-from the national standards for arts...
TRANSCRIPT
…the arts have been an inseparable part of the human journey;
indeed, we depend on the arts to carry us toward the fullness of our
humanity. We value them for themselves, and because we do, we
believe knowing and practicing them is fundamental to the healthy
development of our children’s minds and spirits.
That is why, in any civilization—ours included—the arts are
inseparable from the very meaning of the term “education.” We
know from long experience that no one can claim to be truly
educated who lacks basic knowledge and skills in the arts.
-from The National Standards for Arts Education
An Acknowledgement This document is the result of the efforts of the dedicated visual arts teachers in Forest Hills. It was developed over several years, as groups of teachers worked to meet the requirements of the Michigan Department of Education Content Standard and Benchmarks for the Visual Arts. The challenge to this group was to clarify and define the specific knowledge and skills that they wanted Forest Hills students to have as a result of their art education. Although the state’s content expectations provided a framework, it was felt that this was just a place to begin. The teachers wanted a more explicit document that would ensure that students across the district were receiving similar experiences, regardless of their school or their particular teacher. During their work, many thoughtful and passionate discussions occurred regarding the curriculum format, content, and level of expectations. The biggest challenge was to build a curriculum that allowed teachers flexibility and creativity in planning lessons, while, at the same time, provided an explicit description of the content of the lessons. What was developed is a document that succeeds at doing both. Special thanks should be given to Susan Rose, Neven Allen, Betsy Ernst, Diane Hartig, Laura Madison, Pam Jasperse, Merrily Holladay, Tim Donohoe, and Robert Penning for their tireless determination during the past year to complete this project. Their efforts will benefit both students and teachers for years to come. Chris Hill Director of Curriculum July, 2008
Philosophy of Art Education
Through the visual arts, humankind has expressed ideas, emotions, and dreams in a language that can reach all people. This universal language is rich,
providing a means of individual expression that can go beyond the spoken word. It helps us to define our selves, our cultures, our past, present, and
future. Therefore, if one is to fully participate in the human experience, education in the visual arts is essential. All students must have the opportunity
to participate in a balanced, sequential visual arts program that allows them to become knowledgeable about, participate in, and fully appreciate the
visual arts.
Belief Statements We believe that education in the visual arts:
1. develops intuition, reasoning, imagination, and dexterity in
communication.
2. allows for and encourages different ways of thinking and
perceiving.
3. offers opportunities for self-exploration and expression.
4. builds problem solving skills that can be utilized throughout life.
5. deepens cultural understanding, historical perspective, and respect
for diversity.
6. provides opportunities for growth in visual literacy.
7. is essential to a life fully lived.
Goals of Art Education As a result of education in the visual arts, students should be able to:
1. communicate in the visual arts, utilizing knowledge of the vocabulary, materials, tools, and techniques of the discipline.
2. define and solve artistic problems with insight, reason, and
proficiency.
3. analyze and evaluate works of art from structural, historical, and cultural perspectives.
4. understand the historical development of the visual arts and recognize exemplary works of visual art from a variety of cultures and historical periods.
5. relate their knowledge and skills in the visual arts across the
curriculum.
FOREST HILLS ART STANDARDS I. DEVELOPING SKILLS AND PRACTICING
Students will apply their skill and knowledge of art materials, techniques and media as they create works of visual art.
1.1 Students will explore and use a variety of tools, techniques, and materials to produce visual art.
1.2 Students will demonstrate how to care for and safely use art materials.
II. PERCEIVING AND UNDERSTANDING
Students will apply their understanding of the elements and principles of visual art as they reflect on their work and the work of others.
2.1 Students will know and use the elements of art as they create their own works of art.
2.2 Students will know and use the principles of art as they create their own works of art.
2.3 Students will reflect on their work and the work of others in terms of the elements and principles of visual art.
III. EXPRESSING AND CREATING Students will apply their understanding of how meaning, ideas, and stories are expressed through the creation of visual works of art. 3.1 Students will understand that the creation of visual art is a process through which the artist communicates.
3.2 Students will be involved in the process of preparing and presenting visual works of art.
IV. CONNECTING AND CONTEXTUALIZING
Students will understand, analyze, and describe visual art in its historical, cultural, and social contexts.
4.1 Students will understand and explain how the characteristics of visual art are influenced by history and culture.
4.2 Students will compare the characteristics of visual arts with those of other art and subject disciplines.
4.3 Students will describe the characteristics of a variety of visual art careers.
Forest Hills Public Schools K-12 Visual Arts Content Expectations I. DEVELOPING SKILLS AND PRACTICING Students will apply their skill and knowledge of art materials, techniques and media as they create works of visual art. 1.1 Students will explore and use a variety of tools, techniques, and materials to produce visual art.
DRAWING K-2 3-4 5-6 7-8 Foundation Art Advanced
a. Tools/Materials crayons pencils
erasers markers colored pencils drawing paper construction paper scratchboard
oil pastels chalk
measuring tools charcoal newsprint
watercolor pencils watercolors
watercolor paper
compressed charcoal pen and ink
pastels charcoal paper
A variety of drawing tools:
drawing pencils leads color markers sketchbooks fine papers
Enhanced drawing tools:
pencils leads color markers inks tone papers
b. Techniques basic shapes lines sketching
proportion contour gesture drawing from
observation value scale
geometric and organic shapes
portraits 1-point perspective
two point perspective
three dimensional forms (texture and value)
atmospheric/aerial perspective
blind contour modified contour grid enlargement
advanced application of all techniques
PAINTING K-2 3-4 5-6 7-8 Foundation Art Advanced
a. Tools/Materials tempera brushes sponges fingers watercolors tempera
watercolor pencils painting crayons
acrylic paint acrylic brushes gesso surface
acrylic brushes (variety)
India Ink watercolor paper
a variety of brushes
artist quality tools and materials
b. Techniques brush painting sponge painting finger painting color mixing
resists mixed media
pointillism blending brush work
watercolor techniques
development of techniques
advanced application of all techniques
PRINTMAKING K-2 3-4 5-6 7-8 Foundation Art Advanced
a. Tools/Materials found objects tempera paint finger paint stamps rollers
brayer water based
printing ink ink pads
soft carved materials
linoleum block gouges bench hooks
variety of specialty papers
wood carving tools wood block silk screen and inks
Use of tools, techniques, materials and knowledge are cumulative throughout the curriculum
Classes at the 7-8 and Advanced levels are divided into various art disciplines. Benchmarks will be covered in appropriate disciplines. Not all benchmarks will be covered in every class.
Tools and Materials should continually reflect
new advances in technology
b. Techniques fingers mono-prints sponge found objects printing with rollers
making stamps/plates
subtractive additive
continued development of techniques
relief
limited edition experimental
techniques
wood block techniques
silk screen techniques
CLAY K-2 3-4 5-6 7-8 Foundation Art Advanced
a. Tools/Materials rollers stamps found objects low fire clay modeling
compounds table covers
modeling tools glazes
continued use of tools and materials
various clay tools under glazes terra cotta opaque and matte
glazes
potter’s wheel slab rollers extruder
glazing brushes variety of molds variety of clays oxides stains
slips
b. Techniques coils pinch pots stamping
slip and score sculptural forms slab construction
continued development of previously learned techniques
functional forms combined hand
building techniques experimental
surface treatments
throwing use of slab roller
and extruder refined hand
building
application of various surface media
surface techniques firing techniques
PAPER K-2 3-4 5-6 7-8 Foundation Art Advanced
a. Tools/Materials scissors adhesives drawing paper tag board newsprint construction paper
scissors with variegated edges
staplers railroad board wall paper
continued use of tools and materials
ex-acto knives cutting boards paper cutter
drafting tools variety of erasers variety of specialty
papers rubber cement
matt board handmade paper
b. Techniques tearing cutting folding weaving
stapling advanced folding collage
scoring
use of ex-acto knife use of paper cutter
use of rubber cement
use of erasers use of drafting tools
cutting mats for framing
paper making advanced paper
techniques
FIBERS K-2 3-4 5-6 7-8 Foundation Art Advanced
a. Tools/Materials
yarn paper
fabric scraps
cardboard looms
“found object” looms
continued use of tools and materials
continued use of tools and materials
standing and table looms
weaving equipment wool fibers and
equipment dyes and equipment
b. Techniques over-under rhythm attaching
knotting wrapping
off loom techniques yarn painting
continued development of techniques
continued development of techniques
fiber techniques dying weaving felting knitting/crocheting
SCULPTURE K-2 3-4 5-6 7-8 Foundation Art Advanced
a. Tools/Materials scissors adhesives paper clay found objects
hand tools recycled objects
paper mache armature base wire hot glue
continued use of tools and materials
plaster of Paris wood glass metals
b. Techniques additive self supporting
constructions use of scissors and
adhesives
subtractive construction
techniques
paper mache kinetic abstract/nonobjective
assemblage mixed media approach
jewelry techniques fused glass plastering enameling
TECHNOLOGY* K-2 3-4 5-6 7-8 Foundation Art Advanced
a. Tools/Materials computer monitor mouse computer software
continued use of tools and materials
continued use of tools and materials
digital cameras photo manipulation
software animation or movie
editing software Internet
scanners printers photo lab and
equipment dark room SLR cameras industry standard
graphic and photo manipulation software
digital pens and pads
b. Techniques drawing with a mouse
simple graphic manipulation
continued development of techniques
use of art software animation Internet art
research basic photography use of layered
programs
black and white wet photography
where dark room is available
digital photo manipulation where
available camera techniques
advanced camera techniques
advanced digital photo manipulation
scanning photos
1.2 Students will demonstrate how to care for and safely use art materials
II. PERCEIVING AND UNDERSTANDING Students will apply their understanding of the elements and principles of visual art as they reflect on their work and the work of others. 2.1 Students will know and use the ELEMENTS of art as they create their own works of art.
K-2 3-4 5-6 7-8 Foundation Art Advanced
LINE
Explore and recognize the artistic element of line in visual art outline horizontal/vertical repeating curved active/calm zigzag dotted/broken diagonal thick/thin
Explore and begin to use the artistic element of line in visual art contour and gesture implied line quality
Identify and use the artistic element of line in visual art characteristics and
definition of line expressive technical
Identify, explain and use the artistic element of line in visual art hatching/cross-
hatching gradation of line
Demonstrate increasing skill in the use of the artistic element of line in creating visual art blind contour modified contour
Demonstrate advanced skill in the use of the artistic element of line in creating visual art advanced
application
K-2 3-4 5-6 7-8 Foundation Art Advanced
properly use basic tools and materials
perform basic maintenance of work space
use basic protective precautions
properly use tools and materials
maintain work space
use protective precautions
properly use tools and materials
maintain work space
use protective precautions
properly use tools and materials
maintain and manage work space
use protective precautions
identify potential health hazards associated with tools and techniques
demonstrate knowledge of emergency procedures
properly use tools and materials
maintain and manage work space
use protective precautions
identify potential health hazards associated with tools and techniques
demonstrate knowledge of emergency procedures
properly use tools and materials
maintain and manage work space
use protective precautions
identify potential health hazards associated with tools and techniques
demonstrate knowledge of emergency procedures
K-2 3-4 5-6 7-8 Foundation Art Advanced
SHAPE
Explore and recognize the artistic element of shape in visual art geometric organic
Explore and begin to apply the artistic element of shape in visual art continued use of
geometric and organic shapes.
Identify and use the artistic element of shape in visual art characteristic and
definition of shape 2-D symbolic
Identify, explain and apply the artistic element of shape in visual art continued use of 2-D
and symbolic shapes.
Demonstrate increasing skill in the use of the artistic element of shape in creating visual art
Enhancement of shape through fine drawing skill: amorphic
Demonstrate advanced skill in the use of the artistic element of shape in creating visual art Enhancement of shape through fine drawing skills
K-2 3-4 5-6 7-8 Foundation Art Advanced
TEXTURE
Explore and recognize the artistic element of texture in visual art surface characteristics
Explore and begin to use the artistic element of texture in visual art patterns to create
texture random and ordered
Identify and use the artistic element of texture in visual art characteristics and
definition of texture implied and applied
Identify, explain and use the artistic element of texture in visual art advanced work with
visual and tactile texture
Demonstrate increasing skill in the use of the artistic element of texture in creating visual art texture emphasized
within individual disciplines
Demonstrate advanced skill in the use of the artistic element of texture in creating visual art advanced application
of the use of texture
K-2 3-4 5-6 7-8 Foundation Art Advanced
VALUE
Explore and recognize the artistic element of value in visual art introduction to
lightness and darkness of an area
Explore and begin to use the artistic element of value in visual art Beginning application of: gradation in value definition
Identify and use the artistic element of value in visual art
expressive use of color value
Identify, explain and use the artistic element of value in visual art value scales distribution of light
and dark in a composition
quality of light as it affects gradation of value
Demonstrate increasing skill in the use of the artistic element of value in creating visual art 12 step value scales
in graphite, smooth and textured
color saturation strong light for value light and dark in
photography value scale with paint
Demonstrate advanced skill in the use of the artistic element of value in creating visual art advanced application
of the use of value
K-2 3-4 5-6 7-8 Foundation Art Advanced
COLOR
Explore and recognize the artistic element of color in visual art primary and
secondary warm/cool
Explore and begin to use the artistic element of color in visual art color wheel color schemes in
painting complementary characteristics/definition value monochromatic tints/shades
tertiary
Identify and use the artistic element of color in visual art characteristics and
definition of color expressive color
Identify, explain and use the artistic element of color in visual art analogous triadic complementary tones
Demonstrate increasing skill in the use of the artistic element of color in creating visual art color harmony split compliments intensity pure hue mixing rule
Demonstrate advanced skill in the use of the artistic element of color in creating visual art application of
advanced color theory
K-2 3-4 5-6 7-8 Foundation Art Advanced
SPACE
Explore and recognize the artistic element of space in visual art empty filled
Explore and begin to use the artistic element of space in visual art illusion of depth
through overlapping and size
organization of space positive/negative foreground, middle
ground and background
Identify and use the artistic element of space in visual art characteristics and
definition of space linear perspective point of view
Identify, explain and use the artistic element of space in visual art sculptural space continued
development of concepts
Demonstrate increasing skill in the use of the artistic element of space in creating visual art negative/positive
space of equal importance
Demonstrate advanced skill in the use of the artistic element of space in creating visual art advanced
application of the use of spatial concepts
K-2 3-4 5-6 7-8 Foundation Art Advanced
FORM
Explore and recognize the artistic element of form in visual art 2-D versus 3-D height depth width
Explore and begin to use the artistic element of form in visual art real form versus
illusion of form on a 2-D surface
Identify and use the artistic element of form in visual art characteristics and
definition of form organic and
geometric
perception of forms in multiple view
Identify, explain and use the artistic element of form in visual art directional lighting
for implied form shadows cast on flat
or other surfaces
diffused light
Demonstrate advanced skill in the use of the artistic element of form in creating visual art continued
development
Demonstrate advanced skill in the use of the artistic element of form in creating visual art advanced
development
2.2 Students will know and use the PRINCIPLES of art as they create their own works of art.
K-2 3-4 5-6 7-8 Foundation Art Advanced
CONTRAST Explore the artistic principle of contrast in visual art Differences in:
line
color
light and dark
size
shape
texture
Explore and begin to use the artistic principle of contrast in visual art.
characteristics and definition of contrast
value
Identify and use the artistic principle of contrast in visual art
Identify, explain and use the artistic principle of contrast in visual art
depth through diminishing contrast
detail
explore the relationship between contrast
and the other principles
Demonstrate increasing skill in the use of the artistic principle of contrast in creating visual art
apply the relationship between contrast and the other principles
Demonstrate advanced skills in the use of the artistic principle of contrast in creating visual art
K-2 3-4 5-6 7-8 Foundation Art Advanced
BALANCE Explore the artistic principle of balance in visual art
symmetry-formal
Explore and begin to use the artistic principle of balance in visual art
asymmetrical-informal
radial
focal point
characteristics and definition of balance
Identify and use the artistic principle of balance in visual art
arrangement of space in a composition
Identify, explain and use the artistic principle of balance in visual art
balance in 3-D
Demonstrate increasing skill in the use of the artistic principle of balance in creating visual art
Demonstrate advanced skill in the use of the artistic principle of balance in creating visual art
K-2 3-4 5-6 7-8 Foundation Art Advanced
RHYTHM Explore the artistic principle of rhythm in visual art
through the use of elements
Explore and begin to use the artistic principle of rhythm in
visual art
characteristics and definition of rhythm
Identify and use the artistic principle of rhythm in visual art
Identify, explain and use the artistic principle of rhythm in
visual art
Demonstrate increasing skill in the use of the artistic
principle of rhythm in creating visual art
Demonstrate advanced skill in the use of the artistic
principle of rhythm in creating visual art
K-2 3-4 5-6 7-8 Foundation Art Advanced
UNITY/HARMONY Explore the artistic principles of unity and harmony in visual art
Explore and begin to use the artistic principles of unity and harmony in visual art
characteristics and definition of unity and harmony in visual art
Identify and use the artistic principles of unity and harmony in visual art
use of visual elements to create unity and harmony in a composition
Identify, explain and use the artistic principles of unity and harmony in visual art
reinforcement of definition and characteristics.
Demonstrate increasing skill in the use of the artistic principles of unity and harmony in creating visual art
Demonstrate advanced skill in the use of the artistic principles of unity and harmony in creating visual art
K-2 3-4 5-6 7-8 Foundation Art Advanced
EMPHASIS Explore the artistic principle of emphasis in visual art
Explore and begin to use to artistic principle of emphasis in visual art
characteristics and definition of emphasis
Identify and use the artistic principle of emphasis in visual art
Identify, explain and use the artistic principle of emphasis in visual art
Demonstrate increasing skill in the use of the artistic principle of emphasis in creating visual art
anomaly-forcing the focal point
use of six rules
Demonstrate advanced skill in the use of the artistic principle of emphasis in creating visual art
creating a focal point for photographic and technological design
K-2 3-4 5-6 7-8 Foundation Art Advanced
PATTERN and REPETITION
Explore the artistic principles of pattern and repetition in visual art
shape
line
color
Explore and begin to use the artistic principles of pattern and repetition in visual art
organic /inorganic shapes
symbols
motifs
random versus ordered
characteristics and definition of pattern and repetition in visual art
Identify and use the artistic principles of pattern and repetition in visual art
use of pattern and repetition in a variety of cultural art forms
Identify, explain and use the artistic principles of pattern and repetition in visual art
increasing awareness of pattern and repetition in a variety of cultural art forms
Demonstrate increasing skill in the use of the artistic principles of pattern and repetition in creating visual art
Demonstrate advanced skill in the use of the artistic principles of pattern and repetition in creating visual art
K-2 3-4 5-6 7-8 Foundation Art Advanced
MOVEMENT Explore the artistic principle of movement in visual art
arrangement of objects in space
Explore and begin to recognize the artistic principle of movement in visual art
characteristics and definition of movement in visual art
Identify and use the artistic principle of movement in visual art
movement through repetition
Identify, explain and use the artistic principle of movement in visual art
begin to use the elements to create visual movements in a composition
Demonstrate increasing skill in the use of the artistic principle of movement in creating visual art
use the elements to create visual movements in a composition
Demonstrate advanced skill in the use of the artistic principle of movement in creating visual art
K-2 3-4 5-6 7-8 Foundation Art Advanced
VARIETY Explore the artistic
principle of variety in visual art
encourage use of different lines, shapes, colors and sizes
Explore and begin to
recognize the artistic principle of variety in visual art
characteristics and definition of variety in visual art
Identify and use the
artistic principle of variety in visual art
selective use of elements to create variety
Identify, explain and
use the artistic principle of variety in visual art
discriminate and limit use of elements in creating variety
Demonstrate
increasing skill in the use of the artistic principle of variety in creating visual art
Demonstrate
advanced skill in the use of the artistic principle of variety in creating visual art
K-2 3-4 5-6 7-8 Foundation Art Advanced
PROPORTION Explore the artistic principle proportion in visual art
awareness of relationship of size and shape to the whole
Explore and begin to recognize the artistic principle of proportion in visual art
characteristics and definition of proportion in visual art
scale
Identify and use the artistic principle of proportion in visual art
Identify, explain and use the artistic principle of proportion in visual art
Demonstrate increasing skill in the use of the artistic principle of proportion in creating visual art
scale in perspective
self-portrait
Demonstrate advanced skill in the use of the artistic principle of proportion in creating visual art
full figure
2.3 Students will reflect on their work and the work of others in terms of the elements and principles of visual art.
K-2 3-4 5-6 7-8 Foundation Art Advanced
begin to identify artists and artistic styles
begin to compare and contrast various styles in art
begin to recognize differences in art forms styles and periods.
Begin to describe the principles and elements in works of art.
reflect on personal interests in art
begin to evaluate the work of others
reflect on the experience of creating art
begin to identify and analyze the use of artistic elements and principles in personal work and in the work of others
apply critiquing and self-reflection skills to provide detailed identification and analysis of the use of artistic elements and principles in personal work and in the work of others
in-depth critiquing and self-reflection skills to provide detailed identification and analysis of the use of artistic elements and principles in personal work and in the work of others
III. EXPRESSING AND CREATING Students will demonstrate their understanding of how meaning, ideas and stories are expressed through the creation of visual works of art. 3.1 Students will understand that the creation of visual art is a process through which the artist communicates.
3.2 Students will be involved in the process of preparing and presenting visual works of art.
K-2 3-4 5-6 7-8 Foundation Art Advanced
recognize the specified criteria for final projects (e.g., proper use of materials, identification of border, signing of work)
evaluate personal artwork using established criteria
prepare art for display (e.g., centering,
matting)
evaluate personal artwork using established criteria or rubrics
prepare art for display (e.g., centering, matting, framing)
make aesthetic judgments based on the established criteria of a project
prepare art for display (e.g., centering, matting)
make aesthetic judgments based on the established criteria of a project, and select and prepare work for suitable display
select the proper environment for the effective display of artwork
have an opportunity to present in local/state shows
make aesthetic judgments based on the established criteria of a project, and select and prepare work for an exhibition
select the proper environment for the effective display of artwork
opportunity to develop a portfolio
K-2 3-4 5-6 7-8 Foundation Art Advanced
understand that the creation of art is a process that often begins with a desire to express or communicate meaning, ideas, feelings and/or stories
identify the many reasons for creating art
recognize individuality in effort and thinking
begin to use the sequence of steps that lead to the creation of a final product
use problem solving skills in the production of art
use creative thinking as a learning tool
begin to identify the meaning, ideas, feelings, and/or stories communicated in the work of others
recognize uniqueness of individual achievements
understand that there are different ways to solve a given artistic problem
interpret and practice the various techniques and styles of other artists’ work
begin to use the creative process to communicate meaning, ideas, feelings and or/stories in personal work
begin to identify the style of personal work and that of other artists
discriminate between and select images that communicate
explore the effects of the artistic process upon the final product
use the elements and principles of art to
produce work based on a theme
begin to articulate personal decisions made in the process of creating works of art
evaluate ways in which the elements and principles of the visual arts are used in personal work and the work of others
identify meaning and expression as communicated through personal work and the work of others
articulate personal decisions made in the process of creating works of art
identify meaning and expression as communicated through personal work and the work of others
identify and analyze the uses and applications of types of visual arts identify and analyze the uses and applications of types of visual arts communication
in-depth articulation of personal decisions made in the process of creating works of art
IV. CONNECTING AND CONTEXTUALIZING Students will understand, analyze, and describe visual art in its historical, cultural, and social contexts. 4.1 Students will understand and explain how the characteristics of visual art are influenced by history and culture.
K-2 3-4 5-6 7-8 Foundation Art Advanced
HISTORICAL CONTEXTS
explore art from different periods
begin to understand that art is influenced by historical events
begin to explore how history can be traced through the visual arts
begin to recognize detail and subject matter to identify art in relation to a time period
identify historical elements in works of art
compare and contrast works of art from different periods
begin to describe artwork based on the elements and principles of design as used during
specific time periods
analyze the selection of materials used during a specific period of time
relate the influence of the times to artists’ decisions for their artwork
describe and explain how visual art is impacted by its historical context in relation to the
elements and principles of art (e.g,. through timelines, study of artists’ life work, research)
in-depth descriptions and explanations of how visual art is impacted by its historical context in
relation to the elements and principles of art (e.g., through timelines, study of artists’ life work, research)
K-2 3-4 5-6 7-8 Foundation Art Advanced
CULTURAL AND SOCIAL CONTEXTS
recognize that visual works of art are found all over the world
begin to recognize art in the community and in everyday life
begin to describe how culture is reflected in art
begin to identify art by the cultural symbols it contains
begin to understand how the elements of a culture are reflected in art
identify art by the cultural symbols it contains
identify and describe the cultural influences upon works of visual art
compare visual art from a variety of cultures and analyze how cultural and social contexts create differences in the art
integrate and interpret a cultural theme into personal art work
describe and explain how visual art is impacted by its cultural and social context in relation to the elements and principles of art (e.g. through timelines, study of artists’ life work, research)
in-depth description and explanations of how visual art is impacted by its cultural and social context in relation to the elements and principles of art (e.g. through timelines, study of artists’ life
work, research)
4.2 Students will compare the characteristics of visual arts with those of other art and subject disciplines.
K-2 3-4 5-6 7-8 Foundation Art Advanced
Explore how the characteristics of the visual arts compare with other art and subject disciplines e.g.,
math: shapes and forms, symmetry, vertical, horizontal
social studies:
celebrations, concept of represented time, art work and aesthetic appreciation
science: topics related to grade level science content
la: pictures that tell stories
music, dance, theatre: topics to related to grade level content
Explore and describe how the characteristics of the visual arts compare with other art and subject disciplines e.g.,
math: tessellations, patterns, geometric shapes
social studies:
community based themes
science: topics related to grade level science content
language arts: the use of art in illustrations for poetry and literature
music, dance, theatre: topics related to grade level content
Identify and explain how the characteristics of the visual arts compare with other art and subject disciplines e.g.,
math: perspective and dimension represented in drawings and paintings social studies:
study of cultures and the Western Hemisphere art associated in those regions
science: topics related to grade level science content
language arts: interpreting stories in various works of art
music, dance, theatre: topics related to grade level content
Identify and explain how the characteristics of the visual arts compare with other art and subject disciplines e.g.,
Math: perspective and enlarging by grid
Science: topics related to grade level science
content
Social Studies: art in American history and in the colonial time period
Language Arts: combining writing with visual elements
Music, Dance, Theatre: topics related to grade level content
Use the connections between art and other subject disciplines to enhance meaning and understanding e.g.,
cross curricular subjects with photography, color theory, and the use of light with science and
chemistry
combining artist statements, research papers, and written assignments using art with English and writing
Art History and literature
Timelines and history
Use the connections between art and other subject disciplines to enhance meaning and understanding e.g.,
cross curricular subjects with photography, color theory, and the use of light with science and
chemistry
Art History and literature
combining artist statements, research papers, and written assignments using art with English and writing
Art History and literature
Timelines and history
4.3 Students will describe the characteristics of a variety of visual art careers.
K-2 3-4 5-6 7-8 Foundation Art Advanced
role of the artist in the community
role of the artist in the community
role of the artist in communities and cultures
introduction to art career opportunities
speakers, workshops, and community involvement in the arts
career development in the arts
opportunities for volunteer and job
shadowing in the arts
career development in the arts
portfolio development
college information combined with career emphasis
opportunities for internships and job shadowing in related art careers
opportunity to working with community businesses and organizations that are visual art based
Elements of Design
Color – the effects of light rays on a surface
Form – 3 dimensional objects
Line – a path made by a moving point; a dot that moves
Shape – 2 dimensional areas defined by line or an edge; an enclosed space defined by other art elements such as line, color, or texture
Space – areas between, around, above, below or within something (also see positive, negative, foreground, middle ground, background)
Texture – surface quality of an area or object
Value – the lightness and darkness of an area
Principles
Balance – arrangement of visual elements to create stability in an artwork Symmetrical Asymmetrical Radial Approximate symmetrical
Contrast – difference between the elements of design
Emphasis - special attention or importance given to something in an artwork, or the most important part of the picture where your eye is drawn. Also known as focal point. (Center of interest)
Harmony – a condition in which the elements of an artwork appear to fit well together
Movement – arrangements of parts in an artwork to create a sense of motion
Pattern – repetition of elements or combinations of elements in a recognizable organization
Proportion – the relationships of size of one part to another or to the whole
Repetition – using an element of design more than once within a work of art
Rhythm – combining elements to create a visual beat or flow
Unity – bringing together the elements of design in a pleasing way
Variety – arranging elements in a piece of artwork by using them in different ways
Common Terminology for the 4th Grade assessment
Aerial perspective – (Atmospheric) the diminishing of color intensity to lighter and duller hues to give the illusion of distance
Background – the part of a picture that appears to be in the distance or that seems furthest away
Contour – lines that define the interior and exterior edges of forms and shapes Blind contour Modified contour
Focal point – (Center-of-interest) the part of the picture where the eye goes first
Foreground – the part of the picture that appears to be closest to the viewer
Gesture – quick drawing to capture the basic form which indicates the main movement on lines in a figure
Linear perspective – the representation of a 3 dimensional object on a flat, two-dimensional surface. It achieves the illusion of depth and distance. One point Two point Three point
Middleground –- the part of a picture that lies between the foreground and background
Overlapping – a technique in which one shape or part covers up some part or all of another shape
Correlation of the Forest Hills Visual Art Standards to Michigan’s Content Standards/Benchmarks for Visual Arts
MI-ELEMENTARY FH-ELEMENTARY MI-MIDDLE SCHOOL FH-MIDDLE SCHOOL MI-HIGH SCHOOL FH-HIGH SCHOOL
Standard 1 Standard 1 Standard !
ART.I.VA.EL.1 FH 1.1, 3.1 ART.I.VA.M.1 FH 1.1, 3.1 ART.I.VA.HS.1 FH 1.1, 3.1
ART.I.VA.EL.2 FH 1.2, 3.1 ART.I.VA.M.2 FH 1.2, 3.1 ART.I.VA.HS.2 FH 1.2, 3.1
ART.I.VA.EL.3 FH 2.2, 3.1 ART.I.VA.M.3 FH 2.2, 3.1 ART.I.VA.HS.3 FH 2.2, 3.1
ART.I.VA.EL.4 FH 3.2 ART.I.VA.M.4 FH 3.2 ART.I.VA.HS.4 FH 3.2
Standard 2 Standard 2 Standard 2
ART.II.VA.EL.1 FH 1.1, 3.1 ART.II.VA.M.1 FH 1.1, 3.1 ART.II.VA.HS.1 FH 1.1, 3.1
ART.II.VA.EL.2 FH 2.3, 3.1 ART.II.VA.M.2 FH 2.3, 3.1 ART.II.VA.HS.2 FH 2.1, 2.2, 2.3, 3.1
ART.II.VA.EL.3 FH 3.0, 3.1 ART.II.VA.M.3 FH 3.0, 3.1 ART.II.VA.HS.3 FH 2.1-2.3, 3.0, 3.1
ART.II.VA.EL.4 FH 3.0, 3.1 ART.II.VA.M.4 FH 3.0, 3.1 ART.II.VA.HS.4 FH 2.3, 3.0, 3.1
ART.II.VA.EL.5 FH 2.1, 2.2, 3.0, 3.1 ART.II.VA.M.5 FH 2.1, 2.2, 3.0, 3.1 ART.II.VA.HS.5 FH 2.1, 2.2, 3.0, 3.1
ART.II.VA.EL.6 FH 1.1, 3.0, 3.1 ART.II.VA.M.6 FH 1.1, 3.0, 3.1 ART.II.VA.HS.6 FH 1.1, 3.0, 3.1
Standard 3 Standard 3 Standard 3
ART.III.VA.EL.1 FH2.3 ART.III.VA.M.1 FH2.3 ART.III.VA.HS.1 FH2.3
ART.III.VA.EL.2 FH2.3 ART.III.VA.M.2 FH2.3 ART.III.VA.HS.2 FH2.3
ART.III.VA.EL.3 FH2.3 ART.III.VA.M.3 FH2.3 ART.III.VA.HS.3 FH2.3
ART.III.VA.EL.4 FH2.3 ART.III.VA.M.4 FH2.3 ART.III.VA.HS.4 FH2.3
ART.III.VA.EL.5 FH2.3 ART.III.VA.M.5 FH2.3 ART.III.VA.HS.5 FH2.3
Standard 4 Standard 4 Standard 4
ART.IV.VA.EL.1 FH 4.1 ART.IV.VA.M.1 FH 4.1 ART.IV.VA.HS.1 FH 4.1
ART.IV.VA.EL.2 FH 4.1 ART.IV.VA.M.2 FH 4.1 ART.IV.VA.HS.2 FH 4.1
ART.IV.VA.EL.3 FH 4.1 ART.IV.VA.M.3 FH 4.1 ART.IV.VA.HS.3 FH 3.1, 4.1
Standard 5 Standard 6 Standard 6
ART.V.VA.EL.1 FH 4.1 ART.V.VA.M.1 FH 4.1 ART.V.VA.HS.1 FH 4.1
ART.V.VA.EL.2 FH 4.3 ART.V.VA.M.2 FH 4.3 ART.V.VA.HS.2 FH 4.3
ART.V.VA.EL.3 FH 4.2 ART.V.VA.M.3 FH 4.2 ART.V.VA.HS.3 FH 4.2
ART.V.VA.EL.4 FH 4.2 ART.V.VA.M.4 FH 4.2 ART.V.VA.HS.4 FH 4.2
Art is made to disturb. Science reassures. There is only one
valuable thing in art: the thing you cannot explain.
Marc Chagall
I found I could say things with color and shapes that I
couldn’t say any other way – things I had no words for.
Georgia O’Keefe
A man paints with his brains and not with his hands.
Michelangelo
To draw, you must close your eyes and sing.
Pablo Picasso
He who works with his hands is a laborer. He who works
with his hands and his head is a craftsman. He who works
with his hands and his head and his heart is an artist.
St. Francis of Assisi
Any art communicates what you’re in the mood to receive.
Larry Rivers
Art is idea. It is not enough to draw, paint, and sculpt.
An artist should be able to think.
Gurdon Woods
Art flourishes where there is a sense of adventure.
Alfred North Whitehead
All art is an individual’s expression of a culture. Cultures
differ, so art looks different.
H. Glassie
How important are the visual arts in our society? I feel
strongly that the visual arts are of vast and incalculable
importance. Of course I could be prejudiced, I am a visual
art.
Kermit the Frog
Art is not about thinking something up. It is the opposite --
getting something down.
Julia Cameron
All children are artists. The problem is how to remain an
artist once he grows up.
Pablo Picasso