VISUAL ARTS

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TABLE OF CONTENTS - VISUAL ARTS

Introduction
Visual Arts - Kindergarten
Visual Arts - Grade 1
Visual Arts - Grade 2
Visual Arts - Grade 3
Visual Arts - Grade 4
Visual Arts - Grade 5
Visual Arts - Grade 6
Visual Arts - Grade 7
Visual Arts - Grade 8
Art I
Art II
Art III
Art IV
Visual Arts Elements and Principles
Visual Arts Glossary
Visual Arts Suggested Resource List

A comprehensive and sequential visual arts program is essential to the education of every student. Such a program provides:

Opportunities to communicate visually

Encouragement of creativity

Development of higher order thinking skills

Connections in cultural and historical context

Reinforcement of self-esteem

Development of perceptual awareness

Exposure to a variety of career opportunities and avocations

Interdisciplinary learning

Experiences that build self-discipline

Fulfillment through the creative process

Understanding of a unique body of knowledge

This framework should be used as a guideline to develop curriculum that is pertinent and has meaning within each district or school situation. It is not meant to be a text or lesson plan format. This document is strictly a framework to be used by districts in creating their own curriculum.

Competencies were developed using the National Standards providing a high quality, sequential framework. The competencies are comprehensive yet provide ample opportunity for local and individualized goals. Only competencies are required. Objectives, strategies, and assessments are suggested.

Curriculum Framework Parts

Strands are basic components that are included at every grade level throughout the framework. Each of these strands is an intregal part of the total study of the visual arts. The strands are Production (P), Media (M), Criticism/Aesthetics (C), History (H), and Integration (I)

Competencies are desired results from students' experiences in the learning environment. The competencies in this framework are required.

Objectives are means by which the student achieves the desired results of learning. Objectives listed in this document are simply suggestions. Each district and/or school may use these suggestions or develop their own objectives to fulfill the required competencies.

Strategies are methods and activities through which the students achieve objectives/competencies. Strategies are suggested as examples only. Each district and/or school should individualize strategies according to the needs of their students. Strategies are identified as to learning styles: Visual (V), Auditory (A), and Kinesthethic (K).

Assessments are methods of evaluation to determine achievement of competencies. These methods are suggested and should be adapted for use by each district and/or school. Assessment modes include open-ended (OP), rubric or checklist (R), and fixed response (FR).

KINDERGARTEN

This course is designed to stimulate intellectual development with emphasis on critical thinking skills through guided creative exploration of basic principles of the Visual Arts.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

KINDERGARTEN COMPETENCIES: 1, 2, 3, 4, 5, 6, 7

Strands: PRODUCTION, CRITICISM/AESTHETICS, HISTORY, INTEGRATION.

COMPETENCIES:

1. Explore visual characteristics in works of art with emphasis on color, line, texture, and shape.

Suggested Objectives:

a. Name and find examples of the primary colors (red, yellow, blue) in works of art and in objects in the environment.
b. Name and find examples of the secondary colors (violet, green, orange) in works of art and in objects in the environment.
c. Name and point to shapes (circle, square, rectangle, triangle) in works of art and in objects in the environment.
d. Name and identify different kinds of lines (straight, crooked, zigzagged, thin, wide) in works of art and in objects in the environment.
e. Show and tell how works of art are alike and different (color, line, shape).
f. Create works of art using color, line, and shape.
g. Identify the elements of color, line, and shape in master works of art.
Suggested Teaching Strategies:
Present various master works of art such as Miro's "Carnival of Harlequins" or Miro's "The Farm." Have students identify lines, shapes, and colors used in the works and relate these to those in their environment. Afterwards have students create works of art using line, shape, and color. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

2. Describe how artists express feelings in works of art.

Suggested Objectives:

a. Identify and compare how artists have used the elements of color, line, and shape to create feelings in works of art.
b. Discuss why artists choose to depict feelings in a work of art.
c. Describe how works of art make the artist feel (e.g., happy, sad, mad, scared, peaceful, and excited).
Suggested Teaching Strategies:
Present master works that express different emotions such as Picasso's "Guernica" (fear and anguish) and Pierre-Auguste Renoir's "Le Moulin de la Galette" (happy). Have students explain why they feel these works express certain feelings. (V, A)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

3. Produce recognizable objects, images, and symbols to communicate ideas using different media, techniques, and processes.

Suggested Objectives:

a. Produce drawings using a variety of media (e.g., crayon, chalk, pencil, markers).
b. Create paintings using a variety of media (e.g., finger paint, tempera, watercolor).
c. Make shapes and form objects with pliable material (e.g., play dough, clay).
d. Make printed images (e.g., vegetable, fruit, found object, sponge, brush).
e. Create original (not traced or copied) works of art using recognizable objects, images, and symbols to communicate ideas.
f. Demonstrate manipulative skills by performing a variety of tasks (e.g., cutting, gluing, arranging, constructing, sorting, tracing, rubbing, folding, bending, modeling, coloring, painting, drawing, printing, scribbling, blending, stitching, wrapping, weaving, tearing).
Suggested Teaching Strategies:
Introduce several dry media such as crayons, soft pastels, and oil pastels. After students have explored each by making lines, coloring shapes, and blending, have student create a composition from personal symbols.
Suggested Assessment Methods:
Have student tell what he/she learned about the different media and explain why he/she chose the media used in the work. (O)

COMPETENCIES:

4. Identify various art forms in the school, home, and community (e.g., quilts, baskets, pottery, buildings, clothes, toys).

Suggested Objectives:

a. Identify works of art within student's environment.
b. Recognize why works of art were created (e.g., to tell a story, to illustrate a holiday, to commemorate a historical event, to honor a famous person, to sell a product, for decoration, or for a functional purpose).
Suggested Teaching Strategies:
Tour the school environment and have students locate various art forms and identify why they were made and how they were used. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

5. Use art materials and tools in a safe and responsible manner.

Suggested Objectives:

a. Practice safety and conservation in the use of tools, materials, and equipment.
b. Identify proper tools to be used along with given techniques.
Suggested Teaching Strategies:
As different tools and materials are introduced, demonstrate proper usage of each. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (FR, R)

COMPETENCIES:

6. Examine works of art from different times and culture.

Suggested Objectives:

a. Identify works of art that were created at different times.
b. Identify works of art that were created in different cultures.
Suggested Teaching Strategies:
Using reproductions, expose students to a variety of decorative and fine art forms from a wide range of times and cultures. (A, V)
Suggested Assessment Methods:
Have students identify works of art by making simple drawings. Have students identify works from specific times and cultures by making simple drawings. (FR, R)

COMPETENCIES:

7. Make connections between the visual arts and other disciplines.

Suggested Objectives:

a. Create simple shapes used in the alphabet.
b. Use simple shapes to create opposites (organic vs. geometric).
Suggested Teaching Strategies:
Have students create a large picture of a letter of the alphabet. Student should fill the shapes with pattern and color. Have students identify objects from the classroom that start with the letter chosen.
Suggested Assessment Methods:
Teacher observation. (FR, R)

GRADE 1

This course is designed to stimulate intellectual development with emphasis on critical thinking skills through guided creative exploration of basic principles of the Visual Arts.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

GRADE 1 COMPETENCIES: 1, 2, 3, 4, 5, 6, 7, 8, 9

Strands: PRODUCTION, CRITICISM/AESTHETICS, HISTORY, INTEGRATION.

COMPETENCIES:

1. Explore visual characteristics in works of art with emphasis on color, line, shape, texture, value, space, balance, rhythm, and pattern.

Suggested Objectives:

a. Name the primary colors (red, yellow, blue) and the secondary colors (green, orange, violet), explain how the primary colors are used to make the secondary colors, and point out examples of primary and secondary colors in works of art and in objects in the environment (e.g., books, newspapers, magazines, clothes, toys, furniture).
b. Identify two-dimensional shapes in works of art and in the environment.
c. Name and point out different kinds of lines (e.g., straight, curved, broken, wavy, thick, thin, short, long).
d. Identify a variety of textures (e.g., smooth, rough, scratchy, prickly, slick, soft, hard).
e. Differentiate between various values in color or black and white (light, medium, and dark).
f. Recognize patterns in works of art and in objects in the environment.
g. Locate objects in the environment that are symmetrically balanced (i.e., the same on both sides [e.g., butterflies, snowflakes, faces]).
h. Identify design elements (i.e., line, shape, form, value, color, texture, space) and design principles (i.e., balance, contrast/variety, pattern, unity/harmony, emphasis/dominance, rhythm/movement) in artworks and objects in the environment.
i. Create works of art using color, line, shape, texture, value, space, balance, rhythm and pattern.
j. Identify the elements and principles of design in master works of art.
Suggested Teaching Strategies:
Expose students to master works that show the elements and principles of design.

Have students identify these elements and principles in the master works. Have students find examples in the environment. Afterwards, create works of art using the elements and principles of design. The elements and principles can be covered one at a time or in combination. (A, V, K)

Suggested Assessment Methods:

Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

2. Explore how artists create expression within a work of art.

Suggested Objectives:

a. Interpret feelings as expressed by artists in master works of art.
b. Examine why an artist might choose to depict certain feelings in a work of art.
c. Communicate how the student could express feelings in his/her own works of art.
Suggested Teaching Strategies:
Show students master works of art such as "I and the Village" by Marc Chagall or illustrations from books such as Where the Wild Things Are by Maurice Sendak. Have students identify emotions displayed in these works. Students could communicate these ideas by telling, writing, or producing artwork. (A, V, K)
Suggested Assessment Methods:
Teacher observation; student writing and telling. (O)

Checklist for production. (R)

COMPETENCIES:

3. Produce recognizable objects, images, and symbols to communicate ideas using different media, techniques, and processes.

Suggested Objectives:

a. Produce drawings using a variety of media (e.g., crayon, chalk, pencil, markers).
b. Create paintings using a variety of media (e.g., finger paint, tempera, watercolor).
c. Design three-dimensional objects using available materials (e.g., play dough, clay, cardboard, folded or bent paper).
d. Make printed images (e.g., fold prints, found objects, finger paints, texture rubbings, brush or sponge prints).
e. Produce a textile design (e.g., weaving, collage) using a variety of media (e.g., yarn, paper, and other fibers).
f. Create original (not traced or copied) works of art using recognizable objects, images, and symbols to communicate ideas.
g. Demonstrate manipulative skills by performing a variety of tasks (e.g., cutting, gluing, arranging, constructing, sorting, tracing, rubbing, folding, bending, modeling, coloring, painting, drawing, printing, scribbling, stitching, wrapping, weaving, tearing).
Suggested Teaching Strategies:
Demonstrate the correct use of scissors and methods of sorting, wrapping, and weaving. Discuss pattern and show examples of woven textures and patterns. Provide a variety of materials (wallpaper, construction paper, raffia sticks, feathers, etc.) to create a weaving. (A, V, K)
Suggested Assessment Methods:
Checklist with specific criteria such as texture, variety, development of pattern, etc. (R)

COMPETENCIES:

4. Understand various purposes for creating works of visual art.

Suggested Objectives:

a. Look at and talk about various art forms in the school, home, and community (e.g., quilts, baskets, pottery, buildings, clothes, toys).
b. Tell why he/she thinks works of art were created (e.g., does it tell a story, illustrate a holiday, commemorate a historical event, honor a famous person, sell a product, for decoration or functional purpose, expresses a feeling).
Suggested Teaching Strategies:
Have students bring objects from home. Collect objects from the school environment. Discuss the characteristics of each object that make it an art (fine art, decorative, etc.).
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

5. Use art materials and tools in a safe and responsible manner.

Suggested Objectives:

a. Practice safety and conservation in the use of tools, materials, and equipment.
b. Identify proper tools to be used along with given techniques.
Suggested Teaching Strategies:
As different tools and materials are introduced, demonstrate proper usage of each. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (FR, R)

COMPETENCIES:

6. Recognize how a person's experiences influence the development of specific artwork.

Suggested Objectives:

a. Convey how time and environment affect an artist's work.
b. Discuss how social and personal experiences affect an artist's work.
Suggested Teaching Strategies:
After viewing Charles Russell's "The Mail Must Go Through", have students relate activity of the work to present day activities (e.g., Who would deliver the mail today? What would he/she be wearing? What type of transportation would be used?). (A, V)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

7. Investigate the influences of history and various cultures on the visual arts.

 Suggested Objectives:

a. Identify works of art as belonging to particular cultures.
b. Identify types of art that were created at different times.
Suggested Teaching Strategies:
While exploring the arts of the Native Americans, contrast these to the works of the European-American artists of the same period. (A, V)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

8. Make connections between the visual arts and other disciplines.

Suggested Objectives:

a. Tell or write about the common concepts found in works of art and subject areas (e.g., illustrations used in books and printed materials [language arts], arts and crafts produced in various cultures [social studies], color theory in pigment, light, balance and symmetry found in nature, patterns in leaves, and shells [science], rhythm and movement [music, dance, and drama], size relationships, proportions, ranking, sorting [mathematics]).
b. Create a work of art to be used in another discipline.
Suggested Teaching Strategies:
Provide an assortment of illustrated children's books and discuss how pictures help tell a story. Have each student select a specific book to read and explain to the class how one illustration is used to enhance the story. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

9. Employ basic art vocabulary.

Suggested Objectives:

a. Use art vocabulary (color, shape, line, texture, etc., as appropriate to media, techniques, and process) when talking about his/her own work and the work of others.
b. Use art vocabulary as appropriate to student's environment.
Suggested Teaching Strategies:
Show examples of texture in works of art and in physical surroundings. Have student select an object in the room and say, "This texture is . . . (smooth, rough, soft, etc.)." (A, V, K)
Suggested Assessment Methods:
Teacher observation. (FR, R)

GRADE 2
 

This course is designed to stimulate intellectual development with emphasis on critical thinking skills through guided creative exploration of basic principles of the Visual Arts.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

GRADE 2 COMPETENCIES: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Strands: PRODUCTION, CRITICISM/AESTHETICS, HISTORY, INTEGRATION.

COMPETENCIES:

1. Explore visual characteristics in works of art with emphasis on the elements and principles of design (elements - color, line, shape and form, texture, value, space; principles - balance, repetition, unity, contrast, proportion, emphasis).

Suggested Objectives:

a. Use the primary colors (red, yellow, blue) to make the secondary colors (green, orange, violet), and find examples in works of art and objects in the environment.
b. Identify and use two-dimensional shapes in various ways to create pictures or collages.
c. Name, point out, and use a variety of lines (diagonal, vertical, horizontal, etc.) to create works of art.
d. Find a variety of textures (e.g., smooth, rough, scratchy, prickly, slick, soft, hard) and produce textural images (e.g., rubbings, drawings, paintings).
e. Recognize and create light and dark values of a color by adding black or white.
f. Recognize and use spatial relationships (positive and negative) in works of art.
g. Identify and use the basic shapes to create patterns.
h. Find examples of symmetrical balance in works of art and in objects in the environment.
i. Find and point out examples of movement and rhythm in works of art and in objects in the environment.
j. Identify design elements (i.e., line, shape, form, value, color, texture, space) and design principles (i.e., balance, contrast/variety, pattern, unity/harmony, emphasis/dominance, rhythm/movement) in works of art and objects in the environment.
k. Summarize how works of art are alike and different (color, line, shape, texture, etc.).
Suggested Teaching Strategies:
Using Picasso's "The Three Musicians," have students explore the use of two-dimensional shapes to simplify more complex form. Have students create a simple cubistic collage using cut paper and glue. (A, V, K)
Suggested Assessment Methods:
Checklist. (R)

COMPETENCIES:

2. Respond to expressive features in works of art and communicate feelings in personal work.

Suggested Objectives:

a. Interpret feelings as expressed by artists in master works of art.
b. Examine why artists might choose to depict certain feelings in a work of art.
c. Communicate how he/she would express feelings in his/her own works of art.
Suggested Teaching Strategies:
Have students pantomime a variety of emotions through facial emotions and body movement. Afterward, students will create a self-portrait in which he/she depicts an emotion he/she recently felt. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for portrait (R)

COMPETENCIES:

3. Create works of art using different media, techniques, and processes to communicate ideas, experiences, and stories.

Suggested Objectives:

a. Produce drawings using a variety of media to communicate personal ideas (e.g., crayon, chalk, pencil, markers).
b. Create paintings using a variety of media (e.g., finger paint, tempera, watercolor).
c. Design three-dimensional objects using available materials (e.g., play dough, clay, cardboard tubes/boxes, folded or bent paper, paper bags).
d. Make printed images (e.g., fold prints, found objects, fingerprints, texture rubbings, brush or sponge prints).
e. Produce a textile design (e.g., weaving, collage) using a variety of media (e.g., yarn, paper, and other fibers).
f. Demonstrate manipulative skills by performing a variety of tasks (e.g., cutting, gluing, arranging, constructing, sorting, tracing, rubbing, folding, bending, modeling, coloring, painting, drawing, printing, scribbling, stitching, wrapping, weaving, tearing).
g. Create original (not traced or copied) works of art using recognizable objects, images, and symbols to communicate ideas.
Suggested Teaching Strategies:
After viewing several examples of three-dimensional works of art (sculpture, architecture, pottery, etc.) have the student create a three-dimensional work using non-plastic materials. (A, V, K)
Suggested Assessment Methods:
Checklist for specific types of three-dimensional work. (R)

COMPETENCIES:

4. Observe concepts behind subject matter and themes in works of art.

Suggested Objectives:

a. Compare several works on the subject matter by a variety of artists.
b. Explore a common theme and produce a work of art related to that theme.
Suggested Teaching Strategies:
Have students explore a common theme such as the magic of the circus or man against nature. Have students make paintings related to the theme. Display student work so students may compare and contrast these works. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist on specific criteria. (R)

Written comparison of student work. (O)

COMPETENCIES:

5. Understand various purposes for creating works of visual art.

Suggested Objectives:

a. Tell why he/she thinks works of art were created (e.g., does it tell a story, illustrate a holiday, commemorate a historical event, honor a famous person, sell a product, for decorative and functional purposes).
b. Look at and talk about various art forms in the school, home, and community (e.g., quilts, baskets, pottery, buildings, clothes, toys).
c. Create a work of art that has a specific purpose.
Suggested Teaching Strategies:
Research the uses of art in advertising. Identify several types of advertisement (magazine, billboards, television). Have students create a cooperative mural to promote their school. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

6. Use art materials and tools in a safe and responsible manner.

Suggested Objectives:

a. Practice safety and conservation in the use of tools, materials, and equipment while creating original works of art (not traced or copied).
b. Identify proper tools to be used along with given techniques.
Suggested Teaching Strategies:
As different tools, materials, and techniques are introduced, demonstrate proper use of each. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist. (FR, R)

COMPETENCIES:

7. Describe how a person's experiences influence the development of specific artwork and understand there are different responses to specific artwork.

Suggested Objectives:

a. Convey how time and environment affects an artist and his/her work.
b. Discuss how social and personal experiences affect an artist's work.
c. Observe different responses to a single work of art.
Suggested Teaching Strategies:
Have students respond orally or in writing to a single work of art. Present selected responses so that students may observe different interpretations of the work. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

8. Investigate how history, culture, and the visual arts can influence each other.

Suggested Objectives:

a. Identify works of art as belonging to particular cultures.
b. Identify works of art created at different times.
Suggested Teaching Strategies:
Have students bring a photograph of themselves (school picture or snap shot) to class. After viewing portraits from the early Italian Renaissance, have students investigate the differences between these portraits and their photographs (e.g., style, method of production, clothing, status of subject). (A, V)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

9. Make connections between the visual arts and other disciplines.

Suggested Objectives:

a. Tell or write about the common concepts found in works of art and subject areas (e.g., illustrations used in books and printed materials [language arts], arts and crafts produced in various cultures [social studies], color theory in pigment, light, balance and symmetry found in nature, patterns in leaves and shells [science], rhythm and movement [music, dance, and drama], size relationships, proportions, ranking, sorting [mathematics]).
b. Create a work of art to use in another discipline.
Suggested Teaching Strategies:
Show examples from nature that exemplify radial symmetry (starfish, orange, tree rings, bell pepper, half an apple, kaleidoscopes, flowers). Define radial symmetry and ask students for additional examples. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

10. Employ basic art vocabulary.

Suggested Objectives:

a. Use art vocabulary (color, shape, line, texture, etc.) as appropriate to media, technique, and process when talking about his/her own work and the work of others.
b. Use art vocabulary as appropriate to student's environment.
Suggested Teaching Strategies:
Using works of art either by the student or master artists, have students select and name directional lines used within the composition (e.g., diagonal, horizontal, vertical).
Suggested Assessment Methods:
Teacher observation. (FR, R)

GRADE 3

This course is designed to stimulate intellectual development with emphasis on critical thinking skills through guided creative exploration of basic principles of the Visual Arts.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

GRADE 3 COMPETENCIES: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Strands: PRODUCTION, CRITICISM/AESTHETICS, HISTORY, INTEGRATION.

COMPETENCIES:

1. Explore visual characteristics in works of art with emphasis on the elements and principles of design (elements - color, line, shape and form, texture, value, and space; principles - balance, repetition, unity, contrast, proportion, and emphasis).

Suggested Objectives:

a. Using the primary colors (red, yellow, blue) and secondary colors (green, orange, violet), mix the intermediate colors (yellow-orange, yellow-green, blue-green, blue-violet, red-orange, red-violet) and place them on the color wheel and find examples in works of art and in objects in the environment.
b. Identify the basic three-dimensional forms (sphere, cube, pyramid, cylinder, and cone), relate them to the basic two-dimensional shapes, relate shapes to forms, and forms to objects in the environment.
c. Identify textural images in works of art and in objects in the environment and use a variety of media (crayon, paper, fabric, yarn) to simulate real and imaginary textures.
d. Create monochromatic values by adding black or white to a color and identify examples in works of art and in the environment.
e. Show different spatial viewpoints in drawings of real or imaginary objects.
f. Use a variety of lines, shapes, and colors to make repeating patterns.
g. Find examples of symmetrical balance (formal) and asymmetrical balance (informal) in works of art and in objects in the environment and use balance in producing works of art.
h. Cite examples of rhythm and movement that are found in nature and create pictures using both principles.
i. Identify design elements (i.e., line, shape, form, value, color, texture, space) and design principles (i.e., balance, contrast/variety, pattern, unity/harmony, emphasis/dominance, rhythm/movement) in artworks and objects in the environment.
Suggested Teaching Strategies:
Present a reproduction of Seurat's "Sunday on La Grande Jatte." Have students identify primary, secondary, and intermediate colors. Using pointillism, have students produce a painting using only the primary colors.
Suggested Assessment Methods:
Checklist for specific criteria. (R)

COMPETENCIES:

2. Evaluate works of art based on exploration of visual concepts and content.

Suggested Objectives:

a. Examine the concepts of spatial relationships within a work of art.
b. Examine the concept of different types of contrast in a work of art.
Suggested Teaching Strategies:
By examining Van Gogh's "Bedroom at Arles," have students describe different types of contrast (e.g., dark/light, rough/smooth, dull/bright). Have students produce a crayon encaustic.
Suggested Assessment Methods:
Teacher observation. (FR, R)

Checklist for production. (R)

COMPETENCIES:

3. Respond to expressive features in works of art and communicate feelings in personal work.

Suggested Objectives:

a. Interpret feelings as expressed by artists in master works of art.
b. Examine why artists might choose to depict certain feelings in a work of art.
c. Communicate how he/she would express feelings in his/her own works of art.
d. Explore symbols used by artists to create mood or feeling.
Suggested Teaching Strategies:
Show various artworks such as Jasper Johns' "Three Flags," Jim Dine's "Kimona," or Robert Rauschenberg's "Retroactive One." Discuss the definition of symbolism and explain how symbols in these master works create a mood or feeling. Have students design a composition around a symbol which creates a strong personal feeling.
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

4. Create works of art using different media, techniques, and processes to communicate ideas, experiences, and stories; distinguish between materials, techniques, and processes used while creating original works of art.

Suggested Objectives:

a. Produce drawings using a variety of media (e.g., crayon, chalk, pencil, markers).
b. Create paintings using a variety of media (e.g., finger paint, tempera, watercolor).
c. Design three-dimensional objects using available material (e.g., play dough, clay, cardboard, folded or bent paper).
d. Make printed images (e.g., fold prints, found objects, fingerprints, texture rubbings, brush or sponge prints).
e. Produce a textile design (e.g., weaving, collage) using a variety of media (e.g., yarn, paper, and other fibers).
f. Demonstrate manipulative skills by performing a variety of tasks (e.g., cutting, gluing, arranging, constructing, sorting, tracing, rubbing, folding, bending, modeling, coloring, painting, drawing, printing, scribbling, stitching, wrapping, weaving, tearing).
g. Express his/her perceptions of the environment by discussing what he/she sees, writing about it, and creating works of art to represent his/her ideas.
h. Create original (not traced or copied) works of art using recognizable objects, images, and symbols to communicate ideas.
Suggested Teaching Strategies:
Research local sculpture through a field trip, photographs, or drawings. Have students develop their own piece of sculpture from appropriate material. (A, V, K).
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

5. Investigate concepts behind subject matter and themes in works of art.

Suggested Objectives:

a. Explain how works of art are alike or different (e.g., media used to create, elements and/or principles of design, purpose for which it was created, subject matter, origin).
b. Explore a common theme and produce a work of art related to that theme.
Suggested Teaching Strategies:
Explore the theme of recycling and its effect on the environment. Have students create handmade paper books using recycled paper pulp. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

6. Use art materials and tools in a safe and responsible manner.

Suggested Objectives:

a. Practice safety and conservation in the use of tools, materials, and equipment while creating original (not traced or copied) works of art.
b. Identify works of art within student's environment.
Suggested Teaching Strategies:
As different tools, materials, and techniques are introduced, demonstrate proper use of each. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (FR, R)

Checklist. (FR, R)

COMPETENCIES:

7. Describe how a person's experiences influence the development of specific artworks and compare different responses to specific artworks.

Suggested Objectives:

a. Convey how time and environment affect an artist and his/her work.
b. Discuss how social and personal experiences affect an artist's work.
c. Observe different responses by the viewer to a single work of art.
Suggested Teaching Strategies:
Research Chuck Close and his work. Examine how his work and techniques have changed over time due to economic success, physical limitations, and changes in society. Have students write about their findings.
Suggested Assessment Methods:
Teacher observation. (O)

Written work. (R)

COMPETENCIES:

8. Investigate how history, culture, and the visual arts can influence each other.

Suggested Objectives:

a. Identify works of art as belonging to a particular culture or place.
b. Identify works of art created at different times and in different styles.
Suggested Teaching Strategies:
Provide hands-on activities, such as a teacher-made game in which they match reproductions to style characteristics. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (FR, R)

COMPETENCIES:

9. Understand and use similarities and differences between characteristics of the visual arts and other art disciplines (creative writing, music, dance, drama).

Suggested Objectives:

a. Recognize similarities and differences between the characteristics of a piece of music and a work of art.
b. Respond to a piece of music or a dance movement by creating a work of art that relates to characteristics of those pieces.
c. Interpret the characteristics of a work of art by creating a dramatic presentation of the work.
Suggested Teaching Strategies:
Have students examine Faith Ringgold's "The Church Picnic." Read the text from this story quilt to the students. Have students assume the roles of the characters in the story quilt. Discuss common characteristics of the artwork and a stage presentation. Have students improvise what is happening in the story quilt. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Written journal of process. (O)

COMPETENCIES:

10. Make connections between the visual arts and other disciplines in the curriculum.

Suggested Objectives:

a. Tell why he/she thinks works of art were created (e.g., does it tell a story, illustrate a holiday, commemorate a historical event, honor a famous person).
b. Tell or write about the common concepts found in works of art and subject areas (e.g., illustrations used in books and printed materials [language arts], arts and crafts produced in various cultures [social studies], color theory in pigment, light, balance and symmetry found in nature, patterns in leaves and shells [science], rhythm and movement [music and drama], size relationships, proportions, ranking, sorting [mathematics]).
Suggested Teaching Strategies:
Have students construct mural-size maps of their community so that scale, measurement, and direction are explored along with the art skills of intersecting lines, symbolism, and communication.
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

11. Employ basic art vocabulary.

Suggested Objectives:

a. Use art vocabulary (e.g., color, shape, line, texture, balance, contrast, pattern, etc.) as appropriate to the media, technique, and process when talking about his/her own work and the work of others.
b. Use art vocabulary as appropriate to the student's environment and daily activity.
Suggested Teaching Strategies:
Have students write two sentences describing objects in their environment using appropriate art vocabulary.
Suggested Assessment Methods:
Proper use of terms in written work. (R)

COMPETENCIES:

12. Collaborate with others to create works of art.

Suggested Objectives:

a. Cooperate in creating a work of art as part of a student group.
Suggested Teaching Strategies:
Divide class into cooperative groups. Have students construct a diorama of their community. Assign each group a specific area of the community.
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

b. Cooperate in creating a work of art with other disciplines.

GRADE 4

This course is designed to build skills in creativity and intellectual abilities, particularly critical thinking skills, through guided learning and practice in the Visual Arts. Basic principles and concepts of the Visual Arts are applied. Particular emphasis is placed on the study of Mississippi artists during this course.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

GRADE 4 COMPETENCIES: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Strands: PRODUCTION, CRITICISM/AESTHETICS, HISTORY, INTEGRATION.

COMPETENCIES:

1. Apply and assess visual characteristics in works of art with emphasis on content and the elements and principles of design (elements - color, lines, shape and form, texture, value, and space; principles - balance, repetition, unity, contrast, proportion, and emphasis).

Suggested Objectives:

a. Identify complementary colors in works of art and in objects in the environment, choose a pair of complements and mix them to produce neutral grays or browns, and use them in a work of art. (Complementary colors are two colors located directly opposite each other on the color wheel - orange and blue, red and green, yellow and violet).
b. Use a variety of lines (e.g., straight, curved, broken, diagonal, vertical, angular, parallel, radial) to draw shapes (e.g., circle, square, rectangle, triangle, oval, diamond, star, octagon) and forms (cube, cylinder, sphere, pyramid, cone) to represent simple objects.
c. Use different lines to create a variety of shapes, designs, and textural patterns.
d. Create a range of values using black and white media to produce works of art.
e. Point out background, middle ground, and foreground in a picture.
f. Create mirror images using positive/negative space.
g. Apply the principles of symmetrical balance (formal) and asymmetrical balance (informal) in creating artworks and find examples of both types of balance in the environment.
h. Find examples of contrast in works of art and in objects in the environment and use contrast by showing differences in one or more design elements or principles (e.g., color, value, texture, size, pattern).
i. Evaluate design elements (i.e., line, shape, form, value, color, texture, space) and design principles (i.e., balance, contrast/variety, pattern, unity/harmony, emphasis/dominance, rhythm/movement) in artworks and objects in the environment.
Suggested Teaching Strategies:
Introduce mirror images by providing the student with the example vase/face exercise as utilized by Betty Edwards in Drawing on the Right Side of the Brain. Discuss the concept of positive/negative space. Have students create a mirror image using positive/negative space and high contrast color. (A, V, K)
Suggested Assessment Methods:
Checklist for specific criteria. (R)

COMPETENCIES:

2. Evaluate expressive features in works of art and create works that expressively communicate ideas, experiences, and stories.

Suggested Objectives:

a. Express his/her perceptions of the environment by discussing what he/she sees, writing about it, and creating works of art to represent his/her ideas.
b. Interpret feeling as expressed by artists in master works.
c. Create works of art that communicate his/her own feelings.
d. Analyze symbols used by artists to create a mood or feeling within a work of art.
Suggested Teaching Strategies:
After viewing several master works of art, have students create works that expressively communicate a belief of his/her own. (V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

3. Create works of art using different media, techniques, and processes to communicate ideas, experiences, and stories. Distinguish between materials, techniques, and processes used while creating original works of art.

Suggested Objectives:

a. Produce drawings using a variety of media (e.g., crayon, chalk, pencil, markers).
b. Create paintings using a variety of media (e.g., paint, tempera, watercolor, markers).
c. Design three-dimensional objects using available materials (e.g., play dough, clay, cardboard, folded or bent paper).
d. Make printed images (e.g., fold prints, found objects, fingerprints, texture rubbings, brush or sponge prints).
e. Produce a textile design (e.g., weaving, stitchery, collage) using a variety of media (e.g., yarn, paper, and other fibers).
f. Demonstrate manipulative skills by performing a variety of tasks (e.g., cutting, gluing, arranging, constructing, sorting, tracing, rubbing, folding, bending, modeling, coloring, painting, drawing, printing, scribbling, stitching, wrapping, weaving, tearing).
g. Express his/her perceptions of the environment by discussing what he/she sees, writing about it, and creating works of art to represent his/her ideas.
h. Create original (not traced or copied) works of art using recognizable objects, images, and symbols to communicate ideas.
Suggested Teaching Strategies:
Research the work of Ethel Wright Mohammed, Theora Hamblett, Kate Freeman Clark, and/or Grandma Moses. Compare the content, media, techniques, and processes these artists used to communicate their ideas. Have students create works of art based on memories or dreams. Have students record research findings in written form. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Written research. (R)

Teacher checklist for specific criteria. (R)

COMPETENCIES:

4. Examine concepts behind subject matter and themes in art and apply these concepts in creating works of art.

Suggested Objectives:

a. Explain how works of art are alike or different (e.g., media used to create, elements and/or principles of design, purpose for which it was created, subject matter, origin).
b. Explore common themes and produce works of art that relate to a theme.
Suggested Teaching Strategies:
Survey self-taught folk artists in Mississippi. Create a journal to record findings and biographies of artists. Have each student choose an artist and create a work of art in the media and style of the artist (e.g., Peppertown Pottery, Itawamba County; Earl Simmons, Bovina; Rhinestone Cowboy, McComb; Reverend Dennis, Vicksburg; Ethel Wright Mohammed, Belzoni; Theora Hamblett, Oxford). (A, V, K)
Suggested Assessment Methods:
Written journal entries. (O, R)

Checklist for specific criteria. (R)

Video about artist and process. (O)

COMPETENCIES:

5. Practice safety and conservation in the use of tools, materials, and equipment.

Suggested Objectives:

a. Practice safety and conservation in the use of tools, materials, and equipment while creating original (not traced or copied) works of art.
b. Identify proper tools to be used along with given techniques.
Suggested Teaching Strategies:
As different tools, materials, and techniques are introduced, demonstrate proper use of each. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist. (FR, R)

COMPETENCIES:

6. Relate how a person's experiences direct the development of works of art and compare different responses to specific artworks.

Suggested Objectives:

a. Evaluate how time and environment affect an artist and his/her work.
b. Communicate how social and personal experiences affect an artist and his/her work.
c. Examine different responses to a work of art.
Suggested Teaching Strategies:
Introduce the works of Mississippi artist Walter Anderson and discuss how he used native plants and regional animals as subject matter for much of his work. Discuss the geographical area in which the artist lived and worked. Explain how his work was influenced by the region where he worked. Question how the flora and fauna of the region where students live are different from that of the area where Walter Anderson worked. (A, V, K)
Suggested Assessment Methods:

Teacher observation. (O)

COMPETENCIES:

7. Demonstrate how history, culture, and the visual arts influence each other.

Suggested Objectives:

a. Identify works of art as belonging to a particular culture or place.
b. Identify works of art created at different times and with different styles.
c. Recognize how the work of one culture or time influences the work of another culture or time.
Suggested Teaching Strategies:
Introduce various Native American cultures in the Mississippi Region. Expose students to artifacts from these cultures. Have students analyze the effects of the European explorers on the artwork of the Native Americans (beadwork, weaving, clothing, pottery). Follow-up could include related production. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

8. Understand and use similarities and differences between characteristics of the visual arts and other art disciplines in the curriculum.

Suggested Objectives:

a. Recognize similarities and differences between the characteristics of a piece of music and a work of art.
b. Respond to a piece of music or a dance movement by creating a work of art that relates to characteristics of these pieces.
c. Interpret the characteristics of a work of art by creating a dramatic presentation of the work.
d. Create visual interpretations of written work done by themselves or others.
Suggested Teaching Strategies:
Have students use descriptive adjectives to write a poem. Have students illustrate through painting or drawing a visual interpretation of the written work. Have students compare how adjectives in the written work and details in the visual interpretation interrelate with each other.
Suggested Assessment Methods:
Written work. (R)

Checklist for specific criteria. (R)

Teacher observation. (O)

COMPETENCIES:

9. Make connections between the visual arts and other disciplines in the curriculum.

Suggested Objectives:

a. Tell why he/she thinks works of art were created (e.g., does it tell a story, illustrate a holiday, commemorate a historical event, honor a famous person).
b. Tell or write about common concepts found in works of art and other subject areas (e.g., illustrations used in books and printed materials [language arts]; arts and crafts produced in various cultures [social studies]; color theory in pigment and light, balance, and symmetry found in nature, patterns in leaves and shells [science]; size relationships, proportions, ranking, sorting [mathematics]).
Suggested Teaching Strategies:
Show a variety of rose-stained glass windows. Relate these works to geometry, fractions, and mirror images. Have students create a kaleidoscopic design using folding and cutting techniques with tissue paper. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

10. Use appropriate art vocabulary as students discuss and create works of art.

Suggested Objectives:

a. Use art vocabulary (e.g., color, shape, line, texture, balance, contrast, pattern, etc.) as appropriate to the media, techniques, and process when talking about his/her own work and the work of others.
b. Use art vocabulary as appropriate to the students' environment and daily activity.
Suggested Teaching Strategies:
Have students use appropriate art vocabulary as they discuss and create works of art. (A, V)
Suggested Assessment Methods:
Teacher observation. (FR, R)

Checklist. (R)

COMPETENCIES:

11. Collaborate with others to create works of art.

Suggested Objectives:

a. Cooperate in creating a work of art as part of a student group.
b. Cooperate in creating a work of art using resources outside the classroom.
Suggested Teaching Strategies:
Introduce the folk art of quilting by having a local quilter speak to students on the history and techniques of quilting. Have each student produce a block for a quilt which will be a collaborative effort of the class. Students should seek resources outside the classroom to produce their parts of the quilt. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)

COMPETENCIES:

12. Explore the role of artists in the community.

Suggested Objectives:

a. Explore the role of the artist in the community and discuss and/or write about a variety of art related careers (architect, video producer, package designer, fashion designer, landscape architect, sign painter, and fine and folk artist).
b. Look at and talk about various art forms in the school, home, or community (e.g., architecture, commercial, fashion, product, fine and folk arts).
Suggested Teaching Strategies:
Invite artists to discuss their role in the community. Have students write a description of the artist's role.
Suggested Assessment Methods:
Student writing. (R)

GRADE 5

This course is designed to build skills in creativity and intellectual abilities, particularly critical thinking skills, through guided learning and practice in the Visual Arts. Basic principles and concepts of the Visual Arts are applied. In addition to Mississippi artists, this course emphasizes the study of a variety of stylistic and historical periods of art.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

GRADE 5 COMPETENCIES: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

Strands: PRODUCTION, CRITICISM/AESTHETICS.

COMPETENCIES:

1. Explore the effects of visual characteristics and identify these effects in personal work.

Suggested Objectives:

a. Recognize design elements in specific works of art.
b. Discern use of design elements and identify them in personal work.
Suggested Teaching Strategies:
Look at examples of famous work and explain various elements (i.e., line, color, shape/form, space, value, texture). (A, V)

Have students point out and name elements. (K)

Have students hold up an example of their own artwork and point out one or more of the elements. (A, V, K)

Suggested Assessment Methods:
Use a checklist to evaluate successful responses. (R)

Use a checklist and a fixed response test to determine successful recognition.

COMPETENCIES:

2. Explore design principles and recognize their effectiveness in the communication of ideas.

Suggested Objectives:

a. Recognize design principles in specific works of art.
b. Discuss use of design principles to communicate an idea.
Suggested Teaching Strategies:
Look at example of famous artwork such as "Brooklyn Bridge" by Frank Stella and point out elements and principles.

Divide class into small groups and prepare a presentation explaining the major idea in an artwork such as "Head of a Man" by Paul Klee. Explain how elements and/or principles helped communicate the idea.

Suggested Assessment Methods:
Discuss differences in opinion about ideas intended. (O)

COMPETENCIES:

3. Create works of art using design elements and principles to communicate ideas.

Suggested Objectives:

a. Group colors into color families, find examples of color families in works of art and in objects in the environment, and use a color family to create a work of art (red/yellow family - red, red-orange, orange, yellow-orange, yellow; red/blue family - red, red-violet, violet, blue-violet, blue; blue/yellow family - blue, blue-green, green, yellow-green, yellow).
b. Find examples of texture made with lines, and draw textures using a variety of lines (e.g., straight, curved, broken, diagonal, vertical, angular, parallel, radial).
c. Explore a range of values using varying pressures of the pencil to produce shading in drawings.
d. Point out examples of background, middle ground, and foreground in landscape.
e. Show contrasting values, colors, textures, shapes, sizes, etc., in works of art and in objects in the environment, and create works of art using contrast.
f. Apply symmetrical/radial balance in producing kaleidoscope designs.
g. Use different methods of perspective to illustrate the concept of space within pictures (placement on the page, overlapping, diminishing size).
h. Demonstrate the understanding of form by drawing objects to appear three-dimensional.
Suggested Teaching Strategies:
After studying works by Picasso in his Blue Period, discuss color symbolism such as blue for sadness or royalty, red for danger or courage, etc. Students will choose a color family and create a landscape that has a mood or emotion.
Suggested Assessment Methods:
Hang all works and have students "read" the mood or emotion of each. (O)

COMPETENCIES:

4. Communicate ideas through works of art focusing on subject and theme.

Suggested Objectives:

a. Create a work of art that relays a specific message.
b. Make a series of varied images with a related theme.
Suggested Teaching Strategies:
Participate in a local and/or national poster contest that has the purpose of a specific message or theme. Use contest guidelines and elements and principles to organize the design.
Suggested Assessment Methods:
Look at and discuss successful "messages." (O)

COMPETENCIES:

5. Explore the characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas.

Suggested Objectives:

a. Produce two and three-dimensional drawings (e.g., contour, gesture, shaded) using a variety of media (e.g., crayon, chalk, pencil, markers).
b. Create paintings using a variety of media (e.g., tempera, watercolor, markers, ink, oil pastels).
c. Design three-dimensional objects using available materials (e.g., plasticine, clay, cardboard tubes/boxes, folded or bent paper, paper bags, paper plates, wire, pipe cleaners).
d. Make printed images (e.g., found objects, stenciling, brush or sponge prints, styrofoam, cardboard, inner tube).
e. Produce a textile design (e.g., weaving, stitchery, collage) using a variety of media (e.g., yarn, paper, and other fibers).
f. Demonstrate manipulative skills by performing a variety of tasks (e.g., cutting, gluing, arranging, constructing, sorting, tracing, rubbing, folding, bending, modeling, coloring, painting, drawing, painting, scribbling, stitching, wrapping, weaving, tearing).
Suggested Teaching Strategies:
Demonstrate a montage print by gluing a variety of slightly raised objects to a piece of cardboard or matboard (objects such as coins, rocks, glass, bottle caps). Paint, sponge, or roll printing ink on the dried "plate" and press paper against the inked surface. Have students collect objects and create a montage print.
Suggested Assessment Methods:
Teacher observation. (O)

Use a rubric to evaluate success. (R)

COMPETENCIES:

6. Observe different responses created by various materials, techniques, and processes.

Suggested Objectives:

a. Examine artworks and identify materials, techniques, and processes.
b. Discuss responses created by varied materials, techniques, and processes.
Suggested Teaching Strategies:
Cut a small "window" in blank paper. Place over a section of an art print of a painting, drawing, or sculpture. Have students identify the "mystery material" used to create the work.
Suggested Assessment Methods:
Teacher observation. (O)

Fixed-response test. (FR)

COMPETENCIES:

7. Use art materials and tools safely and responsibly.

Suggested Objectives:

a. Practice safety and conservation in the use of tools, materials, and equipment.
b. Identify proper tools to be used along with given techniques.
Suggested Teaching Strategies:
Demonstrate care and use of tools for each media and process.
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

8. Explore various purposes for creating works of art.

Suggested Objectives:

a. Investigate reasons for creating artworks in a variety of cultures and eras.
b. Have the student tell why he/she thinks works of art were created (e.g., does it tell a story, illustrate a holiday, commemorate a historical event, honor a famous person, or show the artist having fun).
Suggested Teaching Strategies:
Discuss ways artists convey messages in our society such as billboards, bus sides, TV, magazine ads, packaging, paintings, sculptures. Brainstorm for reasons for the messages.
Suggested Assessment Methods:
Teacher observation. (O)

Essay. (O)

COMPETENCIES:

9. Explore the characteristics of art in different eras and cultures and describe responses to those works and works of their own.

Suggested Objectives:

a. Identify, analyze, and discuss various art forms in the school, home, or community (e.g., architecture, commercial, fashion, product, fine and folk arts) both now and in the cultures studied in other disciplines.
b. Compare characteristics of artworks from one era or culture to another.
c. Describe responses to their own artwork.
d. Describe responses to artwork of other eras and cultures.
Suggested Teaching Strategies:
Have students divide into small groups and research the artworks of one era or culture. Describe the world in which the work was created and present findings to the class (coordinating with social studies is suggested).
Suggested Assessment Methods:
Use a rubric to determine how well students covered the subject. (R)

COMPETENCIES:

10. Integrate the historical and cultural context of a variety of artworks.

Suggested Objectives:

a. Tell or write about common concepts found in works of art and subject areas (e.g., illustrations used in books and printed material [language arts]; arts and crafts produced in various cultures [social studies]; color theory in pigment and light, balance and symmetry found in nature, patterns in leaves and shells [science]; rhythm and movement [music, dance, and drama]; size relationships, proportions, ranking, sorting [mathematics]).
b. Create works of art using integrated knowledge.
Suggested Teaching Strategies:
Look at symmetry in plants. Recall studies in the science class about plant structure. Create a design for a book cover based on that study.
Suggested Assessment Methods:
Evaluate the influence of plant structure on completed design. (R)
 

COMPETENCIES:

11. Discuss and create works of art using appropriate art vocabulary.

Suggested Objectives:

a. Use art vocabulary (e.g., color, shape, line, texture, contrast, rhythm, movement) when talking about his/her own work and the work of others.
b. Critique (in oral or written form) his/her own work using the art concepts and vocabulary he/she has learned.
Suggested Teaching Strategies:
Create a word find of art terms.
Suggested Assessment Methods:
Fixed response.
 

COMPETENCIES:

12. Collaborate with others to create works of art.

Suggested Objectives:

a. Plan and execute a small group project.
b. Plan and execute a class project.
Suggested Teaching Strategies:
Hang a large piece of paper on a wall. Instruct students to create an "environment" by drawing on it in their spare time. Some research may be necessary.
Suggested Assessment Methods:
Teacher/student observation. (O)

Technical/neat expertise. (R)

COMPETENCIES:

13. Explore the role of artists in the community.

Suggested Objectives:

a. Explore the role of the artist within the community and discuss or write about a variety of art related careers (e.g., architect, video producer, package designer, fashion designer, landscape architect, sign painter, fine and folk artist).
b. Recognize objects in the environment designed by an artist.

Suggested Teaching Strategies:

List objects in the room. Discuss how each came to be.
Suggested Assessment Methods:
Teacher observation. (O)

GRADE 6

This course is designed to build skills in creativity and intellectual abilities, particularly critical thinking skills, through guided learning and practice in the Visual Arts. Basic principles and concepts of the Visual Arts are applied. In addition to Mississippi artists, this course emphasizes the study of a variety of stylistic and historical periods of art.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

GRADE 6 COMPETENCIES 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

Strands: PRODUCTION, CRITICISM/AESTHETICS.

COMPETENCIES:

1. Recognize the effects of design elements and identify these effects on their personal work.

Suggested Objectives:

a. Review design elements and their use in specific works of art.
b. Identify and explain use of elements in their own work.
Suggested Teaching Strategies:
Look at famous artworks and works created by students. Point out elements and principles. Famous works might be shown on slides, transparencies, or reproductions. Allow students to get up and point to the element or principle.
Suggested Assessment Methods:
Rubric to determine level of understanding. (R)

COMPETENCIES:

2. Recognize design principles and analyze their effectiveness in the communication of ideas.

Suggested Objectives:

a. Review design principles and their use in specific works of art.
b. Discuss use of design principles to communicate an idea.
Suggested Teaching Strategies:
Create a flannel board activity which scrambles the letters of the principles of design. Allow students to work as teams to unscramble.
Suggested Assessment Methods:
Fixed response.

COMPETENCIES:

3. Create works of art using design elements and principles to communicate ideas.

Suggested Objectives:

a. Produce two and three-dimensional drawings (e.g., contour, gesture, shaded) using a variety of media (e.g., crayon, chalk, pencil, markers).
b. Design three-dimensional objects using available materials (e.g., plasticine, clay, cardboard tubes/boxes, folded or bent paper, paper bags, paper plates, wire, pipe cleaners) using design concepts.
c. Make printed images (e.g., found objects, stenciling, brush or sponge prints, styrofoam, cardboard, inner tube).
d. Produce a textile design (e.g., weaving, collage, stitchery) using a variety of media (e.g., yarn, paper, and other fibers).
e. Find tints (color + white = lightened color) and shades (color + black = darkened color) in works of art and in objects in the environment, list names of the tints and shades (e.g., rust, burgundy, maroon, forest green, olive, pink, peach, mint, lavender), mix tints and shades by adding varying amounts of black or white to a color, and use them to make works of art.
f. Create two or three-dimensional textures using a variety of media, identify examples of two and three-dimensional textures, and analyze them to locate lines, shapes, and patterns.
g. Use symmetry to draw and paint objects found in nature (e.g., leaves, insects, butterflies, flowers, etc.) and man-made objects (e.g., houses, vehicles, furniture).
h. Use different methods of perspective to illustrate the concept of space within pictures (placement on the page, overlapping, diminishing size/color in relationship to the viewer).
i. Apply the concepts of balance and proportion in drawing/painting/sculpting figures.
j. Demonstrate an understanding of form by drawing, painting, or sculpting objects to appear three-dimensional.
Suggested Teaching Strategies:
Collect a generous number of objects that have a partially raised surface, such as coins, shoe soles, leaves, etc. Place newspaper over arranged items and rub with the side of a crayon so "impressions" of the raised surfaces are created, or collect texture rubbings of tombstones by visiting a nearby graveyard.
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

4. Communicate ideas through works of art focusing on theme and the use of symbols.

Suggested Objectives:

a. Use common symbols to create a work of art.
b. Use different media or processes to express the same theme.
Suggested Teaching Strategies:
Discuss well-known symbols such as fast food restaurants, road signs, school mascots. Create a symbol for yourself.
Suggested Assessment Methods:
Gradesheet/rubric for meeting criteria.

COMPETENCIES:

5. Recognize the qualities and characteristics of art media, techniques, and processes to enhance communication and observe how these characteristics create different responses.

Suggested Objectives:

a. Recognize at least five media and/or processes in artworks.
b. Compare the different effects and values achieved through the use of different media.
c. Use a minimum of five media and/or processes to create works of art and compare responses.
Suggested Teaching Strategies:
Create paintings using a variety of media (e.g., tempera, watercolor, markers, ink, oil pastels). Place in a portfolio when all are completed, display together, and observe how each affects the viewer.
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

6. Use art materials and tools safely and responsibly.

Suggested Objectives:

a. Demonstrate proper care and use of tools and materials.
b. Demonstrate manipulative skills by performing a variety of tasks (e.g., cutting, gluing, arranging, constructing, sorting, tracing, rubbing, folding, bending, modeling, coloring, painting, drawing, printing, scribbling, stitching, wrapping, weaving, tearing).
Suggested Teaching Strategies:
Demonstrate how to use a ruler; draw lines correctly with the ruler.
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

7. Recognize various purposes for creating works of art.

Suggested Objectives:

a. Review major reasons artwork was created in cultures/eras studied in other curriculum areas.
b. List several reasons for creating art.
Suggested Teaching Strategies:
Use a Wheel of Fortune game format for "discovering" reasons for creating art.
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

8. Recognize the characteristics and context of art in different eras and cultures and describe responses to those works and works of their own. (H)

Suggested Objectives:

a. Examine characteristics of artwork from cultures and eras included in the social studies curriculum.
b. Compare characteristics of artworks from one era or culture to another.
Suggested Teaching Strategies:
Set aside a "critique" day. Allow students a small privilege to make the day exciting. Have students volunteer to analyze and critique works of art for the class, especially their own work. Include characteristics and context in the analysis.
Suggested Assessment Methods:
Rubric to determine criteria met. (R)

COMPETENCIES:

9. Describe responses to student's own artwork and artwork of others.

COMPETENCIES:

10. Integrate principles and subject matter from other disciplines into the visual arts.

Suggested Objectives:

a. Tell or write about common concepts found in works of art and subject areas (e.g., illustrations used in books and printed materials [language arts], arts and crafts produced in various cultures [social studies], color theory in pigment, light, balance and symmetry found in nature, patterns in leaves and shells [science], rhythm and movement [music, dance, and drama], size relationships, proportions, ranking, sorting [mathematics]).
b. Use images from other disciplines as an inspiration for personal artworks.
Suggested Teaching Strategies:
Use computer-generated images to create a textile or T-shirt design.
Suggested Assessment Methods:
Evaluate the influence of other subjects on personal images. (R)

COMPETENCIES:

11. Discuss and create works of art using appropriate art vocabulary.

Suggested Objectives:

a. Use art vocabulary (e.g., color, shape, line, texture, balance, contrast, rhythm, movement) when talking about his/her own work and the work of others.
b. Use art language to request assistance on art projects in the classroom.
Suggested Teaching Strategies:
Display art term signs around the classroom.
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

12. Collaborate with others to create works of art.

Suggested Objectives:

a. Plan and execute a small group project.
b. Plan and execute a class project.
Suggested Teaching Strategies:
Study the work of folk quilt artist Faith Ringgold. Create a quilt (cloth or paper) by having each student make one square. Display in an appropriate manner.
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

13. Explore the role of artists in the community.

Suggested Objectives:

a. Discuss or write about a variety of art-related careers (e.g., architect, video producer, package designer, fashion designer, landscape architect, sign painter, fine and folk artist).

b. Make connections between objects in the environment and the artist's role in creating them.
Suggested Teaching Strategies:
Work with computer teacher to produce a report about an art career.
Suggested Assessment Methods:
Rubric based on good report writing.

GRADE 7

This course is designed to build skills in creativity and intellectual abilities, particularly critical thinking skills, through guided learning and practice in the Visual Arts. Basic principles and concepts of the Visual Arts are applied. In addition to Mississippi artists, this course emphasizes the study of a variety of stylistic and historical periods of art.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

GRADE 7 COMPETENCIES: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18

Strands: PRODUCTION, CRITICISM/AESTHETICS.

COMPETENCIES:

1. Identify design elements and their effect on the student's work and the work of others.

Suggested Objectives:

a. Memorize the definitions of the design elements (i.e., line, shape, space and form, color, texture, value).
b. Identify and explain an example of each of the elements in a piece of artwork from a culture studied in social studies.
c. Identify and explain an example of each of the elements in a piece of artwork of their own.

COMPETENCIES:

2. Identify design principles and their effectiveness in the communication of ideas.

Suggested Objectives:

a. Memorize definitions of the design principles (i.e., balance, repetition, unity, contrast, proportion, and emphasis).
b. Identify and explain an example of each of the principles in a piece of artwork from a culture studied in social studies.
c. Identify and explain an example of each of the principles in a piece of artwork of their own.
Suggested Teaching Strategies:
Display a print of a recognized work such as Michelangelo's "Pieta." Give students index cards with an element or principle on each one and use a game format to have students point out "their" element or principle and explain it. (A, V, K)
Suggested Assessment Methods:
Use a checklist to determine appropriateness and consistency of responses. (R)

Administer a fixed response test to evaluate retention of definitions of elements and principles. (FR)

COMPETENCIES:

3. Create works of art using design elements and principles to communicate ideas.

Suggested Objectives:

a. Use the elements of line, shape, space, form, and value to draw the four basic shapes and transform them into forms (cube, cone, cylinder, sphere).
b. Produce compositions using the basic forms and design principles to express an idea.
Suggested Teaching Strategies:
Have students draw shapes/forms while observing a demonstration of each. Use the cartoon style of drawing to combine forms and draw more complicated images. Images may illustrate well-known historical characters or events. (A, V, K)
Suggested Assessment Methods:
Use a rubric form to assess how correctly each shape/form is drawn, and how they are combined to create a complete composition that expresses an idea. (R)

COMPETENCIES:

4. Communicate ideas through works of art focusing on symbols and design elements.

Suggested Objectives:

a. Demonstrate personal stories using symbols emphasizing through design elements.
b. Analyze symbols to determine meanings in artworks.
Suggested Teaching Strategies:
After studying the history of Heraldry, create a personal Coat of Arms, focusing on good design that tells the student's story. (A, V, K)

Study the illustrated book "The Very Rich Hours of the Duke of Berry." Create a design within a small page format of a special month as though it was a book illustration; use colored pencils to achieve great detail (A, V, K)

Suggested Assessment Methods:
Have students practice "reading" Coats of Arms of other students. (O)

Use a checklist to assess use of design elements in a successful way, and use appropriate communication of an idea. (R)

COMPETENCIES:

5. Choose art media, techniques, and processes to enhance communications of personal experiences and ideas.

Suggested Objectives:

a. Employ gesture and modeling techniques to draw the human figure.
b. Use at least three varieties of color media to execute designs or paintings, such as tempera, colored pencil, watercolors, markers, acrylics, and/or pastels.
c. Construct or create a three-dimensional object using available materials, such as carving in soap or a found object sculpture.
d. Create a textile design using at least one media, such as paper weaving, stitchery, collage in yarn, computer designed patterns, and/or paper molas.
e. Study, observe, and use one-point perspective.
Suggested Teaching Strategies:
Allow students to volunteer as "models" for gesture and contour drawings. Add interesting "props" such as hats, cloaks, and tennis rackets. Draw gestures and contours with several media, such as pastel on black paper or marker on white paper.

Study images in the science textbook for patterns. Discuss the basic categories of pattern, such as geometric and free form.

Study the carved images of the Aztecs, Egyptians, Pueblo Indians, Northwest Coast Indians, and similar cultures, especially those studied in social studies. Demonstrate planning a three-dimensional design by drawing three different views. Transfer designs to a block of easily carved material. Begin with cutting out the contour only, then moving to "rounding" the image on all sides. Florist foam is easily cut but "clings" - use breathing masks and wet cloths to control that problem. (V, K)

Create a "booklet" of watercolor techniques. Use these techniques to do a sunlit watercolor of a cut watermelon. Eat the melon afterwards. (V, K)

Use gum eraser as a "block," cut a pattern based on one of the images studied, and do a group print of a piece of cloth. (A, V, K)

Suggested Assessment Methods:
Use a checklist to determine the success of the pattern translation and proper use of the printing technique. (R)

Evaluate a portfolio of a variety of gestures and contour figure studies. (R)

Use a checklist to determine level of understanding/application of a three-dimensional design or creation.

COMPETENCIES:

6. Name and describe how different responses are created by using various materials, techniques, and processes.

Suggested Objectives:

a. Compare the images of a particular symbol created in a variety of materials using different techniques and processes.
b. Create multiple images of a particular symbol created in a variety of materials using differing techniques and processes.
Suggested Teaching Strategies:
Look at the human head in the carving "Venus of Willendorf," the painting "Mona Lisa," and a school photograph of a student. Discuss the similarities and differences in materials, techniques, and processes and how they affect the viewer's response to each image. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

COMPETENCIES:

7. Use art materials and tools safely and responsibly.

Suggested Objectives:

a. Participate in the distribution and collection of materials and tools.
b. Participate in the care and conservation of materials and tools.
c. Value and respect works of art, both of others and their own.
Suggested Teaching Strategies:
Develop teams to be responsible for distributing and cleaning up materials for a specified time. (K)

Demonstrate proper care of materials. (A, V)

Discuss respect for artwork emphasizing not touching the work of others. (A)

Suggested Assessment Methods:
Observe on a daily basis to determine students who are NOT having success in these areas and discuss the problem in a private conference. (O)

COMPETENCIES:

8. Identify various purposes for creating art.

Suggested Objectives:

a. Discuss major reasons for creating artwork in most of the cultures and historic periods studied in other curriculum areas, such as religious beliefs, practical needs, and record keeping.
b. Identify personal reasons for creating art (e.g., beliefs, enjoyment, expression, communication, and fulfillment of a requirement).
Suggested Teaching Strategies:
In studying images in preparation for a project, brainstorm about reasons for the images studied. List reasons on the board; optionally, place reasons in chart form by historical period and discuss the differences. (A, V, K)

Use questioning and silent response for students to analyze their reasons for choosing/creating personal works.

Suggested Assessment Methods:
Ask specific questions as part of a written evaluation such as why a particular piece of work was created. (O)

Include essay questions in written assessments. (FR, O)

COMPETENCIES:

9. Identify the characteristics of art from different eras and cultures.

Suggested Objectives:

a. List at least one characteristic of the art from at least four major eras.
b. Identify and correctly place at least four masterworks by culture.
Suggested Teaching Strategies:
Look at transparencies, slides, or prints of art from selected cultures. Write major characteristics observed on the chalkboard. Study those characteristics. (A, V, K)

Show several pieces of art and have students select the correct culture.

Suggested Assessment Methods:
Play a matching game of characteristics and cultures to visual images displayed one at a time with students in teams. (FR)

COMPETENCIES:

10. Compare responses to other students' works and artwork of eras and cultures studied in other disciplines.

Suggested Objectives:

a. Vocalize personal conclusions and feelings about specific artworks of other eras and cultures and discuss responses.
b. Respond silently to questions about peer work.
Suggested Teaching Strategies:
Look at all of a classes' work from one project by displaying all at one time. Ask for random responses and compare as to purposes and effectiveness in communicating that purpose.

Look at a variety of work from eras and cultures studied and do the same exercise as above.

COMPETENCIES:

11. Investigate the historical and cultural context of a variety of artwork.

Suggested Objectives:

a. Identify works of art from different historical and cultural contexts.
b. Research the lifestyle factors such as governing system, climate, technology, and religion surrounding particular artworks.
Suggested Teaching Strategies:
Divide students into groups. Let each group select an artwork. Have students go to the library to collect information about the historical and cultural context of the artwork. Have each group present its findings to the class. (A, V, K)

Suggested Assessment Methods:

Checklist of specific criteria. (R)
 

COMPETENCIES:

12. Recognize and describe how factors of time and place, such as climate, technology, etc., affect artwork to give it meaning and value.

Suggested Objectives:

a. Identify how lifestyle factors such as climate, technology, and beliefs affect the creation of a particular artwork.
b. Create a work of art affected by the student's own culture.
Suggested Teaching Strategies:
Divide class into groups. Have students collect information about a work of art to create a simple skit. Simple props may also be used to convey the meaning and value of the work to the class. Have students videotape skits and present to class. (A, V, K)
Suggested Assessment Methods:
Teacher observation. (O)

Checklist for specific criteria. (R)
 

COMPETENCIES:

13. Make parallels in artworks that share similar historical periods, subject matter, and/or cultural context.

Suggested Objectives:

a. Make a chart of types of pottery in four different cultures in the same time period and list ways they are alike.
b. Describe houses in four different cultures and tell how they are similar.
Suggested Teaching Strategies:
Have students bring social studies books to art class. Look for pictures of houses throughout the book and write down page numbers of pictures. Elicit responses from students to fill in a chart showing similarities on chalkboard or large roll paper on the wall. Photocopied images may be added to the chart later.
Suggested Assessment Methods:
Discuss the completed chart and relate to the student's personal home. (O)

COMPETENCIES:

14. Integrate principles and subject matter from other disciplines into the visual arts.

Suggested Objectives:

a. Demonstrate the use of mathematical tools (i.e., rulers, protractors, compasses) to create one-point perspective.

b. Relate basic shape/form drawing to the study of shapes in mathematics.

c. Illustrate literary or historical characters using basic shape/form, gesture, and/or modeling.

d. Select illustrations from textbooks in other curriculum areas as inspirations for images created in art class.

Suggested Teaching Strategies:
Work with the math teacher on a tessellation project using colored pencils or markers or watercolor. (V, K)

Read a literary passage or poem and illustrate.

Create a repeat pattern on the computer.

Suggested Assessment Methods:
Use a checklist to determine success in integrating other subjects into a project. (R)

COMPETENCIES:

15. Use appropriate art vocabulary as students discuss and create works of art.

Suggested Objectives:

a. Analyze a well-known work of art using art vocabulary.

b. Request assistance in personal work using correct art language.

Suggested Teaching Strategies:
Set aside a specific time to formally analyze artworks as well as informal discussions. (A, V)

Remind students of proper art language when working. (A, V, K)

Suggested Assessment Methods:
Use a checklist for formal analyses. (R)

Informally notice and comment when students use proper art language. (O)
 

COMPETENCIES:

16. Collaborate with others to create works of art.

Suggested Objectives:

a. Plan and execute a group project.
b. Work with students from other areas to create art.
Suggested Teaching Strategies:
Divide class into groups. Let groups vote on artwork that interests the majority. Go to the library to collect information above. (A, V, K)

Study printing patterns of African textiles such as adinkra cloth. Make individual printing stamps from gum erasers. Have every student print rows of their designs on a large piece of paper or cloth; use as a tablecloth.

Allow students to volunteer to help special education students create simple art projects.

Suggested Assessment Methods:
Use a rubric to evaluate the successful completion of a group project. (R)

Have students evaluate themselves using a rubric. (R)
 

COMPETENCIES:

17. Explore the role of artists in the community.

Suggested Objectives:

a. Discuss ten reasons a community needs the arts.
b. Relate personal knowledge of community members involved in the arts.
Suggested Teaching Strategies:
Invite an artist in the community to speak to the class. (A, V)

Ask students for personal experiences with artists, relatives, or friends involved in the arts. (A, V)

Suggested Assessment Methods:
Have students list as many art-related jobs in the broad community. (O)

COMPETENCIES:

18. Discuss careers in art as a vocation (graphic designer, publisher, potter, landscape designer, etc.).

Suggested Objectives:

a. Match career descriptions to career titles.
b. Analyze personality traits helpful for specific art careers.
Suggested Teaching Strategies:
Play a game with a Bingo format. Read job descriptions and have students cover job titles on a Bingo card. Give the winner a small treat such as peppermint candy, a homework pass, time on a computer, or other limited access equipment.

Develop a questionnaire to raise student awareness as to "job requirements" such as enjoying being outdoors and working with plants to be a landscape designer. (A, V, K)

Suggested Assessment Methods:
Discuss questionnaire responses. (O)

GRADE 8

This course is designed to build skills in creativity and intellectual abilities, particularly critical thinking skills, through guided learning and practice in the Visual Arts. Basic principles and concepts of the Visual Arts are applied. In addition to Mississippi artists, this course emphasizes the study of a variety of stylistic and historical periods of art.

STRANDS: Production, Media, Criticism/Aesthetics, History, Integration

GRADE 8 COMPETENCIES: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19

Strands: PRODUCTION, CRITICISM/AESTHETICS.

COMPETENCIES:

1. Define the effects of visual structures and functions, and identify these effects in their own work.

Suggested Objectives:

a. Review definitions of design elements.
b. Employ at least one of the elements in their own work.

COMPETENCIES:

2. Define organizational structures and analyze their effectiveness in the communication of ideas.

Suggested Objectives:

a. Review design principles.
b. Analyze use of principles in selected works of art and objects in the environment.
Suggested Teaching Strategies:
Use a game format such as Jeopardy and have students name elements and principles; point them out in selected works of art. (A, V, K)

Have students critique their own work using specified elements/principles. (A, V, K)

Suggested Assessment Methods:
Evaluate comprehension of elements and principles by viewing pieces of work and having students name elements pointed out. (FR)

Appraise effectiveness of communication of ideas by studying the works of Turnbull, Church, or Hopper, and analyze how elements/principles were used to create specific effects. (O)

Administer a fixed response test to evaluate knowledge of definitions of elements and principles. (FR)
 

COMPETENCIES:

3. Create works of art using the qualities of structure and functions to communicate ideas.

Suggested Objectives:

a. Create drawings using various media, approach, and subject matter organized by the elements and principles of design.
b. Design and execute a color wheel that includes neutral colors and tints and shades.
c. Use one- and two-point perspective to generate specific effects on student work.
Suggested Teaching Strategies:
Draw the human figure using gesture, contour, and modeling approaches, and use elements/principles to place on the format.

Use each of the elements/principles in a series of projects such as creating giant poster characters using line/proportion. (V, K)

Use a different media to create a color wheel such as paste, colored clay, colored pencils. (V, K)

Draw a simple still life of boxes or blocks, or draw houses or buildings in one- and two-point perspective. Use a viewfinder to do so. (V, K)

Suggested Assessment Methods:
Use a checklist to judge how well structures and functions are employed in individual projects. (R)

Have students assess their own work silently as the teacher asks pertinent questions such as: Do the figures "fill up" enough space on the format? Which figure is most important? How do you know that? (O)
 

COMPETENCIES:

4. Communicate ideas through works of art using design elements and style such as abstraction, nonobjective, impressionism, and realism.

Suggested Objectives:

a. Illustrate one subject or idea in at least two different styles using design elements.
b. Research a particular artist/style and do a piece of work in that style. (V, K)
Suggested Teaching Strategies:
Choose an emotion to illustrate in two ways, such as sadness illustrated by a geometric shape design using tints and shades of blue, or a person in a dejected posture using similar colors. (V, K)

Place a small viewfinder over a large colorful magazine picture; reproduce a "blow up" version using pastels in an Impressionistic style. (V, K)

Suggested Assessment Methods:
Display works and have students write what emotion is being displayed on a numbered sheet of paper. Do a tally of answers and compare to the intended idea of the artist. (O)

Use a rubric to evaluate the abstract viewfinder piece. (R)
 

COMPETENCIES:

5. Enhance communication of personal ideas and experiences by purposefully choosing art media, techniques, and processes.

Suggested Objectives:

a. Construct puppets to use in an original play to interpret a story.
b. Use the concepts of one- and two-point perspectives to create the illusion of depth and space on a two-dimensional surface.
c. Provide a specific framework to complete an artwork, allowing students to make media, process, and technique choices.
Suggested Teaching Strategies:
Have students work in groups. Choose a variety of media, techniques, and processes to construct puppets, sets, and props to dramatize an event in history or a well-known literary excerpt. (A, V, K)

Have students create a work that repeats a shape three times in different sizes, has a format that is not a rectangle, and uses three colors or less. Students may choose media, technique, and process. (V, K)

Suggested Assessment Methods:
Videotape puppet plays, replay to students, and discuss successful and unsuccessful areas.

Use a gradesheet to check if all requirements are met; provide a bonus for creative interpretation. (R)

COMPETENCIES:

6. Analyze how different responses are caused by various materials, techniques, and processes.

Suggested Objectives:

a. Select a subject to render in two different media using different techniques and processes; observe and discuss differences.
b. Compare two widely varied approaches to depicting the human figure.
Suggested Teaching Strategies:
Draw an animal influenced by the style of John James Audubon using a drawn format and colored pencils. Sculpt the same animal in clay. (V, K)

Look at Picasso's "Guernica" and Rembrandt's "Night Watch"; discuss the effect each approach has on the viewer. (A, V)

Suggested Assessment Methods:
Have students show both animal projects together; "brainstorm" with the class all the ways they are different. (O)

Include an essay question that requires the student to compare different approaches, techniques, or media in two recognized pieces of work. (O)

COMPETENCIES:

7. Use art materials and tools safely and responsibly. (P, M)

Suggested Objectives:

a. Participate in distribution and collection of materials and tools.
b. Participate in care and conservation of materials and tools.
c. Value and respect personal work and the work of others.
Suggested Teaching Strategies:
Develop teams to distribute and take up materials. Demonstrate proper care of materials. Discuss respect for others' work and your own; focus on NO TOUCHING. (A, V, K)
Suggested Assessment Methods:
Observe the participation of students.

COMPETENCIES:

8. Contrast various purposes for creating works of art.

Suggested Objectives:

a. Analyze purpose of well-known works of art, such as Van Eyck's The Marriage Contract or Hopper's Early Morning.
b. Discuss reasons for art in widely varied context, such as Hopi Indian culture, Ash Can school, and Pop Art.
Suggested Teaching Strategies:
Create a timeline that includes dates, most outstanding cultures, types of art, and pictures of some of the arts in the history of the Americas. (A, V, K)
Suggested Assessment Methods:
Answer specific questions about varied purposes for creating art on a written test. (FR)

Discuss personal purposes for creating art. (O)
 

COMPETENCIES:

9. Produce works influenced by artwork of different eras and cultures.

Suggested Objectives:

a. Inspect the works of particular artists or periods.
b. Create a work of art using the influence of a particular artist or period.
Suggested Teaching Strategies:
After studying the work of Bridget Riley, create an "OP Art" piece using felt markers, colored papers, or colored pencils. (A, V, K)

Have students research a particular artist. Write a brief paper about the artist, then copy a selected piece of work onto large paper and place on a ceiling tile if possible. The artist's name and the title of the work should be prominent on each piece to provide an ongoing learning tool. Some mathematics will be necessary to enlarge the work proportionately. Leftover space may be used for name and title. Emphasize stating "copied by" before the student's name. (A, V, K)

Study a selected artist and create a poster using the artist's style. (A, V, K)

Study varied cultures of the America's, such as Mayan, Indian, or Northwest Coast, and create pottery pieces that echo works from those cultures.

Suggested Assessment Methods:
Evaluate reports on artists based on English rules of grammar, composition, and content. (FR)

Judge student work with a checklist including the influence of the culture/artist studied. (R)

Have students select three pieces of personal work they feel is most successful and explain why. (O)

Display student works and determine the success of communication by comparing responses to other students' works, particularly posters. (O)
 

COMPETENCIES:

10. Compare intentions to responses to personal work and artworks of eras and cultures studied in other disciplines.

Suggested Objectives:

a. Relate perceived intentions of selected artworks to stated intentions.
b. Express intentions and compare to perceived intentions to the student's artwork.
Suggested Teaching Strategies:
Display student works. Allow several students to say what they think the "story" or intention was; then have the student artist explain their intention. (A, V, K)
Suggested Assessment Methods:
Investigate and specify the historical and cultural context of a variety of artworks. (H)

COMPETENCIES:

11. Investigate and specify the historical and cultural context of a variety of artworks.

Suggested Objectives:

a. Recall the culture of origin and/or general time period of at least ten pieces of work, including both two- and three-dimensional works.
b. Recall at least five pieces of American artwork by artist/era.
Suggested Teaching Strategies:
Set up a rear screen projector with slides from a variety of eras and cultures, particularly the Americas. Allow students to view slides during any extra time.
Suggested Assessment Methods:
Show slides on the screen and have students name culture, era, and/or artist.

COMPETENCIES:

12. Identify and demonstrate how factors of time and place (e.g., climate, technology, etc.) affect artwork to give it meaning and value.

Suggested Objectives:

a. Examine similar subjects in a variety of cultures, locations, and time periods.
b. Interpret the effects of climate, technology, religious beliefs, and/or governing system on works viewed.
Suggested Teaching Strategies:
Look at the depiction of the human being in a variety of artworks. Discuss differences and why these differences might exist, such as clothing related to climate, body-size related to social status, and symbolism related to beliefs. (A, V)
Suggested Assessment Methods:
Speculate on how human beings in the future might be depicted in artwork. (O)

COMPETENCIES:

13. Debate meanings of specific artworks based on culture and aesthetics.

Suggested Objectives:

a. Select a particular painting, drawing, sculpture, or building and analyze it based on design principles and/or its role in history.
b. Debate analyses formed in above objective.
Suggested Teaching Strategies:
Divide a small group of students into prosecution and defense and set up a courtroom; students have previously studied a specific artwork and have been given index cards with opposing "meanings" - students will plan a prosecution and a defense based on their meaning; remaining students become spectators.
Suggested Assessment Methods:
Discuss "skit." (O)

COMPETENCIES:

14. Make parallels in artworks that share historical periods, cultural contexts, or similar subject matter.

Suggested Objectives:

a. Identify a specified historical period and select a painting, sculpture, and building from the period and locate parallels.
b. Explain a specific culture's characteristics, and examine two or three types of art from that culture, comparing similarities.
Suggested Teaching Strategies:
Look at slides or prints of a building, painting, and sculpture from the Colonial period. Relate how they are similar. (A, V)
Suggested Assessment Methods:
List similarities of artwork in one culture on a sheet of paper. (FR)

COMPETENCIES:

15. Integrate principles of subject matter from other disciplines into the visual arts.

Suggested Objectives:

a. Investigate how other disciplines influence the creation of artworks.
b. Apply information from other subject areas in creating artworks.
Suggested Teaching Strategies:
Research the Choctaw Indian culture in Mississippi. If possible, invite a pine needle or rag coil weaver to demonstrate their craft for art class. Make a basket. (A, V, K)

Use dark cloth, bleach, and oil brushes to create a tablecloth using Aztec or similar design. (V, K)

Select a passage from the literature book to illustrate with pen and ink. (A, V, K)

Relate math concepts to create tessellation images. (A, V, K)

Suggested Assessment Methods:
Use a checklist to determine the use of other subject area influences. (R)

COMPETENCIES:

16. Use appropriate art vocabulary to discuss and create works of art.

Suggested Objectives:

a. Recall vocabulary definitions or words used in each unit of study.
b. Discuss and analyze selected art pieces as to design elements, design principles, techniques and processes used, visual influences and effects of varying factors and purposes, and meanings using vocabulary learned in the class.
Suggested Teaching Strategies:
Have a word find, crossword puzzle, or similar activity to reinforce art vocabulary. (A, V, K)
Suggested Assessment Methods:
Check word find or similar activity for accuracy. (FR)

COMPETENCIES:

17. Collaborate with others to create works of art.

Suggested Objectives:

a. Work in teams to plan and produce a specified project within the classroom.
b. Work with persons/organizations outside the classroom to produce artworks.
Suggested Teaching Strategies:
Create a two- or three-color print by working as a team, each person responsible for a different color plate. (V, K)

Write and dramatize a historical event using handmade puppets and sets. (A, V, K)

Participate in community projects, such as notecard designs to benefit the local nature center.

Suggested Assessment Methods:
Videotape puppet performances and evaluate its success in communication. (R)

Use a checklist to assess correct use of concepts and materials in a two-color printing. (R)

Use a rubric to evaluate notecard designs.

COMPETENCIES:

18. Explore the role of artists in the community.

Suggested Objectives:

a. Identify the art needs of the community.
b. Identify the roles artists in the community play.

COMPETENCIES:

19. Discuss careers in art as a vocation (i.e., graphic designer, publisher, potter, etc.)

Suggested Objectives:

a. Recall and identify a variety of art jobs in the community (local and state-wide).
b. Research selected art careers to determine qualifications, education, and job responsibilities.
Suggested Teaching Strategies:
Using a "Bingo" game format, have students listen to art job descriptions and cover the appropriate term on individual bingo sheets. (A, V, K)

Invite local artists to demonstrate and discuss their career with the class. (A, V)

Suggested Assessment Methods:
Students respond to Bingo format by "winning" when a straight line is covered correctly on the card. (FR)

Students answer a questionnaire about the visiting speaker. (O)

Return to Mississippi Department of Education

Return to Fine Arts Curriculum Framework