Essential Curriculum

Outcome - Aesthetics: Students will develop through the arts the ability to perceive and respond to ideas, experiences, and the environment.

Indicator: Students will describe artwork in terms of perceived intent. Students will identify universal themes expressed through art and describe how various cultures have used them.

Benchmarks: Identify purpose for creating art, such as art as a form of communication. Describe symbolism in art Identify subject matter.

Outcome - Historical/Cultural: Students will develop an understanding of the visual arts as a basic aspect of history and human experiences.

Indicators – Students will express understanding of visual artists as recorder of history and ideas and of the influence historical events on their work. Explore how different time periods reflect social conditions, concerns, and the value of the time.

Benchmarks: Using Greek art as example, students will: Identify ways that specific societies have used visual art to express their ideas and beliefs, such as statues of gods and goddesses. Identify ways that artists have responded to specific events and issues in history. Explain how art reflects living conditions, geographical locations, beliefs and values of a culture. Identify ways in which specific art objects reflect factors, such as time, place, beliefs and values.

Outcome – Performance/Production: Students will develop and organize knowledge and ideas for expression in the production of art.

Indicators: Students will select and use safety tools, materials and techniques appropriately for creating a variety of expressive visual statements. Students will use creative problem solving strategies to create artworks based on direct observation and imagination. Produce original artwork that reflects familiarity with the art work of various artists, periods groups and cultures. Create artworks in which a combination of design principles contribute to the aesthetic quality of the composition.

Benchmarks: Use tools and materials in a variety of experiences, such as sculpture and crafts. Use a variety of techniques. Use creative problem solving strategies, such as setting parameters for the creation of visual images. Identify and practice proper procedures for preparing and using art materials such as papier mache.

Outcome – Criticism: Students will develop the ability to identify, analyze and apply criteria for making visual aesthetic judgments.

Indicators: Apply knowledge of aesthetic theory to make judgments about personal artwork. Communicate the basis for selection of aesthetic elements in personal artwork orally and in writing.

Benchmarks: Students will develop skill in Identifying subject matter. Use teacher criteria to judge craftsmanship, creativity, and aesthetic quality in one’s own work. Use aesthetic theories, such as subject, composition and content to make judgments about their own work.

Understanding

Students will begin to understand masks and their uses

Assessment

Instructor will evaluate understanding from journal entry/discussion

Instructional Strategy

Lecture discussion

Guided practice

Independent Practice

Demonstration

Journal Writing

Reflection

Lesson Components

Anticipatory Set:

In journal: What are some of the way masks are used?

Development Activity: Instructor- Students will develop ideas of the mask, body motion and emotion.

Consolidation:

Students will complete paper mask making activity, masks to portray emotion.

Students will perform in masks, use information developed early.

Students will make journal entry about experience.

Students/Instruction will discuss experiences.

Teacher will introduce paper mache mask project.

Students will sketch mask image for playlet.

Closure: Students will share sketches and instructor will preview Next project – paper mache mask.

Materials : Mask Blanks, Markers, Journals