Central Valley School District Art 5 th Grade August September Standards September Standards Discuss cultural context of African textiles Tie-dyeing techniques (e.g., rubber banding, sewing, folding, etc.) Learn sewing skills Discuss color mixing in art Discuss and identify patterns Practice folding skills Create a tie-dye pillow Vocabulary textiles, tie-dyeing, patterns (e.g., strips, circles, vertical, horizontal, consecutive circles, spirals), symmetry, straight stitch Analyze a work of art from its historical and cultural perspective. 9.2.5 D Describe arts events that take place in schools and in communities. 9.1.5 I
Central Valley School District Art 5 th Grade Curriculum Calendar 2 October Standards October Standards Drawing skills Create a contour line drawing Create a gray scale of values Use form, lines and space in context Use proportion in context Draw geometric shapes with shadowing Discuss Mexican folk art and related patterns Draw a skeleton with shadowing and a patterned background (using pastels) Vocabulary Contour lines, value, gray scale, cubes, cones, cups, still-life, form, proportion Artists Rembrandt, Durer, Escher Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist s philosophy within a work in the arts and humanities (e.g., selection of stage lighting in Leonard Bernstein's West Side Story to communicate mood). 9.4.5 D studies and the arts
Central Valley School District Art 5 th Grade Curriculum Calendar 3 November Standards November Standards Create Native American masks Develop plaster casting techniques to mold face Use release agent while casting Create object that has form Use acrylic paints (opaque paints) Discuss Native American patterns and colors Discuss color and symbolism Discuss Native American culture and purposes for face painting Use materials to design and make headdresses Discuss sculpture and form Vocabulary casting, release agent, opaque paint, symbolism, mood, sculpture, texture Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present). Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others). Analyze a work of art from its historical and cultural perspective. 9.2.5 B 9.2.5 C 9.2.5 D Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas). studies and the arts 9.2.5 E Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts. 9.1.5 E Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre). 9.2.5 I Describe arts events that take place in schools and in communities. 9.1.5 I Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music). 9.2.5 J
Central Valley School District Art 5 th Grade Curriculum Calendar 4 November Standards December Standards Create Native American masks Develop plaster casting techniques to mold face Use release agent while casting Create object that has form Use acrylic paints (opaque paints) Discuss Native American patterns and colors Discuss color and symbolism Discuss Native American culture and purposes for face painting Use materials to design and make headdresses Discuss sculpture and form Vocabulary casting, release agent, opaque paint, symbolism, mood, sculpture, texture Linoleum block carving Compare and contrast Islamic and Christian artwork Create a design that has radial symmetry Discuss composition, size variation and overlapping Use linoleum carving tools Practice linoleum carving skills Create a print (based on Islamic or Christian artwork) Vocabulary Islamic, Christian, block printing, radial symmetry, brayer, printing ink, linoleum Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities (e.g., American TV ads versus Asian TV ads). Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist s philosophy within a work in the arts and humanities (e.g., selection of stage lighting in Leonard Bernstein's West Side Story to communicate mood). 9.4.5 A 9.4.5 D Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts. 9.1.5 E Describe arts events that take place in schools and in communities. 9.1.5 I
Central Valley School District Art 5 th Grade Curriculum Calendar 5 December Standards December Standards Linoleum block carving Compare and contrast Islamic and Christian artwork Create a design that has radial symmetry Discuss composition, size variation, and overlapping Use linoleum carving tools Practice linoleum carving skills Create a print (based on Islamic or Christian artwork) Vocabulary Islamic, Christian, block printing, radial symmetry, brayer, printing ink, linoleum Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music). Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham s Appalachian Spring and Millet s The Gleaners). Describe works in the arts comparing similar and contrasting characteristics (e.g., staccato in Grieg s In the Hall of the Mountain King and in tap dance). 9.2.5 J 9.2.5 L 9.3.5 B Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities. Analyze a work of art from its historical and cultural perspective. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas). studies and the arts 9.1.5 K 9.2.5 D 9.2.5 E Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts. Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities (e.g., American TV ads versus Asian TV ads). Investigate and communicate multiple philosophical views about works in the arts. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist s philosophy within a work in the arts and humanities (e.g., selection of stage lighting in Leonard Bernstein's West Side Story to communicate mood). 9.3.5 D 9.3.5 F 9.4.5 A 9.4.5 B 9.4.5 D Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre). 9.2.5 I
Central Valley School District Art 5 th Grade Curriculum Calendar 6 January Standards January Standards Create a mosaic Compare and contrast Greek and Roman art Create a design using tiles Discuss composition and contrast Create a rough draft of a mosaic design Use a ruler to create a cube in 1 and 2 point perspective Draw a street in 1 point perspective Vocabulary mosaic, tiles, emphasis, unity, Greek, Roman, perspective, depth, space, diminishing point, vertical, horizontal Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities. studies and the arts Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive vocabulary of critical response. 9.1.5 K 9.3.5 D Describe works of others through performance or exhibition in two art 9.1.5 F
Central Valley School District Art 5 th Grade Curriculum Calendar 7 February Standards February Standards Draw a self-portrait with color scheme from direct observation Use guidelines and proportions Mix colors and blend/shade with paint Review primary, secondary and tertiary colors Make neutral colors Create value scale with tints and shades Use analogous color scheme for self-portrait Artists Chuck Close, Frida Kahlo, Jacob Lawrence, Vincent Van Gogh Vocabulary color scheme, analogous, proportion, selfportrait, neutral colors, value scale Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities. Describe works in the arts comparing similar and contrasting characteristics (e.g., staccato in Grieg s In the Hall of the Mountain King and in tap dance). 9.1.5 K 9.3.5 B Describe works of others through performance or exhibition in two art 9.1.5 F
Central Valley School District Art 5 th Grade Curriculum Calendar 8 March Standards March Standards Create a relief sculpture (using aluminum foil) Discuss metal work (e.g., Mexican, Middle Eastern, etc.) Learn and apply metal working skills Discuss Islamic and Jewish traditions Create hamsa hand (using pressed metal) Discuss symbolism Create a pattern with symmetry Discuss repoussé Vocabulary hamsa hand, repoussé, relief sculpture Analyze a work of art from its historical and cultural perspective. studies and the arts 9.2.5 D Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre). 9.2.5 I Describe and use types of critical analysis in the arts and humanities. 9.3.5 E Describe a critic's position or opinion about selected works in the arts and humanities (e.g., student s presentation of a critical position on Walt Disney s Evolution of Mickey and Minnie Mouse). Identify uses of expressive symbols that show philosophical meanings in works in the arts and humanities (e.g., American TV ads versus Asian TV ads). 9.3.5 G 9.4.5 A Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities. 9.1.5 K
Central Valley School District Art 5 th Grade Curriculum Calendar 9 April Standards April Standards Create installation artwork Discuss and analyze tribal art work Create large scale artwork (e.g., paper maché, cardboard, etc.) Install art work within the school Artists Sandy Skoglund, Christo, Jean-Claude Vocabulary installation art, collaboration Identify the attributes of various audiences environments as they influence individual aesthetic response (e.g., Beatles music played by the Boston Pops versus video taped concerts from the 1970s). 9.4.5 C Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist s philosophy within a work in the arts and humanities (e.g., selection of stage lighting in Leonard Bernstein's West Side Story to communicate mood). 9.4.5 D Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts. 9.1.5 E
Central Valley School District Art 5 th Grade Curriculum Calendar 10 May June Standards May June Standards Create cartoon artwork (self- selected topic) Discuss media art and design Complete a piece of creative expression artwork Discuss body art (tattoos, jewelry, make-up, etc.) Create own body art Vocabulary culture, tribal, symbolism, henna Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas). studies and the arts 9.2.5 E Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre). Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling plays, oral histories- poetry, work songs- blue grass). 9.2.5 I 9.2.5 K Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works in the arts. 9.1.5 E Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities. 9.1.5 K Identify the attributes of various audiences environments as they influence individual aesthetic response (e.g., Beatles music played by the Boston Pops versus video taped concerts from the 1970s). Explain choices made regarding media, technique, form, subject matter and themes that communicate the artist s philosophy within a work in the arts and humanities (e.g., selection of stage lighting in Leonard Bernstein's West Side Story to communicate mood). 9.4.5 C 9.4.5 D