Grades 4-5 HCPSS Visual Arts Unit Plan DRAFT

Course Title: Grades 4-5: Intermediate: Making Artistic Choices

UNIT TITLE:
OVERVIEW (Problem Statement):
TIME FRAME:
ESSENTIAL QUESTIONS:

COURSE OBJECTIVES:
RESPONDING: The synthesis of meaning, CREATING: The process of conceiving and PRESENTING: The relating of personal
context, and process through interaction developing new and/or personal ideas artistic intent and choices through
with, and connection to the visual world. through art making. reflections, thoughtful presentation and/or
exhibition of personal work.
1. Draw and record observations, ideas, and
1. Use appropriate vocabulary when
memories as a continual process in art. 1. Review artwork as a way of reflecting on
responding to the visual world..
personal growth throughout the course of a
2. Use select strategies to generate ideas for
2. Describe visual elements of a work of art studio experience.
a given art problem.
to determine relevant information for the
2. Develop a reflective statement utilizing
purpose of understanding the artists 3. Develop a personal work of art inspired by
appropriate art vocabulary that explains the
intent. master artists or an interdisciplinary theme.
compositional choices, influences, personal
3. Recognize how artists use different tools, 4. Develop and use select approaches such meaning, or technical process based upon
materials, processes, and techniques to as observation, imagination, established criteria.
solve specific visual problems experimentation, narrative or memory to 3. Use established criteria to evaluate
4. Recognize how artistic styles and themes solve visual art problems.
completeness for presentation.
reflect cultural, societal, and/or personal 5. Use formal qualities to solve art problems.
meaning. 4. Support and verbally explain artistic
6. Use a variety of tools, materials, processes choices using appropriate art vocabulary.
5. Recognize how culture and context can and techniques appropriately and safely to
influence our perspective of a work of art. promote quality craftsmanship.
6. Identify artistic skills and behaviors that 7. Use feedback and criteria to further
people use throughout all aspects of life. develop and improve personal responses
. to art problems.
8. Effectively use resources and established
criteria to solve art problems and
persevere through a multi-step process
 within established time parameters.

ASSESSMENT

Assessing Student Planning: Assessing Student Products: Assessing Student Reflections:

VOCABULARY, CONCEPTS & EXEMPLARS

Art Vocabulary: Process Vocabulary: Master/Cultural Exemplars

Historical/Cultural Vocabulary:
Art Concepts: Process Concepts:
Historical/Cultural Concepts:
INTERVENTIONS & ENRICHMMENT:
INTERDISCIPLINARY CONNECTIONS:
RESOURCES & BIBLIOGRAPHY:

ELEMENTARY CCSS OBJECTIVES

LITERACY STANDARDS LITERACY STANDARDS LITERACY STANDARDS MATH STANDARDS
(Reading) (Writing) (Speaking)
Ask and answer questions about Write opinion pieces in which they Participate in collaborative Make sense of problems and
key details in a work of art or story. introduce the topic work of art they conversations with diverse partners persevere in solving them.
are writing about, state an opinion, about grade level specific texts with
Recount stories/narratives and Reason abstractly and
supply reasons that support the peers and adults in small and larger
determine their central message, opinion, and provide a concluding groups quantitatively.
lesson, or moral. statement or section.
Recount or describe key ideas or Construct viable arguments and
Describe characters/elements in a Write informative/ explanatory texts critique the reasoning of others.
details from a text read aloud or
work of art or story and explain how in which they introduce a topic, use information presented orally or Model with mathematics.
they contribute to the meaning. facts and definitions to develop through other media.
Distinguish different points of view points, and provide a concluding Use appropriate tools strategically.
Ask and answer questions about
by artists and student work. statement or section. Attend to precision.
what a speaker says in order to
Use information gained from the Write narratives to develop real or clarify comprehension, gather Look for and make use of
 illustrations and words in a print or imagined experiences or events additional information, or deepen structure.
digital text to demonstrate using effective technique, understanding of a topic or issue.
Look for and express regularity in
understanding of its characters, descriptive details, and clear event
Report on a work of art, tell a story, repeated reasoning.
setting, or plots. sequences.
or recount an experience with
Compare and contrast two or more Produce clear and coherent writing appropriate fact and relevant,
versions of the same narrative by in which the development and descriptive details, speaking clearly
different artists or from different organization are appropriate to task, and understandably.
cultures. purpose, and audience.
Create engaging audio recordings
By the end of the year, read and Develop and strengthen writing and of stories or poems that
comprehend literature, and interpret works a of art as needed by demonstrate fluid reading at an
works of art, in the appropriate planning, revising, editing, rewriting, understandable pace; add visual
grade complexity band proficiently, or trying a new approach. displays when appropriate to
with scaffolding as needed at the emphasize or enhance certain facts
With guidance and support from
high end of the range.. or details.
adults, use technology to produce
and publish writing as well as to Speak in complete sentences
interact and collaborate with others. when appropriate to task and
situation in order to provide
Conduct short research projects
requested detail or clarification.
that build knowledge about a topic.
Recall information from
experiences or gather information
from print and digital sources; take
brief notes on sources and sort
evidence into provided categories.
Draw evidence from literary,
informational texts or the visual
world to support analysis, reflection,
and research.
Write routinely over extended time
frames (time for research reflection,
and revision) and shorter time
frames (a single sitting or a day or
two) for a range of discipline-specific
tasks, purposes and audiences.

UNIVERSAL DESIGN FOR LEARNING

Multiple Means of Engagement: Multiple Means of Representation: Multiple Means of Action & Expression:

Small and large group discussions Teacher modeling/demonstration of idea generation and Creating sketches of ideas and exploring different
 Gallery walks
execution, process and materials solutions.
In-process / final critiques
Student participation in-process critiques to discuss their Persevering, refining ideas/meaning, compositions, and
One-on-one interactions, demonstrations with learners image and what is essential in their compositions artistic techniques

Introduction and practice with new materials Student generated research/ brainstorming/peer expert Personal artworks (final artwork)
presentations
Choice of subject matter within a theme Manipulating materials and media
Process visuals
Writing reflections
Providing multi-media exemplars and representations
(video, web-sites, images, objects, posters, magazines, Presentations
audio, teacher generated visual resources, and texts)
Self assessment
Showing a wide variety of master and student solutions
to posed problem

DAILY LESSON SEQUENCE:

LESSON 1:
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DAILY OBJECTIVE ASSESSMENT:
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LESSON 2:
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LESSON 3:
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LESSON 4:
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LESSON 5:
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LESSON 6:
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LESSON 7:
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