Curriculum
Service One
Choice Based Art EducationOur art curriculum is based on the Minnesota Visual Art Standards. We may meet some of the standards several times throughout the year and some only once. The approach I use to teach my students is Choice Based Art Education, sometimes also called TAB (Teaching for Artistic Behaviors) and our learning goals are always based on the standards. Choice Based Art Education sees students as artists and offers them choices for responding to their own ideas and interests through art centers. This approach allows for differentiation and helps students develop 21st century skills (critical thinking, creativity, collaboration).
A typical class starts with a 5-10 minute mini lesson focused on art history, art criticism, art techniques followed by studio time, clean-up and finally sharing / reflection. The room is set-up with art/media stations called CENTERS around the room. When it is time to work, the artists may go to any open center to get their tools and begin creating.
The biggest shift that comes with using this approach is that the art kids are creating actually looks like kid art! We talk about experimental art vs. finished art. Experimental art happens when an artist tries a new art medium and finished art has expectations: goal bound, creative, neat, complete, and took at least two art times to create. I believe kids are better able to learn when they are given choices in how they create their art and take more ownership in their final piece because they are producing their creative thoughts instead of mine.
Standards and Curriculum
Kindergarten: Identify the tools, materials, and techniques from a variety of 2D and 3D media
1st Grade: Identify the tools, materials, and techniques from a variety of 2D and 3D media
2nd Grade: Create original 2D and 3D artworks to express ideas, experiences, or stories;Share and describe a personal artwork; Compare and contrast the characteristics of a variety of visual artworks
3rd Grade: Identify the characteristics of visual artworks from a variety of cultures; Revise artworks based on feedback of others; Reflect on presentation based on the feedback of others
4th Grade: Describe the tools, materials and techniques from a variety of 2D and 3D media;Describe how visual art communicates meaning; Create original 2D and 3D artworks to express specific artistic ideas; Justify personal interpretations and reactions to works of art
5th Grade: Describe how the principles of art are used in the creation, presentation, or response to visual artworks; Identify characteristics of Western and non-Western styles, movements, and genres in art; Describe personal, social, cultural or historical contexts that influence creation of visual artworks including the contributions of MN American Indian tribes; Revise artworks and presentation based on feedback of others and self-reflection; Select and assemble artworks for a personal portfolio
All grade levels also learn how to identify and describe the Elements of Art: line, shape, color, texture, space, value, form
A typical class starts with a 5-10 minute mini lesson focused on art history, art criticism, art techniques followed by studio time, clean-up and finally sharing / reflection. The room is set-up with art/media stations called CENTERS around the room. When it is time to work, the artists may go to any open center to get their tools and begin creating.
The biggest shift that comes with using this approach is that the art kids are creating actually looks like kid art! We talk about experimental art vs. finished art. Experimental art happens when an artist tries a new art medium and finished art has expectations: goal bound, creative, neat, complete, and took at least two art times to create. I believe kids are better able to learn when they are given choices in how they create their art and take more ownership in their final piece because they are producing their creative thoughts instead of mine.
Standards and Curriculum
Kindergarten: Identify the tools, materials, and techniques from a variety of 2D and 3D media
1st Grade: Identify the tools, materials, and techniques from a variety of 2D and 3D media
2nd Grade: Create original 2D and 3D artworks to express ideas, experiences, or stories;Share and describe a personal artwork; Compare and contrast the characteristics of a variety of visual artworks
3rd Grade: Identify the characteristics of visual artworks from a variety of cultures; Revise artworks based on feedback of others; Reflect on presentation based on the feedback of others
4th Grade: Describe the tools, materials and techniques from a variety of 2D and 3D media;Describe how visual art communicates meaning; Create original 2D and 3D artworks to express specific artistic ideas; Justify personal interpretations and reactions to works of art
5th Grade: Describe how the principles of art are used in the creation, presentation, or response to visual artworks; Identify characteristics of Western and non-Western styles, movements, and genres in art; Describe personal, social, cultural or historical contexts that influence creation of visual artworks including the contributions of MN American Indian tribes; Revise artworks and presentation based on feedback of others and self-reflection; Select and assemble artworks for a personal portfolio
All grade levels also learn how to identify and describe the Elements of Art: line, shape, color, texture, space, value, form