Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Art Curriculum Presentation 2012

No description
by

Maria Chvatal

on 30 October 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Art Curriculum Presentation 2012

"Creativity is how we cope with creation. While creation seems a bit impossible to grasp and pointless, creativity is always meaningful..." Directions &
Process Fine Motor Skills Fine motor skills involve the small muscles of the body that enable such functions as writing, grasping small objects, and fastening clothing. They involve strength, fine motor control, and dexterity.

These skills are important in most school activities as well as in life. Weakness in fine motor skills can affect a child's ability to eat, write legibly, use a computer, turn pages in a book, and perform personal care tasks like dressing and grooming. Creativity Contemporary Artist Vik Muniz says: Art At FSCS An overview of my
TOP 10 AREAS OF FOCUS Top 10 Areas of Focus Creativity Culture Fine Motor Skills Art History
Directions & Process Critique
Safety Reflection
Sharing and Caring Revision Creativity Fine Motor
Skills Directions
& Process Safety,
Sharing, &
Caring Culture &
Art History Critique
Reflection
Revision "Creation is what put this dog in the picture..." "...Creativity is what makes us see a chicken on the dog's hind-quarters." Environment Labeled locations for easy accessibility to materials Visual resources Space Peak Curiosity Guidelines &
Examples Expectations Goals I Cans K

3

7 Tying Knots

Friendship Bracelets

Weaving Rugs Kindergarten- 3rd Grade Standards -Identify the elements of visual art including color, line, shape, texture and space.
-Identify the tools, materials and techniques from a variety of two- and three-dimensional media. Example I Cans I Can name colors on the basic color wheel.
I Can name 4 different types of lines.
I Can name 8 geometric shapes.
I Can use a pencil, crayons, markers, water color paint, clay, scissors, and glue.
I Can draw, color, cut, and glue neatly.
I Can make many shapes with clay.
I Can tell when things are close and when
they are far away. Guided Practice Information Today we are going to... Relation Have you ever been to a museum?
Do you know what holiday is next?
Have you ever seen artwork by Charles Schultz? Demonstration & Question First, second, third OR First, then, lastly.
What will happen if I.....? Independent work time or guided
step by step instruction. 4th grade & 5th grade Middle School Describe the characteristics of the elements of visual art including color, line, shape, value, form, texture and space.
Describe how the principles of visual art such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation or response to visual artworks. Tools for Presentation

Power Point
YouTube/TeacherTube
TED.com
Prezi
Scholastic Arts Magazine
My BRAIN Analyze how the elements of visual art including color, line, shape, value, form, texture and space are used in the creation of, presentation of, or response to visual artworks.
Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks. Standards Standards Example I Cans I Can name colors on a complex color wheel.
I Can identify tints and shades.
I Can use lines to enhance my art.
I Can use organic and geometric shapes. I Can identify and make 2D and 3D art.
I Can identify the principles of visual art and design.
I Can make art using the principles of art and design.
I Can use the principles of design to enhance my personal art work. Examples I Cans I Can use what I know about the elements of art to make art.
I Can use what I know about the elements of art to talk about art by professional artists. I Can use what I know about the elements of art to talk about art by my peers.
I Can use what know about the principles of art and design to make art. I Can use what I know about the principles of art and design to talk about art by professional artist. I Can use what I know about the elements of art to talk about art by my peers. Review, Safety, Sharing &Caring Culture &
Art History Culture & Art History Why do we have to know this?
When am I ever going to use this? •Why is having a keen visual intelligence so crucial to a rewarding life?

•Why are museums one of the first places we go to understand the culture and history of a people?

•What goes on between the eye, mind and hand during the process of creating a work of art? Art is a place where history, religion, psychology, politics and culture converge.

The ability to understand works of art—either through analysis or practice—is the key to a richer understanding of the human experience.The study of art is the most direct way of developing a better understanding and appreciation of the cultures and societies of our contemporary world, the visual phenomena found in it—both in nature and in society––and the historical record of human development.

Much of the knowledge and information produced in the 21st century is communicated through images. Studying art history provides students with the skills to critically analyze and comprehend the visual arguments conveyed in these images.

Students of art history study works of art that embody the most important ideas and cherished aspirations of cultures through time and across the globe. As a result, they gain a deeper understanding of a global, and multicultural, past and present. The EVER-dreaded... The More Important Questions to Ask... Guernica, 1937 Pablo Picasso Probably Picasso's most famous work, Guernica is his most powerful political statement, painted as an immediate reaction to the Nazi's devastating casual bombing practice on the Basque town of Guernica during Spanish Civil War.

Guernica shows the tragedies of war and the suffering it inflicts upon individuals, particularly innocent civilians. This work has gained a monumental status, becoming a perpetual reminder of the tragedies of war, an anti-war symbol, and an embodiment of peace. On completion Guernica was displayed around the world in a brief tour, becoming famous and widely acclaimed. This tour helped bring the Spanish Civil War to the world's attention. Kindergarten -3rd Grade Standards -Identify the characteristics of visual artworks from a variety of cultures including the contributions of Minnesota American Indian tribes and communities.
-Create original two- and three- dimensional artworks to express ideas, experiences or stories. Example I Cans I Can notice differences in art from many different cultures.
I Can tell a story with art. I Can make art like MN American Indian tribes.
I can use symbols to tell a story.
I can use the elements of art to show emotion. 5th & 4th Grade Standards Identify characteristics of Western and non-Western styles, movements and genres in art.
Describe the personal, social, cultural, or historical contexts that influence the creation of visual artworks including the contributions of Minnesota American Indian tribes and communities.
Describe how visual art communicates meaning. Examples I Cans I Can notice differences in art from many different cultures.
I Can make connections between art and history.
I Can tell a story with art.
I Can make art like MN American Indian tribes.
I Can identify symbols in art work. I Can identify expression in art work. I Can make art that has a purpose and a meaning. Middle School Standards Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.
Analyze the meanings and functions of visual art.
Create original two- and-three-dimensional artworks in a variety of artistic contexts. Example I Cans I Can discuss the differences and similarities of artworks from many different cultures.
I Can discuss the purpose of a work of art.
I Can discuss the context (personal, social, cultural, and historical) of a work of art.
I Can create artwork that can present what I understand about personal, social, cultural, or historical context.
I Can share my thoughts about why art exists.
I Can create original art work. Critique.Reflect.
Revise. Purpose Art is a reflection of identity of an individual or society; what we feel, think, practice, what we believe, and how we behave. Generally, Art is a reflection of ideology of the feelings and behavior of individuals. How do we do this? Art may be in the form of paintings, drawings, living, writings, songs, dance, speech, poetry, and humor. Art must be thought provoking, but it doesn't matter what the resulting thoughts are. Some artist's rely on art that is factual (It is what it is.) others rely on question and confusion (What the heck is that?). Confusion Rocks, right? Performance & Projection Examples Understanding Success in Art Did I... -Think thoroughly about the purpose of my art?
-Use my own ideas?
-Use the correct techniques?
-Evoke thought?
-Show effort? The Challenges of Being
a Thoughtful Artist With help from Pablo Picasso Challenges Style "It took me four years to paint like Raphael, but a lifetime to paint like a child." Education & Exposure "Good artists copy, great artists steal." Time "Every child is an artist. The problem is how to remain an artist once we grow up." Self Reflection and Critiques Revision In the Art world this happens.
In the classroom in doesn't... unless is bumps up a grade. 1896 1897 1960's Kindergarten - 3rd Grade Standards Example I Cans 4th & 5th Grade Standards Example I Cans Middle School Standards Example I Cans Revise an artwork based on the feedback of others.
Share and describe a personal artwork.
Reflect on a presentation based on the feedback of others.
Compare and contrast the characteristics of a variety of works of visual art. I Can listen to others.
I Can change my artwork to make it better.
I Can talk about my artwork.
I Can think about my artwork after others have talked about it.
I Can see when art pieces are alike.
I Can see when art pieces are not alike.
I Can talk about what makes art pieces similar or different from each other. Revise artworks based on the feedback of others and self-reflection.
Select and assemble artworks for a personal portfolio.
Revise a presentation based on the feedback of others and self-reflection.
Justify personal interpretations and reactions to works of visual art. I Can listen to others.
I Can change my artwork to make it better.
I Can keep a Sketchbook.
I Can answer questions about my art work. I Can help others understand my art work with words.
I Can change my art work to make it easier to understand.
I Can explain what I was thinking about when I was making art. Revise artworks based on the feedback of others and self-reflection and artistic intent.
Develop an artistic statement, including how audience and occasion influence creative choices
Assemble and prepare personal artworks for public exhibition.
Revise a presentation based on the feedback of others, self-reflection and artistic intent.
Develop an artistic intent, including how audience and occasion impact presentation choices.
Analyze and interpret a variety of visual artworks using established criteria. I Can listen to others.
I Can change my artwork to make it better.
I Can write about creating art for myself. I Can write about creating art for others. I Can write about how my perceptions of art.
I Can correctly label my artwork.
I Can correctly display my artwork.
I Can answer questions about my art work. I Can help others understand my art work with words.
I Can change my art work to make it easier to
understand.
I Can identify and explain the choices I have
made while making art.
I Can write a critique.
I Can participate in a critique discussion Thank You
Full transcript