Yonkers Public Schools, 56 Van Cortland Ave., Yonkers, NY 10701
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ART ... as a Vehicle for Learning about the World
Young children learn primarily through their senses. Through art experiences, children
heighten their abilities to learn through sight, touch and movement. As children record
what they see and know about their surroundings through images, their abilities to
perceive and comment on their present world and culture are refined.
ART ... as Communication
Early childhood educators recognize art as an intuitive symbolic language which young
children use naturally to connect experience with understanding. Continued art experiences
strengthen children's abilities to communicate ideas, feelings and knowledge through
images. Guided art experiences extend their abilities to interpret and assess the message
of visual images from the past and present.
ART ... as Means of Understanding Others...and Ourselves
As children investigate the historical context and purpose for art objects from various
cultures and eras, they gain insight into the lives, beliefs and expressive modes of
others in today's global village. They also become increasingly able to reflect upon,
understand, describe and respect the origins of their own culture and environment.
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Art has a place in interdisciplinary connections. It can be a collaborative process with classroom teachers and units of study in Science, Math, English Language Arts, Social Studies and Foreign Language. We can broaden students' perceptions of art and lead students to understand art's relevance to their own lives, art's relationship to others subjects, and art's impact on all existence when this approach to teaching and learning is created for Art know no boundaries.
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Art Curriculum |
A special thank you to A. Powis, a Yonkers Elementary Art teacher who helped me to establish a monthly art program aligned with the NY State Standards.
To view a monthly planned curriculum, click on the desired month:
September Colors, Lines, Shapes
PreK-2nd : |
3rd – 5th: |
| The Primary Colors | The Color Wheel |
| Color Mixing/Secondary Colors and Color Association | Warm/Cool Colors; Complementary Colors; Monochromatic Color Schemes; Achromatic Color Schemes |
| Types of Lines: Straight, Wavy, Curly, Zig-Zag, Etc…. | Types of Lines: Straight, Wavy, Curly, Zig-Zag, Etc…. |
| Line Vocabulary: Diagonal, Vertical, Horizontal | Line Vocabulary: Diagonal, Vertical, Horizontal |
| Shape Vocabulary: Triangle, Square, Circle, Rectangle, Oval | 2 and 3 Dimensional Shapes |
| Shape Association | Illusions with Lines |
| PreK – 2nd: | 3rd – 5th: |
| Pattern Studies | Pattern Tests; What makes a pattern wrong or right? |
| Organic Shapes, difference from Geometric Shapes | Positive/Negative in art |
| Halloween Quilts |
Artists: Faith Ringold, Matisse
| PreK- 1st : | 2nd : | 3rd – 5th : |
| Artist Study-Eric Carle | Artist Study-Marc Chagall | Studying Abstract Art |
| Artist Research Questionnaire |
Artists: Eric Carle, Chagall, Picasso
PreK – 3rd : |
4th – 5th : |
| Foreground, Middleground and Background in Landscapes | Foreground, Middleground and Background in Landscapes |
| Perspective Drawing | |
| Artist study-Frank Lloyd Wright | Artist study-Frank Lloyd Wright |
Artists: Monet, Van Gogh, Escher
PreK-2nd : |
3rd – 5th : |
| Self-Portraits | Self-Portraits |
| Drawing your person | Face Features |
| Detail of person/five fingers, eye details, lips, etc….. | Correct proportioning of features |
| Puppets | Self-portraits |
February African Art Studies, Symbols
| PreK - 2nd : | 3rd – 5th : |
| African Art Studies | African Art Studies |
| African Art Stories/Meanings | African Art History |
| Patterns with symbols | Symbol Meanings |
| Printing, Mask Making | Mask Study, Mask Making |
PreK – 5th : |
| Line Drawings |
| Still Life Drawings |
| Lettering |
| PreK – 2nd : | 3rd – 5th : |
| Review of The Color Wheel | Review of The Color Wheel |
| Warm/Cool Color | Design Concepts |
| Color Associations | Detail in Objects |
| Flower Studies | Flower Study/Author Study |
| PreK – 1st : | 2nd : | 3rd – 5th : |
| Texture Identification | Paper Mache’ | Looking at Animals |
| Animal Study | Animal Study | Finding Elements of Art in Pictures |
| Rubbings |
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New York State Standards for the Visual Arts |
Standard One: Creating, Performing and Participating in the Arts
Students will actively engage in the process that constitute creation and performance in the arts (dance, music, Theatre and visual arts) and participate in various roles in the arts.
Standard Two: Knowing and Using Arts Materials and Resources
Students will be knowledgeable about and make use of the materials and resources available for participating in the arts in various roles.
Standard Three: Responding to and Analyzing Works of Art
Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought.
Standard Four: Understanding the Cultural Dimensions and Contributions of the Arts
Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.
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Rubrics |
The following rubrics were created by Yonkers Art teacher, Tom Muniz. He shared these with all Yonkers Art teachers during a development workshop in September 2000. They have been modified by this author.
| Rubric for Drawing | Rubric for Painting | Rubric for Art History Research Projects | Rubric for Overall Behavior and Participation |
| MASTER | APPRENTICE | NOVICE | |
| USE OF MATERIALS | I understood what my drawing task was. I used the materials responsibly keeping pencils sharp and erasing when necessary. I shared with others. | I understood what my drawing task was. I used the materials responsibly and kept them organized. I shared with others. | I made a drawing that did not complete the task. I was messy and did not share. |
| CREATIVITY | I tried to make a unique drawing that expressed my ideas. I tried to create many different kinds of lines, details and textures. I drew large and filled the entire page. | I tried to create many different kinds of lines, details and textures. I drew large and filled the page. | I created some different kinds of lines. I drew too small and did not fill the entire page. |
| THINKING AND PLANNING | I spent a lot of time thinking about what I wanted to do. I thought about what my art would mean to others. I drew lightly so making changes would be easy. | I spent some time thinking about what I wanted to do. I drew lightly so making changes would be easy. | I spent very little time thinking about what I wanted to do. I drew too dark, so making changes was difficult. |
| CLEANING UP | I put my materials away carefully. I cleaned my table and helped others with their clean-up. | I put my materials away carefully. | I did not clean-up on time. |
| MASTER | APPRENTICE | NOVICE | |
| USE OF MATERIALS | I understood what kind of painting I had to create. I used paint responsibly and kept my colors clean. I cleaned my brushes to keep my colors bright. | I used paint responsibly but some of my colors got mixed together. My brushes got a little dirty so my colors were not too bright. | I was not careful so all of my colors got mixed together. My brushes got very dirty so my colors were mostly brown |
| CREATIVITY | I tried to make a unique painting that has meaning. I chose colors carefully and used different types of brush strokes. My painting expresses my ideas well. | I tried to make a pointing that looks like someone else's. I chose colors that I likes and used only one type of brush stroke. | I tried to make a painting that looks like someone else's. I chose colors that I liked and left a lot of blank spaces. |
| THINKING AND PLANNING | I spent a lot of time thinking about what I wanted to do. I thought about what my art would mean to others. I drew a sketch before I began painting. | I spent some time thinking about what I wanted to do. I did not fill the whole surface with paint. I stared too soon and had to make a lot of changes. | I spent no time thinking about what I wanted to do. I did not fill the whole surface with paint. My painting got very muddy. |
| CLEANING-UP | I put my paint away carefully. I cleaned my brushes very well and made sure they were stored upright. I saved the paint that could be used again. | I put my paint away carefully. I cleaned my brushes. I saved the paint that could be used again. | I put my paint away carefully. I did not clean my brushes properly and stood them on their heads. |
Rubric for Art History Research Projects
| MASTER | APPRENTICE | NOVICE | |
| NAME; COUNTRY; ERA | I know the artist's name, country and era. | I know the name of the artist. | I am able to write the artist's name or country in some recognizable fashion. |
| STYLE/DESCRIPTION (ACCORDING TO AGE) | I can describe the artist's style either through category, genre or specific art elements. | I know if the artist's work is either realistic or abstract. | I am able to describe the artist's work as a painting or sculpture. |
| OPINION: LIKES AND DISLIKES OF THE ARTIST'S WORK/S | I am able to express through writing, one like and one dislike of an artist's style or particular piece. | I can orally express one like and dislike of an artist's style or particular piece. | I can state a minimal opinion (a like or dislike). |
| DESCRIBE ONE PIECE OF WORK: WHAT IS THE MESSAGE? | I am able to refer to one particular piece and in my own words, give an explanation. | I will use some discussion making process regarding the message the artist is trying to portray. | I can recall seeing a work that is familiar but I can't give an explanation. |
Rubric for Overall Behavior and Participation
| MASTER | APPRENTICE | NOVICE | |
| FOLLOWING DIRECTIONS | I listen to all of the teacher's directions carefully. I ask questions when I do not understand. I respect and follow all classroom rules. | I listen to the teacher's directions. I sometimes ask questions. I follow all classroom rules. | I listen to the teacher's directions but did not ask questions. I break classroom rules sometimes. |
| USE OF MATERIALS | I know the names of the materials I am using and how to use them. When I am having trouble I ask for help. I do not use art materials inappropriately. | I try to use the materials correctly and ask for help when I need it. Sometimes I get frustrated when I make mistakes. | I use art materials incorrectly sometimes. I rarely ask for help. |
| WORKING WITH OTHERS | I always share the materials that I ma using. I speak respectfully to everyone around me. If I have a conflict I ask the teacher to help if I cannot resolve them. | I share most of the time. I am usually respectful but sometimes forget. If I have conflicts, I ask for help. | I do not like to share. I am disrespectful to the teacher and classmates. I resolve conflicts with anger and/or violence. |
| CLEANING UP | I understand that it is my responsibility to clean up my mess. When I have time, I help others clean-up. If I do not know where something goes, I ask the teacher. | I do not like to clean up my mess. I only clean up what I used. I sometimes put supplies where they do not belong. | I sometimes play when I should be cleaning up. I get into conflicts during clean uptime. I hide and throw away materials I am using. |
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Expectations |
What Can you Expect From Me?
As the Art teacher, students, faculty and parents will take part in new learning experiences in the area of the visual arts that will encompass new and fresh ideas.
Art lessons that will be sure to include use of texture, exploration of drawing and painting (e.g. watercolors, fabric crayons, Cray-pas, scratch boards), weaving, printing, papermaking, pottery, 2D and 3D sculpture and more. Students will learn art related vocabulary words, to analyze art work, ask questions, share thoughts and opinions, learn to problem solve, all while maintaining the district and the state’s standards for the arts.
Some additional ideas include:
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Art Web Sites for Students |
Listed below are some fun and informational, art related web sites. More will be added...so check back often.
Arts Wire-Art Lessons and Games
http://www.artswire.org/kenroar/links/artgames.htmlCrayola
http://crayola.com/educators/lessons/index.cfmArts and Crafts for Kids
http://www.artforkids.about.com/kids/artforkids/Art Dictionary
http://www.artlex.com/Origami Designs
http://www.geocities.com/Athens/Academy/4800/diagrams.html
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Museum Web Sites The following museum web sites will take you on a virtual tour where hundreds of thousands pieces of art work and sculpture can be viewed with just a click. The Metropolitan Museum of Art The Metropolitan Museum of Art The National Gallery of Art Virtual Library Museum Tours The Kreeger Museum The American Museum Network The Seattle Art Museum |
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Student Art Gallery |
Student's Art Work Will Be Posted As Art Projects Are Completed.
Please Check Back Frequently.
Photo's from an after school "Hand Building With Clay" workshop:
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E-Mail Art Teacher |
If you would like to correspond with me regarding art related activities or the program as outlined, via e-mail, please send me an e-mail message.
This page was last updated on 01/21/01