Visual Arts classes introduce students to the key skills, concepts, and studio art disciplines that are basic to the development of their creative expression and visual literacy. In the elementary years the focus is on exploration and experimentation. In the middle school years students learn the essential skills of each art discipline. The high school provides a foundation in classical and modern methods of drawing, painting, graphic design, and sculpture, which gives students the insights and abilities to undertake more advanced works in these areas of concentration and build their portfolios. From K-12, Visual Arts emphasizes the following intellectual skills:
- Methods, Materials, and Techniques
- Elements and Principals of Design
- Observation and Abstraction
- Critical Response and Exhibiting
- Stylistic Influence and Expression
Students at this stage of artistic development will begin their understanding of key art skills, concepts, and processes and apply this knowledge to theessential art learning provided at the Kindergarten grade level.
In Kindergarten students will learn that art can be used to express a variety of viewpoints, ideas and feelings. They will be introduced to the principles of design and learn to use a variety of problem solving and decisions making skills to apply the elements of art to their own work. Kindergarten students will also explore various materials, tools, techniques and processes in combination with concepts and themes, to create well-crafted works of art. Through the study of art, students will gain knowledge about visual communication and learn to respect one’s own expressions and those of others.
KindergartenUnits:
- Unit 1: Drawing and Sketching
- Unit 2: Painting and Printmaking
- Unit 3: Sculpture and Clay
- Unit 4: Art History and Criticism
Subject:
Art / Grade:
K / Suggested Timeline:
One 40 minute class period per 6 day cycle/30 cycles per school year
UnitTitle:
Drawing and Sketching
Unit Overview/Essential Understanding:
Students will develop an understanding that elements can be arranged together in order.
Unit Objectives:
Development of adaptable/transferable fine motor control and hand-eye coordination.
Acquisition of media skills and processes necessary for life-long artistic learning and application.
Focus Standards Addressed in this Unit:
9.1.C Production, Performance and Exhibition: Recognize and use fundamental vocabulary within the visual arts
Important Standards Addressed in this Unit:
9.1.H Production, Performance and Exhibition: Handle materials, equipment and tools safely at work and performance spaces
Misconceptions:
- Creating art takes long periods of time.
- All art materials are non-toxic.
- Lines are only straight.
- All shapes are geometric.
Concepts/Content:
- Recognizes line variety and uses different lines in artwork.
- Becomes aware of spatial relationships: above and below, large and small, few and many, alike and different.
- Identifies elements of art and uses them to create works of art.
- Recognizes, names, reproduces and compares basic shapes.
- Recognizes and repeats patterns.
- Create drawings using oil pastels, pencils, and markers.
- Creates texture art using rubbing technique.
Assessments:
Create a Kandinsky inspired circle drawing using markers.
Create a leaf rubbing using oil pastels.
Create a self-portrait.
Interdisciplinary Connections:
Reading, Writing, Speaking, Listening
1.5 Quality of writing
1.6 Speaking and Listening
1.8 Research
Mathematics
2.2 Computation and Estimation
2.3 Measurement and Estimation
2.9 Geometry
Science and Technology
3.3 Biological Sciences
3.4 Physical Science, Chemistry, and Physics
3.5 Earth Sciences
3.6 Technology Education
Environment and Ecology
4.3 Environmental Health
4.6 Ecosystems and their Interactions
4.7 Threatened, Endangered, and Extinct Species
Geography
7.3 The Human Characteristics of Places and Regions
7.4 The Interactions Between People and Places
History
8.2 Pennsylvania History
8.3 United States History
8.4 World History
Health, Safety, and Physical Education
10.3 Safety and Injury Prevention
Career Education and Work
13.1 Career Awareness and Preparation / Additional Resources:
PA Academic Standards for the Arts and Humanities
The Incredible Art Department.
Crayola website-activities and worksheets
Art Clay Co.
for Teachers.
Google Art Project.
Online Art Museum.
Topal, Cathy Weisman. Children, Clay, and Sculpture — Children and Painting. Worcester, MA: Davis, 1992.
Subject:
Art / Grade:
K / Suggested Timeline:
One 40 minute class period per 6 day cycle/30 cycles per school year
Unit Title:
Painting and Printmaking
Unit Overview/Essential Understanding:
Students will recognize that visual symbols express thoughts and feelings.
Unit Objectives:
Development of the ability to depict, analyze and interpret the world in visual form.
Development of creative and communication skills so as to successfully express ideas through artistically proficient products.
Focus Standards Addressed in this Unit:
9.1.A Production, Performance and Exhibition: Know and use the elements and principles of each art form to create works in the visual arts
Important Standards Addressed in this Unit:
9.1.B Production, Performance and Exhibition: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the visual arts
Misconceptions:
- Works of art must be realistic and recognizable.
- Symbols have the same meaning to all people.
- All compositions must be symmetrical.
Concepts/Content:
- Selects and uses visual pictures, themes and stories to create meaning.
- Describes stories and expressions in personal works of art.
- Demonstrates individuality while creating artwork.
- Evaluates choices in creating artwork.
- Create paintings using simple brush techniques.
- Create prints using natural and found objects.
Assessments:
Create a line pattern painting using watercolor paints.
Create a Mondrian inspired painting using red, yellow and blue.
Create a simple landscape painting utilizing foreground and background.
Interdisciplinary Connections:
Reading, Writing, Speaking, Listening
1.5 Quality of writing
1.6 Speaking and Listening
1.8 Research
Mathematics
2.2 Computation and Estimation
2.3 Measurement and Estimation
2.9 Geometry
Science and Technology
3.3 Biological Sciences
3.4 Physical Science, Chemistry, and Physics
3.5 Earth Sciences
3.6 Technology Education
Environment and Ecology
4.3 Environmental Health
4.6 Ecosystems and their Interactions
4.7 Threatened, Endangered, and Extinct Species
Geography
7.3 The Human Characteristics of Places and Regions
7.4 The Interactions Between People and Places
History
8.2 Pennsylvania History
8.3 United States History
8.4 World History
Health, Safety, and Physical Education
10.3 Safety and Injury Prevention
Career Education and Work
13.1 Career Awareness and Preparation / Additional Resources:
PA Academic Standards for the Arts and Humanities
The Incredible Art Department.
Crayola website-activities and worksheets
for Teachers.
Color Matters.
Google Art Project.
Online Art Museum.
Art Is…The Elements of Art & Principles of Design for Children. Glenna Kubit. Crystal Productions. 1996
Illustrated Elements and Principles Book. Gerald Brommer. Crystal Productions. 1998
Subject:
Art / Grade:
K / Suggested Timeline:
One 40 minute class period per 6 day cycle/30 cycles per school year
Unit Title:
Sculpture and Clay
Unit Overview/Essential Understanding:
Students will understand that artists create works of art using a variety of tools and materials in a safe and responsible manner.
Unit Objectives:
Development of problem solving and critical thinking skills.
Strengthening of creative thinking and inventiveness.
Focus Standards Addressed in this Unit:
9.4.C Aesthetic Response: Recognize that the environment of the observer influences individual aesthetic responses to works in the visual arts
Important Standards Addressed in this Unit:
9.3.D Critical Response: Explain meanings in the visual arts through individual works and the works of others using a fundamental vocabulary of critical response
Misconceptions:
- One must be an “artist” to create “good” artwork.
- People can only communicate through words.
- It is not important to plan and practice with materials before beginning an artwork.
Concepts/Content:
- Properly holds and uses basic tools.
- Applies materials to the best of their ability.
- Demonstrates beginning motor skills in drawing, painting, gluing, folding, cutting, bending, tearing and sculpting materials to create two- and three-dimensional compositions.
- Create ceramics by making a simple pinch pot.
- Create sculpture by manipulating paper and pipe cleaners.
Assessments:
Manipluate clay to create a simple pinch pot.
Create a Chihuly inspired sculpture using clay and pipe cleaners.
Manipulate paper to create a sculpture.
Interdisciplinary Connections:
Reading, Writing, Speaking, Listening
1.5 Quality of writing
1.6 Speaking and Listening
1.8 Research
Mathematics
2.2 Computation and Estimation
2.3 Measurement and Estimation
2.9 Geometry
Science and Technology
3.3 Biological Sciences
3.4 Physical Science, Chemistry, and Physics
3.5 Earth Sciences
3.6 Technology Education
Environment and Ecology
4.3 Environmental Health
4.6 Ecosystems and their Interactions
4.7 Threatened, Endangered, and Extinct Species
Geography
7.3 The Human Characteristics of Places and Regions
7.4 The Interactions Between People and Places
History
8.2 Pennsylvania History
8.3 United States History
8.4 World History
Health, Safety, and Physical Education
10.3 Safety and Injury Prevention
Career Education and Work
13.1 Career Awareness and Preparation / Additional Resources:
PA Academic Standards for the Arts and Humanities
The Incredible Art Department.
Crayola website-activities and worksheets
for Teachers.
Google Art Project.
Online Art Museum.
Dictionary of Art Terms.
Dictionary of Art. Jane Turner. 703 D554Tu, 1996.
Subject:
Art / Grade:
K / Suggested Timeline:
One 40 minute class period per 6 day cycle/30 cycles per school year
Unit Title:
Art History and Criticism
Unit Overview/Essential Understanding:
Students will demonstrate an understanding that people in all cultures create works of art. Students will describe how artists express themselves in many different ways.
Unit Objectives:
Development of a deeper understanding of human behavior, motivation, diversity, culture and history.
Identification and exploration of the scientific and psychological aspects of the art experience.
Focus Standards Addressed in this Unit:
9.2.B Historical and Cultural Contexts: Relate works in the visual arts chronologically to historical events
9.3.A Critical Response: Recognize critical processes used in the examination of works in the visual arts.
Important Standards Addressed in this Unit:
9.2.C Historical and Cultural Contexts: Relate works in the visual arts to varying styles and genre and to the periods in which they were created
9.3.D Critical Response: Explain meanings in visual art through individual works and the works of others using a fundamental vocabulary of critical response
Misconceptions:
- Criticism has a negative connotation.
- Artwork must be recognizable and realistic with subject matter that is familiar to the observer.
- Everyone interprets and understands art the same way.
- Artwork must be created by a master artist in order to be valuable.
- Symbols and their meanings are universal for all cultures.
- Cultural artworks are only valued by the civilization that created them.
Concepts/Content:
- Recognizes that people who make art are artists.
- Identifies the purposes of creating works of art.
- Identifies and examines works of art from different cultures, times and places.
- Creates art based on historical and cultural ideas of diverse people.
- Recognizes works of art from the following artists: Mondrian and Kandinsky.
- Explore the art and artifacts of Africa and Native Americans.
- Discuss a variety of art images through a variety of children’s literature.
- Determine common symbols and themes in art images.
- Explore the art of Mondrian and Kandinsky.
- Explore designs and themes in art through Pop Art, Modern Art and Impressionism.
Assessments:
Create a “Not a Box” drawing after listening to the book “Not a Box” by Antoinette Portis.
Create a dot design drawing after listening to the book “The Dot” by Peter H. Reynolds.
Participate in group discussions about colors, shapes and objects in art images.
Interdisciplinary Connections:
Reading, Writing, Speaking, Listening
1.5 Quality of writing
1.6 Speaking and Listening
1.8 Research
Mathematics
2.2 Computation and Estimation
2.3 Measurement and Estimation
2.9 Geometry
Science and Technology
3.3 Biological Sciences
3.4 Physical Science, Chemistry, and Physics
3.5 Earth Sciences
3.6 Technology Education
Environment and Ecology
4.3 Environmental Health
4.6 Ecosystems and their Interactions
4.7 Threatened, Endangered, and Extinct Species
Geography
7.3 The Human Characteristics of Places and Regions
7.4 The Interactions Between People and Places
History
8.2 Pennsylvania History
8.3 United States History
8.4 World History
Health, Safety, and Physical Education
10.3 Safety and Injury Prevention
Career Education and Work
13.1 Career Awareness and Preparation / Additional Resources:
PA Academic Standards for the Arts and Humanities
The Incredible Art Department.
Crayola website-activities and worksheets
for Teachers.
Google Art Project.
Online Art Museum.
The Artchive. Provides articles in art criticism.
How to Read a Painting/ Art Criticism Skills.
Provides links to artists, art museums, art sites.
Art History Network
American Art
National Gallery of Art-Washington, D.C.
Guggenheim Museum
The Metropolitan Museum of Art
The Museum of Modern Art
Saccardi, Marianna. Art in Story. N. Haven, CT. Linner Publication. 1997
Subject:
Art / Grade:
K / Suggested Timeline:
One 40 minute class period per 6 day cycle/30 cycles per school year
Unit Title:
Unit Overview/Essential Understanding:
Unit Objectives:
Focus Standards Addressed in this Unit:
Important Standards Addressed in this Unit:
Misconceptions:
Concepts/Content: / Competencies/Skills: / Description of Activities:
Assessments:
Interdisciplinary Connections: / Additional Resources:
Subject: / Grade: / Suggested Timeline:Number of weeks/periods
Unit Title:
Unit Overview/Essential Understanding:
A one-paragraph summary that describes what students will know and do; includes the unit essential questions and may also reference the culminating activity or assessment that links to the unit essential question(s)
Unit Objectives:
Student- focused objectives that embrace the Competencies and reflect desired outcomes
Focus Standards Addressed in this Unit:
Defined as the essential standards actually taught in the unit
Includes both academic and ELP standards
Important Standards Addressed in this Unit:
Defined as standards that may be reinforced or introduced – but not the focus of instruction
Misconceptions:
A list of common pitfalls or misunderstandings that students may encounter in this unit
Concepts/Content:
Drawn from the Curriculum Framework, concepts define what we want students to know. / Competencies/Skills:
Drawn from the Curriculum Framework, competencies define what we want students to be able to do as a result of instruction. / Description of Activities:
Examples of successful activities used to provide instruction to help students grasp concepts.
Assessments:
Includes at least one summative assessment – preferably a performance task
May also include specific suggestions or ideas for formative assessments
Interdisciplinary Connections:
Extensions that naturally extend to other subject areas / Additional Resources:
Links to resources that may support the content and/or instruction
Subject: / Grade: / Suggested Timeline:Number of weeks/periods
Unit Title:
Descriptive name of unit - either by skills or theme
Unit Overview/Essential Understanding:
A one-paragraph summary that describes what students will know and do; includes the unit essential questions and may also reference the culminating activity or assessment that links to the unit essential question(s)
Unit Objectives:
Student- focused objectives that embrace the Competencies and reflect desired outcomes
Focus Standards Addressed in this Unit:
Defined as the essential standards actually taught in the unit
Includes both academic and ELP standards
Important Standards Addressed in this Unit:
Defined as standards that may be reinforced or introduced – but not the focus of instruction
Misconceptions:
A list of common pitfalls or misunderstandings that students may encounter in this unit
Concepts/Content:
Drawn from the Curriculum Framework, concepts define what we want students to know. / Competencies/Skills:
Drawn from the Curriculum Framework, competencies define what we want students to be able to do as a result of instruction. / Description of Activities:
Examples of successful activities used to provide instruction to help students grasp concepts.
Assessments:
Includes at least one summative assessment – preferably a performance task
May also include specific suggestions or ideas for formative assessments
Interdisciplinary Connections:
Extensions that naturally extend to other subject areas / Additional Resources: