Standards - Arts Education

2017 - Arts Education Course of Study Document
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.13

Explain reasons for selecting a preferred artwork.

Example: Explain why he/she likes or dislikes his/her artwork.

Unpacked Content

Essential Questions

EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

Skills Examples

  • Identify art in their community, such as landscaping, etc.
  • Communicate the ideas and stories he/she sees in a work of art.
  • Recognize and point out basic elements of art in their own artwork and that of others.
  • Describe the meaning in the marks they make on paper.
  • Compare a photograph or painting of a vase to a real vase.
  • Explain what they think a piece of artwork means.
  • Listen carefully to the point of views of others and recognize that people have different opinions and responses.
  • Share what they see in a piece of artwork by listing items seen using art vocabulary. Answer questions such as, "What do you see?" or "How does this art make you feel?"
  • Explain why they like or do not like a piece of artwork.
  • Explain why he/she likes or dislikes his/her own artwork.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.14

Create art that tells a story about a life experience.

Example: Create an artwork showing a personal experience.

Unpacked Content

Essential Questions

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Skills Examples

  • Create an artwork showing a personal experience.
  • Distinguish among paintings, drawings and sculptures.
  • Describe what they see in a selected work of art and how it makes them feel.
  • Make connections between their personal experiences to what they see in works of art.
  • Discuss as a class why people make and enjoy works of art.
  • Explore their environment and experiences for art-making ideas.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.

Aligned Learning Resources

Emotion Painting
Joan Miró
Primary Colors
Remembering Waiting
Arts Education (2017) Grade(s): KG - Visual Arts

AE17.VA.K.15

Recognize that people make art and identify the purpose of an artwork.

Unpacked Content

Essential Questions

EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

Skills Examples

  • Create an artwork showing a personal experience.
  • Distinguish among paintings, drawings and sculptures.
  • Describe what they see in a selected work of art and how it makes them feel.
  • Make connections between their personal experiences to what they see in works of art.
  • Discuss as a class why people make and enjoy works of art.
  • Explore their environment and experiences for art-making ideas.

Vocabulary

  • Art
  • Artwork
  • Collaboratively
  • Collage
  • Cool colors
  • Warm colors
  • Elements of Art
    • Color
    • Line
    • Shape
  • Imaginative play
  • Play
  • Portfolio
  • Primary colors
  • Principles of design
    • Pattern
  • Printmaking

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.1

Engage collaboratively in exploration and imaginative play with art materials.

Examples: Work with partner or small group to create an artwork. Use the book Perfect Square by Michael Hall to help thinking outside the box“ skills.“

Unpacked Content

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Alma Thomas
NGAKids Art Zone
Creating, Collaborating, and Problem-Solving
Deconstructing a Perfect Square
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.2

Explore and experiment with a range of art materials.

Unpacked Content

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Are You Jumping for Joy or Pitching a Fit?
Make Your Own Carnival Mask
Make Your Own Fish Kite
Henri Rousseau
Lines in Balance
Observing and Describing Shapes
Shapes Within Shapes
Rubbed Textures in Process-Folio
Lines in Radial Balance
Adjective Monster
Animal Habitats
A Natural Balance in Photography and Poetry
I Spy Irises
Python, Python, What Do You See?
Take a Trip on the Chandelier
I Spy (Camouflaged Animals in Art!)
Create an Illuminated Alphabet Word Book
Are You Sleeping?
Colorful and Musical Feelings
Clay Duck Decoys
Exploring the Sky with Van Gogh and Mozart
7 Color-Mixing Activities to Try With Watercolor
Out of this World Suncatchers
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.3

Develop skills by following a sequence of steps to create works of art on subjects that are real or imaginary.

Example: The teacher will model an artistic technique.

Unpacked Content

Essential Questions

EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

Skills Examples

  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

A Drawing Adventure
A Unique Drawing Experience
Joseph Cornell
Wassily Kandinsky
Henri Matisse
Claude Monet
Georgia O'Keeffe
Creative Creatures
Lines in Buildings
Lines in Balance
Shapes Within Shapes
Rubbed Textures in Process-Folio
Painted Textures in Process-Folio
Lines in Radial Balance
Finding the Animals: A Visual Exploration of Art
Our Illuminated Alphabet
Wings of My Own
Abstract Fun
Lego Shadow Art
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.4

Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

Example: Show the students how to properly store the brush.

Unpacked Content

Essential Questions

EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?

Skills Examples

  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Lines in Balance
Shapes Within Shapes
Painted Textures in Process-Folio
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.5

Create an artwork based on observation of familiar objects and scenes that reflect their own social or cultural identity.

Example: Draw a picture of a celebration.

Unpacked Content

Essential Questions

EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

Skills Examples

  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Jacob Lawrence
Joan Miró
Diego Rivera
Pippin's Story
Lines in Buildings
Observing and Describing Shapes
Connecting to Centennial
All in the Family
Remembering Waiting
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.6

Use art vocabulary while creating art.

Unpacked Content

Essential Questions

EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

Skills Examples

  • Work with a partner or small group to create an artwork.
  • Use the book Perfect Square by Michael Hall to help "thinking outside the box" skills.
  • Create two-dimensional artworks using a variety of gadgets for printmaking.
  • Use paint media to create paintings of family portraits or a favorite memory.
  • Create three-dimensional artworks such as clay pinch pots or found-object sculptures.
  • View a step-by-step demonstration of an artistic technique.
  • Properly clean and store art materials.
  • Use Mouse Paint book by Helen Walsh to teach color mixing of primary to achieve secondary colors.
  • Create a painting inspired by Piet Mondrian's Broadway Boogie Woogie.
  • Create a "Pop Art" inspired artwork of positive and negative spaces and shapes by using colored paper cut-outs and gluing to different background squares.
  • Make a color wheel and identify the complimentary colors (red and green, blue and orange, yellow and purple).
  • Draw different forms in the school environment: cones in the gym, cubes in math center, and sphere used for a globe.
  • Create texture rubbings by placing paper over different surfaces and rubbing with a crayon or oil pastel. Use a rough brick wall, a smooth table, bumpy bubble wrap, or soft felt shapes.
  • Use repetition in art by looking at the designs on a shell or the stripes of a zebra for inspiration.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Designing Elements of Story in Little Blue and Little Yellow
The Elements of Art: Color
The Elements of Art: Line
The Elements of Art: Shape
Mind Maps
Lines in Buildings
Lines in Balance
Painted Textures in Process-Folio
Lines in Radial Balance
Abstract Fun
Applying Line, Shape, and Color in Artwork
Mouse Paint with Secondary Colors
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.6b

Apply line, shape, texture in a work of art.

Line: Horizontal, vertical, diagonal, straight, curved, dotted, broken, or thick/thin.

Shape: Geometric and organic

Texture: Smooth or rough.

Example: Create a painting inspired by Piet Mondrian’s Broadway Boogie Woogie.

Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.7

Select works of art for personal portfolio and/or display.

Unpacked Content

Essential Questions

EU: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects, artifacts, and artworks for preservation and presentation.
EQ: How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?

Skills Examples

  • Recognize how the geographical, cultural, and historical perspectives represented in visual artworks influence personal aesthetic criteria.
  • Encourage the selection of pieces of art with personal meaning.
  • Attach original artwork onto construction paper or matte board to present it.
  • Participate in the installation of original artwork for a display.
  • Discuss the following roles: visitor, curator, docent, guard, and studio teacher.
  • Demonstrate appropriate behavior in a museum, gallery, or other setting.
  • Interview an artist, docent, or other professional that works with public displays.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.8

Discuss where, when, why, and how artwork should be presented or preserved.

Unpacked Content

Essential Questions

EU: Artists, curators, and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.
EQ: What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?

Skills Examples

  • Recognize how the geographical, cultural, and historical perspectives represented in visual artworks influence personal aesthetic criteria.
  • Encourage the selection of pieces of art with personal meaning.
  • Attach original artwork onto construction paper or matte board to present it.
  • Participate in the installation of original artwork for a display.
  • Discuss the following roles: visitor, curator, docent, guard, and studio teacher.
  • Demonstrate appropriate behavior in a museum, gallery, or other setting.
  • Interview an artist, docent, or other professional that works with public displays.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.9

Identify the roles and responsibilities of people at museums and other art venues.

Example: Discuss the following roles with the students: visitor, curator, docent, guard, and studio teacher.

Unpacked Content

Essential Questions

EU: Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.
EQ: What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?

Skills Examples

  • Recognize how the geographical, cultural, and historical perspectives represented in visual artworks influence personal aesthetic criteria.
  • Encourage the selection of pieces of art with personal meaning.
  • Attach original artwork onto construction paper or matte board to present it.
  • Participate in the installation of original artwork for a display.
  • Discuss the following roles: visitor, curator, docent, guard, and studio teacher.
  • Demonstrate appropriate behavior in a museum, gallery, or other setting.
  • Interview an artist, docent, or other professional that works with public displays.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 6: Convey meaning through the presentation of artistic work.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.10

Select and describe works of art that illustrate daily life experiences.

Unpacked Content

Essential Questions

EU: Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.
EQ: How do life experiences the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art?

Skills Examples

  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

Jacob Lawrence
Pippin's Story
Comparing Past and Present
Observing and Describing Shapes
Navajo Weaving
Remembering Waiting
Are You Sleeping?
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.11

Compare and/or contrast similar images, subjects, or themes.

Examples: Compare Leonardo DaVinci’s Mona Lisa with Johannes Vermeer’s The Girl with the Pearl Earring.

Unpacked Content

Essential Questions

EU: Visual imagery influences understanding of and responses to the world.
EQ: What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?

Skills Examples

  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 7: Perceive and analyze artistic work.

Aligned Learning Resources

The Elements of Art: Color
Comparing Past and Present
Rubbed Textures in Process-Folio
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.12

Interpret art by categorizing subject matter and identifying the visual qualities.

Example: Compare images that represent the same subject.

Unpacked Content

Essential Questions

EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?

Skills Examples

  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 8: Interpret intent and meaning in artistic work.

Aligned Learning Resources

Emotion Painting
Joseph Cornell
Wassily Kandinsky
Jacob Lawrence
Henri Matisse
Joan Miró
Claude Monet
Georgia O'Keeffe
Diego Rivera
Henri Rousseau
Alma Thomas
The Elements of Art: Color
The Elements of Art: Line
The Elements of Art: Shape
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.13

Classify/group artwork based on subject matter.

Examples: Group portraits, landscapes, and still life.

Unpacked Content

Essential Questions

EU: People evaluate art based on various criteria.
EQ: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

Skills Examples

  • Identify the basic elements of art in a work of art through group discussion.
  • Discuss how people create works of art to communicate ideas and serve different purposes.
  • Investigate how a select work of art was created.
  • Identify elements of art and principles of design in their own artwork and in those of others using art vocabulary.
  • Connect the stories in works of art to the cultures they represent.
  • Compare Leonardo DaVinci's Mona Lisa with Johannes Vermeer's The Girl with the Pearl Earring to identify different uses of the elements of art and principles of design.
  • Compare images that represent the same subject matter.
  • Connect visual stories with literary stories.
  • Share their art-making processes with peers
  • Classify/ group art work by portraits, landscapes and still life.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.

Aligned Learning Resources

Classifying Artwork
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.14

Identify times, places, and reasons students make art outside of school.

Examples: Look at murals and environmental sculptures.

Unpacked Content

Essential Questions

EU: Through artmaking, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
EQ: How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through artmaking?

Skills Examples

  • Look at murals and environmental sculptures.
  • Identify and discuss what an artist does. Find and Identify works of art in their school and community.
  • Discuss the meaning of visual symbols, images and icons observed in an artwork.
  • Explain how personal interests and experiences are reflected in their artwork.
  • Look at masks from various cultures.
  • Discuss how technology such as the Internet and virtual museums increase our ability to experience different cultures.
  • Discuss their response to a work of art with others. Consider other opinions to a work of art.
  • Examine one or more cultural and historical artworks and respond to the visual, expressive features in the work.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
Arts Education (2017) Grade(s): 1 - Visual Arts

AE17.VA.1.15

Understand that people from different times and places have made art for a variety of reasons.

Examples: Look at masks from various cultures.

Unpacked Content

Essential Questions

EU: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
EQ: How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

Skills Examples

  • Look at murals and environmental sculptures.
  • Identify and discuss what an artist does. Find and Identify works of art in their school and community.
  • Discuss the meaning of visual symbols, images and icons observed in an artwork.
  • Explain how personal interests and experiences are reflected in their artwork.
  • Look at masks from various cultures.
  • Discuss how technology such as the Internet and virtual museums increase our ability to experience different cultures.
  • Discuss their response to a work of art with others. Consider other opinions to a work of art.
  • Examine one or more cultural and historical artworks and respond to the visual, expressive features in the work.

Vocabulary

  • Complementary colors
  • Contrast
  • Curator
  • Elements of Art
    • Texture
  • Landscapes
  • Portrait
  • Positive/ negative space and shape
  • Principles of design
    • Repetition
    • Variety
  • Secondary colors
  • Still life
  • Technique
  • Venue

Anchor Standards

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.1

Brainstorm collaboratively to create a work of art.

Unpacked Content

Essential Questions

EU: Creativity and innovative thinking are essential life skills that can be developed.
EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Arts Integration Warm-ups: Describe and Draw
Creating, Collaborating, and Problem-Solving
Forms for Characters
Shapes in Space
Comparing Cultures: Pottery
Recycled Runway Fashion Show
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.2

Explore personal interests and curiosities with a range of art materials.

Unpacked Content

Essential Questions

EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Aligned Learning Resources

Transformation Creations
Explore Pueblo Pots
The Elements of Art: Shape
NGAKids Art Zone
Creative Creatures
Abstract Objects
Forms for Characters
Cool and Warm Colors
Selecting a Palette
Shapes in Space
Rhythm and Repetition
Illustrating a Story
Adjective Monster
Animal Habitats
A Natural Balance in Photography and Poetry
I Spy Irises
Python, Python, What Do You See?
All in the Family
Take a Trip on the Chandelier
I Spy (Camouflaged Animals in Art!)
Create an Illuminated Alphabet Word Book
Are You Sleeping?
Kandinsky Inspired by Music
The Music of Oceans
Exploring the Sky with Van Gogh and Mozart
Leaves in the Key of Autumn
Four Seasons in a Deciduous Forest
7 Color-Mixing Activities to Try With Watercolor
The Story Clay Tells
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.2a

Create two-dimensional art.

Examples: Paper-weaving, drawing, and resist painting. Use book about weaving, The Goat in the Rug by Charles L. Blood & Martin Link.

Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.3

Extend skills by individually following sequential steps to create works of art on subjects that are real or imaginary.

Example: Use the book A House for Hermit Crab by Eric Carle. Create a real or imagined home.

Unpacked Content

Essential Questions

EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches.
EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Transformation Creations
A Drawing Adventure
A Unique Drawing Experience
Joseph Cornell
Georgia O'Keeffe
Thiebaud's Cake Math
Lines for Interiors - A Series of Views
Shapes to Represent Objects
Selecting a Palette
Rhythm and Repetition
Connecting to Centennial
Finding the Animals: A Visual Exploration of Art
Our Illuminated Alphabet
Rapper Art
Cultural Connections
Scribbles With a Twist
Name Tangles
Creating a House: Integrating Language Arts With Visual Arts
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.4

Demonstrate safe and proper procedures for cleaning, utilizing, and maintaining materials, tools, and equipment while making art.

Examples: properly using brushes, closing glue bottles and marker tops.

Unpacked Content

Essential Questions

EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Cool and Warm Colors
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.5

Create an artwork using found and/or recycled objects.

Examples: Use objects such as leaves, rocks, paper tubes, egg cartons, etc. Use book A Day with No Crayons by Elizabeth Rusch.

Unpacked Content

Essential Questions

EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Aligned Learning Resources

Joseph Cornell
A Natural Balance in Photography and Poetry
Rapper Art
Creating a House: Integrating Language Arts With Visual Arts
Recycled Landforms
Recycled Runway Fashion Show
Arts Education (2017) Grade(s): 2 - Visual Arts

AE17.VA.2.6

Integrate art vocabulary while planning and creating art.

Unpacked Content

Essential Questions

EU: Artists and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
EQ: What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

Skills Examples

  • Create two-dimensional artworks such as drawing or painting by using a variety of media.
  • Use the book, The Goat in the Rug by Charles L.
    • Blood & Martin Link to learn about weaving.
  • Use clay or pipe cleaners to create small animal sculptures.
  • Work in groups to brainstorm ideas for a collaborative art project.
  • Use a book about clay, When Clay Sings by Byrd Baylor to study Native Americans and their traditions.
  • Use the book A House for Hermit Crab by Eric Carle to explore collage techniques.
  • Create a real or imagined home using two-and-three-dimensional media.
  • Learn how to properly use and store brushes, close glue bottles and marker tops.
  • Use found objects such as leaves, rocks, paper tubes, egg cartons, etc.
    • to create artworks.
  • Use the book A Day with No Crayons by Elizabeth Rusch to explore different colors and values.
  • Create a landscape showing depth by placing the foreground, middle ground and background in their correct positions.

Vocabulary

  • Principles of design
    • Balance
  • Brainstorming
  • Composition
  • Concepts
  • Characteristic
  • Elements of art
    • Space
    • Value
  • Expressive properties
  • Foreground
  • Middle ground
  • Neutral colors
  • Resist

Anchor Standards

Anchor Standard 3: Refine and complete artistic work.

Aligned Learning Resources

Designing Elements of Story in Little Blue and Little Yellow
The Elements of Art: Color
The Elements of Art: Line
The Elements of Art: Shape
The Elements of Art: Shape
Mind Maps
Abstract Objects
Producing A Starry Night Using Color, Line, and Shape

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