VISUAL ARTS
VISUAL ARTS VISUAL ARTS K-2
Introduction
Education is an acquisition process characterized by both the "AHA!" moments of sudden understanding and the slower, less dramatic work of repetition until mastery is attained. What a child knows is a gradual accretion of increasingly complex facts, skills and concepts. In visual arts the purpose of education is to enable the learner to become visually literate and expressive at a level consistent with their intellectual, emotional and physical development. To reach their potential for visual expression, students:
- apply reading, writing and verbal skills
- use mathematics as a tool for understanding time, space and quantity
- integrate learning from other subject areas and
- explore a discrete body of knowledge about the art discipline that entails facts, concepts and skills.
All of these are placed in the context of the child's own knowledge of and perception about themselves and the world around them. As the child grows older their world broadens from immediate and near to a synthesis of the personal, factual, abstract and global.
The standard course of study in visual arts is based on the conviction that the acquisition of knowledge and attainment of depth in understanding is based on a sequential introduction of materials, skills, concepts and information that must be repeated and broadened as the child grows in maturity and learns from the experience. Therefore, subject matter introduced in kindergarten will be reinforced at each succeeding grade and augmented by the introduction of new information, concepts and processes. For example, sensory exploration of materials is critical for the kindergarten child. It is equally important for the fifth grader, but they also have other appropriate modes of learning.
Classroom Environment
In grades K-2 children tend to be egocentric and family focused. The relationship they have with adult caregivers at home will be transferred to teachers at school. Because of the attention young children give to judgements made by adults, great care should be given to how their work is evaluated. Their art is truly a record of their mental development and thinking process. The art classroom is an environment that encourages the growth of social skills such as self-reliance, cooperative behavior and courtesy as students share supplies, perform classroom tasks, and make and discuss their work. Therefore an evaluation of student work at this level should reflect the objectives of the project(s) and not an adult judgement about which is "best." Creating a competitive atmosphere is highly discouraged.
Instruction
Importance is placed on fostering student confidence by involving children in art activities directly related to their own experience. The development of observation skills helps children make discoveries in their own environment. Exploration of their imagination is as highly valued as awareness of their immediate surroundings. Eye and hand coordination increase through the manipulation of art media and tools. From creating typically rudimentary forms and using limited linear symbols for objects, students move toward developing a rich and detailed vocabulary of shapes to express thoughts/ideas.
The Elements of Art and Principles of Design are an essential part of the basic curriculum of Mathematics, Language Arts, and Science: color is science; shape/volume, space, line, balance, and pattern are math; and texture enhances language. Through teacher directed reading, children are introduced to books which combine words and imagery about diverse subjects to stimulate imagination for the creation of their own art. Children learn that telling a story and explaining many things can be done with pictures, words and symbols. Art is a place where students naturally use all areas of the curriculum.
Discovering the art of other times and places expands the child's concept of time. Art History and Social Studies are strongly linked. Students learn that different types of art have been valued. Art history, aesthetics and criticism are introduced in primary terms. Visual arts encourages children to go beyond "I like it" to explain what they enjoy about a particular work of art.
VISUAL ARTS - Kindergarten
The study of visual arts begins in Kindergarten with the introduction of skills and concepts that will be completely new for most of the children. Because of the children's different developmental levels when entering Kindergarten, it is expected that this year will emphasize joyful exploration and discovery; mastery is a process that will require repetition at subsequent grades.
The emphasis at this level is on:
- Personal experience and/or imagination
- Exploring a variety of media to develop fine and gross motor skills
- Learning care and use of tools and equipment
- Following safety rules
- Family, five senses, counting, and retelling stories in pictures
- Learning about a variety of artists and art forms, including architecture
- Art elements - color, shape and line
Strands: Perceiving, Producing, Knowing, Communicating, Evaluating, Connecting
COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
Objectives
1.01 Use immediate environment, including family, home and surroundings, as source of ideas.
1.02 Use imagination as a source of ideas.
1.03 Understand and follow step-by-step presentation of art activities.
1.04 Begin to develop appropriate art vocabulary
1.05 Develop symbols for visual expression
1.06 Select color according to emotional appeal
1.07 Explore a variety of media
1.08 Create work that does not conform to adult standards of realism.
1.09 Select artwork they "like the best" and simply explain why.
1.10 Illustrate poems, stories and rhymes
1.11 Use all the senses to gain information and awareness about their environment.
1.12 Perhaps find inspiration from a variety of artwork.
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard1)
Objectives
2.01 Become familiar with a limited number of basic art media, techniques and processes which may include:
Drawing - crayons, oil pastels, non-toxic markers, brushes, computers, pencils, sidewalk chalk
Cut paper - glue, scissors, folding, bending 3-D - clay, paper, found objects, including wood scraps
Printmaking - stamps, gadgets, found objects, vegetables, monoprint
Painting - tempera, watercolors, large brushes, sponges, finger paint
Ceramics - pinch, coil, found stamps.
2.02 Explore media freely.
2.03 Develop fine and gross motor control
2.04 Utilize entire page when using 2-D materials.
2.05 Create a variety of lines, like thick and thin, curved or zigzag, etc.
2.06 Cut large and small shapes; double layers to produce identical shapes
2.07 Model clay by pressing; pulling, pinching, incising, stamping with found objects.
2.08 Create original pictures of self, others, animals and objects.
2.09 Render own thoughts and feelings visually.
2.10 Demonstrate proper use and care of materials and tools.
2.11 Use the art room rules for behavior, care and safety of equipment, tools and materials.
COMPETENCY GOAL 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements. (National Standard 2 )
Objectives
3.01 Name and identify colors.
3.02 Identify primary and secondary colors.
3.03 Mix secondary colors
3.04 Identify different types of line: straight, crooked, curved, zig-zag, wide and thin.
3.05 Recognize that line can be used to define contour of shapes and forms.
3.06 Name different textures on surfaces, for example: rough, smooth, bumpy.
3.07 Identify geometric shapes: circle, square, rectangle, triangle, diamond and oval.
3.08 Recognize some shapes have names; some do not.
3.09 Begin to discuss his or her own work and that of others in terms of color, line, shape and texture.
3.10 Use the entire page as part of the composition.
3.11 Use solutions that do not rely on copying or tracing others work.
3.12 Recognize others may view or interpret differently.
3.13 Use his or her own ideas and feelings when creating artwork.
3.14 Respect the work of others when discussing art.
3.15 Explore a variety of materials.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks. (National Standard 3)
Objectives
4.01 Create art depicting self, family, friends, pets, home, school and community.
4.02 Demonstrate the use of life surroundings and personal experiences to express ideas and feelings.
4.03 Invent original and personal imagery from observation and imagination to convey meaning and not rely on copying or tracing another's work.
4.04 Find inspiration in the work of other artists from many cultures.
COMPETENCY GOAL 5: The learner will understand the visual arts in relation to history and cultures. (National Standard 4)
Objectives
5.01 Recognize that people in many times and places have made art.
5.02 Recognize that art is created to fulfill personal and/or societal needs or purposes.
5.03 Recognize that an artwork may serve functional purposes.
5.04 Begin to relate to the concept of time personally ("when my grandfather was young"), to famous people ("when George Washington was alive"), and units of time (day, week, years).
5.05 Recognize that human beings create art to tell a story about their ideas and lives without words.
COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others. (National Standard 5)
Objectives
6.01 Relate important experiences in life to one's own art.
6.02 Accept others' work and ideas.
6.03 Recognize that no two people are alike; therefore, their artwork should be alike.
6.04 Begin to use art vocabulary for discussion.
6.05 Begin to describe and explain his or her own art and the art of others in response to guided questions.
6.06 Express one's feelings about a specific artwork.
6.07 Begin to understand there are varied responses to specific art works
COMPETENCY GOAL 7: The learner will perceive connections between visual arts and other disciplines. (National Standard 6)
Objectives
7.01 Make use of commonalties in the subject matter of visual arts and other disciplines.
7.02 Begin to realize what each discipline encompasses.
7.03 Begin to observe that objects can be handmade or machine made and that both have value.
7.04 Use current technology to learn about art and create one's own artwork.
COMPETENCY GOAL 8: The learner will develop an awareness of art as an avocation and profession.
Objectives
8.01 Develop a positive attitude about working with art materials and the art making process.
8.02 Understand that people of all ages can enjoy making art based on shared knowledge of self, family and friends.
8.03 Begin to differentiate between man made objects and natural objects.
VISUAL ARTS - Grade 1
The study of visual arts is cumulative and sequential to include learning introduced and emphasized at previous grade levels.
The emphasis at this grade level is on:
- Reading
- Recognizing that mistakes can be turned into creative opportunities
- Repetition, pattern, geometric shapes and texture
- Telling and recording original stories through art
- Observing how artists tell stories through their art
Strands: Perceiving, Producing, Knowing, Communicating, Evaluating, Connecting
COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
Objectives
1.01 Understand the purpose of the activity.
1.02 Uses logical sequence to complete an activity.
1.03 Develop fluency in use of symbols for visual expression.
1.04 Discuss and examine familiar objects and literature to inspire imagery.
1.05 Carefully observe and examine the world around them.
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard 1)
Objectives
2.01 Become familiar with additional basic art media, techniques and processes which may include: fibers - papermaking and paper weaving.
2.02 Use various techniques to create visual effects using texture.
COMPETENCY GOAL 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements. (National Standard 2 )
Objectives
3.01 Use variety of geometric and organic shapes in creating own work.
3.02 Differentiates between geometric and organic shapes.
3.03 Recognize that pattern is created by repetition and uses pattern in own artwork.
3.04 Use a variety of techniques and imagery incorporating pattern and repetition.
3.05 Begin to explore more than one solution during the problem solving process.
3.06 Create visual textures with basic drawing, sculpture and painting tools.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks. (National Standard 3)
Objectives
4.01 Recognize that an artist's work has certain characteristics that distinguish it from that of others.
4.02 Create, discuss and/or write simple stories about one's own artwork.
4.03 Produce work that shows attention to detail in one's surroundings.
4.04 Use imagination to interpret environments other than one's own
COMPETENCY GOAL 5: The learner will understand the visual arts in relation to history and cultures. (National Standard 4)
Objectives
5.01 Recognize that art from other times and cultures does not look the same.
5.02 Recognize that artwork from many cultures can be made of material that the student has experienced (wood, stone, paint, etc.)
COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others. (National Standard 5)
Objectives
6.01 Relate important ideas and feelings visually.
6.02 Begin to use one's mistakes as part of the creative process.
6.03 Recognize that mistakes can be turned into opportunities for creative problem solving.
6.04 Show understanding that sometimes artistic endeavors fail because of reasons beyond one's control.
6.05 Recognize that the use of art elements by the artist can tell a story, or describe a feeling or mood.
6.06 Discuss artwork using the design principle of repetition.
COMPETENCY GOAL 7: The learner will perceive connections between visual arts and other disciplines. (National Standard 6)
Objectives
7.01 Uses reading, writing and math in the creation of art.
7.02 Realize that advances in science and technology affect how things look and how they are done.
COMPETENCY GOAL 8: The learner will develop an awareness of art as an avocation and profession.
Objectives
8.01 Recognize the difference between manmade objects and natural objects.
8.02 Begin to understand that man made objects were all designed and made by someone.
8.03 Begin to understand that some adults make art just for fun and others make art as a job.
VISUAL ARTS - Grade 2
The study of visual arts is cumulative and sequential to include learning introduced and emphasized at previous grade levels.
The emphasis at this grade level is on:
- Awareness of themselves and their own community
- Trying a variety of techniques and imagery to enhance the design solution
- Emphasis and movement
- Weather and seasons
- Recognizing how artists create mood/emotions in their work
- Reality and fantasy
Strands: Perceiving, Producing, Knowing, Communicating, Evaluating, Connecting
COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art.
Objectives
1.01 Understand the process involved in using the media.
1.02 Plan and organize for creating art.
1.03 Develop strategies for imagining and implementing images.
1.04 Refine the form of visual symbols to more accurately define concepts.
1.05 Recognize that in a world of imagination there is no right or wrong, but that some solutions are better than others.
1.06 Use experimentation to find solutions.
1.07 Recognize that diverse solutions are preferable to predetermined visual solutions.
1.08 Recognize that images from reality and from fantasy may be used to create original art.
COMPETENCY GOAL 2: The learner will develop skills necessary for understanding and applying media, techniques, and processes. (National Standard 1)
Objectives
2.01 Become familiar with additional art media, techniques and processes that may include: Cut paper - tape, and Printmaking - styrofoam, water soluble printing ink
2.02 Recognize specific media and processes
2.03 Express moods and feelings.
2.04 Produce visual effects and textures using each media.
2.05 Depict self and others in a variety of real and imaginary situations.
COMPETENCY GOAL 3: The learner will organize the components of a work into a cohesive whole through knowledge of organizational principles of design and art elements. (National Standard 2 )
Objectives
3.01 Incorporate a variety of lines in own artwork.
3.02 Use a horizon line to organize space.
3.03 Discuss how the viewer's eye moves through work of art.
3.04 Discuss and use opposites to create variety including big/little, light/dark, smooth/rough, tall/short, few/many.
3.05 Identify center of interest (emphasis) in a composition.
3.06 Create work which shows more complex organization.
COMPETENCY GOAL 4: The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks. (National Standard 3)
Objectives
4.01 Create, discuss, and/or write about whether the content of their artwork is reality or fantasy.
4.02 Create fantasy environments.
4.03 Begin to recognize that an artist's background and experiences are important in shaping an artist's work.
COMPETENCY GOAL 5: The learner will understand the visual arts in relation to history and cultures. (National Standard 4)
Objectives
5.01 Identify main purpose for an individual artwork.
5.02 Identify selected characteristics of art from a particular culture.
5.03 Identify selected medium/techniques or processes used for an individual artwork.
5.04 Become aware of the ideas of time and history (what came before and after).
5.05 Begin to realize that there have been diverse cultures in the world and each culture has produced art.
5.06 Recognize selected works of art from various cultures.
5.07 Discuss common themes such as families, community life, and beauty.
COMPETENCY GOAL 6: The learner will reflect upon and assess the characteristics and merits of their work and the work of others. (National Standard 5)
Objectives
6.01 Begin to understand that the purpose for a work of art affects how a work is made.
6.02 Find diversity in art as a natural and positive expression of individuality.
6.03 Value art that does not rely on copying or tracing others' work.
6.04 Apply knowledge gained from a failure, mistake or accident to help achieve a more successful effort.
6.05 Discuss artwork using the design principles of repetition, emphasis, and movement.
COMPETENCY GOAL 7: The learner will perceive connections between visual arts and other disciplines. (National Standard 6)
Objective
7.01 Understand that a major purpose of the arts is the creation of an original work.
COMPETENCY GOAL 8: The learner will develop an awareness of art as an avocation and profession.
Objectives
8.01 Begin to understand different ways people can make a living from creating works of art.
8.02 Discuss the involvement in art of people of all ages to include visiting museums, making art, reading or writing about art and artists, buying art, and teaching and volunteering in the arts.
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