• OSWEGO CUSD 308

    ART CURRICULUM

     

     

     

    First Grade

    Second Grade

    Third Grade

    Fourth Grade

    Fifth Grade

    Line

    1.1 Recognize a line

    1.2 Discriminate between various line types (e.g. Straight curved)

    1.3 Recognize size differences between line (e.g. long, short)

    1.4 Recognize a variety of line qualities (e.g. thick, thin)

    1.5 Recognize that connecting lines create shapes

    1.1 Recognize that connecting lines create shapes

    1.2 Understand that repeated lines forma pattern

    1.3 Recognize a simple line pattern

    1.4 Begin to recognize vertical, horizontal and diagonal lines

    1.1 Observe various qualities of line (e.g. think, thin)

    1.2 Discriminate between various line types (e.g. straight, curved)

    1.3 Identify horizontal, vertical, and diagonal lines in the environment and artwork

    1.1 Observe that a line is a path of a moving point

    1.2 Discover that line can create movement and direction in artworks

    1.1

    Shape

    2.1 Recognize shapes

    2.2 Recognize size differences between shapes

    2.3 Observe various shapes in the environment

    2.4 Name basic geometric shapes (e.g. circle, square, triangle)

    2.1 Understand that repeated shapes form a pattern

    2.2 Utilize shapes to form objects (e.g. square for a house)

    2.3 Arrange shapes in order to express themselves objectively and/or non-objectively

    2.1 Discriminate between free-form and geometric shapes

     

    2.1 Identify geometric and free-form shapes

    2.2 Recognize the difference between a two-dimensional shape and a three-dimensional form

    2.1 Differentiate between geometric and free-form shapes

    Color

    3.1 Name the primary and secondary colors

    3.2 Recognize black, white and gray

    3.1 Identify the primary and secondary colors

    3.2 Recognize warm and cool colors

    3.1 Become acquainted with the color wheel

    3.2 Observe that the addition of white to a color creates a tint

    3.3 Observe that the addition of black to a color creates a shade

    3.1 Continue color mixing techniques

    3.2 Demonstrate how to create a tint.

    3.3 Demonstrate how to create a shade.

    3.1 Continue color mixing techniques

    3.2 Identify a monochromatic color scheme

    3.2 Recognize complementary colors

    Value

     

     

    4.1 Discriminate between light and dark colors

    4.2 Observe that the value changes may occur by adding black or white to a color

    4.1 Recognize the concept of light and shadow in a work of art.

    4.2 Demonstrate a value change in a given medium

    4.1 Recognize that color values diminish with distance

    4.2 Demonstrate shading of an object in a work of art

    Texture

    5.1 Discover that texture is a surface quality related to touch

    5.2 Become aware of a variety of textures

    5.1 Observe visual characteristics of texture (e.g. shiny, dull)

    5.2 Describe the textural qualities of an object

    5.1 Observe that texture may be actual or visual

    5.2 Observe that texture may be simulated by altering surfaces

    5.3 Discriminate between raised and lowered surfaces

    5.1 Define texture

    5.2 Understand that texture may be actual or visual

    5.3 Identify visual texture in a work of art

    5.1 Define texture

    5.2 Understand that texture may be actual or visual

    5.3Identify visual texture in a work of art

    Space

    6.1 Observe two dimensional space in the environment

    6.2 Observe three-dimensional space in the environment

    6.1 Recognize that overlapping shapes suggest depth

    6.2 Recognize that distant objects appear smaller

    6.3 Recognize a horizon line in the environment

    6.1 Understand background as the part of the picture that appears farthest away.

    6.2 Recognize the horizon line in a work of art

    6.1 Identify foreground and background in works of art

    6.2 Become aware of the difference between positive and negative space in works of art.

    6.1 Identify foreground and background in works of art

    6.2 Become aware of the difference between positive and negative space in works of art.

    Form

     

    7.1 Identify a three-dimensional object

     

     

    7.1 Identify form as having three dimensions

    Balance

    7.1 Observe symmetry; side to side sameness

    7.1 Create a symmetrically balanced artwork

    7.1 Become aware of asymmetrical balance in the environment and in artwork

    7.1 Identify a work of art that is asymmetrically balanced

    7.2 Identify how the use of asymmetrical balance creates interest in artworks

    7.1 Recognize and create an asymmetrical work of art

    7.2 Observe and create radial balance in a visual image

    Pattern

    8.1 Recognize that pattern is created by repetition

    8.1 Identify a pattern in a work of art or in the environment

    8.2 Create a pattern using two different shapes

     

     

     

    Contrast

    9.1 Observe contrasts in the environment (e.g. winter/summer)

    9.2 Observe contrasting qualities (e.g. small, large)

     

     

    8.1 Observe that size differences in works of art can create contrast

    8.2 Observe that value changes in works of art can create contrast

    8.1 Create visual interest by using contrasting materials in an artwork

    Rhythm

     

     

     

    10.1 Observe rhythm is artworks

    10.2 Observe how rhythm in visual art is similar to rhythm in music

    9.1 Recognize that rhythm can be created by repeating elements (e.g. shapes or colors)

    9.2 Recognize that rhythm can communicate a feeling (e.g. excitement, tranquility)

    Art Production

    TSW explore various production techniques in a variety of media.

    TSW demonstrate ongoing care of tools and materials.

    TSW explore various production techniques in a variety of media.

    TSW demonstrate ongoing care of tools and materials.

    TSW continue to explore various production techniques in a variety of media.

    TSW continue to demonstrate ongoing care of tools and materials.

    TSW begin to know what is needed to produce quality artwork (good craftsmanship).

    TSW continue to explore various production techniques in a variety of media.

    TSW continue to demonstrate ongoing care of tools and materials.

    TSW begin to know what is needed to produce quality artwork (good craftsmanship).

    TSW continue to explore various production techniques in a variety of media.

    TSW continue to demonstrate ongoing care of tools and materials.

    TSW identify how various media and tools are used together (e.g. clay/kiln)

    TSW know what is needed to produce quality artwork (good craftsmanship).

    State Goal 26

    1.1 Explore drawing in the media of pencil, crayon, and marker

    1.2 Identify drawing tools

    2.1 Explore painting in the media of watercolor and tempera

    2.2 Identify painting tools

    3.1 Explore two-dimensional art in the media of paper

    3.2 Explore three-dimensional art (e.g. clay, paper)

    4.1 Demonstrate beginning knowledge of proper use of art tools

    1.1 Explore drawing in the media of pencil, crayon, marker, oil pastels and chalk

    1.2 Create a drawing

    2.1 Demonstrate a watercolor and/or tempera painting

    Explore a variety of painting techniques (e.g. wet on dry, wet on wet, crayon resist)

    3.1 Create a painting using the elements of line, shape, and color

    3.2 Create a two-dimensional artwork in the medium of paper (e.g. tearing, gluing, cutting)

    3.3 Create a three-dimensional artwork (e.g. clay, paper folding)

    4.1 Create a simple pattern (e.g. shapes, lines)

    6.1 Begin to use some appropriate art vocabulary

    1.1 Explore drawing in the media of pencil, crayon, marker, pastels, and/or colored pencils

    1.2 Create a drawing

    2.1 Explore painting in the media of watercolor and tempera paint

    2.2 Demonstrate a watercolor and/or tempera painting.

    3.1 Explore mixing of a secondary color from two primary colors

    4.1 Demonstrate the creation of a two-dimensional artwork in the medium of paper (e/g/ drawing, cutting, weaving, etc.)

    4.2 Demonstrate the creation of a three-dimensional artwork, e.g. paper, clay, etc.)

    5.1 Explore and demonstrate collage techniques

    6.1 Create a pattern

    7.1 Continue to build art vocabulary

    1.1 Explore drawing in the media of pencil, crayon, marker, oil pastels, and/or colored pencils

    1.2 Create a drawing using any of the above media

    2.1 Demonstrate a watercolor and/or tempera painting

    2.2 Demonstrate color mixing

    2.3 Create a tint and shade of a color

    3.1 Demonstrate the creation of a two-dimensional artwork in the medium of paper (e.g. drawing, cutting, weaving, etc)

    3.2 Demonstrate the creation of a three-dimensional artwork (e.g. paper, clay, etc)

    4.1 Explore and demonstrate paper manipulations (e.g. folding, fringing)

    5.1 Create a print (e.g. relief, stamp)

    6.1 Demonstrate how various tools and media are used together (e.g. printing ink/brayer, loom/yarn)

    7.1 Create a simple weaving

    8.1 Continue to build art vocabulary

    1.1 Explore drawing in the media of pencil, crayon, marker, oil pastels, and/or colored pencils

    1.2 Create a drawing using any of the above media

    2.1 Demonstrate a watercolor and/or tempera painting

    2.2 Create tints and shades of colors

    2.3 Demonstrate the use of monochromatic color scheme

    3.1 Demonstrate the creation of a two-dimensional artwork in the medium of paper (e.g. drawing, cutting, weaving, etc.)

    3.2 Demonstrate the creation of a three-dimensional artwork (e.g. paper, clay, etc)

    4.1 Create a print

    5.1 Demonstrate how various tools and media are used together (e.g. printing ink/brayer, loom/yarn)

    6.1 Demonstrate correct usage of basic art vocabulary

    Art History, Art Criticism, and Aesthetics

     

    1) Students will make informed responses to works of art and the environment as a result of their exposure to the art elements and principles, and art history.

    2) Students will justify opinions about the value of art.

    1) Students will make informed responses to works of art and the environment as a result of their exposure to the art elements and principles, and art history.

    2) Students will justify opinions about the value of art.

    1) Students will make informed responses to works of art and the environment as a result of their exposure to the art elements and principles, and art history.

    2) Students will justify opinions about the value of art.

    1) Students will make informed responses to works of art and the environment as a result of their exposure to the art elements and principles, and art history.

    2) Students will justify opinions about the value of art.

    State Goal 27

    1.1 Become acquainted with significant works by artists.

    2.1 Look at two artworks of the same subject and discuss similarities and differences.

    3.1 Identify a portrait

    4.1 Become aware of the similarities and differences between the visual arts, music, drama and dance (e.g. identify rhythm in art and music)

    1.1 Continue acquaintance with significant works by artists

    2.1 Identify a portrait

    3.1 Identify a still life

    4.1 Look at two artworks of a similar style or media and recognize that they are not identical

    5.1 Begin to identify influences of daily life in selected artworks from various cultures

    6.1 Explore the similarities and differences between visual art, music, drama and dance

    1.1 Continue acquaintance with significant works by artists

    2.1 Identify a portrait

    3.1 Identify a still life

    4.1 Identify a landscape

    5.1 Continue to identify influences of daily life in selected works of art from various cultures.

    6.1 Begin to discriminate between various media

    7.1 Look at two art works of the same subject and discuss general similarities and differences

    8.1 Continue to explore the similarities and differences between visual art, music, drama and dance

    1.1 Continue acquaintance of significant works by artists

    2.1 Recognize artworks of the same type from a group of artworks (e.g. portraits, landscapes)

    3.1 Begin to recognize universal themes in selected artwork (e.g. seasons, celebrations)

    4.1 Continue to discriminate between various media (including photography) used to produce art.

    5.1 Begin to identify how art communicates some similar ideas as other learning areas (e.g. symmetry in art and science)

    6.1 Identify how a work of art tells a story about people and times

    7.1 Begin to identify how visual art is created for a variety of purposes and reflects the time when it is created

    1.1 Continue acquaintance of significant works by artists

    2.1 Explain the difference between various types of artworks (e.g. portraits, landscapes)

    3.1 Explore the differences between a photograph and a painting

    4.1 Continue to recognize universal themes in selected artwork (e.g. seasons, celebrations, cultures)

    5.1 Continue to discriminate between various media, including photography, used to produce art6.1 Continue to identify how art communicates some similar ideas as other learning areas (e.g. symmetry in art and science)

    7.1 Describe how a work of art tells a story about people and times

    8.1 Identify how works of art reflect the differences between past societies and present-day life.

    Master works

    Georgia O`Keefe

    Leonardo daVinci

    Henri Rousseau

    Paul Cezanne

    Grant Wood

    Vincent VanGogh

    George Seurat

    Claude Monet

    Henri Matisse

    Pablo Picasso