ARTED 208 Curriculum Map GRADING RUBRIC

WI ART STANDARDS- Teacher:___Lacey Kowieski___

Detailed sub-standards listed here in order. A wide
range of standards- A to L. 20 or more standards.
______/10 (x2)=______
1=really 2=poor 3= needs 4=partially 5= so-so 6= decent 7=pretty 8= good 9= very 10=
poor work acceptable good good excellent
WI Teacher Standards:
I.4.3: Talk or write about feelings in a work of
C.4.7: Develop basic skills to produce quality art
WI or NATIONAL ART & DESIGN STANDARDS- art
C.4.9: Be aware of their creative processes to
A.4.1: Develop a basic mental storehouse of I.4.5: Understand that art is made by people
better understand their work
images from different times, places, and cultures
C.4.10: Develop personal responsibility for their
A.4.2: Learn basic vocabulary related to their J.4.2: Understand that the choice of materials
learning and creative processes
study of art and techniques influences the expressive
D.4.4: Learn about basic concepts in art, such
A.4.3: Learn about basic styles of art from their quality of art
as “form follows function,” “less is more,”
own and other parts of the world J.4.3: Learn that different cultures think about
balance, symmetry, and originality
B.4.1: Understand that artists and cultures art differently
D.4.5: Learn basic language used in art
throughout history have used art to J.4.5: Begin to understand their own ideas
D.4.6: Use problem-solving strategies that
communicate ideas and to develop functions, about the purposes and meanings of art
promote fluency, flexibility, elaboration, and
structures, and designs J.4.9: Understand the difference between
originality
B.4.4: Know that art is influenced by artists, original artworks, reproductions, and copies
E.4.1: Communicate basic ideas by producing
designers, and cultures K.4.1: Connect their knowledge and skills in art
studio art forms, such as drawings, paintings,
B.4.5: Understand that their choices in art are to other areas, such as the humanities, sciences,
prints, sculpture, jewelry, fibers, and ceramics
shaped by their own cultures and society social studies, and technology
E.4.4: Communicate basic ideas by producing
B.4.6: Know basic ways to describe, analyze, K.4.3: Use what they are learning about life,
visual communication forms useful in everyday
interpret, and judge art images and objects from nature, the physical world, and people to create
life, such as sketches, diagrams, graphs, plans,
various cultures, artists, and designers art
and models
C.4.1: Explore the elements and principles of L.4.1: Use their knowledge, intuition, and
G.4.1: Know that art communicates ideas
design personal experiences to develop ideas for
G.4.2: Know that artwork has meanings
C.4.2: Explore what makes quality design artwork
H.4.1: Study the patterns and color in nature
C.4.3: Know how the design of art changes its L.4.2: Begin to develop a base of knowledge
H.4.2: Use drawing to examine objects closely
meaning and skills from which to create new ideas
H.4.3: Show differences among colors, shapes,
C.4.4: Use design to improve artwork L.4.3: Explore the role that personal traits, such
textures, and other qualities of objects in their
C.4.5: Look at nature and works of art as visual as independent thinking, courage, integrity,
artwork
resources insight, dedication, and patience, play in
H.4.4: Create three-dimensional forms with
C.4.6: Use sketching to develop ideas for their creating quality art and design
paper, clay, and other materials
artwork L.4.4: Understand that art is created by people
I.4.1: Use art to understand how they feel
and changes our time and culture

Month & Essential Project Description Media Criteria

Art Question & IMAGE for project
Standard “I can” With Title Assessment
Concepts
September
Intro Essential Question: Cool-colored Students make fish shapes -12”x18” paper -paper filled
project How do I use cool Fish using black crayon on their -pencils with
colors to create a construction paper -Black crayons paint/crayon (no
A.4.3 recognizable fish? Encourage students to fill the -white crayons white edges)
A.4.2 paper -Watercolor -fish is
D.4.4 Concepts: Have students draw bubbles paints equipped with
Elements on their paper with white -salt and/or patterns
(repetition) crayon plastic wrap -at least one
Techniques Use watercolor paints on the (optional) resist with
background of the image for -sparkly paper white crayon
Interdisciplinary: fun experimenting with colors (optional) (bubbles)
Will read “The and patterns and making the
Rainbow Fish” and white crayon bubbles appear
discuss book

I can…
Create something
from nature using
crayon and
watercolor

Academic
Language:
Resist (layering
paint over wax)
pattern
cool colors
warm colors

Essential Question: Give students visual examples -model magic -Snail is

how do I create a Clay snail of shells and explain what clay radially
C.4.7 colorful snail radial symmetry is. Students -Colored and symmetrical
D.4.4
inspired by nature will then be asked to choose white clay -student has
C.4.1 two colors of clay and roll
H.4.3: -plastid added a pattern
Concepts: them together to create a beverage cup on the snail
Elements marbling pattern in the shell, with lid for with marker
Skills then roll it to look like a storage
Techniques cinnamon roll. After this,
students will be asked to
I can… create a make the snail body and
snail from visual attach the shell. After this,
examples out of have them add antennae.
clay After the snails are dry, let
kids use colored sharpie or
Academic markers to draw more patterns
Language: on their snail
Radial symmetry
Symmetry

Essential Question:
J.4.9 How do I learn Laurel Burch -Construction -Recognizable
K.4.1 about Tint and Cats Trace circle top for head. Add paper animal
H.4.3 Shade through the a cat’s face (no whiskers) Add -Paint -At least three
style of Laurel triangles for ears. Starting at -Scissors shades of grey
Burch? the right side of the head, -Glue tempera to
draw a slightly curved line to -pastels create a
Concepts: the other edge of the paper - round greyscale
Painting and curve down to almost the container top -listened to
Layering bottom. Draw a straight directions
Shapes horizontal line all the way to
Technique (new the other side of the paper. Go
media) back to head and draw one
Artists: Laurel line towards the bottom of the
Burch paper, joining with the
Interdisciplinary: straight horizontal line. Add
Read “I am a Cat” leg definition by drawing two
by Galia Bernstein up-side down letter “U’s”.
Add a long tail in whatever
I can… Create an space you have available.
animal inspired by Using the black oil pastel,
the techniques we divide the cat drawing into
learned about in “I shapes using lines, shapes and
am a cat” and patterns.
Laurel Burch To create grey scale, place
some black and white liquid
Academic tempera paint in a muffin-
Language: style tray. Kids can mix bits
Pastel of white with black to create
Value varying shades of gray
Layering Add flowers and leaves from
Shade construction paper
Tint

Essential Question:
How do I use Yayoi Kusama First, students are read the -construction -one or more
October different colored Pumpkins book “Yayoi Kusama, From paper (orange pumpkins in the
dots to create the Here to Infinity”, where the and black) composition
A.4.3:
H.4.1
illusion of 3-D artist and her use of dots, -glue -two or more
B.4.6 using techniques pumpkins, and infinity are -scissors colors in dot
like the artist Yayoi discussed. Tempera paint pattern (having
Kusama? Then, to make the pumpkin -Q-tips fun with
pictures, students looked at -sharpie tempera paint!)
Concepts: Cultures pictures of pumpkins while -metallic - Understanding
(japanese), drawing them on construction markers of pattern in
Aesthetics, paper (for younger students, -pumpkin background
Artists maybe they can trace a stencils (at (must have
stencil) least 3 some kind of
Interdisciplinary: Then, pumpkins were cut out different sizes) pattern, not
Read book “from using round tipped scissors. random)
here to infinity” to The next step is to use
class tempura paint and Q-tips to
 I can… Craft an make the dots on the
infinity pumpkin pumpkins.
inspired by the Once the dots are dry,
artist Yayoi students can glue them to a
Kusama and her art solid black background
Students them add patterns
Academic using metallic markers.
Language: Infinity
Tempera
Pattern
Dots
Metallic

Essential Question:
How do I craft a -small metal -is a functional
C.4.7 functional spider Spider Bell Students place a small strand bell jewelry pieced
J.4.2
K.4.3
necklace? Necklace of yarn through the top of the -black acrylic (can be
bell, and use the string to hold paint necklace or
Concepts: the bell in place while they -mod podge bracelet)
Advocacy (students paint it evenly with black -paint brushes -8legs
can wear these paint (2 coats) -googly eyes -paint applied
around school and Once dry, have them coat -black pipe evenly, mod
show parents) with clear sealer (mod podge) cleaners podge applied
Skills Give students black pipe -craft glue -followed
Techniques cleaners cut in half. Lay each -string/yarn directions
piece (4) horizontally along
I can… Make a the bottom of the bell and
functional piece of push them up inside the
jewelry themed for bottom of the bell so they can
Halloween become legs.
Bend the legs to make them
Academic look like a spider.
Language: Glue on googly eyes with
Jewelry craft glue, and then cut the
Necklace desired string for the length of
Functional the necklace.
Spider

Essential Question: Día De Los

G.4.2 How do I Represent Muertos skulls Using a white oil pastel, -black -skull has eyes
L.4.4 myself or family by students will draw a simple construction and teeth
I.4.5 using traditional skull on black construction paper -skull has at
Día De Los paper. Then, students will fill -White oil least one
Muertos techniques in the skull with white pastel accessory
tempera paint -white tempera (earrings,
Concepts: After this, students will be paint flowers, etc.)
Multicultural asked to add “teeth” by using -paint brushes -students didn’t
Culture the tip of the brush, then add -Trays for use wet brushes
Techniques flowers, sunglasses, earrings, tempera paints with paint
 necklaces, and whatever they -students
I can… Create an would like to accessorize! followed
artful skull that When painting flowers, directions
represents myself to students can outline with
celebrate Día De white pastel and fill in, or just
Los Muertos ‘wing it’

Academic
Language:
Día De Los
Muertos
Sugar Skulls
Pastel
Tempera

November Essential Question:

How do I Paper Bag Tree
E.4.1 manipulate a paper Sculpture Have students discuss the -brown paper -tree stands on
H.4.4
A.4.2
bag to look like a characteristics of a fall tree lunch bag its own
tree from nature? and what kinds of shapes that Tree has at least
the branches make without one Y shape in
Concepts: any leaves. the branches
Techniques Then, ask students what they
Skill do with their lunch bags after
Service learning they are done with them, and
introduce the project for
I can… use what another way to use them
some people might Students will then be given a
throw away to paper bag to manipulate in the
make a piece of art same way that branches look
on trees. Be sure to go over
Academic how the branches make “Y”
Language shapes
Recycle
Nature
reference

Essential Question:
How can I use Oil Pastel & Students will first be asked to -White paper -tree does not
H.4.1 examples from Watercolor tree use watercolors to paint the (12x18”) look like a stick
H.4.3 nature to make a background of their trees on -Crayola oil with a cloud on
A.4.3 recognizable tree? white paper pastels top
Then, students will be asked -watercolor -The roots reach
Concepts: to slow down and look at the paints through the
Elements details of the trees. Trees -paintbrushes ground (not
Skills should not just be a stick with floating in the
techniques a cloud on top. sky)
 I can… Create a Continue with tree discussion:
tree and roots that namely, how the branches
have accurate Y make Y shapes and branch off
shaped branches to more Y shapes to make the
using art whole network of branches.
techniques. Tell students that the trees
also use their Y shaped roots
Academic to get water from the ground
Language:
Roots
Branches
Horizon line

Essential Question:
How do I create a Changing Leaves This is a way to explain to -white paper -leaves are well
H.4.1 work of art that students why exactly the -crayons patterned and
K.4.1
K.4.3
expresses the leaves leaves change color and fall in -green tempera colorful
changing? autumn. First, have the paint -paint is scraped
students use gold, red, yellow, -foam brush off at least 50%
Concepts: and orange crayons to color -liquid soap of the leaf
Multimedia and completely cover their -toothpicks
Interdisciplinary paper using these colors and -scissors
crayons. Then, let students
I can… Create paint over their crayon
changing leaves drawings and cover the full
and explain what paper. Set aside to dry
causes the leaves to The next day, have students
turn brown in the cut out leaf shapes from their
fall papers, and then use
toothpicks to scrape off the
Academic dried paint around the edges
Language: of the leaf, and then scratch
Autumn veins in the middle, explain
Chlorophyll that the veins are where the
Pigment leaves get their nutrients from
Dormant the tree. As they scrape off
the leaves, explain to them
that this is what is happening
to the leaves in autumn when
they fall off. They lose their
green color, chlorophyll, and
show the colorful leaf
underneath!

December Essential Question: Talk to students about -black -at least one
how do I use Winter snowflakes! Ask students construction snowflake
rotational symmetry snowflakes what they might already paper -the snowflakes
K.4.1 to create a know. Some students may say -pencils are radially
C.4.1 symmetrical things like “each one is -liquid glitter symmetrical,
C.4.5 snowflake? different”. This is true! glue bottles (or with their
 Tell students that all Elmer’s glue branches
Concepts: snowflakes are symmetrical, and silver matching
Visual culture but that they are rotationally glitter)
Elements symmetrical, so that each
Skills branch of the snowflake looks
the same. Be sure to also tell
I can… Use students that not all
examples from snowflakes are perfect, so it’s
nature and okay if branches are different
symmetry to make lengths.
a snowflake Students will be given black
construction paper and asked
Academic to draw their snowflakes with
Language: pencil fist.
Symmetry After students are done
Rotational drawing their snowflakes in
symmetry pencil, give them some
practice with the liquid glitter
glue bottles, and then have
them trace their snowflakes!
Essential Question:
How do I make a
C.4.5 calm snow globe
C.4.7
Snow globe trees Make sure the top ring and the -mason jar -When shaken,
K.4.3
that reflects the insert are glued together for with gasket lid tree remains
world outside? the students. (small ones! attached to the
Have students place the tree Preferably lid
Concepts: in the base. plastic) - students name
Visual culture Then, students will glue the -clear Elmer’s is on the lid of
tree to the base glue the jar
I can… Use Elmer’s glue(clear) to fill -scissors -students
Make a 3D art the small jar about ¼ full. add -Elmer’s craft followed
object that reflects the glitter (about a bond glue stick directions
the world around Tablespoon) and fill the rest -miniature
me of the jar with warm water. trees
(pre-make this mixture for -glitter
Academic younger age groups)
Language: Ask student to then flip their
Calming trees and insert them into the
Snow globe jar, and screw the lid on
Branches tightly

Essential Question:
Where did I Students will be asked to look -Van Gogh -students mimic
reference Van Starry Night at Van Gogh’s painting starry Starry Night the swirls in
J.4.9
J.4.2 Gogh’s Artistic night painting their brush
A.4.1 skills in my own Ask students to describe what -white paper strokes
painting? they see in the painting -tempera paints
Point out that the swirls in the -brushes (all -students
Concepts: sky are made by using sizes) represented the
Skills brushstrokes to make texture. -water silhouettes of
(expressionism) show students how van Gogh containers the buildings
Artists used to use the painting and mountains
 strokes to make the paint mix
I can… Create my by making swirls on the top -students mixed
own version of 2/3 of the paper. After the the paint on the
starry night by paint is dry the next day, ask paper to create
using the skills I the students to identify the swirls
learned about same swirls and brushstrokes
Vincent Van Gogh in the painting. Today
students will focus on
Academic painting the mountains and
Language: the town with black paint.
Expressionism
Foreground
Background
Texture

Essential Question:
how do I use cotton
January balls to create a
D.4.4 winter mountain? Winter Put foam on vinyl placemat, -cotton balls Students
C.4.5
H.4.4
centerpiece kids should prepare to get -silver glitter covered the
Concepts: messy! Students should -small foam foam with
Advocacy spread the glue all over the balls enough glue
Skills foam (just don’t get any on -black and that there isn’t
techniques the bottom) orange empty spots in
Take out the cotton and let construction the cotton snow
I can… Create a students pile the cotton all paper -snowman has
winter mountain over the foam square, bumps -hole punch two eyes and a
that reflects the and drifts make the mountain -glue nose
outside by using even snowier! The next day, -scissors Student took
new materials Stack three small foam balls -ribbon creative
on top of each other and -mini fake pine liberties while
Academic secure them with a glob of trees placing the
Language: glue. -foam square cotton
Vinyl Help students cut a very tiny -Vinyl place snowdrifts
Miniature orange nose and punch 4 mat
drifts circles out of black
construction paper.
Have students give the
snowman a scarf with a
ribbon. Have students add
miniature trees and for extra
flair, put glitter on the project
C.4.1 Essential Question:
E.4.4: how do I create an
B.4.4 igloo using the
random geometric Winter Igloo Show students a picture of an -construction -the igloo is
shapes provided? igloo and ask them what they paper built on the
know about it. Then, explain -tissue paper ground and not
Concepts: that igloos were an important -scissors floating
Multicultural part of the Eskimo culture and -pencil -student used
Skills were used for shelter in the -markers many geometric
2d-3d cold snow -glue stick
 Give students a sheet of blue shapes to create
I can… create an construction paper in the igloo
igloo based on I’ve landscape position. Ask -the tissue paper
what seen through students to use scissors to cut is overlapped
visual examples the white construction paper and creatively
into geometric shapes for the textured to
Academic ice walls. show snow
Language: Have students tear long strips
Landscape of white and grey tissue paper
Igloo to create the snow drifts for
Eskimo the ground, so the igloo can
be built on top of it.
Have students trace a half
circle and rectangle tunnel
with pencil and fill the shape
in with their geometric paper
scraps.
Glue the ice down to
Febuary Essential Question: complete the igloo
J.4.9 How do I use the
C.4.7
B.4.1
skills of the artist
Jim Dine to create a Printmaking with Introduce students to artist -Examples of -Heart was used
cohesive print? Hearts Jim Dine and show a variety Jim Dine prints in the design
of prints. -Gelatin plates (doesn’t have to
Concepts: Demonstrate the printmaking -Styrofoam for be main focus
Artists process using monoprints carving but should be
Visual culture with gelatin plates (for -wood stylus included)
(valentines) younger kids) -acrylic paint -students
Let students know that they -printing ink followed
Interdisciplinary: need to use a heart in their -texture printing
Art history design materials directions and
Advocacy Allow students to sketch ideas (bubble wrap, didn’t get ink
When sketches are complete, texture sheets, splotches on the
I can… Create a set up printing stations for etc.) paper
complete print of a students.
heart by referencing If class has trouble ideating or
the artist Jim Dine sketching, then they can jump -Students used
right in after the demo at least three
Academic different colors
Language: in their
Print paintings
Carve -Students
Ink incorporated at
Layer least one mixed
shade media heart

Essential Question:
How do I use the
skills of the artist
E.4.1 Jim Dine to create a Mixed Media Introduce class to artist Jim -8.5”x11” -students used
B.4.6 mixed media heart? Hearts Dine and show at least three scrapbook two or more
J.4.2 examples of his work paper
 Concepts: Remind your students what -8.5”x11” medias (paint
2D/3D mixed-media means, and let construction and marker)
Artists them know that they will be paper -students were
techniques creating mixed media work -9”x12” white creative with
inspired by Jim dine drawing paper background
I can… Create a Have students draw/paint with -scissors paint and
heart by using a variety of colors with lots of -glue created patterns
techniques blending on a sheet of white -watercolors and interesting
influenced by artist drawing paper colors
Jim Dine While the painting dries, have
students choose a sheet of
Academic construction paper or
Language: scrapbook paper that has
Mixed media designs on it.
Variety Ask students to draw and cut
out a large heart from this
paper.
When painting is dry, have
students glue the large heart
in the center of their painting.
Students who want more
choice will be allowed to cut
out many different hearts in a
variety of colors and sizes to
Essential Question: add to their painting
J.4.2 How do I use the
L.4.1
E.4.1
techniques of artist
Jim Dine to create a Choice-Based Show students the images -“Four Hearts” -students
sculpture? Inspiration listed in the materials tab by digital image created
artist jim dine -“Technicolor something 3-
Concepts: Once the students view the Heart” digital dimensional
Artists works, ask them some image -student chose a
3-D questions about the art like -“Tools and theme to base
Techniques “what theme do you notice in Dreams” their sculpture
Sculpture these artworks?’ and “what digital image off of
differences do you see -pencils and -students took
I can… Create a between the artworks?” erasers inspiration from
three-dimensional Tell students that they will be -printmaking artist Jim Dine
work of art inspired creating a piece of work materials
by the artist Jim inspired by Jim Dine and that -Glue
Dine they can choose their -Scissors
medium. -Colored paper
Academic Set up table groups with
Language: different mediums (paper,
3-dimensional clay, markers, etc.) for student
Differences/similari flow
March ties
inspiration
A.4.3
H.4.4
B.4.1
Essential Question:
 How can I create
pottery by using Pinch Pots Tell students to take a small -1/2 lb of clay -student created
techniques from wad of clay and use their per student a rounded pot
ancient hands to roll it until it (precut and without three
civilizations? becomes round. Tell them to wedged) cracks
smooth any cracking in the -wire for
Concepts: clay with their hands, they can cutting clay -pinch pot walls
Skills compress the clay and make it -sponges and are a consistent
Art history stronger. water width
Once they’re done rolling, tell Boards
I can… create a them to hold it in the palm of -plastic -Student created
piece of pottery their hands and use their a creative
using pinching thumb on their other hand to pattern or
techniques press down in the middle design with the
(don’t press all the way glazes
Academic through- their pot needs a
Language: bottom!)
Pinch pot Gradually widen the hole in
Red clay the middle with thumb and
Wedge fingers in a gentle pinching
kiln motion, turning the ball of
clay as they go. Hard pinches
will distort the shape, so be
gentle!
Once the pot is made, students
can use a little water on their
fingers to smooth out the clay

April Essential Question:

How do I express
Hundertwasser
C.4.7 texture and color by Students create flowers in the -Construction -A variety of
Flowers
A.4.2 replicating the style style of the artist paper patterns on the
C.4.5 of Hundertwasser? Friededsreich Hundertwasser -Paint base layer of
B.4.5 using construction paper and -Scissors construction
layering techniques -Glue paper (at least
Concepts: These techniques will be -Buttons or 2)
Skill: Panting underlined using Kandinsky’s other collage -A “ground”
Shapes, pattern squares with concentric materials and “flowers”
circles -Two or more
Art History: concentric
Friedensreich flowers
Hundertwasser -did the student
share the paper
I can… with classmates
Create a garden of
flowers using artist
techniques learned
in class inspired by
Hundertwasser

Academic
Language:
Concentric
 Overlapping
May Layering
J.4.2 Shapes
H.4.4
E.4.1
Pattern

Essential Question:
how can I create a
sculpture out of
found objects? Found Object Demonstrate to students that -large craft -students did
Sculptures they can make art out of junk sticks more than
Concepts: by using found objects -white glue group objects
Service learning Make sure students lay two -art room junk by color and
3-d craft sticks down and run a (beads, arranged the
sculpture bead of glue on each one. buttons, foam shapes so they
They then line up craft sticks shapes, fit on the base
I can… on top to create a bridge of toothpicks, -students
Create a relief sticks. this will be used as the etc.) covered most of
sculpture out of base. -spray paint the base with art
found objects Then, students will pick their junk
art junk and use plenty of glue
Academic to attach them to the base.
Language: Emphasize to students that
Relief they should look at the shape
Sculpture and form of their sculptures
Found object rather than the colors. What
shapes look good together?
Where should shapes go on
the base?
When dry, teacher will spray
paint the pieces a previously
requested color for each
student’s piece.
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*Typed out curriculum map in completion with no errors in spelling ______/10

*Good range of introductory level projects in terms of skill level, ______/10

2D/3D, subject matter, and media used.
TOTAL _____/100
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