MMSD K-5 th Grade Level Art & Design Standards

MMSD K-5 th Grade Level Art & Design Standards The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment practices as required by applicable local, state and federal laws. Updated September 2012

Table of Contents Acknowledgements... 1 Intent of Visual Arts Education... 2-3 Wisconsin Academic Standards- Visual Arts... 4 Visual Arts Standards and Grade Level Benchmarks- K-5 th Grade... 5-17

Visual Arts Standards K-5 th Grade Acknowledgments The Visual Arts Standards committee referred to the National Standards for Arts Education (MENC, 1994) as a model from which to create the district's standards. The committee refined the expectations for the primary and intermediate levels and clarified those for the middle, high school, and advanced levels for this district. It extends its gratitude to the visual arts educators across the nation who contributed to the national standards as well as the district's visual arts faculty who reviewed Madison's standards and offered their suggestions. The document standardizes the expanding practice of our outstanding teachers as they respond to learners' abilities and their needs into the 21st century. 1998 Madison Metropolitan School District Visual Arts Standards Committee: Grades K-5 Visual Arts: Richard Davis -- Mendota Elementary Katharine Goray -- Lincoln Elementary Randy Hopkins -- Shorewood Elementary Lee Kleeman -- Thoreau Elementary Susan Klein -- Huegel Elementary Susan Moberly -- Franklin Elementary Middle School Visual Arts: Mary Ann Emmerton -- Jefferson Middle School Richard Jensen -- Toki Middle School High School Visual Arts: John Currie -- Memorial High School Don Hunt -- West High School Committee Facilitator: Mariel Wozniak Fine Arts Coordinator (2002) July 2008 Updates: Julie Palkowski Fine Arts Coordinator August 2013 Updates: Laurie Fellenz Fine Arts Coordinator 1

Intent of Visual Arts Education Definition: The Visual Arts are an essential part of human existence. They communicate ideas, feelings, and experiences into meaningful visual expressions. Through the use of a medium and the simple elements of line, form, space, color, and texture, people from earliest recorded history have created art. It is all around us. It appears in nature, in the imitation of nature, and in original expressions. One of the most revealing ways that people share their culture is through the arts which are as varied as the cultures that create it. The different forms of visual art reflect what is happening in a nation and in the world. It exists in the form and function of everything on the market and its importance is sometimes taken for granted in the design of such things as apparel, furniture, appliances, technology, vehicles, etc. Purpose: Art is universal because it transcends barriers which can exist in the spoken and written word. Through art, the common threads of humanity and cultural differences are recognized and appreciated. In a world which depends so much on accurate visual interpretation, learners need to interpret the visual experience through an understanding of other subject matter, symbols and ideas. The visual arts give balance to human existence. They are a means used to convey people's emotional reactions to others and the life around them. Art permits people to express who they are and what they feel about the world they live in. It establishes their identity in a particular place and at a particular time. They are a means of caring for and preserving the life of the human spirit. Because the nation's population is more diverse, understanding and communication across nations and cultures is essential. Students need to understand the function and structure of the visual arts, the relationship to human history and cultures, and the connections between the visual arts and other disciplines. The "Goals 2000: Educate America Act" was approved by both houses of Congress in 1994 and established the arts as a core subject among the disciplines in which every American should demonstrate competence. It is studied for itself and for the profound effect it has on facilitating the learning of spatial concepts needed in architecture and geometry, and on the creativity which is essential to development in science and engineering. Additionally, the study of visual arts assists consumers in understanding how art and its elements affect people and how they are used commercially to influence the cognition, behavior, and the environment. 2

Characteristics: Art education makes a unique contribution to a student's experience. It facilitates the ability to communicate in a nonverbal manner and to develop and expand problem solving skills. It fosters the development of craftsmanship and encourages perception, reflection, and production. The act of creating art involves people on many levels of thinking and modes of learning. It offers learning opportunities to students of all mental and physical ability levels and ages. The eye, hand, and mind act in concert in the creation of art. A well-balanced curriculum and the instruction of art includes the following areas of study in the K-12 art program: drawing, painting, printing, sculpture, ceramics, environmental design and architecture, art metal, commercial art, photography, media, fiber art, and viewing and responding. Students are taught to know and apply the principles of movement or rhythm, balance, contrast, emphasis, unity, and repetition to their art. Wisconsin Statutes PI 8.01(2)(j)(k)(l) require that regular visual arts classes, which follow a comprehensive curriculum, be taught by a visual arts specialist from kindergarten through eighth grade in the elementary schools, and through the sixth grade in middle schools. Thereafter, each school district is required to offer art courses as electives through high school. These visual arts standards provide unified expectations for students and inform the community of what a person who is literate in visual arts knows and can do at each level of development. 3

Wisconsin Academic Standards Art & Design Content Standard One: Content Standard Two: Content Standard Three: Content Standard Four: Content Standard Five: Content Standard Six: Knowing A. Visual Memory and Knowledge B. Art and Design History, Citizenship, and Environment Doing C. Visual Design and Production D. Practical Applications Communicating E. Visual Communication and Expression F. Visual Media and Technology Thinking G. Art and Design Criticism H. Visual Thinking Understanding I. Personal and Social Development J. Cultural and Aesthetic Understanding Creating K. Making Connections L. Visual Imagination 4

Visual Arts Standards and Grade Level Benchmarks- K-5 th Grade Standard One: The student will be able to: A.Visual Memory and Knowledge Students will know and remember information and ideas about the art and design around them and throughout the world. Performance Standard Grade TWO K 1 2 Performance FOUR 3 4 5 Develop a basic mental storehouse of images Learn basic vocabulary related to their study of art Know that art is a basic way of thinking and communicating about the world Identify a variety of visual imagery which includes people, animals, and fantasy. Identify a variety of visual imagery which includes people, animals, fantasy, and environments. View and describe a variety of visual imagery which includes fantasy, people, or animals in the context of an environment. Learn about basic styles of art from their own and other parts of the world Learn about styles of art from various times Know that art is one of the greatest achievements of human beings Identify the subject matter or story communicated through art. Identify the subject matter, stories, feelings, or symbols communicated through art. Identify the purposes, subject matter, stories, feelings, or symbols communicated through art. 5

Standard One: B. Art and Design History, Citizenship, and Environment Students will understand the value and significance of the visual arts, media and design in relation to history, citizenship, the environment, and social development The student will be able to: Performance Standard Grade TWO K 1 2 Performance FOUR 3 4 5 Develop a basic mental storehouse of images Learn basic vocabulary related to their study of art Know that art is a basic way of thinking and communicating about the world Identify a variety of visual imagery which includes people, animals, and fantasy. Identify a variety of visual imagery which includes people, animals, fantasy, and environments. View and describe a variety of visual imagery which includes fantasy, people, or animals in the context of an environment. Learn about basic styles of art from their own and other parts of the world Learn about styles of art from various times Know that art is one of the greatest achievements of human beings Identify the subject matter or story communicated through art. Identify the subject matter, stories, feelings, or symbols communicated through art. Identify the purposes, subject matter, stories, feelings, or symbols communicated through art. 6

Standard Two: Imagines Imagines and applies a variety of approaches to and solutions for visual problems. The student will be able to: Performance Standard Grade TWO Knows that there is a range of different qualities to materials, techniques, and processes. Recognize art media which include: Crayon Pencil Paints Markers Clay Paper K 1 2 Performance FOUR Experiment and/or invent with a variety of 2-D and 3-D art materials which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Experiment and/or invent with a variety of 2-D and 3-D art materials which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Basic fiber techniques Describe how different materials, techniques, and processes can result in different visual expressions. 3 4 5 Recognize the distinct qualities of the principles and elements of art with a variety of media which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Fibers Recognize the distinct qualities of the principles and elements of art with a variety of media which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Fibers Mixed media Recognize the distinct qualities of the principles and elements of art with a variety of media which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Fibers Mixed media Art metal Understand the difference between additive and subtractive sculpture. 7

Standard Three: Designs Designs artwork organized by compositional principles, expressive features, and sensory qualities. The student will be able to: Performance Standard Grade TWO Experience and identify that features and elements of art cause different visual results. Describe how different expressive features and principles cause different responses. K 1 2 Performance FOUR Name colors, shapes, and media used in their own art work. Compare a variety of contrasting imagery. Identify particular colors, shapes, lines, and patterns. Compare a variety of contrasting emotional imagery Identify colors, shapes, lines, patterns, and textures. Compare a variety of contrasting emotional and atmospheric imagery. Experience and identify that features and elements of art cause different visual results. Describes how different expressive features and principles cause different responses. 3 4 5 Identify and use color, shapes, line, texture, and space in works of art. Identify and use contrast (light/dark) and repetition (patterns). Identify and use color, shapes, lines, texture and space in works of art. Identify and use contrast, repetition, emphasis (center of interest). Identify and use color, shapes, lines, texture, space, and movement in works of art. Identify and use contrast, repetition, emphasis, unity, and variety. 8

Standard Four: Creates Creates images and objects that communicate and express ideas using varied media, techniques, and processes. The student will be able to: Performance Standard Grade TWO Know the differences between media, techniques and processes. Experience a variety of materials. K 1 2 Performance FOUR Use line, color, shape and texture in their work, through different art making processes which include: Experience a variety of materials and name the media used in their own work. Use line, color, shape, texture, and space in their work, through different art making processes which include: Utilize a variety of media to include: crayon, pencil, chalk, oil pastel, markers, tempera paint, watercolor paint, printer's ink, cloth, yarn, clay, paper mache, paper, and misc. materials. Name and experience art elements through a variety of techniques. Use different media, processes, and techniques to communicate ideas, Take advantage of the qualities and characteristics of art media, techniques, and processes to enhance their art experiences, and stories. 3 4 5 Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes: Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes: Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes: 9

Drawing using media such as crayon, pencil, paint, markers, and oil pastel. Painting with a variety of brushes. Working with clay. Sculpting with a variety of materials. Begin printmaking processes. Drawing using media such as crayon, pencil, paint, markers, and oil pastel. Painting with a variety of brushes and tools. Clay manipulation skills to include rolling, pinching, and pulling. Sculpting with a variety of materials. Printmaking processes to include rubbing and stamping. Line drawing Observation, imagination, and memory. Color: Primary color mixing and blending. Shape: Cutting, drawing, and forming. Texture: Stamping, rubbing, and pressing. Space: Size, placement, and overlapping. 1. Drawing as a planning tool for later use with a variety of media. 2. Drawing with contour line. 3. The techniques and processes of color mixing which include secondary colors. 4. The techniques and processes of 2-D and 3-D surface texture, fibers, and mixed media. 1. Drawing as a planning tool for later use with a variety of media to interpret narratives. 2. Drawing with contour line, textural elements, and value changes. 3. The techniques and processes of color mixing which include secondary colors, tertiary colors, tints and shades, and color families. 4. The techniques and processes of 2- D and 3-D surface texture, fibers, mixed media, blending wet-on-wet and dry brush painting techniques. 1. Drawing as a planning tool for use with a variety of media to interpret narratives and express personal thoughts. 2. Drawing with contour line, textural elements, value drawings, and figure drawing. 3. The techniques & processes of color mixing which include sec.colors, tertiary colors, tints and shades, color families & complimentary colors. 4. Techniques & processes of: shading, opaque & transparent paint qualities paint, relief printing, various fiber tech.,clay coil, and slab techniques, paper machebuilding. 10

Use line, shape, texture, and space in their work through different art making processes which include: 1. Drawing, using media such as crayon, pencil, paint, markers, chalk, and oil pastel. 2. Painting with a variety of brushes and tools. 3. Clay/manipulation skills to include rolling, pinching, pulling, coiling. 4. Sculpting with an increased variety of materials. 5. Increased printmaking processes to include rubbing and stamping. 6. Using resist techniques. Use creative problem solving skills and risk taking skills. 11

Standard Five: Produces Produces artwork that exemplifies craftsmanship. The student will be able to: Performance TWO Use art materials and tools in a safe, responsible, and skillful manner. Handle scissors safely. K 1 2 Performance FOUR Cut paper on a line. Fold paper. Use glue responsibly. Use brushes in a developmentally appropriate manner. Handle scissors safely. Cut paper on a variety of lines. Fold paper. Use glue, crayon, pencil, marker, and paint in a responsible manner. Use techniques used in pinching and pulling clay. Handle scissors safely. Cut paper on a variety of lines and be exposed to cutting shapes without guidelines. Fold paper in a variety of ways. Use glue, crayon, pencil, marker, and paint in a responsible manner. Use skillful construction techniques with a variety of media which result in well made products. Use art materials and tools in a safe, responsible, and skillful manner. Handle tools safely. Cut paper with and without guidelines. Use proper printmaking techniques. 3 4 5 Create pinch pots, coils, modeling, and joining techniques with clay. Use various adhesives, i.e. tape, glue, and paste. Be aware of the proper use of various kinds of brushes. Pay attention, observe, follow instructions, and use good work habits thus resulting in Handle tools safely. Accurately use paper techniques, i.e. folding, cutting, scoring, tearing, and tabbing. Use proper printmaking techniques. Create pinch pots, coils, modeling, and joining techniques with clay. Use various adhesives, i.e. tape, glue, and paste. Use various kinds of brushes properly. Use water color techniques, i.e. wet on wet, dry brush strokes, Handle tools safely. Accurately use paper techniques, i.e. folding, cutting, scoring, tearing, and tabbing. Use proper printmaking techniques, i.e. additions, centering. Create pinch pots, coils, modeling, slab, and joining techniques with clay. Use various adhesives, i.e. tape, glue, paste. Use various kinds of brushes properly. Use water color techniques, i.e. wet on wet, dry brush strokes, 12

quality artwork in all curricular media areas. and washes. Pay attention, observe, follow instructions, and use good work habits thus resulting in quality artwork in all curricular media areas. and washes. Use additive and subtractive sculpture techniques. Pay attention, observe, follow instructions, and use good work habits thus resulting in quality artwork in all curricular media areas. 13

Standard Six: Reflecting Reflects upon and assesses the characteristics and merits of own work and the work of others. The student will be able to: Performance Standard Grade TWO Understand that there are various purposes for creating works of visual art. Understands how people's priorities influence the development of specific art works. Discuss their artwork or the work of others. K 1 2 Performance FOUR Recognize a limited number of art works utilizing art resources from Madison Art Center, Chazen and MMSD. Selection: "Dapple Gray" Describe their art work or the works of others, to include the art from two cultures. Recognize a limited number of art works utilizing art resources from Madison Art Center, Chazen and MMSD. Selections: "Etretat" "Yellow Disc and White Disc" Describe the art work from two cultures. Cultures could include Africa, Asia, Latino, European, or Indigenous cultures. Recognize a limited number of art works utilizing art resources from Madison Art Center, Chazen and MMSD. Selections: "Dancing Ganesha" "Still Life: Pitahayas" Understand that there are various purposes for creating works of visual art. 3 4 5 Describe artwork and will continue to develop this skill. Recognize a limited number of artists and their styles, selected from the developing resource list, in conjunction with the Madison Art Center, Chazen and MMSD. Describe a limited number of drawings, painting, printmaking, sculpture, and fiber art, or artists from cultures past and present. Selections: "Apollo Pursuing Daphne" "Madison Landscape" Describe artwork and will continue to develop this skill. Recognize an increased number of artists and their styles selected from the developing resource list in conjuction with the Madison Art Center, Chazen and MMSD. Describe an increased number of drawings, paintings, printmaking, sculpture, and fiber art, or artisits from cultures past and present. Selections: "Herakles and Athena Going to Mount Olympus" "Mrs. Aaron Davis" Describe artwork and will continue to develop this skill. Recognize an expanding number of artists and their styles. Recognize artwork representing various cultures, gender, media, time, and subject, ulilizing developing resources from the Madison Art Center, Chazen, & MMSD. Describe an increased number of drawings, paintings, printmaking, sculpture, and fiber art, or artisits from cultures past and present. Selections: "View of Edo, #52" "Seranade" 14

Understands that there are different responses to specific artworks. Observe art work showing various subject matters and emotional qualities. Participate in group discussions describing art work. Participate in group discussions describing art work to include identifying subject matter and art elements. Understands that there are different responses to specific artworks. Participate in group discussions describing artwork. Participate in group discussions describing artwork. Participate in group discussions describing artwork. 15

Standard Seven: Interpreting Interprets the visual experience with a range of subject matter, symbols, and ideas. Students will be able to: Performance Standard Grade TWO Understand that different subject matter and ideas communicate meaning. Identify subject matter. K 1 2 Performance FOUR Identify subject matter and feeling found in art, i.e. color relationship to emotional content. Identify subject matter and feeling found in art. Identify the narrative qualities of artwork, i.e. illustrations. Understand that different subject matter and ideas communicate meaning. 3 4 5 Identify subject matter and feeling found in art. Identify the narrative qualities of artwork, i.e. cultural meaning and illustrations. Identify subject matter and feeling found in art. Identify the narrative qualities of artwork, i.e. cultural meaning and illustrations. Identify subject matter and feeling found in art. Identify the narrative qualities of artwork, i.e. cultural meanings, illustrations. Identify the purpose of various artworks, i.e. to decorate, to celebrate, & to commemorate. Understand and use subject matter and ideas to communicate meaning. Create artwork with various subject matter. Create artwork with various subject matter and emotional content. Create artwork with various subject matter, and emotional content. Select and use subject matter, symbols, and ideas to communicate meaning. Create artwork with various subject matter, symbols, and emotional content. Create artwork with various subject matter, symbols, and emotional content. Define, discover, and understand symbols and emotional content used in specific artwork. 16

Standard Eight: Understanding Understands the function and structure of the visual arts in relation to human history and cultures. Students will understand and be able to: Performance TWO Know that the visual arts have both a history and specific relationship to various cultures. Experience works of art as belonging to particular cultures, times, and places. Exposure to how history, culture, and the visual arts can influence each other in making and studying works of art. K 1 2 Performance Standard Grade FOUR View artwork from two time periods, artists, and/or cultures. The above may include developing art resources from Madison Art Center, Chazen, and MMSD. Identify a limited number of works of art belonging to different cultures. A recommended list of cultures could include Africa, Asia, Latino, European, or Indigenous. Compare and contrast art belonging to different cultures past and present, to include two artists from developing resource list. View artwork from at least two time periods, artists, and/or cultures. The above may include developing art resources from Madison Art Center, Chazen, and MMSD Identify an increased list of works of art belonging to different cultures. A recommended list of cultures could include Africa, Asia, Latino, European or Indigenous. Compare and contrast art belonging to an increased list of cultures, past and present to include two artists from developing resource list. View artwork from several time periods, artists, and/or cultures. Identify an expanded list of works of art belonging to different cultures. A recommended list of cultures could include Africa, Asia, Latino, European or Indigenous. View artwork of at least six artists representing various times, media, gender, cultures, significance, and subject matters, utilizing SMART resources from the MMOCA/Chazen/MMSD. These will include: Greek vase painting, South Asian sculpture, Paola de Matteis, Gilbert Stuart, Hiroshige, Boudin, Beardne, Butterfield, Calder, Curry, Kahlo, Frank Lloyd Wright, Georgia O'Keeffe. Know that the visual arts have both a history and specific relationship to various cultures. 3 4 5 View styles and techniques of a limited number of artists, and/or cultures past and present. Experience styles and techniques of an increased list of artists, and/or cultures past and present. Experience styles and techniques of an expanded list of artists, and/or cultures past and present. 17

Standard Nine: Making Connections Makes connections among the visual arts with other disciplines. Students will be able to: Performance Standard Grade TWO Exposure to the connections between visual arts and other arts disciplines Connect the visual arts to music, movement, storytelling. K 1 2 Performance FOUR Connect the visual arts to music, movement, storytelling. Connect the visual arts to music, movement, storytelling. Understand the similarities and differences between visual arts and other arts disciplines. Identify connections between the visual arts and other disciplines in the curriculum. 3 4 5 Start recognizing the principles of art in various art disciplines. Recognize endless relationships between visual arts and other disciplines, i.e. Observation drawing - social studies, science Rhythm and pattern - math, music, movement, language arts Symmetry - science, math, music Landscape painting - science, social studies Clay - science, social studies, math Expand their knowledge of the principles of art and how it relates to other art disciplines. Recognize endless relationships between visual arts and other arts disciplines, i.e., Observation drawing - social studies, science Rhythm and pattern - math, music, movement, language arts Symmetry - science, math, music Landscape painting - science, social studies Clay - science, social studies, math Relate the similarities between the principles of art, music, and movement to include: contrast, balance, unity pattern/repetition, rhythm, emphasis, and variety. Understand that all the arts are forms of communication. Recognize endless relationships between visual arts & other arts, i.e., Observation drawing social studies, science Rhythm and pattern - math, music, movement, lang.arts Symmetry - science, math, music Landscape painting -science, soc.studies Clay - science, social studies, math 18