VISUAL ARTS PACING GUIDE SUMMARY

GRADE 5

Indianapolis Public Schools, 2016-2017

Expectations:

  • Visual Arts Classroom Standards: Posted in the classroom: Learning objective(s), directions, and the IndianaState Standards for the current lesson, medium used, artists studied, safety directions, and classroom rules.
  • Current Pacing Guide based upon the current adopted textbookis in use daily.
  • Student works are kept in portfolios for assessment for the entire year to provide analysis of student progress. (exception: art exhibitions)
  • Assigned art projects, art historical study, and art critiques are centered in high rigor resulting in high quality outcomes.
  • Word wall of currently studied art terms is posted and is updated weekly.
  • Student engagement level is genuine and deep.

****Due to the fact that art schedules differ from one building to the next, some students have less time in the art courses than do others. The assignments each month are for a comprehensive art course in which the students have art daily. The art educator in a school with shorter art periods should select from the listed art assignments within this curriculum summary for each month

AUGUST

Grade Level: 5 / IndianaState Standards:
(see completed set of standards for grade 5, attached.) / Requisite Entry Level Skills:
Grade 4 Standards for Visual Arts have been met and student has passed the course in visual arts. See grade 4 standards. / Core Skills to be Developed this Month:
Understanding of art production, art criticism, art history, aesthetics subject areas
Art Production:
  • Creation of the Portfolio,
  • Use of the Journal for Art, Create chart of examples of the Principles and Elements of Art
  • Begin Art Word Wall with Visuals
/ Art History:
  • Study of the use of the Principles and Elements of art by varied artworks from varied cultures and time periods.
/ Aesthetics:
  • Introduction of the concept of aesthetics in different cultures and time periods
/ Art Criticism:
  • Analysis using VTS discussion format regarding works of art.
  • Critiques

Interrelated Studies:
  • Language Arts (stories about artists and the arts
  • Cultural History
/ Artists:
  • Exemplars of the artists in the use of the Principles and Elements of Art
/ Concepts:
  • Understanding of the use of the elements and principles of art in composition; recognize some of the trends in artworks for different cultures from the overview given for the course.
/ Assessments:
  • Art Journal,
  • VTS responses,
  • Portfolio
  • Art History writings
  • Visual Literacy: Achieve 3000 Program

Media:
  • Drawing
  • Writing
/ Visual Literacy:
  • Recognition of different formal elements in art from different cultures covered in the overview.
/ Language Arts Literacy:
  • Use of paraphrasing and response in art analysis.
  • Development of the Art Word Wall with illustrations.
/
  • Mathematical Literacy: Analysis of the use of pattern, proportion, and measurement in works of art in different cultures.

Resources:
  • Visual Thinking Strategy Program, Scott Foresman Textbook G. 5
/ Modes of Instructional Delivery:
  • Review rules and consequences, Introduce art safety procedures
/ Materials:
  • Textbook,
  • Art Journals,
  • Portfolios,
  • Paints and drawing materials
/ Equipment: LCD Projector, Computers.

SEPTEMBER

Grade Level: 5 / IndianaState Standards:
(see complete pacing guide for grade 5, in I.P.S. On-Line under Curriculum Resources under Dr. Li-Yen Johnson) / Requisite Entry Level Skills:
  • Knowledge of the color wheel and introductory color theory
  • Drawing skills used in drawing a still-life (ellipses, overlapping of objects, proportion, space relationships)
  • Computer skills
/ Core Skills to be Developed this Month:
  • Art Journaling
  • Varied use of line
  • Balance in composition
  • Positive/negative space
  • Calligraphy/lettering
  • Use of emphasis
  • Use of symbolism

Art Production:
  • Design using lettering and shapes.
  • Sketching ideas and observations in sketchbook
  • Pointillist drawing
  • Monochromatic painting
  • Still-life painting
/ Art History:
  • Analysis of artworks and methods of varied artists (below)
  • Study of Pointillism
  • Study of Still-life
/ Aesthetics:
  • Journaling regarding the visual impact of the use of colorin pointillism.
  • The role of optical fusing of color dots to create a new hue, value, and contrast.
/ Art Criticism:
  • Compare and contrast the use of color by pointillist artists with Impressionist paintings by Monet.
  • VTS Program
  • Discussion of the role of aesthetics in art history

Interrelated Studies:
  • Graphic Design,
  • Architecture,
/ Artists:
  • Georges Seurat
  • Henri Matisse
  • Pablo Picasso
  • Georgia O’Keefe
  • Gee’s Bend Quilters
  • Frida Kahlo
  • Leonardo do Vinci
/ Concepts:
  • Principles and Elements of Art
  • Monochromatic painting,
  • Sketchbook and art journaling
  • Mood in artworks
  • Guiding questions in the study of art
/ Assessments:
  • Portfolios with rubric, exhibitions
  • Art journals,
  • Critique
  • Visual Literacy: Achieve 3000 Program

Media:
  • Drawing/sketching
  • Painting,
  • Graphic Design
  • Still Life
/ Visual Literacy:
  • Study of art from varied cultures and genre, art techniques and styles of art.
/ Language Arts Literacy:
  • Technical and art historical terms
  • Comparison/contrast studies of artworks.
/ Mathematical Literacy:
  • Balance of forms, measurement, proportion in perspective drawing.

Resources: VTS, Scott Foresman Text for Grade 5, Achieve 3000 / Modes of Instructional Delivery:
  • Demonstration, VTS
/ Materials: Pencil, collage,
Tempera paint / Equipment:
  • LCD, Computer

OCTOBER

Grade Level: 5 / IndianaState Standards:
See 5th grade standards for visual arts, attached.
(see complete pacing guide for grade 5, in I.P.S. On-Line under Curriculum Resources under Dr. Li-Yen Johnson) / Requisite Entry Level Skills:
  • Introductorylevel of use of
Elements of Principles of Art
  • Intro to pointillism
/ Core Skills to be Developed this Month:
  • Art techniques of the Post-Impressionists
  • Geometric shape in pointillist art
  • Visual mixing of color

Art Production:
  • Pointillist still life
  • Post Impressionist still life
/ Art History:
  • History of Post-Impressionism
  • Reaction against Impressionism
  • The Scientific Theory of Color, by Rood, 1881
/ Aesthetics:
  • Use of methods to dissolve objects visually: comparison/contrast to the use of dots of color in Seurat and the use of flat patches of gradating color in curved surfaces in Cezanne. Comparison/contrast study.
  • The role of distortion in the lines of Cezanne’s still-lifes
/ Art Criticism:
  • Write an analysis of the paintings by Seurat vs. Cezanne, from the viewpoint of the preference of one artist’s work over the other. State five reasons.

Interrelated Studies:
  • Social Science: Depiction of people in elegant dress engaged in leisurely activities. (study of clothing as cues to the personality, wealth, social status…)
/ Artists:
  • Georges Seurat
  • Claude Monet
  • Cezanne
/ Concepts:
  • Optical illusion of color mixture through the use of dots of color
  • Comparison of the pointillist paintings to the view of a photograph through a magnifying glass
/ Assessments:
  • Written critique using rubric;
  • Portfolio of all artworks with rubric.
  • Visual Literacy: Achieve 3000 Program, Responses to articles on artists

Media:
  • Drawing
  • Painting
/ Visual Literacy:
  • Study of artists in articles and in analysis of paintings
/ Language Arts Literacy:
  • Written analysis of space, color use, and shape in a comparison/contrast study.
/ Mathematical Literacy:
  • Secret geometry used in composition to fracture space (Cezanne)

Resources: VTS Program, Scott Foresman Textbook Grade 5 / Modes of Instructional Delivery:
  • Inquiry-based delivery
/ Materials: Paint, journals / Equipment:
  • Magnifying glass

NOVEMBER

Grade Level: 5 / IndianaState Standards:
(see complete pacing guide for grade 5, in I.P.S. On-Line under Curriculum Resources under Dr. Li-Yen Johnson) / Requisite Entry Level Skills:
  • Elements and Principles of Art
  • Understanding of themes in art
/ Core Skills to be Developed this Month:
  • Study of varied use of line
  • Relationship of the use of line in the development of the theme in art
  • Symmetrical, radial or asymmetrical balance

Art Production:
  • Creation of a work of art using woven paper displaying radial balance
  • Illustrations created for the word wall
  • Create a collaborative paper quilt with varied shapes
  • Painting to music.
/ Art History:
  • Study of the use of line by varied artists
  • Study the use of geometric or organic shapes in the creation of artworks.
/ Aesthetics:
  • Students will examine fashion illustration and contemporary style in other arts. They will compare the style choices with those of other time periods.
/ Art Criticism:
  • Analysis using VTS discussion format regarding works of art.

Interrelated Studies:
Folk art, crafts (weaving) and religious symbolism, / Artists:
  • Martin Ramirez, Pieter Breughel the Elder, Franz Kline, Jean-Michel Basquiat, Romare Bearden
  • Tlingit blankets, mandalas, paper weavings
/ Concepts:
  • Power of line in composition
  • Use of shape
  • Use of differing balance
/ Assessments:
  • Portfolio of all artworks by each student & rubric for assessment.
  • VTS participation
  • Visual Literacy: Achieve 3000 Program

Media: Paints, drawings, prints, and cutpaper shapes. / Visual Literacy:
Read and write about the differing use of line in art in different cultures and media. / Language Arts Literacy:Creation of symbols for the terms in the word wall. / Mathematical Literacy:
  • Creating shapes
  • Proportion: objects in composition

Resources: Resources: VTS, Scott Foresman Textbook for Grade 5 / Modes of Instructional Delivery:
Virtual art gallery, demonstration / Materials: Paint, paper, board, art journals, portfolio / Equipment: LCD Projector

DECEMBER

Grade Level: 5 / IndianaState Standards:
(see complete pacing guide for grade 5, in I.P.S. On-Line under Curriculum Resources under Dr. Li-Yen Johnson) / Requisite Entry Level Skills:
  • Use of design using shape and lettering in the creation of design
  • Knowledge of positive and negative space
  • Collaging skills
/ Core Skills to be Developed this Month:
Use of design using shape and lettering in the creation of design
Use of positive and negative space in design.
Study of the creation of mood in works of art.
Creation of a family event in collage
Pattern and rhythm in abstract collage
Use of positive and negative space in abstract paintings.
Art Production
  • Create a logo made from shape, line and initials
  • Family event collage composition.
  • Composition using positive and negative space.
  • Create an abstract collage using pattern and rhythm
/ Art History:
  • Study of artists who use positive and negative space in the design of artworks.
/ Aesthetics:
  • Elements creating mood and serenity in nature studies.
  • Use of unity in composition and its impact on the viewer of the art.
/ Art Criticism:
Analysis of works by historic and contemporary artists.
Visual Thinking Strategy Program
Interrelated Studies:
Commercial art, advertising (logos)
Fabric design / Artists:Henri Matisse, Marcel Duchamp, Pablo Picasso, Baziotes, Josef Albers, Takeo Yamaguchi, Elizabeth Catlett, Henry Moore / Concepts:
  • Positive and negative space
  • Pattern
  • Line
  • Unity
  • Mood
/ Assessments:
Portfolio with rubric
Art Journal
Art Word Wall Contributions
Visual Literacy: Achieve 3000 Program
Media:
Painting, collage, Lettering (calligraphy) / Visual Literacy:
  • Art using advertising elements
  • Art conveying mood
/ Language Arts Literacy:
  • Combining writing and painting or collage
/ Mathematical Literacy:
Creation of pattern and shapes.
Resources: VTS, Scott and Foresman Textbook for Grade 5 / Modes of Instructional Delivery:
Comparison /contrast & demos. / Materials: paint, pencil, ink, paper, / Equipment:LCD projector

JANUARY

Grade Level: 5 / IndianaState Standards:
(see complete Pacing Guide for grade 5, in I.P.S. On-Line under Curriculum Resources under Dr. Li-Yen Johnson) / Requisite Entry Level Skills:
  • Drawing from direct observation of objects, people, and animals.
  • Measurement skills (proportion)
/ Core Skills to be Developed this Month:
  • Use of proportion guidelines in portraiture
  • Creation of self portraits or portraits using proper proportions.
  • Create a landscape painting using overlapping, foreground, middle ground, background, and spatial proportions.
  • Still life using overlap
  • Painterly abstraction

Art Production:
  • Portrait or self portrait
  • Landscape showing distance, from observation or another source.
  • Still life of objects on a table showing overlap.
  • Abstract printing using tints and fully saturated colors
/ Art History:
  • Portrait artists.
  • Landscape artists.
  • Still life artists.
  • Abstract artists.
/ Aesthetics:
  • Use of blended art forms to create a unified statement (weaving paper and poems in a contemporary work of art.
/ Art Criticism:
  • Analysis of works by historic and contemporary artists.
  • Visual Thinking Strategy Program
  • Critiques

Interrelated Studies:
  • Painting and photography: The history of portraiture
/ Artists:
  • Albrecht Durer, Richard Lindner, Alice Neel, Andy Warhol, Lavinia Fontana, Thomas Cole, Casper David Friedrich, Fredrick Church, Grandma Moses, T.C. Steele
/ Concepts:
  • Reversed images: printmaking
  • Autobiographical art
  • Two art-forms in one work
  • Tessellations (math & art)
  • Pattern in art and quilts
/ Assessments:
  • Portfolio with rubric
  • Art Journal
  • Art Word Wall Contributions
  • Art analysis

Media:
  • Drawing
  • Painting
/ Visual Literacy:
Study of realism and abstraction. Use of comparison/contrast studies / Language Arts Literacy:
  • Write a haiku regarding the landscape painting
/ Mathematical Literacy:
ProportionPerspective
Resources: VTS, Scott and Foresman Textbook for Grade 5 / Modes of Instructional Delivery:
  • Cooperative learning
/ Materials
  • Pen and ink, paint
/ Equipment:
  • LCD and computer

FEBRUARY

Grade Level: 5 / IndianaState Standards:
(see complete pacing guide for grade 5, in I.P.S. On-Line under Curriculum Resources under Dr. Li-Yen Johnson) / Requisite Entry Level Skills:
  • Use of the following Elements: (line, shape, color, value, texture, form and space) and Elements of Art: (balance, pattern, rhythm, variety, unity, emphasis, and proportion in prior works of art).
/ Core Skills to be Developed this Month:
  • Use of variety
  • Study art in varied cultures which use variety in their design
  • Slab pottery design
  • Abstract painting with warm or cool palette

Art Production:
  • Comparison/contrast study of abstract artworks regarding mood, style, palette, texture, technique
  • Abstract painting
  • Slab construction in ceramics
/ Art History:
  • Study of Abstract Expressionist and Minimalist painters
  • Ceramic artists
  • Color Theory
/ Aesthetics:
  • Color Theory
  • Effect of color temperature on mood of the viewer
/ Art Criticism:
  • Analysis of works by historic and contemporary artists.
  • Visual Thinking Strategy Program

Interrelated Studies:
  • Function of other crafts
  • Use of color in other fields of study: advertising art, architecture, fashion design.
/ Artists:
  • Lee Krasner
  • Morris Lewis
  • Gene Davis
  • Kenneth Noland
  • Rothko
  • Bridget Riley
/ Concepts:
  • Key ideas and practices used by abstract painters
  • Fine Arts vs. Crafts
  • Form and Function in Crafts
/ Assessments:
  • Portfolio
  • Art Journal
  • Art Word Wall Contributions
  • Art analysis
  • Comparison/contrast studies

Media: Painting, drawing, ceramics / Visual Literacy:
  • Flat space
  • Optical space
  • Figure/ground relationships
/ Language Arts Literacy:
  • Written analysis of artworks
/ Mathematical Literacy:
  • Measuring and proportion in geometric slab ceramics

Resources: VTS, Scott Foresman Textbook for Grade 5 / Modes of Instructional Delivery:
  • Demonstrations
/ Materials
  • Paint, Mixed media
/ Equipment:
  • Slab roller, kiln, hand tools

\MARCH

Grade Level: 5 / IndianaState Standards:
(see complete pacing guide for grade 5, in I.P.S. On-Line under Curriculum Resources under Dr. Li-Yen Johnson) / Requisite Entry Level Skills:
  • Introductory use of clay forming techniques
  • Introductory knowledge of the progress of technology
/ Core Skills to be Developed this Month:
  • Use of coil method of pottery
  • Design for technology assemblage sculpture

Art Production:
  • Create assemblage sculpture of a robot or a technology of the future
  • Create coil pottery
  • Create a work (print, painting, or weaving) using repetition of pattern
  • Create a woven sampler
/ Art History:
  • Study of artists who use mixed media
  • Study of the use of commercial images in art
  • Study of craft design in varied cultures
/ Aesthetics:
  • Comparison/contrast study of the function of decorative arts, crafts, and fine arts.
/ Art Criticism:
  • Analysis of works by historic and contemporary artists. Create timeline.
  • Visual Thinking Strategy Program

Interrelated Studies:
  • Technology and art
  • Craft design and fine arts
/ Artists:
  • BettyeSaar, Nam June Paik, Andy Warhol, Maria Montoya Martinez.
  • Navajo weaving
  • Pattern artists: Miriam Schapiro, Joyce Kozloff
/ Concepts:
  • Use of coiled clay to create vessels or decorative elements in ceramics
  • Assembling sculpture from repurposed objects to create the illusion of a new blended technology item
/ Assessments:
Portfolio
Art Journal
Art Word Wall Contributions
Art analysis
Time line contributions
Media:
  • Paint Collage, Photographs, Pencil,
/ Visual Literacy:
  • Use of historic art forms to express modern art forms.
/ Language Arts Literacy:
  • Art Word Wall
  • Timeline of artists studied
/ Mathematical Literacy:
  • Measuring in architecture drawing and illumination
  • Use of repetition and pattern

Resources:VTS, Scott Foresman Textbook for Grade 5, Smithsonian Art Series / Modes of Instructional Delivery:
  • Demonstration
  • Guest artists
  • Smithsonian series of interactive art
/ Materials
  • Photos, glue, pencils, paint
/ Equipment:
  • LCD projector
  • Kiln

APRIL

Grade Level: 5 / IndianaState Standards:
(see complete pacing guide for grade 5, in I.P.S. On-Line under Curriculum Resources under Dr. Li-Yen Johnson) / Requisite Entry Level Skills:
  • Drawing skills in contour line, gesture, & value study.
  • Knowledge of positive/negative space
/ Core Skills to be Developed this Month:
  • Printing process
  • Collage design process
  • Metal embossing
  • Develop symbols

Art Production:
  • Printmaking: Relief print (Styrofoam prints) with nature theme
  • Symbol studies in collage after the works of Matisse (Develop own symbols)
  • Use of unity theme in a collage
  • Metal repousse designs: foil with inscribed and embossed designs
/ Art History:
  • Study prints created in different cultures which have a nature theme
  • Create personal symbols after the study of Matisse, Monument to Simone Bolivar, and Andy Warhol’s Statue of Liberty
  • Study the metal ornament designs of the Arts and Crafts Movement
/ Aesthetics:
  • Compare and contrast the symbols used in the various art movements studied this month
/ Art Criticism:
  • Analysis of works by historic and contemporary artists.
  • Visual Thinking Strategy Program

Interrelated Studies:
  • Fine Arts , Fashion Design (Jewelry) and Arts and Crafts furniture design
/ Artists:
  • Matisse
  • Symbolist Art Movement
  • Arts and Crafts metal artists: John Pearson, Tiffany, Roycroft, Victor Horta, Alexander Fisher
  • Printmakers: Albrecht Durer, Rembrandt
/ Concepts:
  • Use of a theme in visual arts
  • The philosophy underlying the arts and crafts methods.
  • Use of symbols in art
/ Assessments:
Portfolio
Art Journal
Art Word Wall Contributions
Art analysis
Media:
  • Metal
  • Collage
  • Relief prints
/ Visual Literacy:
Application of an art technique from a different culture / Language Arts Literacy:
  • Comparison/contrast studies of styles of art
/ Mathematical Literacy:
  • Use of unity of symbols
  • Symmetry, asymmetry

Resources:VTS, Scott Foresman Textbook, Grade 5, Smithsonian Art Series / Modes of Instructional Delivery:
Demonstrate techniques / Materials
  • Foil, foam, paint, paper
/ Equipment:
  • LCD Projector

MAY