Yearly Outcomes per Grade

Everything You Need to Know About Mrs. Cariddi’s Art Class!

Expectations:

I don’t like the word “rules,” neither do many students. Our classroom has agreements. These were discussed in the first week of school and continue to be posted up for reference. Our Classroom Agreements are:

  1. I am an artist the moment I walk into the classroom.

  2. My voice must be quieter than the music at all times. (Always use quiet voices)

  3. RESPECT: the art classroom, the art supplies, each other and Mrs. Cariddi

When students cause disruptions I use 3 verbal warnings before I direct the student away from the artmaking onto the carpet to fill out a “Think Sheet.” This is a reflection sheet that asks questions like “What happened?”, “How did your actions make other people feel?”, “How will you do something differently next time?” I go through the sheet one-on-one with my student and they will work on their artwork alone for the rest of that class period.


Frameworks for Learning:

The art room is a place where we can practice these dispositions daily as my lessons are tailored to them. I find that Harvard’s School of Education Project Zero utilizes a framework that champions both visual art education and these 9 dispositions. Their 8 Studio Habits of Mind “empower students to articulate their learning in any subject matter and provide an entry point for individual and need.” The 8 Studio Habits of Mind are: Stretch & Explore, Express, Develop Craft, Observe, Engage and Persist, Envision, Understand Community, and Reflect. These 8 habits were discussed with your children at the beginning of the year and are referenced throughout our class time together.


Projects:

Students are expected to understand and utilize the Elements of Art and Principles of Design.

The Elements of Art:

Line, Value, Form, Shape, Texture, Color, Space

    The Principles of Design:

Movement, Balance, Pattern, Contrast, Rhythm, Unity

Students are expected to use these vocabulary words when we analyze famous works of art as well as looking at each other’s work, so it is very important all students understand what they mean. Just like math, when you don’t understand one concept, it’s very hard to learn the next concept since they scaffold onto one another.

With K-1, many lessons utilize the Reggio Emilio approach of art as exploration of the world and our senses, not a focus on product outcome. Developmentally, these years are key in establishing fine motor skills like using scissors properly, making connections between other subjects, and overall warming up the connection between our eyes, brains, and hands. In 2nd grade, we amp up the curriculum by transforming art into a study and application of aesthetics, with product outcome having growing importance with each grade level. The color wheel, painting techniques, negative and positive space, ceramics, symmetry, collaborative making, sculpture, printmaking, weaving, and animation will be mastered to create final products.

The following standards are expected to be met by the end of the year (based on National Visual Arts Standards):


  • 4th Grade

  • VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem.

  • VA:Cr1.2.4a: Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.

  • VA:Cr2.2.4a: When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.

  • VA:Cr3.1.4a: Revise artwork in progress on the basis of insights gained through peer discussion.

  • VA:Pr6.1.4a: Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.

  • VA:Re.7.2.4a: Analyze components in visual imagery that convey messages.

  • VA:Cn10.1.4a: Create works of art that reflect community cultural traditions.


3rd Grade

  • VA:Cr1.1.3a: Elaborate on an imaginative idea.

  • VA:Cr2.1.3a: Create personally satisfying artwork using a variety of artistic processes and materials.

  • VA:Cr2.2.3a: Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.

  • VA:Cr3.1.3a: Elaborate visual information by adding details in an artwork to enhance emerging meaning.

  • VA:Pr4.1.3a: Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork.

  • VA:Pr6.1.3a: Identify and explain how and where different cultures record and illustrate stories and history of life through art.

  • VA:Re.7.2.3a: Determine messages communicated by an image.

  • VA:Cn10.1.3a:  Recognize that responses to art change depending on knowledge of the time and place in which it was made.


2nd Grade

  • VA:Cr1.1.2a:  Brainstorm collaboratively multiple approaches to an art or design problem.

  • VA:Cr1.2.2a: Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

  • VA:Cr2.2.2a: Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces.

  • VA:Cr3.1.2a: Discuss and reflect with peers about choices made in creating artwork.

  • VA:Pr6.1.2a: Analyze how art exhibited inside and outside of schools (such as in museums, galleries, virtual spaces, and other venues) contributes to communities.

  • VA:Re.7.2.2a: Categorize images based on expressive properties.

  • VA:Re9.1.2a: Use learned art vocabulary to express preferences about artwork.


1st Grade

  • VA:Cr1.1.1a: Engage collaboratively in exploration and imaginative play with materials.

  • VA:Cr2.1.1a :Explore uses of materials and tools to create works of art or design.

  • VA:Cr2.2.1a: Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

  • VA:Re.7.1.1a: Select and describe works of art that illustrate daily life experiences of one’s self and others.

  • VA:Re8.1.1a: Interpret art by categorizing subject matter and identifying the characteristics of form.

  • VA:Cn11.1.1a: Understand that people from different places and times have made art for a variety of reasons.


Kindergarten

  • VA:Cr1.1.Ka:  Engage in exploration and imaginative play with materials.

  • VA:Cr1.2.K: Engage collaboratively in creative art-making in response to an artistic problem.

  • VA:Cr2.1.K:  Through experimentation, build skills in various media and approaches to artmaking.

  • VA:Cr2.2.Ka: Identify safe and non-toxic art materials, tools, and equipment.

  • VA:Cr3.1.Ka: Explain the process of making art while creating.

  • VA:Pr5.1.Ka: Explain the purpose of a portfolio or collection.

  • VA:Re.7.2.Ka: Describe what an image represents.

  • VA:Re8.1.Ka: Interpret art by identifying subject matter and describing relevant details.


Assessment:

    For K-4, I use 85% formative assessment and 15% summative assessment. Formative assessments include exit slips (list 3 things you learned in class today), pair and share, token response, and Visual Thinking Strategies to tally art vocabulary usage, check for content understanding and contribution to class discussion. Summative assessments include short-answer handouts where students write a short artist’s statement and describe the elements of art and principles of design they used and why at the end of a lesson.


National Arts Standards:

    Creating

        #1. Generate and conceptualize artistic ideas and work.

        #2. Organize and develop artistic ideas and work.

        #3. Refine and complete artistic work.

    Producing

        #4. Analyze, interpret and select artistic work for presentation.

        #5. Develop and refine artistic work for presentation.

        #6. Convey meaning through the presentation of artistic work.

    Responding

        #7. Perceive and analyze artistic work.

        #8. Interpret meaning and intent of an artistic work.

        #9. Apply criteria to evaluate a piece of work.

    Connecting

        #10. Synthesize and relate knowledge and personal experiences to make art.

        #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.



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