art - kindergarten · lines - long/short, thick/ thin, vertical/horizontal/ diagonal,...

Learning Skills in a 21st Century Art Class

Art students will utilize the following skills while incorporating the technological changes of the 21st Century:

AnalyzeApply standard grammar ClassifyCollaborateCommunicate effectivelyCompare & contrastConstruct logical

sequencesCreate hypothesesCritiqueDescribeDetect fallaciesDistinguish between fact &

opinionDraw conclusionsFollow directionsFormulate questionsIncrease vocabularyInterpretListenMake conjecturesMake presentationsManage timeObserveOrganizeOutlineParaphrasePredict outcomesProofreadRead criticallyRecognize cause & effectRecognize main ideas &

detailsReportReviseSelf AssessSequenceSolve problemsSpeak publiclySummarizeTake notesTake testsThink inventivelyUse resourcesUse technologyWork productivelyWrite

Visual Communication and Production

K.1 Create art that represents personal solutions

K.2 Express ideas and feelings

K.3 Identify and use: colors - red, blue, yellow,

green, orange, violet, (purple) brown, black, and white

textures - visual & tactile (hard/soft, smooth/rough, bumpy, scaly,squishy, slimy)

lines - long/short, thick/thin, vertical/horizontal/diagonal, straight/curved, dotted/dashed, wavy, zigzag, spiral

shapes - circle, square, triangle, rectangle, oval

patterns - natural / man-made

K.4 Commemorate personal or historical events

K.5 Create art depicting animals or plants

K.6 Create a self-portraitK.7 Identify objects within

the environment that occupy space

K.8 Identify spatial relationships - left/right, top/bottom, side/center, front/back, over/ under, up/down

K.9 Describe the sequence of steps in the making of a work of art

K.10 Use 3-D motor skills: pinch, pull, squeeze,

twist, pound, roll, tear, curl, assemble, model

Use 2-D motor skills:paint, paste, glue, fold cut, rub, print, stamp

Cultural Context and Art History

K.11 Identify types of artists: illustrator, painter, cartoonist, sculptor, printmaker, portraitist, graphic designer, animation artist, set designer, decorator, fashion designer, architect, graphic designer

K.12 Identify purposes for creating works of art

K.13 Discuss the concept that people in all cultures create art

Judgment and Criticism

K.14 Look at, describe and respond to works of art

K.15 Classify objects by using art vocabulary, such as: color, texture, line, shape, and pattern

Aesthetics

K.16 Explain ideas and expressions in own art work

K.17 Select a preferred work of art from among others and explain why it was chosen

K.18 Discuss thoughts/ experiences/ feelings expressed in artwork

Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.

• Math - Identify and create patterns using basic geometric shapes.• Social Studies - Correlate with county and state curriculum.• Language Arts - Use shared reading and oral communication skills to explore art.• Science - Explore and discover during controlled experiments with materials - for

example, show students how to mix the primary colors.• Health and Physical Education - Develop safety practices for self and others. • Music - Share the songs, lyrics or dance of different cultures.• Careers - Be aware that artists are employed to design many everyday objects,

for example: cereal boxes, magazines, soup cans, cars, fabric patterns and packages for toys.

• Economics - Discuss artifacts (needs) with fine art (wants, luxury) and that artists and craftsmen get paid (correlate with K economics K.6).

Note: These essentials are aligned with, but not limited to, the Virginia Visual Arts Standards of Learning.

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Ethical Procedures

Henrico County Public School art students are expected to perform honestly through the production of their own work and adhere to the HCPS Code of Conduct. All artwork should be original. Use images from the internet with caution. Ideally, work from life or use personal photographs. Carefully read the use requirements on any web site. Pictures from the Internet should be fully cited. Permission from the website owner/administrator to use a picture may be necessary.

2008-09

The Kindergarten essentials include the development of motor skills and the appropriate manipulation of materials. Students should begin to recognize basic art concepts and express personal feelings through art. They should also become aware of the art of other time periods, places and peoples. Students will understand that their works of art are unique and valuable as self-expression.

Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interests and abilities.

• Draw using a variety of materials• Understand printing• Weave with paper or yarn• Learn to stitch• Experiment with resists• Develop activities based on individual school

interests or needs

• Introduce global awareness

• View world map

• Experience art from different time periods

• Share artwork

• Communicate feelings

STUDENT LEARNING GOALS for ART

• Develop aesthetic awareness, imagination, perception, appreciation, knowledge and skills• Foster creativity, self-expression, self-confidence and self-discipline• Expand craftsmanship, problem solving abilities, cultural understandings and safety procedures• Participate in clean-up, share and help others, respect the property of the school and others, take turns, and

work in groups

The student will:

Curved

Lines

Thick Spiral

Short

Wavy

Bumpy

Thin

Texture (examples)

Visual/Tactile

RoughSmoothbumpyslimy

s c a l yHARDSOFT squishy

Learn about famous artists and the art of various cultures around the world

Bottom

Sid

e

Sid

e

Types of ArtistsIllustratorPainterCartoonistSculptorPrinterPortraitGraphic DesignerAnimation ArtistSet DesignerDecoratorFashion DesignerCrafts Artist

TopKINDERGARTEN VISUAL ARTS

VOCABULARY & CONCEPTS

Center

Diagon

al

Horizontal

Verti

cal

Red

YellowBlue

BlackWhiteBrown

ColorWheel

Violet(purple) Orange

Green

back blackbluebottombrowncentercirclecolorcurveddiagonalfrontgreenhorizontalleftline

Vocabularylongorangeovaloverpattern (natural and man-made)portraitrectangleredrightshapeshortsidesquare

straighttexturethickthinthree dimensional (3D)toptriangleunderverticalviolet (purple)wavywhiteyellowzigzag

Three Dimensional Motor SkillsPinching, Pulling, Squeezing, Twisting, Pounding, Rolling, Tearing, Curling, Assembling, Modeling

Two Dimensional Motor SkillsPainting, Pasting, Gluing, Folding, Cutting, Rubbing, Printing, Stamping

L o n g

S t r a i g h t

Dotted Dashed

ShapesRectangle

Circle

Oval

TriangleSquare

Zigzag

Back

Front

Patterns

over

under

front

front

bottom top

side

side

UP

DOWN

LEFT RIGHT








1.1 Recognize and discuss various solutions to a single art problem1.2 Use the senses of sight, touch, and hearing as inspirations for works of art1.3 Identify and use: primary colors - red, blue, yellow line and line variations - zigzag, dotted, wavy, spiral texture - visual & tactile shapes - organic & geometric patterns - alternating & repeating1.4 Create art inspired by stories, poems, and themes1.5 Create art from real and imaginary sources of inspiration1.6 Use past experiences and simulated situations as subject matter 1.7 Recognize size rela-tionships in works of art1.8 Develop eye/hand co-ordination through drawing and constructing1.9 Observe and depict plants, animals, and people in a landscape1.10 Weave, tear, fold, stamp, rub, and otherwise manipulate art materials

• Introduce the computer as an art medium and re-source tool


1.11 Study types of art careers: illustrator, painter, cartoonist, sculptor, printmaker, portrait artist, graphic designer, animation artist, set designer, decora-tor, fashion designer1.12 Describe how art is an integral part of one’s culture1.13 Identify and describe works of art that commu-nicate feelings, ideas, and information1.14 Identify American cultural symbols and events depicted in art


1.15 Discuss why view-ers may have different responses to works of art1.16 Compare/contrast works of art1.17 Critique artwork using an art vocabulary

Aesthetics

1.18 Discuss why works of art have value1.19 Express points of view about art and the purpose that it serves1.20 Describe ideas and emotions communicated in works of art


• Math -Connect lines to form geometric shapes, identify these by name and cut out multiple pairs.

• Social Studies - Correlate with county and state curriculum.• Language Arts - Illustrate original stories using the theme “Me and My

Environment.”• Science - Classify landscape prints into four seasons.• Health and Physical Education - Use movement to role-play characters from

paintings. • Music - Create hand-clapping patterns when studying repeating designs.• Careers - Show examples of commercial art, photography, public sculpture,

fashion, crafts, and interior design. Discuss the specific skills needed for success in each of these fields.

• Economics - Discuss artifacts (needs) with fine art (wants, luxury); that artists and craftsmen get paid


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Ethical Procedures


2008-09

The Grade 1 essentials include the further development of eye-hand coordination art activities such as rubbing, stamping, tearing and weaving. Students should begin to perceive spacial relationships, identify primary colors, distinguish line variation in drawing and painting and produce shapes and textures.

Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interest and abilities.

• Increase students’ awareness of mass media such as illustration• Demonstrate a printing process• Manipulate clay to form an object• Discuss symmetry and identify examples• Distinguish between reality and fantasy



work in groups

The student will:

Curved

Lines

Thick Spiral

Short

Wavy

Bumpy

Thin

Textures Visual/Tactile

RoughSmoothbumpyslimy

s c a l yHARDSOFT squishy


Bottom

Sid

e

Sid

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Types of Artists

Top

FIRST GRADE VISUAL ARTSVOCABULARY & CONCEPTS

Diagon

al

Horizontal

Verti

cal

RED

YELLOWBLUE

Neutral: BlackWhiteBrown

Color Wheel

Violet Orange

Green

Vocabulary

Three Dimensional Motor SkillsPinching, Pulling, Squeezing, Twisting, Pounding, Rolling, Tearing, Curling, Assembling, Modeling

Two Dimensional Motor SkillsPainting, Pasting, Gluing, Folding, Cutting, Rubbings, Printing, Stamping

L o n g

S t r a i g h t

Dotted Dashed

Geometric Shapes

Rectangle

Circle

Oval

TriangleSquare

Zigzag

Patterns

over

under

front

front

bottom top

side

side

UP

DOWN

LEFT RIGHT

Primary: RED

BLUEYELLOW

Secondary: Orange

Violet Green

curveddiagonaldotteddrawingfoldinggeometricgluehorizontalimaginarylandscapeorganic

pattern (alternating- repeating)primaryrealrubbingspatial (size- relationship)stampingstraightsymbol

tearingtexture (visual-tactile)three dimensional (3D)two dimensional (2D)verticalwavyweavingzigzag

IllustratorPainterCartoonistSculptor

PrinterDecoratorPortrait ArtistSet Designer

Graphic DesignerAnimation ArtistFashion DesignerCrafts Artist

Organic Shapes

(2-D)

Organic Forms

Geometric Forms(3-Dimensional)

Landscape

Size (Spatial)Relationships








2.1 Investigate solutions to an art problem2.2 Incorporate unantici-pated results 2.3 Use literary sources to generate ideas for works of art2.4 Identify, use, and produce: secondary colors - orange, violet, & green shapes - geometric & organic forms - cube, cylinder, sphere, pyramid, & cone patterns - complex, alternating, & repeating2.5 Use environmental/ historical themes in art work2.6 Illustrate observations2.7 Depict objects in proportion2.8 Collaborate to create artwork2.9 Use a variety of sourc-es for art ideas: nature, people, images, imagina-tion, resource materials2.10 Create a three-dimen-sional work of art using a variety of materials2.11 Manipulate clay to create a work of art

• Demonstrate and use: motor skills (fold & cut) symmetry overlapping texture• Fill entire picture plane• Understand the com-puter as an art medium and resource tool


2.12 Recognize types of art careers: illustrator, painter, cartoonist, sculptor, printmaker, graphic designer, animation artist, set designer, decorator, fashion designer2.13 Compare the art, artifacts, and architecture of other cultures with that of their own culture2.14 Identify symbols from vari-ous cultures2.15 Identify art from other cul-tures, including Ancient Egypt, Ancient China, and American Indians (First Americans)


2.16 Support opin-ions expressed about artwork2.17 Categorize artwork by subject mat-ter, including portrait, landscape, and still life2.18 Distinguish between natural and man-made objects 2.19 Interpret ideas and feelings expressed in works of art

Aesthetics

2.20 Discuss the value of public art to the com-munity2.21 Describe mean-ings and feelings evoked by a work of art2.22 Discuss ways the art of a culture reflects its people’s attitudes and beliefs


• Math -Develop elaborate patterns, demonstrate symmetry and incorporate geometric and organic shapes into artwork.

• Social Studies - Correlate with county and state curriculum.• Language Arts - Use literature, vocabulary, identification and communication skills

for exploring art. Refer to the Henrico County Visual Literacy Curriculum.• Science - Find naturally occurring examples of symmetry and various color values.• Health and Physical Education - Develop safety practices and demonstrate the

concept of symmetry/balance through body movement. • Music - Study similarities between musical and visual patterns. Share the songs,

lyrics and dances of different cultures.• Careers - Discuss various careers within our community and other cultures that

incorporate a knowledge of basic art concepts - For example: interior designers, photographers, architects and curators.

• Economics - Discuss artifacts (needs) with fine art (wants, luxury) and that artists and craftsmen get paid.


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Ethical Procedures


2008-09

The Grade 2 essentials include continued development of fine motor skills and observational abilities. Students should realize the narrative qualities of art and greatly expand on their knowledge of basic art concepts including: symmetry, overlapping, color value, geometric/organic shapes and line variation.


• Sew a Stitched Design

• Design a Collage

• Create a Crayon Resist

• Develop activities based on specific school

interest



work in groups

The student will:

Curved

Line Variation

Thick

Spiral

Short

Wavy

Bumpy

Thin

Texture Visual/Tactile Rubbings

Learn about famous artists and the art of various cultures around the world Ancient Egypt Ancient China Native America

Types of Artists

SECOND GRADE VISUAL ARTSVOCABULARY & CONCEPTS

Diagon

al

Horizontal

Verti

cal

RED

YELLOWBLUE

Color Theory

Violet Orange

Green

Vocabulary

Skills

Tearing Stamping Folding Weaving Drawing Painting

Long

Straight & thin

Dotted Dashed

Geometric Shapes

Rectangle

Circle

Oval

TriangleSquare

Patterns

LEFT RIGHT

Primary: RED

BLUEYELLOW

Secondary: Orange

Violet Green

Neutral: BlackWhite

Brown

collageconecubecylinderformgeometricillustratelandscapeman-mademedia

natural observeorganicoverlappingpatternpicture planeportraitprimaryproportionpyramid

resistsecondaryspherestill lifesymmetrytactilethemethree dimensional (3D)visual

IllustratorPainterCartoonistSculptor

PrintmakerDecoratorPortrait ArtistSet Designer


Organic Shapes

(2-D)

Organic Forms

Landscape

Size (Spatial)Relationships

ObserveOverlapping

Man-madeNatural

Line Direction

Zigzag

Sequence**– +**– +**– +ab123ab123

Positive/Negative

Symmetry

COLORWHEEL

Portrait Still Life

Geometric Forms(3-D)

Cube

SphereCylinder

Cone

Pyramid

Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.• Math -Use rulers and protractors to create balance in a composition.• Social Studies - Correlate with county and state curriculum.• Language Arts - Use literature, vocabulary identification and communication skills for exploring art. Refer to Henrico County’s Visual Literacy Curriculum for critical thinking skills.• Science - Experiment with paint, mixing warm and cool colors; learn the proper and safe use of materials; study optical illusions.• Health and Physical Education - Practice still body positions to demonstrate motion. Communicate feelings and personal experiences while using materials safely. • Music - Share the songs, lyrics or dance of different cultures. Refer to Henrico County Art Curriculums for specific art and music connections.• Careers - Discuss art related careers that deal with color theory and illustration, for example: cartoonist, interior designer, medical illustrator, stained glass designer, fashion illustrator and computer animator.• Economics - Discuss artifacts (needs) with fine art (wants, luxury); that artists and craftsmen get paid.








3.1 Identify innovative solutions used by artists to solve visual problems3.2 Use various art processes and techniques to produce works of art that demonstrate craftsmanship3.3 Develop art ideas from various sources3.4 Identify and use: intermediate colors warm and cool colors positive & negative space balance - symmetry & asymmetry pattern - extended sequence contrast3.5 Compare and use or-ganic & geometric shapes 3.6 Create art which reflects contributions of ancient Greece & Rome3.7 & 3.8 Create the illu-sion of depth using overlap-ping, size variation, place-ment, foreground, middle ground, and background 3.9 Use architectural forms (e.g., cube, cylinder, sphere, pyramid, cone)3.10 Create art that com-municates feelings3.11 Create a work of art in clay using the coil building process

• Observe and use details• Create sensory art• Draw/paint: nature, people, events• Experiment with the computer as an art medium & resource tool• Create multiple prints


3.12 Discuss types of art careers (see back of card)3.13 Discuss how history, culture, and art influence each other3.14 Identify characteristics of landscapes, seascapes, and cityscapes3.15 Compare/contrast ar-chitectural styles of ancient cultures, including Greece and Rome3.16 Examine objects of the Mali empire3.17 Understand that art reflects times, places, and cultures3.18 Explore the role of archaeology


3.19 Discuss the changing interpretations of an art work throughout history3.20 Describe personal art production using art vocabulary3.21 Differentiate between art and artifacts3.22 Categorize art by subject matter3.23 Express informed judgments about artwork3.24 Analyze artwork for: rhythm, balance and spatial relationships

Aesthetics

3.25 Discuss the relation-ship between form and function in cultural artifacts3.26 Identify common attributes of art within one culture3.27 Determine why art has value3.28 Describe personal reasons for valuing art


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Ethical Procedures


2008-09

The Grade 3 essentials include the ability to demonstrate various illusions on a picture plane and basic color theory. Students should be able to illustrate in greater detail and discuss their art work using appropriate vocabulary.


• Weave on a loom• Design and cut letters• Make stamps and print with them• Create resist designs• Demonstrate that colors can be used to communicate feelings• Initiate aesthetic discussions of artwork• Visit museums



work in groups

The student will:


Ancient GreeceAncient Rome

THIRD GRADE VISUAL ARTSVOCABULARY & CONCEPTS

Color Theory

Vocabulary

Skills:Ceramics

Drawing

Painting

Printmaking

Primary: Red, Blue, YellowSecondary: Orange, Violet , GreenIntermediate: Red-orange, Red-violet, Blue-green, Yellow-green, Yellow-orange

Types of Artists:IllustratorPainterCartoonistSculptorPrintmakerDecorator

Portrait ArtistSet DesignerGraphic DesignerAnimation ArtistFashion DesignerCrafts Artist

Curved

Line Variation

ThickSpiral

Short

Wavy

Bumpy

Thin

Diagon

al

Horizontal

Verti

cal

Long

Straight & thin

Dotted Dashed

Line Direction

Zigzag

Patterns

Sequence**– +**– +**– +ab123ab123

COOLCOLORS

Blue

Violet

Green

WARM COLORS

RedYellowOrange

Positive / Negative

Negative SpacePositive Space

Symmetry

Illusion

Three Dimensional &Two Dimensional Art

Spatial RelationshipsOverlappingForeground,

Middleground,BackgroundHorizon line

Illusion of Motion with Line

archaeologyarchitectureartifactsasymmetrybackground balanceceramicscityscapeconecool colorscube

cylinderdepthdetailfiberforegroundfunctiongeometricintermediate colors

landscapemiddleground

movementnegative spaceorganicoverlappingpatternplacementportraitpositive spacepyramidrhythmsculpture

seascapesecondary colorssize variationspatial relationshipsspheresymmetrythree dimensional (3D)

two dimensional (2D)

warm colors

Subject Matter:

Still Life Landscape Cityscape Seascape

Fiber Crafts: Weaving, Loom

Geometric Forms(3-D)

Cube

SphereCylinder

Cone

Pyramid

Asymmetrical SymmetricalAsymmetrical Symmetrical

Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.• Math - Use and understand parallel, perpendicular and intersecting lines in an art project. Translate 3-D shapes in a drawing.• Social Studies - Correlate with county and state curriculum.• Language Arts - Use of literature, vocabulary identification and communication skills in exploring art. Refer to Henrico County’s Visual Literacy Curriculum for critical thinking skills.• Science - Use scientific processing skills during the viewing of art, i.e., observe, describe, classify, predict, compare, construct.• Health and Physical Education - Identify physical features, such as moveable joints of body, when creating a portrait. Be aware of Colonial American games involving hand-crafted toys.• Music - Explore the design qualities of a musical instrument. Refer to Henrico County’s Multicultural Art Curriculum for connections with cultural art and music.• Careers - Research art careers found in the community. Invite guest artists into the classroom. Compare and contrast contemporary art careers with those from Colonial America (i.e., printer, tailor, carpenter, limner, craftsman).








4.1 Brainstorm ideas for artwork4.2 Use thumbnail sketches to document thought processes4.3 Create art that uses themes, ideas, and art forms from the past4.4 Use color char-acteristics: hue, tint, shade, intensity4.5 Use variety, repetition, and unity4.6 Use a variety of lines 4.7 Use ceramic hand-building tech-niques4.8 Identify positive and negative space in artwork4.9 Use perspective and shading to create the illusion of depth4.10 Create abstract artwork

• Utilize the computer as an art medium and resource tool• Use line to show outline and detail


4.11 Discuss a variety of art careers4.12 Compare/contrast abstract/realistic artwork4.13 Compare/contrast char-acteristics of diverse cultures in contemporary art4.14 Identify ancient artistic influences on Early American architecture4.15 Examine the importance of arts, crafts, and artisans in Colonial Virginia4.16 Research artists and their work


4.17 Examine artwork for multiple meanings4.18 Use visual clues to analyze artwork4.19 Compare/contrast representational/nonrepre-sentational /abstract art4.20 Identify ways art reflects the past and influ-ences the present4.21 Support the selection of a work of art using ap-propriate art vocabulary4.22 Compare/contrast works of art by genre

Aesthetics

4.23 Discuss how criteria used to value art varies from culture to culture4.24 Discuss how beliefs influence re-sponses to artwork4.25 Formulate ques-tions about artwork4.26 Select artwork and explain personal choice using art vocabulary


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Ethical Procedures


2008-09

The Grade 4 essentials include the progressive manipulation of art tools and the application of critical thinking skills when observing, classifying and describing art. Students should increase cultural awareness and further utilize community art resources.

Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interest and abilities:

• Use: a variety of stitches, cut letters for display, contrasting elements to create emphasis, brainstorming skills• Illustrate a “theme”• Manipulate measuring tools• Create a portrait• Discuss design qualities of functional art• Invite guest artists to discuss and demonstrate their art



work in groups

The student will:

FOURTH GRADE VISUAL ARTSVOCABULARY & CONCEPTS

Color Theory

Vocabulary

Primary: Red, Blue, YellowSecondary: Orange, Violet , GreenIntermediate: Red-orange, Red-violet, Blue-green, Yellow-green, Yellow-orange

Tints: Color + whiteShades: Color + black

Curved

Line Variation

ThickSpiral

Short

Wavy

Bumpy

Thin

Diagon

al

Horizontal

Verti

cal

Long

Straight & thin

Dotted Dashed

Line Direction

Zigzag

abstractarchitecturebrainstormceramicColonial Americacontourcraftsdepthformgenre

horizon linehueintensitylandscapenarrativeperspectiveportraitpositive/negativepreliminary sketchrealistic

repetitionshadeshadingslab methodstill lifethemethumbnail sketchestintunityvariety

Negative SpacePositive Space

Portraiture

Create Depth& Distance

SizePlacement

OverlappingHorizon line

Learn about famous artists and Colonial Artisans and their crafts: metalcrafts (weather vanes) pottery scrimshaw fiber crafts weaving quilting stitchery wood working glass blowing

Abstract ArtRepetition & Unity

Still Life Overlapping, ObserveBackground, Foreground

Spatial Relationships

Illusion of Motion with Line

Asymmetrical

Symmetrical

Preliminary SketchOutlineDetail

floor loom (above)

traditional Colonial woven patterns (left)

Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.• Math - Demonstrate an understanding of linear perspective. Create art with compasses and rulers.• Social Studies - Study the art of Colonial America and artists throughout history.• Language Arts - Use literature, vocabulary identification, and communication skills in exploring art. Refer to Henrico County’s Visual Literacy Curriculum for critical thinking skills.• Science - Use scientific processing skills during the viewing and production of art, i.e., observe, describe, classify, predict and compare.• Health and Physical Education - Render the human figure in action.• Music - Refer to Multicultural Art Curriculum for connections between cultural art and music, music of Civil War period.• Careers - Brainstorm/research art careers found in the local community and discuss the skills needed for success in those fields. For example: museum work, stage and tv, commercial art, technology, crafts.








5.1 Synthesize information to produce art5.2 Mix and use hues, tints, and shades5.3 Use elements of art to express ideas, images, and emotions5.4 Create slide, flip, and turn repeating patterns5.5 Use the principles of design5.6 Brainstorm, research, and make preliminary sketches for artwork5.7 Produce collaborative artwork characterizing a historical time period5.8 Defend a historical/contemporary art issue5.9 Incorporate symbols into artwork5.10 Use linear perspective 5.11 Emphasize spatial relationships5.12 Express ideas through artistic choices of media, techniques, and subject matter5.13 Use technology to produce art5.14 Create sculpture in-the-round, high relief, or bas-relief5.15 Describe the changes that occur during the ceramic process5.16 Produce fiber art that reflects the qualities of the fiber art of another age, culture, or country• Use art materials experi-mentally• Draw the human figure• Observe and render nature • Understand how to pres-ent art for exhibition• Use color theory: complementary colors


5.17 Describe types of art careers (see back)5.18 Compare art/architecture/ar-tifacts of the past with that of the present5.19 Identify the influences of his-toric events/subject matter/media in works of art5.20 Research art/artists from a variety of cultures5.21 Discuss the influence of American historical events on art-work with emphasis on westward expansion and the Civil War5.22 Research/compare/contrast the art of two cultures, using con-temporary technology


5.23 Use art vocabulary to compare/contrast art from various cultures/periods, including Pre-Columbian, African-American, Colonial American, and European5.24 Discuss an artist’s point of view based on writ-ten evidence5.25 Compare/contrast natural and constructed environments5.26 Use visual/histori-cal information to analyze artwork5.27 Use specific criteria to assess artwork

Aesthetics

5.28 Discuss role of art and artists in society5.29 Discuss cultural criteria used to value art and the changes that occur over time5.30 Describe a valued object within today’s culture in terms of aesthetic preferences5.31 Use art vo-cabulary to articulate preferences among works of art


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Ethical Procedures


2008-09

The Grade 5 essentials include the increased ability to observe and render three dimensional objects, the human figure and linear perspective. The students should improve their application of critical thinking skills when observing, classifying, describing, analyzing and judging art.

Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interest and abilities:

• Recognize different surface techniques and styles of art

• Perceive the art principles as they apply to environment

• Explore various technology tools as avenues for creative expression

• Use a multi-media computer program• Arrange for speakers and demonstrations



work in groups

The student will:

FIFTH GRADE VISUAL ARTSVOCABULARY & CONCEPTS

Color Theory

Vocabulary

Primary: Red, Blue, YellowSecondary: Orange, Violet, GreenIntermediate: Red-orange, Red-violet, Blue-green, Blue-violetYellow-green, Yellow-orange

Tints: Color + whiteShades: Color + black

Cool Colors: Blue, Green, VioletWarm Colors: Red, Yellow, Orange

Complementary Colors:

aestheticarchitectureartifactsbas reliefbisqueceramic processcollaboratecomparecomplementary colorcontemporarycontrast

cultureelements of artenvironmentglazewaregreenwarehigh reliefhistoricalhuesillusionleatherhardlinear perspectiveplastic

point of viewresearchroundshadessketchsymbolssynthesizetechnologythree dimensional (3D)tints

Preliminary Sketch Outline Detail

Types of ArtistsIllustratorPainterCartoonistSculptor

PrintmakerDecoratorPortrait ArtistSet Designer


Two Dimensional (2-D) & Three Dimensional (3-D) Art

Learn about famous artists and the art of various cultures around the world.

Skills:DrawingPaintingPrintingCeramics

RED

YELLOWBLUE

Violet Orange

Green

Illusion of Motion with LineLinear Perspective

Symbols

ComputerTechnology

Human Figure

DESIGNPrinciples

rhythmmovementcontrast

balanceproportion

varietyemphasis

unity

Elements line

shapeform

spacevaluecolor

texture

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Spatial RelationshipsSize, Placement, Overlapping, Converging lines

art - kindergarten · lines - long/short, thick/ thin, vertical/horizontal/ diagonal,...

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