Learning Skills in a 21st Century Art Class
Art students will utilize the following skills while incorporating the technological changes of the 21st Century:
AnalyzeApply standard grammar ClassifyCollaborateCommunicate effectivelyCompare & contrastConstruct logical
sequencesCreate hypothesesCritiqueDescribeDetect fallaciesDistinguish between fact &
opinionDraw conclusionsFollow directionsFormulate questionsIncrease vocabularyInterpretListenMake conjecturesMake presentationsManage timeObserveOrganizeOutlineParaphrasePredict outcomesProofreadRead criticallyRecognize cause & effectRecognize main ideas &
detailsReportReviseSelf AssessSequenceSolve problemsSpeak publiclySummarizeTake notesTake testsThink inventivelyUse resourcesUse technologyWork productivelyWrite
Visual Communication and Production
K.1 Create art that represents personal solutions
K.2 Express ideas and feelings
K.3 Identify and use: colors - red, blue, yellow,
green, orange, violet, (purple) brown, black, and white
textures - visual & tactile (hard/soft, smooth/rough, bumpy, scaly,squishy, slimy)
lines - long/short, thick/thin, vertical/horizontal/diagonal, straight/curved, dotted/dashed, wavy, zigzag, spiral
shapes - circle, square, triangle, rectangle, oval
patterns - natural / man-made
K.4 Commemorate personal or historical events
K.5 Create art depicting animals or plants
K.6 Create a self-portraitK.7 Identify objects within
the environment that occupy space
K.8 Identify spatial relationships - left/right, top/bottom, side/center, front/back, over/ under, up/down
K.9 Describe the sequence of steps in the making of a work of art
K.10 Use 3-D motor skills: pinch, pull, squeeze,
twist, pound, roll, tear, curl, assemble, model
Use 2-D motor skills:paint, paste, glue, fold cut, rub, print, stamp
Cultural Context and Art History
K.11 Identify types of artists: illustrator, painter, cartoonist, sculptor, printmaker, portraitist, graphic designer, animation artist, set designer, decorator, fashion designer, architect, graphic designer
K.12 Identify purposes for creating works of art
K.13 Discuss the concept that people in all cultures create art
Judgment and Criticism
K.14 Look at, describe and respond to works of art
K.15 Classify objects by using art vocabulary, such as: color, texture, line, shape, and pattern
Aesthetics
K.16 Explain ideas and expressions in own art work
K.17 Select a preferred work of art from among others and explain why it was chosen
K.18 Discuss thoughts/ experiences/ feelings expressed in artwork
Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.
• Math - Identify and create patterns using basic geometric shapes.• Social Studies - Correlate with county and state curriculum.• Language Arts - Use shared reading and oral communication skills to explore art.• Science - Explore and discover during controlled experiments with materials - for
example, show students how to mix the primary colors.• Health and Physical Education - Develop safety practices for self and others. • Music - Share the songs, lyrics or dance of different cultures.• Careers - Be aware that artists are employed to design many everyday objects,
for example: cereal boxes, magazines, soup cans, cars, fabric patterns and packages for toys.
• Economics - Discuss artifacts (needs) with fine art (wants, luxury) and that artists and craftsmen get paid (correlate with K economics K.6).
Note: These essentials are aligned with, but not limited to, the Virginia Visual Arts Standards of Learning.
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Ethical Procedures
Henrico County Public School art students are expected to perform honestly through the production of their own work and adhere to the HCPS Code of Conduct. All artwork should be original. Use images from the internet with caution. Ideally, work from life or use personal photographs. Carefully read the use requirements on any web site. Pictures from the Internet should be fully cited. Permission from the website owner/administrator to use a picture may be necessary.
2008-09
The Kindergarten essentials include the development of motor skills and the appropriate manipulation of materials. Students should begin to recognize basic art concepts and express personal feelings through art. They should also become aware of the art of other time periods, places and peoples. Students will understand that their works of art are unique and valuable as self-expression.
Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interests and abilities.
• Draw using a variety of materials• Understand printing• Weave with paper or yarn• Learn to stitch• Experiment with resists• Develop activities based on individual school
interests or needs
• Introduce global awareness
• View world map
• Experience art from different time periods
• Share artwork
• Communicate feelings
STUDENT LEARNING GOALS for ART
• Develop aesthetic awareness, imagination, perception, appreciation, knowledge and skills• Foster creativity, self-expression, self-confidence and self-discipline• Expand craftsmanship, problem solving abilities, cultural understandings and safety procedures• Participate in clean-up, share and help others, respect the property of the school and others, take turns, and
work in groups
The student will:
Curved
Lines
Thick Spiral
Short
Wavy
Bumpy
Thin
Texture (examples)
Visual/Tactile
RoughSmoothbumpyslimy
s c a l yHARDSOFT squishy
Learn about famous artists and the art of various cultures around the world
Bottom
Sid
e
Sid
e
Types of ArtistsIllustratorPainterCartoonistSculptorPrinterPortraitGraphic DesignerAnimation ArtistSet DesignerDecoratorFashion DesignerCrafts Artist
TopKINDERGARTEN VISUAL ARTS
VOCABULARY & CONCEPTS
Center
Diagon
al
Horizontal
Verti
cal
Red
YellowBlue
BlackWhiteBrown
ColorWheel
Violet(purple) Orange
Green
back blackbluebottombrowncentercirclecolorcurveddiagonalfrontgreenhorizontalleftline
Vocabularylongorangeovaloverpattern (natural and man-made)portraitrectangleredrightshapeshortsidesquare
straighttexturethickthinthree dimensional (3D)toptriangleunderverticalviolet (purple)wavywhiteyellowzigzag
Three Dimensional Motor SkillsPinching, Pulling, Squeezing, Twisting, Pounding, Rolling, Tearing, Curling, Assembling, Modeling
Two Dimensional Motor SkillsPainting, Pasting, Gluing, Folding, Cutting, Rubbing, Printing, Stamping
L o n g
S t r a i g h t
Dotted Dashed
ShapesRectangle
Circle
Oval
TriangleSquare
Zigzag
Back
Front
Patterns
over
under
front
front
bottom top
side
side
UP
DOWN
LEFT RIGHT
Learning Skills in a 21st Century Art Class
Art students will utilize the following skills while incorporating the technological changes of the 21st Century:
AnalyzeApply standard grammar ClassifyCollaborateCommunicate effectivelyCompare & contrastConstruct logical
sequencesCreate hypothesesCritiqueDescribeDetect fallaciesDistinguish between fact &
opinionDraw conclusionsFollow directionsFormulate questionsIncrease vocabularyInterpretListenMake conjecturesMake presentationsManage timeObserveOrganizeOutlineParaphrasePredict outcomesProofreadRead criticallyRecognize cause & effectRecognize main ideas &
detailsReportReviseSelf AssessSequenceSolve problemsSpeak publiclySummarizeTake notesTake testsThink inventivelyUse resourcesUse technologyWork productivelyWrite
Visual Communication and Production
1.1 Recognize and discuss various solutions to a single art problem1.2 Use the senses of sight, touch, and hearing as inspirations for works of art1.3 Identify and use: primary colors - red, blue, yellow line and line variations - zigzag, dotted, wavy, spiral texture - visual & tactile shapes - organic & geometric patterns - alternating & repeating1.4 Create art inspired by stories, poems, and themes1.5 Create art from real and imaginary sources of inspiration1.6 Use past experiences and simulated situations as subject matter 1.7 Recognize size rela-tionships in works of art1.8 Develop eye/hand co-ordination through drawing and constructing1.9 Observe and depict plants, animals, and people in a landscape1.10 Weave, tear, fold, stamp, rub, and otherwise manipulate art materials
• Introduce the computer as an art medium and re-source tool
Cultural Context and Art History
1.11 Study types of art careers: illustrator, painter, cartoonist, sculptor, printmaker, portrait artist, graphic designer, animation artist, set designer, decora-tor, fashion designer1.12 Describe how art is an integral part of one’s culture1.13 Identify and describe works of art that commu-nicate feelings, ideas, and information1.14 Identify American cultural symbols and events depicted in art
Judgment and Criticism
1.15 Discuss why view-ers may have different responses to works of art1.16 Compare/contrast works of art1.17 Critique artwork using an art vocabulary
Aesthetics
1.18 Discuss why works of art have value1.19 Express points of view about art and the purpose that it serves1.20 Describe ideas and emotions communicated in works of art
Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.
• Math -Connect lines to form geometric shapes, identify these by name and cut out multiple pairs.
• Social Studies - Correlate with county and state curriculum.• Language Arts - Illustrate original stories using the theme “Me and My
Environment.”• Science - Classify landscape prints into four seasons.• Health and Physical Education - Use movement to role-play characters from
paintings. • Music - Create hand-clapping patterns when studying repeating designs.• Careers - Show examples of commercial art, photography, public sculpture,
fashion, crafts, and interior design. Discuss the specific skills needed for success in each of these fields.
• Economics - Discuss artifacts (needs) with fine art (wants, luxury); that artists and craftsmen get paid
Note: These essentials are aligned with, but not limited to, the Virginia Visual Arts Standards of Learning.
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Ethical Procedures
Henrico County Public School art students are expected to perform honestly through the production of their own work and adhere to the HCPS Code of Conduct. All artwork should be original. Use images from the internet with caution. Ideally, work from life or use personal photographs. Carefully read the use requirements on any web site. Pictures from the Internet should be fully cited. Permission from the website owner/administrator to use a picture may be necessary.
2008-09
The Grade 1 essentials include the further development of eye-hand coordination art activities such as rubbing, stamping, tearing and weaving. Students should begin to perceive spacial relationships, identify primary colors, distinguish line variation in drawing and painting and produce shapes and textures.
Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interest and abilities.
• Increase students’ awareness of mass media such as illustration• Demonstrate a printing process• Manipulate clay to form an object• Discuss symmetry and identify examples• Distinguish between reality and fantasy
STUDENT LEARNING GOALS for ART
• Develop aesthetic awareness, imagination, perception, appreciation, knowledge and skills• Foster creativity, self-expression, self-confidence and self-discipline• Expand craftsmanship, problem solving abilities, cultural understandings and safety procedures• Participate in clean-up, share and help others, respect the property of the school and others, take turns, and
work in groups
The student will:
Curved
Lines
Thick Spiral
Short
Wavy
Bumpy
Thin
Textures Visual/Tactile
RoughSmoothbumpyslimy
s c a l yHARDSOFT squishy
Learn about famous artists and the art of various cultures around the world
Bottom
Sid
e
Sid
e
Types of Artists
Top
FIRST GRADE VISUAL ARTSVOCABULARY & CONCEPTS
Diagon
al
Horizontal
Verti
cal
RED
YELLOWBLUE
Neutral: BlackWhiteBrown
Color Wheel
Violet Orange
Green
Vocabulary
Three Dimensional Motor SkillsPinching, Pulling, Squeezing, Twisting, Pounding, Rolling, Tearing, Curling, Assembling, Modeling
Two Dimensional Motor SkillsPainting, Pasting, Gluing, Folding, Cutting, Rubbings, Printing, Stamping
L o n g
S t r a i g h t
Dotted Dashed
Geometric Shapes
Rectangle
Circle
Oval
TriangleSquare
Zigzag
Patterns
over
under
front
front
bottom top
side
side
UP
DOWN
LEFT RIGHT
Primary: RED
BLUEYELLOW
Secondary: Orange
Violet Green
curveddiagonaldotteddrawingfoldinggeometricgluehorizontalimaginarylandscapeorganic
pattern (alternating- repeating)primaryrealrubbingspatial (size- relationship)stampingstraightsymbol
tearingtexture (visual-tactile)three dimensional (3D)two dimensional (2D)verticalwavyweavingzigzag
IllustratorPainterCartoonistSculptor
PrinterDecoratorPortrait ArtistSet Designer
Graphic DesignerAnimation ArtistFashion DesignerCrafts Artist
Organic Shapes
(2-D)
Organic Forms
Geometric Forms(3-Dimensional)
Landscape
Size (Spatial)Relationships
Learning Skills in a 21st Century Art Class
Art students will utilize the following skills while incorporating the technological changes of the 21st Century:
AnalyzeApply standard grammar ClassifyCollaborateCommunicate effectivelyCompare & contrastConstruct logical
sequencesCreate hypothesesCritiqueDescribeDetect fallaciesDistinguish between fact &
opinionDraw conclusionsFollow directionsFormulate questionsIncrease vocabularyInterpretListenMake conjecturesMake presentationsManage timeObserveOrganizeOutlineParaphrasePredict outcomesProofreadRead criticallyRecognize cause & effectRecognize main ideas &
detailsReportReviseSelf AssessSequenceSolve problemsSpeak publiclySummarizeTake notesTake testsThink inventivelyUse resourcesUse technologyWork productivelyWrite
Visual Communication and Production
2.1 Investigate solutions to an art problem2.2 Incorporate unantici-pated results 2.3 Use literary sources to generate ideas for works of art2.4 Identify, use, and produce: secondary colors - orange, violet, & green shapes - geometric & organic forms - cube, cylinder, sphere, pyramid, & cone patterns - complex, alternating, & repeating2.5 Use environmental/ historical themes in art work2.6 Illustrate observations2.7 Depict objects in proportion2.8 Collaborate to create artwork2.9 Use a variety of sourc-es for art ideas: nature, people, images, imagina-tion, resource materials2.10 Create a three-dimen-sional work of art using a variety of materials2.11 Manipulate clay to create a work of art
• Demonstrate and use: motor skills (fold & cut) symmetry overlapping texture• Fill entire picture plane• Understand the com-puter as an art medium and resource tool
Cultural Context and Art History
2.12 Recognize types of art careers: illustrator, painter, cartoonist, sculptor, printmaker, graphic designer, animation artist, set designer, decorator, fashion designer2.13 Compare the art, artifacts, and architecture of other cultures with that of their own culture2.14 Identify symbols from vari-ous cultures2.15 Identify art from other cul-tures, including Ancient Egypt, Ancient China, and American Indians (First Americans)
Judgment and Criticism
2.16 Support opin-ions expressed about artwork2.17 Categorize artwork by subject mat-ter, including portrait, landscape, and still life2.18 Distinguish between natural and man-made objects 2.19 Interpret ideas and feelings expressed in works of art
Aesthetics
2.20 Discuss the value of public art to the com-munity2.21 Describe mean-ings and feelings evoked by a work of art2.22 Discuss ways the art of a culture reflects its people’s attitudes and beliefs
Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.
• Math -Develop elaborate patterns, demonstrate symmetry and incorporate geometric and organic shapes into artwork.
• Social Studies - Correlate with county and state curriculum.• Language Arts - Use literature, vocabulary, identification and communication skills
for exploring art. Refer to the Henrico County Visual Literacy Curriculum.• Science - Find naturally occurring examples of symmetry and various color values.• Health and Physical Education - Develop safety practices and demonstrate the
concept of symmetry/balance through body movement. • Music - Study similarities between musical and visual patterns. Share the songs,
lyrics and dances of different cultures.• Careers - Discuss various careers within our community and other cultures that
incorporate a knowledge of basic art concepts - For example: interior designers, photographers, architects and curators.
• Economics - Discuss artifacts (needs) with fine art (wants, luxury) and that artists and craftsmen get paid.
Note: These essentials are aligned with, but not limited to, the Virginia Visual Arts Standards of Learning.
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Ethical Procedures
Henrico County Public School art students are expected to perform honestly through the production of their own work and adhere to the HCPS Code of Conduct. All artwork should be original. Use images from the internet with caution. Ideally, work from life or use personal photographs. Carefully read the use requirements on any web site. Pictures from the Internet should be fully cited. Permission from the website owner/administrator to use a picture may be necessary.
2008-09
The Grade 2 essentials include continued development of fine motor skills and observational abilities. Students should realize the narrative qualities of art and greatly expand on their knowledge of basic art concepts including: symmetry, overlapping, color value, geometric/organic shapes and line variation.
Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interest and abilities.
• Sew a Stitched Design
• Design a Collage
• Create a Crayon Resist
• Develop activities based on specific school
interest
STUDENT LEARNING GOALS for ART
• Develop aesthetic awareness, imagination, perception, appreciation, knowledge and skills• Foster creativity, self-expression, self-confidence and self-discipline• Expand craftsmanship, problem solving abilities, cultural understandings and safety procedures• Participate in clean-up, share and help others, respect the property of the school and others, take turns, and
work in groups
The student will:
Curved
Line Variation
Thick
Spiral
Short
Wavy
Bumpy
Thin
Texture Visual/Tactile Rubbings
Learn about famous artists and the art of various cultures around the world Ancient Egypt Ancient China Native America
Types of Artists
SECOND GRADE VISUAL ARTSVOCABULARY & CONCEPTS
Diagon
al
Horizontal
Verti
cal
RED
YELLOWBLUE
Color Theory
Violet Orange
Green
Vocabulary
Skills
Tearing Stamping Folding Weaving Drawing Painting
Long
Straight & thin
Dotted Dashed
Geometric Shapes
Rectangle
Circle
Oval
TriangleSquare
Patterns
LEFT RIGHT
Primary: RED
BLUEYELLOW
Secondary: Orange
Violet Green
Neutral: BlackWhite
Brown
collageconecubecylinderformgeometricillustratelandscapeman-mademedia
natural observeorganicoverlappingpatternpicture planeportraitprimaryproportionpyramid
resistsecondaryspherestill lifesymmetrytactilethemethree dimensional (3D)visual
IllustratorPainterCartoonistSculptor
PrintmakerDecoratorPortrait ArtistSet Designer
Graphic DesignerAnimation ArtistFashion DesignerCrafts Artist
Organic Shapes
(2-D)
Organic Forms
Landscape
Size (Spatial)Relationships
ObserveOverlapping
Man-madeNatural
Line Direction
Zigzag
Sequence**– +**– +**– +ab123ab123
Positive/Negative
Symmetry
COLORWHEEL
Portrait Still Life
Geometric Forms(3-D)
Cube
SphereCylinder
Cone
Pyramid
Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.• Math -Use rulers and protractors to create balance in a composition.• Social Studies - Correlate with county and state curriculum.• Language Arts - Use literature, vocabulary identification and communication skills for exploring art. Refer to Henrico County’s Visual Literacy Curriculum for critical thinking skills.• Science - Experiment with paint, mixing warm and cool colors; learn the proper and safe use of materials; study optical illusions.• Health and Physical Education - Practice still body positions to demonstrate motion. Communicate feelings and personal experiences while using materials safely. • Music - Share the songs, lyrics or dance of different cultures. Refer to Henrico County Art Curriculums for specific art and music connections.• Careers - Discuss art related careers that deal with color theory and illustration, for example: cartoonist, interior designer, medical illustrator, stained glass designer, fashion illustrator and computer animator.• Economics - Discuss artifacts (needs) with fine art (wants, luxury); that artists and craftsmen get paid.
Learning Skills in a 21st Century Art Class
Art students will utilize the following skills while incorporating the technological changes of the 21st Century:
AnalyzeApply standard grammar ClassifyCollaborateCommunicate effectivelyCompare & contrastConstruct logical
sequencesCreate hypothesesCritiqueDescribeDetect fallaciesDistinguish between fact &
opinionDraw conclusionsFollow directionsFormulate questionsIncrease vocabularyInterpretListenMake conjecturesMake presentationsManage timeObserveOrganizeOutlineParaphrasePredict outcomesProofreadRead criticallyRecognize cause & effectRecognize main ideas &
detailsReportReviseSelf AssessSequenceSolve problemsSpeak publiclySummarizeTake notesTake testsThink inventivelyUse resourcesUse technologyWork productivelyWrite
Visual Communication and Production
3.1 Identify innovative solutions used by artists to solve visual problems3.2 Use various art processes and techniques to produce works of art that demonstrate craftsmanship3.3 Develop art ideas from various sources3.4 Identify and use: intermediate colors warm and cool colors positive & negative space balance - symmetry & asymmetry pattern - extended sequence contrast3.5 Compare and use or-ganic & geometric shapes 3.6 Create art which reflects contributions of ancient Greece & Rome3.7 & 3.8 Create the illu-sion of depth using overlap-ping, size variation, place-ment, foreground, middle ground, and background 3.9 Use architectural forms (e.g., cube, cylinder, sphere, pyramid, cone)3.10 Create art that com-municates feelings3.11 Create a work of art in clay using the coil building process
• Observe and use details• Create sensory art• Draw/paint: nature, people, events• Experiment with the computer as an art medium & resource tool• Create multiple prints
Cultural Context and Art History
3.12 Discuss types of art careers (see back of card)3.13 Discuss how history, culture, and art influence each other3.14 Identify characteristics of landscapes, seascapes, and cityscapes3.15 Compare/contrast ar-chitectural styles of ancient cultures, including Greece and Rome3.16 Examine objects of the Mali empire3.17 Understand that art reflects times, places, and cultures3.18 Explore the role of archaeology
Judgment and Criticism
3.19 Discuss the changing interpretations of an art work throughout history3.20 Describe personal art production using art vocabulary3.21 Differentiate between art and artifacts3.22 Categorize art by subject matter3.23 Express informed judgments about artwork3.24 Analyze artwork for: rhythm, balance and spatial relationships
Aesthetics
3.25 Discuss the relation-ship between form and function in cultural artifacts3.26 Identify common attributes of art within one culture3.27 Determine why art has value3.28 Describe personal reasons for valuing art
Note: These essentials are aligned with, but not limited to, the Virginia Visual Arts Standards of Learning.
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Ethical Procedures
Henrico County Public School art students are expected to perform honestly through the production of their own work and adhere to the HCPS Code of Conduct. All artwork should be original. Use images from the internet with caution. Ideally, work from life or use personal photographs. Carefully read the use requirements on any web site. Pictures from the Internet should be fully cited. Permission from the website owner/administrator to use a picture may be necessary.
2008-09
The Grade 3 essentials include the ability to demonstrate various illusions on a picture plane and basic color theory. Students should be able to illustrate in greater detail and discuss their art work using appropriate vocabulary.
Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interest and abilities.
• Weave on a loom• Design and cut letters• Make stamps and print with them• Create resist designs• Demonstrate that colors can be used to communicate feelings• Initiate aesthetic discussions of artwork• Visit museums
STUDENT LEARNING GOALS for ART
• Develop aesthetic awareness, imagination, perception, appreciation, knowledge and skills• Foster creativity, self-expression, self-confidence and self-discipline• Expand craftsmanship, problem solving abilities, cultural understandings and safety procedures• Participate in clean-up, share and help others, respect the property of the school and others, take turns, and
work in groups
The student will:
Learn about famous artists and the art of various cultures around the world
Ancient GreeceAncient Rome
THIRD GRADE VISUAL ARTSVOCABULARY & CONCEPTS
Color Theory
Vocabulary
Skills:Ceramics
Drawing
Painting
Printmaking
Primary: Red, Blue, YellowSecondary: Orange, Violet , GreenIntermediate: Red-orange, Red-violet, Blue-green, Yellow-green, Yellow-orange
Types of Artists:IllustratorPainterCartoonistSculptorPrintmakerDecorator
Portrait ArtistSet DesignerGraphic DesignerAnimation ArtistFashion DesignerCrafts Artist
Curved
Line Variation
ThickSpiral
Short
Wavy
Bumpy
Thin
Diagon
al
Horizontal
Verti
cal
Long
Straight & thin
Dotted Dashed
Line Direction
Zigzag
Patterns
Sequence**– +**– +**– +ab123ab123
COOLCOLORS
Blue
Violet
Green
WARM COLORS
RedYellowOrange
Positive / Negative
Negative SpacePositive Space
Symmetry
Illusion
Three Dimensional &Two Dimensional Art
Spatial RelationshipsOverlappingForeground,
Middleground,BackgroundHorizon line
Illusion of Motion with Line
archaeologyarchitectureartifactsasymmetrybackground balanceceramicscityscapeconecool colorscube
cylinderdepthdetailfiberforegroundfunctiongeometricintermediate colors
landscapemiddleground
movementnegative spaceorganicoverlappingpatternplacementportraitpositive spacepyramidrhythmsculpture
seascapesecondary colorssize variationspatial relationshipsspheresymmetrythree dimensional (3D)
two dimensional (2D)
warm colors
Subject Matter:
Still Life Landscape Cityscape Seascape
Fiber Crafts: Weaving, Loom
Geometric Forms(3-D)
Cube
SphereCylinder
Cone
Pyramid
Asymmetrical SymmetricalAsymmetrical Symmetrical
Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.• Math - Use and understand parallel, perpendicular and intersecting lines in an art project. Translate 3-D shapes in a drawing.• Social Studies - Correlate with county and state curriculum.• Language Arts - Use of literature, vocabulary identification and communication skills in exploring art. Refer to Henrico County’s Visual Literacy Curriculum for critical thinking skills.• Science - Use scientific processing skills during the viewing of art, i.e., observe, describe, classify, predict, compare, construct.• Health and Physical Education - Identify physical features, such as moveable joints of body, when creating a portrait. Be aware of Colonial American games involving hand-crafted toys.• Music - Explore the design qualities of a musical instrument. Refer to Henrico County’s Multicultural Art Curriculum for connections with cultural art and music.• Careers - Research art careers found in the community. Invite guest artists into the classroom. Compare and contrast contemporary art careers with those from Colonial America (i.e., printer, tailor, carpenter, limner, craftsman).
Learning Skills in a 21st Century Art Class
Art students will utilize the following skills while incorporating the technological changes of the 21st Century:
AnalyzeApply standard grammar ClassifyCollaborateCommunicate effectivelyCompare & contrastConstruct logical
sequencesCreate hypothesesCritiqueDescribeDetect fallaciesDistinguish between fact &
opinionDraw conclusionsFollow directionsFormulate questionsIncrease vocabularyInterpretListenMake conjecturesMake presentationsManage timeObserveOrganizeOutlineParaphrasePredict outcomesProofreadRead criticallyRecognize cause & effectRecognize main ideas &
detailsReportReviseSelf AssessSequenceSolve problemsSpeak publiclySummarizeTake notesTake testsThink inventivelyUse resourcesUse technologyWork productivelyWrite
Visual Communication and Production
4.1 Brainstorm ideas for artwork4.2 Use thumbnail sketches to document thought processes4.3 Create art that uses themes, ideas, and art forms from the past4.4 Use color char-acteristics: hue, tint, shade, intensity4.5 Use variety, repetition, and unity4.6 Use a variety of lines 4.7 Use ceramic hand-building tech-niques4.8 Identify positive and negative space in artwork4.9 Use perspective and shading to create the illusion of depth4.10 Create abstract artwork
• Utilize the computer as an art medium and resource tool• Use line to show outline and detail
Cultural Context and Art History
4.11 Discuss a variety of art careers4.12 Compare/contrast abstract/realistic artwork4.13 Compare/contrast char-acteristics of diverse cultures in contemporary art4.14 Identify ancient artistic influences on Early American architecture4.15 Examine the importance of arts, crafts, and artisans in Colonial Virginia4.16 Research artists and their work
Judgment and Criticism
4.17 Examine artwork for multiple meanings4.18 Use visual clues to analyze artwork4.19 Compare/contrast representational/nonrepre-sentational /abstract art4.20 Identify ways art reflects the past and influ-ences the present4.21 Support the selection of a work of art using ap-propriate art vocabulary4.22 Compare/contrast works of art by genre
Aesthetics
4.23 Discuss how criteria used to value art varies from culture to culture4.24 Discuss how beliefs influence re-sponses to artwork4.25 Formulate ques-tions about artwork4.26 Select artwork and explain personal choice using art vocabulary
Note: These essentials are aligned with, but not limited to, the Virginia Visual Arts Standards of Learning.
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Ethical Procedures
Henrico County Public School art students are expected to perform honestly through the production of their own work and adhere to the HCPS Code of Conduct. All artwork should be original. Use images from the internet with caution. Ideally, work from life or use personal photographs. Carefully read the use requirements on any web site. Pictures from the Internet should be fully cited. Permission from the website owner/administrator to use a picture may be necessary.
2008-09
The Grade 4 essentials include the progressive manipulation of art tools and the application of critical thinking skills when observing, classifying and describing art. Students should increase cultural awareness and further utilize community art resources.
Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interest and abilities:
• Use: a variety of stitches, cut letters for display, contrasting elements to create emphasis, brainstorming skills• Illustrate a “theme”• Manipulate measuring tools• Create a portrait• Discuss design qualities of functional art• Invite guest artists to discuss and demonstrate their art
STUDENT LEARNING GOALS for ART
• Develop aesthetic awareness, imagination, perception, appreciation, knowledge and skills• Foster creativity, self-expression, self-confidence and self-discipline• Expand craftsmanship, problem solving abilities, cultural understandings and safety procedures• Participate in clean-up, share and help others, respect the property of the school and others, take turns, and
work in groups
The student will:
FOURTH GRADE VISUAL ARTSVOCABULARY & CONCEPTS
Color Theory
Vocabulary
Primary: Red, Blue, YellowSecondary: Orange, Violet , GreenIntermediate: Red-orange, Red-violet, Blue-green, Yellow-green, Yellow-orange
Tints: Color + whiteShades: Color + black
Curved
Line Variation
ThickSpiral
Short
Wavy
Bumpy
Thin
Diagon
al
Horizontal
Verti
cal
Long
Straight & thin
Dotted Dashed
Line Direction
Zigzag
abstractarchitecturebrainstormceramicColonial Americacontourcraftsdepthformgenre
horizon linehueintensitylandscapenarrativeperspectiveportraitpositive/negativepreliminary sketchrealistic
repetitionshadeshadingslab methodstill lifethemethumbnail sketchestintunityvariety
Negative SpacePositive Space
Portraiture
Create Depth& Distance
SizePlacement
OverlappingHorizon line
Learn about famous artists and Colonial Artisans and their crafts: metalcrafts (weather vanes) pottery scrimshaw fiber crafts weaving quilting stitchery wood working glass blowing
Abstract ArtRepetition & Unity
Still Life Overlapping, ObserveBackground, Foreground
Spatial Relationships
Illusion of Motion with Line
Asymmetrical
Symmetrical
Preliminary SketchOutlineDetail
floor loom (above)
traditional Colonial woven patterns (left)
Art Across the Curriculum: The following assignments/activities are examples of how art will connect knowledge within and across the disciplines.• Math - Demonstrate an understanding of linear perspective. Create art with compasses and rulers.• Social Studies - Study the art of Colonial America and artists throughout history.• Language Arts - Use literature, vocabulary identification, and communication skills in exploring art. Refer to Henrico County’s Visual Literacy Curriculum for critical thinking skills.• Science - Use scientific processing skills during the viewing and production of art, i.e., observe, describe, classify, predict and compare.• Health and Physical Education - Render the human figure in action.• Music - Refer to Multicultural Art Curriculum for connections between cultural art and music, music of Civil War period.• Careers - Brainstorm/research art careers found in the local community and discuss the skills needed for success in those fields. For example: museum work, stage and tv, commercial art, technology, crafts.
Learning Skills in a 21st Century Art Class
Art students will utilize the following skills while incorporating the technological changes of the 21st Century:
AnalyzeApply standard grammar ClassifyCollaborateCommunicate effectivelyCompare & contrastConstruct logical
sequencesCreate hypothesesCritiqueDescribeDetect fallaciesDistinguish between fact &
opinionDraw conclusionsFollow directionsFormulate questionsIncrease vocabularyInterpretListenMake conjecturesMake presentationsManage timeObserveOrganizeOutlineParaphrasePredict outcomesProofreadRead criticallyRecognize cause & effectRecognize main ideas &
detailsReportReviseSelf AssessSequenceSolve problemsSpeak publiclySummarizeTake notesTake testsThink inventivelyUse resourcesUse technologyWork productivelyWrite
Visual Communication and Production
5.1 Synthesize information to produce art5.2 Mix and use hues, tints, and shades5.3 Use elements of art to express ideas, images, and emotions5.4 Create slide, flip, and turn repeating patterns5.5 Use the principles of design5.6 Brainstorm, research, and make preliminary sketches for artwork5.7 Produce collaborative artwork characterizing a historical time period5.8 Defend a historical/contemporary art issue5.9 Incorporate symbols into artwork5.10 Use linear perspective 5.11 Emphasize spatial relationships5.12 Express ideas through artistic choices of media, techniques, and subject matter5.13 Use technology to produce art5.14 Create sculpture in-the-round, high relief, or bas-relief5.15 Describe the changes that occur during the ceramic process5.16 Produce fiber art that reflects the qualities of the fiber art of another age, culture, or country• Use art materials experi-mentally• Draw the human figure• Observe and render nature • Understand how to pres-ent art for exhibition• Use color theory: complementary colors
Cultural Context and Art History
5.17 Describe types of art careers (see back)5.18 Compare art/architecture/ar-tifacts of the past with that of the present5.19 Identify the influences of his-toric events/subject matter/media in works of art5.20 Research art/artists from a variety of cultures5.21 Discuss the influence of American historical events on art-work with emphasis on westward expansion and the Civil War5.22 Research/compare/contrast the art of two cultures, using con-temporary technology
Judgment and Criticism
5.23 Use art vocabulary to compare/contrast art from various cultures/periods, including Pre-Columbian, African-American, Colonial American, and European5.24 Discuss an artist’s point of view based on writ-ten evidence5.25 Compare/contrast natural and constructed environments5.26 Use visual/histori-cal information to analyze artwork5.27 Use specific criteria to assess artwork
Aesthetics
5.28 Discuss role of art and artists in society5.29 Discuss cultural criteria used to value art and the changes that occur over time5.30 Describe a valued object within today’s culture in terms of aesthetic preferences5.31 Use art vo-cabulary to articulate preferences among works of art
Note: These essentials are aligned with, but not limited to, the Virginia Visual Arts Standards of Learning.
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Ethical Procedures
Henrico County Public School art students are expected to perform honestly through the production of their own work and adhere to the HCPS Code of Conduct. All artwork should be original. Use images from the internet with caution. Ideally, work from life or use personal photographs. Carefully read the use requirements on any web site. Pictures from the Internet should be fully cited. Permission from the website owner/administrator to use a picture may be necessary.
2008-09
The Grade 5 essentials include the increased ability to observe and render three dimensional objects, the human figure and linear perspective. The students should improve their application of critical thinking skills when observing, classifying, describing, analyzing and judging art.
Enrichment: The following assignments and activities are designed to reinforce basic skills and to expand students’ interest and abilities:
• Recognize different surface techniques and styles of art
• Perceive the art principles as they apply to environment
• Explore various technology tools as avenues for creative expression
• Use a multi-media computer program• Arrange for speakers and demonstrations
STUDENT LEARNING GOALS for ART
• Develop aesthetic awareness, imagination, perception, appreciation, knowledge and skills• Foster creativity, self-expression, self-confidence and self-discipline• Expand craftsmanship, problem solving abilities, cultural understandings and safety procedures• Participate in clean-up, share and help others, respect the property of the school and others, take turns, and
work in groups
The student will:
FIFTH GRADE VISUAL ARTSVOCABULARY & CONCEPTS
Color Theory
Vocabulary
Primary: Red, Blue, YellowSecondary: Orange, Violet, GreenIntermediate: Red-orange, Red-violet, Blue-green, Blue-violetYellow-green, Yellow-orange
Tints: Color + whiteShades: Color + black
Cool Colors: Blue, Green, VioletWarm Colors: Red, Yellow, Orange
Complementary Colors:
aestheticarchitectureartifactsbas reliefbisqueceramic processcollaboratecomparecomplementary colorcontemporarycontrast
cultureelements of artenvironmentglazewaregreenwarehigh reliefhistoricalhuesillusionleatherhardlinear perspectiveplastic
point of viewresearchroundshadessketchsymbolssynthesizetechnologythree dimensional (3D)tints
Preliminary Sketch Outline Detail
Types of ArtistsIllustratorPainterCartoonistSculptor
PrintmakerDecoratorPortrait ArtistSet Designer
Graphic DesignerAnimation ArtistFashion DesignerCrafts Artist
Two Dimensional (2-D) & Three Dimensional (3-D) Art
Learn about famous artists and the art of various cultures around the world.
Skills:DrawingPaintingPrintingCeramics
RED
YELLOWBLUE
Violet Orange
Green
Illusion of Motion with LineLinear Perspective
Symbols
ComputerTechnology
Human Figure
DESIGNPrinciples
rhythmmovementcontrast
balanceproportion
varietyemphasis
unity
Elements line
shapeform
spacevaluecolor
texture
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Spatial RelationshipsSize, Placement, Overlapping, Converging lines