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ELEMENTARY VISUAL ARTS CURRICULUM

Grades K-5

RAPID CITY AREA SCHOOLS RAPID CITY, SOUTH DAKOTA

Approved by the Board of Education: November 2003 Update approved by the Board of Education, May 7, 2009

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BOARD OF EDUCATION Mrs. Sheryl Kirkeby ..................................................................................................................... President Mrs. Leah Lutheran ......................................................................................................... 1st Vice President Mr. Doug Kinniburgh ...................................................................................................... 2nd Vice President Mrs. Leah Lutheran ............................................................................................................. Board Member Mrs. Daphne Richards-Cook ............................................................................................... Board Member Mr. Wes Storm .................................................................................................................... Board Member Mr. Bret Swanson ............................................................................................................... Board Member

ADMINISTRATION Dr. Peter Wharton ............................................................................................. Superintendent of Schools Dr. James Ghents ............................................................ Director of Curriculum, Assessment, Instruction and Gifted Education Services

ART CURRICULUM COMMITTEE MEMBERS – 2009 Kelly Banning ..................................... 2nd Grade Teacher .............................. Pinedale Elementary School Gayline Barslou ................................. 2nd Grade Teacher ................................. Wilson Elementary School Jack Batchelder ................................. 2nd Grade Teacher ........................... Knollwood Elementary School Patty Pate .......................................... 2nd Grade Teacher ..................... South Canyon Elementary School

ART CURRICULUM COMMITTEE MEMBERS – 2003 Bobbi Adrian ...................................... 4th Grade Teacher .......................... Valley View Elementary School Bridget Buchli..................................... 2nd Grade Teacher ......................... Corral Drive Elementary School Marion Head ...................................... Elementary TAG Coordinator ......... Corral Drive Elementary School Lola Walton ........................................ Literacy Teacher ............................ Corral Drive Elementary School

ART CURRICULUM COMMUNITY ADVISORY COMMITTEE – 2003 Myrna Coyle Shar Bartholow Jean Wyss

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TABLE OF CONTENTS

INTRODUCTION / VISUAL ARTS STANDARDS ................................................................................................................................1

STANDARD ONE: .....................................................................................................................................................................................2

STANDARD TWO: ....................................................................................................................................................................................3

STANDARD THREE: ................................................................................................................................................................................4

STANDARD FOUR: ..................................................................................................................................................................................5

SCOPE AND SEQUENCE CHART – GRADE K .................................................................................................................................8

SCOPE AND SEQUENCE CHART – GRADE 1 ...............................................................................................................................13





OVERVIEW OF ART MEDIUMS (GRADES K-5) ..............................................................................................................................45

OVERVIEW OF ART ELEMENTS (GRADES K-5)............................................................................................................................48

GLOSSARY..............................................................................................................................................................................................52

ART MUSEUMS ON THE NET .............................................................................................................................................................56

ART EDUCATION RESOURCES ........................................................................................................................................................56

COLOR THEORY BASICS ....................................................................................................................................................................57

COLOR WHEEL .................................................................................................................................................................. 60

COLOR WHEEL .................................................................................................................................................................. 61

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The Elementary Visual Arts Curriculum for the Rapid City Area Schools (RCAS) District is aligned with the South Dakota Content Standards (SD Department of Education and Cultural Affairs), and the National Standards for Arts Education (The Consortium of National Arts Education Associations).

INTRODUCTION The visual arts are an integral part of the human experience and have roots in every culture and historical period throughout the world. Visual art provides students an immediate picture of an era and its people. Knowledge of the cultural and historical context of visual art helps students recognize connections among all aspects of living and learning. Through the visual arts students are provided an opportunity to discover, develop, and actualize their unique potential. The visual arts assist students in developing the many facets of multiple intelligences while providing meaningful learning opportunities and the development of critical and creative thinking. Visual art is holistic in nature and visual arts education is fundamental if students are to become informed and contributing members of the world community. Engagement in the visual arts permits students to become active initiators rather than passive receivers of information and fosters creative self-expression and aesthetic awareness. Students must be granted opportunities to use the visual arts standards as targets which provide a foundation for setting goals and achieving personal fulfillment.

VISUAL ARTS STANDARDS

1. Students will understand and use visual arts as a means for creative self-expression and interpersonal communication.

2. Students will understand the media, techniques and processes used in the production of visual arts. 3. Students will understand the relationship between visual arts and history, culture, and society. 4. Students will demonstrate a capacity for critical and sensitive response to various visual arts experiences.

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STANDARD ONE: Students will understand and use visual arts as a means for creative self-expression and interpersonal communication. RATIONALE: Visual arts production provides a means for creativity and self-expression. Creating visual art provides a way for students to actively use traditional materials and contemporary techniques to demonstrate personal interpretations of feelings, thoughts, and ideas. Integration of visual art with other disciplines helps students see relevance and connections among all curricular areas and increases their knowledge base, self-esteem, and personal confidence. BENCHMARKS: K-2 Students will:

1. Understand that art tells stories, expresses moods, or conveys ideas. 2. Explore a variety of media to create artwork to reflect personal ideas, objects or events. 3. Explore how art is used in other activities and events.

3-4 Students will:

1. Describe how visual arts tell stories or express moods or ideas. 2. Use selected media and processes to express ideas or personal topics of interest. 3. Describe how visual arts media and processes can be used in other disciplines.

5-8 Students will:

1. Interpret the concepts, stories, moods, or ideas in various works of art. 2. Express personal ideas, experiences, or emotions through various media, processes, and techniques. 3. Use visual arts to communicate themes and concepts from other disciplines.

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9-12 Students will:

1. Analyze how visual arts may express concepts, tell stories, evoke moods or emotions, and symbolize ideas. 2. Communicate personal ideas, experiences, or emotions through a variety of visual art media, processes and

techniques. 3. Use artwork which communicates an understanding of themes or concepts from other disciplines.

STANDARD TWO: Students will understand the media, techniques and processes used in the production of visual arts. RATIONALE: Understanding various media and a variety of production techniques and processes provides students with knowledge of how to use a diversity of appropriate elements and principles to solve visual arts problems. This knowledge-base provides students the background to effectively interpret and portray emotions and ideas. A well-grounded understanding of its many components builds a foundation for life-long engagement in and enjoyment of visual arts. BENCHMARKS: K-2 Students will:

1. Recognize various media and materials which may be used in artwork. 2. Experiment with selected techniques to improve the presentation of artwork. 3. Understand various art elements can produce different visual effects.

3-4 Students will:

1. Explore various media and processes used in the production of visual arts. 2. Understand selected techniques which give artwork detail. 3. Choose appropriate elements and principles to solve visual arts problems.

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5-8 Students will:

1. Describe the various media and processes used to create a variety of art forms. 2. Describe various techniques which give artwork definition and detail. 3. Apply appropriate compositional elements and organizational principles to solve specific visual arts problems.

9-12 Students will:

1. Analyze the various media and process used in creating a variety of art forms. 2. Analyze a variety of techniques which give artwork definition and detail. 3. Determine and apply the appropriate compositional elements and organizational principles to solve specific visual

art problems.

STANDARD THREE: Students will understand the relationship between visual arts and history, culture, and society. RATIONALE: When students are given the opportunity to study and experience visual arts which represent other cultures and time periods, they gain a deeper understanding of their own as well as other cultures. Knowledge of the interrelationships between people and their art, and the influence one has on the other, helps students develop an appreciation for and tolerance of differences. The visual arts provide a better understanding of and a common bridge among cultures throughout the world. BENCHMARKS: K-2 Students will:

1. Understand that history has been recorded through the arts. 2. Explore ways art reflects culture and society. 3. Understand that different artists create different forms and types of art.

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3-4 Students will:

1. Describe how selected works of art have recorded and preserved history. 2. Describe the functions and uses of visual arts in a variety of cultures and societies. 3. Explain how different artists have influenced or contributed to the world of visual arts.

5-8 Students will:

1. Investigate how the visual arts record, preserve and highlight history. 2. Investigate ways the visual arts reflect and influence the culture and societies in which they were created. 3. Describe the influences of selected artists on the evolution of various forms of visual arts.

9-12 Students will:

1. Analyze how the visual arts record, preserve, highlight and symbolize the history of humanity. 2. Analyze the role of visual arts in reflecting and influencing the culture and societies in which they are created. 3. Analyze the influence of significant artists on the evolution of the various forms of visual arts.

STANDARD FOUR: Students will demonstrate a capacity for critical and sensitive response of the various visual arts experiences. RATIONALE: By describing, analyzing, and evaluating various processes, production techniques, and media used, students develop the ability to more fully appreciate the visual arts. Students develop the capacity for critical and sensitive response to the efforts of others by using appropriate criteria to evaluate various forms of art work. Students must establish criteria to assess their own art work and view self-evaluation at an opportunity for personal improvement. K-2 Students will:

1. Recognize various artworks which express similar artistic concepts and ideas. 2. Express personal likes and dislikes of various works of art.

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3. Describe the quality of personal artwork. 3-4 Students will:

1. Compare various art works in terms of artistic concepts, ideas, or intentions using criteria appropriate for the style or form.

2. Explain likes and dislikes for various works of art. 3. Describe the quality of personal artwork using specific criteria.

5-8 Students will:

1. Analyze various artworks in terms of artistic concepts or ideas using criteria appropriate for the style or form. 2. Defend visual art preferences using personal aesthetic criteria. 3. Determine the quality and effectiveness of personal artwork using specific criteria.

9-12 Students will:

1. Evaluate works of art in terms of artistic concepts, ideas, or intentions using criteria appropriate for the style or form.

2. Justify visual art preferences using personal aesthetic criteria. 3. Evaluate the quality and effectiveness of personal artwork using specific criteria.

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SCOPE AND SEQUENCE CHART – GRADE K STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 3: Students will understand various art elements can produce different visual effects.

ART ELEMENT OBJECTIVES ACTIVITIES COLOR The student is able to name the

primary and secondary colors. Name things in the room that are a certain color.

Paste them on a color poster. Paint a 1-color picture – name the color.

Use primary colors in producing an art work.

LINE The student will identify simple line directions.

Students will move bodies in direction of line.

Practice drawing each kind of line across a large paper until it can be drawn freely.

SHAPE The student will identify and produce geometric shapes.

Discuss basic shapes. Find these shapes in the room. Form shapes with hands, arms or bodies. Make shapes with a partner.

Draw shapes on chalkboard. Use cutout shapes in design.

SPACE The student will understand that space is the area between the boundaries of a surface and will identify this space as being empty or filled.

Using the words “space” and “empty” and “filled” discuss the art work of the students.

TEXTURE The student will know the term, “texture”.

Feel and describe different textures within the environment. Identify natural and man-made textures.

Collect a variety of textured materials and produce an artwork that can be seen through the sense of touch.

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SCOPE AND SEQUENCE CHART – GRADE K (cont)

DESIGN PRINCIPLES

OBJECTIVES ACTIVITIES

SCALE & PROPORTION

The student will observe objects in his/her environment and be able to differentiate between large and small.

Discuss sizes of objects in the room.

Produce an art work using geometric shapes that are large and small.

BALANCE The student will understand that things that are not balanced fall down.

Experiment with building blocks to see how they may be stacked for a stable construction and what makes the construction fall.

Use the body. Stand on one foot. Observe what has to be done to keep from falling.

RHYTHM The students will see that when lines, shapes and/or colors are repeated in and orderly way, patterns are formed.

Find patterns in things in the environment e.g., children‟s clothing, brick wall, tile floor.

Find patterns in wallpaper. Use for artwork.

Make patterns by printing with found objects.

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SCOPE AND SEQUENCE CHART – GRADE K (cont) STANDARD I: Students will understand and use visual arts as a means for creative self-expression and interpersonal communication. BENCHMARK 1: Students will recognize various media and materials which may be used in artwork.

OBJECTIVES ACTIVITIES The student will create art using original

ideas and developing art skills and techniques.

PAINTING – Tempera, Finger-paint DRAWING – Pencil, crayon, felt tip marker. SCULPT – Clay, paper, wood scraps. COLLAGE – Magazine, wallpaper, photograph, natural objects,

found objects, styrofoam, string, fabric. CRAFTS – Ceramics, fabric, crayon. PRINTING – Found objects, vegetables, paper, printing, ink or

tempera paint.

STANDARD III: Students will understand the relationship between visual arts and history, culture, and society. BENCHMARK I: Understand that history has been recorded through the arts.

ACTIVITIES Display the art of other cultures and other times, and

examples of art of our culture and time. This may include originals, reproductions, books, films, televisions, art objects and people as resources. Use as a basis for discussion of concepts to be understood.

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SCOPE AND SEQUENCE CHART – GRADE K (cont) STANDARD IV: Students will demonstrate a capacity for critical and sensitive response of the various forms of visual arts. BENCHMARK 3: Students will describe the quality of personal artwork.

OBJECTIVES ACTIVITIES The student will discover that the senses

are avenues to self-expression through art

Provides opportunities using the senses of sight, hearing, smell, touch, taste.

Cook and taste favorite or new foods in classroom.

Produce an art work depicting these foods.

Call colors by food names; chocolate-brown, strawberry-pink, and pizza-red.

Collect different smells. Respond to these smells visually with movement and line.

The student will share personal work with classmates.

Organize a “show and tell” time at the close of projects with opportunities for students to express reactions to their work and give classmates opportunities to respond.

Display children‟s work at eye level in places where they may react to it in an uncontrolled way.

The student will express personal feelings about specific works of art by students and professionals.

Display art within the room.

Give opportunity for children to express their feelings about the works of art.

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SCOPE AND SEQUENCE CHART – GRADE 1 STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 3: Students will understand various art elements can produce different visual effects.

ART ELEMENT OBJECTIVES ACTIVITIES COLOR The student will identify the primary

and secondary colors. The student will understand there are light and dark values of a color.

Discuss colors in the environment. Are the values of all colors the same?

Cut primary & secondary color samples from magazines. Paste to a color wheel showing values from light to dark from center of wheel to edge.

The student will demonstrate an understanding of secondary colors by mixing them from primary colors.

Mix secondary colors using primary hues of finger-paint, tempera or watercolor.

The student will know the order of the colors in the rainbow.

Make a rainbow using just primary colors of chalk and blending the secondary colors by overlapping the primaries.

Produce an artwork using secondary colors, i.e., imaginative subjects.

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SCOPE AND SEQUENCE CHART – GRADE 1 (cont)

ART ELEMENT OBJECTIVES ACTIVITIES LINE The student will identify simple

movement and direction of line. Follow a discussion of kinds of lines (horizontal,

vertical, diagonal and curved) a student will demonstrate with his/her body a certain direction of line. Other children will repeat the movement.

The student will identify qualities of line, e.g., fat-thin, dark-light, smooth-jagged, and straight-curved.

Draw outline of shapes on paper.

Use combinations of different line qualities to fill in outlines.

The student will demonstrate an understanding of outline.

Look at several line drawings by artists.

Find horizontal, vertical, diagonal and curved lines in drawings.

Discuss qualities of lines identified.

SHAPE The student will identify geometric and irregular shapes within an object.

Following a discussion of shapes seen within the room, produce an artwork made from combining and altering geometric shapes.

SPACE The student will understand that space is the area between the boundaries of a surface and will identify this space as being empty or filled.

Using the words “space” and “empty” and “filled” discuss the artwork of students.

TEXTURE The student will know the term, “texture”.

Feel and describe different textures within the environment. Identify natural and man-made textures.

The student will identify textures in the environment.

Collect a variety of textured materials and produce an artwork that can be seen through the sense of touch.

Roll a slab of clay and make different textures with simple tools. Create a texture design or picture of clay square or rectangle.

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DESIGN PRINCIPLES


SCALE & PROPORTION

The student will demonstrate knowledge of a concept of scale.

Produce an art work by arranging geometric shapes cut in a variety of sizes from small to large.

BALANCE The student will understand that balance is the equalization of weight on either side of an axis.

Use body poses to discover that balance is only maintained when there is equal weight distribution.

Make a sculpture from wood scraps being sure that it is balanced so it will not fall.

Put a string on an art work so that it will hang straight and creates a mobile structure.

RHYTHM The students will see that when lines, shapes and/or colors are repeated in an orderly way patterns are formed.

Find patterns in things in the environment, e.g., children‟s clothing, brick wall, shoe soles, tree bark.

Make patterns with lines, shapes, and colors.

Make a pattern using a repeated printed shape.

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SCOPE AND SEQUENCE CHART – GRADE 1 (cont) STANDART I: Students will understand and use visual arts as a means for creative self-expression and interpersonal communication. BENCHMARK 2: Students will explore a variety of media to create artwork to reflect personal ideas, objects or events.



PAINTING – Tempera, Finger-paint DRAWING – Pencil, crayon, felt tip marker. SCULPT – Clay, paper, wood scraps, found objects, styrofoam. COLLAGE – Magazine, wallpaper, photograph, natural objects,

styrofoam. CRAFTS – Ceramics, paper weaving, fabric, crayon. PRINTING – Found objects, vegetables, sponges, paper, water

based printing, ink or tempera paint.

STANDARD III: Students will understand the relationship between visual arts and history, culture, and society. BENCHMARK 2: Explore ways art reflects culture and society.

OBJECTIVES ACTIVITIES The student will be familiar with a variety

of visual art forms and can describe them using the vocabulary of visual arts media.

Display the art of other cultures/times & examples of art of our culture/time. This may include originals, reproductions books, films, television, art objects and people. Use as discussion of objectives.

Take field trips to see local artists at work, displays of art in museums and cultural centers.

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SCOPE AND SEQUENCE CHART – GRADE 1 (cont) STANDARD IV: Students will demonstrate a capacity for critical and sensitive response of the various forms of visual arts. BENCHMARK 2: Students will express personal likes and dislikes of various works of art.


are avenues to self-expression through art.






Display professional art within the classroom. Give opportunity for children to express their feelings about specific art works.

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SCOPE AND SEQUENCE CHART – GRADE 2 STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 3: Students will understand various art elements can produce different visual effects.

ART ELEMENT OBJECTIVES ACTIVITIES COLOR The student will identify the primary

and be able to mix the secondary colors.

Using different media for color mixing experiment to see which media works the best, and if in general the same results are possible with different media.

Use red, yellow, and blue tempera watercolor, chalk, oil pastel, tissue paper, and food coloring dye.

The student will understand that the color wheel is a scientific way to show how colors affect each other.

Discuss arranging color as in a rainbow and a color wheel.

Produce a picture using colors in a rainbow.

Make a color wheel using cut colored paper.

The student will identify warm and cool colors.

Look at winter and summer landscapes either photographs or paintings. Name main colors in each. List which colors make you feel warm and which cool.

Create a collage using secondary colors.

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ART ELEMENT OBJECTIVES ACTIVITIES LINE The student will identify line direction

and movement and be able to name different qualities of lines.

Discuss kinds of lines visible in room.

Produce an artwork including as many kinds of lines as possible using point and side of crayon.

Produce an artwork including as many kinds of lines as possible using tempera paint and different sizes of brushes.

The student will see line patterns as being an orderly repetition of lines, and will be able to identify common line patterns by name, e.g., stripe, checkered, plaid, zig zag, scallop, and radial.

Make a line pattern book including varieties of plaid, stripe, checkered, zig zag, scallop, radial and mixed patterns.

The student will see that different line patterns can be made by rubbing over a textured surface with a crayon (See texture).

Play a game. How many rubbings can you make that have different patterns? Look at rubbings. Name kinds of lines and line patterns that can be seen.

The student will identify and produce various two-dimensional shapes.

Look at art works by famous artists. Line drawings and paintings. Find lines that show direction and movement. Find line patterns that simulate texture. Name line patterns that are used decoratively.

SHAPE The student will identify and produce various two-dimensional shapes.

Reproduce shapes, geometric and non-geometric in a variety of activities such as cutting, drawing, painting, collage (cutting & pasting) and print making.

The student will be aware of the relationship among the shapes.

Cut all geometric shapes from uniform squares, by cutting off corners, cutting in half diagonally or vertically.

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ART ELEMENT OBJECTIVES ACTIVITIES SPACE The student will use the total

space on a two dimensional surface or picture plane.

Emphasize planning and problem-solving for an effective use of blank space in a variety of media.

TEXTURE The student will review the meaning of the term, “texture”. The student will know natural and man-made textures.

Point out and discuss the wide variety of natural and man-made textures in the environment.

The student will discover that texture can be simulated by making a rubbing on paper (see line).

Using the flat side of a crayon collect rubbings of as many textures that can be found. Look at rubbings. Name kinds of lines and line patterns that can be seen in rubbings.

The student will understand that artists use simulated or real texture in their art works to make them look real and/or more interesting.

Display 2- and 3-dimensional art work by professional artist which have real and simulated texture. Discuss how the artist used a texture and why he/she might have done so.

Make a painting using sand, sawdust, crumpled paper, oatmeal, glued on or mixed into paint to produce texture.

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SCOPE AND SEQUENCE CHART – GRADE 2 (cont) STANDARD I: Students will understand and use visual arts as a means for creative self-expression and interpersonal communication. BENCHMARK 3: Students will explore a variety of media to create artwork to reflect personal ideas, objects or events.



PAINTING – Tempera, finger-paint, watercolor, wet on wet, wet on dry.

DRAWING – Pencil, crayon, felt tip marker, colored chalk, oil pastels.

SCULPT – Clay, paper, wood scraps, paper mache, found objects.

COLLAGE – Magazine, wallpaper, tissue paper, photographs, natural objects, found objects, Styrofoam, cloth, felt, yarn.

CRAFTS – Weaving, ceramics, embroidery, tissue paper flowers, fabric, crayon.

PRINTING – Monoprint, found objects, vegetable prints, brayer & string, platicine clay, and cardboard, use water based printing ink or tempera.

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SCOPE AND SEQUENCE CHART – GRADE 2 (cont) STANDARD III: Students will understand the relationship between visual arts and history, culture, and society. BENCHMARK 3: Understand that different artists create different forms and types of art.



Display the art of other cultures/times and examples of art of our culture/time. This may include originals, reproductions, books, films, television, art objects and people. Use as discussion of objectives.

Discuss art work using the following steps:

1. Describe subject matter – include subject, materials, techniques, reality or abstraction.

2. Describe art elements – identify qualities of use, shape, texture and color.

3. Analyze the elements and principles – how the artist assembles elements using principles.

Interpret art work – describe own feelings and emotions upon viewing art work.

Take field trips to see local artists at work and see displays in museums and cultural centers. Children should be prepared for what to look for if discussion on the spot is impossible.

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SCOPE AND SEQUENCE CHART – GRADE 2 (cont) STANDARD IV: Students will demonstrate a capacity for critical and sensitive response to various visual arts experiences. BENCHMARK 2: Students will express personal likes and dislikes of various works of art.


are avenues to self-expression through art.






Display professional art within the classroom. Give opportunity for children to express their feelings about specific art works.

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SCOPE AND SEQUENCE CHART – GRADE 3 STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 3: Students will choose appropriate elements and principles to solve visual arts problems.

ART ELEMENT OBJECTIVES ACTIVITIES COLOR The student will identify light and

dark values of a color. Discuss colors seen in the room and outdoors and the

effect of sunlight and shade on a color.

Mix values of a color by adding black to a color to make a shade and add the color white to make a tint.

Using one color, shades and tints of that color produce a monochromatic art work.

The student will identify the intermediate colors.

Following a review and discussion tell how the secondary and intermediate colors are mixed.

Using a box of 32 or 64 color crayons arrange the colors in a color wheel eliminating neutral and metallic colors.

Choose two primary colors. Mix them to make secondary colors. Produce an artwork using these two colors in an analogous color scheme.

Look at famous paintings. Name the colors used. Make a list of related colors in the composition. Discuss how light affects the colors.

The student will identify basic feelings colors can portray. Bright, pure, light colors are generally happier than dull, dark and cool colors.

Produce an art work which portrays an emotion with color.

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ART ELEMENT OBJECTIVES ACTIVITIES LINE The student will identify simple line

direction with feeling and emotion.

Horizontal – calm, peaceful, lazy.

Vertical – active, alert, devout.

Diagonal – exciting, violent.

Curved – happy or sad, flowing.

Demonstrate with the body how one might move or stand when experiencing certain emotions. Describe the lines made by these positions.

Look at prints and works of artists which show definite emotion and discuss line directions and qualities used.

While playing different mood music, draw lines. Analyze the resulting drawings to see if lines used change when different music is played.

Students will demonstrate use of line patterns for decorative purpose.

Make a crayon resist using crayon line patterns to decorate shapes in drawing.

Paint over crayon with watercolor.

SHAPE The student will identify and draw geometric, irregular and natural organic shapes.

Display prints of artists (Picasso, Franz Marc, Alexander Calder). Find basic shapes used by artists.

Discuss how shapes are used in the composition.

Set up a simple still life. Discuss the shapes seen in the set-up.

Draw the still life. Make a sketch book. Students will make sketches of shapes they see which interest them.

The student will discover that multiple duplicate shapes are produced when they are cut from more that one layer of paper at a time.

Cut “snowflake” designs. Cut repeat border patterns by folding paper three times.

The student will identify positive and negative shapes.

Do a “cut and turn over” design.

The student will demonstrate that block letter shapes can be made uniform by cutting them.

Using a diagram, cut the alphabet in block letters.

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ART ELEMENT OBJECTIVES ACTIVITIES SPACE The student will identify foreground,

middleground and background in a composition.

Make a three-dimensional diagram with placement of objects in foreground placed in front of objects in middleground in front of background.

Produce a landscape drawing. Divide paper into thirds. Place small objects on horizon line in upper third of paper, larger objects in middle third and largest objects on lower third and overlapping foreground and background.

The student will identify positive and negative space.

Work with a partner.

One student forms a shape in space with his/her body. Partner crawls into negative space around shape.

First student moves out leaving second student forming a new positive shape.

The student will identify the negative space in a magazine picture by outlining the shape made by the picture plane.

Cut along outline and paste negative shapes to another paper so that the positive becomes the negative and the negative, positive.

TEXTURE The student will know the texture as it appears in nature and man-made articles.

Go on a scavenger hunt with a list of natural textures.

Find textures and make rubbings that will simulate their textures, e.g., gravel road, brick house, satin, grass, tree bark.

The student will understand that showing real or simulated texture adds interest and/or realism to an artwork.

Draw a picture which includes a large central shape and background.

Make rubbings to simulate textures of parts of the picture.

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DESIGN PRINCIPLE


SCALE & PROPORTION

The student will understand that objects in an environment are proportional to the observer‟s size.

Produce an art work illustrating the surroundings as seen by a creature of another size. The work should exaggerate large or small proportion.

The student will demonstrate an understanding of the proportions of the features of the human face.

Following a discussion of the proportions of the human face, produce a portrait of a friend.

Make a mask after marking on the mask shape where the eyes and nose should be by holding it up to the face and marking.

BALANCE The student will demonstrate the concept of formal balance of a two-dimensional plane.

Make a painting on half of paper, fold it over to make a print on the other half of paper.

Cut a snowflake and analyze it to see that its beauty stems from the fact that equal shapes radiate from a central axis.

RHYTHM The student will see that a design pattern has a rhythm similar to rhythm heard in music.

Following a discussion of rhythm, student will clap a simple rhythm.

He/she will then choose lines and shapes to draw the rhythm.

Using very simple rhythms at first, students will listen to music and sketch a rhythm pattern as he/she listens.

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DESIGN PRINCIPLE


EMPHASIS The student will understand the theme of an art composition should be more important than other parts, and that it is possible to emphasize the theme by placement, size, and color contrast.

Look at works of art. Find the theme or focal point of each work.

Make a poster – Emphasize the main idea by placing the key word in the center of the poster, making it larger than other letters and/or using contrasting colors.

UNITY The student will begin to understand that an art work is unified when colors, shapes and lines are repeated throughout the composition.

List the number of colors that may be used in a single composition.

Produce an art work using shapes that fit together or overlap.

Produce an artwork using lines in the background which serve to tie shape in foreground together.

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SCOPE AND SEQUENCE CHART – GRADE 3 (cont) STANDARD I: Students will understand and use visual arts as a means for creative self-expression and interpersonal communication. BENCHMARK 2: Students will use selected media and processes to express ideas or personal topics of interest.



PAINTING – Tempera, finger-paint, watercolor, wet on wet, wet on dry.

DRAWING – Pencil, crayon, felt tip marker, colored chalk, oil pastels, mixed media.

SCULPT – Clay, paper, wood scraps, paper mache, found objects, plaster.

COLLAGE – Magazine, wallpaper, tissue paper, photographs, natural objects, found objects, styrofoam, cloth, felt, string, yarn.

CRAFTS – Weaving, ceramics, mosaic tile, artificial flowers. PRINTING – Repeat prints (found objects) potato prints,

sponges.

STANDARD III: Students will understand the relationship between visual arts and history, culture, and society. BENCHMARK 2: Students will describe the functions and uses of visual arts in a variety of cultures and societies.



The student will know characteristics of and be able to recognize and appreciate North American Indian Art.

Give examples and experiences using the skills of the North American Indian in different art and craft areas e.g., pottery, weaving, carving, beadwork, quillwork, sandpainting, picture writing, and mask making.

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SCOPE AND SEQUENCE CHART – GRADE 3 (cont) STANDARD I: Students will understand and use visual arts as a means for creative self-expression and interpersonal communication. BENCHMARK 1: Students will describe how visual arts tell stories or express moods or ideas.

OBJECTIVES ACTIVITIES The student will express thoughts

through a combined use of the visual and performing arts.

Make puppets and use them to tell a story, dramatize an event, give a direction.

Make a mask and invent body movements to go with mask.

The student will develop an awareness of the expression and communicative power of visual art.

Display picture of faces which show how a person feels. Discuss line, color, and shapes found in faces which help indicate a feeling.

Produce a portrait which shows feeling.

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SCOPE AND SEQUENCE CHART – GRADE 4 STANDARD I: Students will understand and use visual arts as a means for creative self-expression and interpersonal communication. BENCHMARK 1: Students will describe how visual arts tell stories or express moods or ideas. STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 2: Students will understand selected techniques which give artwork detail. STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 3: Students will choose appropriate elements and principles to solve visual arts problems.

ART ELEMENT OBJECTIVES ACTIVITIES COLOR The student will understand that

related colors are those that are next to each other on the color wheel, and that related colors mixed together make bright colors. That complementary colors are opposite of each other on the color wheel and that complementary colors mixed together make dull colors or gray or brown.

The student will observe that bright colors make an object seem closer in a picture, and that dull colors make a background recede.

Display landscapes by famous artists. Discuss the colors in the foreground as compared to those in the background.

Make a palette for missing colors. Mix colors next to each other on the color wheel. Mix complementary colors. Using the colors that have been mixed, paint a landscape using colors to show distance and closeness.

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ART ELEMENT OBJECTIVES ACTIVITIES LINE The student will use line for

decoration in a border and an all over design.

Combine straight and curved lines in a border design.

Design an op art design using repeated straight or curved lines.

Use string to design a symmograph.

The student will demonstrate a knowledge of line pattern and texture.

Make a scratchboard composition using line patterns to show texture of objects in pictures.

The student will demonstrate an understanding of outline, contour, and lines that are inferred.

Discuss shapes a student can see when he/she views an object from side, top, bottom and front. Make outline and contour sketches of different objects from different points of view.

SHAPE & FORM The student will identify and draw geometric, irregular and natural organic shapes.

Use cubes, cones, pyramids, cylinders and balls set-up in an area where strong light makes definite shadows.

The student will observe the way light affects the mass and will use shading to give the illusion of depth to the objects.

Discuss how light affects parts of the forms. Produce an art work using drawings of these geometric forms.

The student will be aware of the use of shapes in the works of modern artists, such as Picasso and George Braque.

Display reproductions of cubist artists. Discuss the prominence of shapes in these paintings.

The students will identify positive and negative shapes of letters.

Produce an art work using the process of dot-dash lettering. (This is a process of using dots and dashes to black out the negative shapes around letters. Instead of drawing the letters, the student blacks out the area around them).

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ART ELEMENT OBJECTIVES ACTIVITIES SPACE The student will identify the ways

artists create an illusion of depth on a two-dimensional surface.

Display works of art which show different artists‟ methods of giving the illusion of depth. List various methods used.

Produce an art work using overlapping, placement on the two-dimensional plane, color and/or detail to show depth (drawing, painting, collage).

The student will understand that the size and shape of the picture plane will determine the size and shape of the positive shapes in the design.

Use papers that are different sizes and/or shapes. Using the same subject adapt the shapes of the objects to fit the size and shape of the paper, e.g., make a monogram with initials; fit animals into strange shaped cages, change a portrait from round to square to triangle.

TEXTURE The student will recognize texture in the environment and in art work and will be able to simulate texture in his/her own art.

Design a texture to decorate a pot made from clay.

Display reproductions of paintings which show texture. Discuss how artists produced these simulated textures.

Impasto: Using thick paint and palette knife (or stick) paint a picture which has texture carved into the paint.

Tempera paint may be thickened by adding dry laundry detergent to liquid.

Draw line patterns that resemble patterns obtained from a rubbing. Include these patterns in an art work.

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DESIGN PRINCIPLES


SCALE & PROPORTION

The student will know the concept of proportion.

Following a discussion of proportions of the human body, make sketches of friends in action using the correct proportions.

Learn to use a pencil or finger as a guide to measure proportions on one object to another by lining the pencil up with the eye level and sighting its estimated height.

BALANCE The student will understand that balance of two dimensional plane is a feeling of equilibrium which can be either symmetrical (formal) or asymmetrical (informal) brought about by equal distribution of colors, shapes, and lines on each side of an axis.

Produce an art work that is symmetrical using the process of cutting paper on a fold.

Produce an art work involving the arrangement of cut shapes to show asymmetrical balance.

Look into a kaleidoscope to see radial symmetrical balance.

Make a kaleidoscope design six times around a central axis.

RYTHYM The student will demonstrate an understanding of the use of rhythmic pattern in art work.

Display works of art by famous artists which show definite rhythm. Discuss how artists produced these rhythms.

Produce an artwork employing rhythmic patterns, e.g., scratchboard, op art, all over border design.

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DESIGN & PRINCIPLE


EMPHASIS The student will demonstrate an understanding of the principles of emphasis.

View a display of posters. Decide the theme of each poster. Discuss methods used by artists to emphasize the theme.

Look at other works of art. Discuss most important or focal point of the work.

Make a poster; emphasize the main words.

Produce an abstract art work using contrast of color, size and placement to indicate a focal point of the work.

Produce a realistic art work; emphasize theme of work.

UNITY The student will understand that a composition is unified when colors, shapes and lines are repeated throughout the composition.

Limit the number of colors that may be used in a single composition.

Produce an art work using shapes that fit together or overlap.

Produce an art work using lines in the background which serve to tie shapes in the foreground together.

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SCOPE AND SEQUENCE CHART – GRADE 4 (cont) STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 1: Students will explore various media and processes used in the production of visual arts.



PAINTING – Tempera, impasto, watercolor, acrylic. DRAWING – Charcoal, pencil, felt tip marker, chalk, pen, ink. SCULPT – Clay, paper, wood scraps, paper mache, wire, found

objects, soft, origami. CRAFTS – Weaving, embroidery, beads, mosaic, reeds,

macramé

PRINTING – Repeat prints, block printing-cardboard, felt, string, styrofoam.

STANDARD IV: Students will demonstrate a capacity for critical and sensitive response of the various forms of visual arts. BENCHMARK 2: Students will explain likes and dislikes for various works of art.

OBJECTIVES ACTIVITIES The student will express thoughts

through a combined use of visual & performing arts.

The student will develop an awareness of the expressive and communicative power of visual art.

The student will develop the ability to use drawing and painting techniques to organize and depict ideas, feelings and moods.

Make puppets – Dramatize original plays.

Make masks – Invent body movements to go with masks.

Listen to music – Interpret the music with shapes, colors and lines. (See line, shape & color activities).

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SCOPE AND SEQUENCE CHART – GRADE 4 (cont) STANDARD III: Students will understand the relationship between visual arts and history, culture, and society. BENCHMARK 3: Students will explain how different artists have influenced or contributed to the world of visual arts. STANDARD IV: Students will demonstrate a capacity for critical and sensitive response to various of visual arts experiences. BENCHMARK 1: Students will compare various art works in terms of artistic concepts, ideas, or intentions using criteria

appropriate for the style or form.

OBJECTIVES ACTIVITIES The student will recognize selected

works of art from a variety of world cultures.

Display works of art from a variety of world cultures, e.g., Oriental, Egyptian, Scandinavian, American, Indian, Prehistoric. These may be included in social studies units.

Reinforce displays with field trips, films, television, and visits from local ethnic artists.

The student will identify specific media that are used to create works of art, e.g., oil, watercolor, acrylic, pastel, wood, stone, metal. The student will be able to classify works of art, e.g., portrait, landscape, still life, video, sculpture, prints, weavings, ceramics and mobile. The student will identify realistic and abstract styles.

Do a drawing project – painting, collage or three-dimensional in the style of an artist or artists studied using the same or different materials and tools.

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SCOPE AND SEQUENCE CHART – GRADE 5 STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 3: Students will apply appropriate compositional elements and organizational principles to solve specific

visual arts problems. STANDARD IV: Students will demonstrate a capacity for critical and sensitive response to various visual arts experiences. BENCHMARK 1: Students will analyze various art works in terms of artistic concepts or ideas using criteria appropriate for

the style or form.

ART ELEMENT OBJECTIVES ACTIVITIES COLOR The student will use color

imaginatively and sensitively.

The student will identify bright and dull colors and use them in a composition.

The student will understand all color schemes and participate in experiments using color schemes.

Demonstration and review of color, color schemes (primary, secondary, complementary, monochromatic) and ways of changing color to tint and shade. Include watercolors and tempera.

View and evaluate painting by a variety of artists for use of color schemes and suggested feeling from color use.

Develop original ideas, select color scheme and complete a painting in watercolor and/or tempera.

LINE The student will experiment with new kinds of lines: dot, dash, etc.

The student will create organized design with a variety of lines.

View artist‟s drawing to identify varied line quality and technique.

Use medium of fine line markers to cover the picture space with a variety of lines and quality of lines. Overlap lines to create a sense of pattern.

Create a drawing of lines and shapes using the point of a pencil. Contrast that with use of the side of the pencil for a softer, fuzzy effect.

Demonstrate one point perspective

Demonstrate lettering skills.

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ART ELEMENT OBJECTIVES ACTIVITIES SHAPE The student will use contour drawing

effectively.

The student will understand importance of the positive/negative relationship.

Practice making contour and gesture drawing.

Identify positive and negative shapes in works of art and the environment.

Draw still lifes to demonstrate the understanding of shape and positive and negative space.

SPACE The student will understand and use space effectively in a composition.

Study artist‟s works to identify the use of space.

Use of background development and arrangement of images in the picture space.

Demonstrate the use of space in one point perspective drawing.

FORM The student will understand relief, mobile, assemblage, and in-the-round sculpture.

The student will complete 3-D art work using good design principles.

View prints of primitive and contemporary sculpture.

Use a wide variety of 3-D media including: clay, wood, cardboard, cut and scored paper, fabric and stuffing, wire, plaster and found objects.

Experiment how the shapes can be used to create the illusion of depth.

TEXTURE The student will use a variety of texture in different art works.

Demonstrate the use of hatching, cross hatching and line patterns to create texture.

Use tactile textures in sculpture, collage and relief.

Create visual texture using line in drawings, paintings and printmaking.

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SCOPE AND SEQUENCE CHART – GRADE 5 (cont) STANDARD II: Students will understand the media, techniques and processes used in the production of visual arts. BENCHMARK 3: Students will apply appropriate compositional elements and organizational principles to solve specific

visual arts problems. STANDARD III: Students will understand the relationship between visual arts and history, culture and society. BENCHMARK 1: Students will analyze various artworks in terms of artistic concepts or ideas using criteria appropriate for

the style or form.

PRINCIPLES OF DESIGN


BALANCE REPETITION

VARIETY CONTRAST EMPHASIS RHYTHM

UNITY HARMONY

PROPORTION

Students will review and identify each of the elements and principles of design.

Students will learn to understand how the elements and principles of design are used together to produce art.

Students will view and evaluate the paintings of past and present artists in terms of elements and principles of design.

Students will create original art work demonstrating an understanding of the elements and principles of design.

Examine works of art and discuss ways in which the artist has chosen to use the principles of design in order to obtain a desired effect.

Use various media (drawing, painting, sculpture, collage, etc.) to create art work with some of the principles of design.

Critique their own work to evaluate the use of the principles of design.

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OVERVIEW OF ART MEDIUMS (GRADES K-5)

GRADES Crayons Oil

crayons Glue Glue stick Q-tips Collage

Paint brushes

Sponges Finger-paint

Tempera paint

Fabric

K ● ● ● ● ● ● ● ● ● ●

1st ● ● ● ● ● ● ● ●

2nd ● ● ● ● ● ● ● ●

3rd ● ● ● ● ● ● ● ● ●

4th ● ● ● ● ●

5th ● ● ● ● ●

GRADES String &

Yarn Weaving Paper Magazines Boxes

Gadgets & Found Objects

Pipe Cleaners

Wall Paper

Scissors Play

Dough Clay

K ● ● ● ● ● ● ● ● ● ● ●

1st ● ● ● ●

2nd ● ● ● ● ● ●

3rd ● ● ● ● ● ● ●

4th ● ● ● ● ● ● ●

5th ● ● ● ● ● ●

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OVERVIEW OF ART MEDIUMS (GRADES K-5) (cont)

GRADES Plasticene

Clay Puppets Chalk Pencils

Felt Tip Marker (water)

Straws Printing Fruit &

Vegetable

Printing Ink

(water)

Wood Scraps

Fabric Collage

Photo Collage

K ● ● ● ● ● ● ● ● ●

1st ● ● ● ● ● ●

2nd ● ● ● ● ● ● ● ● ●

3rd ● ● ● ● ● ●

4th ● ● ● ● ●

5th ● ● ● ●

GRADES Applique Water Colors

Acrylic Paint

Felt Burlap Stitchery Textiles &

Fiber Tissue Paper

Wood Scraps

Mosaic Carving

K

1st ● ●

2nd ● ●

3rd ● ● ● ● ● ●

4th ● ● ● ● ● ● ● ●

5th ● ● ● ● ● ● ●

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OVERVIEW OF ART MEDIUMS (GRADES K-5) (cont)

GRADES Modeling Pastels Erasers Rulers Stapler Colored Pencils

Charcoal Pens Stencils Texture Rubbing

Pen & Ink

K

1st ● ● ●

2nd ● ● ● ● ●

3rd ● ● ● ● ●

4th ● ● ● ● ● ● ● ● ●

5th ● ● ● ● ● ● ● ●

GRADES Brayers Metal Wire Styrofoam Plaster Paper Mache

Card-board

Assemblage & Sculpture

K

1st ●

2nd

3rd ● ● ●

4th ● ● ● ● ● ● ●

5th ● ● ● ● ● ● ●

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OVERVIEW OF ART ELEMENTS (GRADES K-5) The Art Elements are summarized in the following pages for Grades K-5. The teacher can expose students to these elements by including the Benchmarks in art projects or incorporate them into other subject area activities. Art Elements consist of the following:

Color

Line

Shape

Space

Form

Texture

ART ELEMENT GRADE BENCHMARKS COLOR KINDERGARTEN Name the primary and secondary colors.

Grade 1 Use a variety of colors.

Identify primary colors.

Make secondary colors.

Understand value.

Grade 2 Understand value.

Identify warm and cool colors.

Identify secondary colors/mix them.

Distinguish between low and high color contrasts.

Understand the color wheel.

Grade 3 Identify the intermediate colors.

Distinguish between warm and cool colors.

Identify light and dark values of a color.

Identify basic feelings color can portray.

Grade 4 Understand related colors on a color wheel.

Understand how to mix bright and dull colors.

Make a series of values of the same color and use them in a good design.

Understand complimentary colors and where they are on a color wheel.

Understand the effects of color in perspective.

Grade 5 Use color imaginatively and sensitively.

Identify bright & dull and use them in composition.

Understand all color schemes.

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OVERVIEW OF ART ELEMENTS (GRADES K-5) (cont)

ART ELEMENT GRADE BENCHMARKS LINE KINDERGARTEN Identify simple line directions.

Grade 1 Understand outline.

Identify line movement.

Make a line drawing.

See lines in environment.

Identify line quality.

Grade 2 Use lines of different character.

Understand line direction/movement.

Use lines in different patterns & identify patterns.

Grade 3 Use line to create organized design.

Identify line direction with emotion.

Understand positive and negative shape.

Use line pattern for decorative purposes.

Grade 4 Use line to create organized design.

Use line to decorate.

Understand line pattern and texture.

Understand outline, contour, and inferred lines.

Grade 5 Experiment with new kinds of lines: dot, dash, etc.

Create organized design with a variety of lines.

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ART ELEMENT GRADE BENCHMARKS SHAPE KINDERGARTEN Identify and produce geometric shapes.

Grade 1 Identify shapes – geometric & irregular.

Draw shapes.

Combine shapes.

Grade 2 Use geometric and irregular shapes.

Understand relationship of shapes to each other.

Grade 3 Invent shapes and create an organized design.

Identify and draw geometric, natural and organic shapes.

Understand positive and negative shape.

Grade 4 Use positive and negative shapes in work.

Use geometric, irregular and natural shapes.

Be aware of the use of shapes in works of art.

Grade 5 Use contour drawing effectively.

Understand importance of positive/negative relationship.

ART ELEMENT GRADE BENCHMARKS SPACE KINDERGARTEN Understand space and identify as empty or filled.

Grade 1 Will understand empty or filled space.

Grade 2 See FORM.

Grade 3 Distinguish between positive and negative space.

Will identify foreground, middle ground and background in a composition.

Grade 4 Identify the way artists create the illusion of depth on a 2-D surface.

Understand the relationship between the picture plane and the design elements.

Grade 5 Understand and use space effectively in a composition.

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ART ELEMENT GRADE BENCHMARKS FORM KINDERGARTEN N/A

Grade 1 See SPACE.

Grade 2 Make 3-D representations of observed forms.

Grade 3 Identify difference between 2-D and 3-D.

Make 3-D representation of observed form.

Make 2-D representation of observed form.

Grade 4 Identify cylinder, sphere, cube, cone, pyramid.

Incorporate above forms in work.

Use shading to give the illusion of depth to shapes.

Grade 5 Understand relief, mobile, assemblage, and in-the-round sculpture.

Ability to complete 3-D art work using good design principles.

ART ELEMENT GRADE BENCHMARKS TEXTURE KINDERGARTEN Understand the term “texture”.

Grade 1 Describe various textures.

Identify textures in the environment.

Grade 2 Simulate texture in work.

Distinguish between man-made and natural textures.

Understand why texture is used.

Grade 3 Describe texture of a given object.

Understand texture as it appears in man-made and natural articles.

Understand how texture can enhance art work.

Distinguish use in actual and stimulated texture.

Grade 4 Will recognize textures in the environment.

Be able to simulate texture in his/her art.

Grade 5 Use a variety of texture in different art works.

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GLOSSARY

ABSTRACT That which makes little or no attempt to represent objects as the eyes normally see them.

ADDITIVE SCULPTURE

Formed by adding onto a base.

AESTHETIC The response to, and feeling about an art work.

AREA 1. A surface included within a set of lines (2-D space). 2. A space within the boundaries of height, width, length and depth.

ARTIST One who is skilled in creating original art through the use of visible or tangible materials, whether writing, art materials, music, dance/movement, or drama.

ASSEMBLAGE A work of art made by construction or linking found objects, rather than mounting them on a flat surface, in which case the work would be known as a collage.

ASYMMETRIC Informal balance; a balance that is felt, but not of equal design on each side.

BACKGROUND In art, those things that seem most distant, as if in the back of a picture.

BALANCE A feeling equilibrium which can be either symmetrical (formal) or asymmetrical (informal). Equilibrium is brought about by an equal distribution of weight on each side of a given line or point.

BLEND To mix together so that parts are indistinguishable from one another, such as blending 2 colors of paint.

BRAYER A tool used to spread paint or ink; usually a roller with a handle attached used in printmaking and/or printing.

CERAMICS A general term covering the art of making pottery, tiles, and figures from clay (earthenware, stoneware, porcelain, brick, glass, enamels).

COLLAGE A picture of design made by assembling and arranging different types of materials (paper, cloth, string, wire, wood). Derived from the French word meaning “to paste”.

COLOR The sensation resulting from reflection or absorption of light by a surface. Hue is another name for color.

COLOR SCHEME A systematic grouping of colors:

Analogous: 3 neighboring colors.

Complementary Colors: Found directly opposite on the color wheel.

Monochromatic: The variations of a hue obtained from tints and shades.

Neutral Tints: Tones or shades that appear gray.

Triadic: 3 colors equally spaced around the color wheel.

COMPLEMENTARY COLORS

Colors that are opposite each other on the color wheel (when mixed in equal proportions produce a neutral color).

COMPOSITION A harmonious whole formed by a combination of parts. In the area of fine arts this term may refer to a dance, design, painting, sculpture or musical arrangement.

CONTOUR The outline of a figure, body or mass.

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GLOSSARY (cont)

COUNTOUR DRAWING

A drawing using line to represent the outline edges, wrinkles, textures of a figure, body or mass.

CONTRAST Showing noticeable difference in line, color, shape, emotion. The amount of darkness or brightness between colors.

COOL COLORS Any color that suggests something cold. Blue, green and violet. Any color can be made cool by adding white.

CRAFTS Area of art which emphasizes the making of usable objects of beauty by hand using various materials (example: ceramic bowl).

CRAFTMANSHIP The quality of a piece of work showing skill in production.

DESIGN Using the elements and principles of design to organize an art work.

DETAIL The various elements which collectively constitute a work of art.

DIORAMA A scenic representation in which sculptured figures and lifelike details are displayed usually in a miniature (wholly or partially 3-D scene).

DISTORTION Deliberate or intuitive alteration by the artist of a natural shape, form, surface or space.

DOT The simplest element of art. Used in Impressionists‟ art.

ELEMENTS OF ART

The building blocks in constructing a piece of art. The elements are space, line shape, form, color, texture, pattern.

EMPHASIS A force or intensity of expression that gives special impressiveness or importance to something.

EXPRESSIONISM A theory or practice in art of seeking to depict not objective reality, but the subjective emotions and responses which objects and events arouse in the artist.

FANTASY That which is in the realm of imagination; the free play of creative imagination.

FOCAL POINT The part of a design that by size and color catches your attention.

FORMAL BALANCE The placing of identical lines, forms, values of color on each side an equally distant from the center.

GESTURE DRAWING

A quick sketchy line drawing suggesting a figure or object.

GLAZE A clear or colored coating used on pottery or porcelain for finish. A thick covering over most types of earthenware, chemically similar to glass. Applied before being fired in a kiln.

HARMONY A sense of completeness in the relation of things to each other. Agreement in relation, conformity, order, symmetry, unity.

IMAGE The production of a tangible shape or form in original artwork (i.e., a painting‟s subject matter).

INFORMAL BALANCE

Achieved by the equal-position of contrasting, opposing or interacting elements – an aesthetically pleasing integration of elements. Felt balance, not symmetrical.

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GLOSSARY (cont)

INFORMAL BALANCE

Achieved by the equal-position of contrasting, opposing or interacting elements – an aesthetically pleasing integration of elements. Felt balance, not symmetrical.

KILN An oven, furnace, heated enclosure used for processing a substance as clay by burning, firing, or drying.

LANDSCAPE Picture/other representation of an outdoor scene (usually natural). Can be fantasy or imaginative.

LINE A mark (as a pencil) that forms part of the formal design of a picture; distinguishing from shading or color. Line can be straight, curved, jagged, delicate or rhythmic.

LINE QUALITY The „personality‟ of a line – straight, curved, zig zag, looped, wavy, thick, thin, perpendicular, diagonal, hard-edged or soft-edged.

MEDIUM/MEDIA A mode of artistic expression or communication – material or technical means of artistic expression such as watercolor, clay, pen & ink.

MIXED MEDIA A painting or other work of art in which more that one medium and/or material is used; e.g. using acrylic, watercolor and pen in a single work.

MOBILE A sculpture made of parts that balance and move.

MONOCHROMATIC A color scheme based on various tints and shade of 1 color.

MOOD A conscious state of mind or predominant emotion – that which gives dominant emotional character to artwork.

MOTIF A recurring element in art work – a theme or central dominant feature expressed in a pattern or design by use of line, shape, color.

MOVEMENT The illusion of motion by use of line, repetition, change of scale.

MURAL Painting on, or for, a wall.

NATURAL Marked by easy simplicity and freedom from artificiality, affectation, or constraint, present in or produced by nature.

NEGATIVE SPACE The space surrounding an object.

OUTLINE That which marks the outer limits of an object or figure – a style of drawing in which contours are marked without shading.

OP-ART Art creating an optical illusion.

OVERLAPPING A method of placing images partly in front of other images to suggest depth in design or picture or sculpture.

PATTERN Images repeated in a composition.

PERSPECTIVE A system for representing three-dimensional space on a flat surface.

PORTRAIT A pictorial representation (as a painting) of a person usually showing the face; a sculptured figure, bust, statue. Can be imaginative/fantasy.

POSITIVE SPACE The space occupied by an object, objects in design, painting or drawing.

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GLOSSARY (cont)

PRIMARY COLORS In painting, those colors – blue, red, yellow – that cannot be made from mixtures of other colors.

PRINCIPLES OF ART

The ways in which the elements of art are organized in a composition (including balance, unity, rhythm, emphasis, proportion, repetition, variety, contrast, harmony).

PRINT Anything that leaves a printed impression on one surface from another surface.

PROPORTION A principle of design that deals with the relationship of each part to the others and to the whole in an object or composition – comparative relation, ratio, scale, measure, measurable consistency.

REPETITION Recurrence of line, shape, color.

RHYTHM An ordered movement achieved by the regular recurrence or natural flow of related elements (color, line). SCALE The size of an object as compared to other objects or to its environment, or as compared to the human

figure. SCULPTURE The art of forming in the round or in relief; carving in wood, chiseling marble, modeling clay, casting in metal

or plaster, or wire (also mobiles).

SEASCAPE A view of the sea or water scene. SHADE A color produced by a pigment or dye mixture having some black or the color‟s complement in it. SOFT SCULPTURE A sculpture made of soft material and stuffed. STILL LIFE The representation of inanimate objects such as flowers or fruit in an art work. SYMMETRICAL Balanced proportions corresponding in size, shape and relative position of parts on opposite sides of a

dividing line or medium plane or about a center of axis. TEXTURE Real texture equals rough to smooth materials, suggested or simulated texture is drawn or painted texture. TINT A color that has been lightened with white.

UNITY A combination or ordering of parts in a literary or artistic work that constitutes a whole or promotes a total effect. The reference of the elements of a composition to a single main idea or point of view.

VARIETY Showing diversity as opposed to sameness in line, color or texture. WARM COLORS Colors which express warmth, heat and brightness (such as yellow, red, orange).

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WEB RESOURCES

Art Museums on the Net J. Paul Getty Museum http://www.getty.edu/museum/ Smithsonian American Art Museum http://americanart.si.edu/ Hirshhorn Museum and Sculpture Gallery http://hirshhorn.si.edu/ National Gallery of Art http://www.nga.gov/ Uffizi Gallery http://www.uffizi.firenze.it/welcomeE.html Art Institute of Chicago http://www.artic.edu/ Museum of Modern Art http://www.moma.org/

Art Education Resources Art Teacher on the Net http://www.artmuseums.com/ Art Lesson Plans http://www.lessonplanspage.com/Art.htm Ask Eric Art Lesson Plans http://www.cloudnet.com/-edrbsass/edart.htm Princeton On-line http://www.princetonol.com/groups/ial/lessons/elem/elemlessons.html

http://www.getty.edu/museum/

http://americanart.si.edu/

http://hirshhorn.si.edu/

http://www.nga.gov/

http://www.uffizi.firenze.it/welcomeE.html

http://www.artic.edu/

http://www.moma.org/

http://www.artmuseums.com/

http://www.lessonplanspage.com/Art.htm

http://www.cloudnet.com/-edrbsass/edart.htm

http://www.princetonol.com/groups/ial/lessons/elem/elemlessons.html

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COLOR THEORY BASICS

What is color theory? Color theory is a set of principles used to create harmonious color combinations. Color relationships can be visually represented with a color wheel – the color spectrum wrapped onto a circle. The color wheel is a visual representation of color theory: According to color theory, harmonious color combinations use any two colors opposite each other on the color wheel, any three colors equally spaced around the color wheel forming a triangle, or any four colors forming a rectangle (actually, two pairs of colors opposite each other). The harmonious color combinations are called color schemes – sometimes the term „color harmonies‟ is also used. Color schemes remain harmonious regardless of the rotation angle.

Classic color schemes: Monochromatic Color Scheme The monochromatic color scheme uses variations in lightness and saturation of a single color. This scheme looks clean and elegant. Monochromatic colors go well together, producing a soothing effect. The monochromatic scheme is very easy on the eyes, especially with blue or green hues. Analogous Color Scheme The analogous color scheme uses colors that are adjacent to each other on the color wheel. One color is used as a dominant color while others are used to enrich the scheme. The analogous scheme is similar to the monochromatic, but offers more nuances. Complementary Color Scheme The complementary color scheme consists of two colors that are opposite each other on the color wheel. This scheme looks best when you place a warm color against a cool color, for example, red versus blue-green. This scheme is intrinsically high-contrast. Triadic Color Scheme The triadic color scheme uses three colors equally spaced around the color wheel. This scheme is popular among artists because it offers strong visual contrast while retaining harmony and color richness. The triadic scheme is not as contrasting as the complementary scheme, but it looks more balanced and harmonious.

elementary visual arts curriculum - … curriculum... · corral drive elementary school art...

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