Download Visual Arts Course of Study - Grades Third - Fifth

BEREA CITY SCHOOL DISTRICT
K-5 TEACHER PLANNING GUIDE
2004-2005 Revision
VISUAL ARTS COURSE OF STUDY – GRADES THIRD - FIFTH
Benchmarks - By the end of 5th grade, the student will:
STANDARD ONE: Historical, Cultural and Social Contexts
________ demonstrate the way art materials are used by artists to
create different styles (e.g., paint applied spontaneously in
expressionism and more carefully in minimalism).
________ identify artwork from various regions and communicate
how they reflect social influences and cultural traditions.
In what ways do cultures share ideas?
In what ways can I appreciate the art of other cultures?
________ compare and contrast the artistic styles observed in
artwork from various cultures.
How are these artworks the same/different?
________ connect various art forms and artistic styles to their
cultural traditions.
Why is art important?
________ construct a simple timeline that places selected artists
and their works next to historical events in the same time
period.
What events occurred at the time when this art was
created?
________ describe the lives, works and impact of key visual artists in
selected periods of history.
How did the public respond to the artist’s work?
________ explain how public art contributes to the documentation
and preservation of art history.
________ appreciate the value of the visual arts as a life-long
experience.
________ compare the decorative and functional qualities of
artwork from cultural/ethnic groups.
How will art be important in my future?
What would the world be like without art?
What is this artwork used for?
________ identify and describe artwork from various
cultural/ethnic groups (e.g., Paleo Indians, European
immigrants, Appalachian, Amish, African or Asian
groups).
How are these artworks different?
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BEREA CITY SCHOOL DISTRICT
K-5 TEACHER PLANNING GUIDE
2004-2005 Revision
VISUAL ARTS COURSE OF STUDY – GRADES THIRD - FIFTH
STANDARD TWO: Creative Expression and Communication
________ give and receive constructive feedback to produce artwork
as a finished product that meets learning goals.
________ demonstrate skills and expression of ideas in the use of
art techniques and processes.
What steps are important to create this artwork?
What different ways can I use chalk?
________ use appropriate visual art vocabulary when describing
art-making processes.
How can I make my artwork better?
________ use observational and technical skills to achieve the
illusion of depth in two-dimensional space (e.g., value,
perspective and placement of objects).
How can I make a symmetrical picture?
How do I show the difference between foreground and
background?
________ recognize and identify a purpose or intent for creating an
original work of art.
Can art show how I feel?
________ explore different approaches to creating art (e.g., by artist,
style or historical period).
How does Van Gogh’s painting style differ from
Mondarin’s?
Can art show what I think?
________ use feedback and self-assessment to improve the quality
of artworks.
________ apply problem-solving strategies to improve the creation of
artwork.
How can I improve my collage?
________ identify and select art materials, tools and processes to
achieve specific purposes in individual artwork.
What techniques would I use to present my artwork as a
finished product?
________ identify reasons for personal, artistic decisions.
Why do I use different tools for different types of art?
Why am I using organic shapes in my artwork?
________ discuss individual artwork in terms of line, shape, color,
texture and composition.
What kind of shapes did I use in my art?
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BEREA CITY SCHOOL DISTRICT
K-5 TEACHER PLANNING GUIDE
2004-2005 Revision
VISUAL ARTS COURSE OF STUDY – GRADES THIRD - FIFTH
________ refer to criteria when discussing and judging the quality of
works of art.
STANDARD THREE: Analyzing and Responding
________ explore and describe how art principles are used by
artists to create visual effects (e.g., unity and balance
used to create the effect of stability).
Why do I prefer one artwork over another?
________ compare and analyze how art elements and principles are
used for expressive purposes (e.g., strong mood, explosive
shapes and rhythmic patterns).
How did the artist create rhythm in his/her painting?
________ discuss different responses to, and interpretations of, the
same artwork.
How does the color/shape express mood in this painting?
________ compare the works of different artists on the basis of
purpose and style (e.g., functional/nonfunctional and
representational/abstract).
Who likes/dislikes this painting? Why?
________ identify successful characteristics that contribute to the
quality of individual artwork and the work of others.
How does this realistic portrait differ from an abstract
portrait by Picasso?
Do artists plan their artwork?
________ identify criteria for discussing and assessing works of art.
________ apply observation and analysis skills to derive meaning in
a selected artwork.
Did I use complementary colors in my optical art project?
Why did Picasso paint “Guernica” entirely in a black and
white color scheme?
________ describe how artists use symbols and imagery to convey
meaning in culturally representative works.
How are styles different?
________ use specific criteria individually and in groups to assess
works of art.
________ compare and contrast how art elements and principles
are used in selected artworks to express ideas and
communicate meaning.
Which artworks are more successful and why?
What do variety, rhythm, balance and unity look like in a
work of art?
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BEREA CITY SCHOOL DISTRICT
K-5 TEACHER PLANNING GUIDE
2004-2005 Revision
VISUAL ARTS COURSE OF STUDY – GRADES THIRD - FIFTH
STANDARD FOUR: Valuing the Arts/Aesthetic Reflection
________ begin to evaluate individual artwork and the artwork of
others.
What can I learn from artists to make my own work look
better?
________ distinguish between technical and expressive qualities in
individual artwork.
________ understand and appreciate the merits of individual work.
________ realize his/her own growth in artistic development.
How has my portrait drawing style changed?
________ explain how personal experience can influence choosing
one artwork over another.
Why is it important to use original ideas in my artwork?
Does thick application of paint in my art best express a
happy or angry mood?
STANDARD FIVE: Connections, Relationships and Applications
________ explain how works of art can reflect the beliefs, attitudes
and traditions of the artist.
________ begin to interpret works of art.
In what ways are symbols important?
Why was mask making so important to African culture?
________ reflect on and develop individual beliefs about art (e.g.,
how art should look, what it should express, or how it
should be made).
What qualities do I think an artwork should have to be in a
museum?
________ describe the successful use of one expressive element in
an artwork using sensory details and descriptive
language.
________ relate the ideas of artists to individual work.
Can one artist inspire another artist?
________ apply problem-solving skills from other subject areas (e.g.,
scientific method and inquiry processes) to solve artistic
problems.
What is needed to balance both sides of my artwork?
How does the color red affect the mood of the painting?
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BEREA CITY SCHOOL DISTRICT
K-5 TEACHER PLANNING GUIDE
2004-2005 Revision
VISUAL ARTS COURSE OF STUDY – GRADES THIRD - FIFTH
STANDARD FIVE: Connections, Relationships and
Applications (continued)
________ use artwork to communicate and enhance understanding
of concepts in other subject areas (e.g., science, English
language arts, mathematics and social studies).
________ provide examples of different types of artists (e.g.,
muralists, industrial designers, architects and book
illustrators) and describe their roles in everyday life.
________ identify and describe common themes, subject matter
and ideas expressed across art disciplines.
What are the mathematical proportions of human facial
features to the entire face?
________ investigate the various types of art and their role in
everyday environment.
In what ways do artists communicate ideas?
Why is a cereal box designed in a particular way?
________ describe how selected visual art elements or principles
are used in one or two other art disciplines (e.g., color,
unity, variety and contrast).
How does both an architect and a sculptor use balance?
________ relate concepts common to the arts and disciplines
outside the arts (e.g., composition, balance, form and
movement).
Other than an artist, who considers composition
(arranging objects) in their job?
________ recognize and identify a range of careers in visual art
(e.g., fashion designer, architect, graphic artist and
museum curator).
________ evaluate the works of artists.
Why are some artists more popular than others?
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