Students will continue their exploration into traditional American Indian art forms, techniques and patterns of multiple American Indian tribes. They will build on their knowledge to create original art works while applying technical skills and formal organization. Students will strengthen their understanding of art history, design principles, and aesthetic criticism and response with various mediums.
Standards and Benchmarks:
Analysis and Interpretation Standard:
The student will understand and apply artistic process to analyze, interpret, and evaluate art works in at least one of the three arts areas required to be offered by a school from the following: dance, media arts, music, theater, and visual arts.
VISUAL ARTS. The student will:
1. understand how a synthesis of the following components of visual arts is used to define a work in visual art:
a. elements, including color, line, shape, form, texture, and space;
b. principles, such as repetition, contrast, or balance;
c. vocabulary;
d. styles, such as abstract or impressionist;
e. structures, such as two dimensional or three dimensional; and
f. technical skills, such as selecting and using tools and techniques of the medium;
7. support personal reactions to visual art works using the components of visual arts; and
Creation and Performance Standard:
The student will understand and use artistic processes to create original or perform existing works of art in at least one of the three arts areas required to be offered by a school from the following: dance, media arts, music, theater, and visual arts. As an elective, the student may understand and use artistic processes to create original or perform existing works of art in another art form or creative writing.
VISUAL ARTS. The student will:
1. understand the integration of the following components of visual arts:
a. elements, including color, line, shape, form, texture, and space;
b. principles, such as repetition, contrast, or balance;
c. vocabulary;
d. styles, such as abstract or impressionist;
e. structures, such as two dimensional or three dimensional; and
f. technical skills, such as selecting and using tools and techniques of the medium;
2. use artistic processes to create and single, complex work or multiple works in visual arts;
6. analyze and interpret visual art through its historical, cultural, or social context;
Scope and Sequence:
The scope and sequence of this course is determined by the Minnesota State Standards in the Arts. The essential standards and benchmarks for this course are identified above and must be addressed.
Content-based Instructional Practices:
Project based, integrated, interdisciplinary and cross-curricular instruction; thematic, inquiry based; and interactive; teaching to varied learning styles (concrete, abstract, random, sequential) and multiple intelligences; use of Visual Thinking Strategies instructional methods
Assessments (on-going, formative and summative):
Students will be assessed in multiple ways.
On-Going:
The assessment process is ongoing as part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning.
Formative:
Portfolio review and interviews, preliminary sketches, teacher observation and assessment, student self-assessment, descriptive feedback to and from students, pre-assessment.
Summative:
Portfolio critiques, sketchbook review, presentation, self or peer assessment, written responses, descriptive review protocols, use of rubrics, technical demonstrations, class discussions, exhibits,
Instructional Materials:
Zuk, B. & Bergland, D. (1992). Art First Nations 2. Art Image Publications: Vermont.
D’Alleva, A. (1993). Native American Arts & Culture. Davis Publications, Inc.: Worcester, Massachusetts.
Minnesota Department of Education (2007). Indian Education K-12 Curriculum. Retrieved http://cfl.state.mn.us/MDE/Academic_Excellence/Indian_Education/K12_Curriculum/index.html
Multicultural Resource Center (2008). Multicultural Resource Center: A collaborative project of Saint Paul Public Schools Office of Education Equity and the East Metro Integration District. Retrieved from http://www.mrc.spps.org/
Giese, P. (1995). Native American Indian Art. Retrieved from http://www.kstrom.net/isk/art/art.html
Technology and Internet:
Technology is used by students in a variety of ways as a tool to explore visual arts. DVDs, videos and united streaming help bring the history and world of visual arts into the classroom, allowing students to see the wide scope of introducing students to people, arts movements, events and artists that have shaped art history. Electronic media enable students to chart their own development and self-evaluate. The Internet and computer software provide students with the opportunity to study visual arts in many ways including the creation and documentation of original artwork, installations, performance art and other means of visual expression.
Suggested Adaptations for English Language Learner, Gifted and Talented and Special Education Students:
Instructional Structure – cooperative, collaborative, peer partners, teams, common interest, and independent work.
Instructional Strategies – organization tools; brainstorm/web; predict; demonstrate; illustrate; use models; mini-lessons; inquiry; imagery; pre-teach vocabulary; teaching artists; use of authentic objects/art (connect with vocabulary); expanded rigor; translate abstract to concrete; games, puzzles, drawing/illustrating, role playing, drama.
Differentiated Curriculum – advanced, accelerated or compacted content; interdisciplinary and inquiry-based assignments; abstract or higher-level thinking; variety and types of resources; community involvement and partnerships; teaching artist instruction; apprenticeships; internships, mentorship; advance placement; independent study.
Adaptations – simplify/expand vocabulary and sentence structure; concrete examples with hands-on activities; elaborate understanding using accountable talk and demonstrations; emphasize key words and phrases, use intonation and repetition; use oral, visual, graphic presenting materials and picture dictionaries.
