Kindergarten Art CurriculumBarren County Schools
Structure and Processes
Students will recognize and identify or describe the following elements of art and principle of design and use these elements and this principle with a variety of media to create artworks independently and with others.
Line: straight, curved, zigzag, wavy, thin, solid, broken
Shape: geometric (circle, square, triangle, rectangle, oval, diamond)
Color: primary
Texture: touch and see (Use these terms in place of actual and implied at this level.)
Pattern: pattern (recognize the word)
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Humanity and Purposes
Students will be aware that people in other places and times create art for different purposes.
First Grade Art CurriculumBarren County Schools
Structure and Processes
Students will recognize and identify or describe the following elements of art and principles of design and use these elements and principles with a variety of media to create artworks independently and with others.
Line: wavy, thick, thin
Shape: free form (organic) – Recognize that geometric and free form are different.
Color: secondary hues, warm, cool, neutral
Texture: Describe the difference between textures (e.g., rough, smooth, hard, soft).
Form: Know the term.
Balance: formal (recognize the term: symmetry)
Pattern: regular or planned
Students will begin to learn how to use knowledge of the elements and principles and art terminology to describe and critique their own work and the work of others.
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Humanity and Purposes
Students will begin to associate artworks they experience or create with Native American culture and will begin to describe how art of this culture reflects the culture.
Students will begin to describe artworks of Native American culture using visual art terminology.
Students will begin to develop an awareness of the purposes for which artworks are created and will experience and create new artworks designed to fulfill a variety of specific purposes.
Second Grade Art CurriculumBarren County Schools
Structure and Processes
Students will recognize and identify or describe the following elements of art and principles of design and use these elements and principles with a variety of media to create artworks independently and with others.
Line: line direction (vertical, horizontal, diagonal), the use of lines to convey
feelings/emotions
Shape: the arrangement/combining of geometric/free form shapes to create pictures
Color: combining primary colors to make secondary colors
Texture: know the terms visual texture and actual texture
Form: two-dimensional vs. three-dimensional; cube, pyramid, sphere, cylinder; body forms,
organicforms/free form forms
Pattern: color patterns, shape patterns, line patterns
Balance: formal, symmetry
Students will use knowledge of the elements and principles and art terminology to describe and critique their own work and the work of others.
Humanity and Purposes
Students will associate artworks they experience or create with the Appalachian culture.
Students will use visual art terminology to describe Appalachian artwork.
Students will begin to describe the purposes for which artworks are created and will create new artworks designed to fulfill a variety of specific purposes.
Third Grade Art CurriculumBarren County Schools
Structure and Processes
Students will recognize and identify or describe in writing the elements of art and principles of design they have learned in previous years and will include the following elements and principles.
Line: contour lines
Shape: complex geometric, shapes used in architecture
Color: color wheel, intermediate colors, earth tones, contrast
Texture: artworks that represent the textures (e.g. a print has visual texture, a sculpture has actual
texture); processes used to create visual and/or actual textures
Form: sculpture; types of artwork that are forms and processes used to create theseartworks
Contrast: color contrast, texture contrast, shape contrast, line contrast
Emphasis: focal point
Pattern: random pattern
Balance: introduce asymmetry and radial
Students will describe in writing the impact of the elements of line, shape, color, form, and texture on feelings/emotions. (How and why the elements are used to create feelings/emotions in a work of art.)
Students will use the elements and principles with a variety of media to create artworks independently and with others.
Humanity and Purposes
Students will associate artworks they experience or create with the Colonial American period.
Students will understand the difference between formal art and folk art.
Students will use visual art terminology to describe in writing Colonial American art.
Students will begin to describe in writing the purposes for which artworks are created and will create new artworks designed to fulfill a variety of specific purposes.