Grade K Visual Arts Curriculum Guide

Grade K Visual Arts Curriculum Guide

TRENTON PUBLIC SCHOOLS

GRADE K VISUAL ARTS CURRICULUM GUIDE

Unit 6: Element of Value

Grade level: Kindergarten

“I can” Statement: I can identify the element of value and use it in an artwork based on a famous work of art and/or piece of literature.

Stage 1: Desired Results
Goals: (Related Performance Standards):
By the end of Kindergarten, students will:
  • Engage in exploration and imaginative play with materials.
  • Engage collaboratively in creative art-making in response to an artistic problem.
  • Through experimentation, build skills in various media and approaches to art-making.
  • Identify safe and non-toxic art materials, tools, and equipment.
  • Create art that represents natural and constructed environments.
  • Explain the process of making art while creating.
  • Select art objects for personal portfolio and display, explaining why they were chosen.
  • Explain the purpose of a portfolio or collection.
  • Explain what an art museum is and distinguish how an art museum is different from other buildings.
  • Identify uses of art within one’s personal environment.
  • Explain reasons for selecting a preferred artwork.
  • Describe what an image represents.
  • Create art that tells a story about a life experience.

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.
(Anchor Standard 2): Organize and develop artistic ideas and work.)
  • 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.
(Anchor Standard 3): Refine and complete artistic work.)
  • Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
(Anchor Standard 4): Select, analyze and interpret artistic work for presentation.)
  • Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.
(Anchor Standard 5): Develop and refine artistic techniques and work for presentation.)
  • Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
(Anchor Standard 6): Convey meaning through the presentation of artistic work.)
  • Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
(Anchor Standard 7): Perceive and analyze artistic work.
  • 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.
(Anchor Standard 9): Apply criteria to evaluate artistic work.)
  • People evaluate art based on various criteria.
(Anchor Standard 10): Synthesize and relate knowledge and personal experiences to make art.)
  • Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
(Anchor Standard 11): Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)
  • 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?
(Anchor Standard 2):
  • 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?
(Anchor Standard 3):
  • 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 4):
  • What is the value of engaging in the process of art criticism?
  • How can the viewer "read" a work of art as text?
  • How does knowing and using visual art vocabularies help us understand and interpret works of art?
(Anchor Standard 5):
  • What methods and processes are considered when preparing artwork for presentation or preservation?
  • How does refining artwork affect its meaning to the viewer?
  • What criteria are considered when selecting work for presentation, a portfolio, or a collection?
(Anchor Standard 6):
  • What is an art museum?
  • How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?
  • How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
(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?
(Anchor Standard 9):
  • How does one determine criteria to evaluate a work of art?
  • How and why might criteria vary?
  • How is a personal preference different from an evaluation?
(Anchor Standard 10):
  • 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?
(Anchor Standard 11):
  • 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 Anchor and Performance Standards: / Skills: Student Learning Objectives
Students will be able to:
  • Creating lighter values utilizes white
  • Creating darker values utilizes black
  • Introduction to different art media and how to properly use them
  • Experimenting with different values
  • Practice in critique and evaluating art work
  • Practice in discussing art works and aesthetics
/ Creating:
Integrating-Planning-Making: VA:Cr1.1.Ka:
Engage in exploration and imaginative play with materials.
Integrating-Planning-Making: VA:Cr1.2.Ka:
Engage collaboratively in creative art-making in response to an artistic problem.
Investigating: VA:Cr2.1.Ka:
  1. Identify safe and non-toxic art materials, tools, and equipment.
Investigating: VA:Cr2.3.Ka:
Create art that represents natural and constructed environments.
Reflecting-Refining-Continuing: VA:Cr3.1.Ka:
Explain the process of making art while creating.
Presenting:
Anayzing: VA:Pr5.1.Ka:
Explain the purpose of a portfolio or collection.
Sharing: VA:Pr6.1.Ka:
Explain what an art museum is and distinguish how an art museum is different from other buildings.
Responding:
Perceiving: VA:Re.7.1.Ka:
Identify uses of art within one’s personal environment.
Perceiving: VA:Re.7.2.Ka:
Describe what an image represents.
Analyzing: VA:Re8.1.Ka:
Explain reasons for selecting a preferred artwork.
Interpreting: VA:Re9.1.Ka:
Explain reasons for selecting a preferred artwork.
Connecting:
Synthesizing: VA:Cn10.1.Ka:
Create art that tells a story about a life experience.
Relating: VA:Cn11.1.Ka:
Identify a purpose of an artwork. /
  • Identify primary colors in two -dimensional works of art (e.g., Piet Mondrian’s Compositions in Red, Blue and Yellow, DeStijl paintings by Bart Van Der Lick, Paul Cézanne still life’s, Roy Lichtenstein’s paintings etc.) and apply primary colors in original artwork.
  • Identify the elements of art including line weight, color and texture in famous, self-generated, and peer artwork and apply these elements to the creation of original artwork.
  • Identify the colors red, orange, yellow, green, blue, and purple in famous artwork and peer artwork and apply them in original works of art and describe the use of color for expression.
  • Use a variety of art making materials (e.g., paint, crayons, markers etc.) and color mixing to create realistic, abstract and expressive two-dimensional works of art.
  • Use the elements of line, shape, texture, color and space to create two- dimensional artwork based on personal symbols that is seen in everyday life (e.g., stop lights, golden arches, hearts. )
  • Use the elements of shape, texture and color to create 3 dimensional artwork based on observation of the physical world (e.g., containers, animals, people) using a variety of media and tools appropriate to the production of the works (e.g., clay and shaping tools, cardboard, scissors and glue, wire).
  • Use the various materials, tools and techniques and demonstrate their knowledge by identifying the materials, tools and methods they have used (e.g., markers, crayons, paint, clay, brush, stamps, shaping tool, scribbling, dabbing, patterning, pinching, smoothing, building etc.)
  • After viewing a master work(s) that communicates emotion(s), describe what emotions the artwork conveys and how the artist conveys those emotions (i.e., through content/subject; through medium used; through use of line, shape, color, repetition, etc.). Create a work of art that tells a story of that emotional response.
  • Communicate personal responses to a variety of historical works of art with common subjects or themes. Responses will describe likes and dislikes through comparing and contrasting characteristics of the various art works.
  • Observe the basic elements of art (i.e., line, shape, and color) and principals of design (i.e., repetition, pattern etc.) and share those observations with peers in a group critique of a work(s) of art.
  • Observe a work(s) of art and give reasons for liking or disliking the artwork(s), using elements of art (i.e., line, shape, and color) and principals of design (i.e., repetition, pattern etc.) as their basis for personal observations.
  • Identify artists as creative thinkers engaged in the artistic process that generate art through the manipulation of the elements of art (e.g., line, shape, color and texture) and who share common ideas across diverse cultures (e.g., religious beliefs/ceremonies, family life, work, play).
  • Recognize ways artists are involved in communities (e.g. architects, photographers, painters) and associate the artist with their distinct work based on the themes of family and community (e.g., everyday life, ceremonies/holidays, caring and sharing, etc.)
  • Identify the subject matter, type of artist, time, place and cultural origin of various works of art (e.g., American Indian totems, African masks, Mexican sculptures/Trees of Life, architecture, etc.).

Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Options: Students understand the importance of elements of value;
SLO: / -Students collaboratively examine and respond to a diverse selection of artworks.
-Students select from a variety of provided materials and tools to create an artwork that communicates personal interests.
-Students present their artworks and discuss why they are meaningful to them.
-Students group their artworks based on identified similarities and share reasons for the groupings.

TRENTON PUBLIC SCHOOLS

GRADE K VISUAL ARTS CURRICULUM GUIDE

Unit 7: Element of Space

Grade level: Kindergarten

“I can” Statement: I can identify the element of space and use it in an artwork based on a famous work of art and/or piece of literature.

Stage 1: Desired Results
Goals: (Related Performance Standards):
By the end of Kindergarten, students will:
  • Engage in exploration and imaginative play with materials.
  • Engage collaboratively in creative art-making in response to an artistic problem.
  • Through experimentation, build skills in various media and approaches to art-making.
  • Identify safe and non-toxic art materials, tools, and equipment.
  • Create art that represents natural and constructed environments.
  • Explain the process of making art while creating.
  • Select art objects for personal portfolio and display, explaining why they were chosen.
  • Explain the purpose of a portfolio or collection.
  • Explain what an art museum is and distinguish how an art museum is different from other buildings.
  • Identify uses of art within one’s personal environment.
  • Interpret art by identifying subject matter and describing relevant details.
  • Explain reasons for selecting a preferred artwork.
  • Describe what an image represents.
  • Create art that tells a story about a life experience.

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.
(Anchor Standard 2): Organize and develop artistic ideas and work.)
  • 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.
(Anchor Standard 3): Refine and complete artistic work.)
  • Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
(Anchor Standard 4): Select, analyze and interpret artistic work for presentation.)
  • Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.
(Anchor Standard 5): Develop and refine artistic techniques and work for presentation.)
  • Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
(Anchor Standard 6): Convey meaning through the presentation of artistic work.)
  • Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
(Anchor Standard 7): Perceive and analyze artistic work.
  • 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.
(Anchor Standard 8): Interpret intent and meaning in artistic work.)
  • People gain insights into meanings of artworks by engaging in the process of art criticism.
(Anchor Standard 9): Apply criteria to evaluate artistic work.)
  • People evaluate art based on various criteria.
(Anchor Standard 10): Synthesize and relate knowledge and personal experiences to make art.)
  • Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
(Anchor Standard 11): Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)
  • People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions:
(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.
(Anchor Standard 2): Organize and develop artistic ideas and work.)
  • 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.
(Anchor Standard 3): Refine and complete artistic work.)
  • Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
(Anchor Standard 4): Select, analyze and interpret artistic work for presentation.)
  • Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.
(Anchor Standard 5): Develop and refine artistic techniques and work for presentation.)
  • Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
(Anchor Standard 6): Convey meaning through the presentation of artistic work.)