Bowling Green Independent School District Combined Curriculum Document Visual Art Primary First Grade

Transcription

1 Visual Art First Quarter Humanity-Native American Visual Art Purposes-Ceremonial and Narrative Second Quarter Humanity-Traditional Appalachian/Colonial Purposes-Ceremonial, Narrative, and Functional Third Quarter Humanity-West African Purposes-Ceremonial, Narrative, and Functional Fourth Quarter Humanity-Native American/Traditional Appalachian/Colonial/West African Purposes-Ceremonial, Narrative and Functional 1

2 Big Idea: Structure in the Arts Visual Arts - AH-P-SA-U-2 principles of design and the elements of visual art are intentionally applied in creating works of art. AH-P-SA-U-3 responding to and critiquing works of art involves an understanding of elements, principles, and structures appropriate to each area of the arts. AH-P-SA-U-4 existing and emerging technologies can inspire new applications of structural components AH-P-SA-S-VA1 recognize and identify elements of art (line, shape, form, texture, color) and principles of design (emphasis, pattern, balance, contrast) using visual art terminology AH-P-SA-S-VA2 Students will use the elements of art and principles of design in creating artworks independently and with others AH-P-SA-S-VA3 Students will explore, describe, and compare elements of art (e.g., line, shape, form, texture, primary and secondary colors, color schemes) and principles of design (e.g., focal point, pattern, balance, contrast) in two and three dimensional artworks AH-EP Students will identify or describe elements of art and principles of design in works of art. Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and color schemes (warm, cool, neutral black, white, gray, sometimes brown/beige as earth tones) Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth) I can identify elements of art and principles of design in works of art. I can describe and apply: line. Shape. Form. Texture. Color. Emphasis. Pattern. Balance. Contrast. I can create movement using line within a work of art. I can choose a texture and recreate it. I can point out the focal point of an artwork. I can create a pattern using elements of art. I can balance a work of art using the elements of art. I can use different shapes to create an artwork. I can enclose an area to create a shape in a picture. I can choose a color scheme (color plan) to create a work of art. Elements of Art Line Shape Color Primary secondary warm cool neutral color schemes positive/negative earth tones Hue Value Space Texture Form Principles of Design Emphasis focal point Pattern Balance Symmetry Contrast Black/white Rough/smooth I can mix a secondary color from 2 primary 2

3 colors to create a work of art. I can draw a two dimensional shape. I can draw a three dimensional form. 3

4 Big Idea: Humanity in the Arts Visual Arts AH-P-HA-U-1 arts are powerful tools for understanding human experiences both past and present. AH-P-HA-U-2 arts help us understand others (often very different) ways of thinking, working, and expressing ourselves. AH-P-HA-U-3 arts play a major role in the creation and defining of cultures and building civilizations. AH-P-HA-S-VA1 associate artworks they experience or create with specific cultures (Native American, Appalachian, West African); describe in simple terms how art of these cultures reflects the cultures AH-P-HA-S-VA2 associate artworks they experience or create with the Colonial American period in history; describe in simple terms how art of the American Colonies reflects the Colonial American time period AH-EP Students will identify art from the following cultures and periods. Cultures: Native American, Traditional Appalachian West African Periods: Colonial American I can tell two ways visual art has been a part of Native American cultures. I can list two ways visual art has been a part of Traditional Appalachian cultures. I can name two ways visual art has been a part of West African cultures. I can list two ways how visual art had been a part of Colonial America Native American Traditional Appalachian Folk Colonial West African AH-P-HA-S-VA3 describe artworks of specific cultures using visual art terminology 4

5 Big Idea: Purposes for Creating the Arts Visual Arts AH-P-PCA-U-1 arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). AH-P-PCA-U-2 arts have value and significance for daily life. They provide personal fulfillment, whether in vocational settings, avocational pursuits, or leisure. AH-P-PCA-U-3 arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. AH-P-PCA-S-VA1 develop and awareness of the purposes for which artworks are created (e.g., ceremonial, artistic expression, narrative, functional) AH-P-PCA-S-VA2 Students will create new and experience artworks designed to fulfill a variety of specific purposes AH-EP Students will experience visual art works created for a variety of purposes. Purposes of art: (different roles of art) Ceremonial - ritual, celebration, artworks created to support worship ceremonies (e.g., ceremonial masks) Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for selfexpression, to decorate or beautify objects) Narrative - artworks that tell stories, describe and illustrate experiences, or communicate ideas or information, art to document important or historical events (e.g., Native American totem poles, cave and wall paintings) Functional - artistic objects used in everyday life (e.g., pottery, quilts, baskets) I can create an object used for celebration and tell how it is used in celebration. I can create an artwork used to tell a story. I can create an object that can be used. Ceremonial Narrative Celebration Functional 5

6 Big Idea: Processes in the Arts Visual Arts AH-P-PA-U-1 there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created, and responding to artworks and performances. AH-P-PA-U-2 full understanding and appreciation of the arts requires some degree of involvement in all three processes. AH-P-PA-U-3 openness, respect for work, and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer. AH-P-PA-U-4 existing and emerging technologies can extend the reach of the art form to new audiences. AH-P-PA-S-VA1 Students will be actively involved in creating and artworks AH-P-PA-S-VA2 learn how to use knowledge of the elements and principles of art and art terminology to describe and critique their own work and the work of others AH-P-PA-S-VA3 Students will identify possible criteria for evaluating visual (e.g., skill of artist, originality, emotional impact, variety, interest) AH-P-PA-S-VA4 Students will demonstrate audience behavior appropriate to context and style of visual arts observed/viewed; discuss opinions with peers in a supportive and constructive way AH-P-PA-S-VA5 Students will describe personal responses to artwork; explain why there might be different responses to specific works of art AH-EP Students will choose media to create artworks with a basic understanding of how to use the media. I can apply a variety of media processes to produce two dimensional artwork. I can apply a variety of media processes to produce three dimensional artwork. Two dimensional Three dimensional Media Artist Paint Pencil Crayon Marker Oil Pastel Pastel Clay Glitter Glue 6