ARTS

LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

Discipline: Dance Drama/Theatre Music Visual Art Multi-Disciplinary

Grade Level:

Grade 3
Grade 5
Kindergarten
Grade 1
Grade 2
Grade 4
Grade 6

Grade 7 Grade 8 Grades 9/10 Grades 11/12

Lesson Name:

Famous
African-American history month grid portrait steam lesson
Art Folders (portfolios will be collected, graded with rubric posted in folders)

Sample Student Outcomes: Provide a list of the anticipated outcomes of the lesson; what students will
know, understand, and do.
Example: Students will know , Students will understand , Students will do
Students will be able to create a grid portrait of a famous African-American, applying their knowledge of the properties of line, space, shape, depth and color.
will be able to represent real world and mathematical applications through the arts by graphing coordinates in quadrants to compose an image.
Students
Students will practice drawing a grid portrait.
Students
will be able to draw their grid using a ruler to draw horizontal and vertical lines spaced 1 inch apart to create their grid.
Students will utilize their grid and begin drawing and shading their portrait one square at a time.
Students may include other images, symbols, shapes or patterns in their background or border.
may explore the computer paint program and/or materials such as color pastels or colored pencils to create and color their grid portrait drawing.
Students
Students will also include the following while saving their work on their computer; their name, room number, and title "portrait grid."
Students
will take turns sharing about their artwork with their partner, when finished. Students will use their talking chips and take turns talking while their partner listens.
Students may send their completed artwork to my e-mail and/or turn in their artwork to be graded by rubric.
Students may practice the elements of art: space, balance, shape, rhythm/ movement and color on the computer using "The Artists Toolkit."

Lesson Description: Provide a short, 2-3 sentence description of the lesson.
I will introduce the next lesson with showing the students a teacher created "Kizoa" slideshow called "The Math of Art." The video represents an integrated theme
of art, mathematics and social studies. I will also show samples of famous African-American grid portraits. I will list the expectations for their work. The students
will
practice drawing a grid portrait. Then research a famous African-American and copy and paste their photo on the computer paint program. Their grid portrait
drawing must include a 1 inch by 1 inch grid. Students will include the following while saving their grid portrait on their computer; their name, room number, and
"grid portrait." I will demonstrate how to start with drawing a grid on their paper using a ruler to draw horizontal and vertical lines spaced 1 inch apart. Then
title
students
may begin drawing and shading their portrait one square at a time. Students may add patterns or a border for their background.

Students may explore computer paint program or materials such as color pastels or colored pencils to create and color their artwork.
Students
will take turns sharing about their artwork with their partner, when finished. Students will use their talking chips and take turns talking while their partner

listens. Students may send their completed artwork to my e-mail or turn in their artwork to be graded by rubric. Students may practice the elements of art: space,

balance,
shape, rhythm/ movement and color on the computer using "The Artists Toolkit."

Pre-requisites to this lesson plan (if applicable):

The
subject matter of this lesson connects to the students' everyday lives and the content

relates
to Mathematics and Social Studies. Students will research a famous African American
to draw. Students will draw and utilize a grid in order to draw their portrait. Students are

required
to use hand-eye coordination to draw and/or create their grid portrait drawing.

Length: Is this one, 40-minute lesson? Several varied-minute lessons within a unit adding up to two-hours?
The lesson should take two or three 60 minute lessons. I will introduce the next lesson with showing the students a teacher created "Kizoa" slideshow called "The Math of Art" made by Ms. Armstrong.
video represents an integrated theme of art, mathematics and social studies. I will also show samples of famous African-American grid portraits. I will list the expectations for their work. The
The
students will practice drawing a grid portrait. Then research a famous African-American and copy and paste their photo on the computer paint program. Their grid portrait drawing must include a 1 inch
1 inch grid. Students will include the following while saving their grid portrait on their computer; their name, room number, and title "grid portrait." I will demonstrate how to start with drawing a grid
by
on their paper using a ruler to draw horizontal and vertical lines spaced 1 inch apart. Then students may begin drawing and shading their portrait one square at a time. Students may add patterns or a
for their background.Students may explore computer paint program or materials such as color pastels or colored pencils to create and color their artwork. Students will take turns sharing about
border
their artwork with their partner, when finished. Students will use their talking chips and take turns talking while their partner listens. Students may send their completed artwork to my e-mail or turn in
artwork to be graded by rubric. Students may practice the elements of art: space, balance, shape, rhythm/ movement and color on the computer using "The Artists Toolkit."
their
Student practice/work time will be 50 minutes, leaving 10 minutes for clean-up and closure.

Illinois State Arts Standard: Select the appropriate standard for this lesson.
25 Know the language of the arts.

26 Through creating and performing, understand how works of art are produced.

27 Understand the role of the arts in civilizations, past and present.

2013-2014

Office of Curriculum and Instruction |Department of Arts Education

ARTS LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

Illinois State Arts Sub-Standard: Select the appropriate sub-standard for this lesson.
25A Understand the sensory elements, organizational principles and expressive qualities of the arts.

25B Understand the similarities, distinctions and connections in and among the arts.


26A Understand processes, traditional tools and modern technologies used in the arts.

26B Apply skills and knowledge necessary to create and perform in one or more of the arts.


27A Analyze how the arts function in history, society and everyday life.

27B Understand how the arts shape and reflect history, society and everyday life.

Illinois State Arts Standards Performance Descriptors: Insert the appropriate performance descriptor(s) for
this lesson. Performance descriptors explicitly state what students should be able to do, know, and
understand in the arts discipline. See appendix of Chicago Guide for Teaching and Learning in the Arts for
Descriptors.
25.A.1d: Understand the sensory elements, organizational principles and expressive qualities of the arts.
Identify the elements of color and space.
25.B.2: Understand the similarities, distinctions and connections in and among the arts.
Understand how elements and principles combine within an art form to express ideas.
26.A.1e: Identify media and tools and how to use them in a safe and responsible manner when drawing and constructing.
26.B.2d: Demonstrate knowledge and skills to create works of visual art.

Common Core Standard-CCSS.MATH.CONTENT.5.G.A.1
Use
a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of
numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that
the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

Common Core State Standards: Select the appropriate Common Core State Standard(s) that is directly related to this
lesson.

If lesson includes a close-read strategy of a work of art, which students examine works of art and describe the
works citing evidence from the artwork, consider the following CCSS:

Anchor Standard: Key Ideas and Details - http://www.corestandards.org/ELA-Literacy/CCRA/R
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from text.
Check the appropriate grade level standard this lesson addresses:
Kindergarteners with prompting and support, ask and answer questions about key details in a text.
Grade 1 ask and answer questions about key details in a text.

Grade 2 ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

of key details in a text.
Grade 3 ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

basis for the answers.
Grade 4 refer to details and examples in a text when explaining what the text says explicitly and when drawing

inferences from the text.
Grade 5 quote accurately from a text when explaining what the text says explicitly and when drawing inferences

from the text.
Grade 6 cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from

the text.
Grade 7 cite several pieces of textual evidence to support analysis of what the text says explicitly as well as

inferences drawn from the text.
Grade 8 cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as

inferences drawn from the text.
Grades 9/10 cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as

2013-2014

Office of Curriculum and Instruction |Department of Arts Education

ARTS LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

inferences drawn from the text.

Grades 11/12 cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text, including determining where the text leaves matters uncertain.

If the lesson includes student oral presentations that accompany or describe their works of art, consider the
following CCSS:

Anchor Standard: Presentation of Knowledge and Ideas - http://www.corestandards.org/ELA-Literacy/CCRA/SL
Kindergarteners Describe familiar people, places, things, and events and, with prompting and support, provide
additional detail.
Grade 1 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Grade 2 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking

audibly in coherent sentences.
Grade 3 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,

descriptive details, speaking clearly at an understandable pace.
Grade 4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate

facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Grade 5 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and

relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Grade 6 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details

to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Grade 7 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent

descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Grade 8 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant

evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
Grades 9/10 Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
Grades 11/12 Present information, findings, and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.

If the lesson includes the production of written work by students that accompanies or describes their works of art,
consider the following CCSS:

Anchor Standard: Text Types and Purposes - http://www.corestandards.org/ELA-Literacy/CCRA/W
Kindergarteners Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.
Grade 1 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and

provide some sense of closure.
Grade 2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop

points, and provide a concluding statement or section.
Grade 3

o
Write informative/explanatory texts to examine a topic and convey ideas and information clearly

2013-2014

Office of Curriculum and Instruction |Department of Arts Education

ARTS LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

o Develop the topic with facts, definitions, and details.

Grade 4-5

o Write informative/explanatory texts to examine a topic and convey ideas and information clearly
o Develop the topic with facts, definitions, concrete details, quotations, or other information and examples
related to the topic.
Grade 6-7

o
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content

o
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and
examples.
Grade 8

o Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content
o Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
Grades 9/10
o Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content
o Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audiences knowledge of the topic.
Grades 11/12
o Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
o Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audiences knowledge of
the topic.

Enduring Understandings:
From Wiggins & McTighe: An understanding refers to transferable, big ideas having enduring value beyond a specific topic; it is universal
generalization. What we want students to understand and be able to use several year from now, after they have forgotten the details. Is it
transferable? Can you teach it over and over again? Does it connect to other things?

The
subject matter of this lesson connects to the students' everyday lives and the content relates to

Mathematics
and Social Studies. Students will research a famous African American to draw. Students will

practice
drawing and utilize a grid in order to draw their portrait. Students are required to use hand-eye

coordination
to draw and/or create their grid portrait drawing. Students may practice the elements of art:

space,
balance, shape, rhythm/movement and color on the computer using "The Artists Toolkit."

Essential Questions:
Wiggins & McTighe: Essential questions are not answerable with finality in a brief sentence; their aim is to stimulate thought, to provoke inquiry, and
to spark more questions. Essential questions do not yield a single straightforward answer. Essential questions come from the Enduring Understanding
that has been turned into a question. Usually begins with: how, what, or why.
I will show the students samples of famous African-American grid portraits. I will list the expectations for their work. The

students
will research a famous African-American and copy and paste their photo on the computer paint program. Their grid

portrait
drawing must include a 1 inch by 1 inch grid. Students will include the following while saving their grid portrait on their

computer;
their name, room number, and title "grid portrait." Then students may begin drawing and shading their portrait one

square at a time. Students may add patterns or a border for their background. Students may explore computer paint program

or materials such as color pastels or colored pencils to create and color their artwork. Students will be able to create a famous

African-American grid portrait, applying their knowledge of the properties of line, space, shape and color.

2013-2014

Office of Curriculum and Instruction |Department of Arts Education

ARTS LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

Cognitive Skills: These are some examples of the skills student must have in order to meet the standards in the visual and performing arts.
Composition (Consider including this skill for visual art lessons.)
Beyond a keen eye, the study of composition offers fundamental skills for students who want to elevate their artwork
to a higher level of aesthetics. Students learn to manage the methods and materials in order to maximize their
creations.
Judgment and Decision Making
Students not only develop a technical skill set, but also the ability to assess the objects in their lives for its artistic
potential. Students exercise sound judgment in what equipment they choose, their editorial frame of reference, and
how they respond to both technical and artistic constraints.
Creative Thinking
Through the practice of artistic and technical discipline, students employ creative thinking throughout their studies.
Interpersonal Skills
Artists often realize their visions through collaboration with others. Visual and performing arts lessons like this teach
students to act with professionalism, communicate clearly, and balance the needs of those who commission their work
with artistic integrity.

Reading, Writing and Citing Textual Evidence

Consumers of the arts infer how time, culture and history influence works of art. Students apply literal and inferential
strategies to comprehend texts and works of art; and they draw conclusions from textual evidence.

Students will create a famous African-American grid portrait, applying their knowledge of the

properties
of line, space, shape and color. The students will research and draw a portrait of a

famous
African-American. Their grid portrait drawing must include a 1 inch by 1 inch grid. The

students will draw and shade their portrait one square at a time. Students may add patterns or a

border
for their background. Students may explore computer paint program or materials such as

color
pastels or colored pencils to create and color their artwork.

Students
will include the following while saving their grid portrait on their computer; their name,

room
number,
and title "grid portrait." Students will take turns sharing about their artwork with their

partner,
when
finished.
Students will use their talking chips and take turns talking while their partner

listens.
Students may send their completed artwork to my e-mail or turn in their artwork to be

graded
by rubric. Students may practice the elements of art: space, balance, shape, rhythm/

movement
and color on the computer using "The Artists Toolkit."


Kagan cooperative learning strategies: Pair Share, Talking Chips
When
students are finished with their artwork, they will pair up with someone in their group and take

turns
talking about their grid portrait drawing. Their partner will then give them positive and helpful

feedback
about their drawing. Students will use their pencil, paper and/or erasers as talking chips.

When
it is their turn to talk, they will place their pencil, paper and/or eraser in the middle of the

table.
Students will use their talking chips and take turns talking while their partner listens. This will

help
students take turns listening and sharing about their artwork. Talking Chips help regulate

discussion, ensuring that everyone participates and everyone contributes.

2013-2014

Office of Curriculum and Instruction |Department of Arts Education

ARTS LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

Content: The content of the unit is based on the disciplinary or topic-area concepts. (Below is an example for arts lessons that engage the idea of
making art to communicate a message through textual clues.)

Building Knowledge through Texts

Identify different ways that authors and artists communicate through textual clues.
Create texts and works of art that communicate through textual clues.
Identify textual evidence & influences on culture, history, and identity through inference.


Students
will be able to create a grid portrait of a famous African-American, applying their

knowledge
of the properties of line, space, shape and color. I will show the students samples

I will show the students samples of famous African-American grid portraits. I will list the
expectations
for their work. The students will research a famous African-American and copy


and
paste their photo on the computer paint program. Their grid portrait drawing must

include
a 1 inch by 1 inch grid. Students will include the following while saving their grid
portrait on their computer; their name, room number, and title "grid portrait." Then students

will
draw and shade their portrait one square at a time. Students may add patterns or a

border
for their background. Students may explore computer paint program or materials such

as
color
pastels or colored pencils to create and color their artwork. Students will send their

completed
artwork to my e-mail and/or turn in their artwork to be graded by rubric. I will

discuss
the rubric and explain how they will be graded and what my expectations are for

completing
their artwork.

Assessments: Describe the diagnostic, formative, and summative assessments employed in this lesson to gauge student learning.

(D) Diagnostic

(F) Formative the check for understanding mechanisms used throughout the unit to ensure each student gets the instruction needed to be successful
on the summative performance assessment. Examples: readers notebooks, post-it jots, small group anecdotal records, discussion, drafts.

(S) Summative the summary of students achievement in relation tolearning standards.

The
students will apply their knowledge of the properties of line, space, shape and color.

Students
will send their completed artwork to my e-mail and/or turn in their artwork to be

graded
by rubric. I will discuss the rubric and explain how they will be graded and what my

expectations
are for completing their artwork.

2013-2014

Office of Curriculum and Instruction |Department of Arts Education

ARTS LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

Evidence of Student Learning: Provide a list of the process documentation that you plan to acquire during the course of the lesson. These may

include photographs of students engaged in learning, drafts of student work, quotes from students, interviews of students, video, etc.


I will go over the requirements for the famous African-American grid portrait drawings.

The famous African-American grid portrait drawing must include a 1 inch by 1 inch grid.

Students
will include the following while saving their grid portrait on their computer; their

name,
room number, and title "grid portrait." Then students will draw and shade their portrait

one
square
at a time. Students may add patterns or a border for their background. Students


may
explore computer paint program or materials such as color pastels or colored pencils to

create
and color their artwork. I will demonstrate how to start with drawing a grid on the
paper using a ruler to draw horizontal and vertical lines spaced 1 inch apart and then how to

draw
and shade their portrait one square at a time. Students will be able to create a grid

portrait
of a famous African-American, applying their knowledge of the properties of line,

space,
shape
and color. I will note the students' progress on completing their drawing.

Students
will
send
their completed artwork to my e-mail and/or turn in their artwork to be

graded
by rubric. I will discuss the rubric and explain how they will be graded and what my


expectations
are for completing their artwork.

Texts/Resources: The collection of short and extended works aligned to the standards and content. Examples: texts, works of art, word wall, etc.



Grid
portrait drawing


Famous
African-American grid portrait samples were teacher made.



Students
may use the computer "Paint" program to create their artwork.


Students
may attach and send artwork to my e-mail address using google@cps.


Math
websites:


https://www.khanacademy.org/math/algebra-basics/core-algebra-graphing-lines-slope/core-a

lgebra-graphing-coordinate-plan/v/plot-ordered-pairs



http://www.mathaids.com/Graphing/Four_Quadrant_Graphing_Characters.html

2013-2014

Office of Curriculum and Instruction |Department of Arts Education

ARTS LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

Learning Activities:

A series of tasks the student will engage in over the course of the unit. The activities are based on what students need to understand and be able to do
for the performance assessment and are aligned to your standards and essential questions. Include key learning activities like art-making, questioning,
reflection, and contextual information/research. Encourage description, analysis, and interpretation. Be prepared to highlight instructional strategies.

(Below is a sketch of the moments that may exist within an arts lesson. Teacher may elaborate or describe the lesson using these prompts provided.)

Re-state lesson description
Warm-up
Diagnostic Assessment
Learning Activity Set-up
Demonstration/Modeling (I do-we do-you do)
Studio/Rehearsal/Workshop (students engage in creating/planning/refining)
Formative assessment
Clean-up
Presentation of Work
Critique/Reflection
Summative Assessment


Teacher Demonstration
I will introduce the next lesson with showing the students a teacher created "Kizoa" slideshow called "The Math of Art." The video represents an
integrated
theme of art, mathematics and social studies. I will also show samples of famous African-American grid portraits. I will demonstrate how to

start with drawing a grid on the paper using a ruler to draw horizontal and vertical lines spaced 1 inch apart and then how to draw and shade their

portrait
one square at a time. Students will be able to create a grid portrait of a famous African-American, applying their knowledge of the properties
of
line, space, shape and color.

Activities
and Time Management
The
lesson should take two or three 60 minute lessons. I will introduce the next lesson with showing the students a teacher created "Kizoa" slideshow
called "The Math of Art." The video represents an integrated theme of art, mathematics and social studies. I will also show samples of famous

African-American grid portraits. I will list the expectations for their work. The students will research a famous African-American and copy and paste
photo on the computer paint program. Their grid portrait drawing must include a 1 inch by 1 inch grid. Students will include the following while
their
saving
their grid portrait on their computer; their name, room number, and title "grid portrait." I will demonstrate how to start with drawing a grid on

their paper using a ruler to draw horizontal and vertical lines spaced 1 inch apart. Then students may begin drawing and shading their portrait one

square
at a time. Students may add patterns or a border for their background.Students may explore computer paint program or materials such as
color
pastels or colored pencils to create and color their artwork. Students will take turns sharing about their artwork with their partner, when finished.
Students will use their talking chips and take turns talking while their partner listens. Students may send their completed artwork to my e-mail or turn

in their artwork to be graded by rubric. Students may practice the elements of art: space, balance, shape, rhythm/ movement and color on the

computer
using "The Artists Toolkit." Student practice/work time will be 50 minutes, leaving 10 minutes for clean-up and closure.

Kagan cooperative learning strategies: Pair Share, Talking Chips
When
students are finished with their artwork, they will pair up with someone in their group and take turns talking about their grid portrait drawing.
Their
partner will then give them positive and helpful feedback about their drawing. Students will use their pencil, paper and/or erasers as talking
chips. When it is their turn to talk, they will place their pencil, paper and/or eraser in the middle of the table. Students will use their talking chips and
turns talking while their partner listens. This will help students take turns listening and sharing about their artwork. Talking Chips help regulate
take
discussion,
ensuring that everyone participates and everyone contributes.

Materials and Resources
drawing paper
1.
2.
pencils
3. rulers
famous African-American grid portrait drawing samples
4.
5.
color pastels and colored pencils
6. copies of samples for students

7. talking chips (erasers)
computers
8.

2013-2014

Office of Curriculum and Instruction |Department of Arts Education

ARTS LESSON PLAN TEMPLATE

Developed by CPS Department of Arts Education

(updated 08-19-2013)

Suggested Extensions:

Provide a bulleted list of potential next steps or subsequent learning activities that will extend the teaching and learning of arts content. Students could
explore advanced topics in the area, research other artists and practitioners in the field, or develop either individual or group extensions, depending on
the initial project.

Extension
Activity

1.
Students may use colored pencils and/or color pastels to create their artwork.
2.
Students may add extra images, patterns, a border and/or more details to their artwork.
3.
Students may use the computer "Paint" program to create their artwork.
Students may practice the elements of art: space, balance, shape, movement/rhythm and
4.

color
on the computer using "The Artists Toolkit."

2013-2014

Office of Curriculum and Instruction |Department of Arts Education