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High School Drawing & Painting 1 Curriculum Essentials

Document

Boulder Valley School District Department of Curriculum and Instruction

August 2011

Introduction

The Boulder Valley Elementary Visual Arts Curriculum provides the foundation for quality, standards-based visual arts instruction for elementary students and represents the core program for which all schools are accountable. This curriculum has three goals:

· To clearly articulate what every student should know, understand, and be able to do in visual arts at each grade level

· To align with the current Colorado Content Standards for Visual Arts · To clarify visual arts content at each grade level so that concepts can be explored in greater depth

and with fidelity Standards are the topical organization of an academic content area. The four standards of visual arts are: 1. Observe and Learn to Comprehend Use the visual arts to express, communicate, and make meaning. To perceive art involves studying art; scrutinizing and examining art; recognizing, noticing, and seeing art; distinguishing art forms and subtleties; identifying and detecting art; becoming skilled in and gaining knowledge of art; grasping and realizing art; figuring out art; and sensing and feeling art. 2. Envision and Critique to Reflect Articulate and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information. To value art involves visualizing, articulating, and conveying art; thinking about, pondering, and contemplating art; wondering about, assessing, and questioning art concepts and contexts; expressing art; defining the relevance, significance of, and importance of art; and experiencing, interpreting, and justifying the aesthetics of art. 3. Invent and Discover to Create Generate works of arts that employ unique ideas, feelings, and values using different media, technologies, styles, and forms of expression. To make art involves creating, inventing, conceiving, formulating, and imagining art; communicating, ascertaining, and learning about art; building, crafting, and generating art; assembling and manufacturing art; discovering, fashioning, and producing art; and causing art to exist. 4. Relate and Connect to Transfer: Recognize, articulate, and validate the value of the visual arts to lifelong learning and the human experience. To respond to art involves relating to art; connecting to art; personally linking to art; associating with art; bonding to art; moving toward art sensibilities; shifting to art orientations; thinking about art; attaching meaning to art; replying to art; reacting to art; internalizing art; personalizing art; and relating art to diverse cultures. The visual arts program serves the entire student population, kindergarten through the twelfth grade. Students are taught by teachers who are specifically trained and certified as visual arts educators. The visual arts curriculum provides a substantive framework to guide teacher instruction. The curriculum also communicates to parents and the community what skills and concepts are emphasized at each grade level.

Drawing & Painting Level 1 Overview

Course Description

A41 DRAWING & PAINTING 1 Level 9-12 Course Length: 1 semester, 5 credits Students can expect to gain a strong foundation in drawing and painting in this beginning level class. Composition, the visual element, the principles of design, and the basic techniques and concepts of both drawing and painting will be covered. The end goals are to increase artistic self confidence, increase one’s understanding of the basics of drawing /painting and to produce successful works.

Topics at a Glance

• Lecture with visuals on art history time line • Artistic problem solving techniques • Basic drawing and shading skills in pencil using

contour, sketch, and kneaded eraser techniques. • Surrealism or other artistic style taught and

emulated • Utilization of effective composition • Watercolor or acrylic painting with color theory

• Elements of art and principles of design used in creation, collaboration and critique

• Colored pencil photo realism or other style taught and emulated

• Sketchbook/Journal with visual and written ideas and information

• Other traditional and new media explored

Assessments

• Drawing and painting studio projects in a wide variety of media, techniques and art forms .

• Short written and oral critiques of self and other works of art.

• Basic understanding and knowledge of art forms and time periods through lecture, media presentations and artist experiences.

• Basic understanding of composition and the utilization of the elements of art and the principals of design.

• Sketchbook/journal with both written and visual notes of information, cultures, art forms, and influences

• Basic skills tests on knowledge covered during course both

Art History: Students will exhibit knowledge of art forms, artists and art history. Students will be introduced to a general overview of Art History for all genres of art. Sources could include: slideshow/lecture, visiting artist, visual information in classroom (posters/books) internet options (you-tube, museum virtual tours) and movies. Students will be asked to reflect on this knowledge (ie; notes in a sketchbook, creation of artwork, written review, etc.). Students will effectively articulate artistic influences in their works of art. Literacy: Written report on one artistic style or period not taught containing an introduction, body and conclusion using art vocabulary from the Foundation Glossary word bank. Students will be able to articulate their use of media, tools and techniques to express their visual voice in their works of art. 21st Century graduate: While students gain confidence in their creation of art works and knowledge of art, they will exercise their power to become critical thinkers about art; their own and contemporary and historical works of art. Through exploration of drawing and painting art making experiences, they will invent ways to communicate and idea through a work of art. Through a variety of resources such as: a Visiting Artists workshop, field trips, etc. students expand their repertoire of knowledge of how and why art was/is and created.

1. Observe and Learn to Comprehend Use the visual arts to express, communicate, and make meaning. To perceive art involves studying art; scrutinizing and examining art; recognizing, noticing, and seeing art; distinguishing art forms and subtleties; identifying and detecting art; becoming skilled in and gaining knowledge of art; grasping and realizing art; figuring out art; and sensing and feeling art. Prepared Graduate Competencies The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Observe and Learn to Comprehend Standard are:

Recognize, articulate, and debate that the visual arts are a means for expression

Make informed critical evaluations of visual and material culture, information, and technologies

Analyze, interpret, and make meaning of art and design critically using oral and written discourse

Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives

Content Area: Visual Arts Standard 1: Observe and Learn to ComprehendPrepared Graduates:


GRADE LEVEL EXPECTATION: High School Drawing & Painting, Level 1 Concepts and skills students master:

1. Visual art has inherent characteristics and expressive features

21st Century Skills and Readiness Competencies

Students can: a. Demonstrate skills that utilize the

characteristics and expressive features of art and design to communicate meaning

b. Describe works of art using appropriate art vocabulary.

Inquiry Questions: 1. What are the ways to analyze and discuss works of art?

Relevance and Application: 1. Visual arts provide opportunities for making informed choices about material culture

by employing visual literacy in society while recognizing urban, suburban, historical, and environmental influences.

2. Rituals in creating cultural art solidify the foundational understanding of the identity and purpose of various cultures within society.

3. New technologies and media allow for innovative ways to create new rituals with evolutionary characteristics.

Nature of the Discipline:

1. Artists use close observation to understand objective reality.

Content Area: Visual Arts Standard 1: Observe and Learn to ComprehendPrepared Graduates:



2. Historical and cultural context are found in visual art


Students can: a. Analyze visual arts traditions b. Analyze the reasons to avoid

replication, interpretation, or illustration of images or icons that are culturally sensitive such as kachina dolls, and Navajo sand painting

Inquiry Questions: 1. What is considered art? 2. How does context affect works of art? 3. Why would context matter when interpreting art? 4. What is a culturally sensitive issue, and how does it impact works of art?

Relevance and Application: 1. Interpreting visual art provides an ability to place contemporary art culture in a

broader, historical context. 2. Technology creates new interdisciplinary art forms that build on historical art forms. 3. Innovators of the past were not highly valued, and it is only recently that society is

recognizing their importance. Nature of the Discipline:

1. The new media of today creates the future of art. 2. Respect for the art of cultures informs our diversity.

Content Area: Visual Arts Standard: Observe and Learn to ComprehendPrepared Graduates:

Recognize, articulate, and debate that the visual arts are a means for expression Analyze, interpret, and make meaning of art and design critically using oral and written discourse


3. Art and design have purpose and function


Students can: a. Interpret the purposes of art across

time, culture, and diversity, and be mindful of cultural sensitivities

b. Identify major art movements and influential artists according to locations, cultures, and historical periods.

c. Recognize Careers in Art

Inquiry Questions: 1. What is the purpose of art? 2. How do different cultures manifest the purposes of art? 3. How can art make important contributions to society?

Relevance and Application: 1. Visual arts provide an ability to discern the underlying intended and unintended

purposes of art. 2. Visual arts provide for the ability to discern multiple solutions to visual and spatial

problems. 3. Contemporary technologies have enabled the purpose of art to expand.


1. Investigating art ideas provides for alternative viewpoints and encourages divergent thinking about the reasons for the existence of art.

2. Envision and Critique to Reflect

Articulate and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information. To value art involves visualizing, articulating, and conveying art; thinking about, pondering, and contemplating art; wondering about, assessing, and questioning art concepts and contexts; expressing art; defining the relevance, significance of, and importance of art; and experiencing, interpreting, and justifying the aesthetics of art. Prepared Graduate Competencies The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Envision and Critique to Reflect Standard are:

Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics)

Recognize, demonstrate, and debate the place of art and design in history and culture

Use specific criteria to discuss and evaluate works of art

Critique personal work and the work of others with informed criteria

Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information

Content Area: Visual Arts Standard: Standard: 2. Envision and Critique to ReflectPrepared Graduates:

Critique personal work and the work of others with informed criteria Use specific criteria to discuss and evaluate works of art


1. Reflective strategies are used to understand the creative process

Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: a. Explain the process of

critique using the progression of description, analysis, interpretation, and evaluation

b. Differentiate between personal preference and informed judgment when discussing works of art.

c. Critique works of art with reference to the elements of art and principles of design.

Inquiry Questions: 1. When is art criticism vital, and when is it beside the point? 2. To what extent does a work of art depend on the artist’s point of view?

3. To what extent does a work of art depend on the viewer’s point of view? Relevance and Application:

1. The critical process leads to informed judgments regarding the relative merits of works of art. 2. The critical process developed through the arts also is found in all other disciplines such as scientific

inquiry, mathematical problem-solving, and music and literary critique. 3. Fluency in the critical process in art develops an innate ability to investigate and persevere. 4. Artists may work independently or collaboratively in a variety of virtual or concrete environments.


1. Comprehending the intentions of art leads to understanding how meaning is made 2. Classifying works of art such as representational, abstract, nonobjective, and/ or conceptual leads to

further understanding of how meaning is made.

Content Area: Visual Arts Standard 2: Envision and Critique to ReflectPrepared Graduates:



2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes


Students can: a. Describe criteria affecting quality in a

work of art, including concept, composition, technical skills, realization of perceived intentions, and the work of art as a whole.

b. Articulate and defend a personal philosophy of art using informed criteria.

Inquiry Questions: 1. What is old, and what is new in any work of art? 2. How and why is art used as a vehicle for communication? 3. What is an effective critique?

Relevance and Application:

1. Breaking accepted norms often gives rise to new forms of artistic expression. 2. Using current technology for personal expression opens new opportunities for varied

modes of communication. 3. Articulating a personal philosophy creates individual identification in one’s own

works of art. 4. Interpreting the world through art, artists seek to represent concepts through a

range of styles and approaches. Nature of the Discipline:

1. Culture affects self-expression, whether we realize it.

Content Area: Visual Arts Standard: Standard: 2 Envision and Critique to ReflectPrepared Graduates:



3. Interpretation is a means for understanding and evaluating works of art


Students can: a. Demonstrate fluency in using critique

vocabulary to assess personal works of art and the others’ works of art

b. Interpret how meaning in works of art is related to the materials and processes chosen by the artist

Inquiry Questions: 1. How do underlying structures unconsciously guide the creation of art works? 2. Using aesthetic criteria is all art beautiful in some way?


1. Art reflects the history and culture in which it is created. 2. Innovation and critical reasoning results from utilizing known structures and

identifying ways to stretch boundaries. 3. Using current technologies to research diverse approaches from around the globe and

applying them to new artistic styles creates a merging of ideas. Nature of the Discipline:

2. Every artist has a style, just as every artistic period has a style.

3. Invent and Discover to Create Generate works of arts that employ unique ideas, feelings, and values using different media, technologies, styles, and forms of expression. To make art involves creating, inventing, conceiving, formulating, and imagining art; communicating, ascertaining, and learning about art; building, crafting, and generating art; assembling and manufacturing art; discovering, fashioning, and producing art; and causing art to exist. Prepared Graduate Competencies The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Invent and Discover to Create Standard are:

Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research

Develop and build appropriate mastery in art-making skills using traditional and new technologies and an understanding of the characteristics and expressive features of art and design

Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies

Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives

Content Area: Visual Arts Standard: Standard: 3. Invent and Discover to CreatePrepared Graduates:




1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas


Students can: a. Maintain a sketchbook/journal of ideas

and writings to use as a resources and planning tool.

b. Create works of art representing traditional subject matter that use traditional or new media and begin building a portfolio.

c. Practice ethical procedures that represent originality, personal expression and craftsmanship in producing works of art.

Inquiry Questions: 1. How can information be shared artistically? 2. How does creating art differ from viewing art? 3. Using the elements of art and the principles of design, what differentiates art-making

technologies?

Relevance and Application: 1. Skills in art and design are employed to create three-dimensional animation, film,

gaming, and environmental graphic design. 2. The identification of personal narratives in art and the translation of their meaning

using new media allows for the development of the personal, self-direction skills necessary to be an artist.

3. The translation of media allows for the development of skills to work within the commercial art environment.

4. Through new technologies, studio skills have evolved beyond the traditional skills, and yet can still rely on the foundational structures to create new skills.


1. Though the artist’s imagination and intuition drive the work, great art and design require skills and discipline to turn notions into a quality product.

Content Area: Visual Arts Standard: Standard: 3. Invent and Discover to Create Prepared Graduates:




2. Assess and produce art with various materials and methods


Students can: a. Skillfully use a variety of techniques,,

tools, and media to create works of art b. Skillfully create and exhibit one’s own

works of art

Inquiry Questions: 1. How are the characteristics and expressive features of art and design used to create

art? 2. How can an artist create works of art through combining, expanding, and

sequencing? 3. What problem-solving and experimental skills are employed in making works of art?


1. The use of current technology as an adjunct to creating art opens the door to creating new works, and discovering lost works of art.

2. Visual arts rely on reflective processes to create new and evolved works of art through introspection, collaboration, global connection, experimentation, and research.


1. The visual arts serve multiple functions such as enlightenment, education, therapy, and entertainment.

Content Area: Visual Arts Standard: Standard: 3. Invent and Discover to CreatePrepared Graduates:



3. Make judgments from visual messages


Students can: a. Interpret similarities and differences in

artistic decision making

Inquiry Questions: 1. Why is one type of visual image or object considered to be more important than

another? 2. How is value assigned to art? 3. How does visual imagery used in mass media correlate with art?


1. Understanding the use of branding in marketing helps to use art to make purchase decisions.

2. Interpreting visual messages in advertisements, news, and entertainment helps to make informed decisions.

3. Recognizing stereotyping in visual media helps to change norms. 4. Recognizing that current technology plays a role in understanding visual culture

clears the way to new thinking in art-making. Nature of the Discipline:

1. The artistic process can lead to unforeseen or unpredictable outcomes.

4. Relate and Connect to Transfer Recognize, articulate, and validate the value of the visual arts to lifelong learning and the human experience. To respond to art involves relating to art; connecting to art; personally linking to art; associating with art; bonding to art; moving toward art sensibilities; shifting to art orientations; thinking about art; attaching meaning to art; replying to art; reacting to art; internalizing art; personalizing art; and relating art to culture and diversity. Prepared Graduate Competencies The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Relate and Connect to Transfer Standard are:

Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts

Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas

Transfer the value of visual arts to lifelong learning and the human experience

Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas

Content Area: Visual Arts Standard: Standard: 4. Relate and Connect to TransferPrepared Graduates:



1. The work of art scholars impacts how art is viewed today


Students can: a. Discern the value of works of art based

on historical significance, craftsmanship, cultural context, and originality using appropriate, domain-specific terminology that honors sensitive traditions

b. Begin to study aesthetic theories and works of art.

Inquiry Questions: 1. What constitutes art? According to whom? 2. Why create? 3. How does aesthetics and beauty influence the quality of life?

Relevance and Application: 1. Manipulating and analyzing various criticisms from existing and historical art scholars

allows students to identify how art can elicit varying opinions. 2. Providing knowledge and relevance of artistic and cultural history can help to bring

about alternative views of previous and contemporary societies. 3. Giving context and new thinking to works of art, scholars hold the knowledge of the

past and present. Nature of the Discipline:

1. Informed opinions about art are debated, but not necessarily resolved. 2. Investigating diverse cultures and their viewpoints leads to a more knowledgeable

society.


Transfer the value of visual arts to lifelong learning and the human experience Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media,

and careers in art and non-art related arenas


2. Communication through advanced visual methods is a necessary skill in everyday life


Students can: a. Use sketches, plans, and models to

create and/or design a functioning work of art

b. Explain the personal influences which shape the creation of functioning art

Inquiry Questions: 1. Why do artists produce preliminary plans? 2. How does material culture influence artistic decisions? 3. What informs the look of our material culture?


1. Understanding the cultural influences in functional design such as architecture and furniture creates comprehension of trends and patterns in society.

2. Knowing the role of artists and designers in creating our built environment and material culture identifies the contemporary societal role that artists possess.

3. Shaping our understanding of new media gives us insight to the understanding of material culture.


1. Artists and designers are important creators of our material culture. 2. Cultural traditions influence the creation of material culture.


Transfer the value of visual arts to lifelong learning and the human experience Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media,

and careers in art and non-art related arenas


3. Art is a lifelong endeavor


Students can: a. Compare and contrast the roles of

artists and designers in historical and contemporary context

b. Describe and discuss various art-related careers

Inquiry Questions: 1. How and why is art used as a vehicle for communication? 2. To what extent does good design integrate form with function? 3. How is art used in everyday life? 4. What careers are in visual art?

Relevance and Application: 1. Integrating and connecting knowledge and skills in art to other fields of study gives a

broader understanding of the roles that artists play in society. 2. Using job placement technology to research the range of careers available for

personal career development provide insight into the many levels of visual art skills that are valued in today’s workforce such as graphic design and software design skills in marketing, forensics, medicine, and video game design.

Nature of the Discipline: 1. Artists and designers make important contributions to society.

Prepared Graduate Competencies in Visual Arts The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared graduates:

Recognize, articulate, and debate that the visual arts are a means for expression


Analyze, interpret, and make meaning of art and design critically using oral and written discourse


Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts


Transfer the value of visual arts to lifelong learning and the human experience

Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas


Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design

Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies



Recognize, demonstrate, and debate the place of art and design in history and culture

Use specific criteria to discuss and evaluate works of art

Critique personal work and the work of others with informed criteria


Visual Arts Grade Level Expectations at a Glance

Standard Grade Level Expectation

High School

1. Observe and Learn to Comprehend

1. Visual art has inherent characteristics and expressive features

2. Historical and cultural context are found in visual art

3. Art and design have purpose and function


1. Reflective strategies are used to understand the creative process

2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes

3. Interpretation is a means for understanding and evaluating works of art

3. Invent and Discover to Create

1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas

2. Assess and produce art with various materials and methods

3. Make judgments from visual messages

4. Relate and Connect to Transfer

1. The work of art scholars impacts how art is viewed today

2. Communication through advanced visual methods is a necessary skill in everyday life

3. Art is a lifelong endeavor

Eighth Grade


1. Conceptual art theories explain how works of art are created

2. The history of art, world cultures, and artistic styles influence contemporary art concerns

3. Art criticism strategies are used to analyze, interpret, and make informed judgments about works of art


1. Visual literacy skills help to establish personal meaning and artistic intent in works of art

2. Key concepts, issues, and themes in the visual arts can solve problems using real-world applications


1. Achieve artistic purpose to communicate intent

2. Demonstrate technical proficiency and craftsmanship when planning

3. Utilize current and available technology to refine an idea, and create original and imaginative works of art


1. Visual arts are valuable for a variety of art and non-art related lifelong endeavors

2. Cultural traditions and events impact visual arts within a community

3. Visual arts provide an opportunity to explore sustainable environments, design and architecture

Visual Arts

Grade Level Expectations at a Glance


Seventh Grade


1. The characteristics and expressive features of art and design are used in analyzing and synthesizing the meaning in works of art

2. Understanding works of art involves knowledge of historical and cultural styles, genre, and artists over time

3. Knowledge of art vocabulary is important when critically analyzing works of arts


1. Visual literacy skills are used to create meaning from a variety of information

2. Concepts, issues, and themes in the visual arts can be used to communicate ideas in various other disciplines


1. Achieve the ability to plan, anticipate outcomes, and demonstrate craftsmanship in creating a work of art

2. Restructure and apply the technical skills and processes required to achieve desired results in producing works of art

3. Use of various media, materials, and tools to express specific meaning in works of art

4. Utilize current, available technology as a primary medium to create original works of art


1. Critical thinking in the arts transfers to multiple uses in life

2. The visual arts community messages its cultural traditions and events

3. Art and design strategies can solve environmental problems

Sixth Grade


1. The characteristics and expressive features of art and design are used in unique ways to respond to two- and three-dimensional art

2. Art created across time and cultures can exhibit stylistic differences and commonalities

3. Specific art vocabulary is used to describe, analyze, and interpret works of art


1. Visual symbols and metaphors can be used to create visual expression

2. Key concepts, issues, and themes connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies, and technology


1. Plan the creation of a work of art

2. Explore various media, materials, and techniques used to create works of art

3. Utilize current, available technology to refine ideas in works of art


1. Critical thinking in the arts transfers to multiple lifelong endeavors

2. Visual arts impact community, cultural traditions, and events

3. Eco-art is a contemporary response to environmental issues



Fifth Grade


1. Visual arts connect multiple characteristics of art

2. Visual arts communicate the human experience

3. Visual arts learning involves analyzing the formal and sensory qualities of art


1. Evaluative criteria is used when responding to works of art

2. Specific methods of planning support the development of intended meaning


1. Use artistic media and expression to communicate personal and objective points of view

2. Create art using technological media

3. Apply an understanding of art processes and creative thinking to plan and create art


1. Artists, viewers, and patrons assign intended meaning to works of art

2. Artists, viewers, and patrons respond to art from familiar and unfamiliar cultures

Fourth Grade


1. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design

2. Works of art articulate and express different points of view

3. Artists, viewers and patrons respond to works of art using inference and empathy


1. The critique process informs judgments about artistic and aesthetic merits in works of art

2. The processes and philosophies of art and design inform interpretations in works of art


1. Use media to express and communicate ideas about an issue of personal interest

2. Materials and processes can be used in traditional, unique, and inventive ways


1. Viewers and patrons make personal meaning and infer artistic intent

2. Historical time periods and cultural settings are interpreted in works of art



Third Grade


1. The identification of characteristics and expressive features in works of art and design help to determine artistic intent

2. Art has intent and purpose


1. Artists, viewers, and patrons use the language of art to respond to their own art and the art of others

2. Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design


1. Use basic media to express ideas through the art-making process

2. Demonstrate basic studio skills


1. Works of art connect individual ideas to make meaning

2. Historical and cultural ideas are evident in works of art

Second Grade


1. Artists make choices that communicate ideas in works of art

2. Characteristics and expressive features of art and design are used to identify and discuss works of art


1. Visual arts use various literacies to convey intended meaning


1. Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design


1. Visual arts respond to human experience by relating art to the community

First Grade


1. Works of art express feelings

2. Art represents and renders the stories of people, places, or things


1. Visual arts provide opportunities to respond to personal works of art and the art of others


1. Create art to communicate ideas, feelings, or emotions


1. Visual arts relate experiences to self, family, and friends

Visual Arts

Grade Level Expectations at a Glance


Kindergarten


1. Artists and viewers recognize characteristics and expressive features within works of art

2. Personal feelings are described in and through works of art


1. Identify that art represents and tells the stories of people, places, or things

2. Artists interpret connections to the stories told in and by works of art


1. Create two- and three-dimensional work of art based on person relevance


1. Artists and viewers contribute and connect to their communities

Preschool


1. Artists and viewers identify art in daily life


1. Works of art can represent people, places, and things


1. Create works of art based on personal relevance


1. Artists have an important role in communities

Glossary of Terms

Academic Vocabulary

Standard 1: elements of art: line, shape, space/form, pattern, texture, color/value, principles of design: balance, unity, repetition, proportion, movement, art history, medium, culture/cultural, subject, expressive features, harmony, theme, style, organic, geometric, art movements, inquiry, visual literacy, 2-D & 3-D art, contour line/contour drawing, varied line, rule of thirds, creativity, symbols, positive/negative space, point of view, expressive qualities/voice

Standard 2: representational/realism, abstract, , conceptual, interpretation, judgment, critical analysis, critique, theme, foreground, middle ground, background, overlapping, caricature

Standard 3: Creative process, ethics/integrity, portfolio, technology, media, technique, tools, primary, secondary, contrast, composition, ethics, symbols, craftsmanship , collage, tertiary color, tints, shades, dulling a color, sketch, palette, palette knife, pencil, shading, gradation, value, hue, intensity, blending, cast shadow, ferrule, handle hairs/tip, flat or round brush, flat color, acrylic and watercolor painting techniques, glaze in painting, gouche, gradated color, laying in, mat, matte, opaque, scumbling, stretcher, watercolor, nib, ink, reflected light, crosshatching, stippling, kneaded eraser, tortillon/stump, newsprint, pigment, grid, watermark, transparent , translucent, opaque

Standard 4: art careers, aesthetics, intrinsic, visual communication, fine arts, gallery, museum, apprentice

Word Definition Elements of art The components of visual arts, such as line, shape, value, texture, color, form, space

and time.

Line An element of art that refers to the path of a moving point through space. Shape An element of art that refers to an area clearly set off by one or more of the other

elements of art.

Space/Form Space- An element of art that refers to the distance between, around, above, below and within things. Form — An element of art that refers to an object with three dimensions.

Texture An element of art that refers to the way a thing feels, or looks as though it might feel if touched.

Color/Value Color-An element of art that refers to what the eyes see when light is reflected off an object. Value — An element of art that means the darkness or lightness of a surface.

Principles of Design Characteristics in the visual arts, such as repetition, balance, emphasis, harmony, rhythm, contrast, unity and proportion.

Balance A principal of art concerned with arranging the elements so that no one part of a work overpowers or seems heavier than any other part.

Unity An arrangement of elements and principals with media to create a feeling of completeness or wholeness.

Repetition Using parts of a design over and over again in a regular or planned way, usually to

create a visual rhythm or harmony.

Proportion A principal of art concerned with the relationship of one part to another and to the whole.

Movement A principal of art used to create the look and feeling of action and to guide a viewer's eye throughout the work.

Collage The use of various materials (e.g., cardboard, metal, plastic, paper) adhered to a surface to create an image.

Contrast A large difference between two things, for example, rough and smooth, light and shadow or complementary colors. Contrasts usually add excitement, drama and interest to artworks.

Portfolio A collection of art work such as drawings, paintings, sculpture or photographs, that demonstrate recent work: an art student's portfolio

Critical Analysis A higher level thinking strategy, such as Feldman's model for description, analysis, interpretation and judgment.

Critique The process and the result of thinking carefully about art, involving the description, an analysis and interpretation of art.

Primary colors Red, yellow, and blue are primary colors. They are the three pigment colors that cannot be made by mixing any other colors. These three colors are mixed to create all other colors and can be combined with white or black to create tints (lighter tones) and shades (darker hues) of these colors.

Secondary colors Orange, green, and purple are secondary colors. They are created by mixing two of the three primary colors together.

Expressive Features Components of works of art which effect the emotions, such as anger, sadness, and joy.

Fine Arts Traditional art forms, such as drawing, painting, printmaking, sculpture, ceramics, fibers, jewelry and photography. This term is often used to refer collectively, to dance, music, theater and the visual arts.

Harmony A principal of art concerned with blending elements to create a more calm, restful appearance.

Interpretation To find meaning and understanding in a particular way.

Composition The way the art principals are used to organize the art elements of color, line, shape, form, space and texture.

Media/materials/medium Broad categories for grouping works of visual art according to the art materials used, for example, the painting media are watercolor, oil, tempera, acrylic, etc. Resources used in the creation and study of visual art, such as paint, clay, paper, canvas, film, videotape, watercolors, wood and plastic.

Techniques Specific methods or processes used in making art, such as carving wood, developing film, or weaving yarn.

Themes Central idea that is revealed in the artwork; focused subject matter, topic, idea.

Art history The academic study of the history and development of the visual arts Art movements/style A group of artists who agree on general principles in art.

Way of expression shared by an individual artist or a group of artists. Judgment Evaluate work using the following criteria: Craftsmanship, design quality,

expressiveness, personal response, originality and/or comparison.

Visual Communication Creation, expression, or communication based on visual form. Art careers Job or livelihood related to the arts needing training or further schooling such as:

Animator, Character designer, Art director, Background designer, Storyboard supervisor, Layout artist, Fashion design, Fashion designer, Costume designer, Textile designer, Pattern cutter, Tailor, Dress maker, Wardrobe assistant, Footwear designer, Jewelry designer, Fine art; Fine artist (painter, sculptor, photographer, potter) Graphic design; Graphic designer Illustrator CAD technician

Technology in art A term which includes not only electronic advancements, but any material, tool, or pedagogical practice which has been thoroughly reevaluated and redefined to address new conceptual problems.

Representative/realism A style of art in which everyday scenes and events are painted as they actually look.

Abstraction Work in which the artist uses a recognizable subject but portrays it in an unrealistic manner.

Non objective No objects depicted in a work of art. Non-representational in the purest sense. Conceptual Pertaining to concepts. More specifically, art possessing imagery that departs from

perceptual accuracy to present a conception of the object, rather than its appearance alone.

Ethics and art/integrity Perceived consistency of actions, values, methods, measures, principles, expectations, and outcomes.

2-dimensional art Art work consisting of: paintings, drawings, prints, and photographs, which differ from each other primarily in the technique of their execution

3-dimensional art Art work having actual height, width and depth and existing in three dimensional spaces. Having the illusion of existing in three dimensions.

Aesthetics A discipline in the visual arts and a branch of philosophy focused on the nature and value of art; pertaining to how we see things and what they mean. Aesthetic theories generally include mimetic, formalist, expressive, instrumental, institutional and postmodern.

Symbols in art An image representing something else.

Craftsmanship/Craft Skill; technique; doing a job with careful attention to detail and discipline.

Rhythm A principal of art concerned with repeating an element to make a work seem active or to suggest vibration.

Tools Instruments and equipment used by students to create and learn about art, such as brushes, scissors, cameras, digital technology, etc.

Visual Literacy The ability to perceive and respond to visual symbols and images, for example, recognizing and understanding the international signs for no smoking or highway rest stops.

Creative Process Those reflective thoughts and actions that move from generation to completion of an idea to solve a creative problem such as brainstorming, selecting, researching, organizing, testing, revising, and finalizing.

Genre Category of art marked by a distinctive style, form, or content. Representation of subjects and scenes from everyday life: still life, portrait.

Inquiry Inquire; wonder. Have a wish or desire to know something.

Intrinsic Operating from and acting upon internal instincts of a person.

Organic Shapes and/or forms similar to those found in nature, such as plants, animals and rocks, often curvilinear in appearance.

Geometric of or pertaining to painting, sculpture, or ornamentation of predominantly geometric characteristics.

Pattern A principle of design. The repetition of art elements in an organized way. Pattern and rhythm are both created through repetition. See also: rhythm.

Subject That which is represented in a work of art. In a portrait, the subject is the person depicted. In a landscape, the subject is the actual scene. In abstract art, the subject may only exist in the artist’s mind.

Theme Central idea that is revealed in the artwork; focused subject matter, topic, idea.

Culture/Cultural The shared ideas, beliefs, customs, traditions, ceremonies, and experiences of a given people at a given time and place.

Gallery an establishment that displays and sells works of art Museum a building where works of art are displayed, not typically sold

Color theory Comprehensive color usage guidelines. Color wheel Primary colors The first family of colors. Red, Blue and Yellow Secondary colors The second family of colors. Violet, green and orange Tertiary colors Third family of colors. A primary color plus a complementary color. Ex. yellow-orange Tints Color plus white Shades Color plus black Dulling a color Color plus the complement Sketch 1. A brief drawing of the subject. 2. A drawing complete in itself. Palette 1.A rectangular- or oval-shaped flat surface used for mixing colors. 2. The selection of

colors used by an artist. Palette knife Metal or plastic tool for mixing and applying thick paints such as acrylic or oil Pencil Slender tube of wood containing a core of graphite used for drawing. Comes in soft B

= black, H = hard Shading Blending value or color together to soften and model Gradation The gradual passing of one tint or shade to another by very small degrees. Value The difference in effect due to light and dark Hue Another name for color intensity The degree of saturation of a color blending To merge together or soften. Cast shadow The shadow that is cast from one form onto another. Ferrule The metal band encircling a brush and holding the hairs. Handle The wooden or plastic part of a brush the hand encircles Hairs/tip The natural or man-made bristle part of a brush Flat or round brush The bristle of a brush in either a line or a circle Flat color Even or uniform area of color. Acrylic and watercolor Wash, glazing, tipped wash, bleeding, split brush, dry brush, wet-into-wet, salt, tape,

painting techniques stencil, Glaze

Transparent painting over a light under painting. A transparent film of color. usually painted over a lighter area of paint to give it more brilliance and sparkle. Sometimes called a wash in watercolor.

Gouche A painting with opaque body colors usually of watercolor and tempera paint Graduated color The range of color from light to dark or from warm to cool that results in a gradually

changing effect. Laying in First under part of a work of art. Ex. The under painting Mat The area between the frame and the picture. Usually out of colored board. Matte A dull surface Grid referring to a series of crossed lines that meet to form a boxed pattern used in the

predetermined placement of photographs and graphic elements on a page. A series of non printing horizontal and vertical rules assist in creating and maintaining a grid for page layout (see illustration).

Opaque Heavy or non-transparent. Scumbling Dragging paint in a broken manner over a previously painted dry surface Stretcher The wooden frame on which a canvas or paper is stretched Watercolor A paint of water-soluble transparent pigment. Foreground, Middleground, Background

The front, middle and back of an artwork that has perspective. Utilized by an artist to create increased depth.

Nib The tip of a pen. Usually metal and interchangeable for different line effects. Ink Permanent or semi-permanent, color or black used to dip or fill pen for line or brush

drawings. Reflected Light The shadowed part of an object which is lightened by the reflection from an adjacent

object. Crosshatching Crosshatching is an extension of hatching, which uses is the use of fine parallel lines

drawn closely together, to create the illusion of shade or texture in a drawing. Stippling The use of dots drawn to create the illusion of shade or texture in a drawing. Contour line/ contour drawing

Contour line defines a form by the outermost edges of a form, as well as dramatic changes of plane within the form. 'Blind contour drawing' is when contour drawing is done without looking at the paper.

Varied line A line which changes from light to dark, crooked to straight and thick to thin to create visual interest in drawings.

Kneaded eraser Squishy eraser used to blend, smudge and erase in drawing. Does not leave crumbs. Tortillon/stump Pencil like stick made of paper used to smudge and blend drawings. Newsprint This paper comes in large sheets, and is inexpensive. Newsprint will eventually yellow,

and is not a good choice for preserving artwork. Pen and market will bleed through newsprint.

Abstract art Painting that purports to be completely non-objective, with no reference to nature whatsoever. The 2 main forms practiced are Hard Abstract and Soft Abstract. Hard Abstract has a basis in geometry and Soft Abstract no basis whatever.

Reflected Light The shadowed part of an object which is lightened by the reflection from an adjacent object.

Acrylic paint A relatively new water soluble pigment made from plastic. It dries faster than oils, and when dissolved, they can be used as a substitute for water colors. Known for its luminosity and quick drying.

Coat A layer of paint. gesso A plaster like material spread upon a surface to prepare it for painting. overlapping To extend over or cover over part of Positive space The objects in a work of art not the space around them Negative space the unoccupied or empty space left after the positive shapes have been laid down by

the artist; however, because these areas have boundaries, they also function as shapes in the total design.

Symbols Something that stands for something else. Ex. Heart = love

Creativity The ability to transcend traditional ideas, forms, methods, interpretations, etc. Original and progressive

Voice or expressive qualities

The feelings, moods and ideas communicated to the viewer through a work of art

Fluency Easy, graceful and flowing, effortless in transformation form one form to another Montage an artwork comprising of seemingly unrelated shots or scenes which, when combined

of various existing images such as from photographs or prints and arranged so that they join, overlap or blend to create a new image which achieve meaning.

Watermark a watermark is a design embossed into a piece of paper during its production and used for identification of the paper and paper maker. The watermark can be seen when the paper is held up to light.

Point of view the position from which something is seen or considered; for instance, head-on, from overhead, from ground level, etc.

Rule of thirds a compositional rule of thumb in visual arts such as painting, photography and design.[1] The rule states that an image should be imagined as divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.[2] Proponents of the technique claim that aligning a subject with these points creates more tension, energy and interest in the composition than simply centering the subject would.

Opaque Not able to see through at all. Heavy body acrylics are opaque. Translucent Able to see through partially. Thick glazing of paint will be translucent. Transparent Able to see through clearly to what is below. Watercolor is a transparent media Apprentice A young artist who studies under the tutelage of a master artist

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