Elementary Curriculum Map – Visual Art – Kindergarten Unit: Elements of Art - Line SRA Art Connections

CTEM: SBPR Connections

Learning Goals: The student understands and applies a variety of lines in creating an artwork. Essential Questions: How can lines help tell a story in an artwork?

NGSSS/Benchmarks/Common Core: V A.K.O.1.1: Explore the placement of the structural elements of art in personal works of art. VA.K.O.2.1: Generate ideas and images for artworks based on memory, imagination, and experiences. VA.K.S.1.1: Explore art processes and media to produce artworks VA.K.S.3.3: Handle art tools safely in the art room VA.K.H.2.3: Describe where artwork is displayed in school or other places. MACC.k12.MP.5: Use appropriate tools strategically

Recognizes and uses the elements of art Develops beginning skills in the used of tools and techniques Understands and uses art vocabulary

Vocabulary Resources Activities Scale Touchpoints/Assessment Thick Thin Vertical Horizontal Diagonal Zigzag Curved Rough Smooth lines

Visual Artists: Katsushika Hokusai Claude Monet BYOD: The Artist’s Toolkit Bembo’s Zoo Click on the letters and see the animals that are created from the letters.

Lessons: Introduction, 1, 3, 5 Projects: • Torn paper landscape

with construction paper

• Draw a clown face • Draw a pet using

smooth and rough lines with crayon

4.0: In addition to Score 3.0, the student produces high quality/creative work and applies all skills stressed in class. 3.0: No major errors or omissions and student makes an effort to apply skills for creating a quality artwork using a variety of lines. 2.0: No major errors or omissions regarding the simpler details and processes, and applies some of the skills expected for the use of line in a project. 1.0: With help, a partial understanding of the vocabulary and the use of line. Work of inconsistent quality. 0.0: Even with help, no understanding of how to use line in an artwork. Work shows little effort.

Identifies the types of lines in an artwork Creates an artwork using a variety of lines Handles art tools and media safely in the art room Demonstrates understanding of art vocabulary

Art is H.O.T. (Higher Order Thinking) Art Criticism – “Under the Wave Off Kanagawa” by Katsushika Hokusai

• Describe the different types of lines you see in this artwork. (Describe) • What lines did the artist use to show movement? (Analysis) • What type of feeling does this color woodcut have? (Interpretation) • What lines help to create the feeling? (Analysis)

Elementary Curriculum Map – Visual Art – Kindergarten Unit: Elements of Art - Shape SRA Art Connections

CTEM: SBPR Connections

Learning Goal: The student will create artworks that contain both geometric and free-form shapes. Essential Questions? How can we describe two-dimensional shapes, and where do we find them in everyday life?

NGSSS/Benchmarks/Common Core: VA.K.S.1.1: Explore art processes and media to produce artworks. VA.K.S.1.2: Produce artwork influenced by personal decisions and ideas. VA.K.S.3.2: Practice skills to develop craftsmanship. VA.K.C.1.1: Create and share personal works of art with others. VA.K.C.2.1: Describe personal choices made in the creation of artwork. LACC.K.SL.1.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. MACC.K.12.MP.6: Attend to precision MACC.K.12.MP.7: Look for and make use of structure.

Recognizes and uses the elements of art Develops beginning skills in the used of tools and techniques Understands and uses art vocabulary

Vocabulary Resources Activities Scale Touchpoints/Assessment Shape Outline Geometric shapes Circle Square Triangle Rectangle Free-form shapes

Visual Artists: Grant Wood Georgia O’Keeffe Websites: • www.okeeffem

useum.org

Lessons: Introduction, Lessons 2, 3, 4 Projects: • Make a collage with

geometric shapes • Print using leaves and

water-soluble ink • Draw a landscape of a

house • Draw a full-body self-

portrait

4.0: In addition to Score 3.0, the student produces high quality/creative work and applies all skills stressed in class. 3.0: No major errors or omissions and student makes an effort to apply skills for creating a quality artwork using a variety of lines. 2.0: No major errors or omissions regarding the simpler details and processes, and applies some of the skills expected for the use of line in a project. 1.0: With help, a partial understanding of the vocabulary and the use of line. Work of inconsistent quality. 0.0: Even with help, no understanding of how to use line in an artwork. Work shows little effort.

Identifies a variety of shapes in an artwork Creates artwork using a variety of shapes Handles art tools and media safely in the art room Develop artistic skills through repeated use of tools and processes

Art is H.O.T. (Higher Order Thinking) Art Criticism – “American Gothic” by Grant Wood

• Describe the different types of shapes you see in this artwork. (Description) • Identify the geometric shapes? (Analysis) • Identify the free-form shapes? (Analysis • What are the people doing? (Interpretation) • What is the feeling of this artwork? (Judgment)

Elementary Curriculum Map – Visual Art – Kindergarten Unit: Elements of Art - Color SRA Art Connections

CTEM: SBPR Connections

Learning Goal: The student will learn about and use the primary and the secondary colors in an artwork. Essential Questions/Understandings: What things do we see every day that color helps us to identify? Would we be able to identify an orange without color?

NGSSS/Benchmarks/Common Core: VA.K.S.3.1: Develop artistic skills through the repeated use of tools, processes, and media. VA.K.O.3.1: Create works of art to document experiences of self and community. VA.K.O.1.1: Explore the placement of the structural elements of art in personal works of art VA.K.H.1.3: Explain how art-making can help people express ideas and feelings. VA.K.H.1.2: Follow directions for suitable behavior in an art audience. VA.K.F.2.1: Describe where art ideas or products can be found in stores.

Recognizes and uses the elements of art Develops beginning skills in the used of tools and techniques Understands and uses art vocabulary

Vocabulary Resources Activities Scale Touchpoints/Assessment Primary colors – red, yellow and blue Secondary colors – orange, violet and green Dark and light colors Color Scheme

Visual Artists: Henri Matisse Websites: • www.artchive.

com

Lessons: Introduction, Lessons 1,2,6 Projects: • Use shapes to draw an

imaginary creature • Draw a landscape of a

house with marker • Create a family portrait

collage with marker and patterned paper

4.0: In addition to Score 3.0, the student produces high quality/creative work and applies all skills stressed in class. 3.0: No major errors or omissions and student made an effort to apply skills for creating a quality artwork using color. 2.0: No major errors or omissions regarding the simpler details and processes, and applies some of the skills expected for the use color in an artwork. 1.0: With help, a partial understanding of the vocabulary and the use of color. Work of inconsistent quality. 0.0: Even with help, no understanding of how to use color in an artwork. Work shows little effort.

Identifies colors as primary or secondary in an artwork using correct vocabulary. Creates an artwork using either primary or secondary color schemes Demonstrates proper use of painting media

Art is H.O.T. (Higher Order Thinking) Art Criticism – “Woman in a Purple Coat” by Henri Matisse

• List all the colors you see in this artwork. (Description) • Can you identify a color scheme? (Analysis) • What is the feeling of this artwork? (Judgment) • Describe the lines that you see (Description) • How do the lines add to the feeling of this painting? (Analysis) • Do you see geometric or free-form shapes? (Description)

Elementary Curriculum Map – Visual Art – Kindergarten Unit: Elements of Art – Space and Form SRA Art Connections

CTEM: SBPR Connections

Learning Goals: The students will learn that sculpture occupies space and has three-dimensional form and will create a sculpture Essential Questions/Understandings: Why is seeing space important around a form?

NGSSS/Benchmarks/Common Core: VA.K.C.1.1: Create and share personal works of art with others. VA.K.H.1.1: Describe art from selected cultures and places. VA.K.H.2.1: Compare selected artworks from various cultures to find differences and similarities. VA.K.C.2.2: Identify media used by self or peers. VA.K.F.1.1: Experiment with art media for personal satisfaction and perceptual awareness. LACC.K.SL.1.2: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

Recognizes and uses the elements of art Develops beginning skills in the used of tools and techniques Understands and uses art vocabulary

Vocabulary Resources Activities Scale Touchpoints/Assessment Space Form Sculpture Art form

Visual Artists: Allan Houser Henry Moore Websites: • www.henry-

moore-fdn.co.uk

Lessons: Introduction, Lessons 2, 3, 6 Projects: • Make a clay

sculpture of a person

• Make a paper towel tube puppet

• Make a clay pinch pot

4.0: In addition to Score 3.0, the student produces high quality/creative work and applies all skills stressed in class. 3.0: No major errors or omissions and student made an effort to apply skills for creating a quality sculpture. 2.0: No major errors or omissions regarding the simpler details and processes, and applies some of the skills expected for creating a sculpture. 1.0: With help, a partial understanding of the vocabulary and process for creating sculpture. Work of inconsistent quality. 0.0: Even with help, no understanding of how to create a sculpture. Work shows little effort.

Identifies geometric and free-form shapes and forms in an artwork using correct vocabulary. Creates a sculpture Demonstrates proper clay/sculpture techniques

Art is H.O.T. (Higher Order Thinking) Art Criticism – “Earth Song” by Allan Houser

• Where do you see form? (Description) • Where do you see space? (Description) • Do you see geometric or free-form shapes? (Description) • This sculpture is seen as a two-dimensional picture. How do we know that it is a three-dimensional

form? (Analysis) • What do you think this sculpture is about? (Interpretation)

Elementary Curriculum Map – Visual Art – Kindergarten Unit: Elements of Art – Texture SRA Art Connections

CTEM: SBPR Connections

Learning Goal: The students will create a variety of textures and incorporate them in an artwork. Essential Questions/Understandings: How do visual textures look different from real textures?

NGSSS/Benchmarks/Common Core: VA.K.C.2.2: Identify media used by self or peers. VA.K.F.3.1: Create artwork that communicates an awareness of self as part of the community. VA.K.H.2.2: Explore everyday objects that have been designed and created by artists. VA.K.S.3.3: Handle art tools safely in the art room VA.K.H.1.1: Describe art from selected cultures and places. LACC.K.SL.1.3: Ask and answer questions in order to seek help, get information or clarify something that is not understood.

Recognizes and uses the elements of art Develops beginning skills in the used of tools and techniques Understands and uses art vocabulary

Vocabulary Resources Activities Scale Touchpoints/Assessment Real texture Visual texture Collage Texture

Visual Artists: Beau Dick

Lessons: Introduction, Lessons 1, 2, 5 Projects: • Create a landscape

collage with texture materials

• Create a texture hat with crayon rubbings

• Create textured clay medallions

4.0: In addition to Score 3.0, the student produces high quality/creative work and applies all skills stressed in class. 3.0: No major errors or omissions and student made an effort to apply skills for creating a quality artwork using texture. 2.0: No major errors or omissions regarding the simpler details and processes, and applies some of the skills expected for creating texture in art. 1.0: With help, a partial understanding of the vocabulary and process for creating texture. Work of inconsistent quality. 0.0: Even with help, no understanding of how to create a texture. Work shows little effort.

Identifies real, visual, rough and smooth textures in artwork using correct vocabulary. Creates a real/visual texture artwork through texture rubbings or through collage with textured materials. Demonstrates appropriate use of scissors and glue

Art is H.O.T. (Higher Order Thinking) Art Criticism – “Urban Raven/Urban Indian Transformation Mask” by Beau Dick

• Describe the textures you see in this mask. (Description) • Do you see geometric and organic shapes and where? (Analysis) • Why do you think the artist created two figures in this mask? (Interpretation) • What do you think the artist is trying to tell us? (Judgment)

Elementary Curriculum Map – Visual Art – Kindergarten Unit: Elements of Art/ Principles of Art: Pattern, Rhythm, Movement, Balance, Unity SRA Art Connections

CTEM: SBPR Connections

Learning Goal: Students will learn about the principles of pattern, rhythm, movement and balance. The students will use these principles in an artwork. Essential Questions/Understandings: Are the rhythms in art similar to the rhythms in music?

NGSSS/Benchmarks/Common Core: VA.K.F.1.2: Identify real and imaginary subject matter in works of art. VA.K.S.1.1: Explore art processes and media to produce artworks. VA.K.O.2.1: Generate ideas and images for artworks based on memory, imagination, and experiences. VA.K.O.1.1: Explore the placement of the structural elements of art in personal works of art. VA.K.H.3.1: Express ideas related to non-art content areas through personal artworks. LACC.K.SL.2.5: Add drawing or other visual displays to descriptions as desired to provide additional detail.

Recognizes and uses the elements of art Develops beginning skills in the used of tools and techniques Understands and uses art vocabulary

Vocabulary Resources Activities Scale Touchpoints/Assessment Pattern Rhythm Movement Even balance Symmetry Unity Sculpture

Visual Artists: Maria Martinez

Lessons: Introduction, Lessons 2, 4, 5 Projects: • Draw a train and

train tracks • Cut a symmetrical

shape • Draw people

dancing

4.0: In addition to Score 3.0, the student produces high quality/creative work and applies all skills stressed in class. 3.0: No major errors or omissions and student made an effort to apply skills for creating a quality artwork using symmetry. 2.0: No major errors or omissions regarding the simpler details and processes, and applies some of the skills expected for creating symmetry in art. 1.0: With help, a partial understanding of the vocabulary and process for creating symmetry. Work of inconsistent quality. 0.0: Even with help, no understanding of how to create symmetry. Work shows little effort.

Demonstrates proper use of pencils Creates an artwork using repeated patterns to create rhythm Correctly uses vocabulary in describing their own artwork.

Art is H.O.T. (Higher Order Thinking) Art Criticism – Blackware Pottery by Maria Martinez

• Describe the patterns you see in this pottery. (Description) • Describe the lines and shapes that you see. (Description) • What do you think the symbols mean in this pottery? (Interpretation) • Do you feel that these pieces of pottery have unity? (Judgment)