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Standard #10
Each student will have acquired basic Art understandings and proficiencies.
Kindergarten Art Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Thirty minutes per day on a four day rotation
Themes/Topics
Art Critique
Elements of art: lines, shapes, texture, space and color
Principles of design: contrast, rhythm, repetition, pattern, and size relationships
Influence of Art in Literature
Techniques: drawing, tearing and cutting, painting, gluing, creating forms and sculpture, texture rubbing and stamping
Assessments
Teacher observation assessments
Ongoing performance samples (portfolio)
Oral presentations
Kindergarten Grade Level Expectations
A. Created a work of art which commemorates a personal event
B. Explained how a work of art makes them feel
C. Used problem solving skills in making art
D. Recognized and applied the Principles of Design
Contrast
Rhythm
Repetition
Pattern
Size Relationships
E. Recognized and applied the Elements of Art
Lines
Types straight, curved, zigzag, wavy
Shapes
Types geometric - square, circle, rectangle, oval, triangle
organic - (variation of size) - curbed, zigzag, wavy, thick and thin
Variation of size curved, zigzag, wavy, thick and thin
Texture
Types tactile (rough, smooth, hard)
Space overlapping, close and far
Color primary
F. Manipulated lines and shapes by a variety of materials and tools in artwork
G. Constructed a three dimensional form
H. Created a print using found objects
I. Followed directions for the safe use of tools, materials and procedures; wore appropriate
protection such as smocks, safety glasses, gloves and hair ties when necessary; and when
appropriate, passed a safety assessment
J. After reading literature or folktales from a variety of cultures, created an illustration
K. Discussed artwork and identified the subject matter
L. Selected from a series of artworks a personal preference
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Grade 1 Art Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Thirty minutes per day on a two day rotation for one semester.
Themes/Topics
Art Critique
Elements of art: line, shape, color, texture, space, value
Principles of design: pattern, proportion, movement, emphasis, contrast, balance
Recognition of art in other cultures
Techniques: painting, drawing, sculpture, collage, printmaking, and weaving
Assessments
Teacher observation assessments
Ongoing performance samples (portfolio)
Oral presentations
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 1 Expectations
A. Created art to communicate real and imaginary sources
B. Created works of art inspired by spoken and written stories and poems
C. Recognized that there are various solutions to a single art problem
D. Recognized and applied the Elements of Art
Lines Types straight, curved, zigzag, wavy, horizontal, vertical, diagonal
Variation width and length, thick and thin
Shapes Types square, circle, rectangle, oval, triangle, organic, curved, zigzag, wavy,
open and closed
Variation size
Texture Types tactile (rough, smooth, hard)
Space Types overlapping, close and far
Color Types primary, secondary
Schemes warm and cool, light and dark,
Concepts color wheel
Value Types light and dark
E. Painted and drew on different types of paper
F. Created a print (for example, monoprint or block print)
G. Recognized the difference between two dimensional and three dimensional art
H. Followed directions for the safe use of tools, materials and procedures; wore appropriate
protection such as smocks, safety glasses, gloves and hair ties when necessary; and when
appropriate, passed a safety assessment
I. Identified and talked about art in their community
J. Recognized that there are cultures that exist besides their own
K. Recognized that all cultures create works of art
L. Identified the subject matter in a work of art
M. Described likes or dislikes about a work of art and explained why
N. Identified the lines, shapes and colors found in a work of art
O. Shared personal opinions about what art is and what purpose art serves
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Grade 2 Art Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Thirty minutes per day on a two day rotation for one semester.
Themes and Topics
Art Critique
Elements of art: line, shape, form, texture, space
Principles of design: rhythm, repetition, pattern, proportion, size relationships, balance
Art in stories and poems
Recognition of art in other cultures
Techniques: drawing, rubbings, printmaking, stenciling, painting, bookmaking, sculpture, weaving
Assessments
Teacher observation assessments
Ongoing performance samples (portfolio)
Oral presentations
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 2 Expectations
A. Illustrated a scene from a myth or a story
B. Created art to communicate real and imaginary sources
C. Created works of art inspired by spoken and written stories and poems
D. Recognized that there are various solutions to a single art problem
E. Incorporated unanticipated results into works of art
F. Recognized and applied the Principles of Design
Rhythm
Repetition
Pattern (simple and complex)
Proportion
Size relationships
Balance (symmetry)
G. Recognized and applied the Elements of Art
Lines Types straight, curved, zigzag, wavy, horizontal, vertical, diagonal, spiral,
Broken
Variation width and length, depth, thick and thin
Shapes Types geometric square, circle, rectangle, oval, triangle
organic shapes (variation of size) open and closed
Form Types geometric, sphere, organic
Texture Types tactile (rough, smooth, hard, soft, variation)
Space - Types - actual and implied
Concepts overlapping, object size, positive and negative, empty and fall, close
and far, point of view--foreground, middleground, background
Color - Schemes primary, secondary, warm and, cool
Concepts light and dark, color wheel concept
Value Types light and dark
J. Created a three-dimensional sculpture that communicated movement
I. Created a two-dimensional artwork using overlapping to create the illusion of depth (for
example, collage or mixed media)
K. Created a simple print (for example, monoprint or block print)
L. Created a weaving from a variety of materials
M. Followed directions for the safe use of tools, materials, and procedures; wore
appropriate protection such as smocks, safety glasses, gloves and hair ties when
necessary; and when appropriate, passed a safety assessment
N. Talked about artists and art styles from various cultures
O. Demonstrated how artists use art to share experiences
P. Became familiar with names of artists
Q. Described the lines, shapes, and colors that they find in a work of art
R. Described the mood or feeling in a work of art
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Grade 3 Art Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Thirty minutes per day on a two day rotation for one semester.
Themes and Topics
Elements of art: line, shape, form, texture, space, color and value
Principles of design: contrast, rhythm, repetition, pattern, proportion, and balance
Themes in art
Artists and their work
Techniques: drawing, collage, printmaking, painting, bookmaking, grpahic design, sculpture, weaving
Assessments
Teacher observation assessments
Ongoing performance samples (portfolio)
Oral presentations
Art critique
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 3 Expectations
A. Recognized that artists apply innovative solutions to solve visual problems
B. Created a work of art based upon an interpretation of a sensory experience
C. Stated the rationale for the choices or options selected in resolving the artistic problem
D. Recognized that there are various solutions to a single art problem
E. Created art to communicate real and imaginary sources
F. Created works of art inspired by spoken and written stories and poems
G. Recognized and applied the Principles of Design
Contrast
Rhythmn (regular, random, alternating)
Repetition
Pattern (simple and complex)
Proportion (size relationships)
Balance (symmetry)
H. Recognized and applied the Elements of Art
Lines Types straight, curved, zigzag, wavy, horizontal, vertical, diagonal, spiral,
contour, broken
Variation width and length, depth, thick and thin
Shapes Types geometric square, circle, rectangle, oval, triangle
organic shapes free form, open and closed, simple and complex
Form Types geometric, sphere, organic
Variation length, width, depth, thick and thin, simple and complex
Texture Types visual and tactile
Variation rough, smooth, hard, soft,
Space Types actual and implied
Concepts overlapping, object size, positive and negative, empty and full,
close and far, point of view foreground, middleground, background, composition
Color Types primary, secondary, intermediate, neutral
Schemes complementary, warm and cool
Concepts - color wheel, hue, opaque, transparent
Value Types light, medium and dark
I. Created a two-dimensional artwork that demonstrates an understanding of depth (for
example, foreground, middleground, background)
J. Constructed a three dimensional piece of artwork using found objects
K. Explored different techniques and materials to create a weaving
L. Followed directions for the safe use of tools, materials and procedures; wore appropriate
protection such as smocks, safety glasses, glove's and hair ties when necessary; and
when appropriate, passed a safety assessment
M. Made observations about the lives and times of artists by looking at their work
N. Became familiar with names of artists and examples of their art
O. Identified themes in art such as portraits, landscapes and still lives
P. Recognized some elements and principles of design in a work of art
Q. Distinguished between realistic or non realistic art
R. Used selected criteria as the basis of making judgments about works of art
S. Developed and described personal reasons for valuing works of art
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Grade 4 Art Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Thirty minutes per day on a two day rotation for one semester.
Themes and Topics
Elements of art: line, shape, form, texture, space, color, and value
Principle of design: contrast, rhythm, repetition, pattern, proportion, balance and emphasis
Art in communication
Art in literature
Art critique
Artists and their work
Assessments
Teacher observation assessments
Ongoing performance samples (portfolio)
Oral presentations
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 4 Expectations
A. Stated the rationale for the choices or options selected in resolving the artistic problem
B. Created a work of art based upon an interpretation of a sensory experience
C. Recognized that there are various solutions to a single art problem
D. Created art to communicate real and imaginary sources
E. Created works of art inspired by spoken and written stories and poems
F. Used brainstorming as a mean to generate ideas for works of art
G. Used various art techniques and media to communicate ideas and feelings
H. Recognized and applied the Principles of Design
Contrast
Rhythm (regular, random, alternating)
Repetition, patterns, proportions, balance and emphasis
I. Recognized and applied the Elements of Art
Lines .Types straight, curved, zigzag, wavy, horizontal, vertical, diagonal, spiral, horizon,
contour, broken
Variation width and length, depth, thick and thin
Shapes Types geometric square, circle, rectangle, oval, triangle
organic shapes free form, open and closed, simple and complex
Form Types geometric, sphere, organic
Variation size, length, width, depth, thick and thin, simple and complex
Texture Types visual and tactile
Variation rough, smooth, hard, soft
Space Types actual and implied
Concepts overlapping, object size, positive and negative, empty and full, near and
far, point of view foreground,. middleground, background, composition
Color Types primary, secondary, intermediate, neutral
Schemes monochromatic, complementary, warm and cool
Concepts color wheel, hue, value, opaque, transparent
Values - Types light, medium and dark
J. Created a contour line drawing using a variety of drawing materials and tools
K. Made appropriate choices with building techniques to create a three dimensional artwork
L. Utilized a variety of brush strokes, painted a two dimensional painting
M. Became familiar with the process of printing with a press
N. Created a textile with different types of textiles and a variety of materials
O. Followed directions for the safe use of tools, materials and procedures; wore appropriate protection such as smocks, safety glasses, gloves and hair ties when necessary; and when appropriate passed a safety assessment
P. Compared and contrasted artwork of different times and places
Q. Used historical and cultural themes as a basis for creating art
R. Became familiar with names of artists and their art style
S. Used art vocabulary and terminology to describe artworks
T. Compared and contrasted how feelings and attitudes change when looking at various works of art
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Grade 5 Art Program
Description
The curriculum has been aligned to provide the content necessary for students to achieve the grade level expectations and, upon completion of their program of studies, the District's content standard.
Time Allocation
Thirty minutes per day on a two day rotation for one semester.
Themes and Topics
Elements of art: lines, shapes, form, texture, space, color and value
Principles of design: contrast, rhythm, repetition, pattern, proportion, balance and emphasis
Art in literature
Art Critique
Visual art in other cultures
Artists and their work
Techniques: drawing, painting, printmaking, sculpture, collage, research, quiltmaking, weaving, and jewelry
Assessments
Teacher observation assessments
Ongoing performance samples (portfolio)
Oral presentations
Performance Levels
Performance level ratings are based on standards assessments. Students also receive a rating based on personal and social behaviors, effort and following rules and directions.
Grade 5 Expectations
A. Used brainstorming as a mean to generate ideas for work of art
B. Recognized that artists apply innovative solutions to solve visual problems
C. Recognized that there are various solutions to a single art problem
D. Created art to communicate real and imaginary sources
E. Created works of art inspired by spoken and written stories and poems
F. Recognized and applied the Principles of Design
Contrast
Rhythm (regular, random, alternating)
Repetition
Pattern (simple and complex)
Proportion (human, size relationships, exaggeration)
Balance (asymmetry and symmetry, radial)
Emphasis (focal point)
G. Recognized and applied the Elements of Art
Lines Types straight, curved, zigzag, wavy, horizontal, vertical, diagonal, spiral,
horizon, contour, gesture, broken
Variation width and length, depth, thick and thin, relationship intersect,
perpendicular, parallel
Shapes Types geometric square, circle, rectangle, oval, triangle
organic shapes free form, open and closed, simple and complex
Variation size
Form Types geometric, sphere, cube, box, pyramid, cone, organic
Variation length, width, depth, thick and thin, simple and complex
Texture Types visual and tactile
Variation rough, smooth, hard, soft
Space Types actual and implied
Concepts overlapping object size, positive and negative, empty and full, near
and far
Color Types - primary, secondary, intermediate, neutral
Schemes monochromatic., complementary, warm and cool, analogous
Concepts color wheel, hue, value, opaque, transparent, tints and shades
Value Types value scale, light, rnedium, and dark
H. Selected colored pencils, chalk or oil pastels to create a two dimensional piece
I. Using wire, created a gestural sculpture
J. Followed directions for the safe use of tools, materials and procedures; wore appropriate
protection such, as smocks, safety glasses, gloves and hair ties when necessary; and when
appropriate passed a safety assessment
K. Recognized the role of visual art in other cultures
L. Became familiar with names of artists, their art style, and time period
M. Compared and contrasted various Elements of Art used in different works of art
N. Identified expressive qualities in a work of art
O. Using their own artwork or works of others, wrote a statement which explains how the artist's
feelings are portrayed visually
P. Develop and described personal reasons for valuing works
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