Source: http://www.trevormattea.com/art.html
Timestamp: 2019-04-26 00:37:58+00:00

Document:
I teach to the California Content Standards for Visual Arts and am assisted by a team of specialist teachers in art, music, physical education, Spanish, STEAM, and theater. When I worked at Stevenson PACT Elementary School, I was assisted by teachers from the Community School of Music and Arts, and the school had a half-day program, called Arts Focus, which allowed students to study a single art medium in a multi-age classroom setting once a week during two six-week sessions. In my current position. At High Tech Elementary Chula Vista, I was assisted by an exploratory team in art, engineering, and performing arts.
All visual aids were created by Celeste Le Duc from CSMA.
1.1 Perceive and describe repetition and balance in nature, in the environment, and in works of art.
1.3 Identify the elements of art in objects in nature, the environment, and works of art, emphasizing line, color, shape/form, texture, and space.
2.1 Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils.
2.2 Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera.
2.3 Depict the illusion of depth (space) in a work of art, using overlapping shapes, relative size, and placement within the picture.
2.4 Create a painting or drawing, using warm or cool colors expressively.
2.5 Use bilateral or radial symmetry to create visual balance.
3.1 Explain how artists use their work to share experiences or communicate ideas.
3.2 Recognize and use the vocabulary of art to describe art objects from various cultures and time periods.
3.3 Identify and discuss how art is used in events and celebrations in various cultures, past and present, including the use in their own lives.
4.1 Compare ideas expressed through their own works of art with ideas expressed in the work of others.
4.2 Compare different responses to the same work of art.
4.3 Use the vocabulary of art to talk about what they wanted to do in their own works of art and how they succeeded.
4.4 Use appropriate vocabulary of art to describe the successful use of an element of art in a work of art.
5.1 Use placement, overlapping, and size differences to show opposites (e.g., up/down, in/out, over/under, together/apart, fast/slow, stop/go).
5.2 Select and use expressive colors to create mood and show personality within a portrait of a hero from long ago or the recent past.
5.3 Identify pictures and sort them into categories according to expressive qualities (e.g., theme and mood).
5.4 Discuss artists in the community who create different kinds of art (e.g., prints, ceramics, paintings, sculpture).
1.1 Perceive and describe contrast and emphasis in works of art and in the environment.
1.2 Describe how negative shapes/forms and positive shapes/forms are used in a chosen work of art.
1.3 Identify pairs of complementary colors (e.g., yellow/violet; red/green; orange/blue) and discuss how artists use them to communicate an idea or mood.
1.4 Describe the concept of proportion (in face, figure) as used in works of art.
1.5 Describe and analyze the elements of art (e.g., color, shape/form, line, texture, space, value), emphasizing form, as they are used in works of art and found in the environment.
2.1 Use shading (value) to transform a two-dimensional shape into what appears to be a three-dimensional form (e.g., circle to sphere).
2.2 Use the conventions of facial and figure proportions in a figure study.
2.3 Use additive and subtractive processes in making simple sculptural forms.
2.5 Use accurate proportions to create an expressive portrait or a figure drawing or painting.
2.6 Use the interaction between positive and negative space expressively in a work of art.
2.8 Use complementary colors in an original composition to show contrast and emphasis.
3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts, architecture).
3.2 Identify and discuss the content of works of art in the past and present, focusing on the different cultures that have contributed to California's history and art heritage.
3.3 Research and describe the influence of religious groups on art and architecture, focusing primarily on buildings in California both past and present.
4.1 Describe how using the language of the visual arts helps to clarify personal responses to works of art.
4.2 Identify and describe how a person's own cultural context influences individual responses to works of art.
4.3 Discuss how the subject and selection of media relate to the meaning or purpose of a work of art.
4.4 Identify and describe how various cultures define and value art differently.
4.5 Describe how the individual experiences of an artist may influence the development of specific works of art.
5.1 Select a nonobjective painting, work in small groups to interpret it through dance/movement, and then write a paragraph reporting on the arts experience.
5.2 Identify through research twentieth-century artists who have incorporated symmetry as a part of their work and then create a work of art, using bilateral or radial symmetry.
5.3 Construct diagrams, maps, graphs, timelines, and illustrations to communicate ideas or tell a story about a historical event.
5.4 Read biographies and stories about artists and summarize the readings in short reports, telling how the artists mirrored or affected their time period or culture.
Teams of parent volunteers planned and facilitated Arts Focus lessons in art mediums, including collage, dance, drawing, painting, photography, performing arts, printmaking, and sculpture. Over the three years, I supported parents in the stop-motion animation and ceramics classes. Following each Arts Focus class, I asked students to write a reflection in a Google Doc in order to encourage them to contextualize their learning.
Following each of our Arts Focus sessions, I asked students to create a visual reflection as a Google Drawing in addition to their written reflections to further encourage them to contextualize their learning.

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