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value
texture
line
analyze
shape
space
perspective
create
preliminary

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Line
Shape
Form
Color
Value
Texture
Space

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Color vocab
space vocab
Media driven

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Elements and Principles, composition, basic Color Theory, basic drawing terms, basic sculpture, exposure to variety of art media

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Elements and Principles, composition, basic Color Theory, basic drawing terms, basic sculpture, exposure to variety of art media

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T-Tell something about the artwork
A- Ask something about the artwork
G - Give a suggestions to improve the artwork

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primary, secondary, tertiary, complementary, analogous, all the elements, all the principles, visual/tactile texture,  medium, perspective, background, middle ground, foreground

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Elements and Principles
Perspective
Focal point
media

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primary, secondary, intermediate, horizontal, vertical

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Proportion
Emphasis
Rhythm
Balance
Unity
Variety
Movement

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E o A, P o D, Color Theory (primary & secondary), Clay vocab (slab, coil, score, slip, etc.)

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Projects
Sketchbook/Daily Do Nows
writing - using schoolwide strategies
reading - group responses

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colorwheel, how to mix secondary and intermediate colors.picture plane- foreground, middleground, background, horizon line, 1 & 2pt perspective

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colorwheel, how to mix secondary and intermediate colors.picture plane- foreground, middleground, background, horizon line, 1 & 2pt perspective

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1.Describe (using elements of art)
2.Analyze ( using principles of design)
3. What is the artist trying to say ( use step 1 and 2 to support opinion)
4. Judgement- is the artwork successful. Why or why not?

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Contour line
Pencil shading/values
Basic color theory

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Written reflections, verbal critiques

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EMPHASIS!
Drawing with values!

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Ceramic hand-building
Acrylic Painting (with a brush!)
Drawing (Line & Value)

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Not just clay.

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Group critiques

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Drawing (Contour, ways to create Value), Color Theory and 3D (relief to in the round)

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Drawing (Contour, ways to create Value), Color Theory and 3D (relief to in the round)

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Perspective, mixing colors for value study, proportions for face/body, 3D

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Claim, evidence, reasoning

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measurable

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I have been using google forms for assessment/data collection and have done iPad less

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I am moving towards student directed choice guided art. It means lots of planning and lots of letting go of control.

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I am trying to cut the apron strings more

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I am trying to cut the apron strings more

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Both.  I want them to be able to take something away from the experience that they can be proud of and show off to their parents and friends but the learning how to do something and trial and error are really important too.

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Both.  I want them to be able to take something away from the experience that they can be proud of and show off to their parents and friends but the learning how to do something and trial and error are really important too.

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I went to the flipped video training yesterday. I am going to use videos that students can watch any time to help guide my students as they make choices in their art.

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I want to focus on students thinking creatively and applying knowledge into their thoughtful, relevant art.

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I have my vocabulary posted by grade level above my TEKS now and it helps me with planning lessons and what to review and emphasize. 

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I have my vocabulary posted by grade level above my TEKS now and it helps me with planning lessons and what to review and emphasize. 

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I am trying to focus more on process.
I am also trying to be more of a facilitator to encourage students to talk to each and problem-solve.

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Discuss one item my partner could work on

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Discuss one item my partner could work on

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Discuss one part that your partner did great on

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Direct Observation drawings of facial proportions.

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Flipcharts.  Trying to use more google and will incorporate forms this year.

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Flipcharts.  Trying to use more google and will incorporate forms this year.

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Students upload art into Seesaw for group share, and to track progress.

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I have tried to use R-Time at the end of the class period to do formal critiques. We also write artist statements. 

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I have tried to use R-Time at the end of the class period to do formal critiques. We also write artist statements. 

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Giving students more choices, and asking students about their favorite media,

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Elementary-Elements and Principles posted above targets and active board,wall sized color wheel and color word wall then other vocabulary color coded on cabinets for reference. in Flip charts, vocabulary color highlighted with each learning goal

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Elementary-Elements and Principles posted above targets and active board,wall sized color wheel and color word wall then other vocabulary color coded on cabinets for reference. in Flip charts, vocabulary color highlighted with each learning goal

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Students share why they made their art, as well as discoveries they made along the way. Peers learn from watching their classmates, and take a greater interest

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I am working on students creating digital portfolios. Seesaw has been good but I need to work on logistics.

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Meeting students where they are at. Allowing students to do their best and then accept it and have another ongoing assignment for them to continue on with instead of pressuring students to work on an assignment after they are no longer interested.

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Meeting students where they are at. Allowing students to do their best and then accept it and have another ongoing assignment for them to continue on with instead of pressuring students to work on an assignment after they are no longer interested.

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technique
different mediums

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My students don't usually have access to supplies outside of school so students need as much studio time as they can get. As they improve process they achieve better end products but they are proud of their improvements even if they have not achieved their end goal yet.

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Observational drawing, color theory, sculpture 

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Observational drawing, color theory, sculpture 

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Flipping my classroom, using more clips to demonstrate and pre-assessments

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google classroom

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Cooperative Learning

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Classroom “gallery walks” where students look at peers artwork thinking about reflection questions

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Classroom “gallery walks” where students look at peers artwork thinking about reflection questions

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i've made a concerted effort to add more technology

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i use flipcharts for the intro to each lesson and refer back to them throughout my lessons 

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i use flipcharts for the intro to each lesson and refer back to them throughout my lessons 

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It depends on the lessons, sometimes it’s the product sometimes it’s the process

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trying to include more technology.

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depends on the lesson and the teks i'm trying to address

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Because what we do is focused on exhibiting a product couple with only seeing kiddos every 4 days, I feel I am more focused on product than I should.

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Because what we do is focused on exhibiting a product couple with only seeing kiddos every 4 days, I feel I am more focused on product than I should.

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partner/table talk, gallery walk, final rubric student evaluation

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partner/table talk, gallery walk, final rubric student evaluation

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I'm learning how to implement a modified choice classroom with limited space and create better systems.

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I'm learning how to implement a modified choice classroom with limited space and create better systems.

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more materials and product choice on some projects

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more materials and product choice on some projects

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I used Google classroom last year to introduce DoNows and notes and LOVED it!

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I used Google classroom last year to introduce DoNows and notes and LOVED it!

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Flip Charts, imbedded videos, youtube, teacher made demos from doc cam

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Flip Charts, imbedded videos, youtube, teacher made demos from doc cam

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Hoping to include some student portfolios and student voices.

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Hoping to include some student portfolios and student voices.

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Our school has purchased a set of chromebooks to share between classes so maybe I can do a project this year and that the internet will work for us.

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Our school has purchased a set of chromebooks to share between classes so maybe I can do a project this year and that the internet will work for us.

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The process more than the product for my students because I want to see that they're trying or growing. 

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The process more than the product for my students because I want to see that they're trying or growing. 