Model Curriculum The Arts
Model Curriculum: VISUAL ART Grades 3-4-5Model Curriculum – The ArtsVisual Art 3-5CLICK on the blue number code of each content statement to view the model curriculum page.Enduring UnderstandingsPersonal Choice and VisionCritical and Creative ThinkingAuthentic Application &CollaborationStudents construct and solve problems of personal relevance and interest when expressing themselvesthrough visual art.Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks inconventional and innovative ways.Students work individually and in groups to focus ideas and create artworks that address genuine local andglobal community needs.As consumers, critics and creators, students evaluate and understand artworks and other texts produced inthe media forms of the day.LiteracyProgress PointsStudents will, at the appropriate developmental level:A. Examine a range of artistic works to gain insight into the historical and cultural traditions of local and global communities.B. Identify and apply universal themes and processes to communicate meanings, moods and visual effects in personal and collaborativeartworks.C. Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art problems using appropriate tools, media andtechnologies.D. Express personal responses to artistic works giving reasons for their interpretations and preferences.E. Provide and use feedback to improve and refine their artworks.GRADE3Cognitive and Creative ProcessesPERCEIVING/KNOWING (PE)PRODUCING/PERFORMING (PR)RESPONDING/REFLECTING (RE)1PE Observe and compare similar themes,1PR Demonstrate skill and expression in the 1RE Examine and describe how art andsubject matter and images in artworks fromhistorical and contemporary eras.use of art techniques and processes.2PE Identify the relationships between andamong selected elements and principles of art2PR Use appropriate visual art vocabularyduring artmaking processes.design principles are used by artists to createvisual effects.2RE Select an object an explain reasons whythey think it is a work of art.
Model Curriculum: VISUAL ART Grades 3-4-53PR Find and solve problems of personal3RE Compare and contrast their opinions ofrelevance and interest when developingartmaking ideasa work of art with those of their peers.answer questions about daily life.4PE Recognize selected artists who4PR Create artworks that demonstratecontributed to the cultural heritages of thepeople of the United States.awareness of two- and three-dimensionalspace.5PE Provide examples of how we encounter5PR Show increasing attention to theart and artists in everyday life.nuances of elements and principles of designwhen creating personal works of art.and design.3PE Use historical and cultural artworks to6PE Recognize and identify choices that givemeaning to a personal work of art.or regions and communicate how they reflectsocial influences and cultural traditions.5RE Use feedback and self-assessment toimprove the quality of personal artworks.6PR Collaborate with others to create awork of art that addresses an interdisciplinarytheme.GRADE44RE Identify artworks from their communitiesCognitive and Creative ProcessesPERCEIVING/KNOWING (PE)PRODUCING/PERFORMING (PR)RESPONDING/REFLECTING (RE)1PE Use sensory details and descriptive1PR Identify, select and vary art materials,1RE Identify qualities that contribute to thelanguage to identify and describe universalthemes, subject matter and ideas expressedacross arts disciplines.tools and processes to achieve desired resultsin their artwork.design and meaning of their artworks and theworks of others.2PR Experiment with art materials by using2RE Develop and share their ideas, beliefsthem in unexpected and creative ways toexpress ideas and convey meaning.and values about art.and persistent during studio practices tocomplete artworks.5RE Refer to criteria and use art vocabulary2PE Notice and describe different visualeffects resulting from artmaking techniques.3PE Compare and contrast art forms,techniques and functions and artistic stylesfrom a variety of cultures and historical periods.4PE Identify and describe how artists fromvarious cultural and ethnic groupsimpacted Ohio’s history.have3RE Recognize and describe the relationship3PR Generate ideas and employ a variety of of artworks to their social and cultural contexts.strategies to solve visual problems.4RE Generate criteria for discussing and4PR Demonstrate motivation, independence assessing works of art.5PR Combine the elements and principleswhen discussing and judging the quality ofartworks.to the emotions and moods expressed in them.of art and design to create visually effectivecompositions in original works of art.6RE Give and use constructive feedback to6PE Identify and name the sources for6PR Demonstrate technical skill through theartmaking ideas (e.g., self, environment andother people).integration of common processes and topicsfrom other subject areas.5PE Link ideas in and design of works of artproduce artworks that achieve learning goals.
Model Curriculum: VISUAL ART Grades 3-4-5GRADE5Cognitive and Creative ProcessesPERCEIVING/KNOWING (PE)PRODUCING/PERFORMING (PR)RESPONDING/REFLECTING (RE)1PE Understand that the context of an art1PR Integrate observational and technical1RE Apply reasoning skills to analyze andobject has an effect on how that object isperceived.skills to strengthen artmaking.interpret the meaning in artworks.2PR Use digital tools to explore ideas create2RE Describe how personal experiences canand refine works of art during the artmakingprocess.influence artistic preferences.2PE Identify and communicate how historicaland cultural contexts influenceinform artists.ideas that3PE Investigate the role of cultural objects in3PR Experiment with various ideas andour everyday environment.visual art media to solve a problem thataddresses a contemporary social issue.4PE Compare and contrast how form and4PR Select and use the elements andstyle are influenced by social, environmentaland political views in artworks.principles of art and design to communicateunderstanding of an interdisciplinary concept.5PE Focus attention on selected artworks to5PR During collaborative artmakingidentify and pose questions about aestheticqualities (e.g., sensory, organizational,emotional) in the works.experiences, demonstrate respect andsupport for peer ideas and creativity.6PE Select and access contemporary digitaltools media arts to investigate ideas and informartmaking.3RE Explain the reasons and value ofdocumenting and preserving works of art andart objects in some cultures.4RE Communicate how personal artisticdecisions are influenced by social,environmental and political views.5RE Express what was learned and thechallenges that remain when assessing theirartworks.6RE Use criteria to assess works of artindividually and collaboratively.
Model Curriculum: VISUAL ART Grades 3-4-5Grade 3 - 1PE, 4REDisciplineStrand/ProcessGrade LevelContent StatementEssential QuestionsVisual ArtPerceiving/Knowing (PE); Responding/Reflecting (RE)Grade 31PE Observe and compare similar themes, subject matter and images in artworks from historical and contemporaryeras.4RE Identify artworks from their communities or regions and communicate how they reflect social influences and culturaltraditions.Enduring Understandings: LiteracyProgress Points: A. Examine a range of artistic works to gain insight into the historical and cultural traditions of localand global communities. B. Identify and apply universal themes and processes to communicate meanings, moods andvisual effects in personal and collaborative artworks.How can you tell others about who you are and the times you live in through your art?Content ElaborationsStudents will learn All people throughout the pastand in the present expressedthemselves through art;To recognize and appreciatethat art exists everywhereincluding their owncommunities and regions.Art provides a sharedexperience between thosewho make art and those whoview and respond to art;Art is created to expressissues, ideas and problemsthat people care about in theworld.Expectations for LearningStudents will demonstrate learning by Recognizing and naming common themesideas and subject matter they observe inworks of art;Recognizing the range of experiencesincluding their own that inspires artworks;Creating meaning from the global andregional art objects and visual works theystudy;Using current, available digital media tobroaden access to global and community artand artifacts from the past and present.AssessmentStudents will know how well they are learningby Standards-Based RubricArts Assessment MenuTemplateInstructional Strategies and ResourcesStudents will be engaged and supported inlearning by Inquiry-based learning;Modeling and coaching;Modeling;Checks for understanding;Self-Assessments;Peer assessments;Risk taking.Resources LINK to Pearltrees Lesson Design and ContentDigital ToolsResearch and AdvocacyProfessional OrganizationsCareersCross-Disciplinary Fine Arts
Model Curriculum: VISUAL ART Grades 3-4-5ApplicationStudent Performance TasksStudents work in small groups toselect and research a theme ofimportance to them.Each group creates a simple linedrawing that represents their vision ofthe selected theme.Individual students use digital media toresearch images related to their grouptheme--creating an electronic library ofimages to inform their artmaking.Students combine ideas and images intheir groups to generate one originaldesign that illustrates their chosentheme adding words and drawings tothe digital images they found. Theywork with art tools and materials oftheir choice.Diverse LearnersCareer ConnectionsPearltrees Careers Link CuratorArt DealerArt AuctioneerLearning Standards Connections GRADE 3 English Language Arts GRADE 3 Mathematics GRADE 3 Science GRADE 3 Social StudiesStrategies for meeting the needs of learnerswith special needs and talents in the arts can befound below: ODE Diverse LearnersVSA OhioCASTThey share their completed work andsupporting research with the entireclass sharing why the theme wasimportant to them and how they choseto convey it. Additionally, studentsresearch other works of art thataddress a theme similar to theirs andmake comparisons.BACK
Model Curriculum: VISUAL ART Grades 3-4-5Grade 3 - 3PE, 4PE, 5PE, 3REDisciplineStrand/ProcessGrade LevelContentStatementEssential QuestionsVisual ArtPerceiving/Knowing (PE); Responding/Reflecting (RE)Grade 33PE Use historical and cultural artworks to answer questions about daily life; 4PE Recognize selected artists whocontributed to the cultural heritage of people of the United States; 5PE Provide examples of how we encounter art andartists in everyday life; 3RE Compare and contrast their opinions of a work of art with those of their peers.Enduring Understandings: Critical and Creative Thinking, LiteracyProgress Points: A. Examine a range of artistic works to gain insight into the historical and cultural traditions of localand global communities. B. Identify and apply universal themes and processes to communicate meanings, moods andvisual effects in personal and collaborative artworks.Where do you find art in your life and surroundings?Content ElaborationsStudents will learn The meaning of culture andheritage and the influence ofthese on artists and theirworks.Attentiveness to selectedworks of art and artists and thecultural characteristics in theirworks.To observe and convey thesubject matter and story awork of art tells;Art and design are everywherein their lives and surroundings;There are multiple meaningsin the artworks they look atand the meaning they give toa work of art is important toshare.Expectations for LearningStudents will demonstrate learning by Reasoning and speculating about the subjectmatter and meaning of artworks theyobserve; Analyzing historical images and artifacts forclues to life in the past; Identifying details in a work of art thatsupport the meanings they give to the work; Comparing and contrasting their ideas aboutselected artworks with that of their peers.AssessmentStudents will know how well they are learningby Standards-Based Rubric Template Arts Assessment MenuInstructional Strategies and ResourcesStudents will be engaged and supported inlearning by Observation and reasoning;Inquiry-based learning;Modeling;Self and peer assessments;Risk taking;Learning centers;Independent and cooperative problemsolving;Hands-on exploration andexperimentation.Resources LINK to Pearltrees Lesson Design and ContentDigital ToolsResearch and AdvocacyProfessional OrganizationsCareers
Model Curriculum: VISUAL ART Grades 3-4-5 Cross-Disciplinary Fine ArtsApplicationStudent Performance TasksStudents work in small groups, eachexploring a different question relatedto daily life that they determine.Students use online galleries to locateexamples of how artists representedanswers to their question. (Printimages can be used if digital access isnot available.)Identify a minimum of five differentdecades and cultural regions. Eachgroup randomly selects a world regionand culture to explore from theselection that includes non-Englishlanguage world regions (e.g., RaúlLópez García of Mexico, GracielaRodo-Boulanger of Bolivia, Lim KokBoon of Indonesia, NikosChatzikyriakos-Ghikas of Greece,Vladlena Gromova of Russia).Students present their examples to theclass projecting digital images,identifying the artists and explaininganswers. Students share what theynotice in the works studied that tellsthem how life was different in the pastfrom their own lives and what theylearned.Diverse LearnersCareer ConnectionsPearltrees Careers Link Art HistorianCraft ArtisanArt ResearcherLearning Standards Connections GRADE 3 English Language Arts GRADE 3 Mathematics GRADE 3 Science GRADE 3 Social StudiesStrategies for meeting the needs of learnerswith special needs and talents in the arts can befound below: ODE Diverse LearnersVSA OhioCASTBACK
Model Curriculum: VISUAL ART Grades 3-4-5Grade 3 - 6PE, 1PR, 3PR, 5REDisciplineStrand/ProcessGrade LevelContentStatementEssential QuestionsVisual ArtPerceiving/Knowing (PE)Grade 36PE Recognize and identify choices that give meaning to a personal work of art; 1PR Demonstrate skill and expressionin the use of art techniques and processes; 3PR Find and solve problems of personal relevance and interest whendeveloping artmaking ideas; 5RE Use feedback and self-assessment to improve the quality of personal artworks.Enduring Understandings: Personal Choice and Vision, Critical and Creative Thinking, LiteracyProgress Points: B. Identify and apply universal themes and processes to communicate meanings, moods and visualeffects in personal and collaborative artworks. D. Express personal responses to artistic works giving reasons for theirinterpretations and preferences.Why do you think people care about art and making art? Do You? Why or why not? How do art and design solveproblems? How do artists share their processes through the work they create?Content ElaborationsStudents will learn Art and design involveproblem-solving—problemsthat matter only to them andthose that matter to others;Everything that is not made bynature is designed bysomeone;The process of designing andmaking art involve manychoices and decisions;That the process of making artis as important as the product;Creating art is a way to maketheir thinking visible;Visual art problems are “openended” with no right or wrongsolution;To give and receive feedbackto improve or evolve artwork.Expectations for LearningStudents will demonstrate learning by Identifying and envisioning problems ofpersonal relevance and interest to stimulatetheir artmaking;Generating multiple ideas, experimentingand taking action to solve visual artproblems;Increasing attention to craftsmanship andtheir skillful use of techniques andprocesses;Identifying criteria for assessing the quality ofpersonal work;Using feedback to improve or evolve theirartworks.AssessmentStudents will know how well they are learningby Standards-Based Rubric Template Arts Assessment MenuInstructional Strategies and ResourcesStudents will be engaged and supported inlearning by Project-based learning; Inquiry-based learning; Modeling and coaching; Self and peer assessments; Risk taking; Learning centers; Hands-on exploration; Formative self and peer assessment.Resources LINK to Pearltrees Lesson Design and ContentDigital ToolsResearch and AdvocacyProfessional OrganizationsCareersCross-Disciplinary Fine Arts
Model Curriculum: VISUAL ART Grades 3-4-5ApplicationStudent Performance TasksStudents design zines that address anissue or problem that matters to them.These can be complicated, easy,annoying or fascinating issues.They can choose from a variety of artmaterials and media including digitaltools. They also can combine wordsand images to convey their issue andmessage.Students duplicate and share theirzines. They establish criteria for whatmakes a good zine and apply thecriteria as they assess their own workand that of their peers.Diverse LearnersCareer ConnectionsPearltrees Careers Link Book Jacket DesignerMake-Up ArtistArt TherapistLearning Standards Connections GRADE 3 English Language Arts GRADE 3 Mathematics GRADE 3 Science GRADE 3 Social StudiesStrategies for meeting the needs of learnerswith special needs and talents in the arts can befound below: ODE Diverse LearnersVSA OhioCASTInstructional Note:Preface this task with motivationaldialogue to consider various problemsand issues students may care about.Share examples of “zines” with anexplanation of what a zine is and howthey are used.BACK
Model Curriculum: VISUAL ART Grades 3-4-5Grade 3 – 2PE, 2PR, 5PR, 1REDisciplineStrand/ProcessGrade LevelContentStatementEssential QuestionVisual ArtPerceiving/Knowing (PE); Producing/Performing (PR); Responding/Reflecting (RE)Grade 32PE Identify the relationships between and among selected elements and principles of art and design; 2PR Useappropriate visual art vocabulary during artmaking processes; 5PR Show increasing attention to the nuances ofelements and principles of design when creating personal works of art; 1RE Examine and describe how art and designEnduring Understandings: Critical and Creative Thinking, LiteracyProgress Points: C. Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art problemsusing appropriate tools, media and technologies.How does understanding and using appropriate art specific vocabulary during art class contribute to creating an effectivelearning environment?Content ElaborationsStudents will learn Art has specialized vocabularythat will help them talk aboutthe art they make and theartworks they observe;This art vocabulary is knownas the elements of art anddesign and include line,shape, color and form amongothers they will study;Noticing the art and designelements in their own andothers works can help themenjoy, appreciate and describewhat they see in the artworksthey study.Artists sometimes make worksusing line, shape and color aselements in and of themselveswithout making recognizablepeople, places or things.Expectations for LearningStudents will demonstrate learning by Experimenting and combining art and designelements for purposeful planning in creatingrepresentational and nonrepresentationalworks;Developing and using art vocabulary todiscuss, write about, and evaluate personalart and the art of peers;Applying art vocabulary and concepts whenplanning ideas and creating works of art.AssessmentStudents will know how well they are learningby Standards-Based Rubric TemplateArts Assessment MenuInstructional Strategies and ResourcesStudents will be engaged and supported inlearning by Project-based learning; Inquiry-based learning; Modeling; Self and peer assessments Learning centers; Independent and cooperative problem
Model Curriculum: VISUAL ART Grades 3-4-5 Model Curriculum – The Arts Visual Art 3-5 CLICK on the blue number code of each content statement to view the model curriculum page. Enduring Understandings Personal Choice and Vision Students construct and solve problems of personal relevance and interest when expressing themselves .
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Silat is a combative art of self-defense and survival rooted from Matay archipelago. It was traced at thé early of Langkasuka Kingdom (2nd century CE) till thé reign of Melaka (Malaysia) Sultanate era (13th century). Silat has now evolved to become part of social culture and tradition with thé appearance of a fine physical and spiritual .
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Chính Văn.- Còn đức Thế tôn thì tuệ giác cực kỳ trong sạch 8: hiện hành bất nhị 9, đạt đến vô tướng 10, đứng vào chỗ đứng của các đức Thế tôn 11, thể hiện tính bình đẳng của các Ngài, đến chỗ không còn chướng ngại 12, giáo pháp không thể khuynh đảo, tâm thức không bị cản trở, cái được
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
