Download pdf - ELEMENTARY VISUAL ARTS CURRICULUM Sunshine State

BREVARD COUNTY SCHOOL DISTRICT

ELEMENTARY VISUAL ARTS CURRICULUM

Sunshine State Standards Course descriptions

Student Performance Standards

Summer Workshop 2000 Dr. Richard DiPatri, superintendent

Visual Art: Elementary Grade Level Expectations - 2000

TABLE OF CONTENTS

Acknowledgements.............................................................................................................................................................................. i Verification of Authenticity Statement ................................................................................................................................................ii Preface...............................................................................................................................................................................................iii Sunshine State Standards Pre-K -2 .................................................................................................................................................................................. 1 Grades 3-5 .............................................................................................................................................................................. 3 Grades 6-8............................................................................................................................................................................... 5 Grades 9-12............................................................................................................................................................................. 7 Organization of Sunshine State Standards ........................................................................................................................................... 9 Grade Level Expectations Design Model........................................................................................................................................... 10 Goal 3 Standards............................................................................................................................................................................... 11 Elementary School Grade Level Expectations Pre-K .................................................................................................................................................................................... 12 Kindergarten.......................................................................................................................................................................... 17 First Grade ............................................................................................................................................................................ 22 Second Grade ........................................................................................................................................................................ 26 Third Grade........................................................................................................................................................................... 31 Fourth Grade ......................................................................................................................................................................... 35 Fifth Grade ............................................................................................................................................................................ 39 Sixth Grade ........................................................................................................................................................................... 44

Visual Art: Secondary Course Descriptions - 2000 i

ACKNOWLEDGEMENTS

Writing Team

Yvonne Weinstein, Coordinator, Satellite High School Bridget Geiger, Co-Coordinator Longleaf Elementary School

Leah Andritz, Astronaut High School Carol Freeman, Johnson Middle School

Peggy Nolan, Golfview Elementary School Mark Ozz, Indialantic Elementary School

Lynn Spencer, Bayside High School

Writing Team Coordinator

Andre C. Arrouet, Fine Arts K-12 Resource Teacher, Division of School Operations

Special Thanks

June Hinckley, Fine Arts Consultant, Florida Department of Education Frank Howes, Polk County Schools

Mecheall M. Giombetti, Principal, Longleaf Elementary School

Visual Art: Secondary Course Descriptions - 2000 ii

PREFACE

This curriculum guide is to be used as a primary resource in all Brevard County Public School art programs. It is intended to assist art educators with the implementation of the following state, local and professional requirements:

Florida Sunshine State Standards Florida Curriculum Frameworks/Course Descriptions Florida Goal 3 Standards Professional Development Plans

All of the Sunshine State Standards for art, and when appropriate, the Goal 3 standards have been met for each grade level. The curriculum is written to update previous local and state course descriptions to include the Sunshine State Standards. The standards provide minimum benchmarks, indicating what students should be able to know and do upon completion of each course. The course descriptions are intended to be open ended, allowing each art teacher to implement the standards in her/his own way. The suggested outcomes (“ the student will be able to:”) are not intended to represent the only possible outcomes but rather a model from which teachers can explore and implement additional outcomes that will meet individual student needs. Because the new curriculum formalizes a significant shift in student expectations, as required by the Department of Education, both new and experienced teachers are expected to use this resource in tailoring their existing programs to meet the new expectations for each course. As co-curricular courses, performance-oriented art classes have requirements that go beyond the regular school day. This is similar to requiring homework or project oriented classes such as Science Research, which requires the student to spend extra school hours. It is essential that students who take these classes be well informed about the requirements for participation during and after school hours. While attention to the development of strong performance skills is the mainstay of strong art programs, the Sunshine State Standards require more emphasis on creating art, historical and cultural connections, aesthetic and critical analysis, and applications to life., Students should be given the opportunity to learn more about art, how it works and how it applies to their life now and in the future. Students’ lives can be enriched by intellectual and emotional development that art courses provide. Additionally, the enhancement of critical thinking skills, the enjoyment of making art while working in cooperation with others, the opportunity for exposure to other cultures, and the opportunity to learn citizenship and community involvement are but a few of the benefits that participation in a comprehensive art program provides.

iii

VERIFICATION OF AUTHENTICITY

In keeping with the highest national standards Brevard County’s Art

Leadership team strongly suggests the following guidelines for County juried shows. Any work that makes use of photographs, published images, and/or other artists’ work must show substantial and significant development beyond duplication. This may be demonstrated through manipulation of formal qualities, design, and/or concept of the original work. If a student generates work from their own photographs or another artist’s photograph or illustration a photocopy should be attached to the back of the work. It is unethical, constitutes plagiarism, and often violates copyright law to simply copy an image (even in another medium) that was made by someone else. This verification is adapted from and reflects standards of the College Board’s guide for studio art classes and Scholastic Art and Writing Awards.

Visual Art: Pre K-2 SSS - 2000 1

Sunshine State Standards: Visual Art For Grades Pre K-2

Strand A: Skills and Techniques

Standard 1: The student understands and applies media, techniques and processes. Benchmarks The student will:

VA.A.1.1.1 use two-dimensional and three-dimensional media, techniques, tools, and processes to depict works of art from personal experiences, observation or imagination.

VA.A.1.1.2 use art materials and tools to develop basic processes and motor skills in a safe and responsible manner. VA.A.1.1.3 distinguish the differences within and among art materials, techniques, processes, and organizational structures,

such as elements and principles of design. VA.A.1.1.4 use good craftsmanship when producing works of art.

Strand B: Creation and Communication

Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. Benchmarks The student will:

VA.B.1.1.1 know how subject matter, symbols, and ideas are used to communicate meaning in works of art. VA.B.1.1.2 understand that works of art can communicate an idea and elicit a variety of responses through the use of

selected media, technique, and processes. VA.B.1.1.3 know a variety of purposes for creating works of art. VA.B.1.1.4 use the elements of art and principles of design to effectively communicate.

Visual Art: Pre K-2 SSS - 2000 2

Strand C: Cultural and Historical Connections

Standard 1: The student understands the visual arts in relation to history and culture. Benchmarks The student will:

VA.C.1.1.1 know that specific works of art belong to particular cultures, times, and places. VA.C.1.1.2 understand how artists generate and express ideas according to their individual, cultural and historical

experiences. Strand D: Aesthetic and Critical Analysis

Standard 1: The student assesses, evaluates and responds to the characteristics of works of art. Benchmarks The student will:

VA.D.1.1.1 use appropriate vocabulary to describe, analyze, interpret and make judgements about works of art. VA.D.1.1.2 understand that works of art can be rendered realistically, symbolically, or abstractly. VA.D.1.1.3 know the difference between an original work of art and a reproduction.

Strand E: Applications to Life

Standard 1: The student understands the relationship between music, the other arts, and disciplines outside the arts. Benchmarks The student will:

VA.E.1.1.1 understand that people create art for various reasons and that artists design everyday objects. VA.E.1.1.2 know various careers that are available to artists. VA.E.1.1.3 understand and uses appropriate behavior in a cultural experience.

Visual Art: Grades 3-5 SSS - 2000 3

Sunshine State Standards: Visual Art For Grades 3-5



VA.A.1.2.1 use and organize two-dimensional and three-dimensional media, techniques, tools, and processes to produce works of art that are derived from personal experiences, observation or imagination.

VA.A.1.2.2 use control in handling tools and materials in a safe and responsible manner. VA.A.1.2.3 know the effects and functions of using various organizational elements and principles of design when creating

works of art. VA.A.1.2.4 use good craftsmanship in a variety of two-dimensional and three-dimensional media.

Strand B: Creation and Communication Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. Benchmarks The student will:

VA.B.1.2.1 understand that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes.

VA.B.1.2.2 understand what makes different media, techniques, and processes effective or ineffective in communicating various ideas.

VA.B.1.2.3 know how to identify the intentions of those creating works of art. VA.B.1.2.4 use the elements of art and principles of design with sufficient manipulative skills, confidence, and sensitivity

when communicating ideas.




VA.C.1.2.1 understand the similarities and differences in works of art from a variety of sources. VA.C.1.2.2 understand how artists have used visual languages and symbol systems through time and across cultures.

Strand D: Aesthetic and Critical Analysis


VA.D.1.2.1 develop and justifiy criteria for the evaluation of visual works of art using appropriate vocabulary. VA.D.1.2.2 use different approaches to respond to and to judge various works of art. VA.D.1.2.3 understand perceived similarities and differences among genres of art.



VA.E.1.2.1 understand the influence of artists on the quality of everyday life. VA.E.1.2.2 know the type of tasks performed by various artists and some of the required training. VA.E.1.2.3 understand the similarities and differences and the various contributions of galleries, studios, and museums.


Sunshine State Standards For Grades 6-8



VA.A.1.3.1 use two-dimensional and three-dimensional media, techniques, tools, and processes to solve specific visual arts problems with refinement and control.

VA.A.1.3.2 use refinement and control in handling tools and materials in a safe and responsible manner. VA.A.1.3.3 understand what makes various organizational elements and principles of design effective and ineffective in the

communication of ideas. VA.A.1.3.4 create two-dimensional and three-dimensional works of art that reflect competency and craftsmanship.

Strand B: Creation and Communication Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. Benchmarks The student will:

VA.B.1.3.1 know how different subjects, themes, and symbols (through context, value and aesthetics) convey intended meanings of ideas in works of art.

VA.B.1.3.2 know how the qualities and characteristics of art media, techniques, and processes can be used to enhance communication of experience and ideas.

VA.B.1.3.3 understand and distinguish multiple purposes for creating works of art. VA.B.1.3.4 know and use the interrelated elements of art and the principles of design to improve the communication of

ideas.




VA.C.1.3.1 understand and use information from historical and cultural themes, trends, styles, periods of art, and artists. VA.C.1.3.2 understand the role of the artist and the function of art in different periods of time and in different cultures.



VA.D.1.3.1 understand how a work of art can be judged by more than one standard. VA.D.1.3.2 use research and contextual information to identify responses to works of art. VA.D.1.3.3 understand how an artist’s intent plays a crucial role in the aesthetic value of an object.



VA.E.1.3.1 understand how knowledge, skills, and attitudes gained from the visual arts can enhance and deepen understanding of life

VA.E.1.3.2 understand the skills artists use in various careers and how they can be developed in art school or college or through internships.

VA.E.1.3.3 understand the various roles of museums, cultural centers and exhibition spaces.


Sunshine State Standards: Visual Art For Grades 9-12



VA.A.1.4.1 use two-dimensional and three-dimensional media, techniques, tools, and processes to communicate an idea or concept based on research, environment, personal experience, observation or imagination.

VA.A.1.4.2 use tools, media, processes, and techniques proficiently, knowledgeably, and in a safe and responsible manner. VA.A.1.4.3 know how the elements of art and the principles of design can be used to solve specific art problems. VA.A.1.4.4 use effective control of media, techniques, and tools when communicating an idea in both two-dimensional and

three-dimensional works of art.

Strand B: Creation and Communication

Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. Benchmarks The student will:

VA.B.1.4.1 apply various subjects, symbols and ideas in works of art. VA.B.1.4.2 understand that works of art can communicate an idea and elicit a variety of responses through the use of

selected media, techniques and processes. VA.B.1.4.3 understand some of the implications of intentions and purposes in particular works of art. VA.B.1.4.4 know how the elements of art and the principles of design can be used and solves specific visual-art problems.




VA.C.1.4.1 understand how social, cultural, ecological, economic, religious and political conditions influence the function, meaning and execution of works of art.

VA.C.1.4.2 understand how recognized artists recorded, affected, or influenced change in a historical, cultural, or religious context.



VA.D.1.4.1 understand and determine the differences between the artist’s intent and public interpretation through valuative criteria and judgment.

VA.D.1.4.2 understand critical and aesthetic statements in terms of historical reference while researching works of art. VA.D.1.4.3 know the difference between the intentions of artists in the creation of original works and the intentions of those

who appropriate and parody those works.



VA.E.1.4.1 know and participate in community-based art experiences as an artist or observer. VA.E.1.4.2 understand and identify the skills that artists use in various careers to promote creativity, fluency, flexibility and

elaboration within the arts and across life. VA.E.1.4.3 know how to communicate with the public, the consumer, and the artistic community about aesthetic questions,

entertainment, resources and choices in education.

Visual Art: SSS Flow Chart 9

ORGANIZATION OF SUNSHINE STATE STANDARDS

VA. A. 1. 2. 3 SUBJECT

AREA

VA

VISUAL ART

STRAND

CATEGORY OF KNOWLEDGE

A. SKILLS AND

TECHNIQUES B. CREATION &

COMMUNICATION C. CULTURE AND

HISTORICAL CONNECTIONS

D. AESTHETIC AND CRITICAL ANALYSIS

E. APPLICATIONS TO LIFE

STANDARD

GENERAL EXPECTATION REGARDING

DEVELOPMENT OF KNOWLEDGE AND

SKILLS

(I.E. “THE STUDENT

UNDERSTANDS AND APPLIES

MEDIA, TECHNIQUES AND

PROCESSES)

DEVELOPMENTAL LEVEL

1. PRE K – 2 2. GR. 3-5 3. GR.6-8 4. GR. 9-12

BENCHMARK

LEARNER EXPECTATION FOR

EACH DEVELPMENTAL

LEVEL

(I.E. “THE STUDENT KNOWS THE EFFECTS AND

FUNCTIONS OF USING VARIOUS

ORGANIZATIONAL ELEMENTS…’’)

Visual Art: Secondary Course Descriptions - 2000 10

CURRICULUM DESIGN MODEL

COURSE TITLE (DOE Course Title)

Course Number: Florida Department of Education’s course number State Level: II or III District Course Description: Information that summarizes course content Course Content: General Course Outcomes taken from the Florida Department of Education Course Curriculum Prerequisite:

STRAND: label for a general category of knowledge (identified by letters A-E in the Sunshine State Standards, i.e.,: VA.A.1.2.3)

Standard: general statement of expected learner achievement (identified by the first number in the SSS, i.e., : VA.A.1.2.3) Standard: Standard:

Intended Outcome: from Florida D.O.E. Course Descriptions (numbers assigned in this document are Brevard County’s) Benchmark – The student will: The student will be able to: Goal #3 learner expectations at the end of the developmental level (identified by the last number in the SSS, i.e.,: VA.A.1.2.3)

expected levels of student proficiency to achieve benchmark.

refers to the State’s Goal 3 standards (see p12)

Visual Art: Secondary Course Descriptions - 2000 11

GOAL 3 STUDENT PERFORMANCE STANDARDS

Standard 1: Information Managers Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment Standard 2: Effective Communicators Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. Standard 3: Numeric Problem Solving Florida students use numeric operations and concepts to describe, analyze, disaggregate, communicate, and synthesize numeric data, and to identify and solve problems. Standard 4: Creative and Critical Thinkers Florida students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning. Standard 5: Responsible Workers Florida students display responsibility, self-esteem, sociability, self-management, integrity, honesty, and healthy decision-making. Standard 6: Resource Managers Florida students will appropriately allocate time, money, and other resources. Standard 7: System Managers Florida students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology. Standard 8: Cooperative Workers Florida students work cooperatively to successfully complete a project or activity. Standard 9: Effective Leaders Florida students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position which advances goal attainment. Standard 10: Multiculturally Sensitive Citizens Florida students appreciate their own culture and the culture of others, understand the concerns and perspectives of members of other ethnic groups, reject the stereotyping of themselves and others, and seek out and utilize the views of persons of diverse ethnic, social, and educational backgrounds. Standard 11: Involvement of Families Families will share the responsibility of accomplishing the standards set in Goal 3 throughout a student’s education from preschool through twelfth grade.

Visual Art: Grade Level Expectations (Pre-K)

12

Pre-Kindergarten Visual Art

Grade Level Descriptions: The purpose of this level is to emerge students into the visual arts, engaging them in multi media experiences which introduces them to the basic elements of art. Content: The content should include but not be limited to:

two-dimensional materials such as finger-paint, tempera, crayons, & chalk three-dimensional materials such as clay, styrofoam, & straws introduction to the proper use of tools exposure to major works of art & artists introduction to line, shapes, colors & texture introduction to art vocabulary experiences to mixed media processes explorations into multi-sensory processes


13

STRAND A: Skills and Techniques

Standard 1: The student understands and applies media, techniques and processes.

Intended Outcome 1: To experience the use of various media and tools. Benchmark – The student will: The student will be able to: Goal #3 VA.A.1.1.1 use two-dimensional and three-dimensional media, techniques, tools and processes to depict works of art from personal experiences, observations of imagination.

• create a variety of two and three-dimensional work using media such as crayon, chalk, tempera and modeling clay.

• draw a cat, dog, or favorite doll, car, etc.

1,4,6

VA.A.1.1.2 use art materials and tools to develop basic processes and motor skills, in a safe and responsible manner.

• explore, recognize, and properly apply media using appropriate tools. (scissors, clay, glue, paint, pencils, chalk, brushes, and stamps).

1,2,3,4,6

VA.A.1.1.3 distinguish the differences within and among art materials, techniques, processes, and organizational structures, such as elements and principles of design.

• recognize and name a variety of line, colors, shapes, and textures. • identify different tools and media (paint brush, crayon, pencil, paint, chalk, etc.).

1,2,3,6,9

VA.A.1.1.4 use good craftsmanship when producing works of art.

• manipulate various media successfully and safely. 1,6,7,8


14

STRAND B: Creation and Communication

Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.

Intended Outcome 1: To experience the process of creating artwork that communicates ideas and expression. Benchmark – The student will: The student will be able to: Goal #3 VA.B.1.1.1 know how subject matter, symbols, and ideas are used to communicate meaning in works of art.

• create artwork that communicates and/or celebrates an important event. 1,2,4,5

VA.B.1.1.2 understand that works of art can communicate and elicit a variety of responses through the use of selected media, technique, and processes.

• tell how artists can express ideas in different ways. • discuss the feelings evoked from various works of art. • create art to express different feelings. (happy, sad, excited, etc.).

1,2,4,5

VA.B.1.1.3 know a variety of purposes for creating art.

• create art that is functional. • create art that tells a story.

1,2,3,4

VA.B.1.1.4 use the elements of art and the principles of design to effectively communicate ideas.

• create a piece of artwork using a variety of colors, shapes, lines, and textures to express an idea, feeling, or certain message.

1,2,3,4


15

STRAND C: Cultural and Historical Connections Standard 1: The student understands the visual arts in relation to history and culture.

Intended Outcome 1: To experience an introduction to art from different cultures and/or historical time periods. Benchmark – The student will: The student will be able to: Goal #3 VA.C.1.1.1 know that specific works of art belong to particular cultures, times, and places.

• name or identify the elements (line, shape, color, and texture) in various works of art from other cultures and/or time periods.

• identify artwork(s) to a particular culture, time, or place. • compare and contrast artwork from specific cultures, times or places.

1,2, 4,10

VA.C.1.1.2 understand how artists generate and express ideas according to individual, cultural, and historical experiences.

• explore a variety of symbols in a work of art, and create artwork-using symbols. • tell how Native American pottery looks different from pottery from another time and

culture.

1,2,4,10

STRAND D: Aesthetic and Critical Analysis

Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art.

Intended Outcome 1: To verbalize knowledge, feelings and judgements about art. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.1.1 use age-appropriate vocabulary to describe, analyze, interpret, and make judgments about works of art.

• describe artworks through storytelling processes. • describe similarities and differences when comparing two works of art.

1,2,4

VA.D.1.1.2 understand that works of art can be rendered realistically, symbolically, or abstractly.

• recognize and identify subject matter or ideas in art that looks real, symbolic or abstract (e.g., identify the difference between a photograph of a dog, a cartoon dog, and an abstract dog).

1,2,4,10

VA.D.1.1.3 discriminate between an original work of art and a reproduction.

• distinguish between an original painting and a reproduction print of a painting by describing the similarities and differences.

1,2,4


16

STRAND E: Applications to Life Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.

Intended Outcome: 1: To recognize that art is everywhere. Benchmark – The student will: The student will be able to: Goal #3 VA.E.1.1.1 understand that people create art for a variety of reasons, and that artists design everyday objects.

• identify art in his or her personal environment. • take part in a discussion about personal choices with art (e.g. favorite colors, shapes,

designs). • make artwork for a special place or to have a special function.

1,2,4,5,10

VA.E.1.1.2 know various careers that are available to artists.

• explore various types of art careers by role playing (dress up/using props). • experience meeting artists (through field trip or classroom visit) and participate in

group discussions/demonstrations with the artists.

1,2,4,5,10

VA.E.1.1.3 understand and use appropriate behavior in a cultural experience.

• use appropriate etiquette during a museum, gallery or artist demonstration. • experience proper handling of artwork.

1, 2,4,5,10

Visual Art: Grade Level Expectations (K) 17

Kindergarten Visual Art Grade Level Descriptions: The purpose of this level is to reinforce the elements of art begun in Pre-K as well as further immersing them in multi-media experiences. Content: The content should include but not be limited to:

elements of art, (e.g., color, shape, texture, form, and size) in different media sequencing skills oral and written expression and identification of two-dimensional and three-dimensional works compare and contrast:

(a)two-dimensional and three-dimensional works (b)times, cultures, and historical events

historical and cultural traditions develop a working art vocabulary two-dimensional materials (e.g., tempera and finger-painting), basic drawing tools (e.g., crayons, chalk, and

markers) three-dimensional textures (e.g., cardboard and styrofoam) introduction of printmaking processes (e.g., stamps, sponges)



Standard 1: The student understands and applies media, techniques, and processes to produce drawings and paintings.

Intended Outcome 1: To expose the students to basic skills and techniques. Benchmark – The student will: The student will be able to: Goal #3 VA.A.1.1.1 use two-dimensional and three-dimensional media, techniques, tools and processes to depict works of art from personal experiences, observations or imagination.

• recognize primary colors and create two-dimensional and three-dimensional works of art.

1,4,6

VA.A.1.1.2 use art materials and tools to develop basic process and motor skills in a safe and responsible manner.

• recognize primary colors and learn the proper handling tools. 1,2,3,4,6


• recognize and create works of art utilizing basic geometric shapes. 1,2,3,4,6,7,9


• be able to demonstrate cutting and gluing skills in final production. 1,6,7,8



Standard: 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. Intended Outcome: 1: To create works of art that communicate ideas, feelings and messages. Benchmark – The student will: The student will be able to: Goal #3 VA.B.1.1.1 explore how subject matter, symbols, and ideas are used to communicate meaning in works of art.

• identify subjects and symbols from different works of art. (e.g., Currier & Ives, Norman Rockwell, Native American artifacts/works).

1,2,4,5,10

VA.B.1.1.2 understand that works of art can communicate an idea and elicit a variety of responses through the use of selected media, technique, and process.

• communicate knowledge of subject matter in works of art through discussion or other language art avenues.

1,2,4,5

VA.B.1.1.3 communicate a variety of purposes for creating works of art.

• describe a series of events portrayed in an artwork. • demonstrate how a local vacant lot could be redesigned to be a park.

1,2,4,5,6,7


• create a design using any medium, which will tell a story, express an idea, and/or communicate an idea.

1,2,3,4


STRAND C: Cultural and Historical Connections

Standard: 1: The student understands the visual arts in relation to history and culture. Intended Outcome 1: To recognize art from the past and present. Benchmark – The student will: The student will be able to: Goal #3 VA.C.1.1.1 know that specific works of art belong to particular cultures, time, and places.

• explore similarities between works of art and their origins. • group similar works of art together according to time, place, culture, or style.

1,2,4,10

VA.C.1.1.2 understand how artists generate and express ideas according to their individual, cultural, and historical experiences.

• identify and reproduce symbols from cultures. • discuss how colors and shapes give messages (e.g., red, green, and yellow on traffic

lights). • use scanning skills. • describe the way the artist expresses a historical event.

1,2,4,10


Standard 1: The student assesses, evaluates, and responds to the characteristics of works of arts.

Intended Outcome: 1: To use art vocabulary when discussing art. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.1.1 use age-appropriate vocabulary to describe, analyze, interpret, and make judgements about works of art.

• use age appropriate vocabulary to describe works of art. 1,2,4,5

VA.D.1.1.2 understand that works of art can be rendered realistically, symbolically, and abstractly.

• verbally express or create the differences they observe in abstract works of art. 1,2,4,10

VA.D.1.1.3 know the difference between an original work of art and a reproduction.

• distinguish an actual painting on canvas from a reproduction. • compare and contrast the differences between a photograph and an actual sculpture.

1,2,4


STRAND E: Applications to Life

Standard 1: The student makes connections between the visual arts, other disciplines and the real world. Intended Outcome 1: To recognize that art is all around. Benchmark – The student will: The student will be able to: Goal #3 VA.E.1.1.1 understand that people create art for a variety of reasons and those artists’ design everyday objects.

• have a better understanding as to why artists’ make certain choices. • gather and classify examples of everyday objects designed by artists.

1,2,4,5,


• take part in an arts career day or visit artists, or craftsmen. 1,2,4,5,6,10


• use appropriate etiquette during a museum experience or school presentation.(e.g., individual decorum, and proper handling of art objects).

1,2,4,7

Visual Art: Grade Level Expectations (1st) 22

First Grade Visual Art

Grade Level Descriptions: The purpose of this grade level is to actively engage the child and to spark an enthusiasm for the creative process based on his/her on going developmental hand-eye coordination. Content: The content should include but not be limited to:

illustrations of main ideas, themes, and supporting details written and spoken art vocabulary pictures by styles, times, historical events and cultures geometric shapes, properties, and concepts (i.e., patterning) two-dimensional pictures with pencils, crayons and paint three-dimensional sculpture with clay, boxes, styrofoam, etc. print making processes (e.g., sponges, rubbings, negative prints, mixed media, techniques) historical and cultural traditions



Standard 1: The student understands and applies media, techniques, and processes to produce drawings and paintings. Intended Outcome 1: To demonstrate an improved hand-eye control when using tools (e.g., crayons, scissors, and glue) when creating art. Benchmark – The student will: The student will be able to: Goal #3 VA.A.1.1.1 use two-dimensional and three-dimensional media, techniques, tools and processes to depict works of art from personal experiences, observations or imagination.

• Observe growth on leaf patterns on a variety of trees and use this information to create patterns and designs that are consistent with nature (e.g., static, repetitive, radial, and overlapping).

1,4,6

VA.A.1.1.2 use art materials and tools to develop basic process and motor skills in a safe and responsible manner.

• Create new colors by combining primary colors to make secondary and tertiary colors. 1,2,3,4,6


• Demonstrate effective placement of objects and cropping in a work of art. • Begin to develop an awareness of the whole page.

1,2,3,4,6,7,9


• Use a variety of materials, properly, to express ideas.

1,6,7,8



Standard: 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.

Intended Outcome 1: To successfully create works of art that will effectively communicate, ideas, feelings or messages. Benchmark – The student will: The student will be able to: Goal #3 VA.B.1.1.1 explore how subject matter, symbols, and ideas are used to communicate meaning in works of art.

• create works of art which celebrate, record, and communicate important historical, cultural, and personal events.

1,2,4,5,10

VA.B.1.1.2 understand that works of art can communicate an idea and elicit a variety of responses through the use of selected media, technique, and process.

• interpret personal ideas, feelings, and experiences through toys and artifacts of other cultures.

1,2,4,5

VA.B.1.1.3 communicate a variety of purposes for creating works of art.

• observe and explain choices (e.g., subject, materials, techniques, and processes) made in his or her artwork and that of others.

1,2,3,4


• develop an awareness of the “whole page” (i.e., relates the picture size to the paper size).

1,2,3,4

STRAND C: Cultural and Historical Connections

Standard: 1: The student understands the visual arts in relation to history and culture. Intended Outcome 1: To know that art is a record of the past, present and future. Benchmark – The student will: The student will be able to: Goal #3 VA.C.1.1.1 know that specific works of art belong to particular cultures, times and places.

• compare and contrast works of art from different times and cultures (i.e., identifying similarities and differences).

1,2,4,10

VA.C.1.1.2 understand how artists generate and express ideas according to their individual, cultural, and historical experience.

• relate facts about individual artist’s lives. • retell learned historical facts, which are meaningful to the art production discussed.

1,2,4,10


STRAND D: Aesthetic and Critical Analysis Standard 1: The student assesses, evaluates, and responds to the characteristics of works of arts.

Intended Outcome 1: To use appropriate art vocabulary when responding to works of art. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.1.1 use age-appropriate vocabulary to describe, analyze, interpret, and make judgements about works of art.

• use the elements and principles of art to describe, analyze, and interpret works of art. 1,2,4,5

VA.D.1.1.2 understand that works of art can be rendered realistically, symbolically, and abstractly.

• use appropriate vocabulary to describe art works, which represent different styles and cultural experiences.

1,2,4,10

VA.D.1.1.3 know the difference between an original work of art and a reproduction.

• participate in an “in-school” (professional comes to school), or out-of-school field trip to a museum, gallery or studio to compare an original work with a print, photograph, or other reproduction.

1,2,4


Standard 1: The student makes connections between the visual arts, other disciplines and the real world. Intended Outcome 1: To explain the role art plays in society today. Benchmark – The student will: The student will be able to: Goal #3 VA.E.1.1.1 understand that people create art for a variety of reasons and those artists’ design everyday objects.

• interpret art from his/her personal environment (e.g., favorite clothes, toys, ) and make individual conclusions about them.

1,2,4,5,


• identify various art careers through teacher resources, (e.g., posters on artist’s careers, host-practicing artists in the classroom, display artists works in classroom).

1,2,4,5,6,10


• use appropriate etiquette during a museum, gallery, or artist demonstration . • experience proper handling of art works.

1,2,4,7

Visual Art: Grade Level Expectations (2nd) 26

Second Grade Visual Art

Grade Level Descriptions: The purpose of this level is to increase the child’s fascination with the art world, and to capitalize on the natural development of hand-eye coordination and motor skills. Content: The content should include but not be limited to:

written and spoken art vocabulary to support themes, styles, and historical events evidenced in works of art the main idea or common theme in art works mathematical language to describe two dimensional and three-dimensional works of art (e.g., angle, sphere,

shape) elements of design in two-dimensional and three-dimensional art main idea and common themes in works of art patterns in printmaking, painting and sculpture stories of historical cultures and events imaginary and expressive qualities



Standard 1: The student understands and applies media, techniques and processes.

Intended Outcome 1 : To create works of art, which displays skills and techniques. Benchmark – The student will: The student will be able to: Goal #3 VA.A1.1.1 use two-dimensional and three-dimensional media, techniques, tools and processes to depict works of art from personal experiences, observations or imagination.

• observe the colors and patterns in a variety of objects from nature (e.g., leaves, and flowers).

• create two and three-dimensional works of art from their observations using warm and

cool colors with a variety of art media and tools.

1, 4,6

VA.A.1.1.2 use art materials and tools to develop basic process and motor skills, in a safe and responsible manner.

• create a mixed media piece of artwork. • create new colors by combining primary colors to make secondary colors.

1,2,3,4,6


• demonstrate an understanding of the design principles of repetition and variety by creating artwork that incorporates pattern using multimedia techniques.

1,2,3,6,9

VA.A.1.1.4 uses good craftsmanship when producing works of art.

• apply materials appropriately to produce well-crafted, cared-for works of art. • identify instances of poor craftsmanship in models provided.

1,6,7,8



Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts.

Intended Outcome 1: To develop a greater awareness of the use of symbols, subject matter, and ideas when creating art. Benchmark – The student will: The student will be able to: Goal #3 VA.B.1.1.1 know how subject matter, symbols, and ideas are used to communicate meaning in works of art.

• identify subject matter and symbols in a work of art and discuss the ideas/meanings represented in the piece.

• create works of art that use symbols to communicate an idea or story.

1, 2, 4, 5, 10

VA.B.1.1.2 understand that works of art can communicate and elicit a variety of responses through the use of selected media, technique, and processes.

• identify different moods and feelings from various artworks and discuss the techniques used to achieve that response.

• create works of art that convey different feelings or moods using a variety of media.

1, 2, 4, 5

VA.B.1.1.3 know a variety of purposes for creating art.

• identify different functions of art in society. • observe and explain choices made by artists (e.g., subject, materials, techniques, and

processes). • create a functional piece of art.

1, 2, 3, 4, 6, 7


• create art that encompasses the “whole page.” • identify the elements, principles, and ideas that are communicated in a work of art.

1, 2, 3, 4



Intended Outcome 1: To learn the differences between history and culture. Benchmark – The student will: The student will be able to: Goal #3 VA.C.1.1.1 know that specific works of art belong to particular cultures, times, and places.

• identify artworks from different cultures, times, and places. • create artwork in the style of a particular culture, time period, or place.

1,2,4,10

VA.C.1.1.2 understand how artists generate and express according to their individual, cultural, and historical experiences.

• read and examine age-appropriate literature written and illustrated by artists from varying cultures (e.g., Faith Ringgold, Richard Scary, and Jim Henson).

• create artwork reflective of different cultures.

1,2,4,10


Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art.

Intended Outcome 1: To increase the student’s ability of communicating the different meanings in works of art. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.1.1 use age-appropriate vocabulary to describe, analyze, interpret, and make judgments about works of art.

• work cooperatively in-groups to critique her or his own art productions. • participate in a discussion about artwork.

1,2,4,10

VA.D.1.1.2 understand that works of art can be rendered realistically, symbolically, or abstractly.

• describe how certain works of abstract art communicate information or emotion. • discriminate between realistic, symbolic, and abstract styled art .

1,2,4,10

VA.D.1.1.3 discriminate between an original work of art and a reproduction.

• identify original artwork as compared to art reproductions and prints. • participate in a community-based field trip to a museum, gallery, or studio and

compares and original work with a print, photograph, or other reproduction.

1,2,4


STRAND E: Applications to Life Standard 1: The student makes connections between the visual arts, other disciplines, and the real world.

Intended Outcome 1: To increase the student awareness of art in every day life. Benchmark – The student will: The student will be able to: Goal #3 VA.E.1.1.1 understand that people create art for a variety of reasons and those artists’ design everyday objects.

• gather and classify examples of everyday objects designed by artists. • create a functional piece of art (e.g., steps, chairs, etc.).

1,2,4


• take part in an arts career day and visits with artists, craftsmen, and media-arts production staff for outreach experience.

• experience examples of art careers throughout the year.

1,2,4,5,6,10

VA.E.1.1.3 understand and use appropriate conduct in a cultural experience.

• use appropriate etiquette during a museum, gallery, or artist demonstration. • experience proper handling of artworks.

1,2,4,5,6,10

Visual Art: Grade Level Expectations (3rd) 31

Third Grade Visual Art Grade Level Descriptions: The purpose of this level is to encourage critical and divergent thinking during the creation process. Content: The content should include but not be limited to:

drawing and painting media such as acrylics, tempera, watercolor, pencil, ink, and chalk drawing and painting techniques, processes, and technology three-dimensional art (e.g., cardboard, clay and styrofoam) two dimensional and three dimensional art with formal and expressive qualities (i.e., positive and negative

space) cooperative skills, problem solving, and multiple step directions historical and cultural connections (e.g., heritage and time periods) aesthetic evaluation of artistic prints, artworks, and student works introduction to communicating ideas (e.g., symbol systems of different cultures) written and spoken art vocabulary in all processes printmaking processes (e.g., stencils, sponge and styrofoam) aspects of family life as found in many periods of art



Standard: 1. The student understands and applies media, techniques and processes.

Intended Outcome: 1: To create works of art with age appropriate skills. Benchmark – The student will: The student will be able to: Goal #3 VA.A.1.2.1 use and organize two and three dimensional media, techniques, tools and processes to produce works of art that are derived from personal experiences, observation or imagination.

• create a two-dimensional design. • create a three-dimensional design.

1, 2, 4

VA.A.1.2.2 use control in handling tools and materials in a safe and responsible manner.

• demonstrate the safe and responsible use of tools and materials (e.g., watercolors, scissors, and glue).

1,2,4,8,9

VA.A.1.2.3 know the effects and functions of using various organizational elements and principles of design when creating works of art.

• understand positive and negative space and balance in a composition 1,2,3,6,8

VA.A.1.2.4 use good craftsmanship in a variety of two-dimensional and three-dimensional media.

• demonstrate refined skills and craftsmanship when creating projects. • create a two-dimensional or three-dimensional work to specification.

1,6,7,8


STRAND B: Creation and Communication Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structure and functions of visual arts. Intended Outcome: 1:To generate works of art with an understanding of how to express style and meaning. Benchmark – The student will: The student will be able to: Goal #3 VA.B.1.2.1. understand that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes.

• draw symbols from many cultures to show how masks and pottery express a lifestyle. • identify issues, events or themes in artwork from a particular culture.

1,2,4,10

VA.B.1.2.2 understand what makes different art media, techniques, and processes effective or ineffective in communicating various ideas.

• create artwork that communicates an idea. • critique artwork to determine its effectiveness as to expressed and media use.

1,2,4

VA.B.1.2.3 know how to identify the intentions of those creating works of art.

• give the impressionists theory of color as it relates to painting. (e.g., Seurat and Monet).

1,2,4

VA.B.1.2.4 use the elements of art and the principles of design with sufficient manipulative skills, confidence, and sensitivity when communicating ideas.

• demonstrate the proper use of manipulative skills when working with line, shape, color, and texture as used in a work of art.

1,2,4

STRAND C: Cultural and Historical Connections Standard: 1. The student understands the visual arts in relation to history and culture.

Intended Outcome 1: To increase student awareness of art history and culture. Benchmark – The student will: The student will be able to: Goal #3 VA.C.1.2.1 understand the similarities and differences in works of art from a variety of sources.

• describe a major style of painting and how it was created. • compare and contrast themes and subjects from different time periods and/or cultures.

1,2,4,10

VA.C.1.2.2 understand how artists have used visual languages and symbol systems through time and across cultures.

• identify similarities and differences in line, shape, and color in paintings by various artists.

• identify periods of art by their symbol system.

1,2,4,10


STRAND D: Aesthetic and Critical Analysis Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art. Intended Outcome 1: To communicate responses based on a variety of art works, assessment measures, and criteria. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.2.1 develop and justify criteria for the evaluation of visual works of art using appropriate vocabulary.

• evaluate the applications of the elements in works of art. • create basic standards and guidelines for discussing a work of art.

1,2,4

VA.D.1.2.2 use different approaches to respond to and to judge various works of art.

• use the elements and principles of design to critique works of art. • tell why different media would require different modes of evaluation.

1,2,4,6,10

VA.D.1.2.3 understand and perceive similarities and differences among genres of art.

• distinguish perceived similarities in genres of art during the Renaissance, or other periods.

1,2,4,10


Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art. Intended Outcome 1: To make connections between the visual arts, other disciplines, and the real world. Benchmark – The student will: The student will be able to: Goal #3 VA.E.1.2.1 understand the influence of artists on the quality of everyday life.

• show how the ‘Bauhaus’ or other art movements influenced current fashion and style in today’s world.

• compare a sterile environment to one that is enriched with the arts.

1,2,4,6,7

VA.E.1.2.2 know the types of tasks preformed by various artists and some of the required training.

• view a video on an artist and identify characteristics unique to that artist. • tell what one might have to know to be an advertiser, architect, sculptor, etc..

1,2,4,6,7

VA.E.1.2.3 understand the similarities and differences and the various contributions of galleries, studios, and museums.

• identify the similarities between a gallery, a museum, and art web sites. • tell facts about large contributors to the art world (e.g., Getty, The Art Institute of

Chicago, The National Gallery of Art).

1,2,4,6,10

Visual Art: Grade Level Expectations (4th) 35

Fourth Grade Visual Art Grade Level Description: The purpose of this level is to have the students generate schematic building blocks, which are an essential component for critical thinking. The students will concentrate on the concept of looking at a work of art as opposed to just seeing a work of art. The students will further develop their artistic expression through the refinement of artwork. Content: The content should include but not be limited to:

drawing and painting techniques, processes, and technology drawing and painting media which can include acrylics, tempera, watercolors, pencil, ink, and chalk safe, effective, and appropriate use of tools, materials, and techniques historical and cultural connections of heritage and different time periods (e.g., ancient times, Middle Ages) two-dimensional and three-dimensional works which express imagination two-dimensional and three-dimensional works utilizing elements and principles of design – line, form, color,

texture, space, unity, etc. career opportunities discussion of artistic styles using aesthetic and critical analysis detailed three dimensional sculptures (e.g., clay and found objects) written and spoken vocabulary in all processes


STRAND A: Skills and Techniques Standard 1:. The student understands and applies media, techniques and processes.

Intended Outcome 1: To demonstrate greater skill dexterity with art materials and tools. Benchmark – The student will: The student will be able to: Goal #3 VA.A.1.2.1 use and organize two and three dimensional media, techniques, tools, and processes to produce works of art that are delivered from personal experiences, observation or imagination.

• follow directions to fold simple Origami shapes. • create sculpture from various sources.

1,2,4


• demonstrate age appropriate level of craftsmanship. • clean up after himself/herself.

1,2,4,8,9


• know how line, form, color, texture, and space combine to form unity in a work of art. 1,2,3,6,8


• know the difference between watercolors, tempera, and acrylic paints and what application each can be used for.

1,6,7,8


STRAND B: Creation and Communication Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structure and functions of visual arts: Intended Outcome 1: To produce works of art with an understanding of how to show style and expression. Benchmark – The student will: The student will be able to: Goal #3 VA.B.1.2.1 understand that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes.

• tell how art expresses imagination. • create a work of art after seeing an artist’s work.

1,2,4,10


• identify a variety of subject matter (as it relates to life) found in various art works. • create art that effectively communicates an idea.

1,2,4


• relate to others how artists are able to express the different times of the day through paintings (i.e., Monet).

1,2,4


• recognize artists’ styles and how they communicate ideas. 1,2,4



• produce art which show characteristics of a style of art. 1,2,4,10


• compare and contrast similarities and differences between two different styles in art. 1,2,4,10


STRAND D: Aesthetic and Critical Analysis Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art. Intended Outcome 1: To communicate responses based on a variety of art works. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.2.1 develop and justify criteria for the evaluation of visual works of art using appropriate vocabulary.

• use art vocabulary to critique a work of art. 1,2,4

VA.D.1.2.2 use different approaches to respond to and judge various works of art.

• express their aesthetic judgement in reference to a work of art. • respond with a token set of symbols to works of art.

1,2,4,6,10

VA.D.1.2.3 understand and perceive similarities and differences among genres of art.

• write, tell, or create art works, which represent various genres. 1,2,4,10

STRAND E: Applications to Life Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art. Intended Outcome 1: The student will become aware of artwork availability in his or her surroundings. Benchmark – The student will: The student will be able to: Goal #3 VA.E.1.2.1 understand the influence of artists on the quality of everyday life.

• show how an artist’s work is represented in the mass media of today. 1,2,4,6,7


• understand the different types of art schools and training available. 1,2,4,6,7


• explain the contributions that local museums and galleries can provide within the community.

1,2,4,6,10


Fifth Grade Visual Art Grade Level Descriptions: The purpose of this level is for the art students to be further exposed to art terms, history, and elements and principles of design. The students will expand the visual art experience through the creation of two-dimensional and three-dimensional works of art. The students will also increase their awareness of craftsmanship in their own artwork. Content: The content should include but not be limited to:

drawing and painting media (e.g., acrylics, tempera, watercolor, pencil, ink, and chalk) drawing and painting techniques, processes, and technology safe, effective, and appropriate use of tools, materials, and techniques in two-dimensional and three-

dimensional works two-dimensional and three-dimensional art with formal and expressive qualities critical analysis and aesthetic evaluation of drawings and paintings using the elements and principles of

design appropriate geometric vocabulary to describe properties and attributes of perspective symmetry two-dimensional and three-dimensional figure drawing historical and cultural events, heritage, and time periods career opportunities good craftsmanship (e.g., detail, size) in two-dimensional and three-dimensional art written and spoken art vocabulary in all processes a variety of sculpture tools and materials (e.g., clay, paper, foil, found objects).


STRAND A: Skills and Techniques Standard 1: The student understands and applies media, techniques and processes.

Intended Outcome 1: To incorporate basic art elements and design principles with continued development of craftsmanship. Benchmark – The student will: The student will be able to: Goal #3 VA.A.1.2.1 use and organize two-dimensional media, techniques, tools and processes to produce works of art that are delivered from personal experiences, observation or imagination.

• create a one point perspective drawing. • create works of art from a holiday, fieldtrip, or personal experience.

1,2,4


• demonstrate the safe and responsible use of tools and materials (e.g., glue and scissors in paper sculpture techniques).

1,2,4,8,9


• organize elements in a given space according to given criteria to create a work of art. 1,2,3,6,8


• recognize a variety of techniques to use with chalks, colored pencils, and pastels. • create artwork-demonstrating proficiency with two and three-dimensional materials

and techniques.

1,6,7,8


STRAND B: Creation and Communication Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structure and functions of visual arts: Intended Outcome 1: To increase the student’s ability to create works of art. Benchmark – The student will: The student will be able to: Goal #3 VA.B.1.2.1 understand that subject matter used to create unique works of art can come from personal experience, observation, imagination, and themes.

• express themselves through observations of the world around them. • set up a still life using selected subject matter and create drawings or paintings. • relate art from a selected theme (e.g., Earth, endangered species, America). • identify objects and symbols that can represent a particular idea and create art to

express thoughts from a personal experience or event.

1,2,4,10


• communicate ideas through works of art. • compare and contrast art that is effective and ineffective. • create a poster to communicate an important issue or event.

1,2,4


• study the lives of several famous artists (e.g., da Vinci, Van Gogh, Picasso). • explore different styles of art (e.g., Renaissance, Impressionism, and Contemporary)

and identify characteristics and symbols that communicate ideas, feelings, or stories.

1,2,4


• scan reproductions using scanning skills to understand how artists communicate their ideas through art.

• create artwork that incorporates the basic art elements and principles of design.

1,2,4




• compare and contrast similar artworks from different cultures, styles, or time periods.

• create artworks of similar subjects in different styles.

1,2,4,10


• explore how artists generate and express ideas according to their individual, cultural, and historical expressions. (i.e., Marc Chagal)

• create art reflecting their own lives using symbols to represent events or issues.

1,2,4,10

STRAND D: Aesthetic and Critical Analysis Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art. Intended Outcome 1: To communicate responses based on a variety of art works. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.2.1 respond to criteria for the evaluation of visual works of art using appropriate vocabulary.

• talk about a work of art. 1,2,4

VA.D.1.2.2 use different approaches to critique various works of art.

• participate in a group discussion, critique, and aesthetic games. • write individual responses to works of art.

1,2,4,6,10

VA.D.1.2.3 distinguish and perceive similarities and differences among various genres of art.

• recognize different styles of art. • compare and contrast artwork from different time periods and styles.

1,2,4,10


STRAND E: Applications to Life Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art. Intended Outcome 1: To become aware of artwork availability in his or her immediate surroundings and explore visual arts globally. Benchmark – The student will: The student will be able to: Goal #3 VA.E.1.2.1 understand the influence of artists on the quality of everyday life.

• compare and contrast design in clothing, furniture, buildings, landscapes. 1,2,4,6,7


• study an artist of choice and understand his/her creative and educational process. 1,2,4,6,7


• use technology to explore the arts (e.g., internet, automotive). • participate in museum, studio, and/or field trip. • experience a visiting artist expertise presentation.

1,2,4,6,10


Sixth Grade Visual Art

Grade Level Expectation: The purpose of this course is to enable students to develop a basic knowledge of artistic expression, to use two-and three-dimensional media, and to further their artistic talents through hands on art experiences. Through the study of history and culture, the students will make connections from art lessons and experiences to life experiences. Content: The content should include but not be limited to:

a variety of two-dimensional and three-dimensional works using art media, technology, and processes safe, effective, and appropriate use of tools, materials, and techniques when making two-dimensional and

three-dimensional works historical and cultural connections aesthetic evaluation of original art and art productions career opportunities two-dimensional and three-dimensional art which demonstrates good craftsmanship(e.g., detail and size) written and spoken art vocabulary in all processes symbols that communicate thoughts and ideas art, artifacts, and architecture from other cultures mood, meaning, and symbolism art elements and principles of design


STRAND A: Skills and Techniques Standard 1: The student understands and applies media, techniques and processes.

Intended Outcome 1: To intentionally recreate ways to manipulate media, techniques, and processes. Benchmark – The student will: The student will be able to: Goal #3 VA.A.1.3.1 use two-dimensional and three-dimensional media, techniques, tools, and processes to solve specific visual arts problems with refinement and control.

• experiment with different compositional arrangements including formal, informal, and radial balance.

• design a work of art in one point or two-point perspective.

1,2,4,8,9

VA.A.1.3.2 use refinement and control in handling tools and materials in a safe and responsible manner.

• clean and care for art equipment and tools. • create a new way to use or apply media.

1,2,4,6

VA.A.1.3.3 understand what makes various organizational elements and principles of design effective and ineffective in the communication of ideas.

• clarify and refine sketches and/or plans to solve problems and to communicate ideas in a visual form.

• compare and contrast effective and ineffective designs. • critique various communication mediums for effectiveness of ineffectiveness.

1,2,4,7

VA.A.1.3.4 create two-dimensional and three-dimensional works of art that reflect competency and craftsmanship.

• produce works of art with consideration for technical process, form, function, and craftsmanship.

• produce works of art to specific criteria.

1,2,4


STRAND B: Creation and Communication Standard 1: The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structure and functions of visual arts. Intended Outcome 1: To increase the student’s ability to create works of art. Benchmark – The student will: The student will be able to: Goal #3 VA.B.1.3.1 know how different subjects, themes, and symbols (through context, value, and aesthetics) convey intended meanings or ideas in works of art.

• create a time line using symbols based on his or her family lineage, incorporating historical, cultural, and personal events.

• create a storyboard about an important event or illustrate artwork for a book.

1,2,4,5,10

VA.B.1.3.2 know how the qualities and characteristics of art media, techniques, and processes can be used to enhance communication of experiences and ideas.

• use a controversial issue (i.e., capital punishment) to create two works of art that take opposite positions, paying attention to design aspects that help emphasize each position.

• participate in discussions that will analyze artwork which communicate certain issues. • create a poster about an important issue (i.e., endangered species).

1,2,4,9,10

VA.B.1.3.3 understand and distinguishes multiple purposes for creating works of art.

• demonstrate problem-solving skills both independently and cooperatively when working on a team project (i.e., community mural).

• create a functional piece of art to use at home or in class.

1,2,4,6,7,9

VA.B.1.3.4 know and uses the interrelated elements of art and the principles of design to improve the communication of ideas.

• produce a work of art using either formal or informal balance. • identify the art elements and principles of design in magazine ads, posters, and/or

book illustrations.

1,2,4,6,7,9


STRAND C: Cultural and Historical Connections Standard 1: The student understands the visual arts in relation to history and culture. Intended Outcome 1: To increase student awareness of art history and culture. Benchmark – The student will: The student will be able to: Goal #3 VA.C.1.3.1 understand and use information from historical and cultural themes, trends, styles, periods of art, and artists.

• recognize that works of art have an overall style that reflects the people’s values, beliefs, particular ways of perceiving the world, and levels of technology.

• compare and contrast art from different historical time periods and cultures.

1,2,4,10

VA.C.1.3.2 understand the roll of the artist and the function of art in different periods of time and in different cultures.

• identify the use of the visual arts in business and industry, including architecture and commercial design, advertising, television, film, and in art careers associated with all of these forms.

• create artwork to represent the present time or culture.

1,2,4,10

STRAND D: Aesthetic and Critical Analysis Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art. Intended Outcome 1: To communicate responses based on a variety of art works. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.3.1 understand how a work of art can be judged by more than one standard.

• discuss various criteria (e.g., function and community values) that may be used to determine the aesthetic value of a work of art.

• create criteria for judging an art exhibit or show.

1,2,4

VA.D.1.3.2 use research and contextual information to identify responses to works of art.

• use analytical descriptions to identify fallacies and prejudices that people bring to a work of art.

• retell, from research, public reaction to Matisse and/or other artists or periods. • find in a newspaper, public reactions to any of the arts.

1,2,4,10


Intended Outcome 1: To communicate responses based on a variety of art works. Benchmark – The student will: The student will be able to: Goal #3 VA.D.1.3.3 understand how an artist’s intent plays a crucial role in the aesthetic value of an object.

• describe the relationship between the success of a communicated message in an artwork to the aesthetic value of an object (e.g., Jenny Holzer, Barbara Kruger, Andy Warhol, and Roy Lichtenstein’s work).

• create a two-dimensional and three-dimensional work of art that makes a statement

about the aesthetic value of an object. • critique his/her own work.

1,2,4

STRAND E: Applications to Life Standard 1: The student assesses, evaluates, and responds to the characteristics of works of art. Intended Outcome 1: To become aware of the role of the visual arts in the past, present, and future society. Benchmark – The student will: The student will be able to: Goal #3 VA.E.1.3.1 understand how knowledge, skills, and attitudes gained from the visual arts can enhance and deepen understanding of life.

• create a report or a research project about a life situation using information gained from the visual arts.

• study artifacts from various cultures and discuss the characteristics found that indicates

needs and values of a particular people.

1,2,4,8,9

VA.E.1.3.2 understand the skill artists’ use in various careers and how they can be developed in art schools or college or through internships.

• analyze a magazine to determine the contributions of artists. • examine catalogs from art schools and universities. • participate in a discussion with an art school or college representative.

1,2,4,5,6,7

VA.E.1.3.3 understand the various roles of museums, cultural centers, and exhibition spaces.

• visit a local museum or gallery and analyzes its cultural, social, and economic role. • participate in a museum or cultural event (i.e., by contributing time or exhibiting

artwork).

1,2,4,5,8,9