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
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
SCOPE AND SEQUENCE CHART – GRADE 2 19
SCOPE AND SEQUENCE CHART – GRADE 3 26
SCOPE AND SEQUENCE CHART – GRADE 4 34
SCOPE AND SEQUENCE CHART – GRADE 5 42
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.
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.
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.
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.
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.
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 / ACTIVITIESCOLOR / · 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.
SCOPE AND SEQUENCE CHART – GRADE K (cont)
DESIGN PRINCIPLES / OBJECTIVES / ACTIVITIESSCALE & 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.
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.
SCOPE AND SEQUENCE CHART – GRADE 1