Elkhart Community Schools
Elkhart Community Schools
Visual Arts
Curriculum Guide
Kindergarten
• 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.
Kindergarten
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. |
|K.1.1 |Understand that art is a visual record of human ideas and has a history as old as humankind. |
|K.1.2 |Speculate on the function of a work of art. |
|K.1.3 |Identify simple icons and subject matter in works of art. |
|Standard 2 – Responding to Art: History |
|Students recognize significant works of Western and non-Western art and understand the chronological development of art movements. |
|K.2.1 |Recognize that art from one artist has a similar look or style. |
|K.2.2 |Identify and distinguish between realistic and non-objective works of art. |
|Standard 3 – Responding to Art: Criticism |
|Students describe, research, and interpret works of art and artifacts. |
|K.3.1 |Describe sensory, formal, technical, and expressive properties in works of art. |
|K.3.2 |Speculate on meaning in a work of art based on personal response and properties in the work. |
|K.3.3 |Use appropriate art vocabulary. |
|Standard 4 – Responding to Art: Criticism |
|Students identify and apply criteria to make informed judgments about art. |
|K.4.1 |Know that critics are people who study the work of artists and share their ideas so we can see more in the work. |
|Standard 5 – Responding to Art: Aesthetics |
|Students reflect on and discuss the nature of art and aesthetic issues concerning the meaning and significance of art. |
|K.5.1 |Demonstrate curiosity and personal insight through observing and reflecting on a work of art. |
|K.5.2 |Identify art as visual objects made by humans and distinguish between human-made objects and objects from nature. |
|Standard 6 – Responding to Art: Aesthetics |
|Students theorize about art and make informed judgments. |
|K.6.1 |Distinguish between realistic and non-objective works of art and recognize the identifying characteristics of both. |
|K.6.2 |Reflect on personal response when determining preference. |
|Standard 7 – Creating Art: Production |
|Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work. |
|K.7.1 |Use objects or animals from real world as subject matter for artwork. |
|K.7.2 |Create art that expresses personal ideas, interests, and feelings. |
|K.7.3 |Develop personal symbols to express ideas. |
|Standard 8 – Creating Art: Production |
|Students understand and apply elements and principles of design effectively in their work. |
|K.8.1 |Recognize and use elements (such as shape, line, color, and texture) and principles (suchas repetition) in their work. |
|K.8.2 |Discriminate between types of shapes (geometric), colors (primary/secondary hues), lines (characteristics), and textures (tactile) in their work and the work 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. |
|K.9.1 |Distinguish between two dimensional and three dimensional works of art |
|K.9.2 |Identify and use media and processes to express ideas, experiences, and stories including: |
| |DRAWING: |
| |Media: pencils, markers, chalks, crayons, oil pastels |
| |Processes: contour line, rendering |
| |PAINTING: |
| |Media: tempera, finger-paint, watercolor crayons |
| |Processes: brush techniques, wet-on-wet, wet-on-dry, sponge |
| |PRINTMAKING: |
| |Media: found objects, printing ink |
| |Processes: stamping, monoprint |
| |CERAMICS: |
| |Media: modeling clay, clay substitutes |
| |Processes: pinch and pulled forms, slab, imprinted decoration |
| |SCULPTURE/ARCHITECTURE/JEWELRY: |
| |Media: clay, cardboard, wood, paper, foil, found objects |
| |Processes: additive, subtractive, modeling, constructing |
| |FIBERS: |
| |Media: cloth, yarn, found objects |
| |Processes: pulling threads, weaving, stitchery |
| |MIXED MEDIA: |
| |Media: tissue, photos, found objects, foil, fiber, paint, paper |
| |NEW MEDIA: |
| |Media: computer, interactive computer programs, photography, film |
|K.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. |
|K.10.1 |Demonstrate thoughtfulness and care in completion of artworks. |
|K.10.2 |Manipulate a variety of media. |
|K.10.3 |Respect 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. |
|K.11.1 |Identify what an artist does and find examples of the artist’s work in the community. |
|Standard 12 – Careers and Community |
|Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. |
|K.12.1 |Discuss and identify how and where art is used in their everyday life (such as home, school, or community). |
|K.12.2 |Visit local museums, exhibits, and experience visiting artists in the schools. |
|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. |
|K.13.1 |Begin to distinguish between products and processes of the visual arts and other disciplines. |
|K.13.2 |Create a work of art using subject matter, concepts, or sign systems (such as words or numbers) of another discipline. |
|Standard 14 – Integrated Studies |
|Students understand the integrative nature of art forms including dance, theater, music, visual arts, and media art. |
|K.14.1 |Begin to distinguish between products and processes of the visual arts and other art forms. |
|K.14.2 |Create a work of art using subject matter, concepts, or sign systems (such as words or numbers) of two art forms. |
Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Spring 2007
Indiana Academic Standards
KINDERGARTEN
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 |
| | | | | |
|K.1.1 |Understand that art is a visual record|Murals of cave drawings |Discuss and display work done |Reinhold Visuals |
| |of human ideas and has a history as | |In the studio |By Van Nostrand |
| |old as humankind. |Native American projects | | |
| | | |Encourage students to take art products home. |SRA Art Connections |
| | |Historical Thanksgiving projects | |Text |
| | | |Basic elements of design perception/awareness | |
| | |Examples of former student’s art work |increased. |The Art of Drawing by Brommer. |
| | | | | |
| | | | |The Natural Way to Draw. By Nicolaides. |
| | | | | |
| | | | |School Arts by Davis Publications Inc. |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.1.2 |Speculate on the function of a work of|Painted Storage Jar, unknown artist. |Students discuss the different forms of art and |SRA Art Connections |
| |art. | |their functions. | |
| | |House Post, artist Unknown. | |Reinhold Visuals. By Van Nostrand |
| | | |Oral assessments | |
| | |Examples of student’s art. | |Form, Space, and Vision by Collier |
| | | |Encourage off-site observations of functional | |
| | | |art objects (ie: at home) | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.1.3 |Identify simple icons and subject |Emotion through facial expression |Class Discussion |Media and advertisements |
| |matter in works of art. | | | |
| | |Simple recognizable Logos | |Clothing (prints of Teams) |
| | | | | |
| | | | |Corporation Logos |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.2.1 |Recognize that art from one artist has|Starry Night and/or Sunflowers by Vincent Van |Recognize that pattern is created primarily by |SRA Art Connections |
| |a similar look or style. |Gogh |repetition of lines, colors, and shapes/forms. | |
| | | | |Reinhold Visuals by Van Nostrand |
| | |Mondrian paintings |Compare and contrasting artists art work | |
| | | | |SRA Large Prints |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.2.2 |Identify and distinguish between |Auguste Herbin’s Composition on the Word “Vie” 2|Compare and Contrast works of art. |SRA Art Connections |
| |realistic and non-objective works of | | | |
| |art. |Ed Emberley’s The Wing on a Flea. (Book) |Oral recognition of realistic vs. non-objective |The Wing on a Flea, Ed Emberley |
| | | |works of art. | |
| | |Wayne Thiebaud, Three Machines | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.3.1 |Describe sensory, formal, technical, |A collection of hands on textural objects |Oral Assessment – students discuss different |SRA ART Connections visual library |
| |and expressive properties in works of | |formal, technical and expressive properties they| |
| |art. |Texture rubbings |experience | |
| | | | | |
| | |Jacob Lawrence Harriet Tubman Series #4 | | |
| | | | | |
| | |Maurice Sendak Where the Wild Things Are | | |
| | | | | |
| | |David Wiesner Free Fall | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.3.2 |Speculate on meaning in a work of art |Jacob Lawrence Harriet Tubman Series #4 |Oral discussion on student personal responses to|SRA ART Connections visual library |
| |based on personal response and | |artwork | |
| |properties in the work. |Maurice Sendak Where the Wild Things Are | | |
| | | |Socratic Seminar methods to discuss works | |
| | |David Wiesner Free Fall | | |
| | | | | |
| | |Use works to spark discussion about what is | | |
| | |going on the picture and what will happen next | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.3.3 |Use appropriate art vocabulary. |Model the elements and principles of art |Review vocabulary and art related techniques at |SRA ART Connections (glossary) |
| | | |end of class | |
| | |Review key vocabulary with each project | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.4.1 |Know that critics are people who study|Student artwork |Students come together at the end of class and |SRA ART Connections |
| |the work of artists and share their | |share/observe their artwork | |
| |ideas so we can see more in the work. | | |Arts and Activities by Publishers Development |
| | | | |Corp. |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.5.1 |Demonstrate curiosity and personal |Student Artwork |Students come together at the end of class and |SRA ART Connections |
| |insight through observing and | |share/observe their artwork | |
| |reflecting on a work of art. | | |Art and Activities by Publishers Development |
| | | | |Corp. |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.5.2 |Identify art as visual objects made by|Clothing |Class discussion |SRA ART Connections |
| |humans and distinguish between | | | |
| |human-made objects and objects from |Shoes |Compare and contrast various types of art and |SRA ART prints |
| |nature. | |its purpose for creation | |
| | |Logos | |Logos |
| | | | | |
| | |Food labels | |Food Labels (cereal boxes, pop cans, soup cans) |
| | | | | |
| | |Advertisements | | |
| | | | | |
| | |Artist Unknown Appalachian Basket | | |
| | | | | |
| | |Wayne Thiebaud Caged Pie | | |
| | | | | |
| | |Maria Martinez Two Black-on-Black Pots | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.6.1 |Distinguish between realistic and |Jack Savitsky Train in Coal Town |Compare and contrast artwork from an artist with|SRA ART Connections |
| |non-objective works of art and | |real photographs | |
| |recognize the identifying |Marurice Sendeck Where the Wild Things Are | | |
| |characteristics of both. | | | |
| | |Sandy Skoglund The Green House | | |
| | | | | |
| | |Edward Hopper The Lighthouse at Two Lights | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.6.2 |Reflect on personal response when |Pablo Picasso, The Tragedy |Compare and contrast two paintings – discuss |SRA Art Connections |
| |determining preference. | |likes/dislikes | |
| | |Diego Rivera, Zandunga Tehuantepec Dance | |SRA ART Prints |
| | | | | |
| | |Georgia O’Keeffe Autumn Leaves | | |
| | | | | |
| | |Joseph Stella The Brooklyn Bridge: Variations on| | |
| | |an Old Theme | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.7.1 |Use objects or animals from real world|Artist Unknown Ancient Egyptian Hippo “William” |View artwork and photos of animals and then |SRA ART Connections |
| |as subject matter for Artwork. | |design their own animals | |
| | |Artist Unknown Bactiran Camel with Packsaddle | |SRA ART Prints |
| | | |Use literary works to unite illustrations with | |
| | |Artist Unknown Fish, Gold Weight |student work |Local library/bookstore |
| | | | | |
| | |Wayne Thiebaud Three Machines &/Caged Pie | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.7.2 |Create art that expresses personal |Play variety of music and let students paint |Discuss students’ feelings/reactions to the |SRA ART Connections |
| |ideas, interests, and feelings. |what they feel |music | |
| | | | | |
| | |Free art time |Individually talk with students about their | |
| | | |picture – subject matter, colors, etc | |
| | |Pictures of their family | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.7.3 |Develop personal symbols to express |Snowmen drawn as family members |Student production |SRA ART Connections |
| |ideas. | | | |
| | |Valentines |Display student outcomes |Ed Emberley shape books (The Wing on a Flea, |
| | | | |Picture Pie, etc) |
| | |Christmas cards | | |
| | | | |Local library resources/bookstore |
| | |Diamonds for kites | | |
| | | | | |
| | |Create simple representations of | | |
| | |objects/animals/people using geometric shapes | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.8.1 |Recognize and use elements (such as |Clown drawing with variety of lines for hair. |Assess student artwork. |Textbook |
| |shape, line, color, and texture) and | | | |
| |principles (such as repetition) in |Practice cutting shapes; combine shapes to |Rubrics |Variety of Art Prints: |
| |their work. |create a picture. | |Starry Night (van Gogh) |
| | | | |Senicio (Klee) |
| | |Shape templates to trace with tissue paper as | |Purple Robe (Matisse) |
| | |water color. | | |
| | | | | |
| | |Draw pictures with primary colors, mix to make | | |
| | |secondarys in pictures. | | |
| | | | | |
| | |Texture detective (rubbings). | | |
| | | | | |
| | |Stamping to create patterns/repetition. | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.8.2 |Discriminate between types of shapes |Clown drawing with variety of lines for hair. |Assess student artwork. |Textbook |
| |(geometric), colors (primary/secondary| | | |
| |hues), lines (characteristics), and |Practice cutting shapes; combine shapes to |Rubrics |Variety of Art Prints: |
| |textures (tactile) in their work and |create a picture. | |Starry Night (van Gogh) |
| |the work of others. | | |Senicio (Klee) |
| | |Shape templates to trace with tissue paper as | |Purple Robe (Matisse) |
| | |water color. | | |
| | | | | |
| | |Draw pictures with primary colors, mix to make | | |
| | |secondarys in pictures. | | |
| | | | | |
| | |Texture detective (rubbings). | | |
| | | | | |
| | |Stamping to create patterns/repetition. | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.9.1 |Distinguish between two dimensional |Creation of 2-dimensional art and 3-dimensional |Art production |Visual aids |
| |and three dimensional works of art |art. Continually use the terminology. | | |
| | | |Oral survey |Found objects/classroom environment |
| | |Identify objects in the room and categorize as | | |
| | |either 2-D or 3-D. | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.9.2 |Identify and use media and processes to express ideas, experiences, |Self portrait |Art production |Past student works |
| |and stories including: | | | |
| |DRAWING: |Landscapes | |Textbook |
| |Media: pencils, markers, chalks, crayons, oil pastels | | | |
| |Processes: contour line, rendering |Cards | | |
| |PAINTING: | | | |
| |Media: tempera, finger-paint, watercolor crayons |Playground out of paper sculpture | | |
| |Processes: brush techniques, wet-on-wet, wet-on-dry, sponge | | | |
| |PRINTMAKING: |Pinch pots | | |
| |Media: found objects, printing ink | | | |
| |Processes: stamping, monoprint |Pipe-cleaners bent into | | |
| |CERAMICS: |shapes/forms | | |
| |Media: modeling clay, clay substitutes | | | |
| |Processes: pinch and pulled forms, slab, imprinted decoration |Magazine collage | | |
| | | | | |
| | |Mixed-media collage | | |
| | | | | |
| |SCULPTURE/ARCHITECTURE/JEWELRY: | | | |
| |Media: clay, cardboard, wood, paper, foil, found objects | | | |
| |Processes: additive, subtractive, modeling, constructing | | | |
| |FIBERS: | | | |
| |Media: cloth, yarn, found objects | | | |
| |Processes: pulling threads, weaving, stitchery | | | |
| |MIXED MEDIA: | | | |
| |Media: tissue, photos, found objects, foil, fiber, paint, paper | | | |
| |NEW MEDIA: | | | |
| |Media: computer, interactive computer programs, photography, film | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.9.3 |Demonstrate safe and proper use, care,|Basic supply procedures |Observation of student work/activities |Teacher made posters |
| |and storage of media, materials, and | | | |
| |equipment. | | |Textbooks |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.10.1 |Demonstrate thoughtfulness and care in|Model proper care and use of materials |Structured art instruction |SRA ART Connections |
| |completion of artworks. | | | |
| | |Step-by-step drawings |Question students about artwork and completeness| |
| | | |as teacher models work | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.10.2 |Manipulate a variety of media. |Provide students with experiences using a |Demonstrate proper use of mediums and basic |SRA ART Connections |
| | |variety of media: crayon, colored pencil, |techniques | |
| | |markers, watercolor, tempera paint, clay, | |SRA ART Technique guide |
| | |scissors, glue |Hand-over-hand manipulation of art tools | |
| | | |(scissors, paintbrushes, etc) | |
| | | | | |
| | | |Modeling tiny dots of glue | |
| | | |“Just a dot not a lot, a gob spoils the job.” | |
| | | | | |
| | | |Improved craftsmanship | |
| | | | | |
| | | |Display student artworks | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.10.3 |Respect their work and the work of |Relate respecting students’ artwork with school|Remind students that their artwork is like their|SRA ART Connections |
| |others. |and classroom rules about respect and what it |own personal property | |
| | |means to be respectful | | |
| | | |Monitor respect in classroom | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.11.1 |Identify what an artist does and find |Landscaper |Discuss different art careers and what they do |SRA ART Connections |
| |examples of the artist’s work in the | |in our community | |
| |community. |Architect | | |
| | | |Find examples of local artists work around | |
| | |Sign Makers |school/home | |
| | | | | |
| | |T-Shirt Designers | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.12.1 |Discuss and identify how and where art|Clothing |Discuss different art careers and what they do |SRA ART Connections |
| |is used in their everyday life (such | |in our community | |
| |as home, school, or community). |Furniture | | |
| | | |Find examples of local artists work around | |
| | |Knick-Knacks |school/home | |
| | | | | |
| | |Cars/Trucks | | |
| | | | | |
| | |School Mascot | | |
| | | | | |
| | |Architecture | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.12.2 |Visit local museums, exhibits, and |Mid-West Museum of Art |Class discussions of experiences at museums |SRA ART Connections |
| |experience visiting artists in the | | | |
| |schools. |Local sculptures around town |Discuss different art seen in the community |SRA CD’s and Movies |
| | | | | |
| | |Snite Museum | | |
| | | | | |
| | |CD Rom’s of art museum | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.13.1 |Begin to distinguish between products |Music: art connections within school |Student production |SRA ART Connections |
| |and processes of the visual arts and |performances and events | | |
| |other disciplines. | | | |
| | |Math: geometric shapes, counting | | |
| | | | | |
| | |Science: color mixing | | |
| | | | | |
| | |Language Arts: art related books, rhyming | | |
| | |words, illustrations | | |
| | | | | |
| | |Social Studies: artwork from across time spans | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.13.2 |Create a work of art using subject |Use name/numbers as subject for work of art |Discuss various geometric shapes they see in |SRA ART Connections |
| |matter, concepts, or sign systems | |everyday life | |
| |(such as words or numbers) of another |Use shapes to create work of art | | |
| |discipline. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.14.1 |Begin to distinguish between products |Combine pictures together to create short |View and discuss |SRA ART Connections |
| |and processes of the visual arts and |“films” | | |
| |other art forms. | | |Art videos (Dropping in on series with Puffer) |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
KINDERGARTEN
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 |
| | | | | |
|K.14.2 |Create a work of art using subject |Association of the different music used with |View and discuss |SRA ART Connections |
| |matter, concepts, or sign systems |cartoons or movies to create specific emotions | | |
| |(such as words or numbers) of two art |(good guy/bad guy music) | | |
| |forms. | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- wesley hall school
- home the mississippi department of education
- understanding by design unit template
- welcome to kindergarten enrichment
- elementary arts program mid year report
- children and families first ms word
- elkhart community schools
- guidelines on preschool kindergarten learning
- tomie depaola uncw faculty and staff web pages
Related searches
- new haven community schools employment
- richmond community schools indiana
- new haven community schools jobs
- south lyon community schools skyward
- lake station community schools website
- elkhart clinic elkhart indiana
- elkhart clinic llc elkhart in
- elkhart clinic doctors elkhart in
- lake station community schools edison
- lake station community schools indiana
- compass community schools memphis tn
- davis county community schools iowa