# data[].attributes.headline
Unit 1 : September: Welcome to Alden Art 

# data[].attributes.subject
Unit 1 : September: Welcome to Alden Art 

# data[].attributes.body
Welcome to Alden  Art:

This unit focuses on creating a positive learning environment by establishing classroom routines and procedures, building teacher- student rapport as students explore/manipulate materials through identity-based mini projects

MaFrameworks:
Creating:
Generate and conceptualize artistic ideas and work.
Develop ideas that explore different art elements (e.g.,line, shape , color) using a wide variety of materials. (3-4.V.Cr.01)
Students will review the elements of art with various activities.
Presenting:
5) Develop and refine artistic techniques and work for presentation. (3-4.V.P.05)
Sketch notes : How to use and maintain a sketchbook for notes and brainstorming.

Responding:
7) Perceive and Analyze artistic work . Analyze how aesthetic elements ( color, shape, form, texture...) are used to demonstrate intent. (3-4.V.R.07)
(Review of the elements of art mini projects )

Connecting:
11) Relate artistic ideas and works to societal , cultural and historical contexts to deepen understanding.
How is art different from everyday objects?
Why do we create?

Enduring Understanding:
Artists and Designers balance experimentation and safety, freedom and responsibility, while developing and creating art works.

Essential Question:
What responsibilities come with the freedom to create?

Skills and Concepts:
Concepts
Students will understand the rules, norms and expectations of the art studio
Skills :
Students will learn how to create their own sketch journal.

-Tour of the Art Studio

-Norms and Routines

-Entering,  Engaging , Maintaining Safety and Exiting the Art Room

-Expectations: Studio Habits of Mind

-Creation of Sketchbooks: Making and using a sketchbook.
Students will create and design cover art for a sketchbook that they will keep in the studio for use throughout the year.
*** Review of the Elements of Art: Students will be reviewing the Elements of Art each session and adding a reference page to their sketchbook for reinforcement through out the art year.
Review of the Principals of Art

-Community Building Project:
Classmate interview and gift creation : Students will interview a partner about their goals and interests in life/art. Students will then create an art gift for their partner based on what they have learned from their interview.

# data[].attributes.headline
Unit 2: October: Why do we CREATE? How, where and why did art begin??

# data[].attributes.subject
Unit 2: October: Why do we CREATE? How, where and why did art begin??

# data[].attributes.body
Prehistoric Art: How did it all begin?
Unit focus: In this unit students will explore the origins of art  by observing some of the earliest works of art found on the island of Sulawesi, Indonesia. In this unit we will be learning why, where, and how early humans created art. Students will also explore how early art processes by constructing and using handmade drawing and painting tools that mimic those used in creating prehistoric art forms to create simple animal forms.
Ma Frameworks:
Creating:
Generate and conceptualize artistic ideas and work.
Develop ideas that explore different art elements (e.g.,line, shape , color) using a wide variety of materials. (3-4.V.Cr.01)
Presenting:
Convey meaning through the presentation of artistic work.
Share a work that expresses, evokes, or communicates a selected idea. (3-4.V.P.04)
Responding:
Perceive and analyze artistic work.
Analyze how aesthetic elements( e.g., color , line, shape )
are used to demonstrate intent. (3-4.V.R.07)
Connecting:
Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding
Describe how art is different from other objects in everyday life and why that matters.

National Standards:
Anchor Standard #6 : Convey meaning through presentation of artistic work

Enduring understanding:
Objects artifacts and artworks, collected, preserved, or presented either by artists , museums, or other venues communicate meaning and record of societal, cultural, and political experiences resulting in the cultivating of appreciation and understanding.

Essential Question/s:
How does the presenting and sharing of objects artifacts and artworks influence and shape ideas, beliefs, and experiences? What is an museum?

Skills and Concepts learned in this unit:

Concept:
Students travel to the past to explore how people in earlier times used art as a way to record stories and communicate ideas by studying paintings from the caves of the Island of Sulawesi, Indonesia.

Skill:
Students will think about how to use the elements of line and shape to communicate ideas. Students will learn how to construct their own art making tools by improvising with non traditional materials. ( materials from nature and recycled items)

Lessons will include :

Looking closely at the Cave Paintings of the Island Of Sulawesi, Indonesia. Students will discuss their ideas as to why and how these works may have been created.
?How was prehistoric life different than modern life?
What do they tell us about the art materials and needs of prehistoric humans?
How are the cave sites different than traditional art museums? How are they the same?

Mini project:
Students will then consider how early artists worked by creating their own versions of art tools from available supplies from nature and the studio ( sticks and feathers?) and experimenting with non traditional tools.
Limited to " organic colors" they may find in nature.

Main project:
Students will work in groups to create "Cave Murals" on sheets of craft paper depicting scenes from their present day lives or referenced from cave paintings.
( initial sketching work for scenes will be done in sketch books)

# data[].attributes.body
Collage: Constructing a collage using contrasting colors, textures and shapes.

Unit Focus:

In this unit, students will continue to explore lines and shapes and how artists use these elements to create mood and make their artwork more interesting.

MaFrameworks:
Creating
2. Organize and develop artistic

ideas and work. ( Planning Placements of Elements for Final Artwork )
Presenting:
5. Develop and refine artistic techniques and

work for presentation. ( Collage )
Responding:
Speculate about processes an artist uses to create a work of art.

Connecting:
Develop a work of art based on observations of surroundings.

Enduring

Understanding/s

Artists and other presenters consider various techniques,

methods, venues, and criteria when analyzing, selecting, and curating objects

artifacts, and artworks for preservation and presentation.

Essential Question/s:
How does collaboration expand the creative process?
( Students will work with pARTners during the creative process for)

Skills and Concepts:
Students Will...

Observe art form from abstract artists.

Explore collage as an art form.

Implement the use of color, shape, texture and line.

Plan a composition.

Create a multimedia collage with a variety of materials.

Investigate how color can effect the "mood" of an artwork.

Lessons include:
What is Collage?
How can we rethink discarded materials for use in art making?

How can we think about space? Composition and arranging objects on a page?

How do the colors you choose change the way the art
" feels?"

Layering collaged materials with drawing, (paint sticks, pastels, markers & stamps)

Teacher Guided Subject for Collage:Artist Based
Book : Henri's Scissors ( Matisse )
Student Choice Collage:Fall Theme/Thanksgiving?

# data[].attributes.attachment_caption
Mono-printing with Gelli Plates and Printmaking with foam plates 

# data[].attributes.body
In this unit students will be introduced to the process of printmaking.

MA Frameworks:
Creating: Generate and conceptualize artistic ideas

and work. Develop ideas that explore different art elements (e.g., line, shape , color) using a wide variety of materials. (3-4.v.Cr.01)
Presenting: Develop and refine artistic techniques and work for presentation. Refine specific a technique to produce a desired effect.  (3-4.V.P.05)
Responding: Perceive and analyze artistic work. Analyze how aesthetic elements ( e.g., color line, form , shape, texture) are used to demonstrate intent.
Connecting: Synthesize and relate knowledge and personal experiences to make art. Distinguish one's own preferences in art from those of others. (3-4.V.Co.10)

Enduring Understanding:
Artists and Designers experiment with different forms, structures, materials, and art-making approaches.
Essential Question:
How do artists work?

Skills and Concepts:
Students will learn how to produce multiple copies of an image through the process of printmaking.
Students will become familiar with the tools of the printmaking process such as plates, matrixes, brayers, presses and ink/paint.
Students will discover the works of artists who have worked and work presently in the medium of printmaking.

Part 1: Students will be introduced to the amazing world of printmaking with the process of printing using Gelli Plates.

Students will use techniques such as stamping, incising, and pressing materials into a gelli plate and transferring the image onto paper by hand pressing.

Part 2: We will dive a little deeper with the process of incising into styrofoam plates. ( as shown above)
Students will create a "snow scene" on their plates and transfer the image to print paper.
They will then sign and number their prints

Students will begin to learn how to use brayers, plates and "presses"

# data[].attributes.attachment_caption
December is one world month: Student work will revolve around a collaboration with another classroom either locally, out of state or another country. 

# data[].attributes.body
One World Month: Global Classroom Collaboration
Students will create work for or with peers in their local community or beyond.

Empatico, Holiday Card Project

Students will create winter tree cards with varied materials and methods

(e.g., Watercolor tree cards, theme word such as "peace" or "give" )

Cards will be sent or shared virtually with pARTner classroom.

MA Frameworks:
Creating:
1. Generate and conceptualize artistic ideas and work.
Presenting:
6. Convey meaning through the presentation

of artistic work.
Responding:
8. Interpret intent and meaning in artistic work.
Connecting:
10. Synthesize and relate knowledge and personal

experiences to make art.

Enduring Understanding:
Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences..

Essential Question/s:
How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?

Skills and Concepts:
Visual literacy: Students will begin to understand how to express an idea or word as a visual image

Skills: students will learn about the medium of watercolor and some of the tools and techniques associated with it such as the specific brushes and paper.

# data[].attributes.body
In this unit we will begin to delve into the Third Dimension!!

We will begin transitioning from 2 dimensional work into 3 dimensional work by constructing forms with paper.

Students will experiment with different techniques if giving form to paper such as folding, rolling and layering before constructing a  final "sculpture" on a tab board foundation.

Students will then discuss how  and where their sculptures will be displayed. (e.g., should they be suspended from a ceiling or mounted on a display wall?)

MaFrameworks:
Creating:
1. Generate and conceptualize artistic ideas and work.
Presenting:
5. Develop and refine artistic techniques and work for presentation.
Responding:
7. Perceive and analyze artistic work.

Connecting:
10. Synthesize and relate knowledge and personal
experiences to make art.

Enduring Understanding/s:
Creativity and innovative thinking are essential life skills. that can be developed

Essential Question/s:
Studio Habits of Mind:
What factors prevent and discourage people to take creative risks.?
What conditions attitudes, and behaviors support creativity and innovative thinking?

Skills and Concepts:
Students will begin to understand how construct a three dimensional form by manipulating paper using techniques such as  folding , bending and rolling .
Students will begin to understand the concept of 3D vs 2D work. We will talk about the idea of art taking up space in the environment. ( growing up and out of the paper/surface area)

# data[].attributes.body
Students will begin to understand the medium of clay.

Students will learn about the history of the clay pot ; its uses and construction throughout the world and across cultures.

students will learn the the difference between clays : Modeling vs Natural Kiln Fired Clay

Ma Frameworks:
Creating:
1.Generate and conceptualize artistic ideas and work.

2. Organize and develop artistic ideas and work.

3. Refine and complete artistic work.
- Elaborate on an imaginative idea.
Presenting:
5. Develop and refine artistic techniques and work for presentation.

Responding:
7. Perceive and analyze artistic work.
Connecting:
10. Synthesize and relate knowledge and personal

experiences to make art.
Enduring Understanding:
Individual aesthetic and empathetic awareness developed

through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
Essential Question/s:
How do life experiences influence the way you relate to art?

Skills/Concepts:
Students will learn how to make a simple ceramic vessel using the pinch pot method of clay building.
Students will begin to understand the role of the ceramic vessel throughout history.

Lessons included:

What is a kiln?
Why is clay fired?
What happens to clay when it is fired ?
How did early cultures fire clay?

Students will then learn how to create a "pinch pot"
Students will learn to plan ahead for an embellished wire "handle" by including a pass through opening in their pots prior to firing.

Pots will be painted once fired.
"handles" with decorative beading will be added when paint has dried.

# data[].attributes.body
Students will create clay looms for fiber weaving.

Ma Frameworks:
Creating:
Elaborate on an imaginative idea.
Presenting:
5. Develop and refine artistic techniques and

work for presentation.
Responding:
7. Perceive and analyze artistic work
Connecting:
10. Synthesize and relate knowledge and personal

experiences to make art.

Enduring Understanding:
Creativity and innovative thinking are essential life skills that can be developed.

Essential Question/s:
How does collaboration expand the creative process?
And...
What factors prevent and discourage people to take creative risks.?

Skills and Concepts:
Students will learn how to construct a handmade weaving loom from fired clay.
Students will begin to understand the role that weaving has played in life across cultures as an art form and as an everyday "skill" . How do these two concepts differ, how are they the same?

Students will use underglazes or paint to decorate their looms.

After fired and decorated, the looms will be woven with fibers and yarns of the students choice.

We will talk about color palettes when choosing the  paint decoration and fibers.

Cool paint vs warm fibers
Complimentary colors?
How to choose a palette that is successful and interesting.

Texture
Texture can be incorporated into the clay loom , as well as considered when choosing the fibers that will be woven.
( yarn , ribbon, fabric scraps...)