Curriculum+Mapping

Pass Skill Standard 1**: Language of Visual Art (grades 1 - 12th) The student will identify visual art terms, i.e. collage, design, original, portrait, paint, subject. value, and space. Standard 2: Visual Art History and Culture (grades 1 - 12th) The student will recognize the development of visual art from an historical and cultural perspective. The student will observe, select, and utilize a variety of ideas and subject matter in creatiang original works of visual art. position, size, and color intensity in original art work. in: painting, sculpture, drawing, printmaking, and fiberarts. || * Identify similarities and naturally occurring patterns in art, nature, and math
 * **Month** || **Topic/Content** || **Skills** || **Assessments** ||  ||
 * January - May || **Visual Art
 * 1:1** Use appropriate art vocabulary
 * 1:2** Name elements of art: line, color, form, shape, texture,
 * 2:1** Understand art reflects a culture.
 * Standard 3:** Visual Art Expression (grades 5 - 8th)
 * 3:4** Depict three-dimensional qualities by overlapping planes, vertical
 * 3:5** Demonstrate a basic knowledge of media, techniques, and processes
 * Recognize the Fibonacci number sequence
 * Infer meaning of the Fibonacci sequence by predicting the order or numbers *Recognize the Divine Proportion
 * Listen to lecture focused on the life of Leonardo da Vinci
 * Locate historical information about Leonardo da Vinci using an app on an Ipod Touch
 * Compare the time period of Leonardo da Vinci to other significant individuals of history past and present i.e. Christopher Columbus
 * Observe drawings, sculptures, portraits of Leonardo da Vinci: The Lord's Supper, The Mona Lisa, The Statue of David, The Vatican Staircase, and The Vitruvian Man
 * Examine and differentiate 2 techniques: chiaroscuro and sfumato
 * Define terms: irrational number, Phi, Pi, center line principle, common polygons pentagon, hexagon, heptagon, octagon, nanotagon, decagon, Verrocchio, negative slope, positive slope, Codex Leicester, || * Recall patterns in chrysanthemum, sunflower, pinecone, and tree specifically the Fibonacci numbers.
 * Construct a venn diagram of similarities between themselves individually and Leonardo da Vinci
 * Complete worksheet identifying Fibonacci number sequence, and the Divine Proportion by relating it to measurements in nature (the body), irrational numbers (birthdays).
 * Create a Glogster using Classroom 2.0 tools that compares and illustrates the intelligences of Leonardo da Vinci and the intelligences of themselves individually
 * Sketch a pencil drawing of a glass of water, and an egg.
 * Shade a sheet of paper to show and compare negative/positive slope. ||  ||