Elkhart Community Schools
Elkhart Community Schools
Visual Arts
Curriculum Guide
Grade 4
• Introduction
• Course Description
• Standards and Power Indicators
• Indiana Academic Standards
o Indicator
o Example
o Instruction/Assessment Reference
o Resource
• Academic Units
o Topic
o Indicator
o Instruction/Assessment Reference
o Resource
• Appendices
• District Assessment
Introduction
Visual Arts Curriculum Guide
Visual Arts Mission/Philosophy Statement
Mission Statement
It is the mission of the Elkhart Community Schools Visual Arts programs to enable students to be proficient and expressive creators, to be able to decipher and understand images, and to instill an everlasting appreciation and support for the visual arts.
Visual Arts Philosophy
We believe the ultimate goal of our art program is to teach students to be literate in the visual arts.
We believe the curriculum teaches communication skills through self-expression, inquiry, unique problem solving, and self direction.
Therefore, it is imperative student will be able to respond to visual signals, relate to their communities, and most importantly nourish their creative needs both intrinsically and intelligently.
Visual Arts Goals
The visual arts proficiencies should provide:
1. The attainment of the art academic standards.
2. The appreciation of the visual arts.
3. The value of art aesthetics.
4. The need to support local art communities.
5. The understanding of art history and culture.
6. The ability to intelligently talk about and critique personal art and that of others
7. The ability to intentionally and creatively solve problems.
8. The ability to develop personal potential.
9. The ability to thoughtfully communicate.
Committees
Curriculum and Instruction: Philosophy and Goals:
John Hill, Director Candice Clarke
Dave Benak, Supervisor Tom Grove
H. Marie Doyle, Supervisor Tara Mix
Bradley Sheppard, Supervisor Susan Platt
High School
Ceramics I-IV Drawing I-IV Painting I-IV Sculpture I-IV
Janet Kronewitter-Leedy Candice Clarke Candice Clarke Kevin Hartman
Cynthia Marks Steve Hentsch Betsy Stamp
Media Arts I-IV Visual Communication I-IV Honors Art 9-10 Introduction to Art
Amber Kosar Amber Kosar Matt Hartman Kevin Hartman
Matt Hartman Christine Wolfe Janet Kronewitter-Leedy Amber Kosar
Tom Grove Tom Grove Cynthia Marks
Elementary and Middle School
K-6 Elementary Art Middle School Art
Gary Bennett Kathryn Freehafer
Eric Berger Jodi Oldfather
Kathy Easterly Susan Platt
Bonnie Elder Elizabeth Sokolowski
Tara Mix Megan Woods
Amy Prince
Course Description
Quality Art Instruction: A Description
From Indiana’s Academic Standards for Visual Arts
Quality art education offers a balance between creating art and responding to art. The components of a quality art education feature these content areas and activities:
History: Students engage in research and inquiry into the historical, social and cultural contexts of art. Through inquiry into art history, students investigate works of art to determine their origins, histories, and meaning, thus acquiring a sense of world civilizations.
Criticism: Students understand and engage in critical inquiry in order to determine meaning in their work and the works of others. Through critical inquiry students increase their understanding and appreciation of art and its role in society. They develop the visual sensitivity and critical judgment needed to participate in a visually dominant society and to objectively evaluate persuasive visual images.
Aesthetics: Students raise and discuss questions concerning the nature, meaning, and value of art. Through aesthetic inquiry students practice the intrapersonal skills of reflection, reasoning, and logic.
Production: Students respond to observations, feelings, ideas, and other experiences by creating works of art through skillful, thoughtful, and imaginative application of media, tools, techniques, and processes. Through studio activities students discover, experiment, and use problem solving skills to express their values and feelings.
Careers & Community: Students identify methods for connecting artistic concepts, processes and skills to careers in art. Students learn to recognize the role of art in society and begin to identify their responsibility for supporting the artistic heritage of their community.
Integrated Studies: Students make connections between art and other disciplines. They create integrated works utilizing the symbol systems (or sign systems) of different disciplines, and thereby enhance communication. By studying a theme through multiple disciplines, students realize the impact of art upon other disciplines and how the sign systems of various disciplines provide a unique understanding of the world.
Elementary Art
Grades: K-6
Course Description:
Visual Arts at the elementary level is a part of the total educational experience of every child in Elkhart Community Schools. The students participate in a variety of mediums including drawing, painting, and ceramics. As students progress, they are taught art fundamentals and skills that enable them to show proficiency in the four disciplines of visual art – history, aesthetics, production, and criticism. The elementary visual arts specialists provide a core of artistic skills and concepts and assist the classroom teacher in using visual arts as an integrated activity in other disciplines by providing them with guidance and appropriate supplementary materials. The curriculum is structured to provide students with an enjoyable experience so visual arts will always have a pleasant connotation to the learner.
Course Objectives:
Elementary Visual Arts students will:
1. Demonstrate knowledge of the elements and principles of visual art.
2. Develop an appreciation of aesthetics in visual arts.
3. Utilize critical thinking skills to judge works of art.
4. Relate the historical aspects of visual arts in a myriad of facets.
Grade 4
The Standards and Power Indicators
Power Indicators are Highlighted in Bold
|Standard 1 – Responding to Art: History |
|Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. |
|4.1.1 |Identify the relationship between a work of art and the geography and characteristics of the culture; and identify where, when, and by whom the work was made (focus: Indiana history). |
|4.1.2 |Research and identify the function of a work of art or artifact and make connections to the culture (artifacts from Indiana). |
|4.1.3 |Identify symbols or icons in works of art (icons of Indiana). |
|Standard 2 – Responding to Art: History |
|Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |
|4.2.1 |Recognize and be familiar with selected works of art from various cultures and identify artist and culture. |
|4.2.2 |Identify styles of works of art as belonging to a specific culture and place. |
|4.2.3 |Distinguish between contemporary and traditional works of art and identify characteristics of both. |
|Standard 3 – Responding to Art: Criticism |
|Students describe, analyze, and interpret works of art and artifacts. |
|4.3.1 |Analyze sensory, formal, technical, and expressive properties in a work of art. |
|4.3.2 |Construct meaning based on properties found in the work, personal response, and research on the work and its context. |
|4.3.3 |Use appropriate art vocabulary. |
|Standard 4 – Responding to Art: Criticism |
|Students identify and apply criteria to make informed judgments about art. |
|4.4.1 |Identify criteria used by art critics in determining excellence in a work of art. |
|4.4.2 |Apply criteria in making informed judgments. |
|Standard 5 – Responding to Art: Aesthetics |
|Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art. |
|4.5.1 |Personally respond to a work of art and examine alternative responses from peers to form a logical hypothesis. |
|4.5.2 |Discuss and raise questions about the nature of art, reflect on these discussions, defend personal viewpoints. |
|Standard 6 – Responding to Art: Aesthetics |
|Students theorize about art and make informed judgments. |
|4.6.1 |Understand that artists have different philosophies or theories when creating art and discriminate between works created from different theories (imitationalism, formalism, or emotionalism).|
|4.6.2 |Understand that personal preference is one of many criteria used in making informed judgments. |
|Standard 7 – Creating Art: Production |
|Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |
|4.7.1 |Demonstrate refined observational skills in their work. |
|4.7.2 |Create a work that communicates personal ideas, experiences, or emotions. |
|4.7.3 |Identify and use a variety of symbols and subject matter that clearly communicate ideas. |
|Standard 8 – Creating Art: Production |
|Students understand and apply elements and principles of design effectively in their work. |
|4.8.1 |Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in work that effectively communicates |
| |their ideas. |
|4.8.2 |Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, tints, and shades), lines (characteristics, quality), textures (tactile |
| |and visual), and space (placement, perspective, overlap, negative, |
| |positive, size), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others. |
|Standard 9 – Creating Art: Production |
|Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. |
|4.9.1 |Identify differences between media and the visual characteristics of each medium (see below). |
|4.9.2 |Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including: |
| |DRAWING: |
| |Media: pencils, colored pencils, markers, chalks, crayons, oil pastels, charcoals |
| |Processes: contour line, rendering, sketching, value, shading, crosshatching |
| |PAINTING: |
| |Media: tempera, watercolor, watercolor crayons; variety of surfaces, brushes and paint applicators |
| |Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, watercolor techniques of sponging and salting |
| |PRINTMAKING: |
| |Media: found objects, printing ink, styrofoam, stencil |
| |Processes: collograph, relief, frottage (rubbing) |
| |CERAMICS: |
| |Media: modeling clay, clay substitutes, glazes, stains, paint |
| |Processes: pinch and pulled forms, slab, drape mold, coil, surface decoration techniques |
| |SCULPTURE/ARCHITECTURE/JEWELRY: |
| |Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood paper, foil, found objects, beads, wire, foam |
| |Processes: carving, additive, subtractive, modeling, constructing |
| |FIBERS: |
| |Media: cloth, yarn, ribbon, found objects, paper, reeds, rope |
| |Processes: pulling threads, weaving, stitchery, tying and wrapping techniques, braiding, basketry |
| |MIXED MEDIA: |
| |Media: tissue, photos, found objects, foil, fiber, paint, paper |
| |Processes: collage, bas-relief |
| |NEW MEDIA: |
| |Media: computer, interactive computer programs, disposable camera, digital camera, video, photography, film |
| |Processes: computer processes in programs such as Artrageous, Open Eyes, Hyperstudio, KidPix |
|4.9.3 |Demonstrate safe and proper use, care, and storage of media, materials, and equipment. |
|Standard 10 – Creating Art: Production |
|Students reflect on, revise, and refine work using problem solving and critical thinking skills. |
|4.10.1 |Demonstrate the ability to successfully generate an idea, select and refine an idea, and execute the idea. |
|4.10.2 |Identify and apply criteria for assessment in their work, in peer critiques, and in self assessment. |
|4.10.3 |Demonstrate respect for their work and the work of others. |
|Standard 11 – Careers and Community |
|Students recognize a variety of art-related professions and careers in our society. |
|4.11.1 |Identify artists in the community. |
|4.11.2 |Identify various opportunities in art related careers (historian, critic, curator, gallery director, display artist, website designer, graphic artist etc). |
|Standard 12 – Careers and Community |
|Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. |
|4.12.1 |Identify individual art experiences and how these affect daily life. |
|4.12.2 |Analyze and respond to art at local museums, exhibits, arts performances, and exhibited by visiting artists in the school. |
|Standard 13 – Integrated Studies |
|Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology. |
|4.13.1 |Begin to distinguish between products and processes of visual art and other disciplines. |
|4.13.2 |Create a work of art using subject matter, concepts, or sign systems (words, numbers) of another discipline. |
|Standard 14 – Integrated Studies |
|Students understand the integrative nature of art forms including dance, theater, music, visual arts, and media art. |
|4.14.1 |Begin to distinguish between products and subject matter of visual art and other art forms. |
|4.14.2 |Create an artwork using processes and sign systems (imagery, movement, sound, words) of two art forms. |
Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Spring 2007
Indiana Academic Standards
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
|Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.1.1 |Identify the relationship between a |Ted Drake – Elkhart, IN |Encourage community and neighborhood themes that|The Galleria |
| |work of art and the geography and | |build visual and cultural literacy. |Shipshewana, IN 46565 |
| |characteristics of |Emma Shrock – Shipshewana, IN | | |
| |the culture; and identify where, when,| |Discuss cultural characteristics that build |Menno-hoff Center |
| |and by whom the work was made (focus: |P. Buckley Moss – Pennsylvania |visual analysis, assist recognition, and expand |State Road 5 |
| |Indiana | |meaningful personal studio experiences. |Shipshewana, IN 46565 |
| |history). |Grandma Moses – New York | | |
| | | |Foster self-respect and appreciation for |Midwest Museum of |
| | | |different and varied visual solutions. |American Art |
| | | | |529 South Main Street |
| | | | |Elkhart, IN 46516 |
| | | | | |
| | | | |University of Pennsylvania Museum of Archaeology|
| | | | |and Anthropology |
| | | | |33rd and Spruce St. |
| | | | |Philadelphia, PA 19104 |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
|Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.1.2 |Research and identify the function of | | | |
| |a work of art or artifact and make | | | |
| |connections to | | | |
| |the culture (artifacts from Indiana). | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
|Standard 1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.1.3 |Identify symbols or icons in works of | | | |
| |art (icons of Indiana). | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
|Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.2.1 |Recognize and be familiar with | | | |
| |selected works of art from various | | | |
| |cultures and identify | | | |
| |artist and culture. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
|Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.2.2 |Identify styles of works of art as |Construct simple visual criteria for a variety |Identify and name different styles and periods |The Snite Museum |
| |belonging to a specific culture and |of artistic expressions. |of art expression. |University of Notre Dame |
| |place. | | |Notre Dame, IN |
| | |Secure visual disciplines that seek to explore |Realism | |
| | |the motivations/reasons behind art production. | |The Art Institute of Chicago |
| | | |Neoclassicism |111 South Michigan Ave. |
| | |Provide guidelines that form discussion and | |Chicago, IL |
| | |motivating pictorical character. |Impressionism | |
| | | | |Grand Rapids Art Museum |
| | | |Post-Impressionism |155 Division North |
| | | | |Grand Rapids, MI |
| | | |Twentieth Century | |
| | | | |Midwest Museum of |
| | | |Modernism |American Art |
| | | | |492 South Main Street |
| | | | |Elkhart, IN |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: HISTORY
|Standard 2: Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.2.3 |Distinguish between contemporary and | | | |
| |traditional works of art and identify | | | |
| |characteristics of both. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
|Standard 3: Students describe, research, and interpret works of art and artifacts. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.3.1 |Analyze sensory, formal, technical, | | | |
| |and expressive properties in a work of| | | |
| |art. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
|Standard 3: Students describe, research, and interpret works of art and artifacts. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.3.2 |Construct meaning based on properties | | | |
| |found in the work, personal response, | | | |
| |and | | | |
| |research on the work and its context. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
|Standard 3: Students describe, research, and interpret works of art and artifacts. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.3.3 |Use appropriate art vocabulary. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
|Standard 4: Students identify and apply criteria to make informed judgments about art. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.4.1 |Identify criteria used by art critics | | | |
| |in determining excellence in a work of| | | |
| |art. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: CRITICISM
|Standard 4: Students identify and apply criteria to make informed judgments about art. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.4.2 |Apply criteria in making informed | | | |
| |judgements. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: AESTHETICS
|Standard 5: Students reflect on and discuss the nature of art and aesthetic issues concerning the meaning and significance of art. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.5.1 |Personally respond to a work of art |Attention Company |Discuss and participate in interactive |SRA Art Connections |
| |and examine alternative responses from|By William Harnett |activities that introduce class models of |Text |
| |peers to form | |aesthetic examination. | |
| |a logical hypothesis. |Woman With Pigtails | |Reinhold Visuals |
| | |By A. Modigliani |Invite students to demonstrate their new |By Van Nostrand |
| | | |cognizance; to view art as valuable resource | |
| | |Gala Placida |language. |Art as Design: Design as Art |
| | |By Salvador Dali | |By McLlany |
| | | |Review the environment in which students live, | |
| | |Self-Portrait With Straw Hat |life cycles, visual language, and more. |Arts and Activities |
| | |By Vincent Van Gogh | |By Publishers |
| | | |Recognize art as being a viable means of |Development Corp. |
| | |Past student art work |communication. | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: AESTHETICS
|Standard 5: Students reflect on and discuss the nature of art and aesthetic issues concerning the meaning and significance of art. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.5.2 |Discuss and raise questions about the | | | |
| |nature of art, reflect on these | | | |
| |discussions, defend | | | |
| |personal viewpoints. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: AESTHETICS
|Standard 6: Students theorize about art and make informed judgments. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.6.1 |Understand that artists have different| | | |
| |philosophies or theories when creating| | | |
| |art and | | | |
| |discriminate between works created | | | |
| |from different theories | | | |
| |(imitationalism, formalism, or | | | |
| |emotionalism). | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
RESPONDING TO ART: AESTHETICS
|Standard 6: Students theorize about art and make informed judgments. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.6.2 |Understand that personal preference is| | | |
| |one of many criteria used in making | | | |
| |informed | | | |
| |judgments . | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.7.1 |Demonstrate refined observational | | | |
| |skills in their work. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.7.2 |Create a work that communicates | | | |
| |personal ideas, experiences, or | | | |
| |emotions. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 7: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.7.3 |Identify and use a variety of symbols | | | |
| |and subject matter that clearly | | | |
| |communicate ideas. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 8: Students understand and apply elements and principles of design effectively in their work. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.8.1 |Apply elements (line, shape, form, |Paper clip people to create gesture drawings | | |
| |texture, color, and space) and | | | |
| |principles (repetition, |Observational drawings | | |
| |variety, rhythm, proportion, movement,| | | |
| |balance, emphasis) in work that |Contour lines | | |
| |effectively communicates their ideas. | | | |
| | |Flowing lines | | |
| | | | | |
| | |Shading techniques inc. stippling and cross | | |
| | |hatching | | |
| | | | | |
| | |Paper quilt patterns | | |
| | | | | |
| | |Native American clay pots | | |
| | | | | |
| | |Relief sculpture | | |
| | | | | |
| | |Family portrait | | |
| | | | | |
| | |Radial wall hanging – balance | | |
| | |Illustration of music | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 8: Students understand and apply elements and principles of design effectively in their work. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.8.2 |Identify and discriminate between |Paper clip people to create gesture drawings | | |
| |types of shape (geometric and | | | |
| |organic), colors |Observational drawings | | |
| |(primary, secondary, | | | |
| |Complementary, tints, and shades), |Contour lines | | |
| |lines | | | |
| |(characteristics, qualities), textures|Flowing lines | | |
| |(tactile and visual), and space | | | |
| |placement, perspective, overlap, |Shading techniques inc. stippling and cross | | |
| |Negative, positive, size), balance |hatching | | |
| |(symmetrical, asymmetrical, radial) | | | |
| |and the use of proportion, rhythm, |Paper quilt patterns | | |
| |variety, repetition, and movement in | | | |
| |their work and the works of others. |Native American clay pots | | |
| | | | | |
| | |Relief sculpture | | |
| | | | | |
| | |Family portrait | | |
| | | | | |
| | |Radial wall hanging – balance | | |
| | |Illustration of music | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.9.1 |Identify differences between media and the visual characteristics of |Outdoor drawing | | |
| |each medium (see | | | |
| |below). |Desert landscape | | |
| |DRAWING: | | | |
| |Media: pencils, colored pencils, markers, chalks, crayons, oil |Computer design color-wheel | | |
| |pastels, charcoals | | | |
| |Processes: contour line, rendering, sketching, value, shading, |Mixed media collage | | |
| |crosshatching | | | |
| |PAINTING: |Abstract sculptured form | | |
| |Media: tempera, watercolor, watercolor crayons; variety of surfaces, | | | |
| |brushes and | | | |
| |paint applicators | | | |
| |Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, watercolor | | | |
| |techniques of | | | |
| |sponging and salting | | | |
| |PRINTMAKING: | | | |
| |Media: found objects, printing ink, styrofoam, stencil | | | |
| |Processes: collograph, relief, frottage (rubbing) | | | |
| | | | | |
| |CERAMICS: | | | |
| |Media: modeling clay, clay substitutes, glazes, stains, paint | | | |
| |Processes: pinch and pulled forms, slab, drape mold, coil, surface | | | |
| |decoration | | | |
| |techniques | | | |
| |SCULPTURE/ARCHITECTURE/JEWELRY: | | | |
| |Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood | | | |
| |paper, foil, | | | |
| |found objects, beads, wire, foam | | | |
| |Processes: carving, additive, subtractive, modeling, constructing | | | |
| |FIBERS: | | | |
| |Media: cloth, yarn, ribbon, found objects, paper, reeds, rope | | | |
| |Processes: pulling threads, weaving, stitchery, tying and wrapping | | | |
| |techniques, | | | |
| |braiding, basketry | | | |
| |MIXED MEDIA: | | | |
| |Media: tissue, photos, found objects, foil, fiber, paint, paper | | | |
| |Processes: collage, bas-relief | | | |
| |NEW MEDIA: | | | |
| |Media: computer, interactive computer programs, disposable camera, | | | |
| |digital | | | |
| |camera, video, photography, film | | | |
| |Processes: computer processes in programs such as Artrageous, Open | | | |
| |Eyes, | | | |
| |Hyperstudio, | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.9.2 |Identify and control different media, techniques, and processes to | | | |
| |effectively | | | |
| |communicate ideas, experiences, and stories including: | | | |
| |DRAWING: | | | |
| |Media: pencils, colored pencils, markers, chalks, crayons, oil | | | |
| |pastels, charcoals | | | |
| |Processes: contour line, rendering, sketching, value, shading, | | | |
| |crosshatching | | | |
| |PAINTING: | | | |
| |Media: tempera, watercolor, watercolor crayons; variety of surfaces, | | | |
| |brushes and | | | |
| |paint applicators | | | |
| |Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, watercolor | | | |
| |techniques of | | | |
| |sponging and salting | | | |
| |PRINTMAKING: | | | |
| |Media: found objects, printing ink, styrofoam, stencil | | | |
| |Processes: collograph, relief, frottage (rubbing) | | | |
| |CERAMICS: | | | |
| |Media: modeling clay, clay substitutes, glazes, stains, paint | | | |
| |Processes: pinch and pulled forms, slab, drape mold, coil, surface | | | |
| |decoration | | | |
| |techniques | | | |
| |SCULPTURE/ARCHITECTURE/JEWELRY: | | | |
| |Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood | | | |
| |paper, foil, | | | |
| |found objects, beads, wire, foam | | | |
| |Processes: carving, additive, subtractive, modeling, constructing | | | |
| |FIBERS: | | | |
| |Media: cloth, yarn, ribbon, found objects, paper, reeds, rope | | | |
| |Processes: pulling threads, weaving, stitchery, tying and wrapping | | | |
| |techniques, braiding, basketry | | | |
| |MIXED MEDIA: | | | |
| |Media: tissue, photos, found objects, foil, fiber, paint, paper | | | |
| |Processes: collage, bas-relief | | | |
| |NEW MEDIA: | | | |
| |Media: computer, interactive computer programs, disposable camera, | | | |
| |digital | | | |
| |camera, video, photography, film | | | |
| |Processes: computer processes in programs such as Artrageous, Open | | | |
| |Eyes, Hyperstudio, KidPix | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 9: Students develop and apply skills using a variety of two dimensional and three dimensional media, tools, and processes to create works that communicate personal meaning. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.9.3 |Demonstrate safe and proper use, care, and storage of media, | | | |
| |materials, and equipment. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.10.1 |Demonstrate the ability to |Book of Kells |Line Representations |SRA Art Connections |
| |successfully generate an idea, select |Trinity College Library |A. Contour |Text |
| |and refine an idea, and execute the | |B. Gestures | |
| |idea. |Broadway Boogie Woogie |C. Perspective Optical Illusion |Reinhold Visuals |
| | |By Piet Mondrian | |By Van Nostrand |
| | | |Line Variations | |
| | |Lobster Trap and Fish Tail |A. Direction |Meaning In the Visual Arts |
| | |By Alexander Calder |B. Degree of Curve |By E. Panofsky |
| | | |C. Length |University of Chicago Press |
| | |Robie House |D. Pattern |Chicago, IL |
| | |By Frank Lloyd Wright |E. Width | |
| | | | |Art: A World History |
| | |Display student art work. |Vanishing point |By DK Publishing, Inc. |
| | | |Horizontal line | |
| | |Strengthen concepts of the varied visual art | |School wide art exhibitions |
| | |forms and their contributions to the |Encourage studio experiences that allow for | |
| | |educational model. |understanding the connection between line |Elements of Design |
| | | |(drawing) and other art media. |By Donald Anderson |
| | |Understanding the value of effective/routine | | |
| | |care and effective use of art materials and | | |
| | |facilities. | | |
| | | | | |
| | |Encourage studio experiences that support the |Make cohesive images from simple suggestions for| |
| | |interrelatedness among the Elements and |clear graphic content/comment. | |
| | |Principles of Art. | | |
| | | |Learn to edit, to shape materials, to select art| |
| | | |materials that best express personal visual | |
| | | |heritage. | |
| | | | | |
| | | |Familiarity with art materials and techniques | |
| | | |enables an artist to communicate effectively. | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.10.2 |Identify and apply criteria for | | | |
| |assessment in their work, in peer | | | |
| |critiques, and in self assessment. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CREATING ART: PRODUCTION
|Standard 10: Students reflect on, revise, and refine work using problem solving and critical thinking skills. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.10.3 |Demonstrate respect for their work and| | | |
| |the work of others. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CAREERS AND COMMUNITY
|Standard 11: Students recognize a variety of art-related professions and careers in our society. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.11.1 |Identify artists in the community. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CAREERS AND COMMUNITY
|Standard 11: Students recognize a variety of art-related professions and careers in our society. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.11.2 |Identify various opportunities in art | | | |
| |related careers (historian, critic, | | | |
| |curator, gallery | | | |
| |director, display artist, website | | | |
| |designer, graphic artist etc). | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CAREERS AND COMMUNITY
|Standard 12: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.12.1 |Identify individual art experiences | | | |
| |and how these affect daily life. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
CAREERS AND COMMUNITY
|Standard 12: Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.12.2 |Analyze and respond to art at local | | | |
| |museums, exhibits, arts performances, | | | |
| |and exhibited by visiting artists in | | | |
| |the school. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
INTEGRATED STUDIES
|Standard 13: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.13.1 |Begin to distinguish between products | | | |
| |and processes of visual art and other | | | |
| |disciplines. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
INTEGRATED STUDIES
|Standard 13: Students identify and make connections between knowledge and skill in art and all other subject areas such as humanities, sciences, and technology. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.13.2 |Create a work of art using subject | | | |
| |matter, concepts, or sign systems | | | |
| |(words, numbers) of another | | | |
| |discipline. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
INTEGRATED STUDIES
|Standard 14: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.14.1 |Begin to distinguish between products | | | |
| |and subject matter of visual art and | | | |
| |other art forms. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
GRADE 4
VISUAL ARTS CURRICULUM GUIDE
INDIANA ACADEMIC STANDARDS
INTEGRATED STUDIES
|Standard 14: Students understand the integrative nature of art forms including dance, theater, music, visual art, and media art. |
|Indicator |Example |Instruction/Assessment |Resource |
| | | | | |
|4.14.2 |Create an artwork using processes and | | | |
| |sign systems (imagery, movement, | | | |
| |sound, words) of two art forms. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- new haven community schools employment
- richmond community schools indiana
- new haven community schools jobs
- south lyon community schools skyward
- lake station community schools website
- elkhart clinic elkhart indiana
- elkhart clinic llc elkhart in
- elkhart clinic doctors elkhart in
- lake station community schools edison
- lake station community schools indiana
- compass community schools memphis tn
- davis county community schools iowa