Express

It!

1st Grade Visual Art Curriculum

By Abby Miller

Example of student self portrait

Express It! 1

Table of Contents:

• Curriculum Vision Statement Pg. 3

• Art Curriculum Goals Pg. 4

• Enduring Understandings and Essential Questions Pg. 5

• Curriculum Map Pg. 6

• Unit 1: Pg. 7

• Unit 2: Pg. 13

• Unit 3: Pg. 19

• Differentiation Plan Pg. 25

• Standards Scope and Sequence Chart Pg. 27

• Program Assessment Pg. 28

• Appendix Pg. 29
o Glossary of Art Terms
o Massachusetts Visual Art Frameworks
o Bibliography

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Curriculum Vision Statement

Art is a way to express oneself visually; it allows artists to communicate their
emotions and tell their stories. We are all born with the ability to express ourselves
creatively. This natural inclination needs to be fostered and encouraged in order for
it to grow and lead to fully developed artists.
The art room should be a place that inspires students to experiment and take
risks. Students need to be able to have a feeling of ownership, both over their art
and the art room, in order to make the best work they can. Art teachers are
responsible for furthering and deepening the atmosphere in the art room. They
need to make sure their students feel comfortable and safe. They also need to make
sure their students have the tools, both physically and intellectually, that they need
to succeed.
An art teacher should act as a guide and facilitator; someone that can share
their knowledge in a way that encourages experimentation as apposed to
reproduction. Art teachers are responsible for making sure their students are
successful, in the art room, in their art making, and in other aspects of their lives. A
key factor in success is encouragement, encouraging students to create, to
experiment, to take risks, to make mistakes, and to play.
An art curriculum illustrates what is important for students to learn. But
more than that it shapes the way that students learn. It creates the scaffolding to set
students up to get the most they can out of their education. An art curriculum is the
glue that connects the art room, the art teacher, and the student in order for long
lasting education and growth to be achieved.

Romare Bearden, Berkeley- The City and Its People
https://www.cityofberkeley.info/City_Manager/Civic_Arts/Romare_Bearden.aspx

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Curriculum Goals:

• To promote a safe and encouraging learning environment.

• To encourage creativity, experimentation, and freedom in art making.

• To expand knowledge of types of art, ways of art making, and artists.

• To give students the tools they need to be able to make and speak about their
art.

Egon Schiele Self Portrait
https://www.neuegalerie.org/egon-schiele-portraits

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Curriculum Enduring Understandings:

•Artists express their feelings through their art.
•Artists use their art to express and share their views and opinions.

Curriculum Essential Questions:

•How do artists express themselves and their feelings?
•What can you learn about an artist through their art?

Jacob Lawrence, In the North the Negro had better educational facilities
https://www.moma.org/collection/works/78548

Express It! 5


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 UNIT 1: Who Are They?
How Artists Express Themselves

Hilma af Klint, Group IV, The Ten Largest, No. 2, Childhood Marlene Dumas, Jule-die Vrou
https://www.guggenheim.org/blogs/ https://www.saatchigallery.com
checklist/who-was-hilma-af-klint-at-the-guggenheim /artists/marlene_dumas.htm
-paintings-by-an-artist-ahead-of-her-time

Lesson 1: What They Look Like

How Artists Express Their Physical Selves

Lesson 2: What They Feel
How Artists Express Their Feelings

Lesson 3: What They See
How Artists Express Their Experiences

Express It! 7


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 STAGE I – DESIRED RESULTS

• UNIT TRANSFER GOAL –
Students will be able to independently use their learning to:
•Identify how feelings can be expressed in many ways.
•Identify personal issues that are facing people in the world.

• ENDURING UNDERSTANDINGS -
Students will understand that:
•Artists express their feelings in their work.
•Artists express their experiences in their work.

• ESSENTIAL QUESTIONS –
•How do artists express how they feel in their work?
•Why do artists use their art to express themselves?

• STANDARDS ADDRESSED –
1. Methods, Materials, and Techniques. Students will demonstrate knowledge
of the methods, materials, and techniques unique to the visual arts.
3. Observation, Abstraction, Invention, and Expression. Students will
demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.
6. Purposes of the Arts. Students will describe the purposes for which works
of dance, music, theatre, visual arts, and architecture were and are created,
and, when appropriate, interpret their meanings.
9. Inventions, Technologies and the Arts. Students will describe and analyze
how performing and visual artists use and have used materials, inventions,
and technologies in their work.

• ACQUISITION/ UNIT OBJECTIVES –
STUDENTS WILL KNOW….
•Students will know that artists express themselves in many ways
through their art.

STUDENTS WILL BE SKILLED AT…
•Students will be skilled at expressing areas of their lives in their art.

STAGE 2 – ASSESSMENT EVIDENCE

• EVIDENCE –
Lesson 1:
For this lesson the final product will be a self-portrait. Evidence will
include the portrait and how students add color to their portraits.

Express It! 9

Lesson 2:
The final product in this lesson is an abstract piece of art that
expresses the student’s feelings. Other evidence will include a
worksheet discussing feelings and how to express them. Also a
reflection sheet.

Lesson 3:
The final product will be a piece of art that expresses an experience in
the student’s life. In addition students will complete a worksheet and
a draft sketch.

• CONTINUUM OF ASSESSMENTS –

Students will go on a gallery walk to look at their classmates artwork. Next to
the artwork there will be a piece of paper for students to write what emotion
they see in their classmates work. After the peer evaluation students will
reflect on if the emotion they were trying to express was understood by their
classmates. They will write one or two sentences saying if it was or wasn’t
understood and what they could do differently or what was successful.

STAGE 3 – LEARNING PLAN

• SCOPE AND SEQUENCE OF LESSONS -

• Lesson 1: What They Look Like: How Artists Express Their
Physical Selves
In this lesson students will look at portraits from different
artists, seeing how a self portrait can look many different ways. They
will create a self portrait drawing from observation, using a mirror.
Students can add color using their choice of drawing material.

• Art Materials:
Mirrors, paper, pencils, colored pencils, crayons, markers, oil
pastel, water color, erasers

• Resources and Images:
• https://www.saatchigallery.com/artists/marlene_dumas.htm

• Lesson 2: What They Feel: How Artists Express Their Feelings

In this lesson students will look at abstract art and discuss
what feelings they identify in the work. Students will then create an

Express It! 10
 abstract piece of art that expresses their feelings. Students will have a
choice of materials and can work either 2D or 3D.

• Art Materials
Paper, colored paper, magazines, paint, pencils, colored
pencils, oil pastels, markers, crayons, cardboard, glue, scissors,
erasers, water colors

• Resources and Images
• https://www.guggenheim.org/blogs/checklist/who-was-
hilma-af-klint-at-the-guggenheim-paintings-by-an-artist-
ahead-of-her-time

• Lesson 3: What They See: How Artists Express Their Experiences
In this lesson students will learn about how artists express
what they observe and experience in their work. We will look at
contemporary artworks that have a message that is being shared.
Students will make a piece of art using different fiber techniques to
express something important that is happening in their lives.

• Art Materials
Yarn, felt, fabric, paper, scissors, glue, paper, pencils, beads

• Resources and Images
• https://www.kexp.org/read/2019/3/6/sound-vision-jeffrey-
gibson-hammer-hits-chord-its-native-american-influence/

Jeffery Gibson, American History
https://www.kexp.org/read/2019/3/6/sound-vision-jeffrey-gibson-hammer-hits-chord-its-native-
american-influence

Assessment for Lesson 2:

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Peer Evaluation:

Self Reflection:

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 UNIT 2: Who Am I?
How We Express Ourselves

Frida Kahlo, Self-Portrait on the Border Line Between Mexico and the United States
https://www.smithsonianmag.com/travel/frida-kahlo-mexico-city-180959634/

Lesson 1: What I Show
How we Express Ourselves to the World

Lesson 2: What I Hide
What Expresses our Inner Selves

Lesson 3: What You Can Learn
How we Express a Combination of our Inner and Outer
Selves to Those Close to Us

Express It! 13


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 STAGE I – DESIRED RESULTS

• UNIT TRANSFER GOAL –
Students will be able to independently use their learning to:
•Understand that there is more to a person than what they initially see.
•Get to know people on a deeper level.

• ENDURING UNDERSTANDINGS -
Students will understand that:
•We don’t share all aspects of ourselves with everyone.
•There are many elements that make each of us unique.

• ESSENTIAL QUESTIONS –
•What parts of us do we choose to share with the world?
•What elements of our personalities make us who we are?

• STANDARDS ADDRESSED –
2. Elements and Principles of Design. Students will demonstrate knowledge
of the elements and principles of design.
4. Drafting, Revising, and Exhibiting. Students will demonstrate knowledge of
the processes of creating and exhibiting their own artwork: drafts, critique,
self-assessment, refinement, and exhibit preparation.
5. Critical Response. Students will describe and analyze their own work and
the work of others using appropriate visual arts vocabulary. When
appropriate, students will connect their analysis to interpretation and
evaluation.
10. Interdisciplinary Connections. Students will apply their knowledge of the
arts to the study of English language arts, foreign languages, health, history
and social science, mathematics, and science and technology/engineering.

• ACQUISITION/ UNIT OBJECTIVES –
STUDENTS WILL KNOW….
•Students will know that they can share parts of themselves through
their art that they wouldn’t share otherwise.

STUDENTS WILL BE SKILLED AT…
•Students will be skilled at identifying important parts of their
identities.

STAGE 2 – ASSESSMENT EVIDENCE

• EVIDENCE -

Express It! 15
 Lesson 1:
Students will fill out worksheets about their classmates. The final
product will be a clay sculpture.

Lesson 2:
The final product will be a collage that expresses each student’s
interests. They will also fill out a worksheet about what their
classmates didn’t know about them that they think is important.

Lesson 3:
The final product in this lesson will be a diptych made out of drawing
or painting materials. Other evidence will include an artist statement.

• CONTINUUM OF ASSESSMENTS –
Students will write an artist statement that talks about who they are
and how their art reflects that. These artist statements will be two to three
sentences about what parts of themselves others see and what parts they
hide and how they go together to make them unique.

STAGE 3 – LEARNING PLAN

• SCOPE AND SEQUENCE OF LESSONS –

• Lesson 1: What I Show: How we Express Ourselves to the World
In this lesson students will create a piece of art that shows how
they express themselves to the world. Students will figure out how
their classmates would describe them and what their classmates think
their interests are. Students will then use clay to create a sculpture
that shows their interests and important elements of their
personalities.

• Art Materials
Paper, pencils, clay, glaze, kiln, clay tools, clay boards

• Resources and Images
• https://www.smithsonianmag.com/travel/frida-kahlo-
mexico-city-180959634/


• Lesson 2: What I Hide: What Expresses our Inner Selves
Students will reflect on what their classmates identified as
elements of them and think about what they feel is missing. They will
figure out which elements of themselves they don’t share with the

Express It! 16
 world that are important. Students will use collage materials to make
a piece of art that expresses what makes up their inner selves.

• Art Materials
Paper, pencils, magazines, colored paper, crayons, colored
pencils, markers, oil pastel, scissors, glue

• Resources and Images
• https://collections.artsmia.org/art/111576/soundsuit-nick-
cave

• Lesson 3: What You Can Learn: How we Express a Combination of
our Inner and Outer Selves to Those Close to Us
In this lesson students will connect their ideas in the previous
pieces they made and create a new piece that is a combination of their
inner and outer selves. Students will use drawing and painting
materials to create their interpretation of a diptych that expresses
how they see themselves and how others see them.

• Art Materials
Paper, pencils, paint, colored pencils, crayons, markers, oil
pastels, water color, scissors, glue

• Resources and Images
• https://www.theguardian.com/artanddesign/2017/sep/08/ra
ce-power-money-the-art-of-jean-michel-basquiat

Jean-Michel Basquiat, Portrait of Glenn Nick Cave, Soundsuit
https://www.theguardian.com/artanddesign https://collections.artsmia.org/art
/2017/sep/08/race-power-money-the-art-of-jean- /111576/soundsuit-nick-cave
michel-basquiat

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Assessment for Lesson 3:

Artist Statement:

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 UNIT 3: Where Are We?
How Place is Expressed in Art

David Fichter, The Potluck

http://www.davidfichter.com/muralPortfolio/#The%20Potluck

Lesson 1: What Others Show
How Artists Express Place

Lesson 2: What Is A Part Of Me
How Site Specific Installation Expresses Place

Lesson 3: What I Am
How Art Expresses What Place Means

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 STAGE I – DESIRED RESULTS

• UNIT TRANSFER GOAL –
Students will be able to independently use their learning to:
•Recognize how where they live impacts their lives.
•Find meaning in where they live.

• ENDURING UNDERSTANDINGS -
Students will understand that:
•Art can be an integral part of a place.
•Artists express how meaningful place is through their art

• ESSENTIAL QUESTIONS –
•Why does place impact our lives?
•How can art add to and enrich the places we live?

• STANDARDS ADDRESSED –
1. Methods, Materials, and Techniques. Students will demonstrate knowledge
of the methods, materials, and techniques unique to the visual arts.
3. Observation, Abstraction, Invention, and Expression. Students will
demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.
7. Roles of Artists in Communities. Students will describe the roles of artists,
patrons, cultural organizations, and arts institutions in societies of the past
and present.
8. Concepts of Style, Stylistic Influence, and Stylistic Change. Students will
demonstrate their understanding of styles, stylistic influence, and stylistic
change by identifying when and where art works were created, and by
analyzing characteristic features of art works from various historical periods,
cultures, and genres.

• ACQUISITION/ UNIT OBJECTIVES –

STUDENTS WILL KNOW….
•Students will know how place impacts artists lives.

STUDENTS WILL BE SKILLED AT…
•Students will be skilled at identifying important elements of a place.

STAGE 2 – ASSESSMENT EVIDENCE

• EVIDENCE -
Lesson 1:

Express It! 21
 The final product will be a poster about an important place.
Other evidence will include a worksheet for identifying that place and
important elements of it.

Lesson 2:
In this lesson the final product will be a 3D model of an art
installation. Students will also do a sketch before they create their
model.

Lesson 3:
Students will create sketches of their favorite places in their
school. The final product will be a whole class mural.

• CONTINUUM OF ASSESSMENTS –

The teacher will fill out a rubric for the group project assessing how students
worked in a group with their classmates. The rubric will include the
categories of Effort, Attitude, Respect, Growth, and Willingness.

STAGE 3 – LEARNING PLAN

• SCOPE AND SEQUENCE OF LESSONS -
• Lesson 1: What Others Show: How Artists Express Place
In this lesson students will learn about how artists express
place in their artwork. Students will identify important places in their
lives and create posters celebrating why they are important and how
they have impacted their lives.

• Art Materials
Paper, pencils, colored pencils, crayons, markers, oil pastels,
water colors, paint, colored paper, magazines, glue, scissors

• Resources and Images
• https://www.cityofberkeley.info/City_Manager/Civic_Arts/Ro
mare_Bearden.aspx

• Lesson 2: What Is A Part Of Me: How Site Specific Installation
Expresses Place
In this lesson students will learn about installation art and how
installations can be an identifying element in a place. Students will
create a 3D model of an art installation in a place that has meaning to
them. Students will be able to create any kind of installation that they
choose with a number of material choices.

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 • Art Materials
Cardboard boxes, paper, paint, markers, pencils, sharpies, yarn,
scissors, glue, fabric

• Resources and Images
• https://www.thisiscolossal.com/2015/07/net-sculpture-
janet-echelman/

• Lesson 3: What I Am: How Art Expresses What Place Means
In this lesson students will learn about murals that are in the
areas around their school and how those murals celebrate where they
are. They will create a mural for their school that celebrates what it
means to them. This project will be a collaboration between the class
resulting in one mural that can be hung in the school or art room.

• Art Materials
Paper, pencils, paint, colored pencils, paint brushes, markers,
glue, colored paper, scissors

• Resources and Images
• http://www.davidfichter.com/muralPortfolio/#The%20Potlu
ck

Janet Echelman, As If It Were Already Here
https://www.thisiscolossal.com/2015/07/net-sculpture-janet-echelman/

Express It! 23
Assessment for Lesson 3:

Teacher Rubric:

Criteria 4 3 2 1
Students put a Students Students were Students
lot of effort worked well as
focused on struggled with
into their work a team and their work but their work and
Effort
and working were engaged struggled to working in a
as a team. in their work.
work in a group.
group.
Students had a Students had a Students had a Students
positive positive positive struggled to
attitude attitude for attitude for have a positive
Attitude
throughout the most of the some of the attitude
whole project. project. project. throughout the
project.
Students were Students were Students had Students
respectful to mostly moments struggled to be
the classroom, respectful where they respectful
Respect
classmates, throughout the struggled to be throughout the
teacher, and project. respectful. project.
project.
Students Students Students Students
showed Showed showed struggled to
growth with growth in growth in one show growth.
Growth
their thinking,
some areas of area of
art making, thinking, art thinking, art
and ability to
making, and making, or
work together.
working working
together. together.
Students Students were Students Students
showed a lot of willing to try showed some struggled to
Willingness willingness to new things willingness to try new things
try new things and work with try new things and work with
and work with new people. and work with new people.
new people. new people.

Express It! 24
Differentiation Plan:

Art Room Differentiation Plan
Learning Challenge Classroom Strategies
English Language Learners and • Providing written and visual
students with limited English instructions and steps to a project
proficiency • Using closed captions for videos
• Grouping ELL's with more
proficient English learners
• Signs in other languages, allowing
students to speak in the language
they feel most comfortable with
• Writing key points on the board
• Handouts with vocabulary terms
• Having translator apps available
• Using picture books as aids
• Incorporating the students cultures
into lessons and the classroom
Students struggling with motor skills • Providing more materials for
student choice
• Allowing students to design their
own projects
• Group projects
Students struggling with attention • Allowing students to take breaks
disorders (i.e. ADD, ADHD) when needed
• Having multiple materials for
students to chose between
• Having an agenda on the board for
students to check in with
• Having separate areas students can
work at
• Sitting down with a table to keep
students focused

Students struggling with • Verbal as well as written
reading/writing disorders (i.e. dyslexia, instructions
dysgraphia) • Class discussions
• Help with worksheets
• Demos of projects
• Examples of projects
Students with hearing impairment or • Closed captions on videos
auditory processing disorders • Providing written and visual

Express It! 25
 instructions
• Demos that show the steps of a
project
• Worksheets or handouts
• Hand signals to gauge
understanding
Students struggling with behavior or • Allowing students to take breaks
emotional stress when needed
• Having a clear understanding of
expected behavior
• Having a classroom routine
• Sitting down with a table
• Regular updates on remaining time
• Stressing the importance of
experimenting and making
mistakes

Students on the Autism spectrum • Having a classroom routine
• Regular updates on remaining time
• Allowing students to take breaks
• Having a choice in work area
• Choice in materials
• Projects based on student interest
• Open ended projects that allow for
student choice

Students with severe learning • Choice in materials
impairment and have an aide or • Student designed projects
paraprofessional with them in the art • Working with student and aide to
room design a project that works for the
specific student's needs
• Allowing time for breaks
• Working where the student feels
most comfortable
• Letting the aide work on a project
while the student works



I believe that these classroom strategies can benefit many students, not just those
with learning challenges, and for that reason many of these strategies are built into
my classroom and my lesson plans.

Express It! 26
Scope and Sequence Chart:

Unit 1 Unit 2 Unit 3

Who Are They? Who Am I? Where Are We?

Massachusetts
Frameworks Lesson 1: What They Look Like

Lesson 2: What Is A Part Of Me

Lesson 3: What You Can Learn

Lesson 1: What Others Show

Lesson 2: What They Feel

Lesson 3: What They See

Lesson 1: What I Show

Lesson 2: What I Hide

Lesson 3: What I Am

Standard 1 X X X X X X
Standard 2 X X X
Standard 3 X X X X X X
Standard 4 X X X
Standard 5 X X X
Standard 6. X X X
Standard 7 X X X
Standard 8 X
Standard 9 X
Standard 10 X X

Express It! 27
Art Program Assessment:

! Purpose of Assessment
This assessment plan is in place to gauge student understanding and
learning throughout the year. It will also help students reflect on their art
making and introduce new ways to speak and think about the art they are
creating. Students will be assessed on effort, responsibility, and
respectfulness both in art making and classroom behavior.

! Content and Skills to be Assessed
• Effort- how much effort did they put into the project
• Attitude- what was there attitude for the project throughout
• Respect- of classroom, classmates, teachers, and art work
• Growth- over the course of the project
• Willingness- how willing were they to try new things

! Assessment Tools and Strategies
• Rubrics
• Self Assessments
• Peer Feedback
• Final Products
• Reflection Worksheets
• Written Reflections/ Artist Statements
• Group Discussions
• Drafts

! Grading Plan
There will be a rubric that is used, by the teacher, for grading. The
rubric will be filled out at the end of each project and will consist of scores of
1-4 (4 being the highest) in effort, attitude, respect, growth, and willingness.
Each element of the project will be graded in these categories, for example
the final product, the draft, the written reflection, etc.

! Accommodations for Students on IEP’s
Each of the lessons will have accommodations for students on IEP’s
which will allow the grading to reflect that. Also due to the categories of
grading students are graded based on their individual abilities which will
accommodate for all learners.

! Reporting Out Plan
Grades for each project will get added together for each grading
period and can be transferred into the school wide grading system.
Individual comments will also be given to students and parents.

Express It! 28
Appendix:

Glossary of Art Terms:

Portrait: A drawing or painting of a person.

Self-portrait: A portrait of one’s self.

Observation: Looking at something in life.

Abstract: A nonrealistic representation of something.

Contemporary: Current.

Peer Evaluation: An evaluation, or feedback, from a classmate.

Gallery Walk: A walk around the room to look at classmates art.

Sculpture: A built 3D object.

Collage: A way of art making that uses cut or torn pieces of paper to create a picture.

Diptych: A piece of art that represents two separate ideas.

Artist Statement: Writing by the artist about their work.

Installation: A large-scale piece of art that is put into a space.

Mural: A large painting, usually painted directly on a building or wall.

Express It! 29
Massachusetts Visual Arts Frameworks:
1. Methods, Materials, and Techniques. Students will demonstrate
knowledge of the methods, materials, and techniques unique to the visual
arts.
2. Elements and Principles of Design. Students will demonstrate
knowledge of the elements and principles of design.
3. Observation, Abstraction, Invention, and Expression. Students will
demonstrate their powers of observation, abstraction, invention, and
expression in a variety of media, materials, and techniques.
4. Drafting, Revising, and Exhibiting. Students will demonstrate knowledge
of the processes of creating and exhibiting their own artwork: drafts,
critique, self-assessment, refinement, and exhibit preparation.
5. Critical Response. Students will describe and analyze their own work and
the work of others using appropriate visual arts vocabulary. When
appropriate, students will connect their analysis to interpretation and
evaluation.
6. Purposes of the Arts. Students will describe the purposes for which
works of dance, music, theatre, visual arts, and architecture were and are
created, and, when appropriate, interpret their meanings.
7. Roles of Artists in Communities. Students will describe the roles of
artists, patrons, cultural organizations, and arts institutions in societies of the
past and present.
8. Concepts of Style, Stylistic Influence, and Stylistic Change. Students will
demonstrate their understanding of styles, stylistic influence, and stylistic
change by identifying when and where art works were created, and by
analyzing characteristic features of art works from various historical periods,
cultures, and genres.
9. Inventions, Technologies and the Arts. Students will describe and
analyze how performing and visual artists use and have used materials,
inventions, and technologies in their work.
10. Interdisciplinary Connections. Students will apply their knowledge of
the arts to the study of English language arts, foreign languages, health,
history and social science, mathematics, and science and
technology/engineering.

Express It! 30
Resources:

• http://lllplatform.eu/events/annual-conferences/annual-conference-
2018/annual-conference-2018-gallery-walk/
• http://www.doe.mass.edu/frameworks/arts/1099.pdf
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Davis Publications, Inc. ISBN: 0-87192-692-X
• Vande Zande, R., (2017). Design Education: Creating Thinkers to Improve the
World. Lanham, MD: Roman & Littlefield. ISBN: 9781475820157
• Wiggins, G. & McTighe, J. (2005). Understanding by Design, 2nd ed.
Alexandria, VA: ASCD. ISBN: 1-4166-0225-9
• Wiggins, G. & McTighe, J. (2011). The Understanding by Design Guide to
Creating High-Quality Units. Alexandria, VA: ASCD.
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Visual Arts. Art Education, 67(1), 34-40.
• Berk, S. (2016). Designing for the Future of Education Requires Design
Education. Art Education, 69(6), 16-20.
• Bradshaw, R. (2016) Art Integration Fosters Empathy in the Middle School
Classroom. The Clearing House: A Journal of Educational Strategies, Issues and
Ideas, 89:4-5, 109-117.
• Courey, S.J., Tappe, P., Silker, J., LePage, P. (2012). Improved Lesson Planning
with Universal Design for Learning (UDL). Teacher Education and Special
Education, 36(1), 7-27.
• Dewhurst, M. (2010). An Inevitable Question: Exploring the Defining
Features of Social Justice Art Education. Art Education, 63(5), 6-13.
• Gates, L. (2017). Embracing Subjective Assessment Practices:
Recommendations for Art Educators, Art Education, 70:1, 23-28.
• Gude, O. (2007). Principles of Possibility: Considerations for a 21st Century
Art & Culture Curriculum. Art Education, 60(1), 6-15.
• Hamlin, J. & Fusaro, J. (2018) Contemporary Strategies for Creative and
Critical Teaching in the 21st Century, Art Education, 71(2), 8-15.
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