FIS Curriculum Document
Philosophy and
Objectives
The Franconian International School
educates students in an international environment according to high academic
standards. It provides an atmosphere respectful of diverse cultures and
promotes responsible citizenship in the spirit of the United Nations Universal
Declaration of Human Rights. The school is committed to promoting international
and intercultural experiences for its students and maintaining its good
reputation as an association.
The FIS serves primarily the
international community of Nuremberg, Erlangen, Fuerth, Schwabach and
Herzogenaurach in northern Bavaria. Local students are also an important part
of the learning community. The FIS encourages
parents to actively support the school and the education of their
children.
The school offers challenging programs
in academics, information technology, sports and fine arts. At the FIS
education goes beyond the acquisition of knowledge. It encourages curiosity and creativity. It
stresses inquiry and self-discovery, the development and strengthening of
individual talents, and the appreciation of democratic structures. It fosters open-mindedness, respect and
sensitivity toward the feelings of others, and the development of a sense of
fairness and integrity.
The Franconian International School:
Educates
students from all over the world regardless of race, sex, religion,
nationality, or ethnic background, and helps them to reach their fullest
potential intellectually, socially, and physically.
Provides highly qualified,
motivated, caring teachers who support the school's philosophy and objectives.
Offers a
structured program based on a curriculum which ensures that the students
acquire the skills and techniques necessary to cope with the challenges of the
future.
Provides appropriate resources in a
safe, challenging, adaptable and supportive environment in which the student is
an active participant.
Builds a team atmosphere, in which
students, teachers, parents and administrators are partners in the learning and
growing process.
Promotes a positive and reciprocal
relationship with the host nation at the local, regional and national levels,
which takes advantage of the educational opportunities of living in Germany and
Europe.
Continues to grow with its students
by adding a grade level each year, and will ultimately (2009) offer the
opportunity for graduation with the International Baccalaureate diploma.
It is the aim of the Franconian
International School mathematics program to foster:
·
a positive attitude toward Mathematics
·
the ability to solve problems using various strategies
·
the ability to communicate mathematical ideas
·
the ability to reason mathematically
·
an understanding of skills and concepts appropriate for each
grade level
Education in the Arts is an essential element to a students’
intellectual, social, physical and emotional growth. The purpose of the Arts curriculum is to give
(all) students the opportunity to discover and develop their abilities in
different artistic forms and media, as well as to learn an appreciation of a
variety of artistic styles. Art and Design stimulates creativity and
imagination. It provides visual, tactile and sensory experience and a unique
way of understanding and responding to the world. Wherever appropriate, the study of Visual Art
will be linked to the study of other subjects in a cross curricular
manner. Through art and design
activities, students learn to make informed value judgements and aesthetic,
practical decisions, therefore becoming actively involved in shaping
environments. A solid understanding, appreciation and enjoyment of the Visual
Arts has the ability to enrich a students’ future growth, both personally and
within the community.
It is the aim of the Franconian International School to:
·
Introduce
students to a variety of artistic and creative styles;
·
Develop art
skills within children using a variety of art tools, materials and techniques
according to their grade and age;
·
Introduce
students to different elements of Art and Design, therefore beginning a path to
the description of how elements are used by different artists;
·
Help students
express themselves in a verbal and non-verbal manner when discussing a given
piece of artwork, including their own;
·
Help students
in their ability to identify and solve problems in visual and tactile forms;
·
Support a
students confidence, enthusiasm and their sense of achievement through the
practice of Art and Design;
·
Encourage
students ability to record from observation and personal experience;
·
Introduce a
knowledge of a working vocabulary relevant to the subject;
·
Develop an
interest in critical awareness of different environments and cultures, both
within the school area and outside.
In Kindergarten, students the average student should be able to:
·
Express ideas
and feelings through a variety of media
·
Experiment with
techniques and materials;
·
Demonstrate
basic knowledge and skills gained through exposure to the arts and activities
in the arts;
·
Co-operate and
collaborate with others on artistic projects;
·
Communicate
their responses to music, art, drama and dance;
·
Demonstrate
their awareness of new abilities they develop through Arts activities, and
express pride in their own work;
·
Demonstrate
their awareness of some simple art forms from various other cultures;
·
Identify and
describe some basic elements of art forms.
K1.1 Use
pictures, sculptures and collages to represent ideas (e.g., K1.2 select pictures of happy faces for a
collage);
K1.3 Create
texture through the mixing of paint;
K1.4 Show
skills in cutting, pasting and painting;
K1.5 Use
a variety of tools and materials in creating art works (e.g., musical
instruments);
K1.6 Use
familiar materials in new ways;
K1.7 Solve
problems through creativity;
K1.8 Share
materials in visual arts activities,
K2.1 Identify
feelings evoked by art forms (e.g., happiness/sadness while looking at a
picture);
K2.2 Select
pieces for their own art for portfolio collections.
K3.1 Identify
elements of visual images such as colours and variations in shape and size;
K3.2 Describe
some aspects of visual art forms from a variety of cultures (e.g. European
paintings or African masks);
K3.3 Use
some simple terms correctly (e.g., types of art materials).
Grade 1
In Grade 1, the average student should be able to:
·
Produce two
dimensional and three dimensional works of art that communicate ideas;
·
Use elements of
design when producing and responding to their own knowledge and understanding;
·
Describe how
ideas in various pieces of art relate to their own knowledge and understanding;
·
Correctly use
learned vocabulary when discussing Art;
1.1 Name
all primary and secondary colours (red, yellow, blue, green, purple &
orange);
1.2 Understand
the value of a colour (lighter and darker tones of a colour);
1.3 Draw
different kinds of lines (e.g., jagged, broken, straight, curved);
1.4 Draw
a horizon line;
1.5 Use
a variety of art tools, materials and techniques, and be able to demonstrate
understanding of their proper and safe use (brushes, sponges, fingers,
clay…etc);
1.6 Create
a variety of textures using commonly known objects.
2.1 Make
artistic choices in their work, using at least one element of design (e.g., use
found materials to create specific textures);
2.2 Produce
simple two dimensional and three dimensional works of art that communicate
thoughts and feelings (e.g., works involving media and techniques used in
drawing, painting and sculpture);
2.3 Identify,
in a plan, the subject matter, tools and materials they will use to produce a
piece of art;
2.4 Assess
and critique their own work.
3.1 Describe
subject matter in both their own and others’ work;
3.2 Apply
appropriate vocabulary when discussing how artists use elements of design to
communicate information and create mood.
Grade 2
1.1 Describe
how the secondary colours can be created by mixing the primary colours (purple,
orange, green; e.g., blue and yellow make green);
1.2 Identify
types of lines in art works and in the environment (e.g., horizontal, vertical,
diagonal);
1.3 Identify
characteristics of symmetrical shapes and forms (e.g., show that all sides of a
cube are the same in length);
describe different ways in which a variety of art
materials, tools and techniques can be used and demonstrated in so far as their
understanding of safety and proper use.
2.1 Produce
basic two dimensional and three dimensional works of art that communicate their
own thoughts and feelings on familiar topics (e.g., a variety of techniques
used in drawing, painting, sculpting or printmaking);
2.2 Identify,
in a plan, their specific choices of subject matter and tools, materials, and
techniques (e.g., a plan to make a picture of their family in which they will
use paint and fabric);
2.3 Identify
strengths and areas for improvement in their own and others’ art work, and
explain their choices.
3.1 Describe
the subject matter of a variety of art works from various cultures and periods
and in various styles (e.g., The Sleeping
Gypsy by Henri Rousseau, which depicts animals);
3.2 Describe
the relationship between an artwork and their own experiences.
Grade 3
1.1 Recognise
and name the warm and cool colours, therefore being able to describe their
emotional impact in a piece of art (e.g., a warm colour scheme may make people
feel warmer);
1.2 Identify
characteristics of a variety of lines (e.g., thick, thin, broken, dotted);
1.3 Label
the foreground, middle ground and background, thus identifying objects in each
of these areas of a work;
1.4 Identify
symmetrical and asymmetrical shapes in both the human-made environment and the
natural world;
1.5 Describe
textures that are real in art works (e.g., the smooth surface of a piece of
pottery, or the rough texture of bark in a two dimensional painting);
1.6 Identify
elements of design in a variety of natural and human-made objects (e.g., the
form of a tree is asymmetrical and its leaves and flowers may be symmetrical);
1.7 Use
art tools, materials and techniques correctly to create different effects
(e.g., paint with a sponge to create an open, airy feeling in a work; apply
paint thickly to suggest heaviness).
2. Creative
Work
2.1 Solve
artistic problems in their art works, using at least three of the elements of
design specified for this grade (e.g., describe why they placed objects in the
foreground, middle ground or background);
2.2 Produce
two dimensional and three dimensional works of art (i.e., works involving media
and techniques used in drawing, painting, sculpting, printing) that communicate
their thoughts and feelings about specific topics or themes (e.g., produce a
mural in a group interpreting a legend through colour, shape and line);
2.3 Identify
and explain the specific choices they made in planning, producing and
displaying their own art work (e.g., the choices of subject matter, colours,
location for display);
2.4 Identify
strengths and areas for improvement in their own and others’ art work (e.g.,
the need to have better control in using paints).
3.1 Identify
the similarities and differences in content between two or more works on a
related theme (e.g., describe the artists’ choices of subject matter in
landscapes, Lake George in the Woods by Georgia O’Keeffe);
3.2 Explain
how the artist has used the elements of design to communicate feelings and
convey ideas;
3.3 State
their preference for a specific work and defend their choice with reference to
both their own interests and experience and to the artist’s use of one or more
of the elements of design.
Grade 4
1.1 Identify
monochromatic colour schemes (i.e., tints and shades of one colour)
1.2 Identify
the emotional quality of lines (e.g., smooth, flowing, horizontal lines
creating a feeling of peace and harmony; sharp, jagged, vertical lines create a
feeling of energy and unease);
1.3 Demonstrate
awareness that the overlapping of shapes is one way of creating the illusion of
depth;
1.4 Discriminate
between relief and free-standing sculpture;
1.5 Describe
ways in which artists use a variety of tools, materials and techniques to
create texture (e.g., painting with a palette knife);
1.6 Describe
their own knowledge of the strengths and limitations of a variety of familiar
art tools, materials and techniques, which they gained through experiences in
drawing, painting, sculpture and printmaking (e.g., found materials can provide
a rich assortment of textures for mask making, but may be difficult to fasten
to the surface of the mask);
1.7 Demonstrate
an understanding of the proper and controlled use of art tools, materials and
techniques singly and in combination (e.g., outline shapes, create shading, or
colour a surface using both the point and the side of coloured pencils).
2.1 Solve
artistic problems in their art work using the elements of design specified for
this grade (e.g., create a self-portrait and defend their colour choices);
2.2 Produce
two dimensional and three dimensional works of art (i.e., works involving media
and techniques used in drawing, painting sculpture and printmaking) that
communicate thoughts, feelings and ideas for specific purposes and to a
specific audiences (e.g., create a poster for school display);
2.3 Plan
a work of art, identifying the artistic problems and a proposed solution;
2.4 Identify
strengths and areas for improvement in their own work and that of others.
3.1 Describe
how a variety of artists working in different styles and mediums and in
different historical periods have used the elements of design and/or tools,
materials and techniques of their art (e.g., describe buildings made in
different historical periods);
3.2 Explain
how the elements of design are organized in a work of art to communicate
feelings and convey ideas;
3.3 State
personal preferences with regard to specific works chosen from among several on
a similar theme, and defend their choice with reference to their own interests
and experience and to the artist’s use of the various elements of design (e.g.,
the artist’s repeated use of lines, colours and shapes create patterns that
convey a sense of harmony and formality).
Grade 5
The special situation of an
international school provides the chance to integrate ethical, ethnical and
national backgrounds of their students into the program ( e.g. compare pottery
work from different cultures and countries).
The school provides a growing number of
art books and equipment for a variety of techniques such as:
·
weaving
·
printing
·
drawing
·
painting
·
calligraphy
·
woodwork (partial)
·
textile work
·
tile mosaic
·
felting
·
pottery ( a school
kiln was purchased in 2002 )
The art teacher keeps parents informed
about students` progress and development or possible problems.
The art teacher attends development
programs and workshops in different artistic areas on a regular base.
The art teacher organizes trips to
museums and special art events like visits at an artist workshop or galleries.
1. Knowledge of
Elements
1.1 Identify
the three pairs of complementary colours (red and green, purple and yellow,
blue and orange);
1.2 Describe
how line may be used to define shapes and forms and to create movement and
depth;
1.3 Identify
how the shading of shapes can be used to create the illusion of depth (e.g.,
create a spherical form by shading one side of a circle);
1.4 Identify
negative and positive shapes in works of art and the environment (e.g., shapes
created by both the branches of a tree and the spaces between the branches);
1.5 Recognize
and describe the relationship between a work of art and its surroundings (e.g.,
the size and type of sculpture that is displayed in the foyer of a building
should be appropriate for the building);
1.6 Identify
tools and techniques used by artists to create the illusion of texture (e.g., a
pencil for cross-hatching, a paint brush for producing thick layers of paint);
1.7 Describe
the strengths and limitations of various art tools, materials, and techniques
(e.g., identify drawing tools, such as charcoal, pencil crayons, and pastels,
and describe their effectiveness on specific surfaces);
1.8 Select
the most appropriate tools, materials, and techniques for a particular purpose,
and use them correctly.
2. Creative
Work
2.1 Organize
their art works to create a specific effect, using the elements of design
(e.g., create a still life depicting their favourite foods, and explain how
they used colour, texture, and shape to appeal to the viewer’s senses);
2.2 Produce
2D and 3D works of art (i.e., works involving media and techniques used in
drawing, painting, sculpting, printmaking) that communicate a range of
thoughts, feelings, and ideas for specific purposes and to specific audiences
(e.g., using electronic media, design an eye-catching title page for their
science notebook that clearly communicates the topic for a specific unit of
study);
2.3 Identify,
in their plan for a work of art, the artistic problem and a number of possible
solutions (e.g., identify different types of subject matter that they could use
to express their concern for the environment);
2.4 Identify
strengths and areas for improvement in their own work and that of others.
3. Critical
Thinking
3.1 Comparing
works on a similar theme (e.g., seasons) from various periods and cultures, and
describe the impact of time and location on style .
3.2 Describe
the connection between an element of design and a specific artistic purpose,
using appropriate vocabulary (e.g., the artist has used soft colours and
circular shapes to emphasize the loving relationship between the mother and
child);
3.3 Defend
their preference for specific art works with reference to at least three
elements of design (e.g., the artist’s use of curved lines to show movement,
shading to create the illusion of texture, and colour to define form
communicates a feeling of excitement).
Grade 6
1. Knowledge of
Elements
1.1 Identify
colour relationships, using a basic colour wheel that they have made .
1.2 Describe
how line can be used to direct the viewer’s attention.
1.3 Describe
how one-point perspective can be used to create the illusion of depth.
1.4 Demonstrate
understanding that shadows and shading create the illusion of a third
dimension.
1.5 Describe
how artists may use texture to represent or to evoke an emotional response.
1.6 Describe
how the strengths and limitations of both traditional and contemporary art
tools, materials, and techniques affect artistic choices.
1.7 Identify
the most appropriate tools, materials, and techniques for the size and scope of
the work and use them correctly.
2. Creative
Work
2.1 Solve
artistic problems in their work, using the elements of design and at least one
of the principles of design (e.g., create a work depicting a local historical
event, using line and colour as means of emphasis to highlight the most
important aspect of the picture);
2.2 Produce
two- and three-dimensional works of art (i.e., works involving media and
techniques used in drawing, painting, sculpting, printmaking) that communicate
a range of thoughts, feelings, and ideas for specific purposes and to specific
audiences (e.g., create a sculpture out of clay that shows a figure engaged in
a typical activity: sports, cooking, working…etc);
2.3 Describe,
in their plan for a work of art, how they will research their subject matter
(e.g., by examining photographs and art works on the same theme), select their
media, and use the elements and principles of design in solving the artistic
problems in the work;
2.4 Identify
strengths and areas for improvement in their own work and that of others.
3. Critical
Thinking
3.1 Compare
works from various periods and cultures, and describe how the artists have used
the elements and principles of design (e.g., compare ceremonial headdresses and
masks by traditional artists from various cultures, focusing on their use of
balance);
3.2 Demonstrate
awareness that an artist intentionally uses some of the elements and principles
of design to convey meaning, and explain how the artist accomplishes his or her
intentions (e.g., explain that, in a seascape, the artist emphasizes the size
and power of an iceberg by placing it in the foreground and using bold,
diagonal lines to define it);
3.3 Explain
his/her preference for specific art works, with reference to the artist’s
intentional use of the elements and principles of design to communicate an idea
or feeling (e.g., the brush strokes, the rhythmic, swirling lines, and the
strong, bright colours in the stars in The
Starry Night by van Gogh create a feeling of movement and excitement);
3.4 Identify
the function of visual arts in their community and the contribution that the
visual arts make to the economy.
Grade 7
1. Knowledge of
Elements
1.1 Describe
how the repetition of elements is used to create rhythm (e.g., the use of red
both in the flowers and in the tablecloth causes the eye to move from one
location in the picture to the other);
1.2 Identify
the area of emphasis (or focal point) in a work of art;
1.3 Describe
how two-point perspective is used to create the illusion of depth (e.g., in a
drawing of a building that appears to have three dimensions);
1.4 Distinguish
between formal (symmetrical) and informal (asymmetrical) balance in
compositions;
1.5 Explain
how the intent, character, and size of a work determine which tools, materials,
and techniques the artist will use (e.g., fine detail may best be produced with
pen and ink);
1.6 Use
the appropriate tools, materials, and techniques correctly, selecting those that will create the desired effect
(e.g., use splatter painting or dry brush technique to represent the rhythms,
melody, and dynamics in a piece of music).
2. Creative
Work
2.1 Organize
their art works to communicate ideas, using at least one of the principles of
design (e.g., use informal balance in an art work to aid in the depiction of
two sides of an issue);
2.2 Produce
two- and three-dimensional works of art (i.e., works involving media and
techniques used in drawing, painting, sculpting, printmaking) that communicate
a range of thoughts, feelings, and experiences for specific purposes and to
specific audiences (e.g., create a mask from “found” materials to celebrate the
coming of spring);
2.3 Describe,
in their plan for a work of art, how they will research their subject matter,
select the appropriate form and media, and use the elements and principles of
design to solve the artistic problems in the work (e.g., before making a
sculpture of an animal, they might examine the work of Albrecht Dürer and Henry
Moore, make sketches of the animal in different poses, and experiment with a
variety of tools on clay samples to create the desired textures);
2.4 Identify
strengths and areas for improvement in their own work and that of others (e.g.,
by analysing the decisions they made, the methods they used, and the ways in
which they dealt with unexpected problems).
3. Critical
Thinking
3.1 Describe
how artists representing a variety of historical periods, styles, and cultures
have used the elements and principles of design to create a specific effect.
3.2 Explain
how the principles of design are used to organize a work, communicate feelings,
and convey ideas, using appropriate vocabulary and terminology.
3.3 Explain
their preference for specific art works, with reference to the artist’s
intentional use of the elements and principles of design (e.g., the smooth
texture and balanced forms of Inuit soapstone carvings effectively communicate
the artists’ harmonious relationship with the natural world);
3.4 Identify
ways in which the visual arts affect various aspects of society and the
economy.
Grade 8
1. Knowledge of
Elements
1.1 Describe
how the repetition of elements of design creates rhythm, which unifies the
composition (e.g., Diego Rivera murals);
1.2 Describe
how the elements of design are used to create the area of emphasis (focal
point) in a work of art (e.g., contrasts in colour, line, shape, or texture can
serve to emphasize specific aspects of the work);
1.3 Describe
how the elements of design are used to create formal (symmetrical) and informal
(asymmetrical) balance in compositions;
1.4 Explain
how the size, scope, and intent of a work determine which tools, materials, and
techniques the artist will use (e.g., liquid tempera, large brushes, and mural
paper for making a mural);
1.5 Use
tools, materials, and techniques correctly, selecting those that are
appropriate for the size, scope, and intent of the work.
2. Creative
Work
2.1 Organize
their art works to create a specific effect, using at least two of the
principles of design specified for this grade (e.g., create a work of art using
rhythm and emphasis to communicate a particular mood);
2.2 Produce
two- and three-dimensional works of art (i.e., works involving media and
techniques used in drawing, painting, sculpting, printmaking) that communicate
a range of thoughts, feelings, and experiences for specific purposes and to
specific audiences (e.g., create an illustration for a children’s book, using
pen and ink and watercolour washes);
2.3 Describe, in their plan for a work