MNPS Parent Guide to the Elementary Art Curriculum
Art Standards
The National Standards for Visual Art Education set high expectations for all students in the area of art. MNPS uses TN State Standards which are derived from the National Standards and describe the skills in which your child should be proficient. MNPS art teachers use these standards as a guide when creating lessons. The following are the six National/State Standards used for Visual Art Education.
• STANDARD 1: Understanding and applying media, techniques, and processes
• STANDARD 2: Using knowledge of structures and functions
• STANDARD 3: Choosing and evaluating a range of subject matter, symbols, and ideas
• STANDARD 4: Understanding the visual arts in relation to history and cultures
• STANDARD 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others
• STANDARD 6:
Making connections between visual arts and other disciplines
For more information on the standards go to the MNPS elementary art standards guide at:
Art Grades
Art teachers are required to record grades each nine weeks. Your child’s art grade will be based on his/her mastery of the art standards. Many art standards are performance skills. Therefore, your child’s grade will be heavily based on how well he/she performs these skills in studio production. Other art standards involve responding to art, understanding art concepts, and gaining content knowledge in a variety of assessable methods (artist statements, quizzes/tests, classroom discussion).
Teachers may require students to show their skills and knowledge in a variety of ways including (but not limited to):
❖ Studio Production
❖ Group Projects
❖ Written Work (artist statements, critiques, descriptive)
❖ Class Participation
❖ Tests/Quizzes
As teachers assess studio projects, rubrics allow for fair and consistent grading. This rubric is a district provided “generic” rubric that can be used for most studio lessons. The rubric corresponds with grades as follows: Exceeds Grade Level Standards = A/E, Meets Grade Level Standards = B/S, Approaching Grade Level Standards = C/P, Falls Below Grade Level Standards = D/N, Falls Far Below Grade Level Standards = F/U.
|Project |Exceeds |Meets |Approaching |Falls Below |Falls Far Below |
| |Grade Level Standards|Grade Level |Grade Level Standards |Grade Level Standards|Grade Level Standards|
| | |Standards | | | |
|Objective/Skill #1 |Consistently shows |Clearly shows |Shows mastery of |Shows mastery of |Does not meet |
| |mastery of objective |mastery of objective|objective in most of |objective in some of |objective |
| |in a creative |throughout |composition |composition | |
| |composition |composition | | | |
|Objective/Skill #2 |Consistently shows |Clearly shows |Shows mastery of |Shows mastery of |Does not meet |
| |mastery of objective |mastery of objective|objective in most of |objective in some of |objective |
| |in a creative |throughout |composition |composition | |
| |composition |composition | | | |
|Assignment Directions |Follows directions of|Follows directions |Mostly follows |Follows some |Does not follows |
| |assignment creatively|of assignment |directions of |directions of |directions of |
| | |adequately |assignment |assignment |assignment |
| |Appears thoughtfully |Appears planned and |Appears unplanned; |Appears unplanned; |Appears messy and |
|Craftsmanship |planned; very neatly |neatly done. |somewhat careless and |messy and careless in|careless |
| |done. | |messy |many areas | |
Artist Statement
I learned about
I was successful at
If I did this project again, I would change
For more information on the grading scale, go to:
Helping your child succeed in art
Parents are the first and most important teachers in their child’s life. What is done at home impacts a child’s success at school. This is not only true for reading, math, science, and social studies, but for the arts as well.
Here are some tips for helping your child succeed:
❖ Monitor your child’s grades in GradeSpeed.
❖ Ask your child what they are doing and learning about in art class.
❖ Make sure your child attends art class regularly. If your child misses an art class, he or she misses a significant amount of instruction.
❖ Encourage your child to always give their best effort and participate during class.
❖ Encourage your child to pay attention in class.
❖ Create and discuss art at home.
❖ Visit art related events with your child.
More specific information on how you can assist your child’s development in the visual arts can be found at the end of each 9 weeks’ section.
Helpful Websites for Further Art Exploration
Sites for Creating
Art Pad
Crayola
Jackson Pollock Painting
Sumo
Sites for Art Games
Getty Games
Indianapolis Children’s Museum
Crayola
Albright Knox Art Gallery Games
Mr. Picassohead
Sites for Information
Craft In America
Art Junction
Carnegie Museum of Art
Frist Center for the Visual Arts
Smithsonian Kids
Kindergarten
1st Nine weeks
What are we working on?
• (1)Learn, review, and use a variety of vocabulary words including:
self-portrait portrait collage line shape color craftsmanship media Elements of Arts
• (1) Learn about media, such as pencils, crayons, markers, scissors, glue, and modeling clay.
• (1,3) Create a self-portrait (entire body).
• (1,3) Create a family portrait (more than one person).
• (1) Create a collage that is based on chosen literature.
• (2) Discover the Elements of Art including line, shape, and color.
• (1) Learn about and begin to demonstrate craftsmanship.
• (3,5) Begin to investigate art criticism through the description of their art.
What are possible assessments?
• Completion of projects
• Completion of rubric which includes the specific skills taught for each lesson and project (see rubric)
• Class discussion and participation
What can you do at home to help?
• Ask your child to teach you the vocabulary terms they have learned.
• Encourage your child to create art, including portraits and self-portraits at home, using available materials such as crayons and markers.
• Coloring books are a great way to help your child with their craftsmanship and fine motor skills.
Kindergarten
2nd Nine weeks
What are we working on?
• (1) Learn, review, and use a variety of vocabulary words including:
primary colors secondary colors warm colors cool colors neutral tint shade painting landscape background foreground middle ground
horizon line mixed media
• (1,4) Introduce and create a mixed media artwork that is tied to chosen literature.
• (1,4) Introduce and create a painting that is tied to chosen literature.
• Introduction and creation a landscape drawing that incorporates background, foreground, middle ground, and horizon line.
• (2) Review color (an Element of Art), and learn about color families (primary, secondary, warm, cool and neutral), tints and shades.
• Continue to demonstrate appropriate craftsmanship.
• (3,5) Continue to investigate art criticism through description of their art.
What are possible assessments?
• Completion of projects
• Completion of rubric which includes the specific skills taught for each lesson and project (see rubric)
• Class discussion and participation
What can you do at home to help?
• Ask your child to teach you the vocabulary terms that they are learning.
• Encourage your child to create landscape art at home, using available materials.
• Visit museums, galleries, and other art-related places as a family.
• Read art-related books to your children.
Kindergarten
3rd Nine weeks
What are we working on?
• (1) Learn, review, and use a variety of vocabulary words including:
kiln fire glaze clay
sculpture 3D 2D texture
form value color slab
• (1,3,6) Review painting procedures and create a painting tied to chosen literature.
• (1,3) Introduce the sculpture process and create a paper/mixed media sculpture.
• (1,3) Introduce the clay process and create a clay slab project, such as a medallion, clay pocket, etc.
• (2) Learn, review, and use Elements of Art including texture, form, value, and color.
• (1) Continue to demonstrate appropriate craftsmanship.
• (3,5) Continue to investigate art criticism through description of their art.
What are possible assessments?
• Completion of projects
• Completion of rubric which includes the specific skills taught for each lesson and project (see rubric)
• Class discussion and participation
What can you do at home to help?
• Ask your child to teach you the vocabulary terms that they are learning.
• Encourage your child to create art at home. Use available materials, such as play-doh, modeling clay, and different types of paint.
• Visit museums, galleries, and other art-related places as a family.
• Read art-related books to your children.
Kindergarten
4th Nine weeks
What are we working on?
• (1) Learn, review, and use a variety of vocabulary words including:
printmaking stamping monoprinting architecture
abstract pattern Principle of Design
• (1,3,4,6) Review the drawing process and create an architectural drawing.
• (1,3,4,6) Introduce abstraction and create an abstract drawing, painting, or mixed media artwork.
• (2) Learn, review and use the Elements of Art including line, shape, color, texture, value, form, and space.
• (2) Explore the Principle of Design, pattern.
• (1) Continue to demonstrate appropriate craftsmanship.
• (3,5) Continue to investigate art criticism through description of their art.
What are possible assessments?
• Completion of projects
• Completion of rubric which includes the specific skills taught for each lesson and project (see rubric)
• Class discussion and participation
What can you do at home to help?
• Ask your child to teach you the vocabulary terms they are learning.
• Encourage your child to create art at home. Use the available materials such as crayons, markers, paint, and other craft related items.
• Visit museums, galleries, and other art-related places as a family.
• Read art-related books to your children.
First Grade
1st Nine weeks
What are we working on?
• *(1,2) Learn, review, and use a variety of vocabulary including (see glossary):
texture line shape color
pattern proportion balance self-portrait
cityscape middle ground foreground background
horizon line architecture collage illustration
elements of art principles of design
• (1,2) Create self-portraits, patterns, textures, and illustrations using a variety of drawing media.
• (1) Create a collage based on teacher-chosen subject matter.
• (1,4,6) Create a landscape or cityscape using paint or drawing media.
• (2) Explore and use the Elements of Art including texture, line, shape, and color.
• (2) Explore and use the Principles of Design including pattern, proportion, and balance.
• (3,4,5,6) Explore Art Criticism and Aesthetics
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it good art? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
What can you do at home to help?
• Ask your child to tell you about the vocabulary they have learned and the projects they have created.
• Encourage your child to create art at home using crayons, colored pencils, and markers will help develop your child’s skills as an artist.
First Grade
2nd Nine weeks
What are we working on?
• *(1,2) Learn, review, and use a variety of vocabulary including (see glossary):
landscape foreground middle ground horizon line
collage medium mixed media space
line shape organic geometric
emphasis balance
• (1,2,6) Create a landscape drawing using media of teacher’s choice.
• (1,2,3) Create a mixed media landscape.
• (1,2,3) Create a collage based on teacher’s choice of subject matter.
• (2) Explore and use the Elements of Art including line, shape, and space.
• (2) Explore and use the Principles of Design including emphasis and balance.
• (2,3,5) Continue to explore Art Criticism and Aesthetics.
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it good art? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
What can you do at home to help?
• Encourage your child to describe and identify examples of organic and geometric shapes.
• Ask your child to teach you new vocabulary: medium, mixed media, organic, geometric.
• Continue to encourage your child to create art at home.
First Grade
3rd Nine weeks
What are we working on?
• *(1,2) Learn, review, and use a variety of vocabulary including (see glossary):
clay kiln fire pinch pot printmaking
print plate brayer image shape color
primary secondary tertiary warm cool
neutral tint shade value emphasis
• (1,4) Create a pinch pot using kiln-fired clay.
• (1,2) Create a drawing based on teacher-chosen theme, using teacher-chosen drawing medium.
• (1,2,3) Create a painting based on same teacher-chosen theme.
• (1,2,3,4) Create an incised print.
• (2) Explore and use the Elements of Art including line, shape, and color.
• (2) Explore and use the Principles of Design including emphasis and balance.
• (2,3,5) Continue to explore Art Criticism and Aesthetics.
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it good art? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
What can you do at home to help?
• Ask your child to describe the process for creating a pinch pot.
• Encourage your child to create art at home. Play-doh, modeling clay, and craft materials are great ways to encourage the development of fine motor skills.
• Discuss the theme chosen by the teacher for the drawing and painting.
• Ask your child to teach you new vocabulary.
First Grade
4th Nine weeks
What are we working on?
• *(1,2) Learn, review, and use a variety of vocabulary including (see glossary):
observational narrative sculpture
line color form
space 3-dimensional (3-D) 2-dimensional (2-D)
• (1,2) Create an observational drawing using selected materials.
• (1,2,3) Create a narrative drawing using selected materials.
• (1,2,4,6) Create a mixed media artwork based on teacher-chosen theme.
• (1,2,3) Create a paper sculpture based on teacher-chosen theme.
• (2) Explore and use the Elements of Art including line, color, form, and space.
• (2) Explore and use the Principles of Design including emphasis and balance.
• (2,4,5) Continue to explore Art Criticism and Aesthetics.
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it good art? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
What can you do at home to help?
• Ask your child to explain the difference between 2-D and 3-D.
• Encourage your child to experiment with paper and sculpture at home, using materials like newspaper, pages from magazines, any kind of scrap paper, tape, staples, and scissors.
• Discuss the theme chosen by the teacher.
Second Grade
1st Nine weeks
What are we working on?
• (1,2) Learn, review, and use a variety of vocabulary including (see glossary):
medium mixed media narrative self-portrait
portrait collage line shape
space pattern rhythm emphasis
balance Elements of Art Principles of Design
• (1,2) Create a mixed media self-portrait.
• (1) Create a collage based on teacher-chosen subject matter.
• (1,3,4,6) Create a narrative drawing.
• (2) Identify, understand, and apply Elements of Art including line, shape, and space.
• (2) Identify, understand, and apply Principles of Design including pattern, rhythm, emphasis, and balance.
• (3,4,5,6) Demonstrate an understanding of Art Criticism and Aesthetics.
o Describe: What Elements of Art do you see?
o Analyze: How are Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it good art? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
What can you do at home to help?
• Ask your child to teach you the vocabulary they have learned.
• Encourage your child to create art at home, using different combinations of materials for mixed media projects.
• Discuss the differences between self-portraits and narrative art.
• Visit museums or art galleries to view art.
Second Grade
2nd Nine weeks
What are we working on?
• *(1,2) Learn, review, and use a variety of vocabulary including (see glossary):
landscape cityscape background foreground
middle ground weaving warp weft
color neutral tertiary/intermediate tint
shade line variety balance
• (1,2,6) Create a painting based on a teacher’s chosen theme.
• (1,2,3) Create a landscape or cityscape using teacher chosen media.
• (1,2,3) Create a weaving.
• (2) Identify, understand, and apply Elements of Art including line and color.
• (2) Identify, understand, and apply Principles of Design including variety and balance.
• (2,3,5) Demonstrate an understanding of Art Criticism and Aesthetics.
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it good art? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
What can you do at home to help?
• Discuss the themes chosen for the artworks.
• Ask your child to teach you new vocabulary.
• Ask your child to describe the weaving process.
• Continue to encourage your child to create art at home.
Second Grade
3rd Nine weeks
What are we working on?
• *(1,2) Learn, review, and use a variety of vocabulary including (see glossary):
still life sculpture mask printmaking incised line
plate brayer ink value line
texture form proportion unity
• (1,2) Create a drawing of a still life.
• (1,2,3,4,6) Create a paper mask.
• (1,2,3,4) Create an incised print.
• (2) Identify, understand, and apply Elements of Art including line, value, texture, and form.
• (2) Identify, understand, and apply Principles of Design including proportion and unity.
• (2,3,5) Demonstrate an understanding of Art Criticism and Aesthetics.
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it good art? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Simple artist statements
What can you do at home to help?
• Ask your child to teach you new vocabulary.
• Encourage your child to set up and draw a still life at home. (Favorite toys, common household objects, and books)
• Discuss the theme chosen by the teacher for the drawing and painting.
• Ask your child to describe the printing process.
Second Grade
4th Nine weeks
What are we working on?
• *(1,2) Learn, review, and use a variety of vocabulary including (see glossary):
clay kiln coil fire
abstract space positive space negative space
line form unity balance
rhythm
• (1,2) Create a coil pot using kiln-fired clay.
• (1,2,3) Create an abstract artwork using mixed media, based on a teacher-chosen theme.
• (1,2,4,6) Create a drawing showing positive and negative space.
• (2) Identify, understand, and apply Elements of Art including line, space, and form.
• (2) Identify, understand, and apply Principles of Design including unity, balance, and rhythm.
• (2,4,5) Demonstrate an understanding of Art Criticism and Aesthetics.
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Art used?
o Interpret: What does the artwork mean?
o Judge: Is it good art? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
What can you do at home to help?
• Ask your child to describe the process for creating a coil pot.
• Encourage your child to experiment with Play-doh or modeling clay at home, creating different types of pots.
• Ask your child to teach you new vocabulary.
Third Grade
1st Nine weeks
What are we working on?
• Learn, review, and use a variety of vocabulary including:
portrait self-portrait medium mixed media still life illustration narrative color line shape
unity variety proportion balance
• (1) Create a full body self-portrait, and a portrait of another person using a variety of drawing media.
• (1) Create a mixed media still life.
• (1, 4) Create an illustration or narrative painting based on a teacher chosen theme.
• (2) Demonstrate and apply the Elements of Art including line, color, and shape.
• (2) Demonstrate and apply the Principles of Design including unity, variety, proportion, and balance.
• (2, 3, 5) Introduce teacher-guided formal art criticism:
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it a good artwork? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Artist statements
What can you do at home to help?
• Encourage your child to create artworks at home. Crayons, colored pencils, and markers will help your child develop their skills as an artist.
• Ask your child to teach you the differences between portraits, still life, and narrative artworks.
• Talk with your child about the images they see in artworks, books, magazines, TV, video games, and online. Encourage them to describe, analyze, interpret, and judge these images.
Third Grade
2nd Nine weeks
What are we working on?
• Learn, review, and use a variety of vocabulary including:
clay kiln fire mask symmetry
slab scoring slip weaving loom
warp weft radial symmetry color
line shape unity variety proportion
balance rhythm
• (1, 4, 6) Create a kiln-fired clay mask using a variety of clay tools
• (1, 4, 6) Create a circle weaving using selected fibers and tools.
• (2) Demonstrate and apply the Elements of Art including line, shape, and color.
• (2) Demonstrate and apply the Principles of Design including unity, variety, proportion, balance, and rhythm.
• (2, 3, 5) Use formal art criticism both written and orally:
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it a good artwork? Why or why not? Do you like it? Why or why not?
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Artist statements
What can you do at home to help?
• Encourage your child to create artworks at home. Play-doh, modeling clay, and craft supplies are great materials for promoting fine motor skills.
• Ask your child to explain the kiln-fired clay process.
• Ask your child to explain the weaving process.
• Talk with your child about the images they see in artworks, books, magazines, TV, video games, and online. Encourage them to describe, analyze, interpret, and judge these images.
Third Grade
3rd Nine weeks
What are we working on?
• Learn, review, and use a variety of vocabulary including:
sculpture 2D 3D collograph printmaking
brayer plate ink landscape foreground
middle ground background horizon line color
line shape form unity variety
proportion balance aesthitics
• (1, 4) Create a sculpture using selected materials.
• (1, 4, 6) Create collograph prints using selected materials and tools.
• (2) Demonstrate and apply the Elements of Art including line, shape, form, and color.
• (2) Demonstrate and apply the Principles of Design including unity, variety, proportion, and balance.
• (2, 3, 5) Use formal art criticism both written and orally:
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it a good artwork? Why or why not? Do you like it? Why or why not?
• (5) Introduce aesthetics.
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Artist statements
What can you do at home to help?
• Encourage your child to create artworks at home. Play-doh, modeling clay, and craft supplies are great materials for promoting fine motor skills.
• Ask your child to explain the difference between 2-D and 3-D art.
• Ask your child to explain the printmaking process.
• Talk with your child about the images they see in artworks, books, magazines, TV, video games, and online. Encourage them to describe, analyze, interpret, and judge these images.
Third Grade
4th Nine weeks
What are we working on?
• Learn, review, and use a variety of vocabulary including:
abstract primary secondary tertiary (intermediate)
warm cool neutral tint shade
perspective emphasis
• (1) Create an abstract painting using color mixing techniques.
• (1, 4) Create a drawing using one-point perspective.
• (1) Create a collage from selected materials.
• (2) Demonstrate and apply the Elements of Art including line, shape, form, and color.
• (2) Demonstrate and apply the Principles of Design including unity, variety, proportion, balance, and rhythm.
• (2, 3, 5) Use formal art criticism both written and orally:
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it a good artwork? Why or why not? Do you like it? Why or why not?
• (5) Explore aesthetics.
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Artist statements
What can you do at home to help?
• Encourage your child to create artworks at home. One-point perspective drawing is great method for drawing realistic looking spaces.
• Ask your child to show you how to draw with one-point perspective.
• Ask your child to explain how and why artists create abstract artworks.
• Talk with your child about the images they see in artworks, books, magazines, TV, video games, and online. Encourage them to describe, analyze, interpret, and judge these images.
Fourth Grade
1st Nine weeks
What are we working on?
• Learn, review, and use a variety of vocabulary including:
self-portrait portrait symmetry proportion space
facial proportion collage landscape foreground value
middle ground background atmospheric perspective texture
balance emphasis
• (1, 4) Create portraits using a variety of drawing media.
• (1) Create a collage based on teacher chosen theme using selected media.
• (1, 6) Create a landscape painting using foreground, middle ground, and background.
• (2) Demonstrate and apply the Elements of Art including value, space, and texture.
• (2) Demonstrate and apply the Principles of Design including proportion, balance, and emphasis.
• (2, 3, 5) Use formal art criticism both written and orally:
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it a good artwork? Why or why not? Do you like it? Why or why not?
• (5) Continue to explore aesthetics.
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Artist statements
What can you do at home to help?
• Encourage your child to create artworks at home.
• Ask your child to teach you the differences between portraits and landscapes.
• Talk with your child about the images they see in artworks, books, magazines, TV, video games, and online. Encourage them to describe, analyze, interpret, and judge these images.
Fourth Grade
2nd Nine weeks
What are we working on?
• Learn, review, and use a variety of vocabulary including:
sculpture form 2-D 3-D assemblage
narrative line value space unity
variety emphasis
• (1, 6) Create a drawing based on a chosen theme.
• (1, 4, 6) Create a found object sculpture based on a chosen theme.
• (1, 4) Create a narrative painting based on a chosen theme.
• (2) Demonstrate and apply the Elements of Art including line, value, and space.
• (2) Demonstrate and apply the Principles of Design including unity, variety, and emphasis.
• (2, 3, 5) Use formal art criticism both written and orally:
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it a good artwork? Why or why not? Do you like it? Why or why not?
• (5) Continue to explore aesthetics.
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Artist statements
What can you do at home to help?
• Encourage your child to create artworks at home. Ask your child about the themes and ideas explored in their artwork.
• Talk with your child about the images they see in artworks, books, magazines, TV, video games, and online. Encourage them to describe, analyze, interpret, and judge these images.
• Visit museums, galleries, and other art-related places as a family.
Fourth Grade
3rd Nine weeks
What are we working on?
• Learn, review, and use a variety of vocabulary including:
cityscape architecture perspective clay kiln fire slip slab incise façade score medium mixed media line color shape space texture form proportion balance rhythm emphasis
• (1, 4, 6) Create an architectural drawing or cityscape using two-point perspective.
• (1, 4, 6) Create a clay façade using selected materials and tools.
• (1, 4) Create a mixed media artwork using selected materials and tools.
• (2) Demonstrate and apply the Elements of Art including line, color, shape, space, texture, and form.
• (2) Demonstrate and apply the Principles of Design including proportion, balance, rhythm, and emphasis.
• (2, 3, 5) Use formal art criticism both written and orally:
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it a good artwork? Why or why not? Do you like it? Why or why not?
• (5) Explore aesthetics both written and orally.
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Artist statements
What can you do at home to help?
• Encourage your child to create artworks at home. Two-point perspective drawing is a great method for drawing realistic looking spaces.
• Ask your child to explain the kiln-fired clay process.
• Talk with your child about the images they see in artworks, books, magazines, TV, video games, and online. Encourage them to describe, analyze, interpret, and judge these images.
Fourth Grade
4th Nine weeks
What are we working on?
• Learn, review, and use a variety of vocabulary including:
weaving tapestry warp weft loom printmaking
still life value color line form overlapping
texture space shape emphasis unity
• (1, 4, 6) Create a woven tapestry using selected fibers.
• (1, 4, 6) Create prints using selected materials and tools.
• (1, 4) Create a mixed media artwork using selected materials and tools.
• (2) Demonstrate and apply the Elements of Art including color, line, form, texture, space, and shape.
• (2) Demonstrate and apply the Principles of Design including emphasis and unity.
• (2, 3, 5) Use formal art criticism both written and orally:
o Describe: What Elements of Art do you see?
o Analyze: How are the Principles of Design used?
o Interpret: What does the artwork mean?
o Judge: Is it a good artwork? Why or why not? Do you like it? Why or why not?
• (5) Explore aesthetics both written and orally.
What are possible assessments?
• Completion of projects
• Rubrics based on specific skills as described above
• Class discussion and participation
• Artist statements
What can you do at home to help?
• Encourage your child to create artworks at home.
• Ask your child to explain the printmaking and weaving process.
• Talk with your child about the images they see in artworks, books, magazines, TV, video games, and online. Encourage them to describe, analyze, interpret, and judge these images.
• Visit museums, galleries, and other art-related places as a family.
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