10/13/2018

GRADE 6

VISUAL ARTS PACING GUIDE: Art History

A Brief Overview of IPS Elementary Level Visual Arts Curriculum
The IPS Visual Arts Curriculum is a standards-driven program, based in the current Indiana State Standards adopted in 2008. Emphasis is placed in the following areas within the elementary level curriculum: Art History and Culture; Visual Literacy(Art Criticism and Aesthetics); and Studio Production (Creation of Art) . A section in Integrated Art Curricula is included.
MONTH / VISUAL ARTS
LEARNING OBJECTIVES / ESSENTIAL SKILLS FOCI / ENGAGEMENT ACTIVITIES
ASSESSMENT
RESOURCES
AUGUST / GRADE 6
RESPONDING TO ART:
ART HISTORY AND CULTURE
Standard 1
Understand art in relation to history and past and contemporary culture
Students analyze relationships between artwork and the cultures of origin, including icons in contemporary works and uses of imagery in visual culture. They identify local art-related careers and support for arts providers, utilizing community art resources and evaluating their effect on daily life.
6.1.1Identify and analyze the relationship between a work of art and the history, geography, and technology of the culture, and identify where, when, why, and by whom the work was made (focus: Europe and the Americas, including the diversity of past and contemporary cultures and ethnicities).
6.1.2Identify how the roles and relationships of artists and patrons have affected the creation of works of art.
6.1.3Identify icons in contemporary works and analyze how they reflect the culture.
6.1.4Identify uses of imagery in visual culture found in, but not limited to, advertisements, graphic novels, the Internet, video, and video games.
6.1.5Identify the roles of artists and skills of various art-related careers in the community.
6.1.6Analyze how galleries, museums, movie theaters, digital resources, and arts-related establishments in the community affect daily life.
6.1.7Analyze and critique art seen at local museums, exhibits, arts performances, and by visiting artists in the schools.
6.1.8Identify ways in which the arts are supported in the community and state.
Standard 2
Recognize significant works of art and the chronological development of art movements and historical periods
Students experience works of Western art, identifying artists, cultures, styles, and placement on a timeline. They distinguish styles of individual artists and art movements.
6.2.1Identify and be familiar with works from major periods of Western art, identifying artist, culture, style, and aspects from the historical context of the work.
6.2.2Identify distinguishing characteristics of style in individual artists’ work and art movements.
6.2.3Identify and chronologically compare works of Western art and artifacts from major periods or movements.
.
. / Essential Skills:
  • Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set.
  • Analyze the mood conveyed in works of art, and understanding of the use of the formal elements used to communicate the mood.
  • Discuss the role of the artist and art within varied cultures.
  • Demonstrate knowledge of other art careers, including careers in a museum (docent, curator, conservator, exhibition designer, director, outreach coordinator).
  • Demonstrate understanding of the protocols in visiting a museum.
  • Identify works of art in which geometric and organic shapes are dominant in a composition. (E.g. Georgia O’Keefe, Arthur Dove, Charles Sheeler, Stuart Davis, Mark Rothko, Adolph Gottlieb, Roy Lichtenstein, Frank Stella, Larry Poons.)
  • Analyze the use of shape in figurative artworks, in which the shapes define objects in the composition. (Grandma Moses, Moving Day on the Farm; Grant woods, American Gothic, Ralph Goings, Jeep; Lowell Nesbitt, Collection of Shoes II.)
  • Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition.
  • Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art.
  • Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures.
  • Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods.
/ Sample
Engagement Activities:
  • Study the expressive use of lines in the work in ink “Man and Boy”, by Katsusika Hokusai; and a work in the same medium by Henri Matisse, “Girl with the Gold Necklace”. Compare the use of line by other artists. Discuss the differences between the use of actual line versus the use of implied line in these and other works.
  • Discuss other elements and principles of art and how they may be used to create a mood or feeling.
  • Study the collage works of Romare Bearden. Discuss the subject matter, depicted event, and surmise what culture and occasion is represented.
  • Study different uses of line in art from varied cultures. (e.g. lines of light in contemporary neon sculpture; use of carved line in the woodblock prints of Katushika Hokusi, and use of painted line in the works of Joan Mitchell, Jackson Pollock, Franz Kline, Robert Motherwell, Arshile Gorky, Frank Stella, and Louis Morris)
  • Compare and contrast the impact of the use of line on the creation of mood and textural effects in the works by Al Held (hard edges linear works) versus the poured veils of colored lines in the paintings by Morris Lewis.
  • Discuss the use of line in the works of Vincent Van Gogh (Enclosed Field with Rising Sun vs. The Starry Night.)
  • Create a landscape in tempera paint showing the use of line in the style of Vincent Van Gogh.
Assessments:
□Responses to VTS prompts
□Creation of works using similar key ideas (Authentic Assessment/
Portfolio)
□Analytic responses to works
□Identification of works of different time periods
□Associate major works of art with specific time periods and cultures
□Demonstrates understanding of processes involved in creating works of art of different time periods.
□Classroom discussion and participation
□Use of art vocabulary
□Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media.
□Exhibited student works of art
□Art journal entries in writing and drawing.
Resources:
IndianapolisMuseum of Art
EiteljorgMuseum of Native American and Western Art
IndianapolisContemporaryArt Museum
JohnHerronSchool of ArtGallery
Children’s Museum
IndianaStateMuseum
Textbook: Scott Forseman ART, for Grade 6
Visual Thinking Strategy Program: IndianapolisMuseum of Art Education Department
Visiting Artists
Picturing America; National Department for the Humanities.
MONTH / VISUAL ARTS
LEARNING OBJECTIVES / ESSENTIAL SKILLS FOCI / ENGAGEMENT ACTIVITIES
ASSESSMENT
RESOURCES
OCTOBER / GRADE 6
RESPONDING TO ART: History and Culture
Standard 1
Understand art in relation to history and past and contemporary culture
Students analyze relationships between artwork and the cultures of origin, including icons in contemporary works and uses of imagery in visual culture. They identify local art-related careers and support for arts providers, utilizing community art resources and evaluating their effect on daily life.
6.1.1Identify and analyze the relationship between a work of art and the history, geography, and technology of the culture, and identify where, when, why, and by whom the work was made (focus: Europe and the Americas, including the diversity of past and contemporary cultures and ethnicities).
6.1.2Identify how the roles and relationships of artists and patrons have affected the creation of works of art.
6.1.3Identify icons in contemporary works and analyze how they reflect the culture.
6.1.4Identify uses of imagery in visual culture found in, but not limited to, advertisements, graphic novels, the Internet, video, and video games.
6.1.5Identify the roles of artists and skills of various art-related careers in the community.
6.1.6Analyze how galleries, museums, movie theaters, digital resources, and arts-related establishments in the community affect daily life.
6.1.9Analyze and critique art seen at local museums, exhibits, arts performances, and by visiting artists in the schools.
6.1.10Identify ways in which the arts are supported in the community and state.
Standard 2
Recognize significant works of art and thechronological development of art movements and historical periods
Students experience works of Western art, identifying artists, cultures, styles, and placement on a timeline. They distinguish styles of individual artists and art movements.
6.2.1Identify and be familiar with works from major periods of Western art, identifying artist, culture, style, and aspects from the historical context of the work.
6.2.2Identify distinguishing characteristics of style in individual artists’ work and art movements.
6.2.3Identify and chronologically compare works of Western art and artifacts from major periods or movements. / Essential Skills:
  • Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set.
  • Demonstrate proficiency in the use of creating and depicting objects that are three-dimensional.
  • Differentiate geometric form from organic (biomorphic) form.
  • Discuss the role of the artist and art within varied cultures. (Greek vessels)
  • Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set.
  • Differentiate between positive and negative space in a work of art.
  • Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition.
  • Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art.
  • Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures.
  • Demonstrate knowledge of the need for differing forms, shape, weights, and construction techniques required for stabiles versus mobiles.
  • Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods.
/ Sample
Engagement Activities
  • Create a comparison/
contrast analysis
of the glass
sculptures by
Isola di San
Giocomo by Dale
Chihuly and
Sebastian’s Beast
by Isabel De
Obaldia
  • Create two sculptures. One using geometric form and the other, organic form.
  • In the art journal sketch the decorative designs on a Terracotta vessel. Create a design for a vessel that depicts people, animals, and decorative elements to ornament a vessel.
  • Analyze the use of positive and negative space in the sculptures of Barbara Hepworth and Tony Smith. Create a comparison and contrast chart in the art journal. Sketch an idea doe a work of art which is both organic and geometric in form and has both positive and negative space.
  • Create a mobile made from organic shapes which are solid and other shapes which are empty (showing only the contour outline)
  • Analysis of a works of art with regard to the use of line and shape, imagery, and audience.
Assessments:
□Responses to VTS prompts
□Creation of works using similar key ideas (Authentic Assessment/
Portfolio)
□Analytic responses to works
□Identification of works of different time periods
□Associate major works of art with specific time periods and cultures
□Demonstrates understanding of processes involved in creating works of art of different time periods.
□Classroom discussion and participation
□Use of art vocabulary
□Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media.
□Exhibited student works of art
Resources:
IndianapolisMuseum of Art
EiteljorgMuseum of Native American and Western Art
IndianapolisContemporaryArt Museum
JohnHerronSchool of ArtGallery
Children’s Museum
IndianaStateMuseum
Textbook: Scott Forseman ART, for Grade 6
Visual Thinking Strategy Program: IndianapolisMuseum of Art Education Department
Visiting Artists
Picturing America; National Department for the Humanities.
MONTH / VISUAL ARTS
LEARNING OBJECTIVES / ESSENTIAL SKILLS FOCI / ENGAGEMENT ACTIVITIES
ASSESSMENT
RESOURCES
NOVEMBER / GRADE 6
RESPONDING TO ART:
ART HISTORY AND CULTURE
Standard 1
Understand art in relation to history and past and contemporary culture
Students analyze relationships between artwork and the cultures of origin, including icons in contemporary works and uses of imagery in visual culture. They identify local art-related careers and support for arts providers, utilizing community art resources and evaluating their effect on daily life.
6.1.1Identify and analyze the relationship between a work of art and the history, geography, and technology of the culture, and identify where, when, why, and by whom the work was made (focus: Europe and the Americas, including the diversity of past and contemporary cultures and ethnicities).
6.1.2Identify how the roles and relationships of artists and patrons have affected the creation of works of art.
6.1.3Identify icons in contemporary works and analyze how they reflect the culture.
6.1.4Identify uses of imagery in visual culture found in, but not limited to, advertisements, graphic novels, the Internet, video, and video games.
6.1.5Identify the roles of artists and skills of various art-related careers in the community.
6.1.6Analyze how galleries, museums, movie theaters, digital resources, and arts-related establishments in the community affect daily life.
6.1.11Analyze and critique art seen at local museums, exhibits, arts performances, and by visiting artists in the schools.
6.1.12Identify ways in which the arts are supported in the community and state.
Standard 2
Recognize significant works of art and the chronological development of art movements and historical periods
Students experience works of Western art, identifying artists, cultures, styles, and placement on a timeline. They distinguish styles of individual artists and art movements.
6.2.1Identify and be familiar with works from major periods of Western art, identifying artist, culture, style, and aspects from the historical context of the work.
6.2.2Identify distinguishing characteristics of style in individual artists’ work and art movements.
6.2.3Identify and chronologically compare works of Western art and artifacts from major periods or movements.
. / Essential Skills:
  • Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set.
  • Analysis of the mood conveyed in works of art, and understanding of the use of the formal elements (value, space, scale, and perspective) used to communicate the mood.
  • Discuss the role of the artist and art within varied cultures.
  • Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set.
  • Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition.
  • Compare and contrast
works that are
representational and
nonobjective. Discuss
the subject matter,
formal, and cultural
differences in the
works of art, based
upon context clues,
and study of varied
works of art. (E.g.
The Navajo blanket of
the American Flag,
the Greek Crater, the
Hokusai drawing of
the Man and Boy,
the Vietnam Women’s
Memorial sculpture
and the Church of the
Sagrada Familia by
Antonio Gaudi,
architect.
  • Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures.
  • Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods.
  • Demonstrate understanding of the key components of visual arts, including art criticism, art production, art history, aesthetics,
and related
interdisciplinary
studies.
  • Recognize the use of actual line and implied line in contour line drawing.
  • Differentiate between geometric shape and organic shape in works of art.
  • Analyze works of art noting the artists use of detail, perspective, scale, space, illusion of distance, texture, style, and value.
/ Sample
Engagement Activities:
  • Writing analyses of artworks in the student art journals: Describe works of art with regard to initial impressions, and progressively more reflective observations.
  • Study and discuss the subject matter, and use of formal elements in the painting, Le Moulin Rouge by Pierre Auguste Renior
  • Study and write an analysis of the illusion of space and depth in Dr. John Biggers’ 25th Precinct, 3rd Ward, Houston, Renoir’s Le Moulin Rouge, and Salvadore Dali’s Persistence of Memory. Key content to be included are the concepts of foreground, background, middle ground, and overlapping.
  • Students will study the life and artworks of Vincent Van Gogh. They will write a reflection in their art journal on the writing of this artist in which he stated “I dream my painting, and then I paint my dream”.
  • Students will create a comparison contrast study of Road Menders at Saint-Remy by Van Gogh, with The Turning Road L-Estaque by Andre Derain.
  • To be addressed are use of color, illusion of space, application of paint, and differences in the depiction of a similar scene (point of view).
  • Create a work in which a value scale is created and used to guide the values in a drawing. The value scale should be created in the art journal for future usage.
  • Students will use a mind mapping technique to describe the drawing by Diego Rivera titled Study of a Sleeping Woman.
  • They will then create a mind map from the Self Portrait at Table by Lamplight by Kaethe Kollwitz. Both maps will be compared in a class discussion, with emphasis on the effect of value on mood.
Assessments:
□Responses to VTS prompts
□Creation of works using similar key ideas (Authentic Assessment/
Portfolio)
□Analytic responses to works