Art Scope & Sequence (2017-2018)
Art Scope & Sequence
Art Curriculum Scope & Sequence
2017-2018
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
K |
o Create 2D art o Use crayon, marker, or pencil o Simple printmaking o Create 3D art o Use scissors o Use modeling media |
o Create an artwork using different media
o Line, shape & color
o Shapes as large or small
o Rhythm/repetition |
o Identify subject & theme
o Create a portrait, landscape, non-objective
o Create themes of people, indoors, outdoors |
o Use art vocabulary
o Identify subjects
o Explain how stories can be told
o Use dance to interpret lines |
|
|
Grade 1 |
o Create 2D art
o Fill an area using crayon, marker, pencil
o Apply paint
o Mono print process
o Create 3D art
o Use glue
o Fold paper
o Use modeling media |
o Create an artwork using different media
o Use different lines
o Use primary colors
o Concept of middle or center
o Categorize shapes
o Create alternating patterns
o Use texture
o Use form
o Use space
o Use value |
o Identify subject, function, & theme
o Create a family portrait
o Create a still life
o Create themes of people, animals, things
o Design wearable art |
o Use art vocabulary
o Life experience
o Wearable art
o Identify elements & principles in art
o Relate patterns to other subjects |
o Identify historical artworks
o Variety of cultures
o Compare & contrast two art works |
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
Grade 2 |
o Paint lines with control of the brush
o Create a paper weaving using plain weave (over one, under one, alternating rows)
o Modeling with clay or a similar material: Pinch, pull, & roll material
o Create an original land-scape
o Demonstrate proper use of tools & materials & develop control with a variety of art medium |
o Identify & use zigzag, dotted, & wavy lines
o Identify & use geometric shapes
o Identify & use geometric forms: sphere, cube, cylinder, & cone
o Identify & use actual texture
o Identify & use secondary colors
o Identify & use light & dark values
o Identify & use foreground & back-ground to create illusion of space |
o Explain different responses you have to different art-work
o I identify the following in artworks ; Geometric shapes Geometric forms Foreground & background Texture
o Vocabulary to explain perceptions about art |
o Compare patterns in music to patterns in artworks
o Compare the music & art of a culture
o Use literacy skills in the creation & interpretation of art through reading & writing |
o I identify works of art from: Egypt & Native American |
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
Grade 3 |
o Apply paint in even strokes to create a water-color/thinned tempera wash
o Paint lines & fill in shapes with even color using tempera
o Manipulate paper to create forms (in-the-round)
o Modeling with clay or a similar material:
o Create applied & impressed textures
o Create an original art-work using line, shape and color
o Demonstrate proper use of tools & materials & develop control with a variety of art mediums. |
o Identify & demonstrate sculpture-in-the-round
o Identify & use invented textures
o Identify & use warm & cool colors
o Identify & use middle ground, over-lapping, & change of size to create illusion of space
o Identify & use symmetrical (formal) balance |
o Explain different responses you have to different art-works
o Identify the following in artworks: -Warm & cool colors -Symmetrical balance -Invented textures
o Vocabulary to explain perceptions about art |
o Compare the art & music of a particular culture
o Explain how the math principle of symmetry is used in art
o Use literacy skills in the creation & interpretation of art through reading & writing |
o Identify works of art from: -Europe and Africa |
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
Grade 4 |
o Create values in pencil
o Use tempera/watercolor for color exploration
o Create a fiber weaving
o Create a relief structure
o Use paper folding
o Produce an organic form with clay-type medium
o Create realistic & abstract artworks
o Produce graphic design
o Create artwork that follows a theme
o Demonstrate craftsmanship |
o Identify/use outlines
o Identify/use organic shapes
o Identify/show relief sculpture & organic form
o Identify/use color value
o Identify/create a value scale
o Identify/use space
o Identify/use radical balance
o Identify/use focal point
o Identify/use light – light/dark contrast
o Identify realistic portrait |
o Discuss what Art is & develop responses
o Use Art vocabulary to discuss artwork
o Use literacy skills to create & interpret art |
o Show connections between Visual & Performance Arts
o Explain connections between Visual Arts & other subjects |
o Identify artwork from Europe & the U.S.
o Compare two artworks |
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
Grade 5 |
o Create texture
o Create new colors/color values
o Demonstrate subtractive process printmaking
o Construct a 3D form
o Create a portrait, still-life & outdoor scene
o Create an original architectural structure
o Produce an original artwork that follows a theme
o Develop Craftsmanship & skills using a variety of techniques & materials |
o Identify/use contour lines
o Identify/use symbolic shapes
o Identify/use form
o Identify/use texture
o Identify/use the color wheel
o Identify/use depth
o Identify/use asymmetrical balance
o Identify/use texture contrast
Identify/use relative size |
o Discuss/develop responses
o Use art vocabulary to discuss artwork |
o Compare artwork selections from the performing arts: music, dance, plays & recitations of literature
o Discuss how art can express & idea
o Write a response about a completed art work |
o Identify artworks from the U.S. & Europe
o Compare two art works |
|
Grade 6 |
o Contour drawing
o Printmaking technique
o Painting landscapes
o Draw using technology
o Clay reliefs
o Identify Elements and Principles of Art
o Develop Craftsmanship using a variety of techniques and materials |
o Use complex shapes
o Painting with value
o Monochromatic painting
o Realistic self-portrait
o Abstract portraits
o Use real & applied textures
o Converging lines |
o Discuss what art is
o Understand cultural responses
o Analyze/evaluate art with correct vocabulary
o Create an artwork that follows a theme
o Develop Craftsmanship using a variety of techniques & materials |
o Compare art & music from same cultures
o Understand artworks & how they reflect their culture
o Write a response about a completed art work |
o Compare & contrast artworks from different periods/cultures |
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
Grade 7 |
o Use a variety of media such as pencil, pastels, color sticks, and/or markers to create simulated/ implied texture
o Use a variety of brush strokes to create various textures
o Create different types of shapes using general soft-ware
o Demonstrate a type of relief block print-making
o Demonstrate the process used in one type of fiber arts (weaving, jewelry-making, knotting, paper-making, batik, quilt, appliqué, book art)
o Create an in-the-round art-work by joining two or more surfaces using a layering material (e.g., paper mache, paper, plaster craft, cardboard, fibers)
o Create original artwork using the following subjects: *human figure *still life from observation
o Create an original artwork that communicates ideas about the following themes: • Group Identity • Nature |
o Identify & use rhythmic lines
o Identify & use rhythmic shapes.
o Identify & use regular rhythm
o Differentiate between & demonstrate high & low relief
o Identify & use implied or simulated texture
o Identify & use analogous colors
o Identify & use positive & negative forms in three-dimensional work
o Identify & use radial balance
o Identify & use center of interest (focal point) |
o Discuss & develop answers to questions about art: What is art? Should art look real? Should art be beautiful? Should art look real?
o Compare & contrast responses of class members to realistic, abstract, & non-objective artworks
o Describe the artwork & subject matter
o Describe elements (line, form, shape, color, value, texture, space) & principles (balance, emphasis, contrast, rhythm) as they are used in artworks
o Interpret the subject & theme, supporting them with the artist’s use of elements & principle
o Select an aesthetic theory and ex-plain why it best fits the artwork: -Showing a real or idealized image of life (Imitationalism) -Expressing feelings (Emotionalism/ Expression-ism) -Emphasis on elements and principles (Formalism) -Serving a purpose in the society or culture (Functionalism) |
o Explain how art is used in designing sets in film, television, or live theater
o Explain the relationship between illustration & written text
o Identify works of art from: -Europe (Real, Abstract, Non-Objective) -United States (Real, Abstract, Non-Objective)
o Compare & contrast two artworks on: -Time -Place -Subject matter -Theme -Characteristics -Cultural context |
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
Grade 8 |
o Create even, continuous, & graduated tones using pencil or colored pencil
o Create a variety of colors, tints, & shades by mixing pigments
o Create a com-position of lines & shapes using general soft-ware
o Demonstrate a printmaking process using a variety of ink colors
o Create a simple fiber art-work (e.g., weaving, jewelry-making, knotting, paper-making, batik. quilt, appliqué, book arts)
o Create a three-dimensional artwork using carving techniques. Possible media choices could include, but are not limited to: clay, wax, soap, plaster, wood, Styrofoam, commercially-produced carving blocks
o Modeling with clay or a similar material: -Create a three-dimensional artwork demonstrating appropriate joining
o Create original artwork using the following subject: -realistic landscape -abstract landscape
o Create an original functional object
o Create an original artwork that communicates ideas about the following themes: -Environment -Time (e.g., past, present, future) |
o Identify & use varied line quality
o Identify & use progressive rhythm
o Identify & use varied shapes
o Identify & use a range of values to create the illusion of form
o Identify & use invented texture
o Identify & use complementary colors
o Identify & use a range of values
o Identify & use one-point linear perspective to create the illusion of space
o Identify & use asymmetrical (informal) balance
o Identify & use color & value contrast
o Identify & use appropriate scale relationship |
o Discuss how people might respond differently to specific American artworks based upon their sub group (e.g., race, gender, attitude toward the environment, business, immigrant group, age, religion, economic status, or level of education)
o Describe artwork in detail
o Analyze the use of elements & principles used in artworks
o Interpret the meaning of work
o Judge the work from each aesthetic theory: -Showing a real or idealized image of life (Imitationalism) -Expressing feelings (Emotionalism/ Expressionism) -Emphasis on elements & principles (Formalism) -Serving a purpose in the society or culture (Functionalism) |
o Compare & contrast examples of American art & music
o Explain how events & ideas in United States history are communicated through artworks
o Identify works of art from United States (Native American, Painting, Sculpture, and Architecture)
o Compare & contrast two artworks on: -Time -Place -Subject matter -Theme -Characteristics -Material/ Technology -Ideas & beliefs of culture -Function of art in culture/society |
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
Art I |
o Create gesture drawings
o Create contour drawings
o Create one point & two point perspective drawings
o Create a ceramic vase . |
o Identify & use color theory including the color wheel, value, hue, intensity, analogous and complementary colors
o Use perspective techniques to create the illusion of space
|
o Critique & evaluate art work using various rubrics & perspectives
o Use technology, analyze art work using subject, form & content |
o Connect meanings of elements & principles in art with terms in music such as rhythm, movement |
o Using technology, Research an artist, critique the art work Research the culture of the artist
o Compare & contrast one artist to another artist |
|
Glass, Crafts & 3-D Design |
o Create 3 fused glass pendants
o Create a mosaic
o Create a fused glass vase, plate, or bowl
o Create a copper enameled piece of jewelry
o Create a ceramic vase that has influences from a culture |
o Design negative space & positive space from all view- points in a sculpture
o Use color & shape to communicate ideas
o Use rhythm in a mosaic to communicate an idea |
o Critique & judge student art work using various rubrics & perspectives
o Use technology & analyze & evaluate art work |
o Connect meanings of elements & principles of design to terms in music, dance or theatre
o Research different cultures & discuss the connections to music and dance |
o Use technology & research to explain how historical events are reflected in art works from selected cultures or historical time periods |
|
Advanced Art |
o Create a drawing using pastel
o Create a self -portrait in pencil
o Create a still life drawing
o Create a sculpture |
o Show various composition types in photography
o Use rhythm & form to communicate an idea in a drawing or in a 3-d art work |
o Critique & judge art work using various rubrics & perspectives
o Analyze & evaluate art |
o Explain how contemporary events & social ideas are reflected in art works |
o Use technology & research an artist. Critique the art work -Research the culture of the artist -Compare & contrast different artists |
|
Grade Level |
Processes & techniques for the production, exhibition or performance of one or more of the visual or performed arts |
Principals and elements of different art forms |
Vocabulary to explain perceptions about and evaluations of works in dance, music, theater and visual arts |
Interrelationships of visual and performing arts and the relationships of the arts to other disciplines |
Visual and performing arts in historical and cultural contexts |
|
AP Drawing
|
o Breadth-Use informed decision making, experimentation and/or risk taking using a variety of media to create twelve art works
o Concentration-Create a series of twelve 2-D art works with a theme |
o Identify & use emphasis expressively in a drawing
o Use color & shape expressively to communicate ideas in drawings |
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|
AP 3-D |
o Breadth- Create 3-D art works that demonstrate informed decision making, experimentation and/or risk taking using a variety of media
o Concentration- Create a series of 3-D art work that has a theme |