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BEVERLY TAYLOR SORENSON ARTS LEARNING PROGRAM Professional Development Portfolio - Year One Rosemary Mitchell, Visual Art Specialist , Woodrow Wilson Elementary, Granite School District. NEXT. INDIVIDUAL ARTISTIC GOALS. NEXT. SAMPLES OF STUDENT WORK. WEEK 1. WEEK 2. WEEK 3. WEEK 5.

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  1. BEVERLY TAYLOR SORENSON ARTS LEARNING PROGRAMProfessional Development Portfolio - Year OneRosemary Mitchell, Visual Art Specialist,Woodrow Wilson Elementary, Granite School District NEXT

  2. INDIVIDUALARTISTIC GOALS NEXT

  3. SAMPLES OF STUDENT WORK WEEK 1 WEEK 2 WEEK 3 WEEK 5 FALL RECESS WEEK 4 WEEK 6 NOV-DEC ART JANUARY 09 “PICTURE THIS” INFORMANCE FEBRUARY MARCH NEXT

  4. 3 INSTRUCTIONAL PLANS: • COLLABORATIVE ART MAKING – “2ND GRADE MURALS”, • “THE COLONIAL PRINTING PRESS”, 5TH GRADE • LEDGER ART – “FROM ROCK ART -TO HIDE TO • - LEDGER PAPER” • CLAY – K-1: STARS & ICYCLES, 4TH GRADE: REGIONS & ANIMALS OF UTAH, 5TH GRADE TESSELLATIONS, ELL ADULT LEARNERS BASKETS, K-1 BASKETS & CATS NEXT

  5. COLLABORATIVE ART MAKING: “2ND GRADE MURALS” • STUDENTS WILL KNOW… • the importance of collaboration in art • the implications of working as a team to create one project • the definition of a mural • the history of murals • STUDENTS WILL BE ABLE TO… • create a collaborative mural with their • classmates • problem solve on a large scale project • continue a visual design • discuss their artwork INTERDISCIPLINARY CONNECTIONS: community, cultures, environment, citizenship, problem solving, collaboration, language development “THE COLONIAL PRINTING PRESS”, 5TH GRADE • the history of printmaking and its connection to Colonialism • about block printmaking and the importance of design • the importance of teamwork in collaborative art making • Students will know the connection between printmaking and colonial culture • create a letter to contribute to the class alphabet • apply their knowledge about colonial culture to create a message • connect their work with another students work to create a collaborative work of art • problem solve as they work in a group INTERDISCIPLINARY CONNECTIIONS: Explorers, Colonists, governments and cultures, communication problem solving, collaboration, language development BACK SLIDESHOW NEXT

  6. LEDGER ART: “FROM ROCK ART, TO HIDE, TO LEDGER PAPER STORYTELLING” • STUDENTS WILL KNOW… • the qualities of ledger art • Native artists who created ledger art • the history of ledger art • the aesthetic importance of ledger art in history • STUDENTS WILL BE ABLE TO… • identify the unique aspects of ledger art • create their own piece of ledger art • discuss their ledger art with other students • articulate the symbols, designs, and stories found in ledger art INTERDISCIPLINARY CONNECTIIONS: History, government, cultures, Native American Tribes, storytelling, literature, symbolism BACK SLIDESHOW NEXT

  7. CLAY STUDENTS WILL KNOW… STUDENTS WILL BE ABLE TO… • how to create clay forms using textures • and patterns from different cultures • how to use different techniques when • working with clay • how to incorporate art history, • aesthetics and criticism with a • hands-on activity • how to use glazes to personalize their • work • understand the history of clay in relation • to culture • better understand and apply media, • techniques & processes • choose a range of subject matter, • symbols and ideas • reflect upon and assess the results of the • clay and firing process • make connections between visual arts and • other disciplines INTERDISCIPLINARY CONNECTIIONS: K-1: manipulation of tools, basic shapes, using basic shapes to create form, life skill of respect 4th: regions & landforms of Utah, soil comparisons, animals of Utah 5th: math – tessellations, repeating patterns, symmetry 6th: Egyptian vessels, Egyptian cartouches, Egyptian Paste, language development BACK SLIDESHOW NEXT

  8. SIDE BY SIDE TEACHING Classroom teachers and art specialists working together to Design curriculum that is rigorous in the art form and in other areas of the curriculum, i.e. science, math, and the language arts. SLIDESHOW

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