visit Central Park and make line drawings, on-site and from observation, of the city skyline. Students take an architectural tour of the Guggenheim Museum. After the tour, they draw the Guggenheim Museum from across the street. |
Central Park. The Guggenheim Museum. Books on architecture. |
|
| Oct: Architecture (Week 4, 4 Weeks) |
The study the visual and aesthetic characteristics of architecture. |
To study the function and aesthetics of basic architectural elements such as columns, capitals, roof designs, etc. To enhance students' observational drawing skills. Students learn to transofrm the knowledge they've learned about architecture in the classroom into a design of their own. Students use their analytical and imaginative skills in this process. Students brainstorm visual ideas in their art workbook to develop a finished project. |
Students look at a variety of architectural elements and talk about the purpose and aesthetic qualities of the elements. Students work in their art workbooks to develop an imaginary building of their own. Students then create a drawing of their imaginary building and paint it with watercolors. Students visit Central Park and make line drawings, on-site and from observation, of the city skyline. Students take an architectural tour of the Guggenheim Museum. After the tour, they draw the Guggenheim Museum from across the street. |
Central Park. The Guggenheim Museum. Books on architecture. |
|
| Nov: Photo collage (Week 8, 5 Weeks) |
Students create a photo collage from photos they take. They assemble the collage in a way that expreses their response to their built environment. |
Students review the fragmented spatial characteristics of Cubism. Students study the photocollages of David Hockney. They examine the ways in which he presents one visual image using many fragmented pieces and from subtley different points of view. Students think about the structure of the built environment around their school. They focus on the differences between the park side of Central Park West and the "building" side. Students are involved in extensive planning of their project. They have the opportunity to create a project that requires a number of steps and a substantial time commitment. They learn about "follow through." The project enhances students' observational skills. Working as a group, though on individual projects, students see how differently people can interpret the same scene. |
Students study the photo collages of David Hockney. Students take a roll of pictures of the intersection of 89th and Central Park West. Students have several planning sessions in which they cut and place their photos to create their interpretation of this environment. Students complete their large photo collages (22" x 30") by gluing the photo pieces down on their board. |
Reproductions of Hockney's photo collages. Disposable cameras. |
|
| Dec: Photo Collage (Week 13, 3 Weeks) |
Students create a photo collage from photos they take. They assemble the collage in a way that expreses their response to their built environment. |
Students review the fragmented spatial characteristics of Cubism. Students study the photocollages of David Hockney. They examine the ways in which he presents one visual image using many fragmented pieces and from subtley different points of view. Students think about the structure of the built environment around their school. They focus on the differences between the park side of Central Park West and the "building" side. Students are involved in extensive planning of their project. They have the opportunity to create a project that requires a number of steps and a substantial time commitment. They learn about "follow through." The project enhances students' observational skills. Working as a group, though on individual projects, students see how differently people can interpret the same scene. |
Students study the photo collages of David Hockney. Students take a roll of pictures of the intersection of 89th and Central Park West. Students have several planning sessions in which they cut and place their photos to create their interpretation of this environment. Students complete their large photo collages (22" x 30") by gluing the photo pieces down on their board. |
Reproductions of Hockney's photo collages. Disposable cameras. |
|
| Jan: Photo Collage (Week 16, 4 Weeks) |
Students create a photo collage from photos they take. They assemble the collage in a way that expreses their response to their built environment. |
Students review the fragmented spatial characteristics of Cubism. Students study the photocollages of David Hockney. They examine the ways in which he presents one visual image using many fragmented pieces and from subtley different points of view. Students think about the structure of the built environment around their school. They focus on the differences between the park side of Central Park West and the "building" side. Students are involved in extensive planning of their project. They have the opportunity to create a project that requires a number of steps and a substantial time commitment. They learn about "follow through." The project enhances students' observational skills. Working as a group, though on individual projects, students see how differently people can interpret the same scene. |
Students study the photo collages of David Hockney. Students take a roll of pictures of the intersection of 89th and Central Park West. Students have several planning sessions in which they cut and place their photos to create their interpretation of this environment. Students complete their large photo collages (22" x 30") by gluing the photo pieces down on their board. |
Reproductions of Hockney's photo collages. Disposable cameras. |
|
| Jan: Drawing the Figure (Week 16, 4 Weeks) |
Drawing the figure in action and learning to use the figure for illustrations in a story. |
To develop an understanding of the proportions of the human body and how the body moves, e.g., joints that bend. To develop observational drawing skills. Students work from life, posing from each other, and from pictures. Students explores ways in which they can use figures to enhance the stories they are writing in class. They discuss the narrative possibilities of figure drawings. Students develop studies of the characters in their stories. |
Students look at picture books that have illustrations of figures to help tell the story. They discdiscuss ways in which the illustrations enhance the story. Students practice figure drawing on paper and in their art workbooks. Students create figures that will be used to illustrate their stories. |
Picture books with interesting illustrations. |
|
| Feb: Drawing the Figure (Week 20, 4 Weeks) |
Drawing the figure in action and learning to use the figure for illustrations in a story.Drawing the figure in action and learning to use the figure for illustrations in a story. |
To develop an understanding of the proportions of the human body and how the body moves, e.g., joints that bend. To develop observational drawing skills. Students work from life, posing from each other, and from pictures. Students explores ways in which they can use figures to enhance the stories they are writing in class. They discuss the narrative possibilities of figure drawings. Students develop studies of the characters in their stories. |
Students look at picture books that have illustrations of figures to help tell the story. They discdiscuss ways in which the illustrations enhance the story. Students practice figure drawing on paper and in their art workbooks. Students create figures that will be used to illustrate their stories. |
Picture books with interesting illustrations. |
|
| Mar: Book Design (Week 24, 3 Weeks) |
Students design the format or their book -- how the text and illustrations work together to best express their narrative. They also design book covers. |
Students engage in the process of organizing illustrations and text to best communicate their ideas. Students design illustrations that enhance their text. Students learn to create a visual narrative. |
Students decide when and where they want to insert illustrations into their book. Students study the ways in which authors use illustrations in picture books. Students create a "dummy" or rough draft of their book. Students finalize their designs and combine their text with illustrations. |
Examples of book illustrations. |
|
| Apr: Book Design (Week 27, 3 Weeks) |
Students design the format or their book -- how the text and illustrations work together to best express their narrative. They also design book covers. |
Students engage in the process of organizing illustrations and text to best communicate their ideas. Students design illustrations that enhance their text. Students learn to create a visual narrative. |
Students decide when and where they want to insert illustrations into their book. Students study the ways in which authors use illustrations in picture books. Students create a "dummy" or rough draft of their book. Students finalize their designs and combine their text with illustrations. |
Examples of book illustrations. |
|
| Sculpture (Week 30, 5 Weeks) |
Sculptural media and techniques -- figurative head sculptures made with plaster strips. |
Students experiment with a new 3-D material -- plaster. Students learn to work with 3-D space and objects. Students learn about 20th century artists who used the medium of plaster, particularly George Segal. |
Students look at and discuss the plaster sculptures of George Segal. Students will sketch and brainstorm to develop ideas for their sculptures. Students will create an armature and then cover it with plaster for their finished sculpture. |
Reproductions of art work for inspiration. |
|
| May: Student choice (Week 30, 5 Weeks) |
Students choose a medium and subject for their last art project of the year. |
To encourage students to think about media they prefer and why. To encourage independent thinking and decision-making. Students consider subject matter that is important to them. |
Students discuss in groups which projects they have especially enjoyed in the last year, new media, etc they would like to try, and strategies for developing their own art work. Students plan their work in their art workbook. Students create a work of art with media and subject matter of their choosing. |
Art images from a variety of artists and time periods. |
|
| Jun: Student choice (Week 35, 2 Weeks) |
Students choose a medium and subject for their last art project of the year. |
To encourage students to think about media they prefer and why. To encourage independent thinking and decision-making. Students consider subject matter that is important to them. |
Students discuss in groups which projects they have especially enjoyed in the last year, new media, etc they would like to try, and strategies for developing their own art work. Students plan their work in their art workbook. Students create a work of art with media and subject matter of their choosing. |
Art images from a variety of artists and time periods. |
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Updated: Thursday, February 01, 2007 |