elementary - balabankirsten.files.wordpress.com filee lementary a rt p rogram of s tudies overview...

ELEMENTARY

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Fairfax County Public Schools

2010

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OVERVIEW

The elementary art program of Fairfax County Public Schools is exploratory and conceptual in nature. Children explore a variety of thinking processes, art forms, materials, techniques, and sources of inspiration to solve artmaking challenges and make meaning of their world. The elementary art program is designed with a sustained focus on “A Sense of Place” providing students opportunities to question, explore, and document their perception of their place in the world. “A Sense of Place” is an enduring idea that validates the experiences of young artists, helps them understand what it means to be human, and challenges them to be more empathetic to the people, cultures, and environments they encounter. At each grade level, “A Sense of Place” is explored through a different, developmentally appropriate theme. Kindergarten: Self The visual art curriculum for Kindergarten introduces concepts and processes that nurture creative thinking and problem solving. Students are taught how to use a variety of strategies to develop ideas and to plan for artmaking. They are exposed to the world of art through the introduction of recognized artworks and artists. At the same time, they are given artmaking opportunities to explore a range of subject matter that relates to the self and their sense of place. Students learn safe and appropriate media process steps as they begin to develop skills in working with a variety of art materials and tools. They participate in child centered experiences that allow them to construct knowledge through exploration, observation, discussion, reflection, and production. Emphasis is placed on helping students begin to understand the value of the visual arts to society by integrating concepts and skills into a whole learning experience. Grade 1: Family The visual art curriculum for Grade 1 builds on concepts and skills introduced at the Kindergarten level. Students are taught new ways to develop, plan, and express ideas through artmaking. They are exposed to recognized works of art and become actively involved in finding connections between images and ideas. Students learn to practice safe procedures and expand their skills in the use of art media and tools. They construct knowledge through participation in child-centered experiences that foster independent thinking through exploration, observation, discussion, production, and reflection. Emphasis is placed on exploring themes and concepts related to family and a sense of place. By participating in real and meaningful art experiences, students increase their understanding of the value of the visual arts to themselves, their family, and to the world in which they live. Grade 2: Community The visual art curriculum for Grade 2 is designed to expand on development of abilities to understand, perceive, create, and respond to art. Students are introduced to new concepts and skills that build on prior learning. They learn to work individually and collaboratively to generate ideas for artmaking and they continue to develop expertise in the application and use of art media and tools. Students are actively involved in the learning process as they conceive and express original ideas through a range of subject matter. Emphasis is placed on exploring themes and concepts related to community and a sense of place. Connections are made with other disciplines to promote understanding of visual art as an integral part of the whole learning experience. As students continue to participate in meaningful art experiences they become increasingly aware of the role of visual art in their life, the life of their family, the community, and societies past and present.

©2010 ELEMENTARY ART PROGRAM OF STUDIES, FAIRFAX COUNTY PUBLIC SCHOOLS

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Grade 3: Culture The visual art curriculum for Grade 3 introduces more complex approaches to idea development, personal expression, and reflection. Students build on prior knowledge and acquired skills in individual ways. They are encouraged to play and experiment with art materials and processes to assist them in finding innovative ways to express content and meaning in their artwork. They continue to improve their skills by demonstrating their expertise in the application and appropriate use of art media, tools, and processes. Students become actively involved in problem solving by making choices and taking risks in artmaking. Emphasis is placed on using inquiry to explore themes and concepts related to culture and a sense of place. Connections with other disciplines are expanded upon and students are taught to recognize past and present cultural contributions made through the visual arts. As students expand their thinking and make connections between visual art, their life, their family, the community, and culture, they gain a greater appreciation of art and its contribution to society. Grade 4: Time The visual art curriculum for Grade 4 increases opportunities to practice complex approaches to idea development and to improve technical skills and craftsmanship in the use of art media and tools. Students work independently and collaboratively to form questions and conduct research to generate ideas for artworks. They are taught to recognize and reflect on effective means of communication in artworks and they learn to apply critical skills in response to their own artwork and the work of others. Students assess the art process and learn new ways to connect understandings of content and meaning in artworks to inform their artmaking. Emphasis is placed on using a variety of thinking frames to explore concepts related to perceptions of time and a sense of place. Thematic connections to other disciplines are explored to generate ideas for personal expression. Students advance in their understanding of visual art, its value in their life, the life of their family, the community, culture, and their world. Grade 5: Globalization The visual art curriculum for Grade 5 promotes independent thinking, investigation, and innovation in idea development. Students continue to improve skills in critical analysis and aesthetic judgment as they view and respond to artworks. They are taught to anticipate problems and devise solutions in approaches to artmaking while demonstrating advanced knowledge and expertise in the use of safe and appropriate technical skills and processes. Emphasis is placed on understanding concepts that relate to globalization and a sense of place. They are challenged to explore connections between themselves and the global society and to express their understandings and opinions in creative ways. As they focus on expressing ideas about personal experiences in a global environment, they learn to appreciate visual art as a meaningful contributor to society. Grade 6: Identity The visual art curriculum for Grade 6 focuses on building and refining cumulative knowledge and skills developed previously through the elementary art program. Students are taught to use a variety of thinking frames in forming concepts, in analyzing and responding to artworks, and in producing meaningful artworks. Emphasis is placed on expressing ideas that relate to the formation of identity and a sense of place within an historical, social, and cultural context. Students have opportunities to problem solve as they engage in the artmaking process, they expand their understanding of ways in which artists convey meaning through a variety of art forms, and they practice and improve their skills in using art materials and tools safely and effectively. Students prepare to be discriminating consumers of the visual arts as they come to realize the value of the arts to the society in which they live.


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PHILOSOPHY

The following statements describe the Fairfax County Public Schools philosophy for art instruction in elementary schools. This philosophy underlies all programmatic and instructional decisions.

x� All students have creative abilities that can be nurtured by learning about the world of art.

x� Art instruction provides a context for critical and creative thinking and for the communication of feelings and ideas.

x� Art instruction provides a context for making connections.

x� Art instruction provides a context for students to become active constructors of knowledge.

x� Art instruction provides challenges that require individual problem solving resulting in creative and mental growth.

x� Students experience direct instruction to broaden thinking frames and acquire art content, knowledge, and skills.

x� Students’ developmental levels are respected.

x� Instructional sequences are based on learning skills and processes ordered from simple to complex.

x� Art production is personal and intentional; each student’s expression is valid.

x� Art objects result from synthesis of sensory information, knowledge, and skills.

x� Students have opportunities to interpret key ideas using a variety of media.

x� Students have regular opportunities to see great works of art from diverse cultures.

x� Students have opportunities to look at and discuss art, analyze and judge art, and learn about the cultural, social, and historical context of art.

x� Students have opportunities to personally reflect on ideas, experiences, objects, processes, or products to deepen understanding.


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UNDERLYING ASSUMPTIONS

1. Art is basic to the general education of every student in Fairfax County Public Schools.

2. Content and inquiry are drawn from the enduring idea of “A Sense of Place.” 3. Elementary art instruction emphasizes process, product and understanding and

engages students in active learning in the concepts, skills, and processes of idea development, production, and reflection.

4. Creative and critical thinking are explicitly taught through a variety of idea

development, planning, and reflection strategies. 5. The elements and principles of design are never the focus of instruction. Rather,

they are woven into lessons as concepts and tools for producing and responding to artworks.

6. Teachers provide direct instruction in content, processes, and skills. 7. Art instruction introduces students to a broad range of artworks that represent

the contributions to world civilization made by female and male artists from diverse cultures and ethnicity.

8. Students have opportunities to explore common human concerns expressed in

the art of different people and cultures, which help them appreciate cultural diversity as well as common human experiences.

9. Interdisciplinary instruction is efficient and meaningful because it connects the

concepts, processes, and content learned in art and in other subjects. 10. Students’ independent creative expression reflects their personal perceptions. 11. Guided practice helps students to learn new skills and techniques. 12. Art problems are open-ended to encourage personal interpretations. 13. Criteria are established and explicitly stated for evaluation of student learning

based on the student outcomes described in this document. 14. At the elementary level, production emphasizes exploration of a single medium

over mixed media to solve art problems.


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Process Standard 1—Idea Development and Planning The student will use idea development and planning processes to solve artmaking problems. A. Use thinking skills and strategies to develop ideas for artworks.

1. Collaborate to brainstorm a list of ideas for artworks. 2. Use personal experiences, knowledge, memories, and observations to

generate ideas for artworks. 3. Use visualization, imagination, humor, and play to develop ideas for

artworks. 4. Use role play, kinesthetic, and sensory experiences to develop ideas for

artworks. 5. Generate ideas for artworks while listening to the teacher read aloud. 6. Use resources including architecture, artifacts, artworks, books, interviews,

poems, and songs to generate ideas for artworks. 7. Use graphic organizers including picture webs and charts to develop ideas

for artworks. 8. Play with materials and tools to develop ideas for artworks. 9. Investigate the creative possibilities of materials, including recyclable

products, to develop ideas for artworks.

B. Design, implement, and refine plans for creating original artworks. 1. Design an original plan to produce personally unique responses to artmaking

challenges. 2. Develop a plan for an artwork by making choices among ideas generated in

a graphic organizer. 3. Use manipulatives to plan artworks. 4. Share and discuss plans for artworks with class or partner. 5. Consult with teacher or partner to complete a plan for an artwork.


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Standard 2—Material Processes The student will use art materials, tools, and processes safely and appropriately. A. Use appropriate steps in media processes.

1. Model appropriate process steps in drawing, painting, printmaking, collage, ceramic, sculpture, and textile artworks.

2. Explain the sequence of steps in an art process. 3. Draw the sequence of steps in an art process.

B. Practice safe and appropriate procedures when handling art materials and tools.

1. Demonstrate the appropriate and safe use of drawing, painting, and printmaking materials.

2. Demonstrate the appropriate and safe use of ceramic, modeling, and sculpture materials.

3. Use scissors safely and appropriately. 4. Practice safe and appropriate gluing techniques. 5. Use nonstandard units (hand, finger) to measure objects in the real world

and in artworks.

Process


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Standard 3—Reflection The student will use reflection as part of the creative process. A. Use a variety of reflection strategies to learn from artmaking experiences and to

inform the creative process. 1. Share artwork with others. 2. Use a mid-point check to reflect on progress. 3. Develop meaningful titles for personal artworks. 4. Discuss successes at the conclusion of artmaking experiences. 5. Write a sentence about an artwork. 6. Participate in gallery walks and comment on selected artworks. 7. Use a sketchbook or journal to document reflections about artmaking and

artworks. 8. Draw a personal artwork from observation or memory.

Process


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Standard 4—Media and Techniques The student will apply art media and techniques to produce original artworks. A. Apply art fundamentals to create original artworks.

1. Use basic shapes to represent people, places and things. 2. Arrange shapes, forms, and objects to compose artworks. 3. Select and apply colors in artworks. 4. Experiment with expressive use of color in artworks. 5. Represent size relationships in artworks. 6. Use a horizon line in artworks. 7. Elaborate artworks by adding detail, line, pattern, and texture.

B. Produce original artworks by using a variety of drawing materials, tools, and techniques.

1. Use crayons, markers, or chalk in drawings. 2. Manipulate drawing tools to make a variety of marks. 3. Explore rubbing with crayon as a drawing technique. 4. Outline objects and fill shapes with color. 5. Practice control when applying color. 6. Practice control in the use of drawing media and techniques.

C. Produce original artworks by using a variety of painting materials, tools, and techniques.

1. Use paint stations as part of the painting process. 2. Load and wipe a paintbrush before painting. 3. Practice control when applying paint with a brush. 4. Use the 3-step painting process: outline objects with a light color, fill in large

areas with color, and add details, patterns, and textures. 5. Practice using a variety of brush strokes including short, long, curved, and

straight. 6. Use overpainting to add details. 7. Practice control in the use of painting media and techniques.

D. Produce original artworks by using a variety of printmaking materials, tools, and techniques.

1. Print randomly and make organized patterns by stamping with objects, cardboard, or sponges.

2. Use shape stamps or cardboard to make pictures. 3. Make a relief printing plate. 4. Make a rubbing from a relief plate or other surfaces. 5. Apply appropriate amount of ink for stamping and printing. 6. Practice control in the use of printmaking media and techniques.

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E. Produce original artworks by using a variety of textile materials and techniques.

1. Weave under and over to create a pattern on a paper loom. 2. Create an appliqué by gluing a variety of felt shapes to a fabric background. 3. Practice the running stitch in an artwork. 4. Practice control in the use of textile materials and techniques.

F. Produce original artworks by using a variety of collage materials, tools, and techniques.

1. Cut straight, curved, and zigzagged lines, and cut on a fold. 2. Cut circles, squares, rectangles, triangles, and free form shapes. 3. Practice drawing with scissors to cut shapes and objects. 4. Arrange and glue shapes to make people, places, and things in a cut paper

collage. 5. Use recycled materials and found objects in a collage. 6. Practice control in the use of collage materials and techniques.

G. Produce original artworks by using a variety of sculpture materials, tools, and

techniques. 1. Use slits, slots, tabs, and band-aid technique to join paper, cardboard, or

foam in a sculpture. 2. Use paper sculpture techniques including folding, looping, pleating, and

fringing. 3. Make a freestanding sculpture by arranging and joining shapes and forms. 4. Create a functional object such as a book or mask. 5. Build with unit blocks, planks, containers, or other materials to solve

construction challenges. 6. Practice control in the use of sculpture materials and techniques.

H. Produce original artworks by using a variety of ceramic materials, tools, and

techniques. 1. Pinch, roll, press, and form with modeling clay. 2. Form a pinch pot with an incised design. 3. Use clay to form a slab relief. 4. Apply glaze to bisqueware. 5. Practice control in the use of ceramic materials and techniques.

I. Produce original artworks using available technology. 1. Practice drawing with a mouse.

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Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas about thematic content using a range of subject matter. A. Explore the themes of self and a sense of place in artworks.

1. Create artworks that show the relationship between self and a sense of place.

2. Create artworks that explore concepts related to self including talents, qualities, and characteristics.

3. Create artworks depicting self as a member of a family, community, and culture.

4. Create artworks which depict personal appearance. 5. Create artworks that express empathy and respect for individuals. 6. Create artworks that reveal sensory awareness. 7. Create artworks depicting personal interests and favorite activities. 8. Create artworks about personal stories and experiences. 9. Create artworks depicting favorite people, places, and things. 10. Create an artwork that depicts self participating in family or community

traditions or celebrations. 11. Create a self-portrait that depicts self in a future role in society. 12. Create an artwork that reveals similarities and differences between self and

others. 13. Create an artwork about a favorite or imagined place. 14. Create an artwork that represents a real or imagined home.

B. Produce original artworks that explore a range of subject matter.

1. Create original artworks depicting the human face and form including portrait, self portrait, and full figure.

2. Create original artworks depicting landscapes and environments. 3. Create original artworks depicting narrative scenes. 4. Create original artworks depicting animals. 5. Create original artworks depicting natural or man-made objects. 6. Create original designs for architectural structures.

C. Produce original artworks that explore thematic connections across disciplines. 1. Use and apply knowledge from other disciplines when creating artworks. 2. Create artworks that explore relationships between and among diverse

subject areas including visual art, history, language arts, math, music, physical education, science, social studies, and theatre arts.

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Standard 6—Craftsmanship and Presentation The student will use good craftsmanship to produce and prepare artworks for presentation. A. Produce artworks using good craftsmanship.

1. Practice and use neatness in the application of media. 2. Complete artworks according to established criteria.

B. Prepare artworks for presentation and display. 1. Label artworks with name and title. 2. Place or arrange artworks for sharing.

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Standard 7—Art History and Cultural Context The student will understand art in relation to history and culture. A. Understand the relationship between art and history.

1. Discuss historical content revealed in artworks. 2. Discuss the historical development of art forms and styles. 3. Relate personal artmaking to the history of art. 4. Examine artworks for clues about artists, places, and events. 5. Identify American legends, symbols, traditions, and celebrations portrayed in

artworks.

B. Understand art within a cultural context. 1. Identify different people, families, communities, and cultures portrayed in

artworks. 2. Identify family, community, and cultural traditions and celebrations portrayed

in artworks. 3. Discuss forms and functions of art and architecture produced by various

cultures.

Understanding


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Standard 8—Criticism and Aesthetics The student will apply criticism and aesthetics when producing and responding to artworks. A. Apply art criticism when producing and responding to artworks.

1. Describe artworks using the five senses. 2. Respond to artworks by naming or describing what is seen. 3. Identify and describe media or techniques used to create artworks. 4. Distinguish between two dimensional shapes and three dimensional forms in

artworks. 5. Describe shapes, colors, lines, textures, and patterns seen in artworks. 6. Identify and interpret visual clues in artworks. 7. Identify setting, character, and characteristics in artworks. 8. Discuss how artists recognize and depict unique characteristics of people,

places, and things. 9. Discuss and explain ideas expressed in personal artworks. 10. Discuss how artists express ideas in original and creative ways. 11. Compare and contrast ways artists convey similar ideas. 12. Compare and contrast different types of architecture.

B. Apply aesthetic understandings when producing and responding to artworks. 1. Describe reasons for creating art. 2. Share thoughts, experiences, and feelings when viewing artworks. 3. Select a preferred work of art and explain why it was chosen. 4. Discuss reasons for choices artists make when creating art.

Understanding


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Standard 9—Art Vocabulary The student will use art vocabulary appropriately when discussing and writing about art. A. Use art vocabulary to identify and describe form and content in artworks.

1. Use appropriate vocabulary to describe approaches to artmaking including representational and abstract.

2. Identify artworks according to their historical style. 3. Use appropriate vocabulary to identify subject matter in artworks to include

portrait, self portrait, landscape, and architecture. 4. Use appropriate vocabulary to identify two dimensional art forms to include

drawing, painting, mural, printmaking, collage, and digital imagery. 5. Use appropriate vocabulary to identify three dimensional art forms to include

architecture, assemblage, ceramics, relief, sculpture, mobile, stabile, and textiles.

B. Use appropriate art vocabulary to identify and describe art materials and

processes. 1. Use appropriate art vocabulary when discussing and writing about art. 2. Develop drawing vocabulary to include outline, fill, and rubbing. 3. Develop painting vocabulary to include tempera, outline, fill, and

overpainting. 4. Develop printmaking vocabulary to include rubbing, stamping, printing, relief,

plate, and ink. 5. Develop textile vocabulary to include appliqué, stitchery, weaving, warp,

weft, loom, over-under, needle, birdie, and running stitch. 6. Develop collage vocabulary to include cut-on-a-fold, recycle, and found

objects. 7. Develop sculpture vocabulary to include tab, slit, slot, folding, looping,

pleating, and fringing. 8. Develop ceramic vocabulary to include ceramic clay, modeling clay, model,

incise, glaze, fire, bisqueware, and kiln.

Understanding


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C. Use art vocabulary to identify and describe formal attributes in artworks.

1. Identify colors by name, including red, yellow, blue, green, orange, violet, black, white, gray, and brown.

2. Identify basic geometric shapes including circle, oval, square, rectangle, triangle, and diamond.

3. Identify basic geometric forms including cube, sphere, cylinder, and cone. 4. Describe the attributes of shapes including size (big, little, long, short, wide,

thin), weight (heavy, light), form (straight, curved) and texture (rough, smooth, hard, soft).

5. Distinguish between repeating and alternating patterns and natural and man-made patterns.

6. Identify horizon lines and ground lines in artworks. D. Use art vocabulary to describe artist roles and careers and the function of art

institutions. 1. Recognize that artists are people who make art. 2. Identify own and other artists’ works as art. 3. Refer to artists as painters, printmakers, sculptors, weavers, and architects

according to their practice. 4. Discuss the function of museums, galleries, and sculpture gardens.

E. Use art vocabulary to describe the forms and functions of architectural structures.

1. Describe the forms and functions of residential, commercial, institutional, recreational, and commemorative architecture.

2. Identify types of residential structures to include single family, multifamily, apartment, and townhouse.

3. Identify architectural features of residential structures including door, window, roof, steps, and chimney.

4. Identify materials used in the construction of buildings including brick, wood, stone, siding, glass, concrete, and tile.

Understanding


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Process Standard 1—Idea Development and Planning The student will use idea development and planning processes to solve artmaking problems. A. Use a variety of thinking skills and strategies to develop ideas for artworks.

1. Generate a personal list of ideas for artworks. 2. Collaborate to brainstorm a list of ideas for artworks. 3. Use personal experiences, knowledge, memories, and observations to

generate ideas for artworks. 4. Use visualization, imagination, humor, and play to develop ideas for

artworks. 5. Use role play, kinesthetic, and sensory experiences to develop ideas for

artworks. 6. Generate ideas for artworks while listening to the teacher read aloud. 7. Use resources including architecture, artifacts, artworks, books, interviews,

poems, and songs to generate ideas for artworks. 8. Use graphic organizers including webs, diagrams, charts, and planning

matrices to develop and draw ideas for artworks. 9. Play and experiment with art materials, tools, and processes to generate

unique ideas for artworks. 10. Investigate the creative potential of non-traditional materials to develop ideas

for artworks.


challenges. 2. Develop a plan for an artwork by making choices among ideas generated in

a graphic organizer. 3. Use manipulatives to plan artworks. 4. Share and discuss plans for artworks with class or partner. 5. Consult with teacher or partner to complete a plan. 6. Use critique strategies such as think-pair-share to assess progress and to

determine a plan for completion.


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Process Standard 2—Material Processes The student will use art materials, tools, and processes safely and appropriately. A. Follow appropriate steps in media processes.

1. Follow appropriate process steps in drawing, painting, printmaking, collage, ceramic, sculpture, and textile artworks.

2. Explain the appropriate sequence of steps in drawing, painting, printmaking, collage, ceramic, sculpture, and textile processes.

3. Draw the sequence of steps in an art process. B. Practice safe and appropriate procedures when handling art materials and tools.

1. Demonstrate appropriate and safe use of drawing, painting, and printmaking materials.

2. Demonstrate appropriate and safe use of ceramic, modeling, sculpture, and textile materials.

3. Explain appropriate and safe use and handling of art materials and tools. 4. Use scissors safely and appropriately. 5. Practice safe and appropriate gluing techniques. 6. Use nonstandard units (hand, finger) to measure objects in the real world

and in artworks. 7. Use a ruler as a measuring tool for art production.


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Process Standard 3—Reflection The student will use reflection as a part of the creative process. A. Use a variety of reflection strategies to learn from artmaking experiences and to

inform the creative process. 1. Share and discuss artworks with others. 2. Use a mid-point check to reflect on progress. 3. Develop meaningful titles for personal artworks. 4. Discuss successes at the conclusion of artmaking experiences. 5. Use artist's statements, graphic organizers, and summaries to reflect on the

art process and art product. 6. Use a sketchbook or journal to document reflections about artmaking and

artworks. 7. Participate in gallery walks and comment on selected artworks. 8. Draw a personal artwork from observation or memory. 9. Participate in critiques as a form of reflection.


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Product Standard 4—Media and Techniques The student will apply art media and techniques to produce original artworks. A. Apply art fundamentals to create original artworks.

1. Use shapes to represent people, places, and things. 2. Arrange shapes, forms, and objects according to size and position to

compose artworks. 3. Select and apply colors in artworks. 4. Experiment with symbolic and expressive use of color in artworks. 5. Elaborate artworks by adding detail, line, pattern, and texture. 6. Use more than one groundline in artworks. 7. Use symmetry in artworks. 8. Depict shadows in artworks.


1. Use crayons, markers, or chalk in drawings. 2. Manipulate drawing tools to make a variety of marks. 3. Use a variety of drawing materials to explore rubbing, blending, and

overdrawing techniques. 4. Outline objects and fill shapes with color. 5. Use control when applying color. 6. Practice control in the use of drawing media and techniques.


1. Use paint stations as part of the painting process. 2. Load and wipe a paintbrush before painting. 3. Practice control when applying paint with a brush. 4. Use the 3-step painting process: outline objects with a light color, fill in large

areas with color, and add details, patterns, and textures. 5. Practice using a variety of brush strokes including short, long, curved, and

straight. 6. Use overpainting to add details. 7. Practice control in the use of painting media and techniques.


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D. Produce original artworks by using a variety of printmaking materials, tools, and

techniques. 1. Make a relief plate by incising a variety of lines in a foam plate. 2. Apply appropriate amount of ink to the brayer and to the plate. 3. Print an artist’s proof and an edition. 4. Correctly sign, title, and number prints in an edition. 5. Make a rubbing from a relief plate or other surfaces. 6. Practice control in the use of printmaking media and techniques.

E. Produce original artworks by using a variety of textile materials, tools, and techniques.

1. Thread a needle with yarn and knot the end of the yarn. 2. Make a stitchery using even running stitches and running stitch elaborations. 3. Create a weaving on a paper loom with an alternating color pattern. 4. Practice control in the use of textile materials and techniques.


1. Cut straight, curved, and zigzag lines, and cut on a fold. 2. Cut circles, squares, rectangles, triangles, and free form shapes. 3. Practice drawing with scissors to cut shapes and objects. 4. Arrange and glue shapes to make people, places, and things in a cut paper

collage. 5. Collaborate to make a cut paper mural. 6. Practice control in the use of collage materials and techniques.

G. Produce original artworks by using a variety of sculpture materials, tools, and techniques.

1. Use slits, slots, tabs, and band-aid technique to join paper or cardboard in a sculpture.

2. Use paper sculpture techniques including folding, looping, curling, pleating, rolling, fringing, and spiraling.

3. Construct three dimensional forms from paper including cone, triangular prism, and rectangular prism.

4. Make a free standing or relief sculpture. 5. Construct a functional object such as a book or mask. 6. Make a three dimensional model for an architectural structure. 7. Practice control in the use of sculpture materials and techniques.

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techniques. 1. Use ceramic hand-building techniques including pinch and slab. 2. Form a functional or decorative ceramic object. 3. Add details using pierced or impressed designs and patterns. 4. Apply glaze to bisqueware. 5. Practice control in the use of ceramic materials and techniques.

I. Produce original artworks using available technology. 1. Practice drawing with a mouse.

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Product Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas about thematic content using a range of subject matter. A. Explore the themes of family and a sense of place in artworks.

1. Create artworks that show the relationship between family and a sense of place.

2. Create artworks that explore concepts related to family structures including nuclear, extended, and non-traditional.

3. Create artworks that explore the influence of family on self, community, culture, time, globalization, and identity.

4. Create artworks that explore family relationships. 5. Create artworks that explore family celebrations, rituals, and traditions. 6. Create an artwork that depicts multiple generations in a family. 7. Create an artwork that distinguishes family members. 8. Create an artwork that honors or commemorates a family member. 9. Create an artwork that reveals the interests of a family member. 10. Create an artwork about a family helper. 11. Create artworks that depict family events, activities, and stories. 12. Create an artwork that depicts an outdoor family activity in a particular

season. 13. Create an artwork that depicts a real or imagined family pet. 14. Create an artwork that depicts one or more significant family objects. 15. Design an architectural structure for a family.


1. Create original artworks depicting the human face and form including portrait, self portrait and full figure.

2. Create original artworks depicting landscapes, buildings, and environments. 3. Create original artworks depicting narrative scenes. 4. Create original artworks depicting animals. 5. Create original artworks depicting natural or man-made objects. 6. Create original designs for architectural structures.

C. Produce original artworks that explore thematic connections across disciplines. 1. Use and apply knowledge from other disciplines when creating artworks. 2. Create artworks that explore relationships between and among diverse



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Product Standard 6—Craftsmanship and Presentation The student will use good craftsmanship to produce and prepare artworks for presentation. A. Produce artworks using good craftsmanship.

1. Use neatness in the application of media. 2. Execute and finish artworks with attention to detail. 3. Complete artworks according to established criteria.

B. Prepare artworks for presentation and display. 1. Label artworks with name and title. 2. Place or arrange artworks for critique and sharing. 3. Collaborate to display artworks in a classroom.


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Understanding Standard 7—Art History and Cultural Context The student will understand art in relation to history and culture. A. Understand the relationship between art and history.

1. Discuss historical content revealed in artworks. 2. Discuss the historical development of art forms and styles. 3. Relate personal artmaking to the history of art. 4. Examine artworks for clues about artists, places, and events. 5. View and discuss art, architecture, and artifacts from various cultures and

times. 6. Identify people, places, symbols, and events portrayed in artworks that are

important to American history and culture.

B. Understand art within a cultural context. 1. Identify different people, families, communities, and cultures portrayed in

artworks. 2. Identify family, community, and cultural traditions and celebrations portrayed

in artworks. 3. Discuss forms and functions of art, architecture, and artifacts produced by

various cultures. 4. Compare and contrast art forms produced by different communities and

cultures including architecture, images, masks, sculptures, vessels, and textiles.


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Understanding Standard 8—Criticism and Aesthetics The student will apply criticism and aesthetics when producing and responding to artworks. A. Use art criticism when producing and responding to artworks.

1. Describe artworks using the five senses. 2. Identify and interpret visual clues in artworks. 3. Describe and analyze shapes, colors, lines, textures, and patterns seen in

artworks. 4. Explain how details add information about the content of artworks. 5. Discuss how artists recognize and depict unique characteristics of people,

places, and things. 6. Discriminate between subject matter of artworks including portrait,

landscape, and still life. 7. Describe the composition of artworks. 8. Identify and discuss spatial relationships in artworks. 9. Discuss artworks to determine the artist’s source of inspiration and intent. 10. Discuss, explain, and interpret ideas expressed in artworks. 11. Discuss how artists express ideas in original and creative ways. 12. Sort artworks based on similar themes, characteristics, and styles. 13. Identify clues to seasonal changes and weather conditions in artworks. 14. Discuss needs and wants of families and how these influence the design of

homes and products.

B. Apply aesthetic understandings when producing and responding to artworks. 1. Identify reasons for creating art. 2. Share thoughts, experiences, and feelings when viewing artworks. 3. Select a preferred artwork and explain why it was chosen. 4. Discuss why people may have different responses to artworks. 5. Discuss reasons for choices artists make when creating art. 6. Discuss the reasons why artwork has value. 7. Discuss art and architecture and their value to the community.


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Understanding Standard 9—Art Vocabulary The student will use art vocabulary appropriately when discussing and writing about art. A. Use art vocabulary to identify and describe form and content in artworks.

1. Use appropriate vocabulary to describe approaches to artmaking including representational and abstract.


portrait, self-portrait, landscape, architecture, and still life. 4. Use appropriate vocabulary to identify two dimensional art forms to include

drawing, painting, mural, printmaking, collage, and digital imagery. 5. Use appropriate vocabulary to identify three dimensional art forms to include

architecture, assemblage, ceramics, relief, sculpture, mobile, stabile, and textiles.


processes. 1. Use appropriate art vocabulary when discussing and writing about art. 2. Expand drawing vocabulary to include rubbing, blending, and overdrawing. 3. Expand painting vocabulary to include overpainting. 4. Expand printmaking vocabulary to include relief plate, relief print, incising,

brayer, water soluble ink, pulling a print, and edition. 5. Expand textile vocabulary to include loom, needle, birdie, knot, running

stitch, and tabby weave. 6. Expand sculpture vocabulary to include tab, slit, slot, spiraling, folding,

looping, curling, pleating, and fringing. 7. Expand ceramic vocabulary to include pinch, slab, impress, bisqueware,

glaze, fire, and kiln. C. Use art vocabulary to identify and describe formal attributes in artworks.

1. Identify the primary and secondary colors. 2. Identify warm, cool, and neutral colors. 3. Identify basic geometric shapes including circle, oval, square, rectangle,

triangle, and trapezoid in artworks. 4. Identify basic geometric forms including cone, triangular prism, and

rectangular prism. 5. Identify texture and symmetry in artworks. 6. Identify horizon line and ground lines in artworks. 7. Identify size and spatial relationships such as big-little, in front-behind, over-

under-on, above-below, near-far, left-right, and inside-outside.


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Understanding D. Use art vocabulary to describe artist roles and careers and the function of art

institutions. 1. Refer to artists as painters, printmakers, sculptors, weavers, and architects

according to their practice. 2. Describe the roles of artists, architects, and designers. 3. Describe the function of museums, galleries, and sculpture gardens.


1. Describe the forms and functions of residential, commercial, institutional, recreational, and commemorative architecture.

2. Identify the types of residential structures to include single family, multifamily, apartment, and townhouse.

3. Identify architectural features of residential structures including door, window, roof, steps, and chimney.

4. Identify materials used in the construction of buildings including brick, wood, stone, siding, glass, concrete, and tile.


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1. Brainstorm individually and collaboratively to generate multiple ideas for artworks.

2. Collaborate by sharing information, suggestions, and opinions to develop ideas for artworks.

3. Use personal experiences, knowledge, memories, and observations to generate ideas for artworks.

4. Use visualization, imagination, humor, and play to develop ideas for artworks.

5. Use role play, kinesthetic, and sensory experiences to develop ideas for artworks.

6. Generate ideas for artworks after listening to the teacher read aloud. 7. Use resources including architecture, artifacts, artworks, books, interviews,


matrices to develop, document, and draw ideas for artworks. 9. Play and experiment with art materials, tools, and processes to generate

unique ideas for artworks. 10. Investigate the creative potential of non-traditional materials and recyclable

materials to develop ideas for artworks.


challenges. 2. Develop a plan for an artwork by making choices from ideas generated in a

graphic organizer. 3. Make preliminary sketches and construct models to plan for artmaking. 4. Develop multiple plans to represent an idea in an artwork and select the best

plan. 5. Refine a plan during the artmaking process. 6. Collect feedback from others to refine artworks. 7. Collaborate to develop a group plan for an artwork.


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3. Draw or write the sequence of steps in an art process. B. Practice safe and appropriate procedures when handling art materials and tools.



3. Explain appropriate and safe handling of art materials and tools. 4. Use scissors safely and appropriately. 5. Practice safe and appropriate gluing techniques. 6. Use non-standard units (hand, finger) to measure objects in the real world



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Process Standard 3—Reflection The student will use reflection as part of the creative process. A. Use a variety of reflection strategies to learn from artmaking experiences and to

inform the creative process. 1. Share and discuss artworks with others. 2. Use a mid-point check to reflect on progress. 3. Develop meaningful titles for personal artworks. 4. Discuss successes at the conclusion of artmaking experiences. 5. Use artist statements, graphic organizers, and summaries to reflect on the


artworks. 7. Participate in gallery walks and comment on selected artworks. 8. Draw a personal artwork from observation or memory. 9. Participate in critiques as a form of reflection.


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1. Use basic and free-form shapes to represent people, places, and things in artworks.

2. Use overlapping, size, placement, and multiple ground lines to compose artworks and create the illusion of depth.

3. Represent size relationships in artworks. 4. Apply physical and visual balance in artworks. 5. Use symbolic and expressive color in artworks. 6. Elaborate artworks by adding detail, line, pattern, and texture. 7. Depict shadows in artworks. 8. Use exploding as a tool for abstraction.

B. Produce original artworks by using a variety of drawing materials, tools, and

techniques. 1. Use pencils, crayons, markers, or chalk in drawings. 2. Manipulate drawing tools to make a variety of marks to represent patterns

and textures. 3. Use a variety of drawing materials to explore rubbing, blending, cross-

hatching, stippling, twisting, and overdrawing techniques. 4. Outline objects and fill with color. 5. Use control when applying color. 6. Practice control in the use of drawing media and techniques.


1. Use paint stations as part of the painting process. 2. Load and wipe a paintbrush before painting. 3. Use control to apply paint with a brush. 4. Use the 3-step painting process when painting: outline objects with a light

color, fill in large areas with color, and add details, patterns, and textures. 5. Use a variety of brush strokes including short, long, curved, straight and dry

brush when painting. 6. Use a sponge to create texture in paintings. 7. Use overpainting to add details and texture. 8. Practice control in the use of painting media and techniques.


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techniques. 1. Make a tag board relief plate. 2. Make a collagraph relief plate with tag board and other materials. 3. Apply appropriate amount of ink to the brayer and to the plate. 4. Explore alternative approaches to printmaking including stamping and

stenciling. 5. Print an artist’s proof and an edition. 6. Correctly sign, title, and number prints in an edition. 7. Practice control in the use of printmaking media and techniques.


1. Thread a needle with yarn and knot the end of the yarn. 2. Make a stitchery using couching, running stitch, and back stitch variations. 3. Create a paper weaving on a loom with a curved warp and an alternating

color pattern. 4. Practice control in the use of textile materials and techniques.


1. Practice drawing with scissors to cut shapes and objects. 2. Cut, arrange, and glue shapes to create people, places, and things in a cut

paper collage. 3. Use paper cutting techniques including exploding and punching. 4. Use layering and overlapping to construct a collage. 5. Collaborate to make a large cut paper mural. 6. Practice control in the use of collage materials and techniques.


1. Make a free standing or relief sculpture. 2. Construct three dimensional paper forms. 3. Use paper sculpture techniques including rolling, folding, looping, curling,

pleating, fringing, and spiraling. 4. Use slits, slots, tabs, and band-aid technique to join paper or cardboard in a

sculpture. 5. Use found objects to make a free standing sculpture with moveable parts. 6. Construct sculptures to be stable and secure. 7. Practice control in the use of sculpture materials and techniques.

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techniques. 1. Use ceramic handbuilding techniques including pinch and slab. 2. Form a functional or decorative ceramic object. 3. Model a sculpture from ceramic clay by rolling, pinching, squeezing, or

pulling. 4. Use piercing, impressing, and glazing to apply color, patterns, and designs

to ceramic objects. 5. Apply glaze to bisqueware. 6. Construct ceramic artworks to be stable and secure. 7. Practice control in the use of ceramic materials and techniques.

I. Produce original artworks using available technology. 1. Create an artwork by drawing with a mouse.

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Product Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas about thematic content using a range of subject matter. A. Explore the themes of community and a sense of place in artworks.

1. Create artworks that show the relationship between community and a sense of place.

2. Create artworks that explore concepts related to community including history, culture, structure, function, systems, and beliefs.

3. Create artworks that explore the influence of community on self, family, culture, time, globalization, and identity.

4. Create artworks that explore the activities, interests, roles, responsibilities, and status of diverse community groups.

5. Create artworks that explore personal membership in one or more community group.

6. Create artworks that demonstrate empathy and respect for different communities.

7. Create artworks that explore the attitudes of community members and groups such as cooperation, pride, tolerance, and support.

8. Create artworks that explore community celebrations, events, rituals, stories, and traditions.

9. Create artworks that explore the public spaces, locations, neighborhoods, and environments associated with particular communities.

10. Create an artwork that depicts two or more members of a community group and provide clues to their community connection.

11. Create an artwork that tells a story about your community. 12. Create artwork that tells about a personal community experience. 13. Create an artwork that depicts animals or insects in a specific community

environment. 14. Create an artwork that shows unusual architecture in an imaginary

community. 15. Design a commercial, institutional, municipal, or recreational space that

references the community services provided within.


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1. Create original artworks depicting the human face and form including portrait, self portrait and full figure.

2. Create original artworks depicting landscapes, buildings, exterior and interior environments.

3. Create original artworks depicting narrative scenes. 4. Create original artworks depicting animals. 5. Create original artworks depicting natural or man-made objects. 6. Create original designs for architectural structures.

C. Produce original artworks that explore thematic connections across disciplines.

1. Use and apply knowledge from other disciplines when creating artworks. 2. Create artworks that explore relationships between and among diverse


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B. Prepare artworks for presentation and display. 1. Label artworks for display. 2. Place or arrange artworks for critique and sharing. 3. Collaborate to display artworks in a classroom.


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1. Discuss historical content revealed in artworks. 2. Discuss the historical development of art forms and styles. 3. Relate personal artmaking to the history of art. 4. Examine artworks for clues about artists, places, and events. 5. View and discuss art, architecture, and artifacts from various cultures and

times. 6. Identify people, places, symbols, and events portrayed in artworks that are

important to American history and culture.

B. Understand art within a cultural context. 1. Discuss different people, families, communities, and cultures portrayed in

artworks. 2. Identify and discuss significant characteristics of communities and cultures

represented in artworks. 3. Discuss similarities and differences of various communities portrayed in

artworks. 4. Discuss how community groups adapt to local environments and use locally

available materials in their art and architecture. 5. Discuss the relationship among community, geography, and art. 6. Discuss forms and function of art, architecture, and artifacts produced by

various communities and cultures. 7. Compare and contrast art forms produced by different communities and

cultures including architecture, images, masks, sculptures, vessels, and textile arts.


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1. Identify and interpret visual clues in artworks. 2. Describe and analyze shapes, colors, lines, textures, and patterns seen in

artworks. 3. Describe the composition of artworks. 4. Analyze artworks to identify compositional structures and the ways artists

achieve an illusion of depth on a flat surface. 5. Identify and discuss size relationships among objects in artworks and in the

world. 6. Discuss artworks to determine the artist’s source of inspiration and intent. 7. Discuss, explain, and interpret ideas expressed in artworks. 8. Discuss how artists express ideas in original and creative ways. 9. Sort artworks based on similar themes, characteristics, and styles. 10. Discriminate between functional and sculptural ceramic objects. 11. Compare attributes of private and public architectural spaces.

B. Apply aesthetic understandings when producing and responding to artworks. 1. Describe reasons for creating art. 2. Share thoughts, experiences, and feelings when viewing artworks. 3. Discuss why people may have different responses to artworks. 4. Develop and describe personal reasons for valuing artworks. 5. Describe how various communities and cultures value and judge art in

different ways. 6. Discuss public art and architecture and its value to the community. 7. Discuss the role of arts in other cultures and communities.


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1. Use appropriate vocabulary to describe approaches to artmaking including representational, abstract, and non-representational.


interiors and exteriors. 4. Use appropriate vocabulary to identify two dimensional art forms. 5. Use appropriate vocabulary to identify three dimensional art forms to include

relief and sculpture in the round. B. Use appropriate art vocabulary to identify and describe art materials and

processes. 1. Use appropriate art vocabulary when discussing and writing about art. 2. Expand drawing vocabulary to include rubbing, blending, cross-hatching,

stippling, twisting, and overdrawing. 3. Expand painting vocabulary to include dry brush and sponging. 4. Expand printmaking vocabulary to include collagraph. 5. Expand textile vocabulary to include curved warp, couching stitch, back

stitch, and satin stitch. 6. Expand collage vocabulary to include layering, overlapping, exploding, and

punching. 7. Expand sculpture vocabulary to include rolling and spiraling. 8. Expand ceramic vocabulary to include slab and bisqueware.


1. Identify warm, cool, and neutral colors. 2. Identify the three dimensions as height, width, and depth. 3. Identify and describe color, line, shape, pattern, and texture. 4. Identify and discuss multiple groundlines in artworks.

D. Use art vocabulary to describe artist roles and careers and the function of art

institutions. 1. Refer to artists as painters, printmakers, sculptors, weavers, and architects

according to their practice. 2. Describe the roles of artists, architects, and designers. 3. Describe the function of museums, galleries, and sculpture gardens.


1. Describe residential, commercial, institutional, and recreational architecture and their functions.

2. Identify and describe architectural structures and their elements in various communities and cultures.


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1. Brainstorm individually and in groups to generate multiple ideas for artworks. 2. Collaborate by sharing information, suggestions, and opinions to develop

ideas for artworks. 3. Use personal experiences, knowledge, memories, and observations to

develop ideas for artworks. 4. Use visualization, kinesthetic and sensory experiences, imagination, humor,

and play to develop ideas for artworks. 5. Use resources including architecture, artifacts, artworks, books, interviews,


matrices to document thoughts and develop ideas for artworks. 7. Play and experiment with art materials and processes to create unique ideas

for artworks. 8. Investigate the creative potential of non-traditional and recyclable materials

to develop ideas for artworks. 9. Conduct research on a selected topic and use findings to develop ideas for

artworks. 10. Use technology to conduct research and generate ideas for artworks.

B. Design, implement, and refine plans for creating original artworks.

1. Design an original plan to produce personally unique responses to artmaking challenges.

2. Develop a plan for an artwork by making choices from ideas generated in a graphic organizer.

3. Make preliminary sketches and construct models to plan for artmaking. 4. Develop multiple plans to represent an idea in an artwork and select the best

plan. 5. Develop and document plans for art production in sketchbooks or journals. 6. Use technology to document a plan for art production. 7. Refine a plan during the artmaking process. 8. Collect feedback from others to refine artworks. 9. Collaborate to develop a group plan for an artwork.


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3. Explain appropriate and safe handling of art materials and tools. 4. Use scissors safely and appropriately. 5. Use safe and appropriate gluing techniques. 6. Use non-standard units (hand, finger) to measure objects in the real world



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inform the creative process. 1. Share and discuss artworks with peers. 2. Use a mid-point check to reflect on progress. 3. Develop meaningful titles for personal artworks. 4. Discuss successes at the conclusion of artmaking experiences. 5. Use artist statements, graphic organizers, and summaries to reflect on the


artworks. 7. Participate in gallery walks and critiques as a form of reflection. 8. Create a series of images to reflect on an artmaking experience. 9. Draw a personal artwork from observation or memory. 10. Select a body of personal artwork to develop a portfolio.


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1. Use organic, geometric, and free-form shapes and forms in artworks. 2. Use color to communicate a mood or emotion in artworks. 3. Use repetition of shapes and colors to unify an artwork. 4. Depict foreground, middle ground, and background in artworks. 5. Use overlapping, size, and placement to achieve the illusion of depth in

artworks. 6. Use focal point, multiple ground lines, color, placement, size, and balance to

organize a composition. 7. Use symmetrical and asymmetrical balance to compose artworks. 8. Balance positive and negative space to compose artworks. 9. Explore concave and convex forms in artworks. 10. Use a viewfinder to make compositional choices. 11. Use guidelines and proper proportions to depict subject matter in artworks. 12. Enhance artworks by adding detail, pattern, and texture. 13. Experiment with exploding, multiplying, and rearranging as tools for

abstraction.


1. Use pencils, crayons, markers, and chalk in drawings. 2. Manipulate drawing tools to make a variety of marks. 3. Use a variety of drawing materials to explore rubbing, blending, overdrawing,

cross-hatching, stippling, and twisting techniques. 4. Outline objects and fill with color. 5. Practice control in the use of drawing media and techniques.


1. Use paint stations as part of the painting process. 2. Use the 3-step painting process when painting. 3. Develop artworks by painting from background to foreground. 4. Use overpainting to add details and texture. 5. Use a variety of brush strokes including short, long, curved, straight,

dabbing, and dry brush to enhance a painting. 6. Practice control in the use of painting media and techniques.


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techniques. 1. Make a relief plate using string, yarn or other fibers. 2. Apply appropriate amount of ink to the brayer and to the plate. 3. Experiment with color when printing. 4. Print an artist’s proof and an edition. 5. Correctly sign, title, and number prints in an edition. 6. Practice control in the use of printmaking media and techniques.


1. Thread a needle with yarn and knot the end of the yarn. 2. Create a stitchery using running, elaborations on running, couching, back

stitch, cross, and satin stitches. 3. Measure, cut, and warp a ½ inch cardboard loom. 4. Use tabby weave and rya knots to create a weaving. 5. Use a weaver’s bubble to make a straight selvage. 6. Remove weaving from loom and finish ends. 7. Practice control in the use of textile materials and techniques.


1. Practice drawing with scissors to cut shapes and objects. 2. Cut, arrange, and glue shapes to create a cut paper collage. 3. Experiment with two dimensional paper cutting techniques including positive/

negative, cutting to reveal a line, and counter-change to create a collage 4. Use layering and overlapping to construct a collage. 5. Collaborate to make a cut paper collage. 6. Practice control in the use of collage materials and techniques.


1. Use paper or cardboard to create sculptures in the round. 2. Use paper sculpture techniques including folding, creasing, pleating, scoring,

spiraling, and rolling to create a sculpture. 3. Use slits, slots, tabs, and band-aid technique to join paper or cardboard in a

sculpture. 4. Create a low relief mask or sculpture. 5. Construct sculptures to be stable and secure. 6. Practice control in the use of sculpture materials and techniques.

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techniques. 1. Use ceramic handbuilding techniques including pinch, coil, and slab. 2. Cut, score, and weld clay to form ceramic artworks. 3. Form a functional or decorative ceramic artwork. 4. Create a low or high relief ceramic object. 5. Enhance ceramic artworks with patterns and designs using incising,

impressing, piercing, adhering, relief, or carving techniques. 6. Form ceramic artworks to be stable and secure. 7. Apply underglaze and glaze to bisqueware. 8. Practice control in the use of ceramic materials and techniques.

I. Produce original artworks using available technology. 1. Create an artwork by drawing with a mouse. 2. Incorporate scanned or digital images to enhance artworks.

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Product Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas about thematic content using a range of subject matter. A. Explore the themes of culture and a sense of place in artworks.

1. Create artworks that show the relationship between culture and a sense of place.

2. Create artworks that explore concepts related to culture including history, beliefs, values, and perceptions.

3. Create artworks that explore the influence of culture on self, family, community, time, globalization, and identity.

4. Create artworks that explore the economics, environments, and architectural structures associated with particular cultures.

5. Create artworks that explore the effects of time and globalization on culture. 6. Create artworks that demonstrate empathy and respect for different cultures. 7. Create artworks that explore aspects of cultural diversity, including artforms,

customs, decoration, dress, habits, and symbols. 8. Create artworks that explore cultural traditions including celebrations, rituals,

and stories. 9. Create artworks that reveal feelings and emotions associated with a cultural

tradition or celebration. 10. Create an artwork that reflects the cultural diversity of people in a particular

place. 11. Create an artwork that reveals the natural and built environment of a specific

cultural group of people. 12. Create an artwork that depicts the cultural values of a family or community

group. 13. Create an artwork that represents personal, cultural identity. 14. Create an artwork that reveals the influence of visual culture on personal

experiences and perceptions. B. Produce original artworks that explore a range of subject matter.


2. Create original artworks depicting landscapes, cityscapes, seascapes, and interiors.

3. Create original artworks depicting narrative scenes. 4. Create original artworks depicting animals. 5. Create original artworks depicting natural or man-made objects in a variety

of ways. 6. Create original designs for architectural structures.


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B. Prepare artworks for presentation and display. 1. Mount and label artworks for display. 2. Place or arrange artworks for critique and sharing. 3. Collaborate to display artworks in classrooms, schools, and natural

environments.


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1. Discuss historical content in artworks. 2. Discuss the historical development of art forms and styles. 3. Apply knowledge of art history to inform personal artmaking. 4. View and discuss art, architecture, and artifacts from various cultures and

times. 5. View and discuss a range of artworks to investigate a culture over time. 6. Examine art and artifacts from ancient cultures to learn about daily life and

belief systems. 7. Identify and discuss the influences of historical architecture on present day

structures.

B. Understand art within a cultural context. 1. Discuss the contributions made to the art world by ancient cultures. 2. Discuss artworks that explore cultural traditions including celebrations,

rituals, and stories. 3. Discuss artworks that express cultural diversity, values, and perceptions. 4. Discuss artworks that explore the economy, architecture, and environments

associated with particular cultures. 5. Discuss the relationships among culture, geography, and art. 6. Discuss how cultural groups adapt to local environment and use locally

available materials in their art and architecture. 7. Discuss artworks that explore the influence of culture on identity, family, and

community. 8. Discuss artworks that explore the effects of time and globalization on culture. 9. Compare and contrast forms and functions of art, architecture, and artifacts

produced by various communities and cultures. 10. Compare and contrast ways in which different cultures represent space and

associate meaning with colors in artworks.


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1. Describe, analyze, interpret, and judge artworks made by self, peers, and recognized artists.

2. Analyze and describe artworks based on sensory content. 3. Describe how color creates and affects a mood in artworks. 4. Analyze artworks to identify how mood and emotions are expressed. 5. Analyze artworks to identify compositional structures and unifying elements. 6. Analyze the formal qualities of artworks to identify the ways artists achieve

the illusion of depth on a flat surface. 7. Categorize artworks according to common attributes. 8. Contemplate and discuss artworks to determine the artist’s source of

inspiration and intent. 9. Discuss how artists express ideas in original and creative ways. 10. Compare and contrast visual and thematic connections between

contemporary and historical artworks and architecture.

B. Apply aesthetic understandings when producing and responding to artworks. 1. Discuss reasons for creating art. 2. Discuss the role of arts in other communities and cultures. 3. Discuss how cultural perspectives influence perceptions of artworks. 4. Discuss the relationship between the beauty and function of cultural artifacts

and architecture. 5. Develop and discuss personal reasons for valuing artworks. 6. Describe how artworks evoke emotional responses. 7. Discuss reactions to the thematic content and formal qualities of artworks. 8. Discuss the importance of quality and craftsmanship in artworks.


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cityscape and seascape. 4. Use appropriate vocabulary to identify two dimensional art forms. 5. Use appropriate vocabulary to identify three dimensional art forms to include

high relief and bas-relief.

B. Use appropriate art vocabulary to identify and describe art materials and processes.

1. Use appropriate art vocabulary when discussing and writing about art. 2. Expand drawing vocabulary to include cross-hatching, stippling, and twisting. 3. Expand painting vocabulary to include dabbing. 4. Expand textile vocabulary to include rya knot, weavers bubble, selvage,

cross-stitch, and satin stitch. 5. Expand collage vocabulary to include positive, negative, cutting to reveal a

line, and counter-change. 6. Expand sculpture vocabulary to include creasing and scoring. 7. Expand ceramic vocabulary to include greenware, bisqueware, slab, scoring,

slipping, and welding.

C. Use art vocabulary to identify and describe formal attributes in artworks. 1. Identify the intermediate colors. 2. Describe attributes of shapes and forms in artworks including geometric,

organic, biomorphic, concave, and convex. 3. Describe compositional attributes of artworks including positive and negative

space; symmetrical and asymmetrical balance; size and placement; and foreground, middle ground, background.

4. Identify and describe symbols, motifs, and stylization in artworks.


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institutions. 1. Describe the roles of artists, architects, and designers. 2. Discuss the function of museums, galleries, sculpture gardens, and

exhibitions. E. Use art vocabulary to describe the forms and functions of architectural structures.

1. Identify and describe styles and elements of historical and contemporary architecture from a variety of cultures.

2. Identify and distinguish between forms and functions of public and private architectural structures.

Understanding


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1. Brainstorm individually and in groups to generate multiple ideas. 2. Use personal experiences, knowledge, memories, and observations to

develop ideas for artworks. 3. Use word prompts, visualization, kinesthetic and sensory experiences,

imagination, humor, and play to develop ideas for artworks. 4. Use resources including architecture, artifacts, artworks, books, interviews,


matrices to document thoughts and develop ideas for artworks. 6. Use analogy and metaphor to develop ideas for artworks. 7. Play and experiment with art materials and processes to create unique ideas

for artworks. 8. Investigate the creative potential of non-traditional materials to develop ideas

for artworks. 9. Form questions, conduct research, and use findings to develop ideas for

artworks. 10. Use technology to conduct research and generate ideas for artworks. 11. Collaborate to develop ideas for artworks.





solution. 5. Anticipate problems and devise possible solutions when developing plans for

artmaking. 6. Develop and document plans for art production in sketchbooks or journals. 7. Use technology to develop and document a plan for art production. 8. Refine a plan during the artmaking process. 9. Collect feedback from others to refine artworks. 10. Collaborate to develop a group plan for an artwork.


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Process Standard 2—Material Processes The student will use art materials, tools, and processes safely and appropriately. A. Follow appropriate steps in media processes






3. Explain appropriate and safe handling of art materials and tools. 4. Use scissors safely and appropriately 5. Use safe and appropriate gluing techniques. 6. Use non-standard units (hand, finger) to measure objects in the real world



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inform the creative process. 1. Assess the art process as well as the product to inform artmaking. 2. Reflect on the effective communication of ideas in artworks. 3. Share and discuss artworks with others. 4. Use a mid-point check to reflect on progress. 5. Develop meaningful titles for personal artworks. 6. Use artist statements, poetry, descriptive paragraphs, graphic organizers,

and summaries to reflect on the art process and art product. 7. Use a sketchbook or journal to document reflections about artmaking and

artworks. 8. Participate in gallery walks and critiques as a form of reflection. 9. Create a series of images to reflect on an artmaking experience. 10. Create an image that reflects on a personal artwork. 11. Select a body of personal artwork to develop a portfolio.


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1. Create representational, abstract, and non-representational artworks. 2. Use organic, geometric, and free form shapes and forms to represent

subject matter in artworks. 3. Use variety, repetition, contrast, proportion, and unity as compositional tools

in artworks. 4. Explore focal point, multiple ground lines, symmetry, and asymmetry as

compositional structures in artworks. 5. Use foreground, middle ground, background, size, placement, overlapping,

and detail to create the illusion of depth in artworks. 6. Use expressive colors, lines, shapes, forms, and textures in artworks. 7. Enhance artworks by adding detail, pattern, and texture. 8. Use value and shadow in artworks to create volume. 9. Explore positive, negative, concave, and convex space in artworks. 10. Apply accurate proportions to figures and forms in artworks. 11. Use a viewfinder to make compositional choices. 12. Create the illusion of movement in artworks. 13. Experiment with magnifying, multiplying, rearranging, distorting and

exploding as tools for abstraction. B. Produce original artworks by using a variety of drawing materials, tools, and

techniques. 1. Use pencils, crayons, markers, oil pastels, chalk, or charcoal in drawings. 2. Use a variety of drawing materials to practice rubbing, blending,

overdrawing, crosshatching, stippling, and twisting techniques. 3. Use gesture drawing to draw from observation. 4. Use overlapping lines, repetition, and multiple perspectives to capture

motion in a drawing. 5. Use simple blending or hatching techniques to add value and shadow in a

drawing. 6. Exercise skill and control in the use of drawing media and techniques.


1. Use paint stations as part of the painting process. 2. Use the 3-step painting process when painting. 3. Develop artworks by painting from background to foreground. 4. Use overpainting to add details and textures. 5. Use a variety of painting techniques to enhance a painting including dry

brush, stippling, sgraffito, and scumble. 6. Exercise skill and control in the use of painting media and techniques.


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techniques. 1. Make a collagraph plate with textured papers and materials. 2. Make a series of monoprints from a single plate by varying the color, texture,

or design. 3. Make a monotype. 4. Apply appropriate amount of ink to the brayer and to the plate. 5. Print an artist’s proof and edition of uniform prints. 6. Sign, title, and number an edition of prints. 7. Exercise skill and control in the use of printmaking media and techniques.


1. Thread a needle with yarn and knot the end of the yarn. 2. Create a stitchery using running, couching, satin, cross, chain stitches, and

French knots. 3. Measure, cut, and warp a ½ inch cardboard loom. 4. Use tabby weave, sumac wrapping, and rya knots to create a weaving. 5. Use the weaver’s bubble when weaving to make a straight selvage. 6. Remove weaving from loom and finish ends. 7. Exercise skill and control in the use of textile materials and techniques.


1. Use scissors to draw and cut shapes and objects. 2. Use paper cutting techniques including positive/negative, cutting to reveal a

line, and counter-change to create a collage. 3. Use layering and overlapping to arrange and glue shapes in a cut paper

collage. 4. Collaborate to make a large cut paper collage. 5. Exercise skill and control in the use of collage materials and techniques.


1. Manipulate wire to create a sculpture in the round. 2. Create a sculpture using paper, papier maché, or non-traditional materials. 3. Construct a maquette to plan for a finished sculpture. 4. Create a sculpture with implied movement or movable parts. 5. Construct sculptures to be stable and secure. 6. Exercise skill and control in the use of sculpture materials and techniques.

Product


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H. Produce original artworks by using a variety of ceramic materials, tools, and techniques.

1. Roll, score, and weld clay coils to construct a ceramic vessel. 2. Use two hand-building techniques including pinch, coil, or slab to create a

ceramic sculpture. 3. Enhance ceramic artworks with patterns, designs, and textures using

incising, impressing, piercing, adhering, relief, or carving techniques. 4. Form ceramic artworks to be stable and secure. 5. Apply underglaze and glaze to bisqueware. 6. Exercise skill and control in the use of ceramic materials and techniques.

I. Produce original artworks using available technology. 1. Create an artwork by drawing with a mouse. 2. Use scanned images and digital photographs to create artworks.

Product


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Product Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas about thematic content using a range of subject matter. A. Explore the themes of time and a sense of place in artworks.

1. Create artworks that show the relationship between time and a sense of place.

2. Create artworks that explore concepts related to time including past, present, future, progress, timelessness, fluidity, systems, and space.

3. Create artworks that explore the influence of time on self, family, community, culture, globalization, and identity.

4. Create an artwork that illustrates a description of time such as limited, infinite, simultaneous, or sequential.

5. Create an artwork that illustrates an idiomatic expression related to time such as time flies, out of time, or time on my hands.

6. Create an artwork that explores the relationship among time, space, and motion.

7. Create an artwork that illustrates the sequence of movements required to perform an activity within a given time frame.

8. Create a narrative artwork that depicts the motion of an activity over time. 9. Create an artwork that captures a specific moment in time. 10. Create an artwork that reveals multiple events occurring simultaneously. 11. Collaborate to create an artwork that documents a chain of events. 12. Collaborate to construct a kinetic artwork and document its movement in

space and time. 13. Create an artwork that implies the time before or after an event. 14. Create an artwork that tells how time impacts daily life. 15. Create an artwork that captures change in time. 16. Create an artwork that documents changes to a specific place over time. 17. Design an architectural structure that combines past and present influences. 18. Create an artwork that records changes in personal feelings over time. 19. Create an artwork that records personally significant data collected over

time. B. Produce original artworks that explore a range of subject matter.


2. Create original artworks depicting landscapes and environments. 3. Create original artworks depicting narrative scenes. 4. Create original artworks depicting animals. 5. Create original artworks depicting natural or man-made objects. 6. Create original designs for architectural structures.


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B. Prepare artworks for presentation and display. 1. Mount, mat, and label artworks for display. 2. Place or arrange artworks for critique and sharing. 3. Collaborate to display artworks in galleries, schools, museums, offices, and

natural environments. 4. Participate in student art exhibitions by preparing artwork and attending

related events.


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1. Discuss historical content in artworks. 2. Discuss the development of art forms throughout history. 3. Discuss how and why an artist’s work changes over time. 4. Apply knowledge of art history to inform personal artmaking. 5. View and discuss artworks depicting events in Virginia history. 6. Discuss the importance and contribution of arts, crafts, and architecture to

the lives and economy of Virginians past and present. 7. Discuss the sense of time and place created through the use of historic

architectural elements in the structures of Virginia. 8. Discuss the history of city plans in Virginia and elsewhere. 9. Identify the elements and style of architectural structures.

B. Understand art within a cultural context. 1. Discuss forms and functions of art and artifacts produced by various

cultures. 2. Compare and contrast the ways cultural events are depicted in artworks. 3. Discuss artworks that express cultural diversity, values, and perceptions. 4. Discuss artworks that explore the effects of time on culture. 5. Discuss how cultural groups adapt to local environments and make use of

locally available materials in their art and architecture. 6. Discuss how cultural perspectives influence responses to artworks.


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1. Describe, interpret, and judge artworks made by self, peers, and recognized artists.

2. Analyze and describe artworks based on sensory, formal, technical, and expressive content.

3. Discuss the compositional structures and unifying elements of artworks. 4. Discuss the relationship between the expressive content and the pose of

human figures in artworks. 5. Identify and discuss ways artists achieve the illusion of depth in artworks. 6. Analyze artworks to identify the ways artists use space in artworks. 7. Categorize artworks according to common attributes. 8. Identify and discuss realistic, abstract, and non-representational artworks. 9. Recognize how artists can imply movement in artworks. 10. Analyze artworks to identify how artists represent time. 11. Discuss time as the fourth dimension in artworks. 12. Discuss ways a city can be organized including a grid plan. 13. Analyze artists’ intent in artworks. 14. Discuss how artists express ideas in original and creative ways.

B. Apply aesthetic understandings when producing and responding to artworks. 1. Analyze reasons for creating art. 2. Describe how artworks evoke emotional responses. 3. Discuss how personal beliefs and preferences about art change over time. 4. Develop and discuss personal reasons for valuing artworks. 5. Formulate and discuss questions about artworks from different times. 6. Discuss the relationship between the beauty and function of cultural artifacts

and architecture. 7. Discuss how choice of media impacts interpretations of artworks. 8. Discuss the importance of quality craftsmanship in artworks.


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2. Identify artworks according to their historical style. 3. Use appropriate vocabulary to identify subject matter in artworks. 4. Use appropriate vocabulary to identify two dimensional art forms. 5. Use appropriate vocabulary to identify three dimensional art forms. 6. Discuss and describe four dimensional artwork.


processes. 1. Use appropriate art vocabulary when discussing and writing about art. 2. Expand drawing vocabulary to include oil pastel, charcoal, and gesture. 3. Expand painting vocabulary to include sgraffito and scumbling 4. Expand printmaking vocabulary to include monoprint and monotype. 5. Expand textile vocabulary to include dovetail, sumac, rya knots, and selvage. 6. Expand sculpture vocabulary to include maquette. 7. Expand ceramic vocabulary to include plastic, leather hard, bone dry, coil,

sgraffito, burnishing, and underglaze. C. Use art vocabulary to identify and describe formal attributes in artworks.

1. Use appropriate color vocabulary including hue, tint, shade, and analogous. 2. Identify the elements of art as line, shape, form, value, color, space, and

texture. 3. Identify the principles of art as balance, unity, contrast, emphasis, pattern,

movement, and rhythm. 4. Identify the principles of layering, juxtaposition, manipulation, and interaction

of image and text.

D. Use art vocabulary to describe artist roles and careers and the function of art institutions.

1. Describe the roles of artists, architects, designers, and museum personnel. 2. Describe the role of commissions and patrons in the arts. 3. Describe the functions of art institutions.


1. Identify and describe styles and elements of historical and contemporary American architecture.



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1. Brainstorm individually and in groups to generate multiple ideas for artworks. 2. Use personal experiences, knowledge, memories, and observations to




matrices to document thoughts and develop ideas for artworks. 6. Use analogy, metaphor, analysis, and synthesis to develop ideas for

artworks. 7. Play and experiment with art materials and processes to create unique ideas








plan. 5. Anticipate problems and devise possible solutions when developing plans for



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3. Draw or write the sequence of steps in an art process. 4. Use technology to document the steps of media processes.

B. Practice safe and appropriate, procedures when handling art materials and tools.

1. Follow safe, appropriate and effective procedures when handling art materials and tools.

2. Explain appropriate and safe handling of art materials and tools.


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inform the creative process. 1. Assess the art process as well as the product to inform artmaking. 2. Reflect on process steps and their relation to the effective communication of

ideas in artworks. 3. Share and discuss artworks with others. 4. Use a mid-point check to reflect on progress. 5. Develop meaningful titles for personal artworks. 6. Use artist statements, poetry, descriptive paragraphs, graphic organizers,


artworks. 8. Participate in gallery walks and critiques as a form of reflection. 9. Create a series of images to reflect on an artmaking experience. 10. Create an image that reflects on a personal artwork. 11. Select and document a body of personal artwork in a portfolio over an

extended period of time.


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1. Create representational, abstract, and non-representational artworks. 2. Organize and manipulate art elements and principles to express personal

meaning through a variety of media. 3. Use composition, balance, layering, juxtaposition, and interaction of text and

image as tools to organize ideas in artworks. 4. Use a variety of compositional structures in artworks such as focal point,

multiple ground lines, symmetrical and asymmetrical balance, and the rule of thirds.

5. Create the illusion of depth on a picture plane using techniques such as overlapping, size variation, range of detail, placement, linear and atmospheric perspective, shading, and value.

6. Use a viewfinder to make compositional choices. 7. Use contrast, value, color, and detail to enhance artworks. 8. Explore and apply proportional relationships when representing figures and

forms in artworks. 9. Depict real or implied movement in artworks. 10. Experiment with fragmentation and morphing as tools for abstraction.


1. Use pencil, crayons, markers, oil pastel, chalk, or charcoal in drawings. 2. Use contour line to draw from observed reality. 3. Use a variety of drawing techniques including hatching, crosshatching, and

blending to apply texture and value in a drawing. 4. Use a range of values in a drawing. 5. Exercise skill and control in the use of drawing media and techniques.


1. Use paint stations as part of the painting process. 2. Use the 3-step painting process when painting. 3. Use color mixing techniques to create a variety of hues, tints, and shades in

paintings. 4. Use a variety of painting techniques to enhance a painting including

overpainting, blending, wet on wet, stippling, sgraffito, and scumbling. 5. Exercise skill and control in the use of painting media and techniques.


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techniques. 1. Make a relief printing plate using a variety of materials including foam, tag

board, and textured papers. 2. Make an enhanced monotype. 3. Experiment with printing process variables such as mixing ink, overlapping,

and shifting. 4. Experiment with texture and value in monotypes. 5. Print an artist’s proof and edition of uniform prints. 6. Sign, title, and number an edition of prints. 7. Exercise skill and control in the use of printmaking media and techniques.


1. Experiment with the use of weaving, appliqué, or stitchery in artworks. 2. Measure, cut, and warp a 1/4 inch or 1/8 inch cardboard loom. 3. Use tabby weave, vertical slits, dovetailing, and interlocking to create a

weaving. 4. Exercise skill and control in the use of textile materials and techniques.


1. Use a variety of paper cutting, arranging, and gluing techniques to create a collage.

2. Experiment with collage techniques and non-traditional materials in an artwork.

3. Use juxtaposition, layering, and overlapping in a collage. 4. Exercise skill and control in the use of collage materials and techniques.


1. Use a variety of techniques for forming and joining paper, cardboard, and other materials.

2. Construct a freestanding sculpture using an armature, papier maché, or cut paper.

3. Use metal repoussè techniques to create a bas-relief. 4. Construct sculptures to be stable and secure. 5. Exercise skill and control in the use of sculpture materials and techniques.

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techniques. 1. Construct a ceramic sculpture in relief or in the round. 2. Combine two handbuilding techniques to form a ceramic artwork. 3. Use ceramic joining techniques including cutting, scoring, and welding. 4. Build an architectural model using the slab method of construction. 5. Enhance ceramic artworks using a variety of surface decoration techniques. 6. Form ceramic artworks to be stable and secure. 7. Exercise skill and control in the use of ceramic materials and techniques.

I. Produce original artworks using available technology. 1. Create an artwork by drawing with a mouse. 2. Use technology to combine multiple images to create an artwork. 3. Use scanned images and digital photographs to create artworks.

Product


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Product Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas about thematic content using a range of subject matter. A. Explore the themes of globalization and a sense of place in artworks.

1. Create artworks that show the relationship between globalization and a sense of place.

2. Create artworks that explore concepts related to globalization including exchange of ideas and goods, migration, boundaries, environment, cooperation, and competition.

3. Create artworks that explore the influence of globalization on family, community, culture, time, and identity.

4. Create an artwork that tells a personal story about migration. 5. Create an artwork that shows how one event can impact people around the

world. 6. Create an artwork that explores the influence of globalization on

contemporary lifestyles. 7. Create an artwork that addresses a global issue. 8. Create an artwork that encourages a change to make the world a better

place. 9. Design a product to aid in a humanitarian cause. 10. Create an artwork that reveals a benefit to mankind resulting from

globalization. 11. Create an artwork that explores a global network or system. 12. Create an artwork that explores global cooperation or competition. 13. Create an artwork that juxtaposes contrasting ideas about leadership,

economics, environment, or a social issue. 14. Create an artwork influenced by cultural stories from around the world. 15. Create an artwork representing an invented animal inspired by global

environments, cultures, or traditions. 16. Design an architectural structure for a specific geographic environment. 17. Create an artwork that explores the impact of technological advancement

and globalization.


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Product B. Produce original artworks that explore a range of subject matter.

1. Create original artworks depicting the human face and form including portrait, self portrait, profile and full figure.

2. Create original artworks depicting landscapes, cityscapes, seascapes, interiors, and exteriors.

3. Create original artworks depicting genre and narrative scenes. 4. Create original artworks depicting animals. 5. Create original artworks depicting natural or man-made objects in a variety

of ways including microscopic and macroscopic. 6. Create original designs for architectural structures.





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related events.


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1. Discuss historical content in artworks. 2. Discuss the development of art forms throughout history. 3. Discuss the influences of technology and globalization on developments in

art and architecture. 4. Apply knowledge of art history to inform personal artmaking. 5. Compare and contrast the art and architecture of global civilizations from an

historical perspective. 6. Interpret the historical or cultural content of artworks from similar periods of

time and places of origin. 7. Discuss the influence of trade routes and commerce on the development of

art styles and art products.

B. Understand art within a cultural context. 1. Discuss artworks from a variety of different cultures. 2. Identify cultural content communicated in artworks. 3. Explore the key concepts related to globalization through inquiry. 4. Discuss artworks that explore the effects of globalization on culture. 5. Explore the role of time and place in a global community. 6. Investigate how commerce, migration, and natural phenomena impact the

development of art and architecture in and among cultures. 7. Discuss the contributions of art and architecture from diverse cultures to the

global society. 8. Discuss how cultural groups adapt to local environments and make use of

locally available materials in their art and architecture. 9. Compare and contrast artworks and artifacts of diverse cultures by

examining factors such as material, form, function, style, and intent. 10. Discuss artworks that represent a global issue from a cultural perspective. 11. Discuss the evidence of globalization in visual culture.


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1. Analyze and describe artworks based on sensory, formal, technical, and expressive content.

2. Analyze artworks based on the organization of the art elements and principles of design.

3. Identify and analyze the selection and arrangement of subject matter in artworks.

4. Compare and contrast representations of the human figure in artworks from a variety of cultures and times.

5. Analyze and discuss various ways of representing the illusion of depth in artworks.

6. Categorize artworks according to common attributes. 7. Compare and contrast realistic, abstract, and non-representational artworks. 8. Identify and analyze artworks created from observation, imagination, and

memory. 9. Describe and analyze content and meaning of artworks to others. 10. Discuss how artists express ideas in original and creative ways. 11. Describe how the selection and manipulation of imagery influences the

meaning of artworks. 12. Analyze artists’ intent in artworks. 13. Discuss the ways globalization influences personal interpretation of artworks.

B. Apply aesthetic understandings when producing and responding to artworks. 1. Analyze and describe reasons for creating art. 2. Discuss questions, beliefs, and views about art and its significance. 3. Articulate reasons for establishing preferences among artworks. 4. Discuss how cultural perspectives influence personal definition of beauty. 5. Discuss how criteria used to value art can be influenced by globalization. 6. Analyze how choice of media impacts interpretation of artworks. 7. Discuss the importance of quality and craftsmanship in artworks. 8. Discuss copyright and plagiarism issues related to the internet and global

availability of content and images.


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profile, cityscape, seascape, and genre. 4. Use appropriate vocabulary to identify two dimensional art forms. 5. Use appropriate vocabulary to identify three dimensional art forms.


processes. 1. Use appropriate art vocabulary when discussing and writing about art. 2. Expand drawing vocabulary to include contour line and linear perspective. 3. Expand painting vocabulary to include color mixing, blending, and wet on

wet. 4. Expand printmaking vocabulary to include monoprint and monotype. 5. Expand textile vocabulary to include tapestry, slits, and interlocking. 6. Expand sculpture vocabulary to include armature and papier maché.


1. Use appropriate color vocabulary to include complementary, neutral, and intensity.

2. Use appropriate vocabulary to identify and discuss the elements of art. 3. Use appropriate vocabulary to identify and discuss the principles of art. 4. Use appropriate vocabulary to identify and discuss the principles of layering,

juxtaposition, manipulation, and interaction of image and text. D. Use art vocabulary to describe artist roles and careers and the function of art

institutions. 1. Use appropriate vocabulary to describe art related careers. 2. Describe the role of commissions and patrons in the arts. 3. Describe the functions of art institutions.


1. Identify and describe styles and elements of historical and contemporary world architecture.



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1. Brainstorm individually and in groups to generate multiple ideas for artworks. 2. Use personal experiences, knowledge, memories, and observations to




matrices to document thoughts and develop ideas for artworks. 6. Use analogy, metaphor, analysis, and synthesis to develop ideas for

artworks. 7. Play and experiment with art materials and processes to create unique ideas








plan. 5. Anticipate problems and devise possible solutions when developing plans for



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3. Draw or write the sequence of steps in an art process. 4. Use technology to document the steps of media processes.


1. Follow safe, appropriate, and effective procedures when handling art materials and tools.

2. Explain appropriate and safe handling of art materials and tools.


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inform the creative process. 1. Assess the art process as well as the product to inform artmaking. 2. Reflect on process steps and their relation to the effective communication of

ideas in artworks. 3. Share and discuss artworks with peers. 4. Use a mid-point check to reflect on progress. 5. Develop meaningful titles for personal artworks. 6. Use artist statements, poetry, descriptive paragraphs, graphic organizers,


artworks. 8. Participate in gallery walks and critiques as a form of reflection. 9. Create a series of images to reflect on an artmaking experience. 10. Create a visual reflection based on a memory of artwork. 11. Select and document a body of personal artwork in a portfolio over an

extended period of time.


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1. Create representational, abstract, and non-representational artworks. 2. Organize and manipulate elements, principles, and imagery to express

personal meaning through a variety of media. 3. Use composition, balance, layering, juxtaposition, and interaction of text and

image as tools to organize ideas in artworks. 4. Use a variety of compositional structures in artworks, such as focal point,

multiple base lines, symmetrical and asymmetrical balance, and the rule of thirds.

5. Create the illusion of depth on a picture plane using techniques such as overlapping, size variation, range of detail, placement, linear and atmospheric perspective, shading, and value.

6. Depict deep space and distance through atmospheric perspective. 7. Use a viewfinder to make compositional choices. 8. Use color as a method of unifying content in artworks. 9. Use contrast, value, and detail to enhance artworks. 10. Explore and apply proportional relationships when representing figures and

forms in artworks. 11. Pose figures and forms to express mood or feeling in artworks. 12. Depict real or implied movement in artworks.


1. Use pencil, pens, crayons, markers, oil pastel, chalk, or charcoal in drawings.

2. Use gesture and contour drawing techniques to draw from observation. 3. Use rubbing, blending, scratching, stippling, hatching, and crosshatching to

apply texture and value in a drawing. 4. Balance black and white areas in a scratch drawing. 5. Exercise skill and control in the use of drawing media and techniques.


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C. Produce original artworks by using a variety of painting materials, tools, and

techniques. 1. Use paint stations as part of the painting process. 2. Use the 3-step painting process when painting. 3. Use color mixing techniques to create hues, tints and shades in a painting. 4. Use layering, dry-brush, wet on wet, and blotting of colors to enhance a

painting. 5. Exercise skill and control in the use of painting media and techniques.


techniques. 1. Make a relief plate using linoleum cutters and a flexible block plate. 2. Create monoprints which show changes in value and texture. 3. Use and experiment with a variety of inking and printing techniques. 4. Print an artist’s proof and edition of uniform prints. 5. Sign, title, and number an edition of prints. 6. Exercise skill and control in the use of printmaking media and techniques.


1. Experiment with the use of weaving, appliqué, or stitchery in artworks. 2. Form a coil basket by wrapping a core of rope or jute with yarn or fabric

strips. 3. Exercise skill and control in the use of textile materials and techniques.


1. Use a variety of paper cutting, arranging, and gluing techniques to create a collage.

2. Experiment with non-traditional materials and found objects to create a collage.

3. Use juxtaposition, layering, and overlapping in a collage. 4. Exercise skill and control in the use of collage materials and techniques.


1. Create a sculpture using paper, cardboard, or other materials. 2. Use a variety of joining techniques for paper, cardboard, and other materials. 3. Construct an assemblage that implies movement. 4. Construct an architectural model using cardboard, found objects, and other

materials. 5. Form sculptures to be stable and secure. 6. Exercise skill and control in the use of sculpture materials and techniques.

Product


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techniques. 1. Construct a ceramic sculpture in relief or in the round. 2. Combine two or more handbuilding techniques to form a ceramic artwork. 3. Form a decorative or functional ceramic artwork. 4. Enhance ceramic artworks using a variety of surface decoration techniques. 5. Form ceramic artworks to be stable and secure. 6. Exercise skill and control in the use of ceramic materials and techniques.

I. Produce original artworks using available technology. 1. Create an artwork by drawing with a mouse. 2. Use technology to combine multiple images to create an artwork. 3. Use scanned images and digital photographs to create artworks.

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Product Standard 5—Subject Matter and Content The student will produce artworks that express personal ideas about thematic content using a range of subject matter. A. Explore the themes of identity and a sense of place in artworks.

1. Create artworks that show the relationship between identity and a sense of place.

2. Create artworks which explore concepts related to identity including appearance, aspirations, gender, interests, talents, traits, and values.

3. Create artworks that explore the influence of family, community, culture, time, and globalization on identity.

4. Create an artwork that explores the impact of environment and visual culture on identity.

5. Create an artwork that documents evidence of growth and change in identity resulting from education and experience.

6. Create an artwork that conveys the impact of a relationship on identity. 7. Create an artwork that includes visual clues about identity. 8. Create an artwork that depicts a landscape related to personal identity. 9. Create an artwork that tells a visual story about a personally meaningful

experience. 10. Create an artwork that honors a personal achievement. 11. Create an artwork that explores personal tension and conflict. 12. Create an artwork that tells a visual story about the development of personal

identity. 13. Design an architectural model that incorporates characteristics of identity. 14. Create an artwork that explores how technology reveals personal identity.


1. Create original artworks depicting the human face and form including portrait, self portrait, profile, and full figure.

2. Create original artworks depicting landscapes, cityscapes, seascapes, interiors, and exteriors.

3. Create original artworks depicting genre and narrative scenes. 4. Create original artworks depicting animals. 5. Create original artworks depicting natural or man-made objects in a variety

of ways. 6. Create original designs for architectural structures.





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related events.


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1. Apply knowledge of art history to inform personal artmaking. 2. Review the historical development of art forms. 3. Discuss the impact of historical events on stylistic changes in artworks. 4. Discuss stylistic changes in artworks as a result of historical events. 5. Discuss the impact of changes in technology on the developments of art and

architecture. 6. Examine how the sense of identity was expressed in American art from the

Early Republic through the Civil War. 7. Identify and discuss how the evolution of American art was influenced by

historical events. 8. Investigate historical and contemporary artists and architects who express

ideas of identity in their work.

B. Understand art within a cultural context. 1. Discuss American art from economic, political, environmental, and social

perspectives. 2. Examine the influence of culture on artists and artworks to inform artmaking. 3. Investigate artworks that represent artists’ cultural identity to inform

artmaking. 4. Discuss the relationship between identity and the influence of visual culture.


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1. Synthesize information and knowledge to respond to artworks. 2. Analyze, describe, and produce artworks based on sensory, formal,

technical, and expressive content. 3. Evaluate artworks based on the organization of the art elements and

principles of design. 4. Evaluate the compositional structures and unifying elements of artworks. 5. Categorize artworks according to common attributes. 6. Compare and contrast realistic, abstract, and non-representational artworks. 7. Describe, analyze, and explain content and meaning of artworks to others. 8. Discuss how artists express ideas in original and creative ways. 9. Analyze how the selection and manipulation of imagery influences the

meaning of artworks. 10. Analyze own and others’ intent in artworks. 11. Describe how identity and a sense of place influence personal interpretations

of artworks. 12. Discuss how an artwork can influence the viewer's perspective. 13. Compare and contrast artworks from a variety of perspectives.

B. Apply aesthetic understandings when producing and responding to artworks. 1. Apply aesthetic judgments during art production. 2. Describe and evaluate reasons for creating art. 3. Share and discuss emotional responses to artworks. 4. Discuss questions, beliefs, and views about art and its significance. 5. Describe how personal experiences and beliefs influence the viewer’s

response to artworks. 6. Evaluate the relationship between media and expressive content. 7. Discuss the importance of quality and craftsmanship in artworks. 8. Discuss copyright and plagiarism issues related to artmaking.


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2. Identify artworks according to their historical style. 3. Use appropriate vocabulary to identify subject matter in artworks. 4. Use appropriate vocabulary to identify two dimensional art forms. 5. Use appropriate vocabulary to identify three dimensional art forms.

B. Use appropriate art vocabulary to identify and describe art materials and processes.

1. Use appropriate art vocabulary when discussing and writing about art. 2. Expand drawing vocabulary to include scratchboard, blending stump, and

kneaded eraser. 3. Expand painting vocabulary to include layering and blotting. 4. Expand printmaking vocabulary to include linoleum cutter, block print,

reduction method, and limited edition. 5. Expand textile vocabulary to include coil basket, core, and coiling. 6. Expand sculpture vocabulary to include assemblage.


1. Use appropriate vocabulary to identify and discuss the elements and principles of art.

2. Use appropriate vocabulary to identify and discuss the principles of layering, juxtaposition, manipulation, and interaction of image and text.


institutions. 1. Use appropriate vocabulary to describe art related careers to include

docents and curators. 2. Describe the role of commissions and patrons in the arts. 3. Describe the function of museums, galleries, sculpture gardens, and

exhibitions. E. Use art vocabulary to describe the forms and functions of architectural structures.

1. Identify and describe styles and elements of historical and contemporary architecture.

2. Discuss and distinguish between the forms and functions of public and private architectural structures.


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STANDARD 1: The student will use idea development and planning processes to solve artmaking problems.

A. Use thinking skills and strategies to develop ideas for artworks.


STANDARD 2: The student will use art materials, tools, and processes safely and appropriately.

A. Use appropriate steps in media processes


STANDARD 3: The student will use reflection as part of the creative process.

A. Use a variety of reflection strategies to learn from artmaking experiences and to inform the creative process.

STANDARD 4: The student will apply art media and techniques to produce original artworks.

A. Apply art fundamentals to create original artworks.








I. Produce original artworks using available technology.

STANDARD 5: The student will produce artworks that express personal ideas about thematic content using a range of subject matter.

A. Explore the themes of self and a sense of place in artworks.



STANDARD 6: The student will use good craftsmanship to produce and prepare artworks for presentation.

A. Produce artworks using good craftsmanship.

B. Prepare artworks for presentation and display.

STANDARD 7: The student will understand art in relation to history and culture.

A. Understand the relationship between art and history.

B. Understand art within a cultural context.

STANDARD 8: The student will apply criticism and aesthetics when producing and responding to artworks.

A. Apply art criticism when producing and responding to artworks.

B. Apply aesthetic understandings when producing and responding to artworks.

STANDARD 9: The student will use art vocabulary appropriately when discussing and writing about art.

A. Use art vocabulary to identify and describe form and content in artworks.

B. Use art vocabulary to identify and describe art materials and processes.



E. Use art vocabulary to describe the forms and functions of architectural structures. UN

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A. Explore the themes of family and a sense of place in artworks.


















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GRADE 2




















A. Explore the themes of community and a sense of place in artworks.


















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GRADE 3




















A. Explore the themes of culture and a sense of place in artworks.


















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GRADE 4




















A. Explore the themes of time and a sense of place in artworks.


















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GRADE 5




















A. Explore the themes of globalization and a sense of place in artworks.


















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GRADE 6




















A. Explore the themes of identity and a sense of place in artworks.


















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