ELEMENTARY ART
Kindergarten through Fifth Grades
THE EWING PUBLIC SCHOOLS
1331 Lower Ferry Road
Ewing, NJ 08618
BOE Approval Date: May 22, 2017 Michael Nitti
Written by: District Art Teachers: Superintendent
Divya Attri, Eileen Conte and Kimberly Houston
In accordance with The Ewing Public Schools’ Policy 2230, Course Guides,
this curriculum has been reviewed and found to be in compliance with all
policies and all affirmative action criteria.
TABLE OF CONTENTS
Page
Preface 1
Introduction 2
Kindergarten: Unit 1- 4 3
First Grade: Unit 1-4 10
Second Grade: Unit 1-4 18
Third Grade: Unit 1-4 26
Fourth Grade: Unit 1-4 32
Fifth Grade: Unit 1-4 39
1
PREFACE
The curriculum for elementary art is written to communicate what students are
expected to know and be able to do in art. The intended result is to effect in
students: (a) the development of affective, cognitive, and psychomotor skills in
the arts, (b) the joy of self-expression and aesthetic awareness, (c) a personal
connection with community heritage and varied cultures, and (d) the
achievement of life skills.
The curriculum supports the experiential development of primary arts skills as
the natural vehicle for discovering the history, culture, aesthetics, critiquing
and other relevant connections to the student’s world in and out of school.
2
INTRODUCTION
Art has been with us long before the printed word. Art was our first language.
Through inquiry into the origins and traditions of art, students become more
visually literate. Kindergarten through fifth grade will learn about art concepts,
cultural traditions, historical perspectives, the progress of civilizations, as well
as current and innovative visual forms of expression and communication.
Not only will students produce art to cultivate individual expression, but they
will also learn about the aesthetics of the world around them and the history of
art and artists. Students will also evaluate famous artists and art styles
throughout history. It is our hope as elementary art teachers that each
student tries his/her best, takes pride in their work, experience art in a new
and exciting way, and generate a lifelong passion for the arts.
Throughout the elementary art curriculum, students will explore and
experiment with art materials in a safe environment, investigate ideas and
visual images and gain technical skill through sequential skill development and
instruction. For each project, they will imagine possibilities, explore
alternatives, and reflect on their own art as well as investigate others work.
Unit 1
(1.1) The Creative Process: All students will demonstrate an understanding of
the elements and principles that govern the creation of works of art in dance,
music, theater, and visual art.
Unit 2
(1.2) History of the Arts and Culture: All students will understand the role,
development, and influence of the arts throughout history and across cultures.
Unit 3
(1.3) Performance: All students will synthesize those skills, media, methods
and technologies appropriate to creating, performing, and/or presenting works
of art in dance, music, theater, and visual art.
Unit 4
(1.4) Aesthetic Responses & Critique Methodologies: All students will
demonstrate and apply an understanding of arts philosophies, judgment and
analysis to works of art in dance, music, theater and visual art.
3
Kindergarten Unit 1 (Standard 1.1): The Creative Process
All students will demonstrate an understanding of the elements and principles
that govern the creation of works of art in dance, music, theater, and visual
art.
Why is this unit important?
We will introduce, expose and familiarize students to the experience of using
elements of art and principles of design so that they can become creative
problem-solvers. The basic elements of art and principles of design govern art
creation and composition. Recognizing the elements of art and principles of
design in artworks of known and emerging artists, as well as peers, is an initial
step toward visual literacy. Understanding the function and purpose of the
elements of art and principles of design assists with forming an appreciation of
how art and design enhance functionality and improve quality of living. The
elements of art and principles of design are universal.
Essential Questions:
1. Why is it important to correctly identify and understand each element of
art and principle of design?
2. Why incorporate elements and principles in a work of art?
3. Why are these skills important to me?
4. How will these skills benefit me in the future?
Acquired Knowledge:
1. Recognize the qualities of line including straight, curved, vertical,
horizontal, thick and thin lines in known two-dimensional works of art
(e.g., paintings by Kenneth Noland, Martin Ramirez, and Cy Twombly
etc.) and apply similar use of varied lines in original artwork.
2. Recognize artists’ use of pattern/texture (e.g., Judy Chicago's Pasadena
Lifesavers series, Jasper John’s number series, Pueblo pottery, Greek
vases etc.) and use pattern as the inspiration for original artwork.
Acquired Skills:
1. Identify basic geometric shapes (i.e., circle, square and triangle) in two-
dimensional works of art (e.g., prints and paintings by Jasper Johns, Jim
Dine, Robert Delaunay, Paul Klee, etc.) and produce similar use of shape
as the focus of original artwork.
2. Identify primary colors in two -dimensional works of art (e.g., Piet
Mondrian’s Compositions in Red, Blue and Yellow, DeStijl paintings by
4
Bart Van Der Lick, Paul Cézanne still life’s, Roy Lichtenstein’s paintings
etc.) and apply primary colors in original artwork.
Benchmark or Major Assessments:
1. Class discussion; question and answer; and student artwork
2. Pair/share discussions of informational materials and teacher led
classroom discussions
3. Two-dimensional visual representations with a variety of line styles
4. Student artworks utilize principles and elements and student can identify
them
5. Student uses and names individual repeating pattern(s) (AB, ABBA, ABC
ABC, ABC)
6. Student works display visual or tactile texture to emphasize part of the
design
7. Student purposely creates and uses a repeated pattern in a work of art
8. Student constructs a work of art which effectively displays repeated
pattern
9. Student work uses balance, harmony, unity, emphasis, proportion and/or
rhythm/movement
10. Student shows knowledge of spatial relationships: center; top; bottom
11. Fold, bend, curl, crush and/or manipulate paper to create a 3D form
12. Student responds to teacher questions
13. Teacher observation of work in progress
14. Student names shapes
15. Students brainstorm shapes of objects outside
16. Student works incorporate geometric, realistic and/or nonobjective
forms
17. Student model clay into 3D piece
18. Student sculptures are freestanding in the round
19. Student feels textures and identifies them
20. Student creates different textural rubbings with rubbing plates
21. Student creates a collage of different textures by using a variety of
textural forms
22. Student changes the surface of paper with paint
23. Student chooses and uses the appropriate color when asked
24. Student responds verbally to color samples
25. Student responds verbally to color combinations and predict outcomes
26. Student identifies primary and secondary colors from color samples
27. Student evaluates work in terms of criteria set by teacher
28. Class discussion about collaboration and how work can improve
29. Student critiques personal work and then makes improvements
30. Student uses art terms to discuss selected work
5
Kindergarten Unit 2 (Standard 1.2): History of the Arts and Culture
All students will understand the role, development, and influence of the arts
throughout history and across cultures.
Why Is This Unit Important?
Dance, music, theatre and visual artwork from diverse cultures and historical
eras have distinct characteristics and common themes that are revealed by
contextual clues within the works of art. The function and purpose of art-
making across cultures is a reflection of societal values and beliefs. Art and
culture reflect and affect each other.
Characteristic approaches to content, form, style and design define art genres.
Sometimes the contributions of an individual artist can influence a generation
of artists and signal the beginning of a new art genre.
Essential Questions:
1. Why is it important to expose students to the periods in Art History?
2. How do the contributions of an individual artist influence a generation of
artists and signal the beginning of a new art genre?
3. How is Art a reflection of our culture and our culture’s history?
4. How has art changed over the history of our world?
5. How do art and culture reflect and affect each other?
Acquired Knowledge:
1. Recognize way artists are involved in communities (e.g. architects,
photographers, painters) and associate the artists with their distinct work
based on the themes of family and community (e.g., everyday life,
ceremonies/holidays, caring and sharing, etc.)
Acquired Skills:
2. Identify artists as creative thinkers engaged in the artistic process that
generate art through the manipulation of the elements of art (e.g., line,
shape, color and texture) and who share common ideas across diverse
cultures (e.g., religious beliefs/ceremonies, family life, work, play).
3. Identify the subject matter, type of artist, time, place and cultural origin
of various works of art (e.g., American Indian totems, African masks,
Mexican sculptures/Trees of Life, architecture, etc.).
6
Benchmark or Major Assessments:
1. Student creates work in response to viewing art from other cultures
2. Student creates a family portrait
3. Student creates folk art pieces
4. Class discussion of art as a means of preserving community
5. Student visits art gallery, museum or report on architecture in their
neighborhood
6. Student uses art terms to discuss selected work
7. Classroom discussion of art used for ceremonies and/or rituals
8. Brainstorming activities; Research project
7
Kindergarten Unit 3 (Standard 1.3): Performance
All students will synthesize those skills, media, methods and technologies
appropriate to creating, performing, and/or presenting works of art in dance,
music, theater, and visual art.
Why Is This Unit Important?
Visual statements in art are derived from the basic elements of art regardless
of the format and medium used to create the art. There are also a wide variety
of art media, each having its own materials, processes, and technical
application methods for exploring solutions to creative problems. Symbols
convey meaning agreed upon by a group or culture. Manipulation of the basic
elements of art and principles of design for personal expression results in
visual communication that may be relevant in a variety of settings. Each of the
visual art forms uses various materials, tools, and techniques that are
associated with unique verbal and visual vocabularies. Knowledge of visual art
media necessitates an understanding of a variety of traditional and
nontraditional tools, applications, possibilities, and limitations. There are many
types of aesthetic arrangements for the exhibition of art. Creating or
assembling gallery exhibitions requires effective time management and
creative problem-solving skills.
Essential Questions:
1. Do students demonstrate the safe and appropriate use and care of art
materials?
2. Can students create two and three dimensional works of art while
exploring color, line, shape, form, texture and space?
3. Can students use proper terminology when describing works of art?
4. Can students visually represent experiences, thoughts and ideas they
have using age appropriate art materials?
5. Do students utilize planning, persistence, and problem solving skills while
working independently or with others?
Acquired Knowledge:
1. Identify the elements of art including line weight, color and texture in
famous, self-generated, and peer artwork and apply these elements to
the creation of original artwork.
2. Describe the difference between shape and form in basic verbal
vocabulary and incorporate basic shapes (e.g., circle, square, and
triangle) in original pieces of art to support the narrative content.
8
3. Identify the colors red, orange, yellow, green, blue, and purple in famous
artwork and peer artwork and apply them in original works of art and
describe the use of color for expression.
4. Use modeling tools to create three-dimensional forms both in the round
and relief.
5. Recognize and use line and shape to create symbols.
6. Use a variety of art making materials (e.g., paint, crayons, markers,
etc.) and color mixing to create realistic, abstract and expressive two-
dimensional works of art.
7. Students demonstrate the safe and appropriate use and care of art
materials.
8. Students use proper terminology when describing works of art.
9. Students utilize planning, persistence, and problem solving skills while
working independently or with others.
Acquired Skills:
1. Use the elements of line, shape, texture, color and space to create two-
dimensional artwork based on personal symbols that is seen in everyday
life (e.g. stop lights, golden arches, hearts.)
2. Use the elements of shape, texture and color to create three-dimensional
artwork based on observation of the physical world (e.g., containers,
animals, people) using a variety of media and tools appropriate to the
production of the works (e.g., clay and shaping tools, cardboard, scissors
and glue, wire).
3. Use the various materials, tools and techniques and demonstrate their
knowledge by identifying the materials, tools and methods they have
used (e.g., markers, crayons, paint, clay, brush, stamps, shaping tool,
scribbling, dabbing, patterning, pinching, smoothing, building, etc.)
Benchmark or Major Assessments:
1. Student creates visual representation depicting line types and/or uses
hand motions to demonstrate line types
2. Student drawings show shape defined by lines
3. Student participates in projects utilizing free form line design and/or
geometric patterning
4. Teacher observation and critique
5. Pair/share discussions of informational materials and teacher led
classroom discussions
6. Student 2D artwork utilizes a variety of lines and textures while working
7. Student drawings show balance of subjects on page
8. Student uses and names individual repeating pattern(s) (AB, ABBA, ABC
ABC, ABC)
9. Student shows knowledge of spatial relationships: center; top; bottom
9
10. Oral response, class discussion; question and answer
11. Teacher observation of work in progress
12. Student names shapes
13. Student model clay into 3D piece
14. Student discusses shape in works of art
15. Student feels textures and identifies them in nature
16. Student creates visual textures on a 2D surface
17. Student changes the surface of paper with paint
18. Student chooses and uses the appropriate color when asked
19. Student orally responds to questions regarding mixing primary colors to
secondary colors
20. Student proves knowledge of warm colors by identifying and classifying
colors from samples and uses appropriate choices when asked
21. Student identifies primary and secondary colors from color samples
22. Student uses art vocabulary to tell each other how and why they made
the picture
10
Kindergarten Unit 4 (Standard 1.4): Aesthetic Responses and Critique
Methodologies
All students will demonstrate and apply an understanding of arts philosophies,
judgment and analysis to works of art in dance, music, theater and visual art.
Why Is This Unit Important?
Each arts discipline (visual art) has distinct characteristics, as do the artists
who create them.
Works of art may be organized according to their functions and artistic
purposes (e.g., genres, mediums, messages, themes).
Formalism in visual art varies according to personal, cultural, and historical
contexts.
Criteria for determining the aesthetic merits of artwork vary according to
context. Understanding the relationship between compositional design and
genre provides the foundation for making value judgments about the arts.
Essential Questions:
1. Do students recognize cultural art and can they determine which culture
influenced the art?
2. Do students find an emotional meaning within a work of art?
3. Can students develop a story from viewing a work of art?
4. Are students focused when viewing and interpreting works of art?
5. Are students able to differentiate some works as better as or stronger
than others?
6. Are students able to distinguish patterns in nature that can be found in
works of art?
7. Are students able to imagine many stories from one work of art?
8. Are students able to use the correct art terminology when discussing
works of art?
9. Do students demonstrate how art communicates ideas about personal
and social values?
Acquired Knowledge:
1. Observe the basic elements of art (i.e., line, shape, and color) and
principals of design (i.e., repetition, pattern etc.) and share those
observations with peers in a group critique of a work(s) of art.
2. Observe a work(s) of art and give reasons for liking or disliking the
artwork(s), using elements of art (i.e., line, shape, and color) and
11
principals of design (i.e., repetition, pattern etc.) as their basis for
personal observations.
Acquired Skills:
1. After viewing a master work(s) that communicates emotion(s), describe
what emotions the artwork conveys and how the artist conveys those
emotions (i.e., through content/subject; through medium used; through
use of line, shape, color, repetition, etc.). Create a work of art that tells
a story of that emotional response.
2. Communicate personal responses to a variety of historical works of art
with common subjects or themes. Responses will describe likes and
dislikes through comparing and contrasting characteristics of the various
art works.
Benchmark or Major Assessments:
1. Student uses art vocabulary to discuss works of art
2. Student evaluates work in terms of criteria set by teacher
3. Class discussion about collaboration and how work can improve
4. Students critique personal work and make improvements to it
5. Students critique/discuss personal/famous art works as a class
12
1
st
Grade Unit 1 (Standard 1.1): The Creative Process
All students will demonstrate an understanding of the elements and principles
that govern the creation of works of art in dance, music, theater, and visual
art.
Why is this unit important?
We will introduce, expose and familiarize students to the experience of using
elements of art and principles of design so that they can become creative
problem-solvers. The basic elements of art and principles of design govern art
creation and composition. Recognizing the elements of art and principles of
design in artworks of known and emerging artists, as well as peers, is an initial
step toward visual literacy. Understanding the function and purpose of the
elements of art and principles of design assists with forming an appreciation of
how art and design enhance functionality and improve quality of living. The
elements of art and principles of design are universal.
Essential Questions:
1. How do the basic elements of art and principles of design govern art
creation and composition?
2. Explain how the elements of art and principles of design are used in
specific works of art.
Acquired Knowledge and Skill:
1. Categorize applications of line (i.e., horizontal, vertical, diagonal,
curvilinear, wide, thing, short, long and broken line) in artworks of
diverse artists (e.g. , Robert Motherwell’s Lines for St. Gallen or his Black
Series, Raoul Dufy’s Bouquet d’Arums or Birdcage, Henri Matisse’s Red
Interiour Still Life on a Blue Table, Roy Lichtenstein’s Seascape From the
Landscape Series, etc.) Apply similar usage of line in original works of
art.
2. Explain the use of shape (i.e., circle, square, triangle, ovals and
rectangles) in artworks of known and emerging artists (e.g., Romare
Bearden’s The Block, Pablo Picasso’s Three Musicians, paintings of
Marsden Hartley, etc.) and apply similar conventions in original works of
art.
3. Name primary colors in notable artworks (e.g., paintings by Piet
Mondrain’s Composition Red Blue and Yellow, prints and sculpture by
Robert Indiana including his classic Love Series, Same Francis’s untitled
splatter paintings, mixed media works by Faith Ringgold’s The Sunflower
Quilting Bee at Arles, etc.) and apply similar applications of primary color
in original works of art
13
4. Recognize texture in two-dimensional works of art (e.g., paintings by
Vincent Van Gogh’s Starry Night, Jackson Pollock’s Number 8, etc.) and
create textural works of art.
5. Observe instances where radial balance is utilized in art and architecture
by known and emerging artists (e.g., Gothic architectural Rose Windows,
Mandalas of Tibet, Hawaiian quilt patterns, installations by Polly
Apfelbaum such as her work Blossom, etc.) Demonstrate understanding
of radial balance through the creation of original artwork.
6. Identify instances where rhythm/repetition is used as a compositional
tool by known artists (e.g. Piet Mondrian’s Broadway Boogie Woogie,
paintings by Wayne Theiebaud such as Cakes, installations by Yayoi
Kusama including Ascension of Polkadots on the Trees or any of her dot
obsession series, the prints and paintings of Trenton Doyle Hancock such
as Wow That’s Mean and Other Vegan Cuisine,, etc.) and produce
original works emphasizing rhythm through repetition.
Benchmark or Major Assessments:
1. Class discussion; question and answer; and student artwork
2. Pair/share discussions of informational materials and teacher led
classroom discussions
3. Two-dimensional visual representations with a variety of line styles
4. Student artworks utilize principles and elements and student can identify
them
5. Student works display visual or tactile texture to emphasize part of the
design
6. Student purposely creates and uses a repeated pattern in a work of art
7. Student constructs a work of art which effectively displays repeated
pattern
8. Student work uses balance, harmony, unity, emphasis, proportion and/or
rhythm/movement
9. Student shows knowledge of spatial relationships: center; top; bottom
10. Fold, bend, curl, crush and/or manipulate paper to create a 3D form
11. Student responds to teacher questions
12. Teacher observation of work in progress
13. Student differentiates between geometric and organic shapes
14. Student works incorporate geometric, realistic and/or nonobjective
forms
15. Student model clay into 3D piece
16. Student discusses shape and form in works of art
17. Student sculptures are freestanding in the round
18. Student creates different textural rubbings with rubbing plates
19. Student shows knowledge of spatial relationships; center, top, bottom
20. Student chooses and uses the appropriate color when asked
21. Student responds verbally to color combinations and predict outcomes
14
22. Student identifies primary and secondary colors from color samples
23. Student evaluates work in terms of criteria set by teacher
24. Class discussion about collaboration and how work can improve
25. Student critiques personal work and then makes improvements
26. Student uses art terms to discuss selected work
15
1
st
Grade Unit 2 (Standard 1.2): History of the Arts and Culture
All students will understand the role, development, and influence of the arts
throughout history and across cultures.
Why Is This Unit Important?
Dance, music, theatre and visual artwork from diverse cultures and historical
eras have distinct characteristics and common themes that are revealed by
contextual clues within the works of art. The function and purpose of art-
making across cultures is a reflection of societal values and beliefs. Art and
culture reflect and affect each other.
Characteristic approaches to content, form, style and design define art genres.
Sometimes the contributions of an individual artist can influence a generation
of artists and signal the beginning of a new art genre.
Essential Questions:
1. Why is it important to expose students to the periods in Art History?
2. How do the contributions of an individual artist influence a generation of
artists and signal the beginning of a new art genre?
3. How is Art a reflection of our culture and our culture’s history?
4. How has art changed over the history of our world?
5. How do art and culture reflect and affect each other?
Acquired Knowledge:
1. Categorize the visual elements of line, use of shapes, color found in the
artworks of past and present cultures (e.g., Pablo Picasso, Diego Rivera,
Red Grooms, Grant Wood, Piet Mondrian.)
2. Trace similar visual elements found in artworks influenced by their
culture (e.g., Maple Leaves at the Tekana Shrin by Ando Hiroshige, The
Red Tree by Piet Mondrain, Broadway Boogie-Woogie by Piet Mondran.)
Acquired Skills:
1. Identify how artists’ works are reflections of their culture (e.g., The
Declaration of Independence by John Tumball, Albert Bierstadt’s The
Oregon Train, and Walk, Don’t Walk by George Segal, etc.)
2. Describe visual similarities and difference (e.g., the use of types of line,
similarity of shapes, texture, etc.) in art work from diverse cultures and
historical eras (e.g. Horace Pippin, Grandma Moses, Norman Rockwell,
Edouard Manet, George Seurat.)
16
Benchmark or Major Assessments:
1. Student creates work in response to viewing art from other cultures
2. Student creates a family portrait
3. Student creates folk art pieces
4. Class discussion of art as a means of preserving community
5. Student visits art gallery, museum or report on architecture in their
neighborhood
6. Student uses art terms to discuss selected work
7. Classroom discussion of art used for ceremonies and/or rituals
8. Brainstorming activities; Research project
17
1
st
Grade Unit 3 (Standard 1.3): Performance
All students will synthesize those skills, media, methods and technologies
appropriate to creating, performing, and/or presenting works of art in dance,
music, theater, and visual art.
Why Is This Unit Important?
Visual statements in art are derived from the basic elements of art regardless
of the format and medium used to create the art. There are also a wide variety
of art media, each having its own materials, processes, and technical
application methods for exploring solutions to creative problems. Symbols
convey meaning agreed upon by a group or culture. Manipulation of the basic
elements of art and principles of design for personal expression results in
visual communication that may be relevant in a variety of settings. Each of the
visual art forms uses various materials, tools, and techniques that are
associated with unique verbal and visual vocabularies. Knowledge of visual art
media necessitates an understanding of a variety of traditional and
nontraditional tools, applications, possibilities, and limitations. There are many
types of aesthetic arrangements for the exhibition of art. Creating or
assembling gallery exhibitions requires effective time management and
creative problem-solving skills.
Essential Questions:
1. Do students demonstrate the safe and appropriate use and care of art
materials?
2. Can students create two and three dimensional works of art while
exploring color, line, shape, form, texture and space?
3. Can students use proper terminology when describing works of art?
4. Can students visually represent experiences, thoughts and ideas they
have using age appropriate art materials?
5. Do students utilize planning, persistence, and problem solving skills while
working independently or with others?
Acquired Knowledge:
1. Identify how various types of lines can be found in every environment,
picture or artwork. Demonstrate how these lines from shapes, can be
expressive, and/or be used to imply motion throughout a piece of art.
2. Identify primary and secondary colors; describe the principles behind
color theory using basic art and vocabulary, and use color as a tool for
expressive purpose in creation and evaluation of art.
3. Demonstrate how lines, color, and media manipulation can be combined
to make a texture or pattern through the creation of original artwork.
18
Identify how artists use line to suggest texture and describe how the
appearance of texture changes depending on the different surfaces
employed in or suggested by the artwork (e.g., cloth such as velvet or
lace vs. wood, glass, cement, or metal).
4. Manipulate lines to create shapes, forms, and other visual elements
which aid in the creation of visual stories and describe ways that known
artists use shape and form to tell stories.
5. Describe the difference between shape and form in basic art vocabulary
(i.e., space has height and width while form is a three-dimensional object
that has volume); and create original three-dimensional art through the
physical manipulation of materials such as clay (pinch, pull or wheel),
cardboard, etc.)
6. Examine three-dimensional art by famous artists. Use appropriate
vocabulary to describe the methods and materials used to make their art
and employ an array of art mediums appropriate tools in the production
of original works of art.\
Acquired Skills:
1. Use color and line to create a three-dimensional artwork that depicts an
age-appropriate theme, based topic or oral story and describe the
materials, tools, and methodologies used to tell the visual story using
basic verbal and visual art vocabulary.
2. Use lines and color to create textures and/or patters in two and three-
dimensional artwork is based on observation of everyday life.
3. Using common materials found in the environment (e.g., toilet paper
rolls, Popsicle sticks, bottle caps, drink cartons, boxes, etc.) apply
knowledge of shape, space, texture and color to create a three-
dimensional artwork based on the culture of everyday life.
4. Create two- and three-dimensional art works, using age-appropriate
themes drawn from oral stories as a basis for pictorial representation.
Apply knowledge of visual communication by using existing symbols
and/or invented symbols within the pictorial narrative.
Benchmark or Major Assessments
1. Student participates in projects utilizing free form line design, cross-
hatching and/or geometric patterning
2. Teacher observation and critique
3. Student artwork uses vertical, horizontal, wavy, and zigzag lines
4. Student creates lines that are: thick, thin, straight, curly, nervous, soft,
dotted, swirly, diagonal, heavy, wavy, etc.
5. Pair/share discussions of informational materials and teacher led
classroom discussions
6. Student makes a 2D design utilizing variety and repetition of line
19
7. Student drawings show purposeful balance of subjects on page
8. Student combines precut shapes to show variety
9. Student creates a work using repeated pattern, variety, symmetry and
simple composition
10. Student demonstrates knowledge of the horizon line by creating a
landscape
11. Oral response, class discussion; question and answer
12. Teacher observation of work in progress
13. Student draws picture using specific shapes to complete
14. Student model clay into 3D piece
15. Student discusses shape and form in works of art
16. Student feels textures and identifies them in nature
17. Student creates visual textures on a 2D surface
18. Student changes the surface of paper with paint
19. Student experiments and creates painted textures on different surfaces
using different brushes and techniques
20. Student chooses and uses the appropriate color when asked
21. Student responds verbally to color samples
22. Students group colors according to warm and cool from an array of
colors
23. Student uses art vocabulary to tell each other how and why they made
the picture
24. Student evaluates work in terms of criteria set by teacher
25. Class discussion about collaboration and how work can improve
26. Class discussion of the process of critique
27. Class discussion of art as a means of preserving community
28. Classroom discussion of art used for ceremonies and/or rituals
20
1
st
Grade Unit 4 (Standard 1.4): Aesthetic Responses and Critique
Methodologies
All students will demonstrate and apply an understanding of arts philosophies,
judgment and analysis to works of art in dance, music, theater and visual art.
Why Is This Unit Important?
Each arts discipline (visual art) has distinct characteristics, as do the artists
who create them.
Works of art may be organized according to their functions and artistic
purposes (e.g., genres, mediums, messages, themes).
Formalism in visual art varies according to personal, cultural, and historical
contexts.
Criteria for determining the aesthetic merits of artwork vary according to
context. Understanding the relationship between compositional design and
genre provides the foundation for making value judgments about the arts.
Essential Questions:
1. Do students recognize cultural art and can they determine which culture
influenced the art?
2. Do students find an emotional meaning within a work of art?
3. Can students develop a story from viewing a work of art?
4. Are students focused when viewing and interpreting works of art?
5. Are students able to differentiate some works as better as or stronger
than others?
6. Are students able to distinguish patterns in nature that can be found in
works of art?
7. Are students able to imagine many stories from one work of art?
8. Are students able to use the correct art terminology when discussing
works of art?
9. Do students demonstrate how art communicates ideas about personal
and social values?
Acquired Knowledge:
1. Students recognize cultural art and can they determine which culture
influenced the art.
2. Students find an emotional meaning within a work of art.
3. Students develop a story from viewing a work of art.
4. Students focused when viewing and interpreting works of art.
21
5. Students are able to differentiate some works as better as or stronger
than others.
6. Students are able to distinguish patterns in nature that can be found in
works of art.
7. Students are able to imagine many stories from one work of art.
8. Students are able to use the correct art terminology when discussing
works of art.
9. Students demonstrate how art communicates ideas about personal and
social values.
10. Observe the basic elements of art (i.e., line, shape, and color) and
principals of design (i.e., repetition, pattern etc.) and share those
observations with peers in a group critique of a work(s) of art.
11. Observe a work(s) of art and give reasons for liking or disliking the
artwork(s), using elements of art (i.e., line, shape, and color) and
principals of design (i.e., repetition, pattern etc.) as their basis for
personal observations.
Acquired Skills:
1. Students will have a greater understanding of the art viewed in everyday
life.
2. Students will be able to converse about works of art with others.
3. Students will have more appreciation of the architecture and interior
design of the structures they visit.
4. Students will have a better understanding of the elements used in fabric
design.
5. Students are better able to make choices.
6. Students will be able to not only say they like a work of art but explain
why.
Benchmark or Major Assessments:
1. Student uses art vocabulary to tell each other how and why they made
the picture.
2. Student evaluates work in terms of criteria set by teacher
3. Class discussion about collaboration and how work can improve
4. Group discussions of chosen famous artwork
5. Reworked piece of art
6. Student critiques personal work and then makes improvements to it
7. Students critique/discuss personal/famous artworks as a class, for
example, Pablo Picasso, Piet Mondrain and Claude Monet.
22
2
nd
Grade Unit 1 (Standard 1.1): The Creative Process
All students will demonstrate an understanding of the elements and principles
that govern the creation of works of art in dance, music, theater, and visual
art.
Why is this unit important?
We will introduce, expose and familiarize students to the experience of using
elements of art and principles of design so that they can become creative
problem-solvers. The basic elements of art and principles of design govern art
creation and composition. Recognizing the elements of art and principles of
design in artworks of known and emerging artists, as well as peers, is an initial
step toward visual literacy. Understanding the function and purpose of the
elements of art and principles of design assists with forming an appreciation of
how art and design enhance functionality and improve quality of living. The
elements of art and principles of design are universal.
Essential Questions:
1. How do the basic elements of art and principles of design govern art
creation and composition?
2. Explain how the elements of art and principles of design are used in
specific works of art.
Acquired Knowledge and Skill:
1. Distinguish ways artists of all types employ zigzag, dotted and wavy lines
of varying weights and length in two-dimensional works of art (e.g.,
Peacock Dress by Audrey Beardsley, Paul Signac’s Portrait of Felix Fenon,
Alexei von Jawlensky’s Saviour’s Face Renunciation, and The Church at
Avers by Vincent Van Gogh, etc.) Illustrate similar applications of line in
original and two-dimensional art work.
2. Characterize the works of known and emerging artists (e.g., Take the
Train to Harlem by James Rizzi, Sonia Delaunay’s Rhythm or Squares,
Sol Lewitt’s Construzione Cubica or Four Geometric Figures of a Room,
Jim Dine’s heart paintings, Adolf Wolfi’s General View of the Island
Neveranger etc.) and compose original two and three-dimension works of
art using shape as the primary emphasis.
3. Distinguish primary and secondary colors in works of known and
emerging artists (e.g., Frederic Edwin Church’s Rainy Season in the
Tropics, Andrea del Verrocchio’s Tobias and the Angel, the paintings of
Pierrre-Auguste Renoir, Fernand Leger’s Homage to Louis David,
Katsushika Hokusai’s Evening Scene on the Occasion of the Festival of
23
Lanterns, etc.) Mix primary colors to create secondary colors and utilize
primary and secondary colors in original works of art.
4. Compare applications of the principal of design of balance in two-
dimensional works of peers, known and emerging artists from diverse
cultures and historical eras (e.g., Georgia O’Keeffe’s flower paintings,
Sweet grass Bakestry, Navajo Dream Catchers, the stroboscope
photography of Harold Edgerton including Milk Drop Coronet or Back
Dive, etc.) Design and create drawings, paintings of mixed media works
that show radial balance.
5. Integrate the principles of design of emphasis in original two and three-
dimensional works and explain how this principle of design is used to
communicate the artistic intent of peer and diverse known and emerging
artists (e.g., Thank-Ka/Tibetan painted cloth scrolls, Belshazzar’s Feast
by Rembrandt, portraiture of Alex Katz including Round Hill or Elizabeth,
El Greco’s Assumption of the Virgin, Edward Hick’s Peaceable Kingdom,
etc.)
Benchmark or Major Assessments:
1. Class discussion; question and answer; and student artwork
2. Pair/share discussions of informational materials and teacher led
classroom discussions
3. Two-dimensional visual representations with a variety of line styles
4. Student artworks utilize principles and elements and student can identify
them
5. Student works display visual or tactile texture to emphasize part of the
design
6. Student purposely creates and uses a repeated pattern in a work of art
7. Student constructs a work of art which effectively displays repeated
pattern
8. Student work uses balance, harmony, unity, emphasis, proportion and/or
rhythm/movement
9. Student shows knowledge of spatial relationships: center; top; bottom
10. Fold, bend, curl, crush and/or manipulate paper to create a 3D form
11. Student responds to teacher questions
12. Teacher observation of work in progress
13. Student differentiates between geometric and organic shapes
14. Student works incorporate geometric, realistic and/or nonobjective
forms
15. Student model clay into 3D piece
16. Student discusses shape and form in works of art
17. Student sculptures are freestanding in the round
18. Student creates different textural rubbings with rubbing plates
19. Student shows knowledge of spatial relationships; center, top, bottom
20. Student responds verbally to color combinations and predict outcomes
24
21. Student identifies primary and secondary colors from color samples
22. Student evaluates work in terms of criteria set by teacher
23. Student critiques personal work and then makes improvements
24. Student uses art terms to discuss selected work
25
2
nd
Grade Unit 2 (Standard 1.2): History of Arts and Culture
All students will understand the role, development, and influence of the arts
throughout history and across cultures.
Why Is This Unit Important?
Dance, music, theatre and visual artwork from diverse cultures and historical
eras have distinct characteristics and common themes that are revealed by
contextual clues within the works of art. The function and purpose of art-
making across cultures is a reflection of societal values and beliefs. Art and
culture reflect and affect each other.
Characteristic approaches to content, form, style and design define art genres.
Sometimes the contributions of an individual artist can influence a generation
of artists and signal the beginning of a new art genre.
Essential Questions:
1. Can students create two and three dimensional works of art while
exploring color, line, shape, form texture and space using various media?
2. Can students use symbols and basic verbal and visual terminology to
create personal works of art based on selected age-appropriate themes,
using oral stories as a basis for pictorial representation?
3. Can students create works of art that are based on observations of the
physical world and that illustrate art is part of everyday life, using a
variety of art media?
Acquired Knowledge:
1. Identify how artists use line, shape, balance and proportion to make
facial features and portray facial expressions, capturing emotions in
portraiture. Apply these aspects of art making to original art work.
2. Identify lines, geometric shapes and free forms found in everyday
objects and used in realistic non objective art. Demonstrate how line,
shape and form can be expressive elements of art making by employing
them in original artwork.
3. Identify the warm colors (e.g., red, yellow and orange) and the cool
colors (e.g. blue, green and purple) and demonstrate how they can be
used for expressive effect through the creating or original pieces art.
4. Identify and create patterns in texture in original two and three-
dimensional art work.
5. Describe in basic verbal art vocabulary how the appearance of space is
achieved in two-dimensional artwork (i.e., by overlapping objects and
placing them in different areas of the picture to establish foreground,
middle ground and background). Demonstrate understanding of this
26
concept through the creation of original art work using object placement
to represent the various picture planes (i.e., foreground, middle ground,
and background) in the telling of pictorial narratives.
6. Describe positive and negative space using basic art vocabulary (i.e., the
area that either shapes space around objects or is filled by objects) and
replicate these concepts in original two-dimensional artwork.
7. Use symbols for pictorial representation/visual communication in the
creation of works of art stemming from real life observation for
inspiration.
Acquired Skills:
1. Identify how artists’ works are reflections of their culture (e.g., The
Declaration of Independence by John Tumball, Albert Bierstadt’s The
Oregon Train, and Walk, Don’t Walk by George Segal, etc.)
2. Describe visual similarities and difference (e.g., the use of types of line,
similarity of shapes, texture, etc.) in art work from diverse cultures and
historical eras (e.g. Horace Pippin, Grandma Moses, Norman Rockwell,
Edouard Manet, George Seurat.)
Benchmark or Major Assessments:
1. Student creates work in response to viewing art from other cultures
2. Student creates a family portrait
3. Student creates folk art pieces
4. Class discussion of art as a means of preserving community
5. Student visits art gallery, museum or report on architecture in their
neighborhood
6. Student uses art terms to discuss selected work
7. Classroom discussion of art used for ceremonies and/or rituals
8. Brainstorming activities; Research project
27
2
nd
Grade Unit 3 (Standard 1.3): Performance
All students will synthesize those skills, media, methods and technologies
appropriate to creating, performing and/or presenting works of art in dance,
music, theater, and visual art.
Why Is This Unit Important?
Visual statements in art are derived from the basic elements of art regardless
of the format and medium used to create the art. There are also a wide variety
of art media, each having its own materials, processes, and technical
application methods for exploring solutions to creative problems. Symbols
convey meaning agreed upon by a group or culture. Manipulation of the basic
elements of art and principles of design for personal expression results in
visual communication that may be relevant in a variety of settings. Each of
the visual art forms uses various materials, tools, and techniques that are
associated with unique verbal and visual vocabularies. Knowledge of visual art
media necessitates an understanding of a variety of traditional and
nontraditional tools, applications, possibilities, and limitations. Visual
awareness stems from acute observational skills and interest in visual objects,
spaces, and the relationship of objects to the world.
Essential Questions:
1. Can students create two and three-dimensional works of art using the
basic elements of color, line, shape, form, texture, and space, as well as
a variety of art mediums and application method?
2. Can students use symbols to create personal works of art based on
selected age-appropriate themes, using oral stories as a basis for
pictorial representation?
3. Can students employ basic verbal and visual art vocabulary to
demonstrate knowledge of the materials, tools, and methodologies used
to create and tell visual stories?
4. Can students explore the use of a wide array of art mediums and select
tools that are appropriate to the production of works of art in a variety of
art media?
5. Can students create works of art that are based on observations of the
physical world and that illustrate how art is part of everyday life, using a
variety of art media?
Acquired Knowledge:
1. Use mixed media (e.g., pencil, crayon, markers, watercolor, colored
pencils, collage, clay, wire, cardboard etc.) to create two and three-
dimensional figurative works of art that follow the principles of
28
(symmetrical) balance and proportion. Demonstrate an understanding
application methods and primary or secondary colors by using them to
complete the artwork to creative effect.
2. Use line, geometric shapes, texture, space (i.e., positive and negative
space) and color to create two-dimensional artwork that depicts three-
dimensional objects. Use various materials (e.g., colored pencil,
markers, watercolor, crayons etc.) and observations of the physical world
that illustrate how art is part of everyday life
3. Use line, texture and/or patterns and shapes (geometric or freeform) to
create non-objective art work that uses color and mixed media (e.g.,
crayon, paint, markers, colored pencils, paper, clay, wire, cardboard
etc.) to express a mood.
4. Create original works of art based on age-appropriate themes using
symbols derived from oral stories as a basis for pictorial representation.
5. Demonstrate knowledge of the materials, tools, and methodologies used
to create and tell visual stories by describing and employing basic verbal
and visual art vocabulary to works of others and original artwork.
Acquired Skills:
1. Create two- and three-dimensional works of art using the basic elements
of color, line, shape, form, texture, and space, as well as a variety of art
mediums and application methods.
2. Use symbols to create personal works of art based on selected age-
appropriate themes, using oral stories as a basis for pictorial
representation.
3. Employ basic verbal and visual art vocabulary to demonstrate knowledge
of the materials, tools, and methodologies used to create and tell visual
stories.
4. Explore the use of a wide array of art mediums and select tools that are
appropriate to the production of works of art in a variety of art media.
5. Create works of art that are based on observations of the physical world
and that illustrate how art is part of everyday life, using a variety of art
mediums and art media.
Benchmark or Major Assessments:
1. Student used art vocabulary to explain their 2D or 3D work of art.
2. Students use symbols to create personal works of art based on selected
age-appropriate themes, using oral stories as a basis for pictorial
representation.
3. Students employ basic verbal and visual art vocabulary to demonstrate
knowledge of the materials, tools, and methodologies used to create and
tell visual stories.
29
4. Students explore the use of a wide array of art mediums and select tools
that are appropriate to the production of works of art in a variety of art
media.
5. Students create works of art that are based on observations of the
physical world and that illustrate how art is part of everyday life, using a
variety of art media.
6. Teacher observation of work in progress
30
2
nd
Grade Unit 4 (Standard 1.4): Aesthetic Responses and Critique
Methodologies
All students will demonstrate and apply an understanding of arts philosophies,
judgment, and analysis to works of art in visual art.
Why Is This Unit Important?
Each arts discipline (visual art) has distinct characteristics, as do the artists
who create them.
Works of art may be organized according to their functions and artistic
purposes (e.g., genres, mediums, messages, themes).
Formalism in visual art varies according to personal, cultural, and historical
contexts.
Criteria for determining the aesthetic merits of artwork vary according to
context. Understanding the relationship between compositional design and
genre provides the foundation for making value judgments about the arts.
Essential Questions:
1. Can students identify aesthetic qualities of exemplary works of art in
visual art, and identify characteristics of the artists who created them
(e.g., gender, age, absence or presence of training, style, etc.)?
2. Can students compare and contrast culturally and historically diverse
works of visual art that evoke emotion and that communicate cultural
meaning?
3. Can students use imagination to create a story based on an arts
experience that communicated an emotion or feeling, and tell the story
through each of the four arts disciplines (visual art)?
4. Can students distinguish patterns in nature found in works of visual art?
5. Can students observe the basic arts elements in performances and
exhibitions and use them to formulate objective assessments of artworks
in visual art?
6. Can students apply the principles of positive critique in giving and
receiving responses to performances?
Acquired Knowledge:
1. Identify the characteristics of exemplary works of visual art, and identify
characteristics of the artists who created them (e.g., gender, age,
absence or presence of training, style, etc.).
31
2. Describe how the subject matter chosen by the artists for a particular
artwork(s) is used to convey the purpose or intent of the artwork(s)
(e.g., to celebrate, to replicate, to create and emotion of personal
response, etc.).
3. Compare and contrast culturally and historically diverse works art that
evoke an emotion, and identify the subject matter and purpose for the
works. Describe how the subject matter contributes to the purpose.
4. Use their imagination to create a story based on an arts experience.
Write and illustrate an original shore story based on the arts experience.
5. Describe how nature is reflected in various works of art. Describe how
the artist and/or the work of art incorporates elements (e.g., color, line,
shape, and texture) found in nature into the work of art.
6. Identify, select and define those elements and principals of design (e.g.,
line shape, color, texture, repetition, rhythm, emphasis, balance) that
help create a good work.
7. Recognize that individuals have different opinions about various works of
art by sharing individual responses for liking or disliking specific aspects
of a particular work of art.
8. Identify various subjects and themes in works of art, and verbalize
simple reasons liking/disliking parts of the content of the work of art.
Acquired Skills:
1. Identify aesthetic qualities of exemplary works of art in visual art, and
identify characteristics of the artists who created them (e.g., gender,
age, absence or presence of training, style, etc.).
2. Compare and contrast culturally and historically diverse works of visual
art that evoke emotion and that communicate cultural meaning.
3. Use imagination to create a story based on an arts experience that
communicated an emotion or feeling, and tell the story through each of
the four arts disciplines (visual art).
4. Distinguish patterns in nature found in works of visual art.
Benchmark or Major Assessments:
1. Identify aesthetic qualities of exemplary works of art in visual art, and
identify characteristics of the artists who created them (e.g., gender,
age, absence or presence of training, style, etc.).
2. Compare and contrast culturally and historically diverse works of visual
art that evoke emotion and that communicate cultural meaning.
3. Use imagination to create a story based on an arts experience that
communicated an emotion or feeling, and tell the story through each of
the four arts disciplines (visual art).
4. Distinguish patterns in nature found in works of visual art.
32
5. Observe the basic arts elements in performances and exhibitions and use
them to formulate objective assessments of artworks in visual art.
6. Apply the principles of positive critique in giving and receiving responses
to performances.
7. Teacher observation of work in progress
33
3
rd
Grade Unit 1 (Standard 1.1): The Creative Process
All students will demonstrate an understanding of the elements and principles
that govern the creation of works of art in dance, music, theater, and visual
art.
Why is this unit important?
Understanding the function and purpose of the elements of art and principles
of design assists with forming an appreciation of how art and design enhance
functionality and improve quality of living. The elements of art and principles
of design are universal.
Essential Questions:
1. Can students understand the function and purpose of the elements of art
and principles of design assists with forming an appreciation of how art
and design enhance functionality and improve quality of living?
Acquired Knowledge:
2. Give examples of various types of line and line weights found in everyday
life (e.g., bricks and mortar, tree branches, architectural details including
roofline, windows, doors, etc.). Use line as the predominant element in
the creation of artwork.
3. Identify mechanical or geometric shapes (e.g., circle, triangle, rectangle,
square and cones) found in everyday life. Use shapes as inspiration for
original artwork (e.g., New Stones-Newton’s Tones by Tony Craig, Paul
Cezanne’ still life paintings etc.).
4. Identify primary, secondary, and tertiary colors in everyday life (e.g.,
food, the natural environment, the sky, sun, rainbows, flowers, birds
etc.). Mix and incorporate primary, secondary and tertiary colors in the
creation of original works of art.
5. Identify light, dark and middle values of color that are evident in
everyday life and experiment with the use of value in original artwork.
6. Recognize rough and smooth surface textures that are evident in
everyday life (e.g., tree bark, sandpaper, bricks, glass, whiteboard, bar
of soap etc.) and collage various found textural materials to create works
of art that represent differences in surface qualities.
7. Describe how three-dimensional geometric forms (i.e., cubes, spheres,
cylinders and cones) are evident in everyday life (e.g., furniture and
architecture, toys, cars, the natural environment, consumer products
etc.). Utilize geometric forms as the primary element in original works of
artwork.
8. Observe radial balance in nature (e.g., sunflowers, fireworks, snowflakes,
34
sea urchins, spider webs etc.) and illustrate radial balance in original
artwork.
9. Recognize proportion as a means of determining the relationship
between size and scale in the natural environment and as a
compositional tool for artists. Illustrate proportion in original artwork.
10. Identify repetition/rhythm/pattern found in the natural world (e.g.,
tortoise shells, frost crystals, surface of a pineapple, pine cone etc.).
Design and create two-dimensional artworks reflecting the use of
repetition and rhythm to create pattern.
11. Recognize emphasis (center of interest) evident in everyday life and
diverse works of art in various mediums (e.g., painting by Johannes
Vermeer, prints by Shunkosai Hokushu, illustrations by Norman
Rockwell, sculptures by Jonathan Borofsky, Duane Hanson etc.).
Create works of art using the principles of design regarding emphasis,
as the primary focus.
Acquired Skills:
1. Identify elements of art and principles of design that are evident in
everyday life.
2. Compare and contrast works of art in various mediums that use the
same art elements and principles of design.
Benchmark or Major Assessments:
1. Students show understanding of the function and purpose of the
elements of art and principles of design assists with forming an
appreciation of how art and design enhance functionality and improve
quality of living.
35
3
rd
Grade Unit 2 (Standard 1.2): History of Arts and Culture
All students will understand the role, development, and influence of the arts
throughout history and across cultures.
Why Is This Unit Important?
Art and culture reflect and affect each other. Characteristic approaches to
content, form, style, and design define art genres. Sometimes the
contributions of an individual artist can influence a generation of artists and
signal the beginning of a new art genre.
Essential Questions:
1. Can students determine the impact of significant contributions of
individual artists in visual art from diverse cultures throughout history?
Acquired Knowledge:
2. Identify various artists whose pivotal works of art have influenced a key
shift in the art movement (e.g., Cezanne’s influence on cubism with his
use of geometric shapes; the impact of Marcel Duchamp on
contemporary art through his introduction of ready-mades or found
objects as sculpture; Edward Hoppers’ use of colors and emphasis to
influence on the art world, pop culture and cinema through is dramatic
use of light and dark values; Georges Seurat's use of primary color
mixology to create pointillism etc.).
3. Create original works of art inspired by influential artists throughout
history that changed the perception of art and/or altered art-making
methodologies (e.g., Composition in Halftones by Piet Mondrian, Still Life
with Apples by Cezanne, and Canna by Georgia O'Keefe).
Acquired Skills:
1. Recognize works of visual art as a reflection of societal values and
beliefs.
2. Relate common artistic elements that define distinctive art genres in
visual art.
3. Determine the impact of significant contributions of individual artists in
visual art from diverse cultures throughout history.
Benchmark or Major Assessments:
1. Can students determine the impact of significant contributions of
individual artists in visual art from diverse cultures throughout history
36
3
rd
Grade Unit 3 (Standard 1.3): Performance
All students will synthesize those skills, media, methods, and technologies
appropriate to creating, performing, and/or presenting works of art in visual
art.
Why Is This Unit Important?
The elements of art and principles of design can be applied in an infinite
number of ways to express personal responses to creative problems.
Contextual clues to culturally specific thematic content, symbolism,
compositional approach, and stylistic nuance are prevalent in works of art
throughout the ages. Each of the genres of visual art (e.g., realism, surrealism,
abstract/nonobjective art, conceptual art, and others) is associated with
appropriate vocabulary and a stylistic approach to art-making. The
characteristics and physical properties of the various materials available for use
in art-making present infinite possibilities for potential application. There are
many types of aesthetic arrangements for the exhibition of art. Creating or
assembling gallery exhibitions requires effective time management and creative
problem-solving skills.
Essential Questions:
2. Can students work independently and collaboratively to create two and
three-dimensional works of art that make cohesive visual statements and
that employ the elements and principles of design?
3. Can students identify common and distinctive characteristics of artworks
from diverse cultural and historical eras of visual art using age-
appropriate stylistic terminology (e.g., cubist, surreal, optic,
impressionistic), and experiment with various compositional approaches
influenced by these styles?
Acquired Knowledge:
1. Work individually and collaboratively in a medium of choice to create a
cohesive two-dimensional visual interpretation of a newsworthy issue or
theme of personal significance that shows the use of the elements of
line, shape, form, value, texture and color in composition.
2. Discuss the characteristics of four still life images from various historical
periods of visual art and create thumbnail drawings that reflect these
differing styles.
3. Describe common and distinctive characteristics of artworks from the
diverse cultural and historical eras using age-appropriate stylistic
terminology; describe how visual literacy and visual communications
surround people in their daily lives; and use observed life situations as
37
inspiration for two and three-dimensional art making influenced by
compositional approaches from a variety of styles (e.g., cubism,
surrealism, optic art, impressionism etc.).
Acquired Skills:
1. Work individually and collaboratively to create two- and three-
dimensional works of art that make cohesive visual statements and that
employ the elements of art and principles of design.
2. Identify common and distinctive characteristics of artworks from diverse
cultural and historical eras of visual art using age-appropriate stylistic
terminology (e.g., cubist, surreal, optic, impressionistic), and experiment
with various compositional approaches influenced by these styles.
3. Identify common and distinctive characteristics of genres of visual
artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual
art, and others) using age-appropriate terminology, and experiment with
various compositional approaches influenced by these genres.
4. Differentiate drawing, painting, ceramics, sculpture, printmaking,
textiles, and computer imaging by the physical properties of the resulting
artworks, and experiment with various art media and art mediums to
create original works of art.
5. Collaborate in the creation of works of art using multiple art media and
art mediums, and present the completed works in exhibition areas inside
and outside the classroom.
Benchmark or Major Assessments:
1. Work independently and collaboratively to create two and three-
dimensional works of art that make cohesive visual statements and that
employ the elements and principles of design.
2. Identify common and distinctive characteristics of artworks from diverse
cultural and historical eras of visual art using age-appropriate stylistic
terminology (e.g., cubist, surreal, optic, impressionistic), and experiment
with various compositional approaches influenced by these styles.
38
3rd Grade Unit 4 (Standard 1.4): Aesthetic Responses and Critique
Methodologies
All students will demonstrate and apply an understanding of arts philosophies,
judgment, and analysis to works of art in visual art.
Why Is This Unit Important?
Works of art may be organized according to their functions and artistic
purposes (e.g., genres, mediums, messages, themes). Formalism in visual art
varies according to personal, cultural, and historical contexts. Criteria for
determining the aesthetic merits of artwork vary according to context.
Understanding the relationship between compositional design and genre
provides the foundation for making value judgments about the arts.
Essential Questions:
1. Can student demonstrate how art communicates ideas about personal
and social values and is inspired by an individual’s imagination and frame
of reference (e.g., personal, social, political, historical context)?
2. Can students use evaluative tools, such as rubrics, for self-assessment
and to appraise the objectivity of critiques by peers?
3. Can student distinguish ways in which individuals may disagree about the
relative merits and effectiveness of artistic choices in the creation and
performance of works of visual art?
Acquired Knowledge:
1. Demonstrate understanding of how personal and social, political or
historical context influences and artists and his/her work of art. Create a
work of art based on a timeless/universal theme and compare the work
with works created in different historical, political, social, or personal
settings (e.g., using a theme of children’s play/types, compare a work of
today with works of art from other time periods that show children at
play).
2. Talk effectively about art and works of art using the proper terminology.
Describe various characteristics and other observations of works of art
such as portraits, still life drawings and paintings, landscapes, and non-
objective pieces, abstract, and realistic works.
3. Offer reasons to support general statements about art (e.g., various
types of lines can express or show a motion, color can express a mood or
feeling, texture can be tactile or visual).
4. Use criteria to assess the formal structure of artwork (e.g., focal point,
balance, unity and the type of art/portrait vs. self-portrait) and to assess
the effectiveness of the artist’s use of principles of design (e.g., color
39
value/mood, line variation, symmetry/asymmetrical, space/proportion
etc.) to achieve the artistic intent of the artwork.
5. Respond to art through both objective and subjective responses based on
formulated criteria (e.g., design elements and principles, art type and
reason for its creation).
Acquired Skills:
1. Employ basic, discipline-specific arts terminology to categorize works of
visual art according to established classifications.
2. Make informed aesthetic responses to artworks based on structural
arrangement and personal, cultural, and historical points of view.
3. Demonstrate how art communicates ideas about personal and social
values and is inspired by an individual’s imagination and frame of
reference (e.g., personal, social, political, historical context).
Benchmark or Major Assessments:
1. Demonstrate how art communicates ideas about personal and social
values and is inspired by an individual’s imagination and frame of
reference (e.g., personal, social, political, historical context).
2. Use evaluative tools, such as rubrics, for self-assessment and to appraise
the objectivity of critiques by peers.
3. Distinguish ways in which individuals may disagree about the relative
merits and effectiveness of artistic choices in the creation and
performance of works of visual art.
40
4
th
Grade Unit 4 (Standard 1.1): The Creative Process
All students will demonstrate and apply an understanding of arts philosophies,
judgment, and analysis to works of art in visual art.
Why Is This Unit Important?
Understanding the function and purpose of the elements of art and principles of
design assists with forming an appreciation of how art and design enhance
functionality and improve quality of living. The elements of art and principles of
design are universal.
Essential Questions:
1. Can students identify elements of art and principles of design that are
evident in everyday life?
2. Can students compare and contrast works of art in various mediums that
use the same art elements and principles of design?
Acquired Knowledge:
1. Compare and contrast the use of contour line in everyday life and in two
and three-dimensional master works of art from various cultures and
mediums (e.g., Jean Dubuffet, Frank Stella, Wassily Kandinsky, Albrecht
Durer, M.C. Escher etc.). Use outline to delineate imagery in the
creation of original artwork.
2. Differentiate the use of shape in everyday life from various cultures and
eras in two and three-dimensional works of art (e.g., Prairie-Styled stain
glass windows, penny carpets from the 1800’s, Claus Oldenburg’s public
sculptures, Victorian Silhouette portraiture, etc.) and illus
3. Differentiate ways warm and colors exist in everyday life and are found
in two and three-dimensional works of art from various cultures and
mediums (e.g., Molas sewn by women of the Kuna culture, Russel
Wright’s Modern functional products, Jessica Stockholder’s brightly
colored installations comprised of plastic consumer goods etc.). Utilize
warm and cool colors in the design and creation of original two and
three-dimensional artwork. Treat applications of the shape in original
artwork.
4. Recognize a range of values within the light, dark and middle color
spectrums evident in everyday life and masterworks of art (e.g., Winslow
Homer’s Breezing Up (A Fair Wind), paintings by Joseph Alders, Alda Fish
etc.) and experiment with ranges of value in original artwork.
41
5. Observe tactile texture found in nature and apply art materials to create
a texture (e.g., layer tissue paper to create ridges and edges, emboss
surfaces, build up surface using modeling paste etc.).
6. Characterize the use of geometric and organic forms in three-
dimensional works of art that are also evident in everyday life (e.g.,
sculptures by Max Ernst, Joel Shapiro, David Smith, and H.C.
Westermann, Nicki de Saint Phalle, Jeff Koons etc.). Create original
artwork utilizing geometric and organic form as the primary element of
art.
7. Identify formal (e.g., symmetrical balance in The Incredulity of Saint
Thomas by Giovanni Battista Cima, The Kiss by Constantin Brancusi,
Denise Oppenheim’s earthwork Canceled Crop, the Taj Mahal etc.) and
informal (e.g., asymmetrical balance paintings by Mary Cassatt, A
Sunday Afternoon on the Island of La Grande Jatte by George Seurat,
sculptures by David Smith etc.) in two and three-dimensional master
works of art and illustrate those principles in the creation of original
artwork.
8. Investigate visual rhythm created through repetition and patterning in
two-dimensional works of art (e.g., modernist paintings, weavings and
installations by Jim Isermann, patterns found in Persian fabric,
interlacing patterns in Islamic art etc.) and use simple repetitive patterns
in the creation of original two-dimensional artwork.
9. Recognize emphasis (center of interest) evident in everyday life and
diverse works of art in various mediums (e.g., painting by Johannes
Vermeer, prints by Shunkosai Hokushu, illustrations by Norman
Rockwell, sculptures by Jonathan Borofsky, Duane Hanson etc.). Create
works of two or three-dimensional art using the principle of design of
emphasis as the primary inspiration.
Acquired Skills:
1. Identify elements of art and principles of design that are evident in
everyday life.
2. Compare and contrast works of art in various mediums that use the
same art elements and principles of design.
Benchmark or Major Assessments:
1. Students identify elements of art and principles of design that are
evident in everyday life?
2. Students compare and contrast works of art in various mediums that use
the same art elements and principles of design?
42
4
th
Grade Unit 2 (Standard 1.2): History of Arts and Culture
All students will understand the role, development, and influence of the arts
throughout history and across cultures.
Why Is This Unit Important?
Art and culture reflect and affect each other. Characteristic approaches to
content, form, style, and design define art genres. Sometimes the
contributions of an individual artist can influence a generation of artists and
signal the beginning of a new art genre.
Essential Questions:
1. Can students determine the impact of significant contributions of
individual artists in visual art from diverse cultures throughout history?
Acquired Knowledge:
2. Contribute to a discussion about who artists are, what they do, how they
create art and how what they create is a reflection of societal beliefs
(e.g., Jacob Lawrence’s depiction of the Harlem Renaissance, Grandma
Moses’ paintings about rural life in America, the French cabaret culture
captured through the drawings and paintings of Henri de Toulouse-
Lautrec, or the mixed media installation art of Pepon Osario about family
life in Hispanic culture etc.).
3. Chart how prominent artists influenced art making within their own
circles and across history (e.g., Picasso and Cubism, Duchamp and Dada,
Dali and Surrealism etc.) and emulate their stylistic influences to create
personal works of art.
4. Identify distinguishing characteristics of various genres of art (e.g.,
impressionism, realism, romanticism, pointillism, cubism, abstract art,
folk art etc.). Examine artists' use of various geometric and organic
shapes taken from everyday life; of color and values; formal or informal
balance; rhythm, repetition and patterning; f emphasis and the
proportioning of the human form. Use exemplary works by artist
associated with various genres and historical eras as inspiration for the
creation of original works of art (e.g., Monet’s Impressionist landscape
paintings, Maurice de Vlaminck’ Fauvist paintings, Henri Rousseau’s
Primitive paintings, Mary Cassatt’s realist paintings, Frida Kahlo’s
narrative paintings, Georgia O’Keeffe’s modernists paintings etc.).
43
Acquired Skills:
1. Recognize works of visual art as a reflection of societal values and
beliefs.
2. Relate common artistic elements that define distinctive art genres in
visual art.
3. Determine the impact of significant contributions of individual artists in
visual art from diverse cultures throughout history.
Benchmark or Major Assessments:
1. Students determine the impact of significant contributions of individual
artists in visual art from diverse cultures throughout history.
44
4
th
Grade Unit 3 (Standard 1.3): Performance
All students will synthesize those skills, media, methods, and technologies
appropriate to creating, performing, and/or presenting works of art in visual
art.
Why Is This Unit Important?
The elements of art and principles of design can be applied in an infinite
number of ways to express personal responses to creative problems.
Contextual clues to culturally specific thematic content, symbolism,
compositional approach, and stylistic nuance are prevalent in works of art
throughout the ages. Each of the genres of visual art (e.g., realism, surrealism,
abstract/nonobjective art, conceptual art, and others) is associated with
appropriate vocabulary and a stylistic approach to art-making. The
characteristics and physical properties of the various materials available for use
in art-making present infinite possibilities for potential application. There are
many types of aesthetic arrangements for the exhibition of art. Creating or
assembling gallery exhibitions requires effective time management and creative
problem-solving skills.
Essential Questions:
2. Can students work individually and collaboratively to create two- and
three-dimensional works of art that make cohesive visual statements and
that employ the elements of art and principles of design.
3. Can students identify common and distinctive characteristics of artworks
from diverse cultural and historical eras of visual art using age-
appropriate stylistic terminology (e.g., cubist, surreal, optic,
impressionistic), and experiment with various compositional approaches
influenced by these styles.
4. Can students collaborate in the creation of works of art using multiple art
media and art mediums, and present the completed works in exhibition
areas inside and outside the classroom?
Acquired Knowledge:
1. Work individually and collaboratively to create three-dimensional
sculpture using the elements of space, color, shape and value in symbolic
representations of personally selected themes.
2. Examine various genres and styles of visual art and identify common and
distinctive characteristics of artworks from master works from a variety
of cultural and historical eras (e.g., fauvism, impressionism, American
folk art etc.). Create a painting that reflects an understanding of the
basic compositional approach of that genre or genres.
45
3. Examine the use of an element (e.g., line, shape, form, color, volume) in
works of art from various genres and then demonstrate the distinctive
qualities of its use in multiple drawings.
4. Collaborate with classmates in the creation of works and presentation of
a multiple art media art exhibition by contributing work along a common
theme.
Acquired Skills:
1. Work individually and collaboratively to create two- and three-
dimensional works of art that make cohesive visual statements and that
employ the elements of art and principles of design.
2. Identify common and distinctive characteristics of artworks from diverse
cultural and historical eras of visual art using age-appropriate stylistic
terminology (e.g., cubist, surreal, optic, impressionistic), and experiment
with various compositional approaches influenced by these styles.
3. Identify common and distinctive characteristics of genres of visual
artworks (e.g., realism, surrealism, abstract/nonobjective art, conceptual
art, and others) using age-appropriate terminology, and experiment with
various compositional approaches influenced by these genres.
4. Differentiate drawing, painting, ceramics, sculpture, printmaking,
textiles, and computer imaging by the physical properties of the resulting
artworks, and experiment with various art media and art mediums to
create original works of art.
5. Collaborate in the creation of works of art using multiple art media and
art mediums, and present the completed works in exhibition areas inside
and outside the classroom.
Benchmark or Major Assessments:
1. Work individually and collaboratively to create two- and three-
dimensional works of art that make cohesive visual statements and that
employ the elements of art and principles of design.
2. Identify common and distinctive characteristics of artworks from diverse
cultural and historical eras of visual art using age-appropriate stylistic
terminology (e.g., cubist, surreal, optic, impressionistic), and experiment
with various compositional approaches influenced by these styles.
3. Collaborate in the creation of works of art using multiple art media and
art mediums, and present the completed works in exhibition areas inside
and outside the classroom.
46
4
th
Grade Unit 4 (Standard 1.4): Aesthetic Responses and Critique
Methodologies
All students will demonstrate and apply an understanding of arts philosophies,
judgment, and analysis to works of art in visual art.
Why Is This Unit Important?
Works of art may be organized according to their functions and artistic
purposes (e.g., genres, mediums, messages, themes). Formalism in visual art
varies according to personal, cultural, and historical contexts. Criteria for
determining the aesthetic merits of artwork vary according to context.
Understanding the relationship between compositional design and genre
provides the foundation for making value judgments about the arts.
Essential Questions:
1. Did students employ basic, discipline-specific arts terminology to
categorize works of visual art according to established classifications?
2. Did students make informed aesthetic responses to artworks based on
structural arrangement and personal, cultural, and historical points of
view?
3. Demonstrate how art communicates ideas about personal and social
values and is inspired by an individual’s imagination and frame of
reference (e.g., personal, social, political, historical context)?
4. Assess the application of the elements of art and principles of design in
visual artworks using observable, objective criteria?
5. Use evaluative tools, such as rubrics, for self-assessment and to appraise
the objectivity of critiques by peers?
6. Use discipline-specific arts terminology to evaluate the strengths and
weaknesses of works of visual art?
Acquired Knowledge:
1. Identify and communicate the various purposes of art (e.g., record,
create, and design), genres (e.g., portrait, still life, landscape, non
objective vs. abstract), media (e.g., paint, pastels, clay, markers) and
themes (e.g., nature, beauty, history, culture) used in works of art.
2. Recognize and identify the significant elements of art (e.g. line, color,
shape/form, space) and principles of design (e.g., balance, proportion,
emphasis).
3. Identify and describe various aspects of personal, social, political and
historical context from various genres. Communicate personal ideas
which reflect on the meaning of the work as well as the beauty found
47
within in the work inspired by the artist’s imagination and cultural,
social/historical frame of reference.
4. Evaluate the application of the elements of art and principles of design
(e.g., line direction, color mood, shape patterning, unity, emphasis and
contrast) using measurable criteria.
5. Use evaluative tools (i.e., rubrics or check lists) for describing the
technical proficiency of the artist’s work.
6. Use discipline-specific arts terminology to evaluate the strengths and
weaknesses of various works of art.
7. Evaluate the effectiveness of various works of art using those elements
common to all four art disciplines (e.g., line rhythm, space, unit, and
emphasis) using discipline specific arts terminology for various works.
Acquired Skills:
1. Employ basic, discipline-specific arts terminology to categorize works of
visual art according to established classifications.
2. Make informed aesthetic responses to artworks based on structural
arrangement and personal, cultural, and historical points of view.
3. Demonstrate how art communicates ideas about personal and social
values and is inspired by an individual’s imagination and frame of
reference (e.g., personal, social, political, historical context).
Benchmark or Major Assessments:
1. Employ basic, discipline-specific arts terminology to categorize works of
visual art according to established classifications.
2. Make informed aesthetic responses to artworks based on structural
arrangement and personal, cultural, and historical points of view
3. Demonstrate how art communicates ideas about personal and social
values and is inspired by an individual’s imagination and frame of
reference (e.g., personal, social, political, historical context).
4. Assess the application of the elements of art and principles of design in
visual artworks using observable, objective criteria.
5. Use evaluative tools, such as rubrics, for self-assessment and to appraise
the objectivity of critiques by peers.
6. Use discipline-specific arts terminology to evaluate the strengths and
weaknesses of works of visual art.
48
5
th
Grade Unit 4 (Standard 1.1): The Creative Process
All students will demonstrate and apply an understanding of arts philosophies,
judgment, and analysis to works of art in visual art.
Why Is This Unit Important?
Works of art may be organized according to their functions and artistic
purposes (e.g., genres, mediums, messages, themes). Formalism in visual art
varies according to personal, cultural, and historical contexts. Criteria for
determining the aesthetic merits of artwork vary according to context.
Understanding the relationship between compositional design and genre
provides the foundation for making value judgments about the arts.
Essential Questions:
1. Can students identify elements of art and principles of design that are
evident in everyday life?
2. Can students compare and contrast works of art in various mediums that
use the same art elements and principles of design?
Acquired Knowledge:
1. Distinguish parallel lines in everyday life and known two and three-
dimensional works of art from various cultures that emphasize the
convergence of lines to create the illusion of perspective (e.g.,
photographs by Ansel Adams, Edward Hopper’s paintings, the art and
architecture of Filippo Brunelleschi etc.). Create artwork in various
mediums emphasizing line as a tool for perspective.
2. Compare and contrast shape & form found in everyday life with artists
and architects that utilize shape and form as the dominant element (e.g.,
the architecture of Frank Gehry or Antonio Gaudi, buildings or consumer
products by Michael Graves, Simon Rodia’s Watts Towers, Russian
Babushka dolls, Hopi Katchina dolls etc.). Combine geometric and
organic shapes in the design and creation of original three-dimensional
forms.
3. Compare and contrast complimentary colors of differing values found in
the natural world and utilized in diverse two and three-dimensional works
of art (e.g., Vincent van Gough, Georges Seurat, Henri Russo, Elizabeth
Murray, Roy De Forest, Christo and Jeanne Claude, Mexican Day of the
Dead triptychs etc.) create works of art that emphasize complimentary
color and value.
4. Compare and contrast visual texture and implied texture evident in
everyday life (i.e., actual texture vs. the illusion of having physical
texture). Create two-dimensional artwork that has the perception of
49
actual texture. Compare and contrast visual texture and implied texture
evident in everyday life (i.e., actual texture vs. the illusion of having
physical texture). Create two-dimensional artwork that has the
perception of actual texture.
5. Compare and contrast how geometric, organic, abstract and kinetic
forms exist in the environment and incorporated in masterworks of art
from diverse cultures and historical eras (e.g., George Rickey, Alexander
Calder, Tim Hawkinson, Louise Bourgeois, Richard Serra, Anish Kapoor,
Tom Friedman, Barbara Hepworth, Teresita Fernandez etc.). Experiment
with the application of a variety of forms in original works of art.
6. Identify symmetrical and asymmetrical vertical and horizontal balance in
everyday life and works of art in diverse mediums and design and create
kinetic sculptures demonstrating symmetrical and asymmetrical vertical
and horizontal balance.
7. Explain ways mathematical proportions are used in master works of art
in various mediums (e.g., Leonardo Da Vinci’s Mona Lisa, Albrecht
Durer’s etchings, Salvador Dali’s The Sacrament of the Last Supper) and
use the Golden Mean in the creation of an original artwork.
8. Analyze visual rhythm found in nature and artwork of different mediums
created through the repetition of form (e.g., sculptures by Auguste Rodin
or Eva Hess, installations by Cornelia Parker or Anne Hamilton, Aztec &
Mayan headdresses, Native American Totem Poles, Medieval sculpture,
Tlingit screens etc.). Design and create original three-dimensional
artworks employing repletion of form to create visual rhythm.
9. Compare and contrast emphasis and unity/harmony in two and three-
dimensional works of art from various cultures and historical eras created
by the combination of shape, line, and texture (e.g., Rene Magritte,
Jasper Johns, Martin Ramirez, Russian knotted carpets, Canadian textiles
and American Folk Art quilts etc.). Integrate shape, line, and texture for
emphasis and to create unity and harmony in original artwork.
10. Identify images used by business and industry, politics and popular
culture used to influence messages and describe how repetition,
variety, proportion, balance, and emphasis are used to support the
persuasive power of visual images. Replicate the use of these
principles of design in the creation of original artwork intended for
persuasive purpose.
Acquired Skills:
1. Identify elements of art and principles of design that are evident in
everyday life.
2. Compare and contrast works of art in various mediums that use the
same art elements and principles of design.
50
Benchmark or Major Assessments:
1. Identify elements of art and principles of design that are evident in
everyday life
2. Compare and contrast works of art in various mediums that use the
same art elements and principles of design.
51
5
th
Grade Unit 2 (Standard 1.2): History of Arts and Culture
All students will understand the role, development, and influence of the arts
throughout history and across cultures.
Why Is This Unit Important?
Art and culture reflect and affect each other. Characteristic approaches to
content, form, style, and design define art genres. Sometimes the
contributions of an individual artist can influence a generation of artists and
signal the beginning of a new art genre.
Essential Questions:
1. Can students work individually and collaboratively to create two- and
three-dimensional works of art that make cohesive visual statements and
that employ the elements of art and principles of design?
2. Can student identify common and distinctive characteristics of artworks
from diverse cultural and historical eras of visual art using age-
appropriate stylistic terminology (e.g., cubist, surreal, optic,
impressionistic), and experiment with various compositional approaches
influenced by these styles?
3. Can students collaborate in the creation of works of art using multiple art
media and art mediums, and present the completed works in exhibition
areas inside and outside the classroom?
4. Can students differentiate drawing, painting, ceramics, sculpture,
printmaking, textiles, and computer imaging by the physical properties of
the resulting artworks, and experiment with various art media and art
mediums to create original works of art?
Acquired Knowledge:
1. Work individually and collaboratively in small groups to create a work of
art that responds to a posed problem or theme.
2. Research works of art from various historical periods and use this
research to create an original work of art that illustrates a particular
theme or image in the styles researched.
3. Using age-appropriate terminology, identify common and distinctive
characteristics of masterworks from various genres of visual artworks
(e.g., realism, surrealism, abstract/nonobjective art, conceptual art etc.)
and experiment with various compositional approaches influenced by
these genres art to create original two-dimensional artworks.
4. Describe various physical properties that differentiate drawing, painting,
ceramics, sculpture, printmaking, textiles, and computer imaging, and
create two and three-dimensional artworks that demonstrate knowledge
52
of those differences and stylistic influences (e.g., realism, surrealism,
nonobjective art, conceptual art etc.).
Acquired Skills:
1. Recognize works of visual art as a reflection of societal values and
beliefs.
2. Relate common artistic elements that define distinctive art genres in
visual art.
3. Determine the impact of significant contributions of individual artists in
visual art from diverse cultures throughout history.
Benchmark or Major Assessments:
1. Work individually and collaboratively to create two- and three-
dimensional works of art that make cohesive visual statements and that
employ the elements of art and principles of design
2. Identify common and distinctive characteristics of artworks from diverse
cultural and historical eras of visual art using age-appropriate stylistic
terminology (e.g., cubist, surreal, optic, impressionistic), and experiment
with various compositional approaches influenced by these styles.
3. Collaborate in the creation of works of art using multiple art media and
art mediums, and present the completed works in exhibition areas inside
and outside the classroom
4. Differentiate drawing, painting, ceramics, sculpture, printmaking,
textiles, and computer imaging by the physical properties of the resulting
artworks, and experiment with various art media and art mediums to
create original works of art.
53
5
th
Grade Unit 3 (Standard 1.3): Performance
All students will synthesize those skills, media, methods, and technologies
appropriate to creating, performing, and/or presenting works of art in visual
art.
Why Is This Unit Important?
The elements of art and principles of design can be applied in an infinite
number of ways to express personal responses to creative problems.
Contextual clues to culturally specific thematic content, symbolism,
compositional approach, and stylistic nuance are prevalent in works of art
throughout the ages. Each of the genres of visual art (e.g., realism, surrealism,
abstract/nonobjective art, conceptual art, and others) is associated with
appropriate vocabulary and a stylistic approach to art-making. The
characteristics and physical properties of the various materials available for use
in art-making present infinite possibilities for potential application. There are
many types of aesthetic arrangements for the exhibition of art. Creating or
assembling gallery exhibitions requires effective time management and creative
problem-solving skills.
Essential Questions:
1. Can students employ basic, discipline-specific arts terminology to
categorize works of visual art according to established classifications?
2. Can students make informed aesthetic responses to artworks based on
structural arrangement and personal, cultural, and historical points of
view?
3. Can students demonstrate how art communicates ideas about personal
and social values and is inspired by an individual’s imagination and frame
of reference (e.g., personal, social, political, historical context)?
4. Can students assess the application of the elements of art and principles
of design in visual artworks using observable, objective criteria?
5. Can students use evaluative tools, such as rubrics, for self-assessment
and to appraise the objectivity of critiques by peers?
6. Can student use discipline-specific arts terminology to evaluate the
strengths and weaknesses of works of visual art?
7. Can students define technical proficiency, using the elements of the arts
and principles of design?
8. Can students distinguish ways in which individuals may disagree about
the relative merits of artwork based on the personal, cultural and
historical traditions and describe the purpose of the artwork and its
intended audience?
54
9. Can students distinguish ways in which individuals may disagree about
the relative merits and effectiveness of artistic choices in the creation
and performance of works of visual art?
Acquired Knowledge:
1. Employ basic, discipline-specific arts terminology to see how artistic
pieces can serve a useful purpose in daily lives.
2. Make informed aesthetic responses to artworks based on structural
arrangement (Formalism) and know the characteristics that classify
artwork as formal.
3. Identify how art communicates ideas about personal and social values
and is inspired by an individual’s imagination and frame of reference in
self-generated, peer and masterworks of art from diverse cultures and
eras.
4. Assess the application of the elements of art and principles of design in
self-generated, peer and masterworks of visual artworks using
measurable criteria.
5. Use evaluative tools, such as rubrics, for self-assessment and to appraise
the objectivity of critiques by peers (e.g., the application of the design
elements and principals as the basic for formal structure).
6. Use discipline-specific arts terminology to evaluate the strengths and
weaknesses of master works of visual art from various cultures as well as
self-generated and peer artwork.
7. Use evaluative tools to evaluate the technical proficiency and application
of the elements of art and principles of design in self-generated, peer
and professional artworks.
8. Distinguish ways in which individuals may disagree about the relative
merits of artwork based on the personal, cultural and historical traditions
and describe the purpose of the artwork and its intended audience.
Acquired Skills:
1. Work individually and collaboratively to create two- and three-
dimensional works of art that make cohesive visual statements and that
employ the elements of art and principles of design.
2. Identify common and distinctive characteristics of artworks from diverse
cultural and historical eras of visual art using age-appropriate stylistic
terminology (e.g., cubist, surreal, optic, impressionistic), and experiment
with various compositional approaches influenced by these styles.
3. Differentiate drawing, painting, ceramics, sculpture, printmaking,
textiles, and computer imaging by the physical properties of the resulting
artworks, and experiment with various art media and art mediums to
create original works of art.
55
4. Collaborate in the creation of works of art using multiple art media and
art mediums, and present the completed works in exhibition areas inside
and outside the classroom.
Benchmark or Major Assessments:
1. Employ basic, discipline-specific arts terminology to categorize works of
visual art according to established classifications.
2. Make informed aesthetic responses to artworks based on structural
arrangement and personal, cultural, and historical points of view.
3. Demonstrate how art communicates ideas about personal and social
values and is inspired by an individual’s imagination and frame of
reference (e.g., personal, social, political, historical context).
4. Assess the application of the elements of art and principles of design in
visual artworks using observable, objective criteria.
5. Use evaluative tools, such as rubrics, for self-assessment and to appraise
the objectivity of critiques by peers.
6. Use discipline-specific arts terminology to evaluate the strengths and
weaknesses of works of visual art.
7. Define technical proficiency, using the elements of the arts and principles
of design.
8. Distinguish ways in which individuals may disagree about the relative
merits of artwork based on the personal, cultural and historical traditions
and describe the purpose of the artwork and its intended audience.
56
5
th
Grade Unit 4 (Standard 1.4): Aesthetic Responses and Critique
Methodologies
All students will demonstrate and apply an understanding of arts philosophies,
judgment, and analysis to works of art in visual art.
Why Is This Unit Important?
Works of art may be organized according to their functions and artistic
purposes (e.g., genres, mediums, messages, themes). Formalism in visual art
varies according to personal, cultural, and historical contexts. Criteria for
determining the aesthetic merits of artwork vary according to context.
Understanding the relationship between compositional design and genre
provides the foundation for making value judgments about the arts.
Essential Questions:
1. Can student recognize works of visual art as a reflection of societal
values and beliefs?
2. Can students relate common artistic elements that define distinctive art
genres in visual art?
3. Can students determine the impact of significant contributions of
individual artists in visual art from diverse cultures throughout history?
Acquired Knowledge:
1. Discuss how artists utilize subject matter, symbols and themes to
communicate meaning and purpose in art.
2. Demonstrate visual art as a reflection of societal values and beliefs by
utilizing symbols (marks agreed upon by a culture as having specific
meaning or connotations) into original works of art.
3. Utilize contextual information pertaining to distinctive stylistic
methodologies to investigate, interpret and analyze the viewpoint of the
culture where the art was created. Identify through the elements and
principals of design how art can help analyze art works (e.g., line
creating the illusion of space; shapes and form being organic, geometric,
abstract and kinetic; the use of visual and implied texture, color, various
types of balance, the use of rhythm, repetition, variety, proportion and
emphasis from objects found in nature) and serve as a record of time for
that culture.
4. Analyze the distinguishing characteristics of various artists whose
significant contribution to the art world has had an impact on their peer
and future generations of artists (e.g., Leonardo Da Vinci, Jackson,
Pollack, Andy Warhol, Anne Hamilton, Jeff Coons, Chen Woo, Rene
Magritte etc.).
57
Acquired Skills:
1. Employ basic, discipline-specific arts terminology to categorize works of
visual art according to established classifications.
2. Make informed aesthetic responses to artworks based on structural
arrangement and personal, cultural, and historical points of view.
3. Demonstrate how art communicates ideas about personal and social
values and is inspired by an individual’s imagination and frame of
reference (e.g., personal, social, political, historical context).
Benchmark or Major Assessments:
1. Recognize works of visual art as a reflection of societal values and
beliefs.
2. Relate common artistic elements that define distinctive art genres in
visual art.
3. Determine the impact of significant contributions of individual artists in
visual art from diverse cultures throughout history
Instructional Materials
Artists posters
Multimedia DVDs, CDs, videos
Authentic works of art
Art reference books
How-to-Draw books
Guest artists
Interdisciplinary Connections
Social Studies
Science
Math
Literacy/Language
Community
Technology
Cultural connections
Accommodations/Modifications (Special Education, ELL, Gifted
Learners)
IEP
ELL
Gifted Learners
58
Teacher Resources
Google Art Project
http://www.google.com/culturalinstitute/about/artproject/
Artsonia
The Art of Education
https://www.theartofed.com
Incredible Art Department
Art Projects for the Kids
http://artprojectsforkids.org/
Pinterest
www.pinterest.org
MUSEUMS
National Gallery of Art
http://www.nga.gov/content/ngaweb/education/kids.html
Metropolitan Museum of Art
Moma
www.moma.org
Philadelphia Museum of Art
http://philamuseum.org/teacherresources
Internet searches
Museum websites
Art-related web sites
Reference books
59
ADDENDUM: RST for 5
th
Grade
RSTs will be delivered as a component of Art instruction. Under the direction
of the Humanities Supervisors, the art department may revise and add RSTs to
the curriculum.
http://www.readworks.org/passages/forms-art-symbolism
Non-fiction: Forms of Art - Symbolism
Forms of Art
Symbolism
Edvard Munch’s painting called The Scream shows us how frustrated the
artist is on the inside. This painting is a prime example of Symbolism.
During the late 1800s, the Symbolist movement started with French writers
in response to the rigid structure of writing. They were also responding to
society’s age of reason and value of material things. The movement spread
throughout Europe and even North America. It influenced the visual arts and
theatre. Many painters were feeling frustrated with creating art to mimic
reality. Instead of painting exactly what they saw, Symbolist painters felt their
paintings should be a visual outlet1 for their inner feelings and thoughts. To
do this, they often painted mystical or loosely defined images as symbolic
imagery to express themselves. Many people believe Symbolism was an
important art movement. Like Munch, some Symbolist painters painted
distorted2 figures. They also used line and color as never before. With these
tools they made emotions like fear and jealousy scream out at the viewer.
1 outlet – an activity that lets you express your feelings
2 distorted – so badly formed or out of shape as to be ugly
Questions: Forms of Art - Symbolism
Name: ____________________________ Date: ______________________
1. Which painting does the text state is a prime example of Symbolism?
a. Edvard Munch’s Melancholy
b. Edvard Munch’s The Scream
c. René Magritte’s The Son of Man
d. Edgar Degas’s Dancing Class
2. What does the text describe?
a. Edvard Munch’s personal life
b. How the Symbolist movement differed from other artistic
60
movements
c. How Symbolist painters expressed their feelings and thoughts in
their paintings
d. The difference between Symbolist painters of the past and modern
Symbolist painters
3. Read the following sentences from the text:
“Many painters were feeling frustrated with creating art to mimic reality.
Instead of
painting exactly what they saw, Symbolist painters felt their paintings should
be a visual outlet for their inner feelings and thoughts. To do this, they often
painted mystical or loosely defined images as symbolic imagery to express
themselves.”
Based on this information, how can Symbolist paintings best be described?
a. They represent a certain idea or belief.
b. They accurately depict reality.
c. They only show humans expressing a certain emotion.
d. They show images unfamiliar to most people.
4. Why does the author explain what kinds of images Symbolist painters
painted?
a. To compare Symbolist art to Symbolist literature
b. To show how Symbolist art changes as it spread throughout Europe
and North America
c. To explain why some people are confused by Symbolist art
d. To highlight the fact that Symbolist painters wanted to express
themselves as opposed to mimic reality
5. What is the main idea of this text?
a. Edvard Munch’s The Scream shows us how frustrated the artist is
on the inside.
b. Symbolism became a way for artists to express their inner thoughts
and feelings.
c. The Symbolist movement started with French writers in response to
the rigid structure of writing.
d. French writers responded to society’s age of reason and value of
material things with the Symbolist movement.
6. Describe Edvard Munch’s painting The Scream using at least three details to
support your
answer._________________________________________________________
61
_______________________________________________________________
_______________________________________________________________
7. Explain why Edvard Munch’s painting The Scream is a good example of
symbolism. Use evidence from both the painting and the text to support your
answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
8. Choose the word or phrase that best completes the sentence.
Symbolist painters felt their paintings should be a visual outlet for their inner
feelings and thoughts. ___________, they often painted mystical or loosely
defined images as symbolic imagery to express themselves.
a. However
b. Namely
c. Otherwise
d. As a result
Questions: Forms of Art - Symbolism
9. Answer the following questions based on the sentence below.
Symbolist painters painted distorted figures using line and color as never
before in order to make emotions like fear and jealousy scream out at the
viewer.
What did Symbolist painters do? ____________________________________
How? __________________________________________________________
Why? __________________________________________________________
10. Vocabulary Word movement: a trend or course of events; a group of
people or organizations acting to achieve a common goal.
Use the vocabulary word in a sentence: _______________________________
_______________________________________________________________
distort dis · tort
Advanced Definition
transitive verb
1. to twist out of shape; deform the appearance or functioning of.
Having the volume too loud distorts the sound.
The uneven surface of the mirror distorted his reflection.
62
2. to falsify or misrepresent.
Exaggerating is often harmless, but it does distort the truth.
The actor felt the newspaper article distorted what he had said in the
interview.
These are some examples of how the word or forms of the word are
used:
1. To express their feelings, Symbolist painters distorted figures.
2. Stress is the concentration of forces in an object, which tend to distort or
deform it.
3. Cartoonists distort the characters in their cartoons. Such distortion is called
exaggeration.
4. Political cartoonists use a special form of exaggeration called caricature to
distort the subject of a cartoon.
This Passage & Question Set and related Vocabulary materials align to the
following Common Core Anchor Standards:
Passage & Question Set
CCSS.ELA-LITERACY.CCRA.R.1
CCSS.ELA-LITERACY.CCRA.R.2
CCSS.ELA-LITERACY.CCRA.R.10
Vocabulary Material
CCSS.ELA-LITERACY.CCRA.L.4
CCSS.ELA-LITERACY.CCRA.L.6
Full Standards Descriptions
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.2
Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.R.10
Read and comprehend complex literary and informational texts independently
and proficiently.
63
CCSS.ELA-LITERACY.CCRA.L.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases by using context clues, analyzing meaningful word parts, and
consulting general and specialized reference materials, as appropriate.
CCSS.ELA-LITERACY.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific
words and phrases sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term important to
comprehension or expression.
