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: http://mnpsfinearts.weebly.com/elementary1.html
*Number indicates the specific national standard with which the skill correlates.
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MNPS Parent Guide to the Elementary Art Curriculum
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):
v Studio Production
v Group Projects
v Written Work (artist statements, critiques, descriptive)
v Class Participation
v 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 / ExceedsGrade Level Standards / Meets
Grade Level Standards / Approaching
Grade Level Standards / Falls Below
Grade Level Standards / Falls Far Below
Grade Level Standards
Objective/Skill #1 / Consistently shows mastery of objective in a creative composition / Clearly shows mastery of objective throughout composition / Shows mastery of objective in most of composition / Shows mastery of objective in some of composition / Does not meet objective
Objective/Skill #2 / Consistently shows mastery of objective in a creative composition / Clearly shows mastery of objective throughout composition / Shows mastery of objective in most of composition / Shows mastery of objective in some of composition / Does not meet objective
Assignment Directions / Follows directions of assignment creatively / Follows directions of assignment adequately / Mostly follows directions of assignment / Follows some directions of assignment / Does not follows directions of assignment
Craftsmanship / Appears thoughtfully planned; very neatly done. / Appears planned and neatly done. / Appears unplanned; somewhat careless and messy / Appears unplanned; messy and careless in many areas / Appears messy and careless
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: http://mnpsfinearts.weebly.com/uploads/5/0/0/3/5003378/generic_rubric.pdf
*Number indicates the specific national standard with which the skill correlates.
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MNPS Parent Guide to the Elementary Art Curriculum
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:
v Monitor your child’s grades in GradeSpeed.
v Ask your child what they are doing and learning about in art class.
v Make sure your child attends art class regularly. If your child misses an art class, he or she misses a significant amount of instruction.
v Encourage your child to always give their best effort and participate during class.
v Encourage your child to pay attention in class.
v Create and discuss art at home.
v 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.
*Number indicates the specific national standard with which the skill correlates.
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MNPS Parent Guide to the Elementary Art Curriculum
Helpful Websites for Further Art Exploration
Sites for Creating
Art Pad
http://artpad.art.com/artpad/painter/
Crayola
http://www.crayola.com/
Jackson Pollock Painting
http://www.jacksonpollock.org/
Sumo
http://www.sumo.fm/#create
Sites for Art Games
Getty Games
http://www.getty.edu/gettygames
Indianapolis Children’s Museum
http://www.childrensmuseum.org/games/index.htm
Crayola
http://www.crayola.com/kids-playzone/
Albright Knox Art Gallery Games
http://www.kids.albrightknox.org/html/home.html
*Number indicates the specific national standard with which the skill correlates.
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MNPS Parent Guide to the Elementary Art Curriculum
Mr. Picassohead
http://www.picassohead.com/
Sites for Information
Craft In America
http://www.craftinamerica.org/
Art Junction
http://www.artjunction.org/
Carnegie Museum of Art
http://web.cmoa.org/
Frist Center for the Visual Arts
http://fristcenter.org/
Smithsonian Kids
http://www.si.edu/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?