Art Curriculum Guide. Grades K-12. March 2010

Transcription

1 Art Curriculum Guide Grades K-12 March 2010

2 School Board Mr. Milton C. Johns Chairman At-Large Mr. Gil Trenum Vice Chairman Brentsville District Mrs. Betty D. Covington Mrs. Denita S. Ramirez Dumfries District Woodbridge District Mr. Grant Lattin Mr. Don Richardson Occoquan District Gainesville District Dr. Michael I. Otaigbe Mrs. Lisa E. Bell Coles District Neabsco District Superintendent of Schools Dr. Steven L. Walts The Prince William County Public School Division does not discriminate in employment or in its educational programs and activities against qualified individuals on the basis of race, color, national origin, religion, sex, pregnancy, age, veteran status, or disability.

3 ACKNOWLEDGMENTS We gratefully acknowledge the assistance of the following teachers and administrators in the development and revision of the Art Curriculum: Jason Allen, Debbie Barnard, Beth Breen, Vicki Burns, Mardi Cullumber, KC Farrow, Maureen Goetz, Justin Goultrey, Sarah Gumkowski, Rebecca Graham-Hyson, Courtney Kellogg, Jodi Lister, Christine Long, Mary Magneson, Erin McGann, Mike McGaugh, Jennifer McIntyre, Elaine Pighini, Mike Pullum, Russell Quimby, Joy Rekas, Clint Rozelle, Katherine Williams, and Joyce Zsembery. Special assistance in the editing, refining and technical support has been provided by the following: Debbie Barnard, Kim Chandler, Lucky Davila, Lorna Willis, and Joyce Zsembery.

4 TABLE OF CONTENTS Table of Contents i Mission Statement.iii Forward...iv Description of Terms..v Art Curriculum Benchmarks; Grades 3, 5, 7 and Art I..1 Elementary Art Curriculum Kindergarten Second Objectives 4 Third Fifth Objectives.11 Elementary Literacy Concepts...18 Middle School Art Curriculum Sixth Eighth Objectives..21 Middle School Literacy Concepts..30 High School Art Curriculum Art I III Objectives...33 High School Literacy Concepts: Art I & II.47 Art IV V Objectives.50 High School Literacy Concepts: Art III V...57 Photography I & II Objectives..60 High School Literacy Concepts: Photography I & II...66 Computer Art I Objectives...69 High School Literacy Concepts: Computer Art I. 79 Scientific Illustration Objectives...83 High School Literacy Concepts: Scientific Illustration...89 i

5 TABLE OF CONTENTS High School Art Curriculum IT Graphic Design Objectives..92 High School Literacy Concepts: IT Graphic Design IT Computer Graphics I & II Objectives High School Literacy Concepts: IT Computer Graphics I & II.112 IT Multimedia Software I & II Objectives..116 High School Literacy Concepts: IT Multimedia Software.122 Art History High School Literacy Concepts: Art History ii

6 VISUAL ART MISSION STATEMENT The Prince William County visual art instructors will educate students to become visually competent and to develop awareness and appreciation of art as a universal means of communication. Through their study of visual art, students will develop fluency in visual, oral, and written communication using the language of art. While developing aesthetic and critical thinking skills, students will become risk takers, creative problem solvers, and proficient producers of effective, original art work that reflects their visual culture. Students are expected to embrace art as a visual language to express and communicate their ideas and feelings, while utilizing safe and ethical practices in the creative process. iii

7 FORWARD The Prince William County Visual Art Curriculum is organized by strands and levels of instruction: Elementary grades K through 5, Middle grades 6 through 8, Art I through Art V, Computer Art I, Graphic Design, Computer Graphics, Multimedia, Photography, and Art History. Virginia Standards of Learning are embedded within the Prince William County Visual Art Curriculum. Virginia Standards of Learning are numbered in BOLD font. Prince William County Objectives are numbered in plain font where they exceed the Virginia Standards of Learning. Combined, they comprise the Prince William County Visual Art Objectives. The Visual Arts Standards of Learning identify the essential content and skills required in the visual arts curriculum for each level and are designed to be cumulative, progressing in complexity by grade level from kindergarten through the sequence of high school courses. Throughout visual arts education, course content is organized into four specific content strands: Visual Communication and Production, Cultural Context and Art History, Judgment and Criticism, and Aesthetics. It is through the acquisition of the concepts, content, and skills that the goals for visual arts education can be realized. A comprehensive visual arts education program provides students with multiple means of expression as and analytical skills to evaluate information that is conveyed by images and symbols. The standards are not intended to encompass the entire curriculum for a given grade level or course nor to prescribe how the content should be taught. Teachers are encouraged to go beyond these standards and select instructional strategies and assessment methods appropriate for their students. Teachers will consistently model appropriate use of copyrighted and royaltyprotected materials. iv

8 DESCRIPTION OF TERMS STRANDS Related aspects of visual art instruction. These strands are represented at every level based upon Virginia Standards of Learning for Visual Art K 12. VISUAL COMMUNICATION AND PRODUCTION Students will develop and communicate ideas by creating works of art. They will develop fluency in visual, oral, and written communication, using art vocabulary and concepts. Through art production, students will express ideas and feelings in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students will also demonstrate safe and ethical practices in the use of art materials, tools, techniques, and processes. CULTURAL CONTEXT AND ART HISTORY Students will develop understanding of the visual arts in relation to history and cultures by investigating works of art from different times and places. Through the study of works of art, the people who produced them and careers in the visual arts, students will learn to understand the role the visual arts play in communicating historical and cultural beliefs and ideas. JUDGMENT AND CRITICISM Students will examine works of art and make informed judgments about them based on established visual arts criteria. Through the understanding of visual arts principles and processes, they will be able to use a variety of strategies to analyze the visual qualities and interpret the meanings of works of art. They will also employ critical evaluation skills in the production of their works of art. AESTHETICS Students will reflect on and analyze their personal responses to the expressive and communicative qualities of works of art. They will understand that their background, knowledge, and experiences influence their perceptions of works of art. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art, based on their dual roles as both creator and viewer of art. They will learn to recognize the difference between personal opinion (aesthetic critique) and informed judgment (informal critique) when reflecting on, discussing, and responding to visual imagery. BENCHMARKS Specific targeted goals for students to achieve by the completion of designated levels. OBJECTIVES Sequential pedagogical skills and areas of knowledge that will be addressed at each level of instruction. SAFETY Safety must be given the highest priority in implementing the K-12 instructional program for visual arts. Correct and safe techniques, as well as wise selection of resources, materials, and equipment appropriate to the students age levels, must be carefully considered with regard to the safety precautions needed for every instructional activity. Safe visual arts classrooms require thorough planning, careful management, and constant monitoring of student activities. Class enrollments should not exceed the designated capacity of the room. v

9 Strand: VISUAL COMMUNICATION AND ART PRODUCTION ART CURRICULUM BENCHMARKS Goals: The student will demonstrate understanding and apply the elements of art and principles of design to solve visual arts problems with originality, flexibility, fluency, and imagination. The student will use materials, methods, information, and technology in a safe and ethical manner. The student will use various media, techniques and processes to explore a variety of subject matter, symbols and styles for expression and communication using the language of visual arts. Third Grade Fifth Grade Seventh Grade Art I The student will learn the language The student will begin to assess and of art by creating works of art that: select personal art work for a Demonstrate a synthesis of art portfolio that demonstrates: skills and knowledge; Art knowledge; Include visual problem solving Technical skills; skills; and Expression of ideas; Reflect ideas and images on Originality; and historic or contemporary issues. Artistic growth overtime. The student will learn the language of art and use effective art processes and skills to create works of art that are expressive and communicate a variety of ideas. The student will effectively communicate (orally and in writing) a variety of ideas and emotions about art using an expanded art vocabulary The student will create, assess, and select art work to assemble a portfolio reflecting: Originality; A variety of art media and process; A variety of art styles to include but limited to Cubism, Nonobjective Art, and Primitive Cultures; and Artistic growth over time. 1

10 BENCHMARKS Strand: CULTURAL CONTEXT AND ART HISTORY Goals: The student will understand the relationship of culture, history, and other fields of knowledge to the visual arts. The student will develop understanding and appreciation of the roles, opportunities, and careers in the visual arts and related areas. Third Grade Fifth Grade Seventh Grade Art I The student will describe and The student will identify and compare the role of history, culture, compare: and other areas of learning in artistic Art careers; expression and careers in the visual Public art; and arts. Persuasive print and electronic media. The student will identify and discuss various art careers and works of art that influence times, places, and cultures. The student will identify styles of art and categorize them according to period and culture. The student will analyze artists use of the elements of art and principles of design in various periods, styles, and cultures to: Describe and discuss art related careers; Identify and describe connections between works of art through time; and Describe and analyze the function, purpose, and perceived meaning of works of art. Strand: JUDGMENT AND CRITICISM Goals: The student will interpret, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others. The student will develop awareness of copyright and royalty requirements when exhibiting, producing, or otherwise using the work of others. Third Grade Fifth Grade Seventh Grade Art I The student will use appropriate art vocabulary to describe, analyze, interpret, judge, and respond to works of art from various cultures, different artists, environments, and specific art criteria. The student will use appropriate art vocabulary to describe, analyze, interpret, judge, and respond to works of art. The student will use appropriate art vocabulary to: Identify meaning in art; Interpret art; Judge art; Describe experiences depicted in art; and Identify the creative process. The student will use appropriate art vocabulary to analyze, differentiate, and classify works of art using critical evaluation skills to make reasoned assessments, interpretation, and judgments about works of art. 2

11 BENCHMARKS Strand: AESTHETICS Goals: The student will identify, analyze, and apply criteria for making visual aesthetic judgments of their work and the work of others. The student will develop aesthetic awareness and a personal philosophy regarding the nature of, meanings in, and values in the visual arts. Third Grade Fifth Grade Seventh Grade Art I The student will analyze the purposes, values, and meanings of art and creative expression over time. The student will determine why art has value through personal reasons, cultural influences, attributes, and form and function. The student will: Describe value and meaning in art; Question the nature of art; Discuss how beliefs influence art; Express personal responses to art; and Discuss the purpose of art. The student will identify, analyze, and apply criteria for making visual aesthetic judgments of their work and the work of others. The student will develop aesthetic awareness and speculate on the intentions and choices of others through a variety of aesthetic stances. The student will define and defend their definition of art. 3

12 Elementary Objectives Strand: VISUAL COMMUNICATION AND ART PRODUCTION Goals: The student will demonstrate understanding and apply the elements of art and principles of design to solve problems in visual art with originality, flexibility, fluency, and imagination. The student will use materials, methods, information, and technology in a safe and ethical manner. The student will use various art media, techniques and processes to explore a variety of subject matter, symbols and styles for expression and communication using the language of visual art [visually, orally, and in writing]. KINDERGARTEN FIRST GRADE SECOND GRADE KP.1.1 The student will create works of art that represent personal solutions to art problems. (SOL K.1) 1P.1.1 The student will recognize and discuss various solutions to a single art problem. (SOL 1.1) 2P.1.1 The student will investigate various solutions to a single visual arts problem. (SOL 2.1) KP.1.2. The student will express ideas and feelings through the creation of works of art. (SOL K.2) KP.1.3 The student will create a work of art that commemorates a personal or historical event. (SOL K.4) KP.1.4 The student will create a work of art that depicts a specific animal or plant. (SOL K.5) KP.1.5 The student will create a self-portrait. (SOL K.6) KP.1.6 The student will describe the sequence of steps in the making of a work of art. (SOL K.9) KP.1.7 The student will demonstrate motor skills in painting, pasting, gluing, folding, cutting, modeling, printing, and stamping. 1P.1.2 The student will use the senses of sight, touch, and hearing as inspirations for works of art. (SOL 1.2) 1P.1.3 The student will create works of art inspired by stories, poems, and themes. (SOL 1.4) 1P.1.4 The student will create art from real and imaginary sources of inspiration. (SOL 1.5) 1P.1.5 The student will use personal and simulated situations as subject matter in works of art. (SOL 1.6) 1P.1.6 The student will demonstrate the ability to recognize size relationships in works of art. (SOL 1.7) 1P.1.7 The student will develop eye/hand coordination by drawing and constructing. (SOL 1.8) 1P.1.8 The student will observe and depict plants, animals, and people in a landscape work of art. (SOL 1.9) 2P.1.2 The student will incorporate unanticipated results of art making into works of art. (SOL 2.2) 2P.1.3 The student will use literary sources to generate ideas for works of art. (SOL 2.3) 2P.1.4 The student will use environmental themes or historical events as inspiration for works of art. (SOL 2.5) 2P.1.5 The student will create a work of art from observation. (SOL 2.6) 2P.1.6 The student will depict objects in proportion within a work of art. (SOL 2.7) 2P.1.7 The student will collaborate with others to create a work of art. (SOL 2.8) 2P.1.8 The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and resource materials. (SOL 2.9) 4

13 KP.2 Color KP.2.1 The student will identify and use colors (red, blue, yellow, green, orange, violet, brown, black, and white). (SOL K.3-1) ART CURRICULUM Elementary Objectives KINDERGARTEN FIRST GRADE SECOND GRADE 1P.2 Color 1P.2.1 The student will identify and use primary colors (red, blue, yellow). (SOL 1.3-1) 2P.2 Color 2P.2.1 The student will identify and use secondary colors (orange, violet, and green). (SOL 2.4-1) KP.3 Line KP.3.1 The student will identify and use line and line characteristics (straight/curved, thick/thin, long/ short, vertical/ horizontal, and diagonal). (SOL K.3.3) KP.4 Shape KP.4.1 The student will identify and use shapes (circle, square, triangle, rectangle, oval). (SOL K.3-4) KP.5 Form KP.5.1 The student will identify objects within the environment that occupy space. (SOL K.7) KP.6 Space KP.6.1 The student will identify spatial relationships (left, right, top, bottom, side, center, front, back, over, and under). (SOL K.8) KP.7 Texture KP.7.1 The student will identify and use textures by sight and touch. (SOL K. 3-2) KP.7.2 The student will recognize a variety of textures. 1P.3 Line 1P.3.1 The student will identify and use line and line variations (zig-zag, dotted, wavy, and spiral). (SOL 1.3-2) 1P.4 Shape 1P.4.1 The student will identify and use shapes (geometric and organic). (SOL 1.3-4) 1P.5 Form 1P.5.1 The student will recognize twodimensional and three-dimensional objects. 1P.6 Space 1P.6.1 The student will recognize and locate foreground and background on a picture plane. 1P.6.2 The student will create a two-dimensional work of art that demonstrates overlapping. 1P.7 Texture 1P.7.1 The student will identify and use visual and tactile texture. (SOL 1.3-3) 2P.2.2 The student will demonstrate the ability to mix primary colors to make secondary colors. 2P.3 Line 2P.3.1 The student will explore various media and tools to create line and line variations. 2P.4 Shape 2P.4.1 The student will identify and use shapes (geometric, organic, and free-form). (SOL 2.4-2) 2P.5 Form 2P.5.1The student will identify and use threedimensional forms (cube, cylinder, sphere, pyramid, and cone). (SOL 2.4-3) 2P.5.2 The student will compare and contrast two-dimensional and three-dimensional objects. 2P.6 Space 2P.6.1 The student will depict objects in proportion within a work of art. (SOL 2.7) 2P.7 Texture 2P.7.1 The student will create a work of art using tactile texture. 5

14 Elementary Objectives KINDERGARTEN FIRST GRADE SECOND GRADE 1P.8 Value 1P.8.1 The student will identify a variety of values in selected works of art. art. KP.8 Value KP.8.1 The student will be able to recognize that one color can have light or dark value. KP.9 Principles of Design KP.9.1 The student will identify and use patterns (natural and man-made). (SOL K.3.5) 1P.9 Principles of Design 1P.9.1 The student will identify and use alternating and repeating patterns. (SOL 1.3-5) 2P.8 Value 2P.8.1 The student will use values in a work of 2P.9 Principles of Design 2P.9.1 The student will further explore the use of pattern through various media. KP.10 Painting KP.10.1 The student will identify and use paint media (tempera, watercolor, and finger paint). KP.11 Drawing KP.11.1 The student will identify and use a variety of drawing media and tools. KP.12 Collage/Mixed Media KP.12.1 The student will identify and use collage/mixed media techniques (cutting, tearing, gluing, and combining media). KP.13 Printmaking KP.13.1 The student will identify and use a stamping technique to create a print. KP.14 Textile Arts KP.14.1 The student will identify and create a textile work of art. 1P.10 Painting 1P.10.1 The student will recognize, explore, and create a tempera or watercolor painting. 1P.11 Drawing 1P.11.1 The student will create a drawing demonstrating the use of drawing media and techniques. 1P.11.2 The student will create a drawing by direct observation. 1P.12 Collage/Mixed Media 1P.12.1 The student will use motor skills to weave, tear, and otherwise manipulate art materials. (SOL 1.10) 1P.13 Printmaking 1P.13.1 The student will create a print using a variety of stamping techniques. 1P.14 Textile Arts 1P.14.1 The student will create a weaving. 2P.9. 2 The student will identify and use pattern complex, alternating, and repeating. (SOL 2.4-4) 2P.10 Painting 2P.10.1 The student will create a painting demonstrating a resist technique. 2P.11 Drawing 2P.11.1 The student will use various media to create drawings. 2P.11.2 The student will create a drawing by direct observation. 2P.12 Collage/Mixed Media 2P.12.1 The student will explore collage or mixed media techniques in works of art. 2P.13 Printmaking 2P.13.1 The student will create a print using a variety of techniques. 2P.14 Textile Arts 2P.14.1 The student will use various media and techniques to explore stitchery. 6

15 Elementary Objectives KINDERGARTEN FIRST GRADE SECOND GRADE 1P.15 Sculpture 1P.15.1 The student will create a sculpture. KP.15 Sculpture KP.15.1 The student will be able to identify sculpture as three-dimensional art. KP.15.2 The student will use motor skills to create two and three-dimensional art materials (pinch, pull, squeeze, twist, pound, and roll). (SOL K.10) KP.16 Technology KP.16.1 The student will identify a work of art created through the use of technology. KP.17 Safety KP.17.1 The student will observe safe procedures and behave responsibly when using materials, tools, and equipment. 1P.16 Technology 1P.16.1 The student will identify works of art created with the use of technology. 1P.17 Safety 1P.17.1 The student will observe safe procedures and behave responsibly when using materials, tools, and equipment. 2P.15 Sculpture 2P.15.1 The student will create a threedimensional work of art using a variety of materials. (SOL 2.10) 2P.15.2 The student will create a work of art by manipulating clay. (SOL 2.11) 2P.16 Technology 2P.16.1 The student will identify ways of using technology to create art. 2P.17 Safety 2P.17.1 The student will observe safe procedures and behave responsibly when using materials, tools, and equipment. 7

16 Elementary Objectives Strand: CULTURAL CONTEXT AND ART HISTORY Goals: The student will understand the relationship of culture, history, and other fields of knowledge to the visual arts. The student will develop understanding and appreciation of the roles, opportunities, and careers in the visual arts and related areas. KINDERGARTEN FIRST GRADE SECOND GRADE 1H.1.1 The student will describe and discuss similarities and differences between various careers in the visual arts. (SOL 1.11) KH.1.1 The student will identify people who make art as artists (e.g., painters, sculptors, printmakers, architects, graphic designers.) (SOL K. 11) KH.1.2 The student will identify the purposes for creating works of art. (SOL K. 12) KH.1.3 The student will discuss the concept that people in all cultures create works of art. (SOL K.13) KH.1.4 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes. 1H.1.2 The student will recognize and describe how art is an integral part of one s own culture. (SOL 1.12) 1H.1.3 The student will identify and describe works of art that communicate feelings, ideas, and information. (SOL 1.13) 1H.1.4 The student will identify American cultural symbols and events depicted in art. (SOL 1.14) 1H.1.5 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes. 2H.1.1 The student will recognize the careers related to the media they have studied. (SOL 2.12) 2H.1.2 The student will compare the art, artifacts, and architecture of other cultures with that of their own culture. (May include Greece, Rome, China, Egypt, and early African kingdoms). (SOL 2.13) 2H.1.3 The student will identify symbols from various cultures. (SOL 2.14) 2H.1.4 The student will identify art from other cultures, including Ancient Egypt, Ancient China, and Native Americans (First Americans). (SOL 2.15) 2H.1.5 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes. 8

17 Elementary Objectives Strand: JUDGMENT AND CRITICISM Goals: The student will interpret, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others. The student will develop awareness of copyright and royalty requirements when exhibiting, producing, or otherwise using the work of others. KINDERGARTEN FIRST GRADE SECOND GRADE 1C.1.1 The student will discuss why viewers may have different responses to works of art. (SOL 1.15) KC.1.1 The student will describe, and respond to works of art. (SOL K.14) KC.1.2 The student will classify objects in the environment by using art vocabulary (e.g. color, texture, line, shape, pattern.). (SOL K.15) 1C.1.2 The student will view works of art and describe similarities and differences between them. (SOL 1.16) 2C.1.1 The student will express opinions with supporting statements regarding works of art. (SOL 2.16) 2C.1.2 The student will categorize works of art by subject matter, including portrait, landscape, and still life. (SOL 2.17) 1C.1.3 The student will respond orally to works of art with reference to primary colors, line, texture, shape, and pattern. 1C.1.4 The student will describe and discuss the visual qualities and content of works of art using art vocabulary. (SOL 1.17) 2C.1.3 The student will distinguish between natural objects and objects made by man in the environment. (SOL 2.18) 2C.1.4 The student will recognize the process of describing, analyzing, interpreting, and evaluating works of art. 2C.1.5 The student will interpret ideas and feelings expressed in personal and others works of art. (SOL 2.19) 9

18 Elementary Objectives Strand: AESTHETICS Goals: The student will identify, analyze, and apply criteria for making visual aesthetic judgments of their work and the work of others. The student will develop aesthetic awareness and a personal philosophy regarding the nature of, meanings in, and values in the visual arts. KINDERGARTEN FIRST GRADE SECOND GRADE 1A.1.1 The student will discuss the reasons why works of art have value. (SOL 1.18) KA.1.1 The student will discuss and explain ideas and expressions in personal works of art. (SOL K.16) KA.1.2 The student will select a preferred work of art from among others and explain why it was chosen. (SOL K.17) KA.1.3 The student will discuss thoughts, experiences, and feelings expressed in works of art. (SOL K.18) 1A.1.2. The student will express a point of view regarding what art is and what purpose art serves. (SOL 1.19) 1A.1.3. The student will describe and discuss ideas and emotions communicated in works of art. (SOL 1.20) 2A.1.1 The student will discuss local public art and its value to the community. (SOL 2.20) 2A.1.2 The student will describe the meanings and feelings evoked by works of art. (SOL 2.21) 2A.1.3 The student will discuss the ways that the art of a culture reflects its people s attitudes and beliefs. (SOL 2. 22) 10

19 Elementary Objectives Strand: VISUAL COMMUNICATION AND ART PRODUCTION Goals: The student will demonstrate understanding and apply the elements of art and principles of design to solve problems in visual art with originality, flexibility, fluency, and imagination. The student will use materials, methods, information, and technology in a safe and ethical manner. The student will use various art media, techniques and processes to explore a variety of subject matter, symbols and styles for expression and communication using the language of visual art [visually, orally, and in writing]. THIRD GRADE FOURTH GRADE FIFTH GRADE 4P.1.1 The student will research and generate ideas for creating works of art using discussion. (SOL 4.1) 3P.1.1 The student will identify innovative solutions used by artists to solve visual problems. (SOL 3.1) 3P.1.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. (SOL 3.2) 4P.1.2 The student will use thumbnail sketches to document thought processes when creating works of art. (SOL 4.2) 5P.1.1 The student will synthesize information to produce works of art. (SOL 5.1) 5P.1.2 The student will use the elements of art: line, shape, form, color, value, texture, and space to express ideas, images, and emotions. (SOL 5.3) 3P.1.3 The student will develop art ideas from a variety of sources, including print, non-print, and technology. (SOL 3.3) 3P.1.4 The student will create a functional object that reflects the contributions of Greco-Roman civilizations as found in artifacts. (SOL 3.6) 3P.1.5 The student will produce a work of art that communicates feelings. (SOL 3.10) 4P.1.3 The student will create a work of art that uses themes, ideas, and art forms from the past. (SOL 4.3) 4P.1.4 The student will create abstract works of art. (SOL 4.10) 5P.1.3 The student will develop ideas for works of art by brainstorming, conducting research, and making preliminary sketches. (SOL 5.6) 5P.1.4 The student will collaborate with others to produce a work of art that characterizes an historical time period. (SOL 5.7) 5P.1.5 The student will defend a position regarding an historical or contemporary issue through the production of a work of art. (SOL 5.8) 5P.1.6 The student will demonstrate an understanding of symbolic meanings by incorporating symbols in a work of art. (SOL 5.9) 5P.1.7 The student will express ideas through artistic choices of media, techniques, and subject matter. (SOL 5.12) 11

20 Elementary Objectives THIRD GRADE FOURTH GRADE FIFTH GRADE 4P.2 Color 4P.2.1 The student will identify and use the characteristics of color, including hue, tint, shade, and intensity. (SOL 4.4) 3P.2 Color 3P.2.1 The student will identify and use intermediate colors through various media. (SOL 3.4 1) 3P.2.2 The student will identify and use warm and cool colors through various media. (SOL 3.4 2) 3P.3 Line 3P.3.1 The student will explore the expressive qualities of line through various media. 3P.4 Shape 3P.4.1 The student will compare, contrast and use a variety of shapes (geometric, organic, and free-form) in works of art. (SOL 3.5) 3P.5 Form 3P.5.1 The student will identify and use architectural forms (e.g. cube, cylinder, sphere, pyramid, and cone). (SOL 3.9) 3P.6 Space 3P.6.1 The student will identify and use positive and negative space. (SOL 3.4-3) 4P.2.2 The student will identify and explore complementary colors. 4P.3 Line 4P.3.1 The student will identify and use a variety of lines in a work of art. (SOL 4.6) 4P.4 Shape 4P.4.1 The student will create a work of art demonstrating the use of positive and negative shape. 4P.5 Form 4P.5.1 The student will identify variations of the cube, cylinder, sphere, pyramid, and cone in sculpture. 4P.6 Space 4P.6.1 The student will identify positive and negative space in works of art. (SOL 4.8) 5P.2 Color 5P.2.1 The student will use the primary colors and black and white to mix a variety of hues, tints, and shades to create a work of art. (SOL 5.2) 5P.3 Line 5P.3.1 The student will compare and contrast the use of line in different works of art. 5P.4 Shape 5P.4.1 The student will create a work of art using geometric, organic, or free-form shapes. 5P.5 Form 5P.5.1 The student will create a sculpture using variations of the cube, cylinder, sphere, pyramid, and cone. 5P.6 Space 5P.6.1 The student will use linear perspective in a work of art. (SOL 5.10) 3P.6.2 The student will create the illusion of depth on a two-dimensional surface using overlapping, size variation, placement and proportion in the picture plane. (SOL 3.7) 3P.6.3 The student will identify and use foreground, middle ground, and background in two-dimensional works of art. (SOL 3.8) 3P.7 Texture 3P.7.1 The student will explore visual texture in works of art. 4P.7 Texture 4P.7.1 The student will create a two or threedimensional work of art using visual and/or tactile texture. 5P.6.2 The student will emphasize spatial relationships in works of art. (SOL 5.11) 5P.7 Texture 5P.7.1 The student will compare and contrast textural qualities in works of art. 12

21 Elementary Objectives THIRD GRADE FOURTH GRADE FIFTH GRADE 4P.8 Value 4P.8.1 The student will create a work of art using tints and shades. 3P.8 Value 3P.8.1 The student will explore the use of tint and shade in works of art. 5P.8 Value 5P.8.1 The student will create a work of art using a monochromatic color scheme. 3P.9 Principles of Design 3P.9.1The student will identify and use balance (symmetrical and asymmetrical). (SOL 3.4-4) 3P.9.2 The student will identify pattern and extend the sequential structure using motifs. (SOL 3.4-5) 3P.9.3 The student will recognize rhythm in works of art. 3P.9.4 The student will identify and use contrast. (SOL 3.4-6) 3P.10 Painting 3P.10.1 The student will recognize and explore various painting techniques. 3P.11 Drawing 3P.11.1 The student will recognize and explore gesture drawing. 3P.11.2 The student will create a drawing by direct observation. 3P.12 Collage/Mixed Media 3P.12.1 The student will further explore and develop the use of collage and techniques with mixed media. 3P.13 Printmaking 3P.13.1 The student will create a print using a variety of printmaking techniques. 4P.8.2 The student will explore shading techniques. 4P.9 Principles of Design 4P.9.1 The student will identify and use variety (contrast), repetition, and unity in a work of art. (SOL 4.5) 4P.10 Painting 4P.10.1 The student will create a painting using the characteristics of color (hue, tint, shade, and intensity). 4P.11 Drawing 4P.11.1 The student will use contour drawing, perspective drawing, and shading techniques to create a work of art that depicts a threedimensional object on a two-dimensional surface. (SOL 4.9) 4P.11.2 The student will create a drawing by direct observation. 4P.12 Collage/Mixed Media 4P.12.1 The student will create a two-dimensional or three-dimensional collage/mixed media work of art. 4P.13 Printmaking 4P.13.1 The student will create a print using a stencil technique. 13 5P.9 Principles of Design 5P.9.1 The student will create repeating patterns, using translation (slide), reflection (flip), and rotation (turn). (SOL 5.4) 5P.9.2 The student will use the principles of design including proportion, rhythm, balance, emphasis, variety, contrast, and unity to express ideas and create images. (SOL 5.5) 5P.10 Painting 5P.10.1 The student will create a painting using tints and shades of a variety of colors. 5P.11 Drawing 5P.11.1 The student will create preliminary sketches for two or three-dimensional works of art. 5P.11.2 The student will create a drawing by direct observation. 5P.12 Collage/Mixed Media 5P.12.1 The student will use art materials experimentally in expressive works of art. 5P.13 Printmaking 5P.13.1 The student will create a print using a relief printing technique.

22 Elementary Objectives THIRD GRADE FOURTH GRADE FIFTH GRADE 4P.14 Textile Arts 4P.14.1 The student will use various techniques to create a stitchery. 3P.14 Textile Arts 3P.14.1 The student will create a weaving. 3P.15 Sculpture 3P.15.1 The student will create a work of art in clay using the coil building process. (SOL 3.11) 4P.15 Sculpture 4P.15.1 The student will describe and use handbuilding techniques including the slab method, to make a ceramic work of art. (SOL 4.7) 5P.14 Textile Arts 5P.14.1 The student will produce fiber art that reflects the qualities of the fiber art of another age, culture, or country. (SOL 5.16) 5P.15 Sculpture 5P.15.1 The student will use three-dimensional art media to create a sculpture in the round, high relief, or bas-relief. (SOL 5.14) 3P.16 Technology 3P.16.1 The student will recognize technology as a source of ideas for creating art. 3P.17 Safety 3P.17.1 The student will observe safe procedures and behave responsibly when using materials, tools and equipment. 4P.16 Technology 4P.16.1 The student will recognize a computer graphics image. 4P.17 Safety 4P.17.1 The student will observe safe procedures and behave responsibly when using materials, tools and equipment. 5P.15.2 The student will describe the changes that occur in clay including: plastic, leatherhard, greenware, bisque, and glazeware, during the ceramic process. (SOL 5.15) 5P.16 Technology 5P.16.1 The student will use technology to produce a work of art. (SOL 5.13) 5P.17 Safety 5P.17.1 The student will observe safe procedures and behave responsibly when using materials, tools and equipment. 14

23 Elementary Objectives Strand: CULTURAL CONTEXT AND ART HISTORY Goals: The student will understand the relationship of culture, history, and other fields of knowledge to the visual arts. The student will develop understanding and appreciation of the roles, opportunities, and careers in the visual arts and related areas. THIRD GRADE FOURTH GRADE FIFTH GRADE 4H.1.1 The students will identify and discuss a variety of art careers (e.g. potter, weaver, glassmaker, jeweler, local community artist.) (SOL 4.11) 3H.1.1 The student will identify and discuss common characteristics in various art careers (e.g. painter, sculptor, illustrator, visual art teacher). (SOL 3.12) 5H.1.1 The student will describe and discuss various commercial art careers (e.g. product designer, fashion designer, graphic artist, photographer). (SOL 5.17) 3H.1.2 The student will discuss how history, culture, and the visual arts influence each other. (SOL 3.13) 3H.1.3 The student will identify distinguishing characteristics of landscape, seascape, or cityscape. (SOL 3.14) 3H.1.4 The student will compare and contrast architectural styles of ancient cultures, including Greece and Rome. (SOL 3.15) 3H.1.5 The student will identify and examine objects of the early west African empire of Mali. (SOL 3.16) 3H.1.6 The student will identify works of art that reflect times, places, and cultures. (SOL 3.17) 3H.1.7 The student will explain the role of archaeology in learning about the art of past cultures. (SOL 3.18) 3H.1.8 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes. 4H.1.2 The student will compare and contrast abstract and realistic works of art. (SOL 4.12) 4H.1.3 The student will recognize, compare, and contrast the characteristics of diverse cultures in contemporary works of art. (SOL 4.13) 4H.1.4 The student will identify the influences of ancient cultures on Early American architecture. (SOL 4.14) 4H.1.5 The student will examine the roles of crafts and artisans in Colonial Virginia. (SOL 4.15) 4H.1.6 The student will investigate artists and their work, using research tools and procedures. (SOL 4.16) 4H.1.7 The student will recognize, explore, and communicate through various means the role of art and design in the society through multicultural themes. 5H.1.2 The student will compare contemporary and historical art and architecture. (SOL 5.18) 5H.1.3 The student will identify the influences of historic events, subject matter, and media in works of art. (SOL 5.19) 5H.1.4 The student will research artists from a variety of cultures and the works of art they have produced. (SOL 5.20). 5H.1.5 The student will identify and discuss how American historical events influenced works of art, with emphasis on Westward Expansion and the Civil War. (SOL 5.21) 5H.1.6 The student will research, compare, and contrast the art of two cultures using contemporary technology. (SOL 5.22) 5H.1.7 The student will recognize, explore, and communicate through various means the role of art and design in society through multicultural themes. 15

24 Elementary Objectives Strand: JUDGMENT AND CRITICISM Goals: The student will interpret, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others. The student will develop awareness of copyright and royalty requirements when exhibiting, producing, or otherwise using the work of others. THIRD GRADE FOURTH GRADE FIFTH GRADE 4C.1.1The student will recognize, explore, and demonstrate the process of describing, analyzing, interpreting, evaluating and responding to works of art. 3C.1.1 The student will recognize, explore, and demonstrate the process of describing, analyzing, interpreting, evaluating and responding to works of art. 5C.1.1 The student will recognize, explore, and demonstrate the process of describing, analyzing, interpreting, evaluating and responding to works of art. 3C.1.2 The student will discuss why works of art have been interpreted in different ways throughout history. (SOL 3.19) 3C.1.3 The student will describe the problem solving process involved in producing personal works of art using appropriate art vocabulary. (SOL 3.20) 3C.1.4 The student will discuss the difference between art and other types of objects using appropriate art vocabulary. (SOL 3.22) 3C.1.5 The student will analyze works of art by subject matter, including portrait, landscape, still life, and narrative. (SOL 3.22) 3C.1.6 The student will express informed judgments about works of art. (SOL3.23) 3C.1.7 The student will analyze works of art for the use of: Rhythm; Balance (symmetry/asymmetry); and Spatial relationships (overlapping, size, proportion, and placement. (SOL 3.24) 4C.1.2 The student will interpret works of art for multiple meanings. (SOL 4.17) 4C.1.3 The student will analyze works of art based on visual properties. (SOL 4.18) 4C.1.4 The student will compare and contrast abstract, representational, and nonrepresentational works of art. (SOL 4.19) 4C.1.5 The student will identify and investigate ways that works of art from popular culture reflect the past and influence the present. (SOL 4.20) 4C.1.6 The student will support the selection of a work of art using appropriate art vocabulary. (SOL 4.21) 4C.1.7 The student will compare and contrast works of art by genre. (SOL.4.22) 5C.1.2 The student will compare and contrast art from various cultures and periods, including Pre- Columbian, African American, Colonial American, and European using appropriate art vocabulary. (SOL 5.23) 5C.1.3 The student will discuss an artist s point of view based on evidence from written sources. (SOL 5.24) 5C.1.4 The student will compare and contrast natural and constructed environments. (SOL 5.25) 5C.1.5 The student will analyze works of art based on visual properties and historical context. (SOL.5.26) 5C.1.6 The student will apply specific criteria to assess a finished product. (SOL.5.27) 16

25 Elementary Objectives Strand: AESTHETICS Goals: The student will identify, analyze, and apply criteria for making visual aesthetic judgments of their work and the work of others. The student will develop aesthetic awareness and a personal philosophy regarding the nature of, meanings in, and values in the visual arts. THIRD GRADE FOURTH GRADE FIFTH GRADE 4A.1.1 The student will recognize, explore, and demonstrate aesthetic experiences through art production, art history, and art criticism. 3A.1.1 The student will examine the relationship between form and function in the artifacts of a culture. (SOL.3.25) 3A.1.2 The student will identify common attributes in works of art produced by artists within one culture. (SOL.3.26) 3A.1.3 The student will determine why art has value. (SOL.3.27) 3A.1.4 The student will develop and describe personal reasons for valuing works of art. (SOL 3.28) 4A.1.2 The student will discuss how criteria used to value art may vary from one culture to another. (SOL.4.23) 4A.1.2 The student will discuss how personal beliefs influence responses to works of art. (SOL 4.24) 4A.1.3 The student will formulate questions about works of art. (SOL 4.25) 4A.1.4 The student will select a preferred work of art from among others and defend their choice using appropriate art vocabulary. (SOL 4.26) 5A.1.1 The student will discuss the role of art and artists in society. (SOL.5.28) The student will discuss how criteria used to value art within the same culture vary over time. (SOL.5.29). 5A.1.2 The student will describe a valued object within present-day culture in terms of aesthetic preferences. (SOL 5.30) 5A.1.3 The student will articulate reasons for establishing preferences among works of art using appropriate art vocabulary. (SOL 5.31) 17

26 Elementary Literacy Concepts LITERACY CONCEPTS: VISUAL ARTS ELEMENTARY VISUAL COMMUNICATION AND PRODUCTION: ART PROCESSES Series of steps or way of doing something to include skills, techniques, and tools/equipment. Skills Sketch, paint, draw, model, print, weave, cutting Techniques dry brush, slab, coil, pinch, crosshatching, stippling Tools/equipment brayer, fettling knife, flat brush ART MATERIALS/MEDIUM Materials used in the creation of art and their special qualities. Paint, ink, clay, fibers COMPOSITION The picture plane or area in which a work of art is designed. COLOR THEORY All of the properties of color to include hue and the color wheel; value with tines and shades; and color intensity. Color wheel chart of color mixing Primary colors Red, yellow, blue, colors from nature that mix to make other colors Secondary colors Orange, green, violet, colors made by mixing two primary colors Intermediate colors RO, RV, BV, BG, BV, YO, YG, colors made by mixing a primary and a secondary color Warm colors Yellow, YO, Orange, RO, Red, colors that reflect warm things, fire, sun Cool colors Violet, BV, Blue, BG, Green, colors that reflect cool things, ice, stream, lake CREATE / EXPLORE - To produce works of visual art using materials, techniques, processes, elements, and analysis; the flexible and fluent generation of unique, complex, or elaborate ideas. DIRECT OBSERVATION Looking at an object in person for the purpose of creating a art. ELEMENTS OF ART Basic things with which an artist crates a design; the elements are line, color, value, shape, form, space, and texture. Line A thin mark that is used to define a space, contours, and outlines or suggest mass and volume. It may be a continuous mark on a surface with a pointed tool or implied by the edges of shapes and forms. Color An art element with three properties: hue, value, and intensity. Also, the character of surfaces created by the response of vision to wavelengths of reflected light. Value An element of art concerned with the degree of lightness of colors. Darker colors are lower in value. Shape An enclosed space defined by other art elements such as line, color, and texture. Form An element of art that appears three-dimensional and encloses volume such as a cube, sphere, pyramid, or cylinder. Space An element of art that indicate areas between, around, above, below, or within something. 18

27 Elementary Literacy Concepts FANTASY/IMAGINATION Images created or conceived in the mind, maybe from dreams or illusions. ORIGINAL ART Art that is not copied from another work of art. Art that encourages students to think independently. PORTFOLIO A collection of art pieces over time that demonstrates an artist s unique style and growth as an artist. It may include text as well as images. PRINCIPLES OF DESIGN Guideline by which the artist puts the elements of art together in their work. The principles are: rhythm, balance, movement, unity (harmony), emphasis (dominance), contrast 9 variety0, and pattern. Balance - A principle of design referring to the arrangement of visual elements to create stability in an artwork. There are four balance arrangements in art: asymmetrical (informal), symmetrical (formal), approximately symmetrical, and radial. Movement A principle of design associated with rhythm, referring to the arrangement of parts in an artwork to create a sense of motion to the viewer s eye through the work. Unity (Harmony) A principle of design related to the sense of wholeness that results from the successful combination of the component elements of an artwork. Emphasis (Dominance) A principle of design in which one element, or a combination of elements, create more attention than anything else in a composition. The dominant element is usually a focal point in a composition and contributes to unity by suggesting that other elements are subordinate to it. Rhythm A principle of design that refers to ways of combining elements to produce the appearance of movement in an artwork. It may be achieved through repetition, alteration, or progression of an element. Contrast (Variety) A principle of design that refers to differences between elements such as color, texture, value, and shape. A painting might have bright colors, contrasted with dull or angular shapes, contrasted with round ones. Pattern The repetition of elements or combinations of elements (motif) in a recognizable organization. THREE-DIMENSIONAL ARTWORK Art work that has length, width, and depth such as sculpture and ceramics. TWO-DIMENSIONAL ARTWORK Art work that is flat having length and width such as drawings, paintings, and prints. VISUAL COMMUNICATION A means of sending messages through visual images / symbols. VISUAL MEMORY Creating images from recall or recollection. ART HISTORY AND CULTURAL CONTEXT: ART STYLES Various ways in which an artist does their work; realistic, abstract, non-objective. GENRE Art where the subject matter represents scenes from everyday life. SUBJECT MATTER The theme of a work of art such as landscape, portrait, and still-life. MULTICULTURAL THEMES A work of art that represents images, artifacts, symbols, styles, colors, and traditions from different cultures / societies. 19

28 Elementary Literacy Concepts JUDGMENT AND CRITICISM: ART CRITIQUE An evaluation of a work of art. ARTISTIC PERCEPTION An keenness, an intuitive recognition or appreciation for visual art through the senses. ASSESSMENT To judge or evaluate the value/ success of a work of art or an art assignment based on a predetermined rubric the reflects the objectives of a lesson. FORMAL CRITIQUE An evaluation of art through art knowledge using the elements of art and the principles of design. TECHNOLOGY AND MASS MEDIA Using computers and associated technology in the production of works of art. VISUAL LITERACY Having knowledge with which to make judgments of art and the visual world in which we live. The ability to create knowledge and to express that knowledge verbally and in writing using the language of art. [describe/recognize, analyze/categorize, interpret/express, judge/evaluate]. AESTHETICS: AESTHETICS Having a sense of beauty in nature and art. AESTHETIC CRITIQUE An evaluation of art based on personal preferences and visual sensibilities. EMOTIONAL Showing or expressing feelings such as joy, sorrow, excitement, agitation. SENSORY Expressing or relating to the senses of sight, sound, touch, and/or taste. 20