LOGAN-ROGERSVILLE R-VIII ART CURRICULUM

Grade 5

COURSE DESCRIPTION

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.

COURSE RATIONALE

Besides being a foundation for understanding and appreciating the arts, the purpose of Elementary Art 5 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

1. use additive, subtractive, and assemblage techniques for sculpture.

2. use line to predict the illusion of depth.

3. identify shape as a 2-D concept consisting of length and width.

4. use warm and cool colors to create the illusion of depth.

5. use various color relationships.

6. use value to suggest light and shadow.

7. identify and describe the artistic contributions of various American artistic contributions of various American artists, including artists of different ethnic groups.

8. compare images, symbolism, and uses of similar products within different societies.

9. identify problems encountered while making art and develop possible solutions.

10. make comparisons between characteristics of media and ideas for expression.

11. identify form as a three-dimensional concept consisting of length, width, and depth.

12. compare the relationship of the cone, cube, sphere, cylinder, and pyramid to forms in the environment.

13. identify arrangements of elements that have unity.

14. identify contrasts between similar elements in works of art.

15. categorize art works by subject matter and style.

16. compare differences found in various styles of architecture.

17. examine the created art products and working methods.

18. identify ways of changing and improving the visual environment.

19. identify and discuss local, state, and national museums and the collections.

20. make decisions about what is needed to improve and complete artwork.

Writer: Sandy Baker

Last Revision: 2000

By the end of grade 5, students will be able to

COMPETENCY 1: use paper techniques with control.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Clay sculpture Plaster sculpture Papier-Mâché sculpture Wire sculpture	Performance of daily work (70%) Teacher observation (70%) Scoring guide assessment of finished project (70%)	Books Video Guest Artist Prints

By the end of grade 5, students will be able to

COMPETENCY 2: use expressive line quality.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Drawing Painting Stitchery Perspective	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Art prints Slides Nature study Guest artists

By the end of grade 5, students will be able to

COMPETENCY 3: demonstrate the use of positive and negative shapes.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Drawing Painting Cut and paste collage Printmaking	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Art prints Slides Art museum

By the end of grade 5, students will be able to

COMPETENCY 4: use warm and cool colors to create the illusion of depth.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Drawing in color Painting Printmaking – reduction – print stamping Stitchey Use warm and cool colors alternately. Working with transparent and opaque paint.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Guest artists demonstration Art prints Slides Nature study Art Museum field trip

By the end of grade5, students will be able to

COMPETENCY 5: use various color relationships.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Draw Paint Printmaking Stitchery Experiment with analogous, triad, complementary, and monochromatic color schemes.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Guest artist demonstrations Art prints and slides

By the end of grade 5, students will be able to

COMPETENCY 6: use value to suggest light and shadow.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Drawing – experiment with different degrees of pressures and numbers of lead to produce value scales. Painting – experiment with color intensities plus experimentation with white and black plus color to produce shades and tints. View from Life – use a lamp to produce light source. Move that light source in different directions and observe and draw changes in value. View video and slides. Use oil pastels and blend white and black plus color to produce shades and tints for value studies.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Art prints and slides Guest artists demonstrations Field trips to art museum

By the end of grade 5, students will be able to

COMPETENCY 7: identify and describe the artistic contributions of various American artistic contributions of various American artists, including artists of different ethnic groups.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Study contemporary Indian art. Study Jacob Lawrence, black artist. Study Oaxacan Mexican folk art. Create examples of studied ethnic art in the styles of the studied artists.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Guest artists Field trips to art museum Art prints and slides

By the end of grade 5, students will be able to

COMPETENCY 8: compare images, symbolism, and uses of similar products within different societies.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Watch selected commercials promoting products within different societies. Observe magazines from different societies and discuss advertisement of products used. Identify and discuss religious icons and symbols characteristic of different societies.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Field trips to art museum Art prints and slides Magazines

By the end of grade 5, students will be able to

COMPETENCY 9: identify problems encountered while making art and develop possible solutions.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Lean to be constructive in criticism and practice that critic on every project made. Student will practice critic under the guidance of the teacher. Pieces will be discussed together. Observe slides of other’s wok and identify possible solutions to problems found. Students will develop a sense and an eye when evaluating art (their own or others) and recommend possible solutions by playing the “Frame Game.”	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Field trips to art museum Art prints and slides

By the end of grade 5, students will be able to

COMPETENCY 10: make comparisons between characteristics of media and ideas for expression.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	View slides/videos. Create art similar in subject but entirely different in media. Several examples will be created and compared/discussed. Visit museums and galleries. Observe a visiting artist in practice.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Guest artists Field trips to art museum Art prints and slides

By the end of grade 5, students will be able to

COMPETENCY 11: identify form as a three-dimensional concept consisting of length, width, and depth.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Field trips to museum/galleries. Use a tape measure and measure the pieces of sculpture by length, width, and depth. Do a drawing using the measurements. Build a sculpture similar to scale. Compare their sculpture with the original sculpture viewed and measured.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Art prints and slides Guest artists Field trips to art museum and gallery

By the end of grade 5, students will be able to

COMPETENCY 12: compare the relationship of the cone, cube, sphere, cylinder, and pyramid to forms in the environment.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Study architecture involving cones, cubes, spheres, cylinder, and pyramids. Compare the pyramids in Egypt in construction with similar architecture today. Build models. Visit museums, sculpture gardens, and galleries. Evaluate their visit.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Field trips to art museum and gallery Art prints and slides

By the end of grade 5, students will be able to

COMPETENCY 13: identify arrangements of elements that have unity.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Play art games such as “Unity Uno.” Create (after viewing) elements of unity by making arrangements either on paper or in 3-D form. Use students in the classroom as elements. Let others arrange them several ways to show unity. Visit museum, galleries, etc. and listen to docents speaking on unity.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Field trips to art museum and galleries Art prints and slides

By the end of grade 5, students will be able to

COMPETENCY 14: identify contrasts between similar elements in works of art.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	View slides. Conduct art talks on contrast/similarities of elements.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Art prints and slides

By the end of grade 5, students will be able to

COMPETENCY 15: categorize art works by subject matter and style.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Study and discuss: Landscape artists Still-life artists Portrait artists Different periods and particular styles throughout history	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Art prints and slides Art museum field trips Guest artists

By the end of grade 5, students will be able to

COMPETENCY 16: compare differences found in various styles of architecture.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Study architecture throughout time. Identify styles in architecture. Sketch examples of various styles of architecture. Build models. View slides. Field trips to architectural sites.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Art prints Slides Field trips

By the end of grade 5, students will be able to

COMPETENCY 17: examine the created art products and working methods.
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	2.5, 3.1, 3.3, 3.4, 3.6, 4.1	Evaluate created art products for: 1) Theme or idea. 2) Line quality, color, shape, texture, value, etc. 3) Eye appeal. 4) Craftsmanship	Performance on daily work (70%) Teacher observation (70%)