Art in the elementary grades of 3 through 5 is taught through a general course designed to examine and practice all the elements of art and principals of design. An effort is made to survey as much material as possible due to the fact that these students are at the introductory age. Students will be exposed to a wide range of topics from master artists to multi-culturism through the arts. Time will be spent developing these skills and knowledge through practice and assessment by drawing, painting, sculpture using different media.
Besides
being a foundation for understanding and appreciating the arts, the purpose of
Elementary Art 4 is to educate students of the elements of art and principals of
design and how they work individually and interdependently. By being exposed to
this knowledge the students will develop higher visual skills enhancing their
imagination, ideas, values, plans, and abilities to invent. Cultivation of those higher thinking skills -
analysis, synthesis, and evaluation -
will also benefit. Though the
understanding and development of these perceptual skills – craftsmanship, work
ethic, and technique – the student will be able to gain a better knowledge base
to ensure life appreciation and success.
COURSE
COMPETENCIES
The
student will be able to
Writer: Sandy Baker
Last
Revision: 2000
By
the end of grade 4, students will be able to
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COMPETENCY
1: use paper techniques with control. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
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Assessments
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Resources |
8.2, 8.3
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FA1
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2.5
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Cut and tear.
Fold, crease, score, pup-ups etc. Tabs with glue, slots, etc. Marble, bleach |
Performance of daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished project (70%) |
Books Video Guest Artist Teacher demonstration |
By
the end of grade 4, students will be able to
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COMPETENCY
2: use expressive line quality. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
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Assessments
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Resources |
8.2, 8.3
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FA1
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2.5
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Painting
Drawing Printmaking Clay decorations |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished projects (70%) |
Books Video Guest Artist Teacher demonstrations |
By
the end of grade 4, students will be able to
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COMPETENCY
3: demonstrate the use of positive and negative shapes. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
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Assessments
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Resources |
8.2, 8.3
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FA 1
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2.5
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Drawing Painting Printmaking Clay – sculpt 3-D form |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
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Books Video Teacher demonstrations Guest Artists |
By
the end of grade 4, students will be able to
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COMPETENCY
4: mix intermediate colors. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
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Assessments
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Resources |
8.2, 8.3
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FA1
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2.5
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Mix a primary with a secondary color to make an intermediate color. Layer oil pastels or chalk Watch video on color theory. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Video Teacher demonstration Guest artists |
By
the end of grade 4, students will be able to
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COMPETENCY
5: use color to create focal points. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
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Assessments
|
Resources |
8.2, 8.3
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FA1
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2.5
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Drawing with crayons, pastels, chalk, or colored pencils. Painting. Cut and paste. Glazing clay. Apply color paper/paint on a paper-mache mask. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Teacher demonstrations Guest artist Field trips |
By
the end of grade 4, students will be able to
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COMPETENCY
6: use arrangements of elements to achieve balance. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.2, 8.3
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FA1
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2.5
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Draw
Paint Cut and paste Glazing clay |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Teacher demonstrations Guest artists Field trips |
By
the end of grade 4, students will be able to
|
COMPETENCY
7: identify and discuss the purpose of local, state, and/or national museums. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
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FA1, 2
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Visit local, state, and regional museums and galleries, and artists’ homes and studios. Conduct artist visitation days and invite local artists in to demonstrate and discuss their work. Collect newspaper clippings. Interview artists Experience audio and/or video artists’ demonstrations |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Guest artists Field trips |
By
the end of grade 4, students will be able to
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COMPETENCY
8: compare the reactions of people to
products made from a variety of materials. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
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Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
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FA 1, 2, 3, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Students will conduct interviews asking
people’s opinions of or to the art.
Students will graph a chart comparing the reactions. Students will ask people to cast a vote and from the results compile their comparison. Students will design mock products and critic in class |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Guest artists Field trips |
By
the end of grade 4, students will be able to
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COMPETENCY
9: describe how visual forms contribute to group identification. |
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Graduate Goals
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Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
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FA1, 2, 3, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Study state, local, regional, and national monuments and discuss their choice of subject matter. Study the design of our flags and why particular symbols and colors were chosen. Study church architecture and the symbols included to express their groups identify. Study military, school, and business uniforms/logos. Design one for their particular class or school/community. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Field trips |
By
the end of grade 4, students will be able to
|
COMPETENCY
10: expand upon an idea when making
art. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
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FA1, 2, 3, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Students will brainstorm to get as many
ideas to work with as possible.
Use comparative/analogical-thinking processes. Develop thought processes into preliminary thumbnail sketches. Develop preliminary thumbnail sketches into workable art. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Guest artists Field trips |
By
the end of grade 4, students will be able to
|
COMPETENCY
11: describe the uses of visual images
in television, film, and advertising. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
|
FA1, 2, 3, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Observe and evaluate visual images and their use in television after viewing a series of commercials. Observe and evaluate visual image in viewing selected film appropriate clips |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Video TV Film clips Guest artists |
By
the end of grade 4, students will be able to
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COMPETENCY
12: identify how the environment is
affect by the inclusion or elimination of an art object. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
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FA1, 2, 3, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Observe slides of sculpture gardens, murals, etc. before and after the art was included. Students will search out, design and create a sculpture garden for the enjoyment of the community. Students will research a site, design the site, gain approval, and create a mural for community enjoyment. Interview people on their opinions, reactions, etc, to a piece of art work in the community. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Field trips |
By
the end of grade 4, students will be able to
|
COMPETENCY
13: describe visual arrangements that
portray certain elements as more important than others. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
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FA1, 2, 3, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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View and discuss artwork and point out elements that are more prominent than others represented. Play games to reinforce understanding of elements and the prominence within the artwork. View museum pieces on a class field trip. View and write a report on a particular piece of artwork exhibiting certain elements. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished projects
(70%)
|
Books Videos Field trips |
By
the end of grade 4, students will be able to
|
COMPETENCY
14: compare visual clues that influence the meaning of works of art. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
|
FA1, 2, 3, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Name that line game. Name that color game. Name that motif game. Name that symbol game. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished projects
(70%)
|
Games Art prints, posters, and slides Field trips |
By
the end of grade 4, students will be able to
|
COMPETENCY
15: demonstrate understanding of art related information in books. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5
|
FA1, 2, 3, 4, 5
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1.5, 2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Read an artist’s biography and do an oral book report dressed as the artist and told in 1st person. Read Monet’s Garden and plant and paint flowers in an impressionistic style. Read about Van Gogh and create a timeline about his life. Read about Michelangelo and tape paper under drawing tables. Students recreate his feeling of painting the Sistine chapel by lying and painting on their backs. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Video Book reviews Library |
By
the end of grade 4, students will be able to
|
COMPETENCY
16: demonstrate understanding of thought, emotion, problem solving, and skill
as part of the process of making art. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5, 8.6
|
FA1, 2, 3, 4, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Students will participate in a brainstorming session to generate ideas and emotions to motivate the art making process. Use the brainstorming ideas and develop them into thumbnail sketches. Thumbnail sketches will be further expanded into preliminary drawings. Preliminary drawings will be polished into the finalized project. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Art prints Slides |
By
the end of grade 4, students will be able to
|
COMPETENCY
17: use the elements and principals of
design to analyze works of art, other constructed objects, and natural forms. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5, 8.6
|
FA1, 2, 3, 5
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2.5, 3.1, 3.3, 3.4, 3.6, 4.1
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Line – Students will compile a list of a variety of lines used in a work of art. Shape – Students will reconstruct a similar work of art in clay using shapes, 2-D. Color – Students will use techniques and colored papers to produce work similar to the masters. Texture – Students will place different textures on a like reconstruction of the analyzed artwork. Value – Students will do a light/dark sketch according to the viewed artwork. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Video Art prints Slides |
By
the end of grade 4, students will be able to
|
COMPETENCY
18: use appropriate sequential
processes for evaluating art. |
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Graduate Goals
|
Content
Standards |
Performance
Standards |
Activities
|
Assessments
|
Resources |
8.1, 8.2, 8.3, 8.4, 8.5, 8.6
|
FA1, 2, 3, 5
|
2.5, 3.1, 3.3, 3.4, 3.6, 4.1
|
Break down the artwork evaluation into sections. Evaluate the artist’s theme and/or motivational idea. Evaluate use of color, line, shape, texture, and value. Evaluate composition. |
Performance on daily work (70%)
Teacher observation (70%) Scoring guide assessment of finished
projects (70%)
|
Books Videos Art prints Slides Guest artists |
By
the end of grade 4, students will be able to
|
COMPETENCY
19: compare and interpret art works
based on common themes. |
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Graduate Goals
|
Content
Standards | ||||