| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Content | Purpose/ Objectives | Activities/ Assessments | Resources | ||
| Sep: Primary Colors -- Identifying and Mixing (Week 1, 3 Weeks) |
The primary colors and how to mix them to create secondary colors. |
Students are introduced to the concepts of primary and secondary colors. They learn to identify the primary colors (blue, yellow, red) and learn how mixes of the primaries create the secondary colors: blue and yellow = green; blue and red = purple; red and yellow = orange. Students practice basic clay-shaping techniques and develop small motor skills by working with the play dough. They are introduced to basic watercolor techniques: how to hold the brush, the appropriate use of water, how to moisten the paints, wash and dry brush techniques, how to mix colors on the paper. |
Color Mixing with Play Dough Using colored play dough made in the primary colors of red, blue and yellow, students first make a variety of objects with red play dough only, then yellow play dough, then they mix the two colors to create a wide variation of orange hues (yellow orange to red orange). They learn that their mixed color depends on how much of each primary color they add to the mix. Students continue this activity to mix all of the secondary colors. As they work with the play dough, they make cut-outs with cookie cutters, learn to make pinch pots, coils and pressed patterns. Assessment: students identify the primary colors and demonstrate knowledge of how to mix the primary colors to create the secondary colors with play dough. Students successfully make pinch pots, coils and cut-outs with tools. Color Mixing with Watercolors The lesson begins with a reading and the discussion of the book Mouse Paints by Ellen Stoll Walsh. Students use a palette of three watercolors: blue, yellow and red. They experiment with mixing these colors by putting one color on the paper and then putting the second color on top and mixing them on the paper to create interesting color combinations. Students mix all three combinations of the primary colors to create the secondary colors. Students make an experimental sheet on which they practice various watercolor techniques -- putting water on the paper and then paint, making patterns with their brush, etc. They also experiment with painting shapes on their paper. Assessment: students identify the primary colors and demonstrate knowledge of how to mix the primary colors to create the secondary colors. Students can use the brush, paint and water to mix paints and apply paint to paper. Student paintings are evaluated for successful completion of assigned paint activities. |
Color, by Ruth Heller Color and Things, by Tana Hoban Mouse Paint, by Ellen Stoll Walsh Nature's Paintbrush, The Patterns and Colors Around Us, by Susan Stockdale |
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| Shape Studies (Week 4, 3 Weeks) |
Artwork made with basic geometric shapes -- circles, squares, rectangles and triangles of various sizes in the primary colors. Unit includes preliminary discussion of primary colors. |
Students will learn to identify basic geometric shapes and the primary colors. They will experiment with the many ways of placing their shapes on a page (composition) which include overlapping and the contiguous placement of shapes. |
Class periods begin with a short story time, with books on shapes and the primary colors. Using a variety of pre-cut geometric shapes (in the primary colors only), students choose how to organize the shapes on their page to create and interesting composition. They glue the shapes to the page. For the second project, students draw their own geometric shapes on paper and color them with primary colors. Again, they are reminded to overlap, place shapes close to each other and then far apart, and to consider the composition of the entire page. Assessment: Check to make sure that students can identify the four basic geometric shapes and the primary colors. |
Shapes, Shapes, Shapes, by Tana Hoban |
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| Oct: Primary Colors -- Identifying and Mixing (Week 4, 4 Weeks) |
The primary colors and how to mix them to create secondary colors. |
Students are introduced to the concepts of primary and secondary colors. They learn to identify the primary colors (blue, yellow, red) and learn how mixes of the primaries create the secondary colors: blue and yellow = green; blue and red = purple; red and yellow = orange. Students practice basic clay-shaping techniques and develop small motor skills by working with the play dough. They are introduced to basic watercolor techniques: how to hold the brush, the appropriate use of water, how to moisten the paints, wash and dry brush techniques, how to mix colors on the paper. |
Color Mixing with Play Dough Using colored play dough made in the primary colors of red, blue and yellow, students first make a variety of objects with red play dough only, then yellow play dough, then they mix the two colors to create a wide variation of orange hues (yellow orange to red orange). They learn that their mixed color depends on how much of each primary color they add to the mix. Students continue this activity to mix all of the secondary colors. As they work with the play dough, they make cut-outs with cookie cutters, learn to make pinch pots, coils and pressed patterns. Assessment: students identify the primary colors and demonstrate knowledge of how to mix the primary colors to create the secondary colors with play dough. Students successfully make pinch pots, coils and cut-outs with tools. Color Mixing with Watercolors The lesson begins with a reading and the discussion of the book Mouse Paints by Ellen Stoll Walsh. Students use a palette of three watercolors: blue, yellow and red. They experiment with mixing these colors by putting one color on the paper and then putting the second color on top and mixing them on the paper to create interesting color combinations. Students mix all three combinations of the primary colors to create the secondary colors. Students make an experimental sheet on which they practice various watercolor techniques -- putting water on the paper and then paint, making patterns with their brush, etc. They also experiment with painting shapes on their paper. Assessment: students identify the primary colors and demonstrate knowledge of how to mix the primary colors to create the secondary colors. Students can use the brush, paint and water to mix paints and apply paint to paper. Student paintings are evaluated for successful completion of assigned paint activities. |
Color, by Ruth Heller Color and Things, by Tana Hoban Mouse Paint, by Ellen Stoll Walsh Nature's Paintbrush, The Patterns and Colors Around Us, by Susan Stockdale |
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| Pattern (Week 8, 5 Weeks) |
How to create a variety of patterns and how pattern can be used for expressive purposes. |
Students learn the definition of pattern (the repetition of shapes), they learn to create their own shapes in addition to using the basic geometric shapes. They explore different pattern systems (AB, AAB, AABB, etc.). They also learn that color can be an element in creating pattern. |
Lessons are introduced with storybooks about different kinds of patterns, patterns found in nature, etc. Students create a variety of drawings and paintings to explore the use of pattern. They use markers to fill a page with a variety of patterns, using the primary colors. They make a watercolor and oil pastel painting of a fish, using pattern. They make a project of stamp printing, using the stamps to create pattern on plain paper and then on paper that students have collaged with tissue paper. Assessment: student work demonstrates an understanding of what pattern is and the ability to create two to three kinds of patterns. |
Pattern Math Counts, by Henry Pluckrose Pattern Fish, by Trudy Harris Nature's Paintbrush, The Patterns and Colors Around you , by Susan Stockdale |
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| Turkey puppets (Week 8, 5 Weeks) |
Create a paper turkey puppet. |
To celebrate the Thanksgiving holiday and apply previous learning about pattern and shapes. Students practice small motor skills by cutting and pasting paper. |
The lesson begins with students looking at different images of turkeys in small groups of two. Students discuss the basic characteristics of a turkey's appearance as seen in their photographs. As a class, the students report to the class the details of the appearance of their turkey. The class discusses how all of the turkeys are different, just as the turkeys made by the class will all be different. Each student then creates a turkey (approximately 8 1/2 X 11") by cutting a large circle out of an 8 1/2 x 11" piece of construction paper for the body and a smaller circle for the head. The head is attached to the body with glue and the turkeys are decorated with collaged cut-out shapes and patterns made with markers. The turkey is attached to a stick to create a puppet. Assessment: Students create a turkey puppet with two circle shapes and a variety of collaged elements and patterns. |
A variety of images of turkeys from books and the internet. |
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| Introduction to Drawing (Week 13, 3 Weeks) |
Using graphite sticks and colored pencils as drawing tools to capture what we see in the world. How do basic shapes help us understand the complicated objects and views we see in nature? |
Students explore the properties of graphite (2B, 4B, 6B and 9B) pencils and sticks, experimenting with shading, value (the range of darks and lights), and a variety of line (thick, thin, short, long, slanted, dots, etc.). Students also learn to identify the basic shapes in a bird (ovals, triangles, etc.) and then use those to create the drawing; i.e., Students will learn to use images as sources for ideas rather than as something to scrupulously copy; images are a trigger for their imagination. Students apply the same techniques used with graphite to making drawings with colored pencils. Students are introduced to the idea of being aware of the entire page; they are encouraged to fill the page with their drawing. |
Students do experimental pages to explore materials and how to use them expressively. They then make drawings with shading, value, and a variety of lines. Students look at and discuss the bird paintings of John James Audubon. They note the variety of bird shapes, the feathers, legs and beaks. They then create a graphite drawing of a bird, using pictures of birds as inspiration. They start with the larger, simple, basic shapes they see in their picture and then build in the details of smaller shapes (the wings, eyes, beak). Assessment: Students complete a drawing of a bird with the basic elements of the body, head and simple details. Drawings demonstrate student understanding of the different kinds of graphite, a variety of line qualities, shading techniques, and dark and light contrasts. Student use the entire page for his/her drawing. Students use colored pencils to experiment with the same techniques of shading, value and line as they used with graphite sticks and pencils. In addition, they experiment with color mixing (by layering one color on top of another), using the primaries first and then mixing a variety of colors. Students listen to a story about insects and discuss the illustrations. They then draw insects, noting the basic shapes that compose the body parts of an insect -- the head, thorax and abdomen. They also note the segments in the legs and antennae. Assessment: Student drawings of an insect demonstrate an understanding of how to use basic shapes to create a more complex whole. Drawings show evidence of an ability to use colored pencils for color mixing, to use a range of colors,and to use shading to create texture and details. Student use the entire page for his/her drawing. |
Images of a variety of birds and insects from books and the internet. Reproductions of bird images from Birds of America by John James Audubon. The Big Bug Ball, by Dee Lillegard, Illustrated by Rex Barron Bugs, by Nancy Winsolow Parker and Joan Richards Wright Caterpillar's Wish, by Mary Murphy Locust Pocus!, by Douglas Kaine McKelvey |
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| Chinese Calligraphy and Brush Painting (Week 16, 4 Weeks) |
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| Art -- Cave Paintings (Week 20, 4 Weeks) |
The cave paintings of Lascaux, France. |
Students learn about the discovery of the cave paintings at Lascaux. They study reproductions of the paintings: the animals and symbols, colors and techniques used, the possible meaning of the images, and the basic living conditions of people during that time. Students learn the meaning of a symbol. Students experiment with a new material -- conte crayon. |
In their art sketchbooks. students experiment with the conte crayons (in browns, black and white). They draw a variety of creatures inspired by those on the walls at Lascaux. The class makes a group project of their own cave painting. Using conte crayon, they all work together to make cave painting inspired creatures and symbols on a long piece of brown Kraft paper (approximately 36" by 60") placed on a table. |
Books. Reproductions of images. Maps. |
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| Art -- Matisse Cut-outs (Week 20, 4 Weeks) |
Matisse Cut-outs. |
Students learn about Matisse's use of colored paper to create art. They use small motor skills to make their own cut-outs "freehand," i.e., without drawing the shapes ahead of time. They use their knowledge of shapes and pattern to express their ideas. T Students examine Matisse's use of color and shapes. They analyze what the colors and shapes express and how they make us feel. Students learn about why Matisse made the cut-outs and how they relate to his earlier work. |
Using brightly colored paper, students cut out a variety of shapes. They place the shapes on a large piece of black paper and experiment with different ways of arranging the shapes. The shapes are then glued to the paper. Students worked together to create a large collage of colored paper, inspired by Matisse. This gives them an idea of the scale that Matisse used for his cut-outs. |
Books. Reproductions of Matisse's cut-outs. |
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| Art -- Self-portraits (Week 20, 4 Weeks) |
Self-portaits. |
Inspired by Matisse's colorful portraits, students learn that portraiture involves recreating likeness as well as creativity and imagination. They look at themselves and choose the characteristics they want to portray. They review the definitions of portraits and self-portraits. They learn how color and composition affect the feelings expressed in portraits. |
After sketching portraits in their art workbooks, students create a self-portrait using oil pastels. They use mirrors to determine what they want to convey about themselves. |
Books. Reproductions of Matisse's portraits and self-portraits. |
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| Art - Mondrian (Week 24, 3 Weeks) |
Drawings based on the art of Piet Mondrian. |
To learn about the evolution of Mondrian's art and the common of his major body of work. These include his use of line to create space, the variation of shapes created by intersecting lines, and his use of primary colors. There is a particular focus on Mondrian's painting, "Broadway Boogie Woogie." Students learn new vocabulary -- the meaning of horizontal and vertical. |
Students create their own version of "Broadway Boogie Woogie," using black vertical and horizontal lines to create shapes that they then color with primary colors. They leave some shapes uncolored to create an interesting composition, or arrangement of shapes on the page. |
Books. Poster reproductions of Mondrian's work. Recall of the paintings seen in the Metropolitan Museum. |
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| Art - Museum Visit (Week 24, 3 Weeks) |
A visit to the Metropolitan Museum of Art. Students visit the Impressionist rooms as well as the modern exhibition. They draw in their art workbooks in the Impressionist collection. |
Students see the objects and paintings they have studied in their classroom unit on art. They discuss and analyze the content, meaning, function, and formal qualities of art. They apply their classroom learning to what they see in the museum. They compare and contrast works of art. Students are encouraged to express their unique response to what they see. Students learn the rules of museum behavior: no touching the art, running, or yelling. |
Museum visit, discussion, drawing in the museum galleries. |
Classroom curriculum -- unit on art. |
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| Art - Rock Art (Week 24, 3 Weeks) |
The rock art of the American Southwest. |
To explore another form of prehistoric art. To compare the rock art in the southwest with the cave paintings of Lascaux -- the different symbols used, the different kinds of animal images found, and the techniques used. |
Unit begins with storytelling about creatures who discover rock art. Students create a drawing of imaginary creatures and symbols inspired by images of Southwest Rock Art. Materials are permanent markers, chalk pastels and crayons. |
Books. |
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| Auction Project (Week 24, 3 Weeks) |
Art/craft project created for the annual fundraising auction. |
To work together to create a project that contributes to the non-profit fundraising efforts of the school. |
Aprons decorated with handprints and spring-inspired images. |
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| Sculpture (Week 27, 3 Weeks) |
Sculptural media -- wire and clay. |
Students learn basic clay-forming and glazing techniques. Students study pre-Columbian clay objects for inspiration. Students manipulate multi-colored wire to create wire sculptures. They explore Alexander Calder's wire sculptures for inspiration. Students experiment with three-dimensional thinking skills, eye-hand coordination and develop motor skills. Students study pre-Columbian clay objects. |
Lesson is introduced with images and stories about pre-Columbian art. Students create clay pots and turtles with glazes. Lesson is introduced with biographical information about Alexander Calder as well as images of his work. Students create animal creatures with wire. |
Books. Reproductions of pre-Columbian art and Calder sculptures. |
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| May: Painting and Drawing (Week 30, 5 Weeks) |
The use of a variety of painting materials with subject matter related to spring, animals, and the landscape. Preparatory field trips and drawings are used as the basis for paintings. |
Students are introduced to several painting media and techniques. Students review color mixing in different media, explore compositional choices, and review the use of shape and pattern. Students practice drawing skills as the basis for paintings. Students learn new terms: horizon line, foreground, background. Students explore the art of Georgia O'Keefe. |
Lessons are introduced with stories about Georgia O'Keefe and her work and landscape paintings, as well as various art reproductions that serve as examples for the topics discussed in class. Students use watercolors, caran d'arche sticks, and tempera paints to create paintings on different papers. Students take a sketching trip to Central Park for the inspiration to create landscape paintings. Students go to the community garden and look at still lives of flowers as inspiration for flower paintings. Assessment: students are competent with the painting techniques explored. Their drawing skills, as evident in their sketches, have improved with the experience of sketching. Students exhibit a thorough understanding of shape, pattern, color mixing and composition. |
Books. Reproductions of Georgia O'Keefe's art. |
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| Jun: Painting and Drawing (Week 35, 2 Weeks) |
The use of a variety of painting materials with subject matter related to spring, animals, and the landscape. Preparatory field trips and drawings are used as the basis for paintings. |
Students are introduced to several painting media and techniques. Students review color mixing in different media, explore compositional choices, and review the use of shape and pattern. Students practice drawing skills as the basis for paintings. Students learn new terms: horizon line, foreground, background. Students explore the art of Georgia O'Keefe. |
Lessons are introduced with stories about Georgia O'Keefe and her work and landscape paintings, as well as various art reproductions that serve as examples for the topics discussed in class. Students use watercolors, caran d'arche sticks, and tempera paints to create paintings on different papers. |
Books. Reproductions of Georgia O'Keefe's art. |
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Updated: Thursday, January 04, 2007 |
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