Specific Learner Expectations. Elements of Art & Design. Students will be able to

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Beatrice Owens
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1 First Steps Students work both individually and in small groups. They begin to develop an understanding of the varied functions and uses of different materials and tools. They learn to choose the best materials and tools for a particular task and to care for them appropriately. Experience the following visual art materials and techniques, and begin using them to express their ideas and experiences creatively Sticking Cutting with scissors Brush and finger painting Drawing Dough Color use color to create art Texture use different textures to create art Talk about their own art Notice and talk about art in picture books

2 Pre-Primary Students work both individually and in small groups. They begin to develop an understanding of the varied functions and uses of different materials and tools. They learn to choose the best materials and tools for a particular task and to care for them appropriately. Explore the following visual art techniques and materials and begin using them to express their ideas and experiences creatively Sticking Cutting with scissors and pins Brush and finger painting Drawing Printing with cork and sponge stamps, Tearing paper and using to create collage pictures Color experiment with color mixing Space use paint to cover space Texture talk about the textures of materials they use to create art Talk about their own art and how it makes them feel Explore what it means to be an artist - sculpture, painter, illustrator etc

3 Primary Demonstrate instructed techniques and es such as painting, drawing, sculpting and weaving Use a variety of art tools creatively and appropriately Concentrate on and be creatively involved in art experiences Take an active part in respectful discussions about their work, the work of peers and work of famous artists Introduced to observing lines, shapes and colour both in natural and manufactured word Expresses own ideas, basic observation and feelings in 2D and 3D work Works with concentration on a piece of work Use a variety of media, tools and materials skilfully and appropriately Manipulates simple tools and materials with a purpose Displays control over introduced simple tools and materials Display an awareness and respect for art works of famous artists e.g Eric Carle Understands basic art vocabulary in context and uses single terms Responds to art and various artefacts by paying close attention or giving verbal comments begins to make meaningful contributions in discussions Begins to use basic art vocabulary to describe work Responds to art and various artefacts from a variety of cultures by asking questions and expressing own feelings and interpretations makes meaningful contributions in discussions about art and techniques

4 Grade 1 Demonstrate instructed techniques and es such as painting, drawing, sculpting and weaving Use a variety of art tools creatively and appropriately Concentrate on and be creatively involved in art experiences Take an active part in respectful discussions about their work, the work of peers and work of famous artist Begins to observe lines, shapes and colour both in natural and manufactured word by observing closely the individual phenomenon. Records observations and ideas through simple sketches/drawings Begins to revise details of own work and work towards improvement Expresses own ideas, growing observational skills and feelings in 2D and 3D work Works with concentration on a piece of work until completion, can stay focused on task Builds in teacher s advice begins to choose appropriate tools and materials according to the task handles a variety of introduced materials with control displays awareness and respect that there are multiple perspectives in how art works are made, viewed and valued, e.g. Matisse, Chagall Uses specific art vocabulary when discussing art works Makes thoughtful contributions when discussing technical questions and artefacts Begins to evaluate own product against simple criteria Take an active part in discussing the art work of others Demonstrate a growing ability to reflect on their own work in art.

5 Grade 2 Become increasingly independent in generating original ideas Use a growing variety of media, art tools and materials, skillfully and appropriately Demonstrate understanding, care and perseverance throughout all stages of the creative Demonstrate a growing ability to reflect upon their own art work To observe both the natural and manufactured world more closely. To choose tools and materials according to the task. To use a variety of resource materials as links with other curriculum areas To practice safety, develop respect for materials and follow appropriate procedures To use outside visits as a way of enhancing and extending other areas of the curriculum when possible. To be able to work co-operatively in a group as well as valuing time spent working alone. To continue to work with a variety of materials, building on previous experiences, for both chosen and specific purposes, showing an increasing degree of control. To develop initial drawings and sketches using other media, e.g. as prints, paintings, collage, textiles. To continue to use first-hand source material as a starting point for work. To continue experiencing a variety of materials, both 2D and 3D. To focus on art as a means of communication To be aware that individuals and cultural groups work with a variety of styles and purposes e.g. Franz Mare To be aware that time, thought, effort and revision are required when producing a work of art. To continue the practice of recording their observations and ideas. Take an active part in discussing the art work of others Demonstrate a growing ability to reflect on their own work in art. To use a growing art vocabulary when discussing art works.

6 Grade 3 Use a growing variety of media, art tools and materials, skilfully and appropriately Demonstrate understanding, care and perseverance throughout all stages of the creative Demonstrate a growing ability to reflect upon their own art work To observe both the natural and manufactured world more closely. To choose tools and materials according to the task. To use a variety of resource materials as links with other curriculum areas To practice safety, develop respect for materials and follow appropriate procedures To use outside visits as a way of enhancing and extending other areas of the curriculum when possible. To be able to work co-operatively in a group as well as valuing time spent working alone. Explore colour and lines (Andy Warhol) To continue to work with a variety of materials, building on previous experiences, for both chosen and specific purposes, showing an increasing degree of control. To develop initial drawings and sketches using other media, e.g. as prints, paintings, collage, textiles. To continue to use first-hand source material as a starting point for work. To continue experiencing a variety of materials, including 3-D. Explore colour and lines (Andy Warhol) To focus on art as a means of communication To be aware that individuals and cultural groups work with a variety of styles and purposes, e.g. Andy Warhol Become aware that individuals and cultural groups work with a variety of styles and purposes To be aware that time, thought, effort and revision are required when producing a work of art. To continue the practice of recording their observations and ideas. Take an active part in discussing the art work of others Demonstrate a growing ability to reflect on their own work in art. To use a growing art vocabulary when discussing art works.

7 Grade 4 Become increasingly independent in generating original ideas Use a growing variety of media, art tools and materials, skilfully and appropriately Demonstrate understanding, care and perseverance throughout all stages of the creative Demonstrate a growing ability to reflect upon their own art work To continue to observe both the natural and man-made world closely and to use first-hand source materials. To make more sensitive and informed choices of materials according to the task. To continue to look after tools and materials, to be aware of safety implications and to be aware of the need for an organised approach to work Use a growing art vocabulary when discussing art works To continue developing sensitivity, skill and understanding with regard to basic elements and principles of design. To build on previous skills and experiences with various materials so that projects can be approached with confidence and understanding. To continue developing an awareness of the elements and principles of design. To develop a critical awareness of one s own environment. To look at art works and artefacts, both past and present, to draw conclusions and make predictions about their function To be aware that artists have used art work as an expression of their feelings and reactions to a situation. To develop a sensitivity to the artists intentions. To be aware of the possibilities of art, artefacts and outside visits for extending other of the Curriculum. To continue developing a sense of chronology of art history, exposing the students to male and female artists from a variety of cultures. To look upon art work as a method of communication and as an expressive medium in its own right. To make appropriate use of new technologies. To appreciate and emulate the ways of artists To continue to record ideas and observations. To be able to reflect upon one s own work and that of peers and discuss intentions and any necessary Reflect, revise and evaluate their own work in art. Respond to works of art at growing levels of comprehension and discrimination

8 Grade 5 Become increasingly independent in generating original ideas for art projects Use a growing variety of media, art tools and Demonstrate understanding, care and perseverance throughout all stages of the creative Demonstrate the ability to reflect upon, revise and evaluate their work in art Respond to works of art at growing levels of comprehension and discrimination To continue to observe both the natural and man-made world closely and to use first-hand source materials. To make more sensitive and informed choices of materials according to the task. To continue to look after tools and materials, to be aware of safety implications and to be aware of the need for an organised approach to work Build on previous experiences and skills to approach projects with increased confidence and understanding Continue to record ideas and observations Become increasingly independent in generating original ideas for art projects To continue developing sensitivity, skill and understanding with regard to basic elements and principles of design. To build on previous skills and experiences with various materials so that projects can be approached with confidence and understanding. To continue developing an awareness of the elements and principles of design. To develop a critical awareness of one s own environment. To look at art works and artefacts, both past and present, to draw conclusions and make predictions about their function To be aware that artists have used art work as an expression of their feelings and reactions to a situation. To develop a sensitivity to the artists intentions. To be aware of the possibilities of art, artefacts and outside visits for extending other of the Curriculum. To continue developing a sense of chronology of art history, exposing the students to male and female artists from a variety of cultures. To look upon art work as a method of communication and as an expressive medium in its own right. To make appropriate use of new technologies. To appreciate and emulate the ways of artists To continue to record ideas and observations. To be able to reflect upon one s own work and that of peers and discuss intentions and any necessary changes Reflect, revise and evaluate their own work in art in order to make more conscientious selections and decisions during the planning stage of a project Respond to works of art at growing levels of comprehension and discrimination

First Steps. FIS Visual Arts. Specific Learner Expectations Reflection and Appreciation. Visual Art in Society

First Steps. FIS Visual Arts. Specific Learner Expectations Reflection and Appreciation. Visual Art in Society First Steps Show familiarity with and experiment with a variety of age appropriate art materials (with the assistance of an adult). Recognize some shapes and colors. Recognize that making art is enjoyable.