KINDERGARTEN VISUAL ARTS PACING GUIDE: Art Production A Brief Overview of IPS Elementary Level Visual Arts Curriculum The IPS Visual Arts Curriculum is a standards-driven program, based in the current Indiana State Standards adopted in 2008. Emphasis is placed in the following areas within the elementary level curriculum: Art History and Culture; Visual Literacy(Art Criticism and Aesthetics); and Studio Production (Creation of Art). A section in Integrated Art Curricula is included. MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES KINDERGARTEN JANUARY CREATING ART: STUDIO PRODUCTION CREATING ART: Studio Production Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork using subject matter from the real world and personal symbols to express ideas. They demonstrate thoughtfulness, care, and respect Essential Skills: Identification of works of art, which are created by illustrators. Align artwork with the content of a story. Sample Engagement Activities: Study of Illustration: Students will study the artworks created by illustrators. (Cartoonists, book 1
in their art, sharing work with others. K.6.1 Use objects or animals from the real world as subject matter for artwork. K.6.2 Create art that expresses personal ideas, interests, and feelings. K.6.3 Use personal symbols to express ideas. K.6.4 Demonstrate thoughtfulness and care in creating artwork. K.6.5 K.6.6 Reflect on and share work with others. Respect personal work and the work of others. Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students begin to recognize and apply the elements and principles and discriminate various lines, shapes, textures, and colors. They identify two and threedimensional works of art and utilize appropriate media and processes in both types of artwork, demonstrating safe and proper use of materials. K.7.1 Begin to recognize and use elements (such as Analysis of the mood conveyed in works of art, and understanding of the use of the formal elements used to communicate the mood. Demonstrate the use of proportion in the creation of a selfportrait. Select textures representative of animals, which the student has observed. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, illustrators, and digital artists in this area of design). They will draw an illustration for their favorite story. The illustration will be created using emphasis on line and shape. Self-Portraiture: Students will create a self-portrait using collage and drawing media. They will emphasize the use of proportion, shape, and line. Texture Study: Students will create a texture collage of an animal. The focus of this study will be upon the use of shape, line, and texture, which are representative of the animal s form and texture. 2
line, shape, texture, and color) and principles (such as repetition) in artwork. K.7.2 Discriminate between types of lines (characteristics), shapes (geometric), textures (tactile), and colors (primary/secondary hues) in own work and the work of others. K.7.3 Distinguish between two-dimensional and three-dimensional works of art. K.7.4 Identify and use a balance of two-dimensional and three-dimensional media and processes to express ideas, experiences, and stories. The following recommended media and processes are appropriate for a grade band of Kindergarten through Grade 2: DRAWING: Media: pencils, markers, chalks, crayons, oil pastels Processes: contour line, rendering, sketching PAINTING: Media: tempera, finger-paint, watercolor crayons, watercolor; variety of brushes and paint applicators Processes: brush techniques, wet-onwet, wet-on-dry, sponge, wash, resist PRINTMAKING: mood, style, and cultural set. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, are used by artists to convey mood, message, and strength of composition. Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. Demonstrate understanding of the use of themes and Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the 3
Media: found objects, printing ink, polystyrene foam, stencil Processes: stamping, monoprint, rubbings, stenciling, relief CERAMICS: Media: modeling clay, clay substitutes, pottery clay, glazes, stains, paint Processes: pinch and pulled forms, slab, imprinted decoration, coil, surface decoration techniques subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Kindergarten Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists 4
Picturing America; National Department for the Humanities Children s Museum, Professional Development and Educational Programs 5
MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES KINDERGARTEN ART PRODUCTION: CREATION OF ART FEBRUARY CREATING ART: Studio Production Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork using subject matter from the real world and personal symbols to express ideas. They demonstrate thoughtfulness, care, and respect in their art, sharing work with others. K.6.1 Use objects or animals from the real world as subject matter for artwork. K.6.2 Create art that expresses personal ideas, interests, and feelings. Essential Skills: Identification and analysis of the use of color by abstract expressionist painters. Mixture of secondary colors using primary colors. Analysis of the mood conveyed in works of art, and understanding of the Sample Engagement Activities: Abstract Painting: Students will study the abstract paintings by Helen Frankenthaler, Lee Krasner, Hans Hofmann, Arshile Gorky, Adolph Gottlieb, Willem DeKooning, and Robert Motherwell. They will discuss the use of shape, line, and color. Using primary colors, they will paint abstract 6
K.6.3 Use personal symbols to express ideas. K.6.4 Demonstrate thoughtfulness and care in creating artwork. K.6.5 K.6.6 Reflect on and share work with others. Respect personal work and the work of others. Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students begin to recognize and apply the elements and principles and discriminate various lines, shapes, textures, and colors. They identify two and threedimensional works of art and utilize appropriate media and processes in both types of artwork, demonstrating safe and proper use of materials. K.7.1 Begin to recognize and use elements (such as line, shape, texture, and color) and principles (such as repetition) in artwork. K.7.2 Discriminate between types of lines (characteristics), shapes (geometric), textures (tactile), and colors (primary/secondary hues) in own work and the work of others. use of the formal elements used to communicate the mood. Demonstrate understanding that use of color, line, and shape are used by artists in paintings. Compare and contrast abstract works of art. Recognize significant works of art studied in class or seen in the museum. shapes and lines on wet paper, creating an abstract painting. They will caret color bleeds with wet areas next to other wet areas, thus, creating color mixture. In a second painting, the students will mix colors before applying them to the paper. They will compare these two techniques of painting. Color Theory/Collage: Students will learn to create secondary color mixtures from mixing primary colors. They will use these colors to create painted paper that will be used in an Abstract, torn paper collage. They will combine the painted paper with torn sections from magazines in the creation of the collage. 7
K.7.3 Distinguish between two-dimensional and three-dimensional works of art. K.7.4 Identify and use a balance of two-dimensional and three-dimensional media and processes to express ideas, experiences, and stories. The following recommended media and processes are appropriate for a grade band of Kindergarten through Grade 2: DRAWING: Media: pencils, markers, chalks, crayons, oil pastels Processes: contour line, rendering, sketching PAINTING: Media: tempera, finger-paint, watercolor crayons, watercolor; variety of brushes and paint applicators Processes: brush techniques, wet-onwet, wet-on-dry, sponge, wash, resist PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil Processes: stamping, monoprint, rubbings, stenciling, relief CERAMICS: Media: modeling clay, clay substitutes, pottery clay, glazes, Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary 8
stains, paint Processes: pinch and pulled forms, slab, imprinted decoration, coil, surface decoration techniques Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Kindergarten. Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department 9
Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities Children s Museum, Exhibitions and resources Crispus Attucks Museum 10
MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES KINDERGARTEN MARCH ART PRODUCTION: CREATION OF ART CREATING ART: Studio Production Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork using subject matter from the real world and personal symbols to express ideas. They demonstrate thoughtfulness, care, and respect in their art, sharing work with others. K.6.1 Use objects or animals from the real world as subject matter for artwork. K.6.2 Create art that expresses personal ideas, interests, and feelings. Essential Skills: Identification and analysis of artworks studied, with regard to subject matter, use of principles and elements of art, and symbolism. Analysis of the mood conveyed in works of art, and development of the understanding of the use of the Sample Engagement Activities: Creation of a Personal Symbol: Students will study symbols used in family crests, advertising, architecture, and artwork. They will create a personal crest, which will include favorite hobbies or sports; pets; friends; family; and favorite colors. Students will 11
K.6.3 Use personal symbols to express ideas. K.6.4 Demonstrate thoughtfulness and care in creating artwork. K.6.5 K.6.6 Reflect on and share work with others. Respect personal work and the work of others. formal elements used to communicate the mood. Discuss the role of the artist and art within varied cultures. guess the identity of the artist for each crest based upon the content in each crest. Texture Study /Urban Landscape: Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students begin to recognize and apply the elements and principles and discriminate various lines, shapes, textures, and colors. They identify two and threedimensional works of art and utilize appropriate media and processes in both types of artwork, demonstrating safe and proper use of materials. K.7.1 Begin to recognize and use elements (such as line, shape, texture, and color) and principles (such as repetition) in artwork. K.7.2 Discriminate between types of lines (characteristics), shapes (geometric), textures (tactile), and colors (primary/secondary hues) in own work and the work of others. Transform one art form into material to be used in another art form. Compare and contrast symbolic works of art. Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Translation of a story into a threedimensional image. Students will create rubbings using crayon, taken from highly textured objects. They will used the rubbings to create collage pieces for a cityscape in which painted paper, photographs, and the rubbed textures would be combined in an urban collage of the city. (See the work of Romare Bearden). Clay Storyteller Sculpture: A guest storyteller will visit the art class. Following the story, the students will create a clay sculpture of a 12
K.7.3 Distinguish between two-dimensional and three-dimensional works of art. K.7.4 Identify and use a balance of two-dimensional and three-dimensional media and processes to express ideas, experiences, and stories. The following recommended media and processes are appropriate for a grade band of Kindergarten through Grade 2: DRAWING: Media: pencils, markers, chalks, crayons, oil pastels Processes: contour line, rendering, sketching PAINTING: Media: tempera, finger-paint, watercolor crayons, watercolor; variety of brushes and paint applicators Processes: brush techniques, wet-onwet, wet-on-dry, sponge, wash, resist PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil Processes: stamping, monoprint, rubbings, stenciling, relief CERAMICS: Media: modeling clay, clay substitutes, pottery clay, glazes, character in the story, using self-hardening clay. The clay sculptures will be painted with symbols of events in the story, once dry. Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates 13
stains, paint Processes: pinch and pulled forms, slab, imprinted decoration, coil, surface decoration techniques understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Kindergarten Art in Focus, Gene Mittler, Glencoe 14
Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities Crispus Attucks Museum 15
MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES KINDERGARTEN APRIL ART PRODUCTION: CREATION OF ART CREATING ART: Studio Production Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork using subject matter from the real world and personal symbols to express ideas. They demonstrate thoughtfulness, care, and respect in their art, sharing work with others. K.6.1 Use objects or animals from the real world as subject matter for artwork. K.6.2 Create art that expresses personal ideas, interests, and feelings. Essential Skills: Identification of major works of art studied. Analysis of the mood conveyed in works of art. Discuss the role of the artist and art within varied cultures. Apply the techniques of noted artists in Sample Engagement Activities: Block Figure Sculpture: Students will paint small portraits of family and friends. They will affix these to blocks of wood, and will be assembled in groupings for display. (See: the works of Marisol Escobar and Joseph Cornell.) 16
K.6.3 Use personal symbols to express ideas. K.6.4 Demonstrate thoughtfulness and care in creating artwork. K.6.5 K.6.6 Reflect on and share work with others. Respect personal work and the work of others. Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Students begin to recognize and apply the elements and principles and discriminate various lines, shapes, textures, and colors. They identify two and threedimensional works of art and utilize appropriate media and processes in both types of artwork, demonstrating safe and proper use of materials. K.7.1 Begin to recognize and use elements (such as line, shape, texture, and color) and principles (such as repetition) in artwork. K.7.2 Discriminate between types of lines (characteristics), shapes (geometric), textures (tactile), and colors (primary/secondary hues) in own work and works of portraiture. Demonstrate understanding of the casting process, and of the concept of creating a positive relief from an imprinted design. Compare and contrast Forms in those of an animal that that of a human. Create a blended image of both in an effigy mask. Demonstrate understanding of the use of themes and subject matter in works of art studied in varied cultures. Transform found objects into works of art devoted to a particular theme or function. Sandcast Sculpture of Small Forms: Natural forms, small toys, and other forms will be embedded into damp sand. The imprints will be cast with plaster. The plaster forms will be cleaned, and painted with rubbed painted towels of sponged with multiple colors. These works will have the appearance of archeological finds. Effigy Masks: Students study masks of animals and of human forms, from different cultures and tell a story about the animal and the person. They will create a mask using animal and human forms with paint on paper form. Found-Object Sculpture: Students will use found objects to design a car of the future, made from the 17
the work of others. K.7.3 Distinguish between two-dimensional and three-dimensional works of art. K.7.4 Identify and use a balance of two-dimensional and three-dimensional media and processes to express ideas, experiences, and stories. The following recommended media and processes are appropriate for a grade band of Kindergarten through Grade 2: DRAWING: Media: pencils, markers, chalks, crayons, oil pastels Processes: contour line, rendering, sketching PAINTING: Media: tempera, finger-paint, watercolor crayons, watercolor; variety of brushes and paint applicators Processes: brush techniques, wet-onwet, wet-on-dry, sponge, wash, resist PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil Processes: stamping, monoprint, rubbings, stenciling, relief CERAMICS: Media: modeling clay, clay objects. They will describe the fuel to be used, the type of transportation (land, water, air, time travel, etc.) Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in 18
substitutes, pottery clay, glazes, stains, paint Processes: pinch and pulled forms, slab, imprinted decoration, coil, surface decoration techniques creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Kindergarten Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and 19
Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities 20
MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES KINDERGARTEN MAY ART PRODUCTION: CREATION OF ART: CREATING ART: Studio Production Standard 6 Develop a range of subject matter, symbols, and ideas for artwork and utilize skills of critique, reflection, and revision Students create artwork using subject matter from the real world and personal symbols to express ideas. They demonstrate thoughtfulness, care, and respect in their art, sharing work with others. K.6.1 Use objects or animals from the real world as subject matter for artwork. K.6.2 Create art that expresses personal ideas, interests, and feelings. Essential Skills: Identification radial balance used in design and found in nature. Analysis of the mood conveyed in works of art, and understanding of the use of the formal elements used to communicate the mood. Sample Engagement Activities: Monoprints: Students will create monoprints using paint applied using a brayer, brush, sponges, and stamps, which are applied to a plexiglass surface. Paper is pressed against the plate to transfer the print. They will study prints made in this method as well as those created by etching, 21
K.6.3 Use personal symbols to express ideas. K.6.4 Demonstrate thoughtfulness and care in creating artwork. K.6.5 K.6.6 Reflect on and share work with others. Respect personal work and the work of others. Standard 7 Understand and apply elements and principles of design in personal works of art, utilizing a variety of media, tools, and processes Discuss the role of the artist and art within varied cultures. Demonstrate knowledge of printmaking concepts, including reversal of design. Apply the principle of balance in the creation of a design for a kite. Recognize significant works of art studied. lithography, and woodcut. Study of Radial Balance: The rose windows of Cathedrals, flowers, and other examples of radial balance will be studied. The students will create a radial outline, and will create a balanced design using an art medium of choice (paint, collage, paper mosaicing, etc.) Students begin to recognize and apply the elements and principles and discriminate various lines, shapes, textures, and colors. They identify two and threedimensional works of art and utilize appropriate media and processes in both types of artwork, demonstrating safe and proper use of materials. K.7.1 Begin to recognize and use elements (such as line, shape, texture, and color) and principles (such as repetition) in artwork. K.7.2 Discriminate between types of lines (characteristics), shapes (geometric), textures (tactile), and colors (primary/secondary hues) in own work and Study of Symmetrical Balance: Students will study the works of famous kite designers. They will fold a sheet of paper in the center vertically, and will cut out the outside shape of a kite. The kite s shape will be collaged in a symmetrical design. 22
the work of others. K.7.3 Distinguish between two-dimensional and three-dimensional works of art. K.7.4 Identify and use a balance of two-dimensional and three-dimensional media and processes to express ideas, experiences, and stories. The following recommended media and processes are appropriate for a grade band of Kindergarten through Grade 2: DRAWING: Media: pencils, markers, chalks, crayons, oil pastels Processes: contour line, rendering, sketching PAINTING: Media: tempera, finger-paint, watercolor crayons, watercolor; variety of brushes and paint applicators Processes: brush techniques, wet-onwet, wet-on-dry, sponge, wash, resist PRINTMAKING: Media: found objects, printing ink, polystyrene foam, stencil Processes: stamping, monoprint, rubbings, stenciling, relief CERAMICS: Media: modeling clay, clay Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the 23
substitutes, pottery clay, glazes, stains, paint Processes: pinch and pulled forms, slab, imprinted decoration, coil, surface decoration techniques concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Kindergarten Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department 24
Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities 25