Grade 1 Visual & Performing Arts Art

1

Trenton Public Schools

Grade 1 Visual & Performing Arts~ Art

2009-2010

• Understand that art works elicit an emotional response.
• Be able to communicate their personal emotional response to a work of art.
• Pick out art elements in an art work.
• Be able to create art works according to their maturity and skill level.
• Learn how to identify the basic aspects of the seven elements of design (color, line, shape, form, texture, value, and space.)
• Be able to show how to use the basic aspects of the seven elements of design (color, line, shape, form, texture, value, and space.)

• Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
• The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.

• Why should I care about the arts?
• What’s the difference between a thoughtful and a thoughtless artistic judgment?

• observe different types of visual arts in class.
• describe what they saw in classroom discussions or with a partner.

• Prints
• Posters
• Art work on the internet
• Art work on display throughout the school
• Art work on display in other exhibits
• PowerPoint presentations

• describe what they saw either to a partner or to the teacher.
• summarize what they saw in discussions.
• understand that they will have an emotional response to the art.

• Class Discussions
• Drawings in response to a work of art

• Writing in response to art
• Questions

• describe how art elements were used in the work.
• give detailed examples of how the elements were used.

• Color
• Line
• Shape
• Form
• Texture
• Value
• Space

• Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
• The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.

• Why should I care about the arts?
• What’s the difference between a thoughtful and a thoughtless artistic judgment?

• communicate emotional response to famous works of art.
• define how the work of art made them feel
• examine their emotional responses to the work of art.

• Class Discussions
• Drawings in response to a work of art
• Writing in response to art
• Questions

• express their immediate reaction to a work of art
• explain why they feel the way the do about the work

• Questions
• Drawings
• Writing
• Class Discussions

• create in the style of the work.
• generate writing about the work of art.

• Drawings
• Stories
• Writing
• Partner activities

• The arts serve multiple functions: enlightenment, education, and entertainment.
• Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product.
• The artistic process can lead to unforeseen or unpredictable outcomes.

• How does creating and performing in the arts differ from viewing the arts?
• To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?

• communicate how the basic elements were used.
• incorporate elements of design into art work.

• Color
• Line
• Shape
• Form
• Texture
• Value
• Space

• compare and contrast between different types of art.
• classify different types of art.
• identify art vocabulary.

• Landscapes
• Still Life
• Portraits
• Abstract
• Realistic
• Painting
• Drawing
• Sketch
• Sculpture
• Abstract
• Collage

• assemble work for display.
• justify the choices that are made in displaying work.

• Displays
• Mattes
• Exhibits
• Critiques

• appreciate how art helps them throughout their daily lives.
• identify examples of how art is a part of their daily lives.

• Clothing/Fabric
• Pottery
• Portraits
• Architecture
• Objects of art

• Underlying structures in art can be found via analysis and inference.
• Breaking accepted norms often gives rise to new forms of artistic expression.

• How do underlying structures unconsciously guide the creation of art works?
• Does art have boundaries?

• exhibit what specific elements are used in a work with minimal prompting.
• communicate how elements are used in a work of art.

• Color
• Line
• Shape
• Form
• Texture
• Value
• Space

• illustrate where specific elements are used in a work with minimal prompting.
• articulate the use of the elements in a specific work of art.

• Color
• Line
• Shape
• Form
• Texture
• Value
• Space

• Understand that critique is used to discuss art.
• Participate in class discussions about works of art.
• Participate in class discussions about their own art.

• The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.

• When is art criticism vital and when is it beside the point?

• deduce that we need to talk about art.
• articulate why critique is important.

• Class Critique
• Class Discussions

• demonstrate elements of design as they are used in an art work.
• summarize and discuss the elements of design.
• determine how elements are used in an art work.

• Color
• Line
• Shape
• Form
• Texture
• Value
• Space

• The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.

• When is art criticism vital and when is it beside the point?

• articulate how a piece of art elicits a personal response.
• establish opinions about a piece of art.
• engage in class discussions about art.

• Class Critique
• Written Critique
• Dictated Critique

• formulate opinions about a work of art.
• partake in class discussions about art.

• Class Critique
• Letters to the artist
• Art work inspired by a work of art

• Be familiar with art from a few cultures.
• Be able to identify art from a few cultures.

• Culture affects self-expression, whether we realize it or not.
• Every artist has a style; every artistic period has a style.

• Does art define culture or does culture define art?
• What is old and what is new in any work of art?
• How important is “new” in art?

• distinguish works of art from different cultures.
• exhibit an understanding of works of art from other cultures.

• Cultural Celebrations
• Color
• Line
• Shape
• Form
• Texture
• Value
• Space

• Culture affects self-expression, whether we realize it or not.
• Every artist has a style; every artistic period has a style.

• Does art define culture or does culture define art?
• What is old and what is new in any work of art?
• How important is “new” in art?

• observe a variety of works of art.

• construct works of art that demonstrate family and community.

• Color
• Line
• Shape
• Form
• Texture
• Value
• Space
• Cultural Celebrations

6/2/2019 6:51:10 PM