k-12 visual arts curriculum - boulder valley school district

K-12 Visual Arts Curriculum

Approved By

Board of Education December 12, 2000

Division of Learning Services

Visual Arts

Curriculum Design and Writing Team 2000

Elementary Curriculum Writing Team Grete Weiss — Crest View Elementary Claudia LaStella — Aurora 7/Mapleton Elementary Cindy Murphy — Louisville Elementary Anne Mechling — Aspen Creek K-8 Susan Greenwood — Washington Bilingual Laura Webster — Fireside Elementary Julie Jones — Ryan Elementary Karen Henson — Lafayette Elementary April Christenson — Mesa Elementary Randy Cummings — Coal Creek Ardy Zirakzadeh — Eisenhower Elementary Middle Level Curriculum Writing Team Holly Kyed — Centennial Middle Jill Pyatt — Monarch K-8 Arthurenia Hawkins — Broomfield Heights Patty Jones — Angevine Middle High School Curriculum Writing Team John Costello — Broomfield High Susan Rixey — Centaurus High Virginia Schick — Monarch High Connie McGinley — Monarch High Mike Hollenbach — Centaurus High Kim Ryan — Boulder High Linda Ellis — Broomfield High Curriculum Design Team Jan Shively — Columbine Elementary Anna Villachica — Heatherwood/Whittier Elementary Kirk Pfeffer — Monarch K-8 Randy Warner — Nederland Elementary Lisa Boston — Birch Elementary Michael Wojczuk - Superior

BVSD Visual Arts K-12 Curriculum Approved by Board of Education December 12, 2000

Curriculum Writers Of

1980 Art Education Guide DEVELOPMENT AND WRITING PERSONNEL

ART K-12

Elementary Charlotte Owen Susan Swenson Carol Worlock Rita Slouch Cathy Magnifico Helen Parker Dian Diggs Nancy Champion Jeannette Hovorka Amy Hallenbeck Jan Shively Cherie Rousseau Randy Cummings Carol Foulk Grete Dietz Julie Sheehan Middle Level Joyce Curry Dorothy Hunter Nancy Kinne Kim Ryan Donna Schaper Vandy Vandervort Marilyn Newton Mariagnes Medrud Charlotte McMillen Dan Frazier Don Norris High School Fred Niles Jeanne Gray Donna Schaper George Davis Rick Sinner Les Green Ken Fisher Charlene Hartenstein Warren Lundquist Cheryl Slagle

Martin Park/Paddock Elementary Kohl Elementary Lafayette/Majestic Heights Elementary Bear Creek/Mapleton Elementary Flatirons/Aurora 7 Elementary Douglass/Uni Hill Intermediate Mesa/Whittier Elementary Crest View/Washington Elementary Emerald/Arapahoe Elementary Birch/Louisville Elementary Columbine/Jamestown Elementary Eisenhower Elementary Nederland/Lincoln/Gold Hill Elementary Heatherwood/Uni Hill Primary Washington Elementary Special Education Art Base Line Jr. High Southern Hills Jr. High Base Line Jr. High Casey Jr. High Nederland Jr./Sr. High Burbank Jr. High Broomfield Jr. High Louisville Middle Centennial Jr. High Lafayette Middle Platt Jr. High Boulder High Centaurus High Nederland Jr./Sr. High Fairview High Boulder High Centaurus High Boulder High Fairview High Broomfield High Centaurus High

Special thanks are given to these writers that have provided a strong basis for our current curriculum work.


Table of Contents

Philosophy & Rationale

Visual Arts Academic Content Standards

Expectations in the Art Environment

Art Education — Elementary

Art Education — Middle Level

Art Education — High School

Glossary

Art Safety

Teacher Resource Materials


PHILOSOPHY AND RATIONALE Art Education, K-12

Education in the visual arts is a basic part of a comprehensive education. By creating visual art forms one is better able to express his/her most intimate thoughts and feelings and can communicate them to others. Image making gives rise to ideas, invention and imagination. While making art, students must deal with ambiguity, become flexible in their opinions and learn to make judgments. Through viewing and discussing the art work of great artists they learn about larger human concerns and promote better understanding among people. Making art and learning to understand the art work of others extends their language, deepens their thinking and makes them more complete human beings. The art program involves the students, the teachers and the parents. It extends into the school, the home and the community. Objectives that guided the development of the K-12 art curriculum at all levels are that students will: 1. Experience sequential growth through developmentally appropriate art

education. 2. Have clear learning goals and high levels of achievement through consistent

expectations across the district driven by BVSD visual art standards. 3. Continually develop their awareness of the elements of art and principles of

design. 4. Explore a variety of art materials, techniques, and processes in a safe and

responsible manner. 5. Understand and gain knowledge about art history. 6. Develop and refine visual literacy with appropriate art vocabulary throughout the

art curriculum. 7. Improve upon the basic skills of listening, following directions, and task

completion. 8. Become knowledgeable about career opportunities in art. 9. Continually nurture a positive attitude about themselves and about art

throughout the art curriculum. 10. Gain appreciation and understanding of art through exposure and exploration of art

history and cultural diversity. 11. Have opportunities for creative problem solving and individual success. 12. Be instructed by a qualified art specialist who has mastered art education

content, knowledge and skills.

BVSD Visual Arts K-12 Curriculum Aproved by Board of Education December 12, 2000

The elementary art program introduces skills and experiences that build a foundation for art expression, knowledge about art, art criticism and visual literacy. The program capitalizes on students' enthusiasm for discovery and inventiveness, and their need for development of social and communication skills. An interdisciplinary approach is emphasized in establishing awareness of art and its place in our cultural heritage. At each grade level, emphasis will be on certain areas of art knowledge and skill learning. Students will be introduced to and provided with the opportunity to experience a variety of media, processes and art techniques. Study of at least two great artists from various time periods and cultures will be introduced at each grade level. At the middle level, art exploration experiences occur in more concentrated time periods. The student has the opportunity to experiment with a wider variety of media, materials and techniques in quarter or semester classes. There is opportunity for in-depth learning in the areas of art history, aesthetics, and art criticism. Art education is an important component in the middle level transition period where students are experiencing rapid intellectual and physical growth. Valuable development takes place in such areas as self-concept, psychomotor skills, organization of concepts, creative problem solving, cooperative effort and the care of materials and tools. Involvement in art classes at this level helps students realize the value of art as a life-long interest to enhance their personal and community life. The high school art curriculum provides a more advanced approach to a variety of art areas as well as the opportunity for in-depth study in specific media areas, techniques and art appreciation. Students develop a personal style, a mastery of skills and techniques, an appreciation for quality and a respect for art expression in classes at the senior high level. At this level, students may discover or develop a unique talent that could lead to a career opportunity.

BVSD Visual Arts K-12 Curriculum Aproved by Board of Education December 12, 2000

K — 12 Program Level Goals For

Art Education The goals of art education in the Boulder Valley School District assist students and follow the Art Content Standards. Art Content Standards: Standard 1: Communication Students recognize and use the visual arts as a form of communication. Standard 2: Elements and Principles Students know and apply elements of art, principles of design, and use sensory and expressive features for visual arts. Standard 3: Materials and Techniques Students know and apply visual arts materials, tools, techniques, processes and technology. Standard 4: History and Culture Students relate the visual arts to various historical and cultural traditions. Standard 5: Analysis Students analyze and evaluate the characteristics, merits, and meaning of works of art.

BVSD Visual Arts Curriculum Approved by Board of Education December 12, 2000

Visual Arts Standards adopted by Board of Education

April 8, 1999

BVSD Visual Arts Content Standards 10 Adopted April 8, 1999

Background

This document describes the standards and benchmarks for visual arts for the Boulder Valley School District in grades kindergarten through twelve. The standards closely parallel the Colorado Model Content Standards which were adopted by the Colorado State Board of Education on November 13, 1997. Content Standards are general statements of what a student should know or be able to do relative to a particular academic area. A key components section and a rationale statement accompanies each content standard. Benchmarks describe what most students should understand and be able to do at specified grade levels to meet each standard. The development and implementation of state content standards were mandated in May, 1993, by Colorado Statute. Boulder Valley teachers from all levels had input on the standards and benchmarks. Teachers have reviewed, discussed, and refined the document. The Visual Arts Curriculum Council and teacher writing teams have further crafted the contents. High quality delivery standards have been the norm for Boulder Valley teachers and this document formalizes an excellent process that has been in place for some time. This document includes specific descriptions of what students should know and be able to do at the end of 4th, 8th, and 12th grade. These descriptions for each level, stated as benchmarks, are included with each of the five standards. Included with the designated learning results are key components of the standard, a rationale for the standard, and examples that illustrate possible means of achieving the benchmarks. Future work will include a more focused alignment of the curriculum to the standards. Essential learning outcomes will be determined for each level. Student performance levels will be developed. District performance assessments will be established as required by the Colorado Department of Education. The interplay of standards, instruction, and assessment will ensure an accountability process that provides learning for all Boulder Valley School District students in a high quality visual arts program. As required by the 1992 "Rules (for the) Administration of Accreditation of School Districts," specific consideration will be taken in all aspects of the development and implementation of standards-based education to address the special learning needs of all exceptional children, including but not limited to students with disabilities and gifted and talented students.


Format of the Visual Arts Standards

The Boulder Valley Visual Arts Standards are based upon the Colorado Model Content Standards for Visual Arts and the 1994 National Standards for Art Education. These five Boulder Valley Visual Arts Standards provide a guide for what visual arts students should know and be able to do at varying levels of their art education. These standards are not meant to be independent. In many cases, a visual arts standard will overlap with another visual arts standard and/or with standards in other content areas. Each of the five standards is essential to the achievement of the goal of providing all Boulder Valley School District children with knowledge and experience in the visual arts that they can utilize in their adult lives for both appreciation and participation. This document contains • an introduction, including a philosophy and rationale, for visual arts education; • standards which provide a framework from which a certified/licensed art teacher

can create a comprehensive art curriculum using a wide variety of instructional strategies;

• benchmarks, written in a sequential manner, that build from one instructional level

to the next; • instructional examples for each of the levels; • a matrix linking visual arts standards to other content area standards; and • a glossary which defines words used in this document.

Philosophy and Rationale for Visual Arts Education Visual arts education is a vital and basic component in the development of all human beings. It is a necessary and legitimate part of public education for all students, regardless of their innate talent or academic ability. Visual arts education provides experience and knowledge not found in any other area of the curriculum. Education in the visual arts enhances our perception by teaching us to use our senses qualitatively. The visual arts allow us to develop and use our creative potential, to see the value of our own ideas and feelings, and to respect those of others. The visual arts give us a chance to think divergently, to search out beyond the boundaries of what is known. The visual arts language is an avenue of expression not addressed or taught in other areas of the curriculum. It is a basic and unique part of education. The visual arts involve students intellectually, personally, physically, and emotionally like no other subject in the curriculum. When students are engaged and involved in the educational process, they learn! Art offers all students the opportunity to express their own unique visions of the world. Art allows students to have expectations for dealing with divergent outcomes as well as opportunities to reflect upon the differences among people. The standards and benchmarks found in this document apply to all students, not just a talented few. Visual arts education does not provide the expectation that all students will become great artists, any more than we teach math and science to make each child an engineer or scientist. The basic competencies gained through experiences in art are necessary and fundamental components in realizing our fullest human potential. Visual arts education provides all learners with opportunities to seek out creative solutions beyond the boundaries of accepted wisdom. While the visual arts have their own intrinsic value, they also share many attributes with other content areas. For example, in social studies, students begin to appreciate cultural differences and similarities by examining the arts of the culture. Both art and science encourage students to observe and analyze content critically. In reading and writing, the learner interprets meaning from a symbol system. Likewise, in the visual arts learners "read," "write," and construct meaning with visual images or symbols. The generative power of the visual arts makes it basic to all educational programs. Through visual arts education, students are able to learn more about themselves and the world around them. Studies have shown that, through arts education students develop thinking and perceptual skills and their own intellectual abilities to discover images of possibility. This wealth of experiences and intellectual abilities provide a strong and rich illusionary base from which to draw upon future creative experiences.



It is critical to recognize the importance of visual arts as its own discipline. Visual arts education is much more than making things. It enables students to develop and creatively express their ideas and solve problems. The Boulder Valley Visual Arts Standards define visual arts education as sequential development in these five areas: communication, perception, analysis, use of materials and techniques, and understanding history and culture. The visual arts must be taught by a qualified and effective licensed visual arts instructor. The inventive spirit is an important attribute of humankind; in fact, our society depends on the ability to create new and better solutions to the challenges that continue to face us. Individuals who can think creatively, feel sensitively, and see clearly will be our greatest resource for the future. These individuals will invent the future. Visual arts education contributes to the development of the individual inventive spirit, provides a means for understanding oneself, and provides a means for understanding the diverse world in which we live.

Comparison of Colorado and BVSD Content Standards

Colorado Content Standards

(Adopted 11/13/97) BVSD Content Standards

(Adopted 4/8/99)

Standard 1: Students recognize and use the visual arts as a form of communication.

Standard 1: Students recognize and use the visual arts as a form of communication.

Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features.

Standard 2: Students know and apply elements of art, principles of design, and sensory and expressive features of visual arts.

Standard 3: Students know and apply visual arts materials, tools, techniques, and processes.

Standard 3: Students know and apply visual arts materials, tools, techniques, processes, and technology.

Standard 4: Students relate the visual arts to various historical and cultural traditions.

Standard 4: Students relate the visual arts to various historical and cultural traditions.

Standard 5: Students analyze and evaluate the characteristics, merits, and meanings of works of art.

Standard 5: Students analyze and evaluate the characteristics, merits, and meaning of works of art.

5BVSD Visual Arts Content Standards Adopted April 8, 1999

How Standards and Curriculum Fit Together

BVSD Visual Arts Content Standards 6 Adopted April 8. 1999

Standard 1: COMMUNICATION — Students recognize and use the visual arts as a form of communication.

Kev Components: In order to meet this standard, students will

1.1 identify and interpret the visual images, themes, and ideas in works of art;

1.2 communicate and express themes and ideas through the use of visual images in creating works of art; and

1.3 evaluate the effective use of the language of art in communication.

RATIONALE: Art is a universal language that encompasses all forms of communication to express a variety of viewpoints, ideas, and feelings. Success in the age of information requires that students make informed choices in the communication of ideas by observations, critical thinking, and problem solving.

In Grades K--4 what students know and are able to do includes:

a. identifying visual images, themes, and ideas in works of art;

b. Example: Study exemplary historical landscape paintings, then paint a landscape emphasizing the conventions of warm and cool colors.

c. selecting and using visual images, themes and ideas to communicate meaning; and

d. Example: Examine and reinterpret the exaggerated forms of Oaxacan Mexican animal sculptures.

e. comparing the use of visual images and ideas.

Example: Use selective visual language to describe the difference between Guatemalan and African tribal masks.

As students in Grades 5-8 extend their knowledge, what they know and are able to do includes:

a. identifying and discussing how and why visual images, themes, and ideas communicate;

b. selecting, organizing, and employing visual images, themes, and ideas in works of art to express an intended meaning; and

c. evaluating meaning and communication in works of art.

BVSD Visual Arts Content Standards Adopted April 8, 1999

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Example: Discuss how artists use symbols as shortcuts to describing something that would take many words. Use ABC books as examples of how letters and symbols can mean different words.(a) Identify words and symbols that can go with each letter in your name, preferably with personal meaning. Make a page, write and illustrate the book emphasizing the meaning of the letters (if "I" is for "ice cream, which I love," then the letter "I" should be drawn to look like ice cream. Exchange books, read the books to a friend or read the books to the class and show the illustrations. Discuss and evaluate if the books communicate things about the author and illustrator.

(Superscripted letters reference benchmarks above)

As students in Grades 9—12 extend their knowledge, what they know and are able to do includes:

a. interpreting and distinguishing intended meanings of visual images, themes, and ideas in works of art;

b. researching and synthesizing visual images, themes, and ideas to create works of art which reflect personal experiences and intended meanings; and

c. evaluating and defending the use of visual images, themes, and ideas to communicate intended meanings.

Example: As a class project, have the group design and execute a mural about saving the rain forests.(a) The project includes a public relations component where students verbally and visually defend the themes and ideas of the politically charged topic(c) Students gather information from the Internet and other resources pertaining to the subject.(b) Students devise the images, gather the materials, and paint the project. A written report evaluating results identifies intended meanings and what is being communicated.(c)

(Superscripted letters reference benchmarks above)


Standard 2: PERCEPTION — Students know and apply elements of art,

principles of design, and sensory and expressive features of visual arts.

Key Components: In order to meet this standard, students will 2.1 identify and apply the elements of art (line, shape, texture, color, value, and

space) in a variety of media; 2.2 identify and apply the principles of design (rhythm, movement, balance,

proportion, variety, emphasis, and unity) in a variety of media; and

2.3 use a variety of problem solving and decision making skills to apply the elements of art and principles of design in works of art.

RATIONALE: The discipline of art requires the use of design, problem solving, and invention. The elements of art, principles of design, and sensory and expressive features are the building blocks that cohesively organize a work of art. All students should know and apply a variety of methods and strategies to solve visual arts problems. Students increase their knowledge as they evaluate works of art and judge the effective use of these components.

In Grades K—4 what students know and are able to do includes:

a. identifying elements of art and principles of design in works of art; and

Example: Students will look at works by Picasso and identify the shapes and colors seen in his paintings.

b. applying elements of art and principles of design to create works of art.

Example: Using paints in the primary colors, students will make a design resulting in the secondary colors.


a. describing and discussing characteristics of elements of art, principles of design, and styles of art;

b. using elements of art, principles of design, and styles of art to communicate ideas and experiences; and

c. analyzing and evaluating the use of elements of art, principles of design, and styles of art that express ideas and experiences.


Example: Identify and discuss the elements of art and principles of design by using videos, posters, samples of artwork, and the real world around you.(a) Using tempera paint, create an abstract painting emphasizing the elements of art and incorporating the principles of design. Experiment with lines, shapes, textures, and mixing a variety of colors (including secondary, intermediate, and neutral colors).(b~Have Have an art show and critique with the class. Discuss, analyze, and evaluate the painting using terminology related to principles of design.(c


a. comparing and contrasting elements of art, principles of design, sensory and expressive features, and functions of art;

b. creating multiple solutions to visual arts problems by applying elements of art, principles of design, and sensory and expressive features; and

c. evaluating the use of elements of art, principles of design, and sensory and expressive features in developing and solving visual arts problems.

Example: In a series of projects in a drawing class, produce separate works illustrating each element and principle of art.(b) An example is the study of texture where the student draws his hand and applies a different texture to each finger.~b• Use Meret Oppenheim's "Object" as a model and have the students create a situation where the juxtaposition of elements and principles present a problem to solve visually.(a, c )

Emphasize the relationship unusual texture has on ordinary objects.( Describe how these odd artistic anomalies make you feel.(c)

Standard 3: MATERIALS AND TECHNIQUES — Students know and

apply visual arts materials, tools, techniques, processes, and technology.

Key Components: In order to meet this standard, students will 3.1 identify materials, tools, and processes;

3.2 apply materials, tools, and processes to create a well-crafted work of art; and

3.3 use materials, tools, and processes in a safe and responsible manner. RATIONALE: The exploration and application of materials, tools, techniques, processes, and technology are essential to the visual arts. Student experiences with materials, tools, techniques, and processes in combination with concepts and ideas result in works of art. Technological developments in materials, tools, techniques, and processes provide students with new forms of expression. Learning and using good craftsmanship is a necessary step in the creative process. The safe and responsible use of materials and tools is essential for environmental and personal safety.

In Grades K--4 what students know and are able to do includes:

a. identifying and describing different materials, tools, techniques, processes, and technologies;

Example: Show pictures of a variety of art works and help children see what materials were used and how they were made.

b. applying materials, tools, techniques, processes, and technologies to create works of art;

Example: Draw a family portrait using oil pastels, followed with a tempera resist technique of painting.

c. recognizing and beginning to develop the techniques for a well-crafted work of art; and

Example: Do a symmetrical cut–out project using the appropriate tools and materials, in a correct way, emphasizing the importance of a completed, well-crafted work of art.

d. using art materials and tools in a safe and responsible manner.

Example: Stitch a simple design on burlap using yarn and dull needles in a safe manner.

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a. identifying and experimenting with materials, tools, techniques, processes, and technologies;

b. selecting and using materials, tools, techniques, processes, and technologies that enhance communication of ideas through art;

c. evaluating the selection and use of materials, tools, techniques, processes, and technologies;

d. practicing and demonstrating the techniques for a well-crafted work of art; and

e. using art materials and tools in a safe and responsible manner.

Example: Several ideas are developed for a four to eight color linoleum reduction print. (b) The print making processes of color registration and the making of an edition will be demonstrated using the following materials and tools: Linoleum, a bench hook, linoleum cutters, printing ink, and a glass plate(a) A bench hook will be used as the linoleum plate is cut. Students will always cut away from themselves(e) A variety of linoleum cutter tips will be used for different purposes and affects.`' d) The finished print will be critiqued considering the following: Accuracy of registration, the visual impact of the print, and the cleanliness of the entire edition(d)


a. demonstrating skills with a variety of materials, tools, techniques, processes, and technologies resulting in the creation of works of art;

b. evaluating the relationship between ideas and materials, tools, techniques, and processes used;

c. mastering the fundamental skills and disciplines that result in a well-crafted work of art; and

d. using art materials and tools in a safe and responsible manner.

Example: In a pottery class, throw a cylindrical vessel on the wheel.(a) Identify technical ceramic vocabulary, (a,b) become familiar with the necessary tools!' d) observe, and imitate ceramic wheel throwing techniques(a) and, with guided practice, produce the w o r k ( a , c ) Understand and undertake glazing and firing to finish the vessel. (a, b)

Standard 4: HISTORY AND CULTURE — Students relate the visual arts to various historical and cultural traditions.

Kev Components: In order to meet this standard, students will

4.1 identify and examine works of art from different cultures, times, and places;

4.2 examine the roles and purposes of art and artifacts on cultures;

4.3 create art works based on different cultures or time periods; and

4.4 evaluate the impact and influence that periods of art and cultures have had on the world of art and the world in general.

RATIONALE: Art is a powerful force in the everyday life of people around the world. It is one of humankind's most notable contributions throughout history and within all cultures. When students examine works of art from their own and other cultures, places, and times, they understand the role of the visual arts in shaping cultures and building civilizations. The exploration of art, history, and culture teaches students to understand their own expression in relation to the expression of others.


a. identifying works of art as belonging to various cultures, times, and places;

Example: After studying pottery, identify pots made by primitive people and modern man.

b. describing the roles and purposes of art and artifacts on cultures;

Example: Study Northwest American totem poles and then discuss their roles and purposes in terms of the Native Americans.

c. creating art based on historical and cultural ideas of diverse peoples; and

Example: Create aboriginal animal paintings after studying and discussing the people indigenous to Australia.

d. recognizing that art impacts our world.

Example: Address Maria Martinez as a cultural representative of the artistic traditions of the American Southwest.


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a. identifying and comparing the characteristics of works of art from various cultures, times, and places;

b. demonstrating how history and culture of various people influence the creation, meaning, and style of works of art;

c. creating art based on personal interpretation of various historical and cultural contexts; and

d. recognizing that art impacts the world and the world impacts art.

Example: Similarities and differences are identified between two masks created by different cultures, such as the Huichol and Iroquois.?) Cultural and historical information is presented about each group pertaining to the influence of the culture and the role, meaning, and actual making of the mask(b) Individual ideas for masks are planned in sketchbooks with an emphasis on the role and meaning of the mask.(c) One idea is then developed into the actual making of a mask. Critique — finished masks are presented in a way that emphasizes the role and meaning of the mask; music and dance may be part of the presentation.(d)


a. describing the functions, meanings, and significance of works of art within various cultures;

b. evaluating, analyzing, and interpreting works of art as related to the history and culture of various people;

c. creating works of art based on comparison and evaluation of various historical and cultural contexts; and

d. explaining from different cultural perspectives the importance and influence the world has on art and art on the world.

Example: Study and produce a work in the style of the Mexican Amate' bark paintings!a.(a,c) Research the history, culture, society, and people who make this art form. (b,d) Understand why these artists create?) Analyze the significance of repeated themes in these paintings, such as the "tree of fife" in the original Amate' work.(a, b)

Understand why the Otomie Indians use images and symbols to enhance their lives and protect themselves from evil spirits! d)

Standard 5: A N A L Y S I S — Students analyze and evaluate the characteristics, merits, and meanings of works of art.

Key Components: In order to meet this standard, students will

5.1 describe the characteristics in works of art;

5.2 analyze the organization and interrelationship of the characteristics; 5.3 interpret the meanings of works of art using knowledge gained from description

and analysis; and 5.4 evaluate the merit of works of art based on critical analysis and aesthetic inquiry.

RATIONALE: The study of art develops citizens who make informed critical judgments. Through thoughtful observations, descriptions, and analysis, students gain knowledge about visual communications. Critical analysis and aesthetic inquiry teach students to define differences among works of art. Students learn to respect their own ideas and artistic expressions and those of others.


a. observing and describing a variety of works of art, including their own; Example: Students take turns sitting in the "artist's chair" and showing their work to the rest of the class. Classmates are invited to make observations and positive comments about the choice of subject, use of elements, their favorite part, etc. Works of recognized artists may also be placed in the "artist's chair" for commentary.

b. analyzing works of art using elements of art and principles of design; Example: Using the vocabulary of the principles of design, analyze how African masks are created.

c. interpreting works of art using description and analysis; and Example: After viewing works by Cessna, discuss how he used color, shading, and value to create pictures that have depth and different emotional tones.

d. evaluating works of art using specific criteria. Example: Evaluate the display of abstract pictures created by classmates. Be sure to use the vocabulary of art.

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a. describing works of art including information such as subject matter, symbols, style, elements of art, medium, artist, title, period, and culture;

b. analyzing works of art using elements of art and principles of design and similarities and contrasts;

c. interpreting works of art using description, analysis, feelings and historical, cultural, and personal points of view; and

d. evaluating works of art using description, analysis, interpretation, and personal experience.

Example: A work of art or reproduction, such as the "Oath of Horatii" serves as the object for analysis. Write an analysis of the work following these steps: Describe the facts, what you see and know.(a) Describe the organization of the art work using the principles of design.(b) Interpret or make an educated guess about the ideas, feelings, or message expressed in the work using the visual facts discovered in the work, personal knowledge, and personal experience. Evaluate or judge the merit of the work based on the following: The successful communication of an idea, feeling, or message, the technical qualities expected of the particular style, and the general visual impact the work had upon you as a viewer. Note: Support your judgment with statements, an evaluation is not just saying whether you like or dislike the work.(d


a. describing works of art including information such as subject matter, symbols, style, elements of art, medium, artist, title, period, and culture;

b. analyzing works of art using elements of art and principles of design and similarities and contrasts;

c. interpreting works of art using description, analysis, artist's intent, feelings and historical, cultural, and personal points of view; and

d. evaluating using critical analysis, judgment, and aesthetic inquiry.

Examples: Use Feldman's model of "Mastering the Techniques of Art Criticism," have students in a painting class choose another student's finished work of art to analyze. In writing, start by making an inventory of the painting: Objects, colors, and spaces. Describe what you see.(a) Note relationships of colors, lines, textures, etc.(b) Interpret what the painting means, use visual clues, feelings, etc. (c) Formalize a judgment addressing a philosophy of art.(d) Place all of the paintings around the room and have the students read their analysis. Elicit responses about each work from the group.

Glossary 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. Aesthetic Inquiry — Asking questions about works of art, describing and evaluating the media, processes, and meanings of works of art, and making comparative judgments.

Architecture and Environmental Arts — Urban, interior, and landscape design.

Artifact — Any simple object showing human workmanship and aesthetic modification. Critical Analysis — A higher level thinking strategy, such as Feldman's model for description, analysis, interpretation, and judgment. Culture/Cultural — A style of social and artistic expression unique to a particular community of people. Design and Communication Arts — Film, television, graphics. Illustration, photography, product design, and electronic imagery. Elements of Art — The components of visual arts, such as line, shape, value, texture, color, form, space, and time, etc. 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. Folk Arts — Art that expresses a cultural connection between ethnic forms and traditions and contemporary life experiences. Fundamental Skills — The principle of design and the elements of art in a compositional format using appropriate materials and techniques. Historical — Refers to what is concerned with history; having importance or influence on history. Interpretation — To find meaning and understanding in a particular way.


Judgment — Evaluate work using the following criteria: Craftsmanship, design quality, expressiveness, personal response, originality, and/or comparison.

Language of Art — The aesthetic components of any art object which defines the object as an integrated site of visual, emotional, cultural, and transcendental meaning.

Materials — Resources used in the creation and study of visual art, such as paint, clay, paper, canvas, film, videotape, watercolors, wood, and plastic.

Media — 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.

Multiple Solutions for Visual Arts Problems — Such as designing three different kinds of containers using paper, clay, and/or cardboard.

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

Process — A sequential operation involving a number of methods or techniques, such as the carving process in sculpture, the etching process in printmaking, or the casting process in making jewelry.

Sensory Features — Components of works of art that affect the five physical senses.

Specific Criteria — A means by which judgments can be made, such as analyzing a work of art by assigning it an artistic style such as realism, abstraction, etc.

Style — The artistic character of art movements during specific periods of history. Style also refers to an individual artist's use of media, which gives the work an individual character. Synthesis/Synthesizing — The combination of separate parts or elements to form something new. Techniques — Specific methods or processes used in making art, such as carving wood, developing film, or weaving yarn.

Technologies —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.

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

Visual Art — Creation, expression, or communication based on visual form.

Visual Image — A representation of the form and features of someone or something.

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.

BVSD Visual Arts Content Standards Adopted April 8, 1999 19

A Matrix Illustrating Cross-Disciplinary Connections among Colorado Model Content Standards

G e o g r a

H i s t o r

M a t h e m

R e a d i n

S c i e n c

C i v i c s

F o r e i g

M u s i c

P h y s i c

p y a g e n a h ti a L I y c n a E s d n d W g u ri u c ti a a n g ti g e o n

Standard #1: Students recognize and 1, 1, 1, 1, 1, 1, 4, 1

use the visual arts as a form of 2, 2, 3, 3, 5 2 5

communication. 6 3, 4 4, 4, 5

5 Standard #2: Students know and 1 1, 4 4 1, 4,

apply elements of art, principles of 3, 2, 5 design, and sensory and expressive 4 3, features. 6 Standard #3: Students know and 1 4 4, 1, 1, 1, 1, 5 2

apply visual arts materials, tools, 5, 2, 2, 5 2 techniques, and processes. 6 3, 3,

4, 4, 5 5,

6 Standard #4: Students relate the 1, 1, 3, 1, 2, 1, 5

visual arts to various historical and 2, 2, 4, 3, 3 2 cultural traditions. 4, 3, 5, 6

5, 4, 6 6 5, 6 Standard #5: Students analyze and 2, 1, 1, 1, 1, 4,

evaluate the characteristics, merits, 4, 2, 4 4, 6 5

and meanings of works of art. 5, 3, 6 6 4,

5, 6 From the Colorado Model Content Standards


Visual Arts Standards and Benchmarks Writing Committee

Randy Cummings

Anne Gabridge

Susan Greenwood

Doug Johnson

Patricia Jones

Connie McGinley

Cindy Murphy

Susan Rixey

Charles Serns

Virginia Schick Ardy

Zirakzadeh

Coal Creek Elementary School

Kohl Elementary School

Washington Bilingual Elementary School

Centaurus High School Angevine Middle

School Burbank Middle School Louisville

Elementary School

Centennial and Broomfield Heights Middle

Education Center

Monarch High School

Eisenhower Elementary School

Anne Gabridge and Susan Rixey served as primary drafters of the document. Barbara Hirokawa, Jefferson County Schools, served as facilitator for document content and preparation. Ardy Zirakzadeh served, as art teacher liaison.


Expectations In the

Art Environment K—12

To provide an art environment that is safe and conducive to learning, the following expectations are emphasized. These skills will be expected to develop as the student progresses. The student will:

1. Develop an attitude of respect and appreciation for his/her artistic ability.

2. Show respect towards his/her own artwork, and the work of others, and the art environment.

3. Develop appreciation for other cultures and their art.

4. Come prepared.

5. Be able to focus and remain on task.

6. Be expected to listen, follow directions and work towards following a series of directives.

7. Use tools and materials appropriately and safely.

8. Develop proper clean-up habits.

9. Cooperate during group activities, share materials and ideas, and show respect for teacher and peers.

Listen to and respect the ideas and opinions of the teacher and peers. BVSD Visual Arts K-12 Curriculum 1 Approved by Board of Education December 12, 2000

ART EDUCATION

ELEMENTARY

Kindergarten Page 1

First Grade Page 3

Second Grade Page 4

Third Grade Page 5

Fourth Grade Page 7

Fifth Grade Page 9

Art History & Culture Curriculum Page 11


KINDERGARTEN ART

Course Description Art Education at the kindergarten level encourages early discovery, exploration and experimentation through the introduction of various art media, tools, processes and techniques. Individual expressive solutions to repeated experiences with tools and media encourage the students to experiment and expand their previous awareness. Perceptual, sensory and manipulative development in the students is emphasized at this time. Kindergarten lessons are intended to develop a positive attitude towards art and to foster life-long enthusiasm and curiosity about artists and art experiences. Essential Learning Results The students will: 1. Begin to make choices in creating their artwork. 2. Begin to learn how art relates to their everyday life and activities. 3. Begin to develop an awareness of visual symbols in their world that express

thoughts and feelings. 4. Begin to expand their perceptual awareness through a variety of sensory

experiences. 5. Begin to talk about their work and the work of others. 6. Begin to recognize, name, reproduce and compare the basic shapes. 7. Begin to be aware of line variety and use various lines in artwork. 8. Begin to understand such relationships as above and below, large and small,

few and many, alike and different. 9. Begin to become aware that objects can be arranged together in an order. 10. Begin to recognize and name the basic colors (red, yellow, blue, orange,

green, violet, black, brown and white).

1BVSD Visual Arts K-12 Curriculum Approved by Board of Education December 12, 2000

11. Begin to properly manipulate art materials such as scissors, crayons, markers, chalk, glue, pencils, brushes, paints, paper and clay to the best of their ability.

12. Begin the skills of curling, folding, cutting, bending and tearing materials to create two and three-dimensional compositions.

13. Begin to recognize the works of famous artists such as Mary Cassatt, Henri Rousseau and Paul Klee, as well as the arts of various cultures.

BVSD Visual Arts K-12 Curriculum Approved by Board of Education December 12, 2000 2

FIRST GRADE ART

Course Description In first grade, students expand their ability to create with varied art materials. Manipulative techniques and processes are expanded, and observational skills and concepts of line and shape are stressed. Social skills such as sharing and respect for the work of others are emphasized. Students become aware of their roles and the role of artists in shaping the immediate environment. They should also become aware that art is a worthy endeavor.

Essential Learning Results

The students will:

1. Discover the importance of using their senses to create visual expressions.

2. Recognize different styles and forms of visual arts, (e.g., painting, drawing, collage, sculpture, printmaking and crafts).

3. Distinguish and explore the difference between line and shape. 4. Increase their ability to organize space using lines and shapes. 5. Recognize geometric forms and shapes which combine to become

symbols for representing objects and people. 6. Know the difference between geometric and organic shapes and be

able to cut out the basic shapes. 7. Understand such relationships as above and below, large and small,

few and many, alike and different. 8. Develop ability to name and describe various art tools and their function 9. Learn to perceive details and visually interpret images in the world

around them.

10. Use art experiences as a way to explore their immediate environment.

11.Increase their ability to interact within a group. 12. Study the lives and works of famous artists such as Henri Matisse, Winslow

Homer and Faith Ringgold, as well as the arts of various cultures.

3 BVSD Visual Arts K-12 Curriculum Approved by Board of Education December 12, 2000

SECOND GRADE ART

Course Description

In second grade, textural qualities and color relationships are emphasized. Social and communication skills are further developed through group projects. Students are encouraged to express themselves through art and to appreciate their own uniqueness. Students will refine observational skills to become more aware of the environment, and to be able to critique a major work of art. Essential Learning Results

The students will:

1. Recognize and explore many artistic styles and forms.

2. Begin to appreciate art forms from other cultures.

3. Recognize basic shapes and forms within nature.

4. Become aware of textures and color in their environment and be able to use them in their artwork.

5. Discover more about the properties and characteristics of color through experimenting with a variety of art materials, (e.g., paint, pastels, crayon and colored papers).

6. Recognize that color affects and expresses emotions.

7. Recognize and identify primary and secondary colors.

8. Learn how to mix colors for desired effects.

9. Use greater details in their artwork.

10. Begin to arrange line, shape, color and texture into unified compositions.

11. Recognize the artist's role and possible contributions in society.

12. Identify works of artists such as Vincent Van Gogh, Diego Rieverot and Louise Nevelson, as well as arts of various cultures.


4

THIRD GRADE ART

Course Description,

In third grade, the concepts of space and dimension are emphasized. The students will recognize and work with spatial relationships in two and three-dimensions. Pattern and order are studied. Composition as a fundamental principle of art is stressed. Students may expand their awareness of the value of art throughout history. Essential Learning Results

The students will:

1. Explore the properties of space, (e.g., open, contained, positive and negative).

2. Appreciate the different ways in which artists interpret and control space.

3. Consciously arrange objects in two-and three-dimensional compositions.

4. Study and discuss composition and space as it occurs in natural and fabricated environments.

5. Use blending and mixing of colors to affect and achieve better spatial relationships.

6. Explore ways to show space on a two-dimensional plane through the overlapping of objects, atmospheric space, size relationships and placement of objects in space.

7. Become aware of art careers that use the elements of space, (e.g., architects, sculptors and interior designers).

8. Become flexible in their creative process.

9. Learn that expressive qualities of art are not restricted to a particular style, (e.g., realism, representational and abstraction).

10. Use detail with greater accuracy.

BVSD Visual Arts K-12 Curriculum 5 Approved by Board of Education December 12, 2000

11. Become aware of interpretation of space and form through the works of artists such as Alexander Calder, Fredrick Remmington and Maria Martinez, as well as the arts of various cultures.


6

FOURTH GRADE ART

Course Description

In fourth grade, emphasis will be placed upon the ability of the students to appreciate the value of their own artwork. Students will be introduced to the concept of abstraction to help them realize that expressive qualities of art are not restricted to any particular style. Art history will continue to be discussed and looked at. Students also make conscious decisions about their preferences in art. Patterns and order are stressed. Students begin to identify elements of design and principles of art. Essential Learning Results

The students will:

1. Share expressions and experiences with others through their artwork.

2. Become aware that imagination and fantasy are important to an artist.

3. Use the principles of pattern, (e.g., ordering, repetition and proportion in their composition).

4. Explore and use the elements of design to create pattern.

5. Explore different techniques and ways of drawing.

6. Develop sensitivity to the potentials and limitations inherent in different art materials and techniques.

7. Use designs from other cultures to expand their choice of subject matter in their artwork.

8. Further develop the ability to judge when a piece of work is completed.

9. Evaluate their own creative work and that of others.

10. Recognize that their choices may be influenced by their peers.

11. Study a variety of examples of modern art.


12. Relate modern art forms to their environment using knowledge of art elements and principles of design.

13. Understand and apply the art concepts of abstraction in their creative efforts.

14. Examine works of such artists as Pablo Picasso, Romare Bearden and I.M. Pei.


8

FIFTH GRADE ART

Course Description

In fifth grade, color relationships and value are emphasized. Students study and apply art principles, (e.g., balance, dominance, contrast and unity), to their artwork. Students will continue to learn to value and respect their own work and the work of others. Students will view and critique works of historic and contemporary art to enhance their appreciation and understanding of the intermingling of art and culture. Essential Learning Results

The students will:

1. Appropriately use vocabulary of art terms through actual use and discussion.

2. Explore and experiment with a variety of possibilities for solving a creative problem.

3. Express their original ideas and observations in unique ways using personal styles.

4. Recognize that symbolism is commonly used by various cultures.

5. Become aware of the reasons for creating art and artifacts, (e.g., their own and other cultures; functional and aesthetic).

6. Recognize and discuss the roles of artists, architects and designers in shaping their environment.

7. Recognize that many careers require art skills.

8. Understand and apply that the knowledge of the elements and principles help determine the aesthetic choices made in their artwork and in their everyday life.

9. Study and apply various color schemes, (e.g., monochromatic, analogous, complementary and tertiary).

10. Discriminate between tints, shades, color schemes, and warm and cool colors.


11. Examine the works of such artists as Hokusai, Frank Lloyd Wright, Marc Chagall and Georgia O'Keeffe, as well as art from other cultures.


10

Art History and Culture Curriculum

Boulder Valley art teachers will take a lead in promoting cultural pluralism and diversity in the Boulder Valley School District. Cultural Pluralism is no longer a debatable academic issue, but the undeniable reality of the American experience. As visual art teachers our knowledge and appreciation of cultural diversity has always been an essential part of our discipline. Teachers are challenged through a flexible curriculum to attain greater autonomy in the implementation, interpretation and promotion of this curriculum. With the extended freedom of this curriculum comes the responsibility of being a vocal advocate for multicultural education. The selection of three artists for study at each grade level is based on two criteria: 1. Significance of the artists and art of a culture as a major force in the visual

arts. 2. Appropriateness for use in teaching grade level objectives. Three artists are required for study at each grade level, except at 5th where there are four required. There is a list of artists and cultures that may be included in the curriculum as appropriate. Art teachers may wish to use the lessons included to extend their art appreciation studies. Grade Artist

Kindergarten

First

Second

Third


Mary Cassatt Henri Rousseau Paul Klee Henri Matisse Winslow Homer Faith Ringgold Diego Rivera Vincent Van Gogh Louise Nevelson Maria Martinez Alexander Calder Fredrick Remmington

11

Pablo Picasso Romare Bearden I.M. Pei

Fourth

Hokusai Fifth Frank Lloyd Wright Marc Chagall Georgia O'Keeffe


Art History Curriculum

Artist's Name Gender Ethnicity Nationality Primary Media Interdisciplinary Kindergarten:

Henri Rousseau (1844-1910)

Mary Cassat (1844-1926)

Paul Klee (1879-1940)

M

F

M

French

American

Swiss - German

France

United States

Switzerland

Painting

Painting

Painting

Continent Study: Africa

Points of View & beyond me

Points of view & beyond me

First Grade: Winslow Homer

( 1 8 3 6 - 1 9 1 0 )

Henri Matisse (1869-1954)

Faith Ringgold ( 1 9 3 0 - )

M

M

F

American

French

American

United States

France

United States

Painting

Painting

Mixed Media

Traditions/Seasons

Geographic Inquiry Traditions/Seasons

Families

Second Grade: Vincent Van Gogh

(1853-1890)

Diego Rivera (1886-1957)

Louise Nevelson 1899-1988)

M

M

F

Dutch

Mexican

American

Holland

Mexico

United States

Painting

Painting

Sculpture

Geographic Inquiry Traditions/Seasons

Geographic Inquiry Traditions, Community

Traditions, Community

BVSD Visual Arts K-12 Curriculum 13 Approved by Board of Education D P - member 12, 2000

Art History Curriculum (cont.)

Artist's Name Gender Ethnicity Nationality Primary Media Interdisciplinary _Third Grade:

Frederick Remmington (1891-1909)

Alexander Calder (1896-1976)

Maria Martinez (1885?-1980)

M

M

F

American

American

American- Indian

United States

United States

United States

Painting

Sculpture

Pottery

Colorado History

Traditions/Seasons

Native Americana

Fourth Grade: Pablo Picasso (1881-1972)

Romare Bearden (1914-1988)

I.M. Pei (1917 - )

M

M

M

Spanish

African- American

Chinese- American

Spain

United States

United States

All media

Painting/Collage

Architecture

Development of point of view

Development of point of view/Traditions

Development of point of view

Fifth Grade: Hokusai

(1760-1894)

Frank Lloyd Wright (1867-1959)

Marc Chagall (1887-1985)

Georgia O'Keeffe (1887-1986)

M

M

M

F

Japanese

American

Russian- Jewish

American

Japan

United States

Russia

United States

Printmaking

Architecture

Painting

Painting

Geographic Inquiry

Industrialization/Current Events

Traditions/Continent Study: Europe

Geographic Inquiry/Traditions/Current

Events


Additional Artists and Cultures that may be included at the elementary level

Artists Frank Lloyd Wright Diego Rivera Jose Guadalupe Posada Tony Ortega Claude Monet George Seurat Frank Stella Charles Russel Henri Moore Piet Mondrian Frank Marc Chuck Close Romare Bearden Albrecht Durer Cultures Nepal Panama Molas Mayan Hmong Chicano Egyptian China Africa Other additional artists may be chosen as appropriate.

BVSD Visual Arts K-12 Curriculum Approved By Board of Education December 12, 2000 15

Additional Artists and Cultures that may be included at the elementary level

Artists Frank Lloyd Wright Diego Rivera Jose Guadalupe Posada Tony Ortega Claude Monet George Seurat Frank Stella Charles Russel Henri Moore Piet Mondrian Frank Marc Chuck Close Romare Bearden Albrecht Durer

Cultures Nepal Panama — Molas Mayan Hmong Chicano Egyptian China Africa Other additional artists may be chosen as appropriate.

BVSD Visual Arts K-12 Curriculum Approved By Board of Education December 12, 2000

15

ART EDUCATION

MIDDLE LEVEL

Exploratory Art Page 1

Art 1 Page 2

Experiences in Drawing & Painting Page 3

Experiences in 3-Dimensional Design Page 4

Pottery & Sculpture Page 5

Crafts Page 6


Introduction for Middle Level Visual Arts 6th Grade Exploratory Art is an introductory class for all 6th graders. Students experiment with a variety of art mediums as they study the elements of art and principals of design, building on the knowledge they acquired in elementary art. In 7th and 8th grade, art students experiment and expand their knowledge of different mediums as they study techniques in drawing, painting and three-dimensional design. The variety of classes offer the students a chance to explore the techniques in depth. Integrated into the projects are discussions and research on important artists and artistic styles in history. Students are given opportunities to display and critique their work.


ESSENTIAL LEARNING RESULTS FOR BVSD

MIDDLE SCHOOL VISUAL ARTS COURSE

Course #A06 Course Name: Exploratory Art

Designated Grade Level: 6 Course Length: Variable

Prerequisites:

Course Description

In Exploratory Art, students will experiment with a variety of media to create visual art. The elements of art, (e.g., line, shape, space, color, value, texture and form) are stressed in two-dimensional and/or three-dimensional work. Students will begin to apply art principles, (e.g., rhythm, movement, balance, proportion, variety, emphasis and unity) in their art expression. The development and application of basic techniques and skills are stressed. Students will express their ideas by using art as a form of communication. As students work toward an appreciation and understanding of art they will relate visual arts to various historical and cultural traditions. Students learn to respect their own ideas and artistic expressions and those of others as they analyze and evaluate works of art. Essential Learning Results

• Students will identify and discuss how and why visual images, themes and ideas communicate.

• Students will use elements of art, principles of design and styles of art to communicate ideas and experiences.

• Students will be able to identify materials, tools, techniques, processes and technologies.

• Students will use art materials and tools in a safe and responsible manner. • Students will recognize and describe how art impacts the world and how the

world impacts art. • Students will be able to describe works of art including information such as

subject matter, symbols, style, elements of art, medium, artist, title, period and cultural aspects.


1



Course #A11 Course Name: Art 1

Designated Grade Level: 7-8

Course Length: Variable

Prerequisites:

Course Description Building on the exploratory experience, students spend a full term studying and using art elements and principles in composition and design. Drawing is emphasized as well as other experiences, (e.g., painting, sculpture and printmaking may be stressed). Students will become more aware of the arts of other cultures and the importance of art in their own lives. Essential Learning Results • Students will select, organize and employ visual images, themes and ideas in

works of art to express an intended meaning. • Students will use elements of art, principles of design and styles of art to

communicate ideas and experiences. • Students will practice and demonstrate the techniques for a well-crafted work

of art while using art materials and tools in a safe and responsible manner. • Students will identify and compare the characteristics of works of art from

various cultures, times and places. • Students will analyze works of art using elements of art and principles of

design, and similarities and contrasts.




Course #A21 Course Name: Experiences in

Drawing and Painting Course Length: Variable Designated Grade Level: 6-8

Prerequisites:

Course Description This one term Drawing and Painting course provides experiences in a wide range of media in the study of art elements and principles of design. Using artists and art history, students explore various aspects of drawing and painting, methods and techniques. Students will be expected to continue developing their skills and knowledge of two-dimensional art. Essential Learning Results • Students will evaluate meaning and communication in works of art. • Students will analyze and evaluate the use of elements of art, principles of

design, and styles of art that express ideas and experiences. • Students will evaluate the selection and use of materials, tools, techniques,

processes and technologies while using art materials and tools in a safe and responsible manner.

• Students will demonstrate how history and culture of various people influence the creation, meaning and style of works of art.

• Students will interpret works of art using description, analysis, feelings and historical, cultural and personal points of view.




Course #A20 Course Name: Experiences in Three-

Dimensional Design Course Length: Variable Designated Grade Level: 6-8

Prerequisites:

Course Description

This one term course will cover different methods and materials used in the construction of three-dimensional forms such as casting, assemblage, carving and modeling. The student will not only study how the piece itself looks from every point of view, but also how it interacts with the empty space which surrounds it on all sides. This interaction is the essence of three-dimensional design which makes it a unique art form. Essential Learning Results


• Students will use elements of art, principles of design and styles of art to communicate ideas and experiences.

• Students will identify and experiment with materials, tools, techniques, processes and technologies while using art materials and tools in a safe and responsible manner.

• Students will create art based on personal interpretation of various historical and cultural contexts.

• Students will be able to describe works of art including information such as subject matter, symbols, style, elements of art, artist, title, period and culture.




Course #A23 Course Name: Pottery & Sculpture



Prerequisites:

Course Description

In this one term course, students will be introduced to the properties of ceramic clay. The emphasis in this course is on hand-building, however some wheel throwing will be introduced where facilities allow. Students will create functional and non-functional projects and learn to finish them in a variety of ways. Essential Learning Results


• Students will describe and discuss characteristics of elements of art, principles of design and styles of art.

• Students will use art materials and tools in a safe and responsible manner. • Students will recognize that art impacts the world and the world impacts art.




Course #A15 Course Name: Crafts



Prerequisites:

Course Description

In Crafts, students will be introduced to a variety of craft and folk art materials and methods. Students will create well-crafted, functional and decorative pieces based on art from different cultures. The crafts course is designed for students who enjoy hands-on projects. Essential Learning Results

• Students will identify and experiment with materials, tools, techniques, processes and technologies.

• Students will practice and demonstrate the techniques for a well-crafted work of art while using art materials and tools in a safe and responsible manner.

• Students will describe and may demonstrate how history and culture of various people influence the creation, meaning and style of works of art.


6

ART EDUCATION

HIGH SCHOOL Page 1

Page 2

Page 3

Page 4

Page 5

Page 6

Page 7

Page 8

Page 10

Page 11

Page 13

Page 14

Page 15

Arts of the World

Drawing & Painting 1




Foundations in Art

Introduction to Jewelry

Photography 1

Photography 2

Photography 3

Photography 4

Pottery/Sculpture 1

Pottery/Sculpture 2


Pottery/Sculpture 3 Page 16

Pottery/Sculpture 4 Page 18

Studio Art 1 Page 19 Studio Art 2 Page 20

Studio Art 3 Page 21



HIGH SCHOOL VISUAL ARTS COURSE

Course #: A38 Course Name: Arts of the World

Course Length: one semesters Designated Grade Level: 9-12

Prerequisites: none Number of Credits: 5

Course Description: The focus for this class is drawing, painting and sculptural projects from around the world. Students will study the history, geography and art of many cultures. The students will then produce a work in the style of the culture.

Essential Learning Results: • Students will study and produce:

− Indonesian Shadow Puppets from Bali Amate Bark paintings by the Otomi Indians from Mexico Oaxacan Festival Creatures from Mexico

− Huichol Yarn Paintings − Asian inspired fan design paintings from China and Japan − Sand paintings and weavings by the Navajo − Basket making by the Apache − Northwest Coast Native American masks

African masks African American collages and quilts Carving designs from New Guinea

• Students will analyze art as a reflection of culture. • Students will understand the relation of art to geography and history.

Learning Materials or Resources that may be used:

Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.


1



Course #: A41 Course Name: Drawing & Painting 1 Course Length: one semester Designated Grade Level: 10-12

Prerequisites: None Number of Credits: 5

Course Description: This is a beginning level class for students wishing to gain a strong foundation in drawing and painting. Drawing from observation and realistic painting skills may be developed, as well as techniques in shading, composition and expanding creativity. The end goal is to increase artistic self-confidence and produce successful works of art. Essential Learning Results:

• Students will increase drawing and creativity skills through a series of exercises and practice drawings.

• Students will work in a variety of drawing material. • Students will demonstrate knowledge of the elements and principles of art. • Students will communicate expression of art through verbal, written and visual

means. • Students will understand the process of critiquing art. • Students will increase technical skill in the area of drawing and painting. • Students will understand both basic color theory and how to mix color. • Students will control paint and paintbrushes to create desired effects. • Students will produce numerous paintings and drawings. • Students will understand some aspects of art history and culture. Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.




Course #: A42 Course Name: Drawing & Painting 2 Course Length: one semester Designated Grade Level: 10-12

Prerequisites: Drawing & Painting 1 Number of Credits: 5

Course Description: Students who choose to take this course should be confident with their drawing skills and ready to produce complex, finished drawings and paintings. More sophisticated approaches, as well as more advanced techniques will be used to learn art, with the emphasis on the development of a personal style of expression. Essential Learning Results:

• Students will demonstrate knowledge of the elements and principles of art. • Students will communicate expression of art through verbal, written and visual

means. • Students will understand the process of critiquing art. • Students will increase technical skill in the area of drawing and painting. • Students will increase understanding of color theory. • Students will control two-dimensional art materials and two-dimensional

techniques to create desired effects. • Students will produce drawings and paintings. • Students will further their understanding of art history and culture. Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.




Course #: A43 Course Name: Drawing & Painting 3 Course Length: one semester Designated Grade Level: 11-12 Prerequisites: Drawing & Painting Number of Credits: 5 1

&2 Course Description: This is an advanced level course designed to give students expanded skills and increased confidence in their ability to produce art. Proficiency in basic skills will be expected. Students may be expected to make decisions about what the subject matter of their artwork will be. Some instruction may be given on an individual basis with the student's particular art or career goals in mind. Students may be expected to set their own goals and deadlines. Essential Learning Results:

• Students will pursue artistic ideas to a more advanced level of completion. • Students will organize all class and home time to produce the optimum amount of

artwork. • Students will critique art in an educated and articulate manner. • Students will demonstrate advanced level technical skills in a variety of media. • Students will draw more competently from direct observation. • Students will make decisions about the art that they produce, therefore gaining

confidence in their choices. • Students will produce art that is more personal and that reflects the student's

possible career direction. • Students will begin to develop a portfolio of art. • Students will further their understanding of art history and culture. Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.




Course #: A44 Course Name: Drawing & Painting 4 Course Length: one semester Designated Grade Level: 11-12 Prerequisites: Foundations in Art, Number of Credits: 5

Drawing & Painting 1, 2 &3 Course Description: Students will attend class daily and will work independently. This advanced level course is designed to expand skill levels and increase production of art suitable for portfolios, art shows, contests and art school admission. Essential Learning Results:

• Students will critique art by addressing all of the elements of art at an advanced level.

• Students will develop, study and utilize evaluation techniques to assess artistic style, methodology and content.

• Students will produce art at an advanced level. • Students will continue to expand knowledge of art history and culture at a highly

sophisticated and complex level. • Students will set personal goals and deadlines. • Students will continue to develop a portfolio of art. • Students will examine art careers. Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.




Course #: A35 Course Name: Foundations in Art Course Length: one semester Designated Grade Level: 9-12


Course Description: Students can expect a wide variety of art experiences in this basic studio course which addresses all visual arts standards. The principles and elements of art will be stressed. Art expression may be the result of two-dimensional work in areas such as drawing, painting, graphic design, and three-dimensional work in variety of media. Art history will be an informal component. Essential Learning Results: The following statements address the benchmarks for each standard.

• Students will increase drawing and creativity skills through a series of exercises and practice drawings.

• Students will work in pencil or colored pencil to produce a shaded perspective drawing.

• Students will demonstrate knowledge of the elements and principles of art by creating two-dimensional and three-dimensional art.

• Students will increase both their verbal and written expression in art. • Students will increase technical skill in the area of painting. • Students will understand how to mix and apply color. • Students will control paint and paintbrushes to create desired effects. • Students will understand some aspects of art history and culture. Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.




Course #: A10 Course Name: Introduction to

Jewelry Course Length: one semester Designated Grade Level: 9-12


Course Description: Students taking jewelry will be introduced to a variety of design and construction techniques used in crafting fine jewelry. Jewelers will demonstrate their mastery of basic tools and techniques by completing projects in a continuum of skill levels. Essential Learning Results:

• Students will gain an awareness of jewelry's cultural origins. • Students will gain exposure to local community artisans. • Students will master safety procedures and technical equipment requirements. • Students will identify various metals and metal crafting tools used in jewelry

crafting. • Students will master jewelry forming techniques. • Students will apply elements and principles of design in a well crafted manner,

suitable for my "Best Work Portfolio". Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.




Course #: A71 Course Name: Photography 1

Course Length: one semester Designated Grade Level: 9-12

Prerequisites: Number of Credits: 5

Course Description:

This introductory course deals with controlling light to produce an aesthetically pleasing image on light sensitive film and paper. Students will learn camera use, film processing, darkroom procedures, visual literacy and the principles and elements of art in composition.

Essential Learning Results: • Students will be introduced to the photographic process by using pinhole cameras to

make negative and positive images. • Students will learn how to use a 35-mm camera to correctly expose a negative. • Students will be able to manipulate an exposure to create a various range of

depths of field. • Students will learn how to develop black and white film, make contact sheets and

enlarge negatives. • Students will be taught mounting and presentation techniques for their

photographs. • Students will have instruction on traditional methods of photographic composition. • Students will understand the process of critiquing art and interpreting photographs. • Students will learn about various ways to "control" their photographic image by

using filters as well as dodging and burning techniques. • Students will be presented with information on the history of photography as well

as the works of some well-known photographers such as William Henry Jackson, John Fielder, Ansel Adams, Anne Leibovitz, Bruce Davidson and Dorthea Lang.

• Students will complete assignments to make photographs of their world that are intended to help them learn to see and feel the endless possibilities of the world of art that surrounds them.


Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.




Course #: A72 Course Name: Photography 2 Course Length: one semester Designated Grade Level: 9-12

Prerequisites: Photography 1 Number of Credits: 5

Course Description: This course deals with improving the students' ability to see, take and create a photographic image. Students may experiment with creative darkroom techniques such as sepia toning, hand coloring and multiple images. Essential Learning Results:

• Students will demonstrate increased knowledge on how to accurately use a 35-mm camera.

• Students will be able to manipulate an exposure to further control the artistic image.

• Students will demonstrate increasing knowledge on developing black and white film and printing negatives.

• Students will use various mounting and presentation techniques for their photographs.

• Students will further their understanding of photographic composition. • Students will understand the process of critiquing art and interpreting photographs. • Students will show increased skills in ways to "control" their photographic image. • Students will broaden their understanding of the historical and cultural significance

of photography. • Students will communicate expression of art through verbal, written and visual

means.





Course #: A73 Course Name: Photography 3


Prerequisites: Photography 1 & 2 Number of Credits: 5

Course Description: In this course students are encouraged to work in depth to initiate and carry out photographic ideas on a more independent basis. Medium format, digital and color photography may be introduced.

Essential Learning Results: • Students will demonstrate increasing knowledge on how to accurately use various

types of cameras. • Students will demonstrate increasing knowledge of the photographic process. • Students will use various mounting and presentation techniques for their

photographs. • Students will show increased skills in ways to "manipulate" their photographic

image. • Students will broaden their understanding of the historical and cultural significance of

the photographic image. • Students will communicate expression of art through verbal, written and visual

means. • Students will pursue artistic ideas to a more advanced level of completion. • Students will critique art in an educated and articulate manner. • Students will demonstrate advanced photographic technical skills. • Students will make decisions about the art that they produce, therefore gaining


possible career direction. • Students will begin to develop a portfolio of art.





12



Course #: A74 Course Name: Photography 4 Course Length: one semester Designated Grade Level: 11-12

Prerequisites: Photography 1, 2, & 3 Number of Credits: 5

Course Description: This is an advanced level course designed to give students expanded skills and increased confidence in their ability to create photographs. Proficiency in basic skills will be expected. Students may be expected to make decisions about what the subject matter of their artwork will be. Some instruction may be given on an individual basis with the student's particular career goals in mind. Students may be expected to set their own goals and deadlines. Essential Learning Results

• Students will demonstrate increasing knowledge on how to accurately use various types of cameras.

• Students will demonstrate increasing knowledge of the photographic process. • Students will show increased skills in ways to "manipulate" their photographic

image. • Students will broaden their understanding of the historical and cultural significance of

the photographic image. • Students will pursue artistic ideas to a more advanced level of completion. • Students will demonstrate advanced photographic technical skills. • Students will make decisions about the art that they produce, therefore gaining


possible career direction.

• Students will begin to develop a portfolio of art. Learning

Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.

13

BVSD Visual Arts K-12 Curriculum

Approved by Board of Education December 12, 2000



Course #: A61 Course Name: Pottery/Sculpture 1 Course Length: one semester Designated Grade Level: 9-12


Course Description: This introductory course deals with three-dimensional art forms constructed from clay and other materials. Students may explore both functional and nonfunctional forms using the potter's wheel, hand-building, and various other sculptural techniques. Essential Learning Results:

• Students will demonstrate the use of the elements and principles of art in a three dimensional form.

• Students will demonstrate an introductory skill level of hand-building techniques. • Students will demonstrate an introductory skill level in the use of the potter's wheel. • Students will demonstrate an introductory skill level in the area of surface design

and glazing techniques. • Students will begin to understand the historical and cultural significance of

nonfunctional and functional sculptural forms. • Students will communicate expression of art through verbal, written and visual

means. • Students will understand the process of critiquing art.





Course #: A62 Course Name: Pottery/Sculpture 2

Course Length: one semester Designated Grade Levels: 9-12

Prerequisites: Pottery/Sculpture 1 Number of Credits: 5

Course Description:

This course will center upon a more intensive approach to the creation of three-dimensional art forms. Students may choose to work on the potter's wheel as their main form of expression. Advanced hand-building techniques will also be introduced.

Essential Learning Results:

• Students will demonstrate the use of the elements and principles of art in a three-dimensional form.

• Students will demonstrate an intermediate skill level of hand-building techniques. • Students will demonstrate an intermediate skill level in the use of the potter's

wheel. • Students will demonstrate an intermediate skill level in the area of surface design

and glazing techniques. • Students will broaden their understanding of the historical and cultural significance of

nonfunctional and functional sculptural forms. • Students will communicate expression of art through verbal, written and visual

means. • Students will understand the process of critiquing art.






Course #: A63 Course Name: Pottery/Sculpture 3


Prerequisites: Pottery/Sculpture 1&2 Number of Credits: 5

Course Description:

In this course students are encouraged to work in depth to initiate and carry out artistic ideas on a more independent basis. The process of loading kilns, testing glazing and setting up pottery displays may be introduced.

Essential Learning Results:

• Students will demonstrate the use of the elements and principles in a three-dimensional form.

• Students will demonstrate an increasing skill level of hand-building techniques. • Students will demonstrate an increasing skill level in the use of the potter's wheel. • Students will demonstrate an increasing skill level in the area of surface design

and glazing techniques. • Students will demonstrate advanced level technical skills in a variety of media. • Students will make decisions about the art that they produce, therefore gaining


possible career direction. • Students will begin to develop a portfolio of art. • Students will further their understanding of art history and culture. • Students will broaden their understanding of the historical and cultural significance of

nonfunctional and functional sculpture forms. • Students will communicate expression of art through verbal, written and visual

means.



HIGH SCHOOL VISUAL ARTS COURSE Course #: A64 Course Name: Pottery/Sculpture 4 Course Length: one semester Designated Grade Level: 10-12

Prerequisites: Potter/Sculpture 1, 2 & 3 Number of Credits: 5

Course Description: In this advanced level course, students will refine techniques and increase skill levels in Pottery and Sculpture. Students will continue to explore the process of firing and the development of glazes. Essential Learning Results:

• Students will work with Raku clay. • Students will participate in Raku firings. • Students will work with porcelain and porcelain slips. • Students will visit galleries and examine professional potters' work. • Students will attend Open Studios and critique. • Students will attend Boulder Potters Guild sales and critique, analyze and evaluate

various pottery types. • Students will work with a triaxial blend of glazes. • Students will continue to perfect wheel and hand-building techniques. • Students will demonstrate techniques to other students.





Course #: A55 Course Name: Studio Art 1 Course Length: one semester Designated Grade Level: 10-12

Prerequisites: Number of Credits: 5

Course Description: This is a basic course designed to give students a variety of basic teaching techniques in one or more of the following areas: textiles, fiber design, printmaking, graphic design, jewelry design, animation, lettering, commercial design, or other two and three-dimensional art experiences. Basic design will be stressed with a variety of materials utilized to produce finished works of art. Students may be instructed on drawing, lettering, painting, airbrushing and mixed media. Essential Learning Results:

• Students will demonstrate knowledge of the elements and principles of art. • Students will work in a variety of drawing material. • Students will communicate expression of art through verbal, written and visual

means. • Students will understand the process of critiquing art. • Students will increase technical skills in the area of drawing, painting and mixing

media. • Students will understand both basic color theory and how to mix color. • Students will demonstrate knowledge of color relationships. • Students will control paint and paintbrushes to create desired effects. • Students will understand some aspects of art history and culture. Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.





Prerequisites: Studio Art 1 Number of Credits: 5

Course Description: This is a second level course designed to give students expanded skills and increased confidence in their ability to produce a variety of advanced techniques in one or more of the following areas: textiles, fiber design, printmaking, graphic design, jewelry design, animation, lettering, commercial design, or other two and three-dimensional art experiences. Proficiency in basic skills will be expected. More advanced, complex assignments will be given. Essential Learning Results:

• Students will pursue an artistic idea to a more advanced level of completion. • Students will demonstrate knowledge about "stylizing" their art. • Students will communicate expression of art through verbal, written and visual

means. • Students will critique art in an educated and articulate manner. • Students will demonstrate intermediate level technical skills in the area of painting

and mixing media. • Students will increase understanding of color theory. • Students will make more decisions about the art that they produce, therefore

gaining confidence in their choices. • Students will produce art that is more personal and that reflects their possible

career direction.

• Students will develop the beginnings of a portfolio of art.

Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources. BVSD Visual Arts K-12 Curriculum 20 Approved by Board of Education

December 12, 2000




Prerequisites: Studio Art 1 & 2 Number of Credits: 5

Course Description: This is an advanced level course designed to give students expanded skills and increased confidence in their ability to produce a variety of advanced techniques in one or more of the following areas: textiles, fiber design, printmaking, graphic design, jewelry design, animation, lettering, commercial design, or other two and three-dimensional art experiences. Proficiency in basic skills will be expected. Students may be expected to make decisions about the subject matter of their own artwork. Instruction may be given on an individual basis with the student's particular art or career goals in mind. Students may be expected to set their own goals and deadlines. Essential Learning Results:

• Students will pursue artistic ideas to a more advanced level of completion. • Students will organize all class and home time to produce the optimum amount of

artwork. • Students will critique art in an educated and articulate manner. • Students will demonstrate advanced level technical skills in a variety of media. • Students will draw more competently from direct observation. • Students will make decisions about the art that they produce, therefore gaining


possible career direction. • Students will begin to develop a portfolio of art. • Students will further their understanding of art history and culture. Learning Materials or Resources that may be used: Art history and multicultural media may be used when applicable to assignments. Instructors are encouraged to use "visiting artists" as resources.


Glossary 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. Abstraction — Work in which the artist uses a recognizable subject but portrays it in an unrealistic manner. Aesthetic Inquiry - Asking questions about works of art, describing and evaluating the media, processes, and meanings of works of art and making comparative judgments. Analogous — A color scheme which uses colors that are side by side on the color wheel and share a hue. Architecture and Environmental Arts — Urban, interior and landscape design. Ar t i fact — Any simple object showing human workmanship and aesthetic modification. 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. Collage — The use of various materials (e.g., cardboard, metal, plastic, paper) adhered to a surface to create an image. Color - An element of art that refers to what the eyes see when light is reflected off an object. Color Scheme — A plan for selecting or arranging colors. Color Wheel — A circular chart of colors of the visible spectrum. It is commonly used to remember color relationships when working with pigments. Complementary — Colors that are directly opposite each other on the color wheel. When mixed together they make a neutral brown or gray. When they are used next to each other in a work of art they create strong contrasts. Composition — The way the art principals are used to organize the art elements of color, line, shape, form, space and texture.

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. BVSD Visual Arts K-12 Curriculum 1 Approved by Board of Education December 12, 2000

Cool Colors — Blue, green and violet colors which make us think of cool items such as ice or glass. 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. Culture/Cultural — A style of social and artistic expression unique to a particular community of people. (The ideas, beliefs and living customs of a people). Design and Communication Arts — Film, television, graphics, illustration, photography, product design and electronic imagery. Dominance — Part of the artwork that is most important, powerful or has the most influence on the viewer. Elements of Art — The components of visual arts, such as line, shape, value, texture, color, form, space and time. 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. Folk Arts — Art that expresses a cultural connection between ethnic forms and traditions and contemporary life experiences.

Form — An element of art that refers to an object with three dimensions. Fundamental Skills — The principle of design and the elements of art in a compositional format using appropriate materials and techniques. Harmony — A principal of art concerned with blending elements to create a more calm, restful appearance. Historical — Refers to what is concerned with history; having importance or influence on history.

Intermediate Color — A color made by mixing a secondary color with a primary color.

Interpretation — To find meaning and understanding in a particular way.


Judgment – Evaluate work using the following criteria: Craftsmanship, design quality, expressiveness, personal response, originality and/or comparison.

Language of Art – The aesthetic components of any art object which defines the object as an integrated site of visual, emotional, cultural and transcendental meaning.

Line – An element of art that refers to the path of a moving point through space.

Materials – Resources used in the creation and study of visual art, such as paint, clay, paper, canvas, film, videotape, watercolors, wood and plastic.

Media – 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.

Mixed Media - Description of any work of art employing more that one median.

Monochromatic – Color scheme using different values of a single hue.

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

Multi Media – Using or encompassing several media, including photography, television, video and film.

Multiple Solutions for Visual Arts Problems – Such as designing three different kinds of containers using paper, clay and/or cardboard.

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

Printmaking – A technique in which an inked image from a prepared surface is transferred onto another surface.

Process – A sequential operation involving a number of methods or techniques, such as the carving process in sculpture, the etching process in printmaking, or the casting process in making jewelry.

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

Realism – A style of art in which everyday scenes and events are painted as they actually look.

Repetition – Using parts of a design over and over again in a regular or planned way, usually to create a visual rhythm or harmony.


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

Secondary Color — A color made by mixing equal amounts of two primary colors.

Sensory Features — Components of works of art that affect the five physical senses. Shape — An element of art that refers to an area clearly set off by one or more of the other elements of art. Space — An element of art that refers to the distance between, around, above, below and within things. Specific Criteria — A means by which judgments can be made, such as analyzing a work of art by assigning it an artistic style such as realism, abstraction, etc. Style — The artistic character of art movements during specific periods of history. Style also refers to an individual artist's use of media, which gives the work an individual character. Synthesis/Synthesizing — The combination of separate parts or elements to form something new. Techniques — Specific methods or processes used in making art, such as carving wood, developing film, or weaving yarn. Technologies — 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. Texture — An element of art that refers to the way a thing feels, or looks as though it might feel if touched. Tools — Instruments and equipment used by students to create and learn about art, such as brushes, scissors, cameras, digital technology, etc. Unity — An arrangement of elements and principals with media to create a feeling of completeness or wholeness.

Value — An element of art that means the darkness or lightness of a surface.

Visual Art — Creation, expression, or communication based on visual form.

Visual Image — A representation of the form and features of someone or something.

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. Warm Colors — Red, yellow and orange colors which remind us of the sun and warmth.


Art Room Safety

Prevention: • Signs to remind students of classroom hazards. • Dress code for safety and protection (hair, jewelry, loose clothing). • Protective equipment such as safety glasses, respirators, gloves and/or ear

protectors. • Materials requiring these devices should never be used in an elementary art

program. • Proper ventilation. Activities producing fumes or dust should be concentrated in a

small space easy to ventilate. Electric kilns should be ventilated with a canopy hood if it's located in the classroom.

• Solvents: Substitute water-based paints and inks for oil-based ones and eliminate the need for solvents.

• Storage of dangerous liquids. • Flammable liquids (Class I) including acetone, benzene, ethyl alcohol, toluol,

turpentine and gasoline should not be used or stored in an art room for any reason. Combustible liquids (Class II) including kerosene, mineral spirits or lithotine are not as hazardous, but should be stored in special containers and only used when absolutely necessary.

• Disposal: Talk to your principal and custodian about what your school's policy is as to disposal of waste solvents.

Adhesives:

• School paste, white glue and glue sticks; non-toxic brands are generally safe for classrooms.

• Rubber cement; highly flammable and contains solvents that are extremely hazardous when inhaled. Do not use in elementary art programs. In middle and high school programs, keep lids on when not in actual use and work only in well-

ventilated areas. • Spray adhesives; cause even more problems because they are air-born. • Wheat paste (wallpaper paste); many contain rodent poison and toxins. Use only if

marked non-toxic. Use Ross AD Paste. • Airplane glue (model cement); extremely flammable and toxic if inhaled. Do not

use in elementary art programs. In middle and high school strictly limit use and carefully monitor.


Drawing:

• Aerosol spray fixatives; should be used only with extremely good ventilation or outdoors (out in the hall doesn't cut it).

• Permanent felt markers; vapors are toxic. Repeated exposure can result in serious gastric and nervous system damage as well as liver damage.

Ceramics:

• Clay mixing; clay dust and powdered clay is extremely dangerous to your lungs over time. To reduce hazards: − keep the room as clean as possible;

mop the floor in the mixing area, don't sweep or dry mop; and − wear a dust mask when mixing clay or sanding greenware.

• Glazing: Do not have food where glazes are being used. Wash hands and clean up area really well after using glazes.

• NEVER USE LEAD GLAZES. • Firing: Gives off a variety of fumes, some of which may be highly toxic. Proper

ventilation is extremely important. Photography:

• See following charts about toxic chemicals and processes to be avoided in the photography studio.

• Ventilation is essential!! • When handling chemicals:

− Wear gloves − Wash gloves and hands − Use tongs

Keep chemicals covered when not in use. − Clean up spills before they dry.

Don't allow fixer to become old, it may decompose into sulfur dioxide. Do not heat it. Keep it covered. When mixing/diluting use goggles, especially with Stopbath.

Jewelry Making:

• Be aware of safety issues and wear eye protection. • Soldering or casting; good ventilation. • Pickling acids; wear gloves, keep covered, ventilate and do not pour down the

sink. • Use cadmium-free silver solders, fluoride-free fluxes and lead-free enamels.


Painting:

• Toxic pigments in paints: - Naples Yellow (antimony and lead)

Cobalt Violet (arsenic) All cadmium pigments

− Chromium Oxide Green, Veridian, Chrome Yellow, Zinc, Cobalt Violet (cobalt) − Flake White (lead)

Manganese Blue, Raw Umber, Burnt Umber, Mars Brown, Manganese Violet (manganese)

− Vermillion, Cadmium, Vermillion Red (mercury) • These pigments are corrosive to skin and cause irritation of respiratory tract and

mucous membranes. Precautions in the use of these pigments include: Keep food out of the area

− Keep studio clean Wash hands frequently

− Never put brushes in mouth • Oil painting should never be done in elementary or middle school and avoided in

high school. Printmaking:

• Monitor proper use of tools and be sure tools are age appropriate. • Use water-based inks. Fabrics:

• Wool: do not work with raw wool that has been brought into this country "informally." Bacterial contamination, although rare, can be very serious.

• Dyeing: some dyes have been found to be carcinogenic and others contain mordants (chrome, ammonia and oxalic acid) that can cause toxic reactions. Fiber-active (cold water) dyes seem to be the most hazardous causing respiratory problems. Dust masks and gloves are recommended. Thoroughly wash any part of the body on which dyes have accidentally spilled.

• Batik wax: vapors are flammable and can ignite in a hot plate. Always use a double boiler. Do not over heat.

Stained Glass:

• Be careful with tools and cut glass. • Soldering: requires good ventilation to blow the fumes away.

Source: Safety in the Artroom, Charles A. Qualley, 1986 BVSD Visual Arts K-12 Curriculum 3 Approved by Board of Education December 12, 2000

TEACHER RESOURCE MATERIALS

THE VALUE OF VISUAL ARTS IN EDUCATION

The art educators of BVSD believe art is a valuable and necessary part of a student's education. Art education: • provides an environment for creativity and self-expression;

• develops the aesthetic potential in each student;

• provides students with life-long appreciation of visual arts;

• encourages students to observe and analyze content to construct meaning across the curriculum;

• nurtures the development of cognitive, social, and personal competencies enhancing overall learning;

• improves the understanding of one's relationship with one's environment;

• passes global cultural appreciation to future generations;

• provides for individual differences by giving new challenges to those with strong artistic abilities; and

• provides for individual differences in artistic talent on a non-discriminatory basis regardless of socio-economic level.


k-12 visual arts curriculum - boulder valley school district

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