-from The National Standards for Arts Educationkendrastantoine.weebly.com/uploads/5/4/2/8/54285355/art_curriculu… · vocabulary, materials, tools, and techniques of the discipline

…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


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



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



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


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



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


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


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


maintain work space



maintain and manage work space


identify potential health hazards associated with tools and techniques

demonstrate knowledge of emergency procedures












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


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


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


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


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


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.


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


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


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


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


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


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


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


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


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.


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.


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


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.


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)


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.


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


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


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


combining artist statements, research papers, and written assignments using art with English and writing


Timelines and history

4.3 Students will describe the characteristics of a variety of visual art careers.


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.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


ART.III.VA.EL.1 FH2.3 ART.III.VA.M.1 FH2.3 ART.III.VA.HS.1 FH2.3






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


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 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

Documents

-from The National Standards for Arts Educationkendrastantoine.weebly.com/uploads/5/4/2/8/54285355/art_curriculu… · vocabulary, materials, tools, and techniques of the discipline