Art

1st Grade Art

OBJECTIVE:

Students will build on what they have learned in kindergarten increasing their ability to manipulate media in a variety of techniques. Students will properly use Art Vocabulary when talking about artworks.

DURING THE SCHOOL YEAR 1st GRADE STUDENTS WILL LEARN:

Art Criticism

Read meaning in artworks (1.19) Main idea in artworks from diverse cultures (1.20) Similarities and differences in pairs of artworks (1.16) Recognize and use art vocabulary to discuss formal qualities (elements and principles) in personal and famous artworks: Color: primary, secondary, neutral, tint/shade, warm/cool (1.1, 1.7) Texture: actual/implied (1.12) Line: outline, edges of shape, identify line types and how they convey feeling (1.8) Shape: geometric (triangle, pentagon, hexagon) / organic (1.9, 1.10) Form: 3-D; sphere, cube, pyramid, cone, cylinder (1.10) Space: overlapping; horizon line, positive/negative (1.13, 1.11) Pattern: repetition of color, line, shape, texture, create, extend pattern; in art, music, dance, math, poetry (1.14, 1.6) Balance: symmetrical /asymmetrical Emphasis: size, detail (small and interesting parts of the work)

Art Production

Art History

Visual clues about artworks: matches description of culture with artwork representative of that culture; accurate statements about functions (purposes) of particular artworks and the culture that produced them (4.20, 4.21) Relationships between artists and their cultures (geographic, political, religious, economic) (4.22) Cultural diversity in contemporary artworks Recognize selected famous artworks, artists and styles (at least 3 major artists) Categorize by subject matter: narrative, portrait, still life, seascape, cityscape, etc. (4.16)

Aesthetica

How personal experiences influence response to and preferences for art; develop and apply criteria for personal decisions about artwork (4.18) Theories of art: Does the intent of the artwork seem to be to imitate? (Realism) Is the artwork primarily concerned with design or composition? (/Formalism) Is the work trying to express a feeling or emotion? (Expressionism) (4.19)

Reading/Writing

& Art

Adjust writing about art for purpose and audience; capture feeling in artwork in words Similarity between planning and revising artwork and the writing process – develop, evaluate, revise “Read” artwork as visual text: Identify and infer main idea and supporting details in artwork; generate questions about characters, setting to improve interpretation; distinguish fact from opinion; make inferences about setting, characters, events and support with evidence from artwork; observe explicit facts and infer implicit facts; make connections between art and personal experiences; recognize artist’s purpose; Summarize artwork content / meaning Read about art for understanding; facts and implied meaning; distinguish between fact and opinion Natural connections/ extensions with math, language arts, science, social studies Journals/Sketchbooks

WHAT CHILDREN WILL LEARN BY THE END OF THE YEAR

Students will, to the best of their ability:

use sources of inspiration (i.e., literature) to generate ideas for artworks
to identify Primary and Secondary Colors and use them to generate artworks.
demonstrate hand-eye coordination through drawing, painting and constructing artworks.
use appropriate art-related vocabulary to discuss the visual properties of an artwork.
take pride in his/her artistic efforts.
show acceptance of the artistic efforts of others.
create works of art that do not rely on copying or tracing.

Kindergarten Art

OBJECTIVE:

Children will be introduced to an array of media, techniques and styles of Art.

Our students will learn to talk about Art using the appropriate vocabulary. Students will practice fine motor skills used to control art tools: pencil, crayon, paint brushes in a way that helps them create controlled shapes and lines that are vital to learn to write as when as draw.

DURING THE SCHOOL YEAR STUDENTS WILL LEARN:

Art Criticism

Recognize subject, theme, and main idea of artists’ works from diverse cultures (K.12) Pose questions about and gather information from artwork. Read meaning in artworks Recognize and use art vocabulary to discuss formal qualities (elements and principles) in artworks and nature: (K.11, K.13) Color: names colors (primary, secondary, neutral) (K.6) Value: dark/light color Texture: smooth, rough (K.10) Line characteristics: straight, curved, thick, thin, broken, vertical, horizontal, diagonal, wavy, zigzag, scalloped, spiral (K.7) Shape: circle, square, triangle, rectangle, organic (free-form) (K.8) Form: sphere, cube, pyramid, cone, cylinder (K.9) Space: beside/overlapping, above/below, close/far, left/ right, top/bottom, side/center, front/back, over/under Pattern: identify, create, extend pattern

Art Production

Create artwork from: Concepts and ideas from other curriculum areas visualization, imagination, observation (K.1, K.5) Consciously use elements and principles listed at left in drawings, paintings, pottery, sculpture, prints, fiber arts, mixed media (K.2) Include: variety of traditional media; clay: pinch construction, textured slab (K.2, K.3) Proper care and safe use of materials and tools (K.4) Habits of mind: Visualization, observation skills Care in craftsmanship (whole is larger than the parts) Self-evaluation: a) understanding learning goals for each artwork, b) self-evaluating when the goals are reached Evaluate work in progress and adjust as necessary

Art History

Art as historical record – explain work as characteristic of historical period in which it was produced (3.19) Places selected artworks in chronological order based on clues in the artwork (3.20) Recognize and associate selected artists and cultures with their artworks (at least 3 major artists) (3.18) Influences of technology on art (ex. photography, advertising, architecture, popular culture) (3.21)

Aesthetica

What is art? Who is an artist? (K.15) Preference for one artwork over another and offer reasons (K.14) Explain feelings and ideas “read” in art work

Reading/Writing

& Art

Vocabulary Development: Art terms to talk about artworks; print own name and teacher selected art words Follow two-part oral directions Link art terms and production with math, language arts, social studies, science curriculum “Read” art just as we read text - uses the same kind of processes just with different symbols; interpretation (comprehension)- pictures tell a story (characters, events); sequencing-before and after art image; connect life experiences to artwork; retell important information in own words Connect visualization as part of the art making process to visualization in reading and writing Natural connections /extensions of each art unit with math, language arts, science, social studies

WHAT CHILDREN WILL LEARN BY THE END OF THE YEAR:

Students will to the best of their abilities make connections between other content areas.