AE17.VA.4.CN.B
Synthesize
Synthesize
AE17.VA.4.CN.B
AE17.VA.4.15
Through observation, infer information about time, place, and culture in which a work of art was created.
COS Examples
Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
Through observation, infer information about time, place, and culture in which a work of art was created.
COS Examples
Example: Look at the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
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?
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 a quilt square in the style of the Gee's Bend Quilters.
- State what materials or processes you prefer and why.
- Discuss how art and design serves multiple functions such as to inform, entertain, invest, persuade, ritualize or assist in everyday tasks.
- Observe and discuss the statue of Vulcan in Birmingham and talk about its relationship to history of the city.
- Investigate differences in cultural style, genres, and context through historical time periods.
- Discuss how art reflects the interests, accomplishments and conflicts of culture and society over time.
- Use details and descriptive language to identify universal themes, subject matter and ideas expressed across arts disciplines.
- Identify and describe how artists have depicted Alabama history.
Vocabulary
- Constructed environment
- Cultural traditions
- Digital format
- Engagement
- Tertiary color
- Preservation
- Proportion
- Principles of design
- Unity
- Shade
- Style
- Tints & shades
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.VA.5
Grade 5
Grade 5
AE17.VA.5.C
Creating
Creating
AE17.VA.5.C.A
Investigate, Plan, Make
Investigate, Plan, Make
AE17.VA.5.1
Combine ideas to develop an innovative approach to creating art.
Combine ideas to develop an innovative approach to creating 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?
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
- Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
- Have students keep journals to reflect on and combine ideas for their works of art.
- Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
- Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
- Create tessellations in connection with interdisciplinary subjects such as mathematics.
- Write a short story and illustrate the story with original drawings.
- Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones)
- Write a personal artist statement to accompany an original work of art.
- Draw a landscape including foreground, middle ground, and background.
- Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
- Create a bas-relief by carving into a clay slab.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.VA.5.2
Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.
Demonstrate the methods of the art-making process, including brainstorming, sketching, reflecting, and refining, to create a work of art/design.
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?
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
- Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
- Have students keep journals to reflect on and combine ideas for their works of art.
- Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
- Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
- Create tessellations in connection with interdisciplinary subjects such as mathematics.
- Write a short story and illustrate the story with original drawings.
- Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones)
- Write a personal artist statement to accompany an original work of art.
- Draw a landscape including foreground, middle ground, and background.
- Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
- Create a bas-relief by carving into a clay slab.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.VA.5.3
Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.
Communicate personal ideas, images, and themes through artistic choices of media, technique, and subject matter.
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?
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
- Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
- Have students keep journals to reflect on and combine ideas for their works of art.
- Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
- Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
- Create tessellations in connection with interdisciplinary subjects such as mathematics.
- Write a short story and illustrate the story with original drawings.
- Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones)
- Write a personal artist statement to accompany an original work of art.
- Draw a landscape including foreground, middle ground, and background.
- Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
- Create a bas-relief by carving into a clay slab.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.VA.5.4
Demonstrate proper care and use of materials, tools, and equipment while creating art.
Demonstrate proper care and use of materials, tools, and equipment while creating art.
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?
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
- Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
- Have students keep journals to reflect on and combine ideas for their works of art.
- Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
- Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
- Create tessellations in connection with interdisciplinary subjects such as mathematics.
- Write a short story and illustrate the story with original drawings.
- Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones)
- Write a personal artist statement to accompany an original work of art.
- Draw a landscape including foreground, middle ground, and background.
- Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
- Create a bas-relief by carving into a clay slab.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.VA.5.C.B
Reflect, Refine, Continue
Reflect, Refine, Continue
AE17.VA.5.5
Identify, describe, and visually document places and/or objects of personal significance.
Identify, describe, and visually document places and/or objects of personal significance.
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?
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
- Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
- Have students keep journals to reflect on and combine ideas for their works of art.
- Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
- Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
- Create tessellations in connection with interdisciplinary subjects such as mathematics.
- Write a short story and illustrate the story with original drawings.
- Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones)
- Write a personal artist statement to accompany an original work of art.
- Draw a landscape including foreground, middle ground, and background.
- Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
- Create a bas-relief by carving into a clay slab.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.VA.5.6
Create artist statements using art vocabulary.
Create artist statements using art vocabulary.
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?
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
- Use a variety of materials (wood, found objects, wire, paper, clay, etc.) to construct a three-dimensional work of art.
- Have students keep journals to reflect on and combine ideas for their works of art.
- Draw a still life of students' favorite objects, while adding color with a variety of media (paint, pastels, collage, etc.).
- Draw an object or other images (landscapes, hallways, etc.) in linear one-point perspective.
- Create tessellations in connection with interdisciplinary subjects such as mathematics.
- Write a short story and illustrate the story with original drawings.
- Draw and transform two-dimensional shapes into three-dimensional forms. (squares to cubes, circles to spheres, triangles to pyramids and cones)
- Write a personal artist statement to accompany an original work of art.
- Draw a landscape including foreground, middle ground, and background.
- Create an artwork integrating observational and technical skills to solve a problem or address contemporary social issues.
- Create a bas-relief by carving into a clay slab.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 3: Refine and complete artistic work.
AE17.VA.5.P
Presenting
Presenting
AE17.VA.5.P.A
Select, Analyze, Share
Select, Analyze, Share
AE17.VA.5.7
Define the roles and responsibilities of museum and gallery staff, explaining the skills and knowledge needed to preserve, maintain, and present objects, artifacts, and artwork.
Define the roles and responsibilities of museum and gallery staff, explaining the skills and knowledge needed to preserve, maintain, and present objects, artifacts, and artwork.
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?
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
- Identify and role-play various occupations that involve artists.
- Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
- Show how to carefully prepare and present artwork.
- Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
- Talk about how a museum would present information about the Harlem Renaissance.
- Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
- Select three of one's own artworks for display and share the reasons for the selection.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.VA.5.8
Discuss the safe and effective use of materials and techniques for preparing and presenting artwork.
COS Examples
Example: Show how to carefully prepare and present artwork.
Discuss the safe and effective use of materials and techniques for preparing and presenting artwork.
COS Examples
Example: Show how to carefully prepare and present artwork.
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?
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
- Identify and role-play various occupations that involve artists.
- Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
- Show how to carefully prepare and present artwork.
- Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
- Talk about how a museum would present information about the Harlem Renaissance.
- Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
- Select three of one's own artworks for display and share the reasons for the selection.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
AE17.VA.5.9
Explore how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.
COS Examples
Example: Talk about how a museum would present information about the Harlem Renaissance.
Explore how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.
COS Examples
Example: Talk about how a museum would present information about the Harlem Renaissance.
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?
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
- Identify and role-play various occupations that involve artists.
- Talk about how the skills and techniques of visual arts can be an enhancement to any career choice.
- Show how to carefully prepare and present artwork.
- Describe how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
- Talk about how a museum would present information about the Harlem Renaissance.
- Research different types of museums and the role that visual art plays in the restoration, care, and display of artifacts.
- Select three of one's own artworks for display and share the reasons for the selection.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 6: Convey meaning through the presentation of artistic work.
AE17.VA.5.R
Responding
Responding
AE17.VA.5.R.A
Perceive, Analyze, Interpret
Perceive, Analyze, Interpret
AE17.VA.5.10
Compare one’s interpretation of a work of art with the interpretation of others.
Compare one’s interpretation of a work of art with the interpretation of others.
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?
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
- Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
- Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
- Identify and analyze the terracotta Army and its relationship to Chinese Culture.
- Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
- Discuss differences in art of familiar and unfamiliar cultures.
- Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
- Recognize what was learned and the challenges that remain when assessing a work of art.
- Use criteria to assess works of art individually and collaboratively.
- Use contextual cues to discuss notions of beauty and aesthetic value.
- Compare and contrast different media and techniques.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.VA.5.11
Identify and analyze cultural associations suggested by visual imagery.
COS Examples
Example: The Terra Cotta Army and its relationship to Chinese culture.
Identify and analyze cultural associations suggested by visual imagery.
COS Examples
Example: The Terra Cotta Army and its relationship to Chinese culture.
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?
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
- Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
- Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
- Identify and analyze the terracotta Army and its relationship to Chinese Culture.
- Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
- Discuss differences in art of familiar and unfamiliar cultures.
- Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
- Recognize what was learned and the challenges that remain when assessing a work of art.
- Use criteria to assess works of art individually and collaboratively.
- Use contextual cues to discuss notions of beauty and aesthetic value.
- Compare and contrast different media and techniques.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 7: Perceive and analyze artistic work.
AE17.VA.5.12
Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.
Interpret art by analyzing visual qualities and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed.
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?
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
- Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
- Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
- Identify and analyze the terracotta Army and its relationship to Chinese Culture.
- Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
- Discuss differences in art of familiar and unfamiliar cultures.
- Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
- Recognize what was learned and the challenges that remain when assessing a work of art.
- Use criteria to assess works of art individually and collaboratively.
- Use contextual cues to discuss notions of beauty and aesthetic value.
- Compare and contrast different media and techniques.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.VA.5.13
Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.
Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts.
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?
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
- Compare and contrast artworks in terms of content, stylistic characteristics, and techniques.
- Collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content, style, and technique.
- Identify and analyze the terracotta Army and its relationship to Chinese Culture.
- Describe the relationship between works of art from different cultures being respectful and mindful of cultural sensitive themes.
- Discuss differences in art of familiar and unfamiliar cultures.
- Discuss the reasons and value of documenting and preserving works of art and objects for a culture.
- Recognize what was learned and the challenges that remain when assessing a work of art.
- Use criteria to assess works of art individually and collaboratively.
- Use contextual cues to discuss notions of beauty and aesthetic value.
- Compare and contrast different media and techniques.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 9: Apply criteria to evaluate artistic work.
AE17.VA.5.CN
Connecting
Connecting
AE17.VA.5.CN.A
Interpret
Interpret
AE17.VA.5.14
Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.
Apply formal and conceptual vocabularies of art and design to view surroundings in new ways through art-making.
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?
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
- Analyze the role of cultural objects in our everyday environment.
- Select and access contemporary digital media arts tools to investigate ideas in art-making.
- Interpret an artwork that communicates something about a place that has meaning for them.
- Discuss how political cartoons can influence a person's view.
- Compare how artists work in different cultures and at different times in history.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 10: Synthesize and relate knowledge and personal experiences.
AE17.VA.5.CN.B
Synthesize
Synthesize
AE17.VA.5.15
Identify how works of art/design are used to inform or change beliefs, values, or behaviors of an individual or society.
COS Examples
Examples: Discuss how political cartoons can influence a person’s view.
Identify how works of art/design are used to inform or change beliefs, values, or behaviors of an individual or society.
COS Examples
Examples: Discuss how political cartoons can influence a person’s view.
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?
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
- Analyze the role of cultural objects in our everyday environment.
- Select and access contemporary digital media arts tools to investigate ideas in art-making.
- Interpret an artwork that communicates something about a place that has meaning for them.
- Discuss how political cartoons can influence a person's view.
- Compare how artists work in different cultures and at different times in history.
Vocabulary
- Cultural context
- Formal & conceptual vocabulary
- Genre
- Linear perspective
- Preserve
- Principles of design
- Movement
- Emphasis
- Relief
- Vanishing point
Anchor Standards
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
AE17.VA.6
Grade 6
Grade 6
AE17.VA.6.C
Creating
Creating
AE17.VA.6.C.A
Investigate, Plan, Make
Investigate, Plan, Make
AE17.VA.6.1
Work collaboratively to develop new and innovative ideas for creating art.
Work collaboratively to develop new and innovative ideas for creating 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?
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
- Make, share and revise a list of ideas and preliminary sketches.
- Use introductory skills, techniques, and elements of art to create a composition
- Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
- Create a group project about a current or world event.
- Examine careers and identify and role - play various jobs of artists.
- Research a subject or idea that has personal meaning to create a work of art.
- Use the elements of visual arts to create an artwork that depicts emotions.
- Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
- Demonstrate proper clean-up and/or disposal of equipment and materials.
- Demonstrate art room safety and procedures.
- Design an environmentally area for the school such as a library or other multi-use learning area.
- Engage for the purpose of personal reflection and ongoing revision, in group critiques.
- Reflect through journal writing artist intent.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.VA.6.2
Formulate an artistic investigation and discovery of relevant content for creating art.
COS Examples
Example: Make, share, and revise a list of ideas and preliminary sketches.
Formulate an artistic investigation and discovery of relevant content for creating art.
COS Examples
Example: Make, share, and revise a list of ideas and preliminary sketches.
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?
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
- Make, share and revise a list of ideas and preliminary sketches.
- Use introductory skills, techniques, and elements of art to create a composition
- Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
- Create a group project about a current or world event.
- Examine careers and identify and role - play various jobs of artists.
- Research a subject or idea that has personal meaning to create a work of art.
- Use the elements of visual arts to create an artwork that depicts emotions.
- Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
- Demonstrate proper clean-up and/or disposal of equipment and materials.
- Demonstrate art room safety and procedures.
- Design an environmentally area for the school such as a library or other multi-use learning area.
- Engage for the purpose of personal reflection and ongoing revision, in group critiques.
- Reflect through journal writing artist intent.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.VA.6.3
Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art.
Develop new ideas through open-ended experiments, using various materials, methods and approaches in creating works of art.
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?
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
- Make, share and revise a list of ideas and preliminary sketches.
- Use introductory skills, techniques, and elements of art to create a composition
- Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
- Create a group project about a current or world event.
- Examine careers and identify and role - play various jobs of artists.
- Research a subject or idea that has personal meaning to create a work of art.
- Use the elements of visual arts to create an artwork that depicts emotions.
- Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
- Demonstrate proper clean-up and/or disposal of equipment and materials.
- Demonstrate art room safety and procedures.
- Design an environmentally area for the school such as a library or other multi-use learning area.
- Engage for the purpose of personal reflection and ongoing revision, in group critiques.
- Reflect through journal writing artist intent.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
AE17.VA.6.4
Explain and/or demonstrate environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.
Explain and/or demonstrate environmental implications of conservation, care, and clean-up of art materials, tools, and equipment.
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?
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
- Make, share and revise a list of ideas and preliminary sketches.
- Use introductory skills, techniques, and elements of art to create a composition
- Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
- Create a group project about a current or world event.
- Examine careers and identify and role - play various jobs of artists.
- Research a subject or idea that has personal meaning to create a work of art.
- Use the elements of visual arts to create an artwork that depicts emotions.
- Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
- Demonstrate proper clean-up and/or disposal of equipment and materials.
- Demonstrate art room safety and procedures.
- Design an environmentally area for the school such as a library or other multi-use learning area.
- Engage for the purpose of personal reflection and ongoing revision, in group critiques.
- Reflect through journal writing artist intent.
Vocabulary
- Artistic ideas and work
- Formal and conceptual vocabulary
- Innovation
- Investigation
- Two-dimensional
- Three-dimensional
- Experimentation
- Conservation
- Craftsmanship
- Linear perspective
- Environmental responsibility
- Prior knowledge
- Museum
- Gallery
- Curator
- Digital
- Horizon Line
- Brainstorming
- Research
Anchor Standards
Anchor Standard 2: Organize and develop artistic ideas and work.
