DMPS Art Curriculum Guide – Updated 2011

ART NATIONAL STANDARDS:1. Understanding and applying media, techniques, and processes2. Using knowledge of structures and functions (elements/principals/aesthetics)3. Choosing and range of subject matters, symbols, and ideas4. Understanding visual arts in relation to history and cultures5. Reflecting upon and assessing the characteristics and merits of their work and the work of others6. Making connections between the visual arts and other arts disciplines

OVERARCHING ENDURING UNDERSTANDINGS (BIG IDEAS) Art is a universal language that encompasses all forms of communication to express a variety of viewpoints, ideas and feelings. Artists use a variety of problem solving and decision-making skills to apply the elements of art, principles of design and sensory and expressive features in works of art. Artists’ experiences with materials, tools, techniques, processes, and technology in combination with concepts and themes result in well-crafted works of art. Through the study of art, people learn to make informed critical judgments, gain knowledge about visual communication, and learn to respect one’s own expressions and those of others.

OVERARCHING ESSENTIAL QUESTIONS What is Art? How is art analyzed and understood? How does art impact the world and the world impact art? Does art reflect culture or shape it? Who puts the price/value on art? Who makes the rules for art and intellectual property? Who breaks them? Who enforces them? Why is the exploration and application of materials, tools, techniques, and technology important in visual art? Why and how do artists apply the elements of art and principles of design in works of art? How do artists use the language of art in communication?

Effective Components of an Elementary Art Program Demonstrates artistic techniques and the use of media Provides opportunities for practice, experimentation, and refinement Supports divergent thinking and multiple learning outcomes Provides a variety of visual references Incorporates a variety of critique formats Introduces and expects appropriate use of art vocabulary Makes connections to artists, careers, and art in everyday lives and the community Maintains an organizational system for storage and disbursement of materials and tools Sets clear expectations for art room safety, cleaning, and classroom procedures Integrates art with other content areas Displays a variety of student artwork within the school and community

Visual Art – Grade KContent Standards

Essential Questions Essential Learning - students will understand that: Student-Centered Learning Targets

Content Objectives Iowa Core Connection

DMPS Graduate Ends

1 – Materials, Techniques and Processes

Why do artists select one medium over another? Why do artists use techniques and processes in a variety of ways to manipulated media in a variety of ways? To what extent does good design integrate form with function? To what extent is a work of art dependent upon the context/point of view of the artist?

• Artists make thoughtful choices in creating works of art. Art is a form of expression that employs a system of visual symbols.

• Artists use a variety of techniques and processes to manipulate media to achieve desired effects.

• Artists must understand media, techniques and process as tools to communicate.

• Artists consider multiple approaches to visual problems.

• Artists create works of art employing both conscious and intuitive thought.

1.1 Use a variety of art media and materials to express original ideas

1.2 Explore a selection of art processes and techniques

1.3 Use selected materials, techniques, processes, and tools for the creation and exhibition of works of art in a safe and responsible manner

Graduates demonstrate knowledge and understanding of a rigorous core curriculum

2 - Elements, Principals, and Aesthetics

How and why is art used as a vehicle for communication?

To what extent does good design integrate form with function?

To what extent is a work of art dependent upon the context/point of view of the artist?

• Art is a form of expression that employs a system of visual symbols.

• Art provides opportunities for expression beyond the limits of language.

• Form and function may or may not be related one to the other.

• Every work of art has a point of view.

2.1 Use line, shape, color and texture for creative self-expression

2.2 Use pattern and rhythm for creative self-expression

Analyze and compare two- and three-dimensional shapes

Compare simple shapes to form larger shapes

Graduates possess the knowledge and skills to be self-directed and autonomous

Visual Art – Grade K (cont.)

Content Essential Questions Essential Learning - students will understand Student- Content Objectives Iowa Core DMPS

Standards that: Centered Learning Targets

Connection Graduate Ends

3 - Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas

What is art? What is not art?

How does the use of specific symbols influence the meaning of a work of art?

What makes art more or less authentic?

What’s the difference between a thoughtful and a thoughtless artistic judgment?

• Art may be created solely to fulfill a need to create.

• Art is a universal symbol system that transcends language barriers.

• Art draws upon all aspects of human experience.

• The process of choosing and evaluating subject matter, symbols and ideas may be deliberate or intuitive.

3.1 Observe a variety of subject matter in works of art

3.2 Develop personal schema

3.3 Explore where artists' ideas originate (e.g.; personal experience of nature, culture,built environment, etc.)

3.4 Express meaning in own work of art through symbols and subject matter

3.5 Apply grade level academic vocabulary: subject matter, pattern, texture, shape, rhythm and color

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas

Graduates possess the knowledge and skills to be self-directed and autonomous

4 - History and Culture

To what extent does history reflect upon and have an influence on art?

To what extent does art reflect upon and have an influence on history?

• Art has been created by all peoples, in all times and in all places.

• Art preserves and depicts history in ways words cannot.

• Art celebrates the unique characteristics of all cultures.

• Subject matter, symbols and ideas are all rooted in culture.

• Natural resources have influenced the creation of indigenous art forms.

4.1 Discover the story expressed in a work of art

4.2 Identify the work of a particular artist: eric carle

4.3 Translate a personal story into visual form

4.4 Recognize the works of familiar artists (Eric Carl, Lascaux cave painters, Claude Monet, Henri Matisse)

4.5 Retell an event in visual form

Interpret words and phrases as they are used in a text

Integrate and evaluate content presented in diverse media and formats

With prompting and support, describe therelationship between illustrations and the story in which they appear

Graduates have world awareness

Visual Art – Grade K (cont.)

Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

Graduate Ends

5. Reflection and Assessment: Merits of Their Work and the Work of Others

What makes some works of art great?

When does a work of art have merit?

To what extent is it adequate or appropriate to say “I like it” or “I don’t like it” when discussing the merit of a work of art?

Timeless works of art are deemed important for a number and variety of reasons.

Reflection, assessment and refinement are key steps in the process of creating art.

I can tell a story using pictures.

I can make art about myself.

5.1 use works of art to tell a story (e.g. eric carle)

5.2 Connect art to self

5.3 Identify connections between works of art and self.

Integrate and evaluate content presented in diverse media and formats

With prompting and support, describe therelationship between illustrations and the story in which they appear

6 - Interdisciplinary Connections between Visual Art, Other Disciplines and Daily Life

How is learning deepened through a study of visual art?

In what ways do the learning processes occurring in visual art differ from the learning processes in other disciplines?

• Learning can be deepened by connecting visual art to other disciplines.

• Many people favor learning in a visual and tactile way.

• The process of creating art requires critical and creative problem solving.

• The means to create art always changes.

6.1 Apply tools and techniques used in art and other disciplines. (e.g., printers type,ruler)

6.2 Express an interdisciplinary idea or theme in a work of art. (e.g., balance,rhythm, symmetry, pattern)

6.3 Discuss examples of principles used in art and other disciplines. (e.g., plagiarism vs. original work, unity vs. variety, decorative vs. plain)

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Graduates have world awareness

Kindergarten Common Assessment: 5.1 use works of art to tell a story (e.g. eric carle)

Draw a picture that tells a story about yourself.

Visual Art – Grade 1Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

DMPS Graduate Ends

1 – Materials, Techniques and Processes

Why do artists select one medium over another? Why do artists use techniques and processes in a variety of ways to manipulate media? To what extent does good design integrate form with function? To what extent is a work of art depended on the context/point of view of the artist?

• Artists make thoughtful choices in creating works of art. Art is a form of expression that employs a system of visual symbols.

• Artists use a variety of techniques and processes to manipulate media to achieve desired effects.

• Artists must understand media, techniques and process as tools to communicate.

• Artists consider multiple approaches to visual problems.

• Artists create works of art employing both conscious and intuitive thought.

I can use materials in different ways to show my own ideas.

1.1 Use art materials and techniques to express original ideas

1.2 Use materials, techniques, processes, and tools for the creation and exhibition of works of art in a safe and responsible manner

Graduates demonstrate knowledge and understanding of a rigorous core curriculum

2 - Elements, Principals, and Aesthetics

How and why is art used as a vehicle for communication?

To what extent does good design integrate form with function?

To what extent is a work of art dependent upon the context/point of view of the artist?

• Art is a form of expression that employs a system of visual symbols.

• Art provides opportunities for expression beyond the limits of language.

• Form and function may or may not be related one to the other.

• Every work of art has a point of view.

I can name different kinds of line.

I can name different kinds of geometric shapes.I can name primary, secondary, warm and cool colors.I can identify patternsI can identify different textures.

2.1 Recognize space, form and value in works of art.

2.2 Identify and apply lines, shapes, colors, and texture in a work of art

2.3 Use emphasis, proportion, and balance in a work of art

Mathematics Gr. 1

Reason with shapes and their attributes.

Graduates possess the knowledge and skills to be self-directed and autonomous

1 st Grade Common Assessment: 2.2 Identify and apply lines, shapes, colors, and texture in a work of art

Draw a wavy line. Draw a curved line. Draw a zig zag line. Draw a straight line. Draw a circle. Draw a square. Draw a triangle. Draw a rectangle. Draw an oval. List the primary colors. List the secondary colors. How do you make orange? How do you make purple? How do you make green? Make a pattern. Draw your own picture using line, shape, color and texture.

Visual Art – Grade 1 (cont.)Content Essential Questions Essential Learning - students Student- Content Objectives Iowa Core DMPS Graduate Ends

Standards will understand that: Centered Learning Targets

Connection

3 - Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas

What is art? What is not art?

How does the use of specific symbols influence the meaning of a work of art?

What makes art more or less authentic?

What’s the difference between a thoughtful and a thoughtless artistic judgment?

• Art may be created solely to fulfill a need to create.

• Art is a universal symbol system that transcends language barriers.

• Art draws upon all aspects of human experience.

• The process of choosing and evaluating subject matter, symbols and ideas may be deliberate or intuitive.

I can tell you where I get my ideas.

I can show my ideas using symbols.I can show my ideas using pictures.

3.1 Discuss different subject (Genre) used in works of art (e.g.; sculpture, portrait, landscape)

3.2 Expand skills to include increasingly detailed graphic expressions of familiar objects

3.3 Discuss where artists get their ideas

3.4 Express meaning in own work of art through symbols and subject matter

3.5 Apply grade level academic vocabulary: subject matter, line, shape, pattern, rhythm, color, texture, sculpture, portrait, landscape, foreground

Reading

Standards for Literature

Use information gained from illustrations to demonstrate understanding

Use illustrations and details in a story to describe its characters, setting, or events.

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas

Graduates possess the knowledge and skills to be self-directed and autonomous

Graduates possess technological and information literacy

4 - History and Culture

To what extent does history reflect upon and have an influence on art? To what extent does art reflect upon and have an influence on history?

• Art has been created by all peoples, in all times and in all places.

• Art preserves and depicts history in ways words cannot.

• Art celebrates the unique characteristics of all cultures.

• Subject matter, symbols and ideas are all rooted in culture.

• Natural resources have influenced the creation of indigenous art forms.

I can tell the story an artist shows in their work.

I can show my story in a work of art. I can identify cave paintings.

4.1 Tell the story expressed in a work of art

4.2 Verbalize and demonstrate a connection between a personal story and art

4.3 Recognize the works of a particular artist: lascaux cave painters

4.4 Associate artist's with their work (Claude Monet, Henri Matisse, Grant Wood)

4.5 Examine relationship of art to stories, cultures, and events

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone

Graduates have world awareness

Visual Art – Grade 1 (cont.)

Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

Graduate Ends

5. Reflection and Assessment: Merits of Their Work and the Work of Others

What makes some works of art great?

When does a work of art have merit?

To what extent is it adequate or appropriate to say “I like it” or “I don’t like it” when discussing the merit of a work of art?

Timeless works of art are deemed important for a number and variety of reasons.

• Reflection, assessment and refinement are key steps in the process of creating art.

I can tell the story an artist shows in their work.

I can compare my artwork to someone else’s

5.1 Explain how their own art and the work of others' tell a story

5.2 List details in a work of art

5.3 Connect own art and the work of others' to self

5.4 Identify connections between their own art and others' art

6 - Interdisciplinary Connections between Visual Art, Other Disciplines and Daily Life

How is learning deepened through a study of visual art?

In what ways do the learning processes occurring in visual art differ from the learning processes in other disciplines?

Learning can be deepened by connecting visual art to other disciplines.

• Many people favor learning in a visual and tactile way.

• The process of creating art requires critical and creative problem solving.

• The means to create art always changes.

I can look at a picture and tell you what is happening.

6.1 Recognize tools and techniques used in art are also used in other disciplines.

6.2 Express an interdisciplinary idea or theme in a work of art

6.3 Recognize a connection between a visual narrative and how it relates to other disciplines.

Compare and contrast the adventures and experiences of characters in stories.

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Graduates have world awareness

1 st Grade Common Assessment: Recognize a connection between a visual narrative and how it relates to other disciplines.Is this artwork in present day or in the past? What time of year is it? Do you see a main character in this artwork? What is the main idea of this artwork? Do you see any shapes in this artwork? Where is this image taking place?

Visual Art – Grade 2Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives

Iowa Core Connection

DMPS Graduate Ends

1 – Materials, Techniques and Processes

Why do artists select one medium over another? Why do artists use techniques and processes in a variety of ways to manipulated media in a variety of ways? To what extent does good design integrate form with function? To what extent is a work of art dependent upon the context/point of view of the artist?

• Artists make thoughtful choices in creating works of art. Art is a form of expression that employs a system of visual symbols.

• Artists use a variety of techniques and processes to manipulate media to achieve desired effects.

• Artists must understand media, techniques and process as tools to communicate.

• Artists consider multiple approaches to visual problems.

• Artists create works of art employing both conscious and intuitive thought.

I can use materials in different ways to show my own ideas.

I can use art materials in different ways.

1.1 Use a variety of art materials and techniques to express original ideas

1.2 Use a variety of art materials, processes, and media1.3 Use materials, techniques, processes, and tools for the creation and exhibition of works of art in a safe and responsible manner

2 - Elements, Principals, and Aesthetics

How and why is art used as a vehicle for communication?

To what extent does good design integrate form with function?

To what extent is a work of art dependent upon the context/point of view of the artist?

• Art is a form of expression that employs a system of visual symbols.

• Art provides opportunities for expression beyond the limits of language.

• Form and function may or may not be related one to the other.

• Every work of art has a point of view.

I can make and name different forms.

I can organize space within a piece of artwork.I can find and make light and dark values in a work of art.I can find a pattern in a work of art.

2.1 Identify and apply form, space and value.

2.2 Recognize pattern in a work of art.

Mathematics | Grade 2

(4) Students describe and analyze shapes by examining their sides and angles. Students investigate, describe, and reason about decomposing and combining shapes to make other shapes. through building, drawing, and analyzing two- and three-dimensional shapes

Graduates possess the knowledge and skills to be self-directed and autonomous

2 nd Grade Common Assessment: 2.1 Identify and apply form, space and value. Make a sphere using clay. Make a cube using clay. Make a cylinder using clay. Make a cone using clay. Make a pyramid using clay. Choose a color with a dark value. Choose a color with a light value. Identify the horizon line in this image. Label the object that is closer to you in this image. (use an image that clearly has something close and far)

Visual Art – Grade 2 (cont.)

Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection DMPS Graduate Ends

3 - Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas

What is art? What is not art?

How does the use of specific symbols influence the meaning of a work of art?

What makes art more or less authentic?

What’s the difference between a thoughtful and a thoughtless artistic judgment?

• Art may be created solely to fulfill a need to create.

• Art is a universal symbol system that transcends language barriers.

• Art draws upon all aspects of human experience.

• The process of choosing and evaluating subject matter, symbols and ideas may be deliberate or intuitive.

3.1 Classify subjects (Genre) of works of art (e.g., sculpture, portrait, landscape)

3.2 Expand skills to include increasingly detailed graphic expressions of familiar objects from various views3.3 Describe subject matter and symbols and infer meaning in the art work of others3.4 Explore and recognize use of symbols, subject matter, ideas in own art work and the work of others3.5 Apply grade level academic vocabulary: subject matter, line, shape, color, unity, symbols, pattern, rhythm, emphasis, landscape, sculpture, portrait, proportion, balance

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding

Recall information from experiences or gather information from provided sources to answer a question.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas

Graduates possess the knowledge and skills to be self-directed and autonomous

Graduates possess technological and information literacy

4 - History and Culture

To what extent does history reflect upon and have an influence on art?

To what extent does art reflect upon and have an influence on history?

• Art has been created by all peoples, in all times and in all places.

• Art preserves and depicts history in ways words cannot.

• Art celebrates the unique characteristics of all cultures.

• Subject matter, symbols and ideas are all rooted in culture.

• Natural resources have influenced the creation of indigenous art forms.

I can recognize the work of Claude Monet.

4.1 Recognize that every culture has a way to tell a story

4.2 Identify the work of a particular artist: claude monet4.3 Compare similarities and differences in the way different artists tell a story4.4 Distinguish the work of Claude Monet and Henri Matisse4.5 Associate artists with familiar works (Eric Carl, Lascaux cave painters, Claude Monet, Henri Matisse, Grant Wood, Johannes Vermeer, Mary Cassatt, Vincent Van Gogh, George Seurat) 4.6 Verbalize the connection between art and events

Graduates have world awareness

Visual Art – Grade 2 (cont.)

Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

Graduate Ends

5. Reflection and Assessment: Merits of Their Work and the Work of Others

What makes some works of art great?

When does a work of art have merit?

To what extent is it adequate or appropriate to say “I like it” or “I don’t like it” when discussing the merit of a work of art?

• Timeless works of art are deemed important for a number and variety of reasons.

• Reflection, assessment and refinement are key steps in the process of creating art.

5.1 Compare and contrast different works of art.

5.2 Distinguish works of art as narrative and/or functional.5.3 Describe how experiences influence the development of artistic style.5.4 Compare and contrast works of art.

6 - Interdisciplinary Connections between Visual Art, Other Disciplines and Daily Life

How is learning deepened through a study of visual art?

In what ways do the learning processes occurring in visual art differ from the learning processes in other disciplines?

• Learning can be deepened by connecting visual art to other disciplines.

• Many people favor learning in a visual and tactile way.

• The process of creating art requires critical and creative problem solving.

• The means to create art always changes.

6.1 Discuss connections among the fine arts

6.2 Discuss how ideas, themes, and concepts from visual art are expressed in other disciplines

Graduates have world awareness

Visual Art – Grade 3Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

DMPS Graduate Ends

1 – Materials, Techniques and Processes

Why do artists select one medium over another? Why do artists use techniques and processes in a variety of ways to manipulated media in a variety of ways? To what extent does good design integrate form with function? To what extent is a work of art dependent upon the context/point of view of the artist?

• Artists make thoughtful choices in creating works of art. Art is a form of expression that employs a system of visual symbols.

• Artists use a variety of techniques and processes to manipulate media to achieve desired effects.

• Artists must understand media, techniques and process as tools to communicate.

• Artists consider multiple approaches to visual problems.

• Artists create works of art employing both conscious and intuitive thought.

1.1 Apply media and techniques to express creative ideas and produce innovative works of art

1.2 Use materials, techniques, processes, and tools for the creation and exhibition of works of art in a safe and responsible manner

Graduates demonstrate knowledge and understanding of a rigorous core curriculum

2 - Elements, Principals, and Aesthetics

How and why is art used as a vehicle for communication?

To what extent does good design integrate form with function?

To what extent is a work of art dependent upon the context/point of view of the artist?

• Art is a form of expression that employs a system of visual symbols.

• Art provides opportunities for expression beyond the limits of language.

• Form and function may or may not be related one to the other.

• Every work of art has a point of view.

2.1 Use the elements of design in creating art work

2.2 Recognize and discriminate among emphasize, proportion and balance in their artwork and the work of others.

Graduates possess the knowledge and skills to be self-directed and autonomous

Visual Art – Grade 3 (cont.)

Content Standards

Essential Questions Essential Learning - students will

Student-Centered

Content Objectives Iowa Core Connection DMPS Graduate Ends

understand that: Learning Targets

3 - Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas

What is art? What is not art?

How does the use of specific symbols influence the meaning of a work of art?

What makes art more or less authentic?

What’s the difference between a thoughtful and a thoughtless artistic judgment?

• Art may be created solely to fulfill a need to create.

• Art is a universal symbol system that transcends language barriers.

• Art draws upon all aspects of human experience.

• The process of choosing and evaluating subject matter, symbols and ideas may be deliberate or intuitive.

I can describe what my artwork means.

I can use symbols to show meaning in my artwork.I can gain meaning from others artwork using symbols.

3.1 Apply personal schema to create composition in various genre

3.2 Describe the meaning of the subject matter in their artwork

3.3 Communicate meaning in their own and others artwork through symbols and subject matter.

3.4 Apply grade level academic vocabulary: subject matter, line, shape, color, organic, geometric, figurative, pattern, rhythm, symbols, genre, emphasis, unity, form, space, value, texture,proportion, balance, background, foreground

Reading Standards for Literature

Use information gained from the illustrations and words in a print or digital text to demonstrate understanding

Recall information from experiences or gather information from provided sources to answer a question.

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas

Graduates possess the knowledge and skills to be self-directed and autonomous

Graduates possess technological and information literacy

4 - History and Culture

To what extent does history reflect upon and have an influence on art?

To what extent does art reflect upon and have an influence on history?

• Art has been created by all peoples, in all times and in all places.

• Art preserves and depicts history in ways words cannot.

• Art celebrates the unique characteristics of all cultures.

• Subject matter, symbols and ideas are all rooted in culture.

• Natural resources have influenced the creation of indigenous art forms.

I can recognize the artwork of Henri Matisse.

I can talk about art in current events.

4.1 Explore meaning and purposes in art of own culture and culture of others

4.2 Identify the work of a particular artist: Henri Matissee

4.3 Compare and contrast styles of different artists: Lascaux cave painters, Eric Carle, Claude Monet, Henri Matisse, Grant Wood, Leonardo Da Vinci

4.4 Verbalize connection between art and events

Graduates have world awareness

Visual Art – Grade 3 (cont.)

Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection Graduate Ends

5. Reflection and Assessment: Merits of Their Work and the Work of Others

What makes some works of art great?

When does a work of art have merit?

To what extent is it adequate or appropriate to say “I like it” or “I don’t like it” when discussing the merit of a work of art?

• Timeless works of art are deemed important for a number and variety of reasons.

• Reflection, assessment and refinement are key steps in the process of creating art.

I can find things that are the same and things that are different in works of art.

5.1 Distinguish art as functional, expressive, and/or narrative

5.2 Interpret own art and the art of others

5.3 Create art work based on personal experience

5.4 Compare and contrast between works of art

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books

6 - Interdisciplinary Connections between Visual Art, Other Disciplines and Daily Life

How is learning deepened through a study of visual art?

In what ways do the learning processes occurring in visual art differ from the learning processes in other disciplines?

• Learning can be deepened by connecting visual art to other disciplines.

• Many people favor learning in a visual and tactile way.

• The process of creating art requires critical and creative problem solving.

• The means to create art always changes.

I can tell you how art vocabulary compares to vocabulary in other subjects.

I can tell you how art is used in other classroom subjects.

6.1 Compare/contrast how ideas, themes and concepts from visual art are expressed in other disciplines

6.2 Give examples of cross-curricular connections

6.3 Give examples of art as a part of daily life

Graduates have world awareness

3 rd Grade Common Assessment: 5.4 Compare and contrast between works of artWhere are the lines alike in each work of art? Where are the lines different in each work of art? What kinds of shapes do you see in each piece of artwork? Are the colors bright or dull? Are the colors cool or warm? Are the art works landscapes, portraits or still life? What is the main idea in each art work?What is the artist trying to make you feel? What do you see that makes you say that?Compare the work of Henri Matisse with: Eric Carl, Lascaux cave painters, Claude Monet, Grant Wood, Johannes Vemeer, Mary Cassatt, Vincent Van Gogh, or George Seurat

Visual Art – Grade 4Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

DMPS Graduate Ends

1 – Materials, Techniques and Processes

Why do artists select one medium over another?Why do artists use techniques and processes in a variety of ways to manipulated media in a variety of ways?

• Artists make thoughtful choices in creating works of art.

• Artists use a variety of techniques and processes to manipulate media to achieve desired effects.

• Artists must understand media, techniques and process as tools to communicate.

• Artists consider multiple approaches to visual problems.

• Artists create works of art employing both conscious and intuitive thought.

1.1 Apply media and techniques to express creative ideas and produce innovative works of art

1.2 Use materials, techniques, processes, and tools for the creation and exhibition of works of art in a safe and responsible manner

Graduates demonstrate knowledge and understanding of a rigorous core curriculum

2 - Elements, Principals, and Aesthetics

How and why is art used as a vehicle for communication?

To what extent does good design integrate form with function?

To what extent is a work of art dependent upon the context/point of view of the artist?

• Art is a form of expression that employs a system of visual symbols.

• Art provides opportunities for expression beyond the limits of language.

• Form and function may or may not be related one to the other.

• Every work of art has a point of view.

I can explain the elements of design in my work.

2.1 Define and use all the elements of design in creating art work

2.2 Interpret the meaning of line, shape, color, texture, and media within a work of art

2.3 Identify the principles of design, emphasis, proportion, and balance within a work of art

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.Classify two-dimensional figures.

Graduates possess the knowledge and skills to be self-directed and autonomous

Visual Art – Grade 4 (cont.)

Content Standards

Essential Questions

Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

DMPS Graduate Ends

3 - Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas

What is art? What is not art?How does the use of specific symbols influence the meaning of a work of art?What makes art more or less authentic?What’s the difference between a thoughtful and a thoughtless artistic judgment?

• Art may be created solely to fulfill a need to create.• Art is a universal symbol system that transcends language barriers.• Art draws upon all aspects of human experience.• The process of choosing and evaluating subject matter, symbols and ideas may be deliberate or intuitive.

I can understand the meaning of the art terms: sculpture, texture, portrait, and landscape and use them in a sentance

I can identify the line of symmetry.

I can create a symmetrical piece of art using line and shape.

I can emphasize the importance of line and shape while creating artwork.

I can identify foreground and background in a work of art.

3.1 Apply personal schema to create composition in two-dimensional and three-dimensional genre

3.2 Describe how meaning is communicated in a work of art.

3.3 Apply grade level academic vocabulary: line, shape, symmetry, pattern.

3.4 Identify landscape, still life portrait, subject matter, value, background and fore ground in art

3.5 Communicate meaning in art using elements, symbols, and subject matter

3.6 Apply grade level academic vocabulary: form, space, color, value, texture, genre, sculpture, portrait, landscape, rhythm, emphasis, organic, geometric, foreground, background.

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Graduates demonstrate knowledge and understanding of a rigorous curriculum integrated into all content areas

Graduates possess the knowledge and skills to be self-directed and autonomous

Graduates possess technological and information literacy

4 - History and Culture

To what extent does history reflect upon and have an influence on art?To what extent does art reflect upon and have an influence on history?

• Art has been created by all peoples, in all times and in all places.• Art preserves and depicts history in ways words cannot.• Art celebrates the unique characteristics of all cultures.• Subject matter, symbols and ideas are all rooted in culture.• Natural resources have influenced the creation of indigenous art forms.

I can recognize art by Grant Wood.

4.1 Make connections between meaning and purpose in art in relation to historical events in different cultures4.2 Identify the work of a particular artist: grant wood4.3 Identify stylistic characteristics of art movements: realism, impressionism, abstraction4.4 Identify stylistic characteristics of individual artists: Eric Carle, Claude Monet, Henri Matisse, Henri Rousseau, and Grant Wood4.5 Identify specific works of art as connecting particular events and cultures

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Graduates have world awareness

4 th Grade Common Assessments: 3.3 Apply grade level academic vocabulary: line, shape, symmetry, pattern. 3.4 Identify landscape, still life portrait, subject matter, value, background and fore ground in artSelect the shape that is symmetrical.Where is the line of symmetry? What types of shapes are used in this piece of art? How are lines used in this artwork? Name something that is a symbol. Describe what a landscape is. What is a still life? What would be the main subject of a portrait? Create a pattern. Is a symbol is an object that represents something else? What is the subject matter of Grant Wood paintings? What would you call a picture where the subject matter is a person? Why do objects lower in the artwork seem to be closer to the viewer? Where do objects usually appear larger, in the foreground or in the background? What can you add to a color to create a tint? How can value change a 2-D shape into a 3-D form? What is using lights and darks in a work of art is called?

Visual Art – Grade 4 (cont.)

Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

Graduate Ends

5. Reflection and Assessment: Merits of Their Work and the Work of Others

What makes some works of art great?

When does a work of art have merit?

To what extent is it adequate or appropriate to say “I like it” or “I don’t like it” when discussing the merit of a work of art?

• Timeless works of art are deemed important for a number and variety of reasons.

• Reflection, assessment and refinement are key steps in the process of creating art.

I can explain reasons for creating art.

I can make an artwork based on something that has happened to me

5.1 Identify different purposes for creating art

5.2 Infer meaning from various works of art

5.3 Create art work based on personal experience

5.4 Reflect on their own art work

5.5 Verbalize how meaning in art differs among viewers

6 - Interdisciplinary Connections between Visual Art, Other Disciplines and Daily Life

How is learning deepened through a study of visual art?

In what ways do the learning processes occurring in visual art differ from the learning processes in other disciplines?

• Learning can be deepened by connecting visual art to other disciplines.

• Many people favor learning in a visual and tactile way.

• The process of creating art requires critical and creative problem solving.

• The means to create art always changes.

I can recognize art in the world around me.

6.1 Give examples of art as a part of daily life

6.2 Give examples of connections between the visual arts and other subject areas

6.3 Give examples of connections between various fine arts classes and fine arts experiences

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different cultures

Graduates have world awareness

Visual Art – Grade 5Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

DMPS Graduate Ends

1 – Materials, Techniques and Processes

Why do artists select one medium over another?Why do artists use techniques and processes in a variety of ways to manipulated media in a variety of ways?

• Artists make thoughtful choices in creating works of art.

• Artists use a variety of techniques and processes to manipulate media to achieve desired effects.

• Artists must understand media, techniques and process as tools to communicate.

• Artists consider multiple approaches to visual problems.

• Artists create works of art employing both conscious and intuitive thought.

I can use art materials to create my art work.

I can create art work that is original to me

I am responsible and safe with art materials and tools

1.1 Apply media and techniques to express creative ideas and produce innovative works of art

1.2 Visually express creative ideas1.3 Use materials, techniques, processes, and tools for the creation and exhibition of works of art in a safe and responsible manner

Graduates demonstrate knowledge and understanding of a rigorous core curriculum

2 - Elements, Principals, and Aesthetics

How and why is art used as a vehicle for communication?

To what extent does good design integrate form with function?

To what extent is a work of art dependent upon the context/point of view of the artist?

• Art is a form of expression that employs a system of visual symbols.

• Art provides opportunities for expression beyond the limits of language.

• Form and function may or may not be related one to the other.

• Every work of art has a point of view.

I can explain the elements of design in my workI can find the emphasis/focal point in my workI can identify realistic and exaggerated proportions in works of art.I can recognize different kinds of symmetry in works of art.

2.1 demonstrate knowledge and justify choices of elements of

2.2 design when creating art work

2.3 identify and discriminate among principles of design in art work

mathematics - analyzing and describing shapes

Graduates possess the knowledge and skills to be self-directed and autonomous.

Visual Art – Grade 5 (cont.)

Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

DMPS Graduate Ends

3 - Choosing and

What is art? What is not art?

How does the use of specific

• Art may be created solely to fulfill a need to create.

• Art is a universal symbol system that transcends

I use my own ideas in my art

3.1 apply personal schema to create compositions in two-dimensional and

Reading - *Use information gained from

Graduates demonstrate knowledge and

Evaluating a Range of Subject Matter, Symbols, and Ideas

symbols influence the meaning of a work of art?

What makes art more or less authentic?

What’s the difference between a thoughtful and a thoughtless artistic judgment?

language barriers.

• Art draws upon all aspects of human experience.

• The process of choosing and evaluating subject matter, symbols and ideas may be deliberate or intuitive.

I can make a symbol to represent my ideas

I can use the art terms: sculpture, still life, portrait and landscape correctly in a sentence.

three-dimensional genre

3.2 select and use elements, principles, symbols, and subject matter to communicate meaning in a work of art

3.3 Apply grade level academic vocabulary: sculpture, still life, portrait, landscape (mastery)

3.4 Apply grade level academic vocabulary: form, value, symbols, space, genre, emphasis (introductory)

illustrations demonstrate understanding *Recall or gather information from provided sources to answer a question.*Integrate and evaluate content presented in various formats*Compare and constrast stories in the same genre on their approaches to similar themes and topics

understanding of a rigorous curriculum integrated into all content areas

Graduates possess the knowledge and skills to be self-directed and autonomous

Graduates possess technological and information literacy

4 - History and Culture

To what extent does history reflect upon and have an influence on art?

To what extent does art reflect upon and have an influence on history?

• Art has been created by all peoples, in all times and in all places.

• Art preserves and depicts history in ways words cannot.

• Art celebrates the unique characteristics of all cultures.

• Subject matter, symbols and ideas are all rooted in culture.

• Natural resources have influenced the creation of indigenous art forms.

I can describe how art is connected to people, places and times from around the world.

I can recognize art by Leonardo DaVinci.

I can create artwork inspired by different cultures or times in history

4. 1 interpret how meaning and purpose in art is related to historical events in different cultures

4. 2 identify the work of a particular artist: Leonardo da Vinci

4.3 Demonstrate an awareness of cultural events on arts and culture

4.4. create work of art reflecting a historical/cultural perspective

Graduates have world awareness

Visual Art – Grade 5 (cont.)

Content Standards

Essential Questions Essential Learning - students will understand that:

Student-Centered Learning Targets

Content Objectives Iowa Core Connection

Graduate Ends

5. Reflection and Assessment: Merits of Their Work and the Work of Others

What makes some works of art great?

When does a work of art have merit?

To what extent is it adequate or appropriate to say “I like it” or “I don’t like it” when discussing the merit of a work of art?

• Timeless works of art are deemed important for a number and variety of reasons.

• Reflection, assessment and refinement are key steps in the process of creating art.

I can tell you different reasons that artists create art.

I can make art for different reasons.

I can make and explain an artwork based on something that has happened to me.

I can tell you how the story I see in a work of art may be different from others.

5.1 explain different purposes for art5.2 create a work of art for a specific purpose5.3 *Create and reflect on (verbal or written) a work of art based on personal experience5.4 verbalize how meaning in artwork differs among viewers

Reading –

Analize how visual and multimedia elements contribute to the meaning, tone, or beauty of text

6 - Interdisciplinary Connections between Visual Art, Other Disciplines and Daily Life

How is learning deepened through a study of visual art?

In what ways do the learning processes occurring in visual art differ from the learning processes in other disciplines?

• Learning can be deepened by connecting visual art to other disciplines.

• Many people favor learning in a visual and tactile way.

• The process of creating art requires critical and creative problem solving.

• The means to create art always changes.

I can connect art to other subjects

6.1 Correlate how art, creativity, and art techniques and processes impact other content areas

6.2 Examine similarities and differences across the fine arts

Graduates have world awareness

*5th grade common assessment: Create and reflect on (verbal or written) a work of art based on personal experience

What do you see in this artwork that shows something about your life? Do you your images have special meaning? Describe your focal point. What feeling did you try to create? Describe the highlights of your personal creation. What construction techniques did you learn while doing this project? Which element of design was the most important in creating your art? Explain your artistic heart during this project. How did you feel about it?

SUCCESS SKILLS IN VISUAL ARTS – Grades K-5

Content Standards

Essential Questions

Essential Learning - students will understand that:

Student-Centered Learning Targets

Iowa Core Connection Graduate Ends

Success Skills

Why do I need to be accountable?

How do my character and ethics influence family, school, community and workplace?

• Tolerance, appreciation and understanding of individual differences are necessary in order to establish healthy working relationships.

• Goal setting, planning, decision making, and problem solving skills are essential to achieving personal goals and success in the workplace.• Choices we make as individuals affect self, family, community and the world.

I can contribute to a positive art room studio climate

Employability Skills

Communicate and work appropriately with others to complete tasks. Recognizes different roles and responsibilities and is open to change. Learn leadership skills and demonstrate integrity, ethical behavior, and social responsibility. Develop initiative and demonstrate self-direction in activities. Work productively and are accountable for their actions.

Graduates possess the knowledge and skills to be self-directed and autonomous

Graduates have world awareness

The successful art student will:

Contribute to the success of all (listens attentively, shares classroom duties, contributes to studio clean-up)

Respect others (tolerates differences, good manners, polite, kind touch, respect personal space, defends the rights and dignity of others)

Complete assigned tasks on time (reliable, self-directed)

Take responsibility for quality of work

Take responsibility for own actions (follow rules, self control, productive work ethic)

Solve problems using available resources

Accept challenge to do new things in new ways

Keep trying even when it’s hard