TRENTON PUBLIC SCHOOLS
GRADE 5 VISUAL ARTS CURRICULUM GUIDE
Unit 1: Element of Color
Grade level: Fifth Grade
“I can” Statement: I can identify the element of color and use it in an artwork based on a famous work of art or piece of literature.
Stage 1: Desired ResultsGoals: (Related Performance Standards):
By the end of Fifth Grade, students will:
- Combine ideas to generate an innovative idea for art-making.
- Identify and demonstrate diverse methods of artistic investigationto choose an approach for beginning a work of art.
- Experiment and develop skills in multiple art-making techniques and approaches through practice.
- Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
- Identify, describe, and visually document places and/or objects of personal significance.
- Create artist statementsusing art vocabulary to describe personal choices in art- making.
- Compare one's own interpretation of a work of art with the interpretation of others.
- Identify and analyze cultural associations suggested by visual imagery.
- Apply formal and conceptual vocabulariesof art and design to view surroundings in new ways through art- making.
- Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society.
Enduring Understandings:
(Anchor Standard 1): Generate and conceptualize artistic ideas and work.)
- Creativity and innovative thinking are essential life skills that can be developed.
- Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
- Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
- Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
- People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
- Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
- Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
- Visual imagery influences understanding of and responses to the world.
- Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
- People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Questions:
(Anchor Standard 1):
- What conditions, attitudes, and behaviors support creativity and innovative thinking?
- What factors prevent or encourage people to take creative risks?
- How does collaboration expand the creative process?
- How does knowing the contexts histories, and traditions of art forms help us create works of art and design?
- Why do artists follow or break from established traditions?
- How do artists determine what resources and criteria are needed to formulate artistic responses?
- How do artists work?
- How do artists and designers determine whether a particular direction in their work is effective?
- How do artists and designers learn from trial and error?
- How do artists and designers care for and maintain materials, tools, and equipment?
- Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?
- How do objects, places, and design shape lives and communities?
- How do artists and designers determine goals for designing or redesigning objects, places, or systems?
- How do artists and designers create works of art or design that effectively communicate?
- What role does persistence play in revising, refining, and developing work?
- How do artists grow and become accomplished in art forms?
- How does collaboratively reflecting on a work help us experience it more completely?
(Anchor Standard 7):
- How do life experiences influence the way you relate to art?
- How does learning about art impact how we perceive the world?
- What can we learn from our responses to art?
- What is an image?
- Where and how do we encounter images in our world?
- How do images influence our views of the world?
- How does engaging in creating art enrich people's lives?
- How does making art attune people to their surroundings?
- How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
- How does art help us understand the lives of people of different times, places, and cultures?
- How is art used to impact the views of a society? How does art preserve aspects of life?
What Key Knowledge and Skills will Students acquire as a result of this unit?
Content: / National Core Arts Anchors and Performance Standards: / Skills: Student Learning Objectives
Students will be able to:
- Review of Elements of Art
- Introduction/Review to/of different art media and how to properly use them
- Introduction/Review to/of different art media terminology
- Introduction to some of the ‘Principles of Art/Design’ and how they utilize the ‘Elements of Art’
- Review different purposes for viewing/having/making art
- Introduce how art communicates ideas
- Color ‘Families’ Review:
-Secondary Colors
-Color Wheel Review
-Warm and Cool Color Review
-Tertiary Colors Review
- Introduction to Complimentary, Analogous color ‘families/groupings’
Investigating-Planning-Making: VA:Cr1.1.5a:
Combine ideas to generate an innovative idea for art-making.
Investigating-Planning-Making: VA:Cr1.2.5a:
Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.
Investigating: VA:Cr2.1.5a:
Experiment and develop skills in multiple art-making techniques and approaches through practice.
Investigating: VA:Cr2.2.5a:
Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
Investigating: VA:Cr2.3.5a:
Identify, describe, and visually document places and/or objects of personal significance.
Reflecting-Refining-Continuing:VA:Cr3.1.5a:
Create artist statements using art vocabulary to describe personal choices in art- making.
Responding:
Perceiving: VA:Re.7.1.5a:
Compare one's own interpretation of a work of art with the interpretation of others.
Perceiving: VA:Re.7.2.5a:
Identify and analyze cultural associations suggested by visual imagery.
Connecting:
Synthezing: VA:Cn10.1.5a:
Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art- making.
Relating: VA:Cn11.1.5a:
Identify how art is used to inform or change beliefs, values, or behaviors of an individual or society. /
- Compare and contrast complimentary colors of differing values found in the natural world and utilized in diverse two and three-dimensional works of art (e.g., Vincent van Gough, Georges Seurat, Henri Russo, Elizabeth Murray, Roy De Forest, Christo and Jeanne Claude, Mexican Day of the Dead triptychs etc.) create works of art that emphasize complimentary color and value.
- Employ basic, discipline-specific arts terminology to see how artistic pieces can serve a useful purpose in daily lives.
- Identify how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference in self-generated, peer and masterworks of art from diverse cultures and eras.
- Compare and contrast emphasis and unity/harmony in two and three-dimensional works of art from various cultures and historical eras created by the combination of shape, line, and texture (e.g., Rene Magritte, Jasper Johns, Martin Ramirez, Russian knotted carpets, Canadian textiles and American Folk Art quilts etc.). Integrate shape, line, and texture for emphasis and to create unity and harmony in original artwork.
Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option: Students understand the importance of element of color;
SLO: / -Students collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
-Students create an artwork that communicates something about a place that has significance for them, and is inspired by the content, style or technique of artworks observed and analyzed, while demonstrating quality craftsmanship through appropriate use of materials, tools, and equipment.
-Students write an artist statement to be displayed with their completed artwork.
-Students present their artworks and artist statements for a group discussion about an appropriate location for physically or digitally displaying the finished work and how a display communicates information and ideas to the viewer.
TRENTON PUBLIC SCHOOLS
GRADE 5 VISUAL ARTS CURRICULUM GUIDE
Unit 2: Element of Line
Grade level: Fifth Grade
“I can” Statement: I can identify the element of line and use it in an artwork based on a famous work of art or piece of literature.
Stage 1: Desired ResultsGoals: (Related Performance Standards):
By the end of Fifth Grade, students will:
- Combine ideas to generate an innovative idea for art-making.
- Identify and demonstrate diverse methods of artistic investigationto choose an approach for beginning a work of art.
- Experiment and develop skills in multiple art-making techniques and approaches through practice.
- Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.
- Identify, describe, and visually document places and/or objects of personal significance.
- Create artist statementsusing art vocabulary to describe personal choices in art- making.
- Compare one's own interpretation of a work of art with the interpretation of others.
- Identify and analyze cultural associations suggested by visual imagery.
- Apply formal and conceptual vocabulariesof art and design to view surroundings in new ways through art- making.
Enduring Understandings:
(Anchor Standard 1): Generate and conceptualize artistic ideas and work.)
- Creativity and innovative thinking are essential life skills that can be developed.
- Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
- Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
- Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
- People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
- Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
- Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
- Visual imagery influences understanding of and responses to the world.
- Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
- People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Questions:
(Anchor Standard 1):
- What conditions, attitudes, and behaviors support creativity and innovative thinking?
- What factors prevent or encourage people to take creative risks?
- How does collaboration expand the creative process?
- How does knowing the contexts histories, and traditions of art forms help us create works of art and design?
- Why do artists follow or break from established traditions?
- How do artists determine what resources and criteria are needed to formulate artistic responses?
- How do artists work?
- How do artists and designers determine whether a particular direction in their work is effective?
- How do artists and designers learn from trial and error?
- How do artists and designers care for and maintain materials, tools, and equipment?
- Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?
- How do objects, places, and design shape lives and communities?
- How do artists and designers determine goals for designing or redesigning objects, places, or systems?
- How do artists and designers create works of art or design that effectively communicate?
- What role does persistence play in revising, refining, and developing work?
- How do artists grow and become accomplished in art forms?
- How does collaboratively reflecting on a work help us experience it more completely?
(Anchor Standard 7):
- How do life experiences influence the way you relate to art?
- How does learning about art impact how we perceive the world?
- What can we learn from our responses to art?
- What is an image?
- Where and how do we encounter images in our world?
- How do images influence our views of the world?
- How does engaging in creating art enrich people's lives?
- How does making art attune people to their surroundings?
- How do people contribute to awareness and understanding of their lives and the lives of their communities through art-making?
- How does art help us understand the lives of people of different times, places, and cultures?
- How is art used to impact the views of a society? How does art preserve aspects of life?
Content: / National Core Arts Anchor and Performance Standards: / Skills: Student Learning Objectives
Students will be able to:
- Review:
-How lines are made
-How lines are used in works of art
-Experimenting with various types of lines
-Making artistic choices about the use of line
- Creating lines from new media and tools
- Introduction/Review to/of different art media and how to properly use them
- Introduction/Review to/of different art media terminology
- Identify various ‘Principles of Art/Design’ in our everyday world
- Review different purposes for viewing/having/making art
- Introduce how art communicates or persuades a variety of ideas
Investigating-Planning-Making: VA:Cr1.1.3a:
Elaborate on an imaginative idea.
Investigating-Planning-Making: VA:Cr1.2.3a:
Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
Investigating: VA:Cr2.1.3a:
Create personally satisfying artwork using a variety of artistic processes and materials.
Investigating: VA:Cr2.2.3a:
Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.
Investigating: VA:Cr2.3.3a:
Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.
Responding:
Perceiving: VA:Re.7.3.1a:
Speculate about processes an artist uses to create a work of art.
Perceiving: VA:Re.7.3.2a:
Determine messages communicated by an image.
Connecting:
Synthezing: VA:Cn10.3.1a:
Develop a work of art based on observations of surroundings.
Relating: VA:Cn11.3.1a:
Recognize that responses to art change depending on knowledge of the time and place in which it was made. /
- Distinguish parallel lines in everyday life and known two and three-dimensional works of art from various cultures that emphasize the convergence of lines to create the illusion of perspective (e.g., photographs by Ansel Adams, Edward Hopper’s paintings, the art and architecture of Filippo Brunelleschi etc.). Create artwork in various mediums emphasizing line as a tool for perspective.
- Explain ways mathematical proportions are used in master works of art in various mediums (e.g., Leonardo Da Vinci’s Mona Lisa, Albrecht Durer’s etchings, Salvador Dali’s The Sacrament of the Last Supper) and use the Golden Mean in the creation of an original artwork.
- Identify elements of art and principles of design that are evident in everyday life.
- Compare and contrast works of art in various mediums that use the same art elements and principles of design.
- Identify images used by business and industry, politics and popular culture used to influence messages and describe how repetition, variety, proportion, balance, and emphasis are used to support the persuasive power of visual images. Replicate the use of these principles of design in the creation of original artwork intended for persuasive purpose.
Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option: Students understand the importance of element of line;
SLO: / -Students collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
-Students create an artwork that communicates something about a place that has significance for them, and is inspired by the content, style or technique of artworks observed and analyzed, while demonstrating quality craftsmanship through appropriate use of materials, tools, and equipment.
-Students write an artist statement to be displayed with their completed artwork.
-Students present their artworks and artist statements for a group discussion about an appropriate location for physically or digitally displaying the finished work and how a display communicates information and ideas to the viewer.
TRENTON PUBLIC SCHOOLS