Elkhart Community Schools



Elkhart Community Schools

Visual Arts

Curriculum Guide

Grade 6

• 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 6

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. |

|6.1.1 |Analyze the relationship between a work of art and the history, geography, and technology of the culture, and identify what, when, where, and by whom the work was made. |

|6.1.2 |Identify how the roles and relationships of artists and patrons have affected the creation of works of art. |

|6.1.3 |Identify icons in contemporary works and analyze how icons reflect the culture. |

|Standard 2 – Responding to Art: History |

|Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |

|6.2.1 |Identify and be familiar with a range of works of art from major periods identifying artist, culture, style, and aspects from the historical context of the work. |

|6.2.2 |Identify distinguishing characteristics of style in the work of individual artists and art movements. |

|6.2.3 |Identify and compare works of art and artifacts from major periods on a chronological time line. |

|Standard 3 – Responding to Art: Criticism |

|Students describe, analyze, and interpret works of art and artifacts. |

|6.3.1 |Analyze the artist’s use of sensory, formal, technical, and expressive properties in a work of art for meaning. |

|6.3.2 |Construct meaning and support well-developed interpretations of works of art with evidence from the work, personal response, and research. |

|6.3.3 |Use appropriate art vocabulary. |

|Standard 4 – Responding to Art: Criticism |

|Students identify and apply criteria to make informed judgments about art. |

|6.4.1 |Identify a variety of criteria used to judge works of art across cultures. |

|6.4.2 |Understand that personal preference is one of many criteria used in determining excellence in works of art; and, make informed judgments based on personal response, properties found in the |

| |work, and research. |

|Standard 5 – Responding to Art: Aesthetics |

|Students reflect on and discuss art theories and aesthetic issues concerning the meaning and significance of art. |

|6.5.1 |Identify problems or puzzles in a work of art or aesthetic issue, construct a well-reasoned hypothesis, and evaluate the adequacy of alternative hypotheses. |

|6.5.2 |Analyze the nature of art through logical reasoning skills and debate on issues such as beauty, censorship, and definitions of art. |

|Standard 6 – Responding to Art: Aesthetics |

|Students theorize about art and make informed judgments. |

|6.6.1 |Identify unconventional works that can be identified as art only by the fact that they are in a museum or gallery (institutionalism). |

|6.6.2 |Reflect on personal responses to a work of art and surrounding issues, and identify personal preference. |

|Standard 7 – Creating Art: Production |

|Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |

|6.7.1 |Produce art that demonstrates refined observational skills in drawing from life. |

|6.7.2 |Demonstrate the ability to utilize personal interests, current events, media or techniques as sources for expanding their artwork. |

|6.7.3 |Discriminate and select from a variety of symbols, subject matter, and ideas to clearly communicate ideas. |

|Standard 8 – Creating Art: Production |

|Students understand and apply elements and principles of design effectively in their work. |

|6.8.1 |Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively|

| |communicates their ideas. |

|6.8.2 |Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines |

| |(characteristics, quality), textures (tactile and visual), and space (background, middle ground, foreground, placement, perspective, overlap, negative, converging lines positive, size, |

| |color), 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. |

|6.9.1 |Utilize the visual characteristics and expressive features of a given medium to enhance meaning in their work. |

|6.9.2 |Demonstrate appropriate use of different media, techniques, and processes to communicate themes and ideas in their work including: |

| |DRAWING: |

| |Media: pencils, colored pencils, markers, chalks, crayons, oil pastels, charcoals, pastels, conte-crayon |

| |Processes: contour line, rendering, sketching, value, shading, crosshatching, stippling, one-point perspective |

| |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, salting, and masking |

| |PRINTMAKING: |

| |Media: found objects, printing ink, styrofoam, stencil, textile ink |

| |Processes: calligraphic, relief (linoleum cutting), silkscreen, etching, embossing |

| |CERAMICS: |

| |Media: modeling clay, clay substitutes, glazes, stains, paint |

| |Processes: pinch and pulled forms, slab, drape mold, coil, surface decoration techniques, incising, sgrafitto, wax resist, hand hewn |

| |SCULPTURE/ARCHITECTURE/JEWELRY: |

| |Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood paper, foil, found objects, beads, sand, balsa, wire, foam, copper |

| |Processes: carving, additive, subtractive, modeling, constructing, casting, enameling |

| |FIBERS: |

| |Media: cloth, yarn, batik wax and dyes, ribbon, found objects, paper, reeds, rope, tie-dye |

| |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 |

|6.9.3 |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. |

|6.10.1 |Demonstrate evidence of reflection, thoughtfulness, and care in selecting ideas and completing work. |

|6.10.2 |Identify and apply criteria for assessment in their work, in peer critiques, and in self assessment. |

|6.10.3 |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. |

|6.11.1 |Identify a wide variety of professions related to art such as: artists and exhibitions, designers and window display, graphic artists and advertisements. |

|6.11.2 |Identify skills required for various types of art. |

|Standard 12 – Careers and Community |

|Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. |

|6.12.1 |Identify how experiences in galleries, museums, movie theaters, and other arts-related establishments in the community affect daily life. |

|6.12.2 |Analyze and critique art seen at local museums, exhibits, arts performances, and exhibited by visiting artist in the schools. |

|6.12.3 |Identify ways in which the arts are supported in Indiana. |

|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. |

|6.13.1 |Compare similar themes, concepts, or time periods through the multiple perspectives of art and other disciplines. |

|6.13.2 |Create an integrated art product or performance and analyze how integration of disciplines enhances learning. |

|Standard 14 – Integrated Studies |

|Students understand the integrative nature of art forms including dance, theater, music, visual arts, and media art. |

|6.14.1 |Analyze how two or more art forms are used together to communicate ideas. |

|6.14.2 |Create an integrated product or performance using two or more art forms to communicate meaning. |

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 6

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 |

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|6.1.1 |Analyze the relationship between a |Frida Kahlo |Students critique art from a variety of artists.|Art A World History |

| |work of art and the history, |by Diego Rivera | |By DK Publishing Inc. |

| |geography, and | |Through the use of art and research students | |

| |technology of the culture, and |Persistence of Memory |gain information about the artist as well as the|SRA Art Connections Text |

| |identify what, when, where, and by |By Salvador Dali |influences that inspired them. | |

| |whom the work was |Surrealism | |Internet |

| |made. | |Students draw themselves into the work of a well| |

| | |Café Terrace At Night |known artist. Their likeness must fit the style|School and Public Libraries |

| | |by Vincent van Gough |and time period being portrayed by the artist. | |

| | |Postimpressionisms | | |

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| | |Past student art projects. | | |

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GRADE 6

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 |

| | | | | |

|6.1.2 |Identify how the roles and |Chicago Picasso |Discuss materials that were used to create the |Internet |

| |relationships of artists and patrons |by Pablo Picasso |Chicago Picasso and why. | |

| |have affected the creation | | |Art A World History |

| |of works of art. |Local Sculptures |Students create a table top sculpture in the |by DK Publishing Inc. |

| | | |style of a famous artist. | |

| | |Past student projects | |SRA Art Connections |

| | | |Insight is gained by the students constructing |Text |

| | | |an art project in the style of a well known | |

| | | |artist as well through the critique of various | |

| | | |artists and their work. | |

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GRADE 6

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 |

| | | | | |

|6.1.3 |Identify icons in contemporary works |Michael Angelo |Explore various art works as well as the point |SRA Art Connections |

| |and analyze how icons reflect the |Leonardo da Vinci and the Renaissance. |in time that the art work was created. |Text |

| |culture. | | | |

| | |Vincent van Gough |Critique the artist and their work and draw |Art A World History |

| | |Paul Gauguin |conclusions regarding the influences from |By DK Publishing Inc. |

| | |and Postimpressionism |social, economic, cultural, and political events| |

| | | |from occurred during that time. |Reinhold Visuals |

| | |Salvador Dali | |Bt Van Nostrand |

| | |and Surrealism |Students gain insight to the artist, their | |

| | | |medium, and the contributions that the artists | |

| | |Georges Braque |have made through their work. | |

| | |Pablo Picasso | | |

| | |and Cubism | | |

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| | |Past examples of student art projects | | |

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GRADE 6

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 |

| | | | | |

|6.2.1 |Identify and be familiar with a range |Renaissance Period |Critique various art works from artists like |SRA Art Connections |

| |of works of art from major periods |Ginerra de Benci |Leonardo da Vinci, Salvador Dali, Picasso, and |Text |

| |identifying artist, |by Leonardo da Vinci |Braque, then have the students discuss | |

| |culture, style, and aspects from the | |similarities and differences found in the art. |School and Public Libraries |

| |historical context of the work. |Surrealism Movement | | |

| | |Persistence of Memory |Knowledge is gained from the analysis of the art|Art A World History |

| | |by Salvador Dali |work an students create a work of art in the |By DK Publishing Inc. |

| | | |Surrealist or Cubist Style. | |

| | |Cubism | |Internet |

| | |Portrait of Dora Maar and Fishing Boat |Students critiqued and contrast their work with | |

| | |By Georges Braque and Pablo Picasso |that of Salvador Dali and Pablo Picasso. |Reinhold Visuals |

| | | | |by Van Nostrand |

| | |Past student projects | | |

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GRADE 6

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 |

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|6.2.2 |Identify distinguishing |Café Terrace at Night |Class participates in a discussion about Vincent|SRA Art Connections |

| |characteristics of style in the work |by Vincent van Gough |van Gough’s style and quality of painting. Bring|Text |

| |of individual artists and art |Postimpressionism |attention to the painterly quality of the brush | |

| |movements. | |strokes as well as the color used in this |Internet |

| | |Other works from well known artists. |painting. | |

| | | | |Public and School Libraries |

| | |Past student works. |Explore the art from a variety of art movements | |

| | | |throughout history. Critique the work as a |Art A World History |

| | | |class and discuss how art has changed over time.|by DK Publishing Inc. |

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| | | | |Reinhold Visuals |

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GRADE 6

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 |

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|6.2.3 |Identify and compare works of art and |Lascaux France and Altamira Spain Cave Painting.|Critique the ancient cave paintings from Lascaux|Internet |

| |artifacts from major periods on a | |and Altamira as a class. | |

| |chronological |Various Native American Indian Tribes and their | |Art A World History |

| |time line. |art. |Students observe the animals in the paintings as|by DK Publishing Inc. |

| | | |well as other content. Conclusions are reached | |

| | |Past student art projects. |that through time changes have occurred to our |SRA Art Connections |

| | | |environment as well as art styles. |Text |

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| | | |Students create a painting in the style of the |Reinhold Visuals |

| | | |Lascaux and Altamira Cave Paintings. |by Van Nostrand |

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| | | |Students learn to recognize animal symbols and | |

| | | |patterns through critiquing the cave painting | |

| | | |and incorporating that style of work into their | |

| | | |project. | |

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GRADE 6

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 |

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|6.3.1 |Analyze the artist’s use of sensory, |Cow’s Skull Red , White, and Blue |Analyze the work of Georgia O’Keefe and discuss |Art A World History |

| |formal, technical, and expressive |by Georgia O’Keefe |the sensory, formal, technical, and expressive |by DK Publishing Company Inc. |

| |properties in a work | |qualities of her work. | |

| |of art for meaning. |Native American Art and their Ceremonies. | |Internet |

| | | |Interdisciplinary unit with the classroom | |

| | |Regionalist Artist and their environment. |teacher on Native American Tribes. Students |Classroom Text |

| | | |research the culture and artifacts. The | |

| | |Past student projects. |students use art as a way to convey historic |Public and School Libraries |

| | | |knowledge about Native American Tribes and their| |

| | | |way of life. |SRA Art Connections |

| | | | |Text |

| | | |Knowledge about various types of art and its | |

| | | |meaning is achieved through research of | |

| | | |interdisciplinary unit, artistic critiques, and | |

| | | |student project. | |

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GRADE 6

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 |

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|6.3.2 |Construct meaning and support |Face Masks From Cultures Around the World |Students create a face mask from a culture of |Internet |

| |well-developed interpretations of | |their choice. The mask needs to be made in the | |

| |works of art with evidence from the |The Face Mask of Kumugwe |same style as the culture it portrays. |SRA Art Connections |

| |work, personal response, and research.|by A Tribe From Northwest British Columbia | |Text |

| | | |Knowledge is achieved through critiquing the | |

| | |Obtain information regarding the art of various |work of various cultures, research, and |Art A World History |

| | |cultures. |presentation of cultural knowledge. |by DK Publishing Inc. |

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| | |Face mask display depicting a variety of | |School and Public Libraries |

| | |different cultures. | | |

| | | | |Reinhold Visuals |

| | |Art work from different cultures around the | |by Van Nostrand |

| | |world that celebrate their culture through art. | | |

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GRADE 6

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 |

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|6.3.3 |Use appropriate art vocabulary. |Indian Fantasy |Discuss principle and elements of art as a |SRA Art Connections |

| | |by Mrarsden Hartley |class. |Text |

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| | |King |Critique Indian Fantasy by Hartley and King by |Internet |

| | |by Minnie Evans |Minnie Evans. Explore with the students how the| |

| | | |principles and elements of art have been | |

| | |Historical Artifacts |utilized by the artists in these works. |Classroom Text |

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| | | |Students use the principles and elements of art |School and Public Libraries |

| | | |to create a well balanced work and unified work | |

| | | |of art. |Art A World History |

| | | | |by DK Publishing Inc. |

| | | |Class critiques their projects using vocabulary | |

| | | |from the principles and elements. | |

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GRADE 6

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 |

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|6.4.1 |Identify a variety of criteria used|Frida Kahlo |Analyzes and critique the work by Rivera, |Internet |

| |to judge works of art across |by Diego Rivera |Picasso, and Blanco by using vocabulary from |default.aspx |

| |cultures. | |the principles and elements. | |

| | |Portrait of Dora Maar | | |

| | |by Pablo Picasso |Students appropriately use the principles and |SRA Art Connections |

| | | |elements vocabulary to make informed judgments |Text |

| | |Ceramic Figures |concerning art work. | |

| | |by Teodora Blanco | |Art A World of History |

| | | | |by DK Publishing Inc. |

| | |Past student works of art. | | |

| | | | |Public and School Libraries |

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GRADE 6

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 |

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|6.4.2 |Understand that personal preference is|Mt. Nebo On The Hill |Students discuss Mt. Nebo On The Hill by Grandma|SRA Art Connections |

| |one of many criteria used in |by Grandma Moses |Moses and the art from memory technique that she|Text and Displays |

| |determining |Memory Art |used. | |

| |excellence in works of art; and, make | | |Looking Into Art |

| |informed judgments based on personal |Regionalist Artist and their art work. |Students can create a work of art using the art |by Seiberling |

| |response, | |from memory like Grandma Moses. The art class | |

| |properties found in the work, and |Past student art work. |discuss the student works utilizing the |Past Student Art Projects |

| |research. | |principles and elements of art. | |

| | | | |Internet |

| | | |By utilizing the principles and elements of art | |

| | | |the students will successfully create a unified | |

| | | |work of art. | |

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GRADE 6

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 |

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|6.5.1 |Identify problems or puzzles in a work|Quilt Patterns and their artistic qualities. |View and critique the quilt by Harriet Powers. |Sra Arts Connections |

| |of art or aesthetic issue, construct a| |Notice the composition and patterns used to |Text |

| |well-reasoned |Pictorial Quilt |create this work of art. | |

| |hypothesis, and evaluate the adequacy |by Harriet Powers | |Internet |

| |of alternative hypotheses. | |Students critique the work from a variety of |moifa.orh |

| | |Explore a wide variety of art works from around |artists from around the world. Discuss how the | |

| | |the world. |artists used the principles and elements are to | |

| | | |create an aesthetically appealing art work. |Art A World History |

| | |Past student art projects. | |by DK Publishing Inc. |

| | | |By applying pleasing aesthetic qualities along | |

| | |Local sculptures in our community. |with the principles and elements of art, the |Reinhold Visuals |

| | | |students will create a successful art project. |by Van Nostrand |

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| | | |Students acquire artistic skills by | |

| | | |progressively using a variety of materials. | |

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GRADE 6

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 |

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|6.5.2 |Analyze the nature of art through |Ginerva de' Benci |Analyze the work of various artists such as |Sra Art Connections |

| |logical reasoning skills and debate on|by Leonardo de Vinci |Leonardo de' Vivinci, Paul Cezanne, and Edward |Text |

| |issues such as | |Munch. | |

| |beauty, censorship, and definitions of|Bottom of Ravine | |Internet |

| |art. |by Paul Cezanne |Discuss the differences between various artists | |

| | | |and discuss the aesthetics, quality, and | |

| | |Scream |artistic techniques and art related terms that |Art A World History |

| | |by Edward Munch |are expressed in each art piece. |by DK Publishing Inc. |

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| | |Art projects from former students. |Students gain artistic and communication skills | |

| | | |by the use of art related vocabulary, use of | |

| | | |various art mediums and the techniques | |

| | | |associated with them. | |

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GRADE 6

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 |

| | | | | |

|6.6.1 |Identify unconventional works that can|Double Pan Swoosh |Students observe and discuss the art work by |Internet |

| |be identified as art only by the fact |by Timothy Rose |Rose, Picasso, and Schmidt-Rottluff. |dm- |

| |that they are | | | |

| |in a museum or gallery |Proposal for a Monument to Apollinaire |Conclusions are about the various art pieces, | |

| |(institutionalism). |by Pablo Picasso |styles, and medium based on the principles and | |

| | | |elements of art that are located in each art |SRA Art Connections |

| | |Portrait of Emy |piece. |Text |

| | |by Carl Scmidt-Rottluff | | |

| | | | |Art A World History |

| | |Art projects from former students. | |by DK Publishing Inc. |

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| | |Various art pieces that are on display in | | |

| | |museums around the world. | | |

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GRADE 6

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 |

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|6.6.2 |Reflect on personal responses to a |Persistence of Memory |Students will be able to covey their thoughts |Internet |

| |work of art and surrounding issues, |by Salvadore Dali |personal preferences by using art related |kmm.nl |

| |and identify |Surrealist |vocabulary and technical terms. | |

| |personal preference. | | | |

| | |Portrait of Dora Maar |Through the progressive process students learn |SRA Art Connections |

| | |by Pablo Picasso |to make informed judgments about their own work |Text |

| | |Cubist |by utilizing past art experience and vocabulary.| |

| | | | |Art A World History |

| | |Cafe' Terrace at Night |Students reflect on their own artistic styles |by DK Publishing Inc. |

| | |by Vincent van Gogh |and are able to communicate their feelings and | |

| | |Postimpressionist |messages through their work. | |

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| | |Work from former artists. | | |

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GRADE 6

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 |

| | | | | |

|6.7.1 |Produce art that demonstrates refined |Cow’s skull |View the work of several artists and discuss |SRA Art Connections |

| |observational skills in drawing from |by Georgia O’Keefe |that symbols that may be located in the work. |Text |

| |life. | | | |

| | |Young Spanish Woman with a Guitar |Students create a work of art using various |Art A World History |

| | |by Auguste Renoir |techniques and symbols to express their feelings|by DK Publishing Inc. |

| | | |and ideas. | |

| | |Native American Art that incorporates symbols | |Internet Resources |

| | |into their art work. |Students learn to make personal interpretations | |

| | | |through the use observation and artistic |School and Public Libraries |

| | |Past student works of art. |expression located in the art work. | |

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GRADE 6

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 |

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|6.7.2 |Demonstrate the ability to utilize |Ceramic Figures |Art is created by the students that express |SRA Art Connections |

| |personal interests, current events, |Mexican Folk Art |their personal interest or a current event. |Text |

| |media or techniques |by Teodora Blanco | | |

| |as sources for expanding their | |Art techniques and various mediums are used by |Internet |

| |artwork. |Oaxacan Mexican |the students to convey personal meaning and | |

| | |Carved Animal Masks |content information. |manos-de- |

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| | |Current and past events in the media. |Students learn in a progressive fashion how to |Art A World History |

| | | |utilize art materials and the techniques |by DK Publishing Inc. |

| | |The work of former art students. |associated with them. techniques | |

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GRADE 6

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 |

| | | | | |

|6.7.3 |Discriminate and select from a variety|Face Mask of Kumugwe’ |Discuss patterns and symbols found in art from |SRA Art Connections |

| |of symbols, subject matter, and ideas |Northwest Indian Tribe |around the world. |Text and Visual Displays |

| |to clearly | | | |

| |communicate ideas. |Egungun Costume |Students gain insight through discussion and |Art A World History |

| | |by Yoruban People of Africa |critique regarding the various art forms and |by DK Publishing Inc. |

| | | |styles. | |

| | |Display and discuss cultural architectural, | | |

| | |clothing, ceremonial, and artistic designs. |Students use subject matter from other |Internet |

| | | |disciplines and use art to communicate the | |

| | |Work of former art students. |information from other content areas. | |

| | | | |Reinhold Visuals |

| | | |Students create works of art using techniques |by Van Nostrand |

| | | |from mediums such as drawing, painting, | |

| | | |ceramics, weaving to gain understanding of | |

| | | |techniques as well as content information. | |

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GRADE 6

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 |

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|6.8.1 |Apply elements (line, shape, form, |Great water Lily of America |Critique the work from a variety of artists. |Internet |

| |texture, color, value, and space) and |by William Sharp | | |

| |principles | |Discuss the elements and principles found in the| |

| |(repetition, variety, rhythm, |Exotic Landscape |works of art and how they are used in the art | |

| |proportion, movement, balance, |by Henri Rousseau |work. | |

| |emphasis, and unity) in work that | | |Art A World History |

| |effectively communicates their ideas. |Bottom of the Ravine |The students use the elements and principles of |by DK Publishing |

| | |by Paul Cézanne |art to form unity and balance in their work. | |

| | | | |SRA Art Connections |

| | |Art projects from former students. |Students use the vocabulary from the art |Text and Visual Displays |

| | | |elements and principles to adequately critique | |

| | | |future works of art. |Reinhold Visuals |

| | | | |by Van Nostrand |

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GRADE 6

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 |

| | | | | |

|6.8.2 |Identify and discriminate between |Color Wheel Display/Tint, Tone, and Shades |Use the principles and elements of art to |Internet |

| |types of shape (geometric and | |critique various works of art from a variety of | |

| |organic), colors (primary, secondary, |Art display showing the various types of mediums|artists and movements. |kmm.nl |

| |complementary, intermediates, |and techniques used in art. | | |

| |neutrals, tints, tones, shades, and | |Students become familiar with the elements and | |

| |values), lines (characteristics, |Indian Fantasy |principles and by using the vocabulary during |SRA Art Connections |

| |quality), textures (tactile and |by Marsden Hartley |various critiques, creating art works, and |Text and visual Displays |

| |visual), and space | |experimenting with technique processes. | |

| |(background, middle ground, |Café Terrace at Night | |Art A World History |

| |foreground, placement, perspective, |by Vincent van Gogh | |by DK Publishing Inc. |

| |overlap, negative, | | | |

| |converging lines positive, size, |The Picture Gallery of Cardinal Silvio Valenti | |Reinhold Visuals |

| |color), balance (symmetrical, |Gonzaga | |by Van Nostrand |

| |asymmetrical, radial) and the use of |by Giovanni Paolo Panini | | |

| |proportion, rhythm, variety, | | | |

| |repetition, and movement in their work|Art from former students. | | |

| |and the works of others. | | | |

GRADE 6

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 |

| | | | | |

|6.9.1 |Utilize the visual characteristics and|Dark Snapper |Students will express their unique personal |Internet |

| |expressive features of a given medium |by John Warren |meanings by using two and three dimensional | |

| |to enhance meaning in their work. | |mediums, tools, and processes. |dm- |

| | |Proposal for a Monument to Apollinaire | | |

| | |by Pablo Picasso |Students creatively communicate ideas and | |

| | | |information by combining two or more art mediums|SRA Art Connections |

| | |White Vertical Water |and techniques. |Text and Visual Displays |

| | |by Loiuse Nevelson | | |

| | | |By using the principles, elements, applied |Art A World History |

| | | |mediums and techniques, students learn to make |by DK Publishing Inc. |

| | |The art work of former students. |personal interpretations from a work of art. | |

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GRADE 6

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 |

| | | | | |

|6.9.2 |Demonstrate appropriate use of different media, techniques, and |Fish Story |Students create art from a variety of |SRA Art Connections |

| |processes to |by Paul Baliker |mediums as well as the techniques associated|Text and Visual Displays |

| |communicate themes and ideas in their work including: | |with them. | |

| |DRAWING: |Anna and David | |Internet |

| |Media: pencils, colored pencils, markers, chalks, crayons, oil |by Miriam Schapiro |Art work from various artists are displayed | |

| |pastels, charcoals, pastels, conte-crayon | |and discussed. | |

| |Processes: contour line, rendering, sketching, value, shading, |Loneliness | |Reinhold Visuals |

| |crosshatching, stippling, one-point perspective |by Alice Neel |The mediums and techniques that are used by |by Van Nostrand |

| |PAINTING: | |various artists are discussed and critiqued.| |

| |Media: tempera, watercolor, watercolor crayons; variety of surfaces, |Local Museums | |Art A World History |

| |brushes and paint applicators |Midwest Art Museum |Knowledge and inspiration is progressively |by DK Publishing Inc. |

| |Processes: wet-on-wet, wet-on-dry, sponge, wash, resist, watercolor | |experimenting with art mediums, techniques, | |

| |techniques of sponging, salting, and masking | |and discussing the work and techniques of | |

| |PRINTMAKING: |Work from local artists. |various artists. | |

| |Media: found objects, printing ink, styrofoam, stencil, textile ink | | | |

| |Processes: calligraphic, relief (linoleum cutting), silkscreen, |Work from former students. | | |

| |etching, embossing | | | |

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| |CERAMICS: | | | |

| |Media: modeling clay, clay substitutes, glazes, stains, paint | | | |

| |Processes: pinch and pulled forms, slab, drape mold, coil, surface | | | |

| |decoration techniques, incising, sgrafitto, wax resist, hand hewn | | | |

| |SCULPTURE/ARCHITECTURE/JEWELRY: | | | |

| |Media: paper, papier-mâché, clay, plaster, fiber cardboard, wood | | | |

| |paper, foil, found objects, beads, sand, balsa, wire, foam, copper | | | |

| |Processes: carving, additive, subtractive, modeling, constructing, | | | |

| |casting, enameling | | | |

| |FIBERS: | | | |

| |Media: cloth, yarn, batik wax and dyes, ribbon, found objects, paper,| | | |

| |reeds, rope, | | | |

| |tie-dye | | | |

| |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 | | | |

| |programs, disposable camera, digital | | | |

| |camera, video, photography, film | | | |

| |Processes: computer processes in programs such as Artrageous, Open | | | |

| |Eyes, | | | |

| |Hyperstudio, KidPix | | | |

GRADE 6

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 |

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|6.9.3 |Demonstrate safe and proper use, care, and storage of media, |Elaborate and model proper storage|Students will properly store art materials |Teacher experience |

| |materials, and equipment. |use. |in a proper fashion. | |

| | | | |Material and supply labels. |

| | |Demonstrate and discuss the |Students progressively learn class safety | |

| | |correct way to clean-up materials.|and material care for art related materials |Classroom modeling |

| | | |and supplies. | |

| | |Examine safety procedure from | |School Arts |

| | |various materials and art related |Teacher and students model appropriate and |by Davis Publishing Inc. |

| | |techniques. |safe handling of art materials. | |

| | | | |Arts and Activities |

| | | | |by Publishers Development Corp. |

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| | | | |SRA Art Connections |

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GRADE 6

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 |

| | | | | |

|6.10.1 |Demonstrate evidence of reflection, |Chuska |Critique the work of Paul Brach, Fernando |SRA Art Connections |

| |thoughtfulness, and care in selecting |by Paul Brach |Botero, and Minnie Evans. |Text and Visual Displays |

| |ideas and | | | |

| |completing work. |Dancing In Columbia |Discuss and reflect the art from the artists and|Internet |

| | |by Fernendo Botero |discuss why or why not the art works are | |

| | | |successful. | |

| | |King | | |

| | |by Minnie Evans |Students create a work of art using various |School and Public Libraries |

| | | |mediums, styles, and techniques. | |

| | |The work of former students. | |Art A World History |

| | | |Students do a self critique of their work in |by DK Publishing Inc. |

| | |Local artists |order to successfully solve problems that may | |

| | | |exist in the work and to successfully convey |Art A World of History |

| | |Local museums |personal thoughts. |By DK Publishing Inc. |

| | |Midwest Art Museum | | |

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GRADE 6

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 |

| | | | | |

|6.10.2 |Identify and apply criteria for |City square |Discuss and critique the work from a variety of |SRA Art Connections |

| |assessment in their work, in peer |by Alberto Giacometti |artists and art movements. |Text and Visual Displays |

| |critiques, and in self assessment. | | | |

| | |Henry Pelham |Bring the students attention to how the various |Reinholds Visuals |

| | |by John Singleton Copley |artists use the different mediums and |by Van Nostrand |

| | | |techniques. | |

| | |Li Bai | |School Arts |

| | |by Katsushika Hokusai |Art projects are created by the students and |by Davis Publications Inc. |

| | | |then critiqued by the class. | |

| | |Work from various artists. | | |

| | | |The principles and elements of art are used as | |

| | |Work from former art students. |the standard for the critique as well as | |

| | | |appropriate technical vocabulary. | |

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| | | |Students refine their work from personal and | |

| | | |class analysis to convey their own personal | |

| | | |thoughts. | |

GRADE 6

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 |

| | | | | |

|6.10.3 |Demonstrate respect for their work and|Display the work from artist from various |Inform students that a critique is used in a |SRA Art Connections |

| |the work of others. |movements and time periods. |positive manner to help an artist improve their |Text and Visual Displays |

| | | |work. it also is used to help them solve | |

| | |Use a few examples of art works that use the |problems that may exist in their work. |School Arts |

| | |same medium and techniques. | |by Davis Publications Inc. |

| | | |Students create a work of art using various | |

| | | |techniques. A class critique is used to help |Internet |

| | | |students think critically about the work and | |

| | | |solve problems that exist in the work. | |

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| | | |Critical thinking is used by each student to | |

| | | |help portray personal thought and resolve | |

| | | |technical issues that may exist in their work. | |

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GRADE 6

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 |

| | | |Students lead discussion on how artistic designs| |

|6.11.1 |Identify a wide variety of professions|Exhibit logo designs from various companies and|influence our lives and various cultures. |Various product logo designs. |

| |related to art such as: artists and |products. | | |

| |exhibitions, designers and window | |Advertisements, logos, clothing, and other art |Advertisements in magazines and other media. |

| |display, graphic artists and |Discuss and show designs of popular clothing. |is critiqued by the art class. Through | |

| |advertisements. |Student clothing examples are a great source |discussion and observation students conclude |Clothing designs |

| | |for clothing design. |what messages and group or groups of people the | |

| | | |art is targeting. | |

| | |Advertisements brought in by the students. | | |

| | | |Students chose a career in art that they have an| |

| | |Architectural designs of buildings, homes, |interest in and create a product that relates to| |

| | |sport complexes, and so on. |that career. | |

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| | | |Information is gained in regards to art related | |

| | | |careers through the use of a class critique; a | |

| | | |career related project, as well as medium and | |

| | | |technique use. | |

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GRADE 6

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 |

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|6.11.2 |Identify skills required for various |Students bring in their favorite ad, CD, |Students engage in the critique of products, |Visiting professional |

| |types of art. |photograph, or other art relate career |advertisements, clothing designs, and other art | |

| | |materials. |related professions. |Internet use |

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| | |Visit or research various art careers. |Various resources such as the internet, books, |Various media resources such as magazines, TV, |

| | | |class discussion, visiting professionals, and so|radio, and so forth. |

| | |Work from former students. |on are used to inform the students about art | |

| | | |related careers. | |

| | |Internet exploration regarding art careers. | | |

| | | |Students elaborate and create art for the career| |

| | | |that they are interested in. | |

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GRADE 6

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 |

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|6.12.1 |Identify how experiences in galleries,|Artists and their art work located in museums. |The art class discusses and writes why their |Visual displays brought in by the students. |

| |museums, movie theaters, and other | |favorite art works inspires or influences them. | |

| |arts-related establishments in the |Art works that are exhibited in throughout our | |Internet |

| |community affect daily life. |community. |Cultural artists and their works are examined | |

| | | |and as well as how their work influences the |SRA Art Connections |

| | |Local Museum |community they live in. |Text and Visual Displays |

| | |Midwest Art Museum | | |

| | | |The influence of artistic marketing and its | |

| | | |influence on the consumer are analyzed and | |

| | | |discussed. | |

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GRADE 6

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 |

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|6.12.2 |Analyze and critique art seen at local|Midwest Museum of Art |Discuss artists and their success and influences|SRA Art Connections |

| |museums, exhibits, arts performances, |Norman Rockwell Prints |on people. |Text an Visual Displays |

| |and | | | |

| |exhibited by visiting artist in the |Display various forms of pottery and local |As students progressively learn about artistic |Local theaters and museums. |

| |schools. |potters. |mediums and techniques they gain further | |

| | | |interest in the visual arts. |Local sculpture displays. |

| | |School and local performances. | | |

| | | |Class critiques and discussions draw attention |The Old Bag Factory |

| | |Favorite movies. |to the impact of art in a performance. | |

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| | | |Students discuss their interests and find clubs | |

| | | |and guilds that offer various types of art. | |

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GRADE 6

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 |

| | | | | |

|6.12.3 |Identify ways in which the arts are |Elkhart County Fair Grounds |Students gain artistic insight and experience by|Art A World History |

| |supported in Indiana. |Local artists and Exhibits. |visiting and viewing various art works. |by DK Publishing Inc. |

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| | |Local Art Shows. |Elkhart County Fair offers a wonderful art |SRA Art Connections |

| | | |experience and local artist displays during the |Text and Visual Displays |

| | |Indiana State Museum in Indianapolis. |month of July. | |

| | | | |Internet |

| | | |Students view a variety of art works and realize| |

| | | |that art has many roles in our community and |Local Artists |

| | | |world. | |

| | | | |Elkhart County Fair |

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GRADE 6

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 |

| | | | | |

|6.13.1 |Compare similar themes, concepts, or |Choose several artists from the same time |Art works are critiqued fro different artists |SRA Art Connections |

| |time periods through the multiple |period as well as the same movement. |from the same art movement. |Text and Visual Display |

| |perspectives of | | | |

| |art and other disciplines. |The Brooding Woman |By using a critique the students observe similar|Art A World History |

| | |by Paul Gauguin |artistic qualities from different artists of the|by DK Publishing Inc. |

| | |Postimpressionist |same movement. | |

| | | | |Texts from other content areas. |

| | |Café Terrace At Night |Students also realize that although similar | |

| | |by Vincent van Gogh |characteristics or qualities may be similar the |Internet |

| | |Postimpressionist |artist’s unique styles of can differ. | |

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GRADE 6

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 |

| | | | | |

|6.13.2 |Create an integrated art product or |The use of measurement used in art related |Students demonstrate adequate artistic skills |Texts from other classes. |

| |performance and analyze how |projects such as proportion, Perspective, and |that relate to the medium being used. | |

| |integration of |art grids. | |SRA Art Connections |

| |disciplines enhances learning. | |Artistic mediums and techniques are used along |Text and Visual Displays |

| | |The use of Science in art projects such as |with other subject area content to convey | |

| | |glazing pottery, wax resist, and various |factual information. |School and Public Libraries |

| | |interdisciplinary units. | | |

| | | |Art mediums and other content areas are used |Internet |

| | |Using art related mediums and techniques to |together to make learning a fun experience for | |

| | |communicate content information from other |the students. | |

| | |disciplines. | | |

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GRADE 6

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 |

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|6.14.1 |Analyze how two or more art forms are |Introduce students to the performing arts. |View and discuss the performance and other art |SRA Art Connections |

| |used together to communicate ideas. |Watch and listen to the different styles of |forms that. |Text and Visual Displays |

| | |dance, theater, and visual arts in each | | |

| | |performance. |Students make informed conclusions about the |Presentations of various performing arts. |

| | | |integration of various art forms and the impact | |

| | |View a variety of media advertisements. |it has on the viewer. |Movies, CD’s, and DVD’s |

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| | |Examples of art from former students. |Students realize that by combining various art | |

| | | |forms that ideas, feelings, emotions, and | |

| | | |meaning are communicated. | |

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GRADE 6

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 |

| | | | | |

|6.14.2 |Create an integrated product or |Movies |Students choose their favorite music or movie |Internet |

| |performance using two or more art | |and use art to express their personal thoughts | |

| |forms to communicate |CD’s |and feelings about it. |School Music Department |

| |meaning. | | | |

| | |Advertisements from a variety of media. | |SRA Art Connections |

| | | |Art mediums and techniques are used in a school |Text and Visual Displays |

| | |The art work of former students. |play or presentation to communicate factual | |

| | | |information. |Art A World History |

| | | | |by DK Publishing Inc. |

| | | |Students realize that when art forms are | |

| | | |combined it can make the art more informative |School Arts |

| | | |and intriguing. |by Davis Publications Inc. |

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| | | |Students gain experience expressing their | |

| | | |personal thoughts through art mediums and | |

| | | |techniques. | |

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