Curriculum Components of the Born to Draw Program

Each lesson below was written by Elaine Cimino and developed through twenty-years of professional- studio art teaching experience and working as an artist teacher in the public schools.  The art curricula is geared for Language Arts, Math and Science these lessons were designed to meet New Mexico benchmarks and standards for content in English–language arts, Math, Social Studies, Science and visual arts. It also involves the integration of the arts into any curriculum. This framework has been proven through time and research and should be seriously considered by the new art teacher. The Born to Draw Art Program does not have to be taught by an art teacher. It can be taught in a social studies or mathematics classroom.

We know that visually orientated curriculum reaches students and increases test scores. Social studies teachers can use famous works of art. A math teacher can use fractions and geometry to introduce perspective that was used in the Renaissance and can be found in the Born to Draw Drawing Perspective iBook. It also helps to collaborate with other teachers.

The Born to Draw components are: 

• Art Making
• Art History
• Aesthetics
  

Art Making–Students will create art by uses drawing and painting mediums of charcoal, pastels, and watercolor.  The act of making art involves creative and critical thinking processes. Visual learners make up 37% of our population and benefits from a visually based core curriculum. The production of art can guide us through critical thinks and visual problem solving.  Art is all around us in public art sculpture, murals, quilts, sidewalks, buildings, and studios.  Art is a creative self-expression for our core beliefs and values.

 Art History–Art history begs the questions of why it was created? How was it used? What was its purpose? The examination of the contribution artists and art have made to society and culture. Through the study of art history, we begin to understand the mind of great artists and how they responded to events and the culture of their time. We can see how artists were influenced by other art styles and social change. Through art history, we are able to peek into the photo album of time. Art history works hand-in-hand with social studies as it helps us examine historical events through the eyes of an artist.

Aesthetics–All of us react emotionally to works of art. Art can upset us and make us feel good. Our values and idea of beauty influence what we think about art. When we put our feelings about art into words, it becomes art criticism. Aesthetics also helps students see what kind of art and design pleases most people. This is helpful to students when decorating their homes and even dress. Critical thinking skills are also used with aesthetics. Discussions such as “Explain why you feel that way,” or “How did you come to that conclusion?” may arise. Aesthetics sometimes goes hand-in-hand with art criticism.

Assessment– Assessment are necessary for learning. Creating a portfolio is a very effective way to assess the progress of a student through time. When creating a portfolio, a student and teacher should collaborate by setting objectives and criteria. The student and/or teacher select student work over time and save it for viewing in a portfolio. At a designated point, the student reflects on each phase of the collection and criticizes their art. The teacher considers the art and the reflections of the student when coming up with a grade. To make it fair, an art teacher should create rubrics prior to making a judgment. The student should be aware of these rubrics at the beginning of the project.

Personal Context– It regards students as artists and gives students real choices for responding to their own feelings, ideas, and interested through art. Students do a lot of self-discovery and learning from having control over their subject matter, medium and approach. The pitfall is that some students won’t have any ideas or self-motivation. In addition, what does the art teacher do if a student chooses an inappropriate subject?

Pedagogical Context– The art teacher uses a variety of teaching methods to reach students. Direct, indirect, whole group, demonstrations, discussions, small groups, and on-on-one teacher/student contact are just a few methods used. The student is taught and encouraged to become coaches and peer tutors and share information with classmates and adults. They may also ignore art history. The Born to Draw approach is about teaching children and adults to draw and paint with watercolor.

Classroom Context– Students construct knowledge and meaning while creating art. Students are exposed to a variety of art concepts in short whole-group instruction. They are encouraged to try something new every week or continue working on one piece. Materials are organized for easy access. The Born to Draw program is structured so that there can be a ranged of mediums experienced.

Assessment– Rubrics are negotiated between students and teachers for projects throughout the year. Students and teachers review the rubric upon completion of the art project. Students are also taught self-assessment through journals, statements, presentations and critique sessions. Teachers use these assessments to redirect instruction. Assessments should encourage risk-taking and focus. Students are graded on mastery of set standards. More than likely your school requires a letter grade. The teacher must help with time management and help students move forward.

Common Core Standards Alignment for Born to Draw iBooks – Please see the support materials for teachers to use the Born to Draw iBook series in the classroom. The curricula supports Bloom’s Taxonomy. These are free with signup on products page. We do not share any personal or contact information that you submit to us. Any information you receive from use is through Mailchimp and you can opt out at anytime.