Elementary+Art+Curriculum--Proposed

|| Recognize simple concrete visual images. || Recognize and **produce** simple concrete visual images. || Recognize, produce and **describe** simple concrete visual images || Recognize, produce and describe visual images and themes || Produce and describe visual images, themes and ideas || Identify and discuss how and why visual images, themes and ideas communicate  || || ||  ||  ||  ||  ||  ||  || Identify & use types of lines, basic shapes, and texture. Recognize primary & secondary colors || Reinforce & extend previous objectives || Reinforce & extend previous objectives Reinforce & extend previous objectives Reinforce & extend previous objectives Reinforce & extend previous objectives || ||  ||  ||  ||  ||  || Recognize pattern || Pattern Repetition || Contrast (light & dark) || Balance Unity || Movement Rhythm || Emphasis Contrast Balance || || ||  ||  ||  ||  ||  || ||  ||  ||  ||  ||  . ||  || Introduce painting, drawing and clay. || Reinforce & extend previous objectives Printmaking, clay, markers, tempera || Reinforce & extend previous objectives Printmaking, clay oil pastels || Reinforce & extend previous objectives Printmaking, clay, pastel chalk || Reinforce & extend previous objectives Weaving, watercolor Printmaking, clay, fiber || Reinforce & extend previous objectives Fired clay, printmaking, colored pencils || || ||  ||  ||  ||  ||  ||  ·   Brushstrokes ·  Tool manipulation (holding & using pencils, crayons, brushes, scissors, etc.)  || ·  Collage ·  Sponging ·  Clay: Manipulating ·  Brushstrokes || ·  Printmaking ·  Layer & Blend ·  Clay/Sculpture—manipulation & texture ·  Brushstrokes || ·  3D Form: Construction & Found objects ·  Printmaking ·  Clay: Handbuilding ·  Symmetry ·  Brushstrokes || ·  Watercolor: Ptg techniques ·  Brushstrokes ·  Printmaking ·  Clay: Surface decoration || ·  Clay: Handbuilding techniques—pinch, coil, slab, slip, score ·  Printmaking: ·  Brushstrokes ·  3D Form || ** Notes: ** Suggested printmaking media: monoprint, handprint, collagraph (found objects) Styrofoam, string/yarn, SoftKut (intro to lino) Suggested painting media: fingerpaint, watercolor, tempera or other water media Collage could include mixed media and/or fibers || Introduce three artists, specific works, cultures **and/or** genre Produce work(s) of art || Introduce three artists, specific works, cultures **and/or** genre Produce work(s) of art || Introduce three artists, specific works, cultures **and/or** genre Produce work(s) of art || Introduce three artists, specific works, cultures **and/or** genre Produce work(s) of art || Introduce three artists, specific works, cultures **and/or** genre Produce work(s) of art || Introduce three artists, specific works, cultures **and/or** genre Produce work(s) of art || || ||  ||  ||  ||  ||  || State Standard 5: Students analyze and evaluate the characteristics, merits, and meaning of works of art. ** || Introduce how to respond to artists, subject matter, elements, principles, media and technique || Introduce how to respond to artists, subject matter, elements, principles, media and technique || Introduce how to respond to artists, subject matter, elements, principles, media and technique || Introduce how to respond to artists, subject matter, elements, principles, media and technique || Interpret themes, mood/emotion, imagery/symbolism || Interpret themes, mood/emotion, imagery/symbolism || || ||  ||  ||  ||  ||  || Encourage verbal sharing of the art studied and personal art produced—At this level, this is assessment of personal work || Encourage verbal sharing of the art studied and personal art produced—At this level, this is assessment of personal work || In addition to verbal sharing of personal art, expand sharing to include work of an artist beyond themselves || Introduce critique process for personal work and work of others || Develop skills for incorporating critique process into personal work. Use assessment tools to evaluate personal work || Incorporate **formal** critiques of own work as well as other artists’ work Use assessment tools to evaluate personal work || || ||  ||  ||  ||  ||  ||  Ideas ·  Use games such as Artist of the Month or a treasure hunt to introduce art analysis/evaluation process ·  Utilize shortened art periods (such as PLC late start condensed schedules) to address evaluation process ·  Artist studies—reports and oral presentations ·  Use mnemonic devices for elements and principles ·  Use rubrics for assessment  ** Possible **** Common Assessments for Elementary Art ** See above curriculum
 * Visual Arts Curriculum Development **
 * 2008-2009 **
 * State Standard 1: Students recognize and use the visual arts as a form of communication. **
 * Essential Learning ** ||||||||||||
 * Grade level learner objectives ** ||
 * Grade level learner objectives ** ||
 * Kindergarten ** ||
 * 1st ** ||
 * 2nd ** ||
 * 3rd ** ||
 * 4th ** ||
 * 5th ** ||
 * Identify, select and compare visual images, themes & ideas for works of art ** ||
 * Identify, select and compare visual images, themes & ideas for works of art ** ||
 * State Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts. **
 * Essential Learning ** ||||||||||||
 * Grade level learner objectives ** ||
 * Grade level learner objectives ** ||
 * Kindergarten ** ||
 * 1st ** ||
 * 2nd ** ||
 * 3rd ** ||
 * 4th ** ||
 * 5th ** ||
 * Identify and apply elements of art. ** ||
 * Identify and apply elements of art. ** ||
 * Color theory: **
 * Recognize & use primary & secondary colors **
 * Color theory: **
 * Recognize warm & cool colors **
 * Texture ** ||
 * Space **
 * Differentiate between 2D & 3D (shape vs. form) **
 * Color theory: Tertiary ** ||
 * Value **
 * Color theory: **
 * Complementary, Tertiary & Analogous ** ||
 * Form **
 * Shape: Geometric & Organic **
 * Contour line **
 * Color theory: **
 * Triadic ** ||
 * Identify and apply principles of design. ** ||
 * Identify and apply principles of design. ** ||
 * Sensory and expressive features included in all grade levels through creating and responding to art . ** ||
 * Sensory and expressive features included in all grade levels through creating and responding to art . ** ||
 * State Standard 3: Students know and apply visual arts materials, tools, techniques, and processes. **
 * Essential Learning ** ||||||||||||
 * Grade level learner objectives ** ||
 * Grade level learner objectives ** ||
 * Kindergarten ** ||
 * 1st ** ||
 * 2nd ** ||
 * 3rd ** ||
 * 4th ** ||
 * 5th ** ||
 * Identify, describe and use different media and tools. ** ||
 * Identify, describe and use different media and tools. ** ||
 * Identify, describe and use different techniques and processes. ** ||
 * Identify, describe and use different techniques and processes. ** ||
 * Develop and recognize excellent craftsmanship ** ||
 * Develop and recognize excellent craftsmanship ** ||
 * Develop and recognize excellent craftsmanship ** ||
 * Develop and recognize excellent craftsmanship ** ||
 * Develop and recognize excellent craftsmanship ** ||
 * Develop and recognize excellent craftsmanship ** ||
 * Develop and recognize excellent craftsmanship ** ||
 * Develop and recognize excellent craftsmanship ** ||
 * State **** Standard 4: Students relate the visual arts to various historical and cultural traditions. **
 * Essential Learning ** ||||||||||||
 * Grade level learner objectives ** ||
 * Grade level learner objectives ** ||
 * Kindergarten ** ||
 * 1st ** ||
 * 2nd ** ||
 * 3rd ** ||
 * 4th ** ||
 * 5th ** ||
 * Introduce and create works of art related to historical and cultural genre. ** ||
 * Introduce and create works of art related to historical and cultural genre. ** ||
 * See Appendix A Artists’ Reference List, Appendix B Art Movement List, and Appendix C Topics for Study and Development
 * Essential Learning ** ||||||||||||
 * Grade level learner objectives ** ||
 * Grade level learner objectives ** ||
 * Kindergarten ** ||
 * 1st ** ||
 * 2nd ** ||
 * 3rd ** ||
 * 4th ** ||
 * 5th ** ||
 * Observe and describe a variety of works of art, including their own. ** ||
 * Observe and describe a variety of works of art, including their own. ** ||
 * Use specific criteria to analyze and evaluate works of art. ** ||
 * Use specific criteria to analyze and evaluate works of art. ** ||
 * Employs excellent craftsmanship & technique
 * Incorporates essential knowledge into artwork by following directions within scope of project
 * Uses time effectively
 * Demonstrates creativity and problem solving
 * 5th Grade Exit Skills **