Visual Arts K-12 Scope and Sequence

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Visual Arts K-12 Scope and Sequence Powered By Docstoc
					Visual Arts Curriculum
February 22, 1999

As a result of their arts education students will be able to...
Goal 25:A Language of the arts A: Elements, Principles, Expressive Qualities Line K 1 2 3 4 5 6 7 8 9 Art Fundam. 10 Interm. Art 11 Advan. Art 12 Senior Portfolio

Distinguish between different types of line.

Name four different types of line.

Categorize a variety of lines: straight, curvy, wavy, broken, dotted, zigzag, etc.

Differentiat ehorizontal, vertical, & diagonal line.

Describe expressive qualities in line.

Describe contour line.

Compare use of elements in a piece of artwork (student or artist) ie: line,
shape, form, space, value, texture, color.

Verbalize different types of lines that are used expressively

Critique the use of line in own work and work of others.

Distinguish and articulate use of art elements in production and interpretive art processes.
ie: line, shape, form, value, color, space, texture & movement.

Shape

Recognize geometric shapes.

Distinguish geometric shapes.

Identify geometric shapes: square, circle, rectangle, triangle, oval. Recognize natural & free

Categorize shapes as natural, geometric, and free form.

Verbalize how different shapes are used ie:
geometric, natural and free form.

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form. Goal 25 A K 1 2 3 4 5 6 7 8 9 Art Fundam. 10 Interm. Art 11 Advan. Art 12 Senior Portfolio

Form

Space

Recognize three dimensional form Recognize natural and man made form. Recognize overlapping.

Categorize natural and man made form. Recognize 3-D form in space. Describe the concept of space through overlapping.

Compare 3-D forms and 2-D shapes. Compare natural and man made form. Distinguish foreground & background. Point out horizon line.

Recognize geometric forms.

Distinguish foreground, middle ground & background. Recognize size as a means to show depth. Describe cast shadows.

Categorize geometric forms ie: cylinder, cone, sphere, cube, pyramid. Distinguish positive and negative space.

Verbalize the difference between natural and man made forms.

Investigate natural/man made forms.

Value

Distinguish types of lighting: daylight and nighttime.

Compare different types of lighting.

Distinguish lights and darks through shading.

Define value as shading on objects in 2D artwork.

Verbalize how perspective is created by: back, middle, & foreground, overlapping objects & size. Compare positive & negative space. Verbalize use of color value, tints & shades.

Critique use of perspective.

Texture

Recognize texture.

Differentiate between tactile and visual texture.

Compare a variety of textures.

Describe techniques to create visual & tactile

Verbalize use of a variety of textures.

Critique range of color values, tints/shades in own/others artwork. Critique a variety of textures in own/others artwork.

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texture.

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Goal 25 A

K

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9 Art Fundam.

10 Inte rm. Art

11 Adva n. Art

12 Senio r Portfo lio

Color

Identify red, blue, yellow, orange, purple, and green colors.

Recognize red, yellow, & blue as primary colors.

Recognize green, orange & purple/violet as secondary colors.

Use term “secondary colors” correctly. Describe intermediate colors.

Describe neutral colors. Distinguish tints and shades. Use term monochromatic colors. Distinguish between opaque & transparent colors. Describe asymmetrical balance.

Recognize complementary colors. Recognize warm & cool colors.

Distinguish primary, secondary, intermediate, complementary , warm, cool and monochromatic colors.

Verbalize opaque & transparent & neutral colors.

Balance

Describe balance. Describe radial design.

Describe symmetrical balance.

Compare different types of balance.

Compare use of principles in a piece of artwork (student or artist)
ie: balance, repetition, rhythm, variety, harmony, unity & emphasis.

Compare symmetrical & asymmetrical balance.

Critique symmetrica l & asymmetrical balance in own/others artwork.

Analyze and articulate the visual organization of an artwork in production and interpretive processes.
ie:unity, variety, dominance, rhythm, & balance.

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Goal 25 A

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8 Art Fundam. Inte rm. Art Adva n. Art Senio r Portfo lio Goal 25 A

Repetition & Rhythm

Recognize pattern as repetition.

Define pattern as repetition of line, shape, and/or color. Recognize how variety adds interest to artwork.

Recognize a variety of patterns.

Differentiate natural, & man made patterns.

Recognize rhythm achieved by repetition of art elements. Recognize variety in texture, size and color in artwork.

Recognize pattern found in all curricular areas: music,
math, science

Verbalize how rhythm & repetition are used.

Variety & Harmony & Unity

Recognize how color adds variety & harmony to artwork. Recognize artwork can have a center of interest.

Discuss unity of elements in significant works of art.

Verbalize how variety & harmony & unity are used.

Emphasis/ Dominance

Discuss center of interest in artwork.

Analyze focal point in the production and interpretation of visual art. Compare expressive qualities in a piece of artwork. Recognize mood & emotional impact of CD/T events. Verbalize expressive qualities
ie: mood & emotion.

Expressive Qualities & Content

Describe how artwork conveys mood and emotion.

Describe how color creates mood and emotion.

Describe how line creates mood and emotion.

Recognize mood & ideas expressed in artwork.

Compare & contrast different moods or emotions in artwork.

Critique rhythm & repetition in own/others artwork. Critique use of variety & harmony & unity in own/others artwork. Critique use of focal point in own/others artwork. Critique use of expressive qualities in own/others artwork.

Critique the relationship between form (visual elements, principles of design) media and content (themes, purposes) in the production and interpretation of an effective work of art.

Analyze and evaluate artistic content, (themes,
purposes, subject matter, symbolism, expressive qualities and historical references) of a

work of art.

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Goal 25 B Connections Connections

K Identify pattern in the fine arts.

1 Find similarities within the fine arts.

2 Describe similarities within the fine arts.

3 Recognize movement, rhythm, and pattern in the fine arts.

4 Analyze similarities within the fine arts.

5 Compare movement & rhythm & pattern in the fine arts.

6 Explore the relationship of the elements, principles, and expressive qualities in the arts.

7 Relate world music period to the world art periods.

8 Relate American music period to the American periods of visual art.

Art Fundam. Analyze the role of critic in the arts. Analyze the uniqueness of the visual arts among the humanities. Compare & contrast connections between visual arts and technical theater. Relate through an historical or social center two or more art forms.

Interm. Art

Adv. Art

Sen Port

Interpret universal themes among the arts.

Discuss the interaction of the arts in a performance. ie:
plays, opera, musical, cultural events, movies, art gallery, dance performances, etc.)

Realize visual arts components enhance and extend CD/T event ie: puppetry, lights, sets, costumes, props, makeup

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Goal 26:

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9 Art Fundam.

10 Interm. Art

11 Advan Art

12 Seni Port

A. Understand processes, tools technology Drawing

Recognize that pencil and crayons are used for drawing.

Recognize that markers are used for drawing.

Recognize that oil pastels are used for drawing.

Recognize that chalk & pastels are used for drawing.

Recognize that charcoal is used for drawing.

Painting

Recognize tempera and fingerpaint are for painting..

Compare tempera and fingerpaint.

Recognize that water colors are for painting.

Distinguish between tempera & a watercolor painting.

Distinguish between watercolor techniques.

Differentiate color blending, mixing & shading with chalk, pastels &/or charcoal. Recognize that colored pencils are for drawing. Differentiate between different types of brushes.

Discuss artistic processes of printmaking, fiber arts, sculpture, drawing, painting, mixed media, and multimedia arts.

Compare the effects of creating with: drawing pencils, pen & ink.

Select from a variety of drawing tools & create a desired visual effect.

Distinguish and compare how drawing techniques relate to expression.

Report & appraise drawing process choices in students work and the work of others.

Select from a variety of painting tools & create a desired effect.

Compare effects of creating: acrylic, tempera & watercolor.

Distinguish and compare how painting styles and techniques relate to expression.

Report/appraise painting process choices in students work and the work of others.

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Goal 26 A

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Printmaking

Recognize simple printmaking materials.

Compare a variety of printmaking materials.

Recognize simple printmaking tools and materials.

Describe a variety of advanced printmaking tools & processes.

Compare a variety of advanced printmaking tools & processes.

Differentiate between a variety of advanced printmaking tools & processes.

Compare tools used in various artistic processes.

Compare effects of printing with a variety of tools & processes. ie:
additive & reductive.

Crafts

Recognize simple weaving materials.

Recognize stitchery techniques and materials.

Describe fiber arts.

Compare and contrast fiber arts materials & techniques.

Recognize simple nonloom weaving techniques ie. coiled basketry, macrame, twining etc.

Analyze the reductive concept effects of printing with linoleum block. Select from a variety of materials to create a non-loom weaving & create a desired effect.

9 Art Fundam. Distinguish and compare how relief printmaking relates to expression

10 Interm. Art Report & appraise printmaking process choices in students work and the work of others

11 Advan. Art

12 Senior Portfolio

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Goal 26 A

K

1 Recognize sculpture as a 3-D form in a variety of materials.

2 Distinguish sculpture as a 3-D form. Distinguish clay and paper sculptures.

3 Recognize papiermache as a sculptural media.

4 Compare several clay techniques ie:
coil, pinch, slab.

5 Select from a variety of materials to create sculpture ie:
wood, clay, wire, paper, cardboard, papiermache, plaster, or plaster gauze.

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7 Select from a variety of materials to create 3-D forms & create a desired effect.

8 Compare 2 sculpture techniques and materials used to create one 3-D form.

Sculpture

Art Fundam. Distinguis h and compare hand-built clay tools and techniques relates to expression.

Interm. Art Report & appraise sculpting process choices in students work and the work of others.

Ad

Sen Port

Paper

Recognize different types of paper.

Recognize scissors & glue as tools to manipulate paper. Recognize mixed media. Distinguish between various tools & materials used in mixedmedia

Distinguish between different types of paper ie:
manilla, construction, tissue, drawing.

Distinguish between different ways to manipulate paper ie:
curling, tearing, folding, layering, fringing, etc.

Distinguish between different types of paper. ie:
watercolor, rice paper, charcoal, tagboard, sulphite, drawing etc.

Analyze effects of single media on a variety of papers. ie.
watercolor, acrylics.

Mixed Media

Distinguish between mixed media in 2-D & 3-D.

Describe how mixed media is created with combination of art tools & materials. Discover possibilities: technology in visual arts. Depends of
availability of building technology resources.

Select a combination of media & variety of tools to create a desired effect. Produce art work using video camera and computer. Design art works using digital camera and computers.

Bridge 2D and 3D technique s and processes.

Technology

Photography: Differentiate between a photo and a painting.

Recognize the potential of technology in visual arts & CD/T event

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Goal 26 B B. Apply skills and knowledge to create Drawing

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9 Art Fundam.

10 Interm. Art

11 Ad v Art

12 Senior Portfol

Create a pencil drawing and a crayon drawing.

Produce a marker drawing.

Create an oil pastel drawing.

Create a chalk/pastel drawing. Blend colors using crayon.

Create a charcoal drawing. Create a variety of shading values with crayon. Blend colors with oil pastels. Create a wash using markers. Create a wash using watercolor. Create a watercolor painting using wet on wet technique.

Use pencils, colored pencils, and/or chalk, pastel, charcoal to create shading values & blend colors.

Produce drawings with various tools and techniques.

Use a variety of tools and techniques in a drawing.

Use a variety of tools and techniques to create a drawing.

Construct observationa ldrawings with a variety of materials & techniques.

Apply observation, investigation, distortion to produce expressive drawings

Painting

Create a tempera painting with a brush and/or sponge. Create a finger painting.

Explore tempera painting. Explore finger painting.

Produce a watercolor painting and a crayon resist. Mix colors using watercolors.

Mix colors with tempera paint. Paint with a variety of tools: ie sticks,
sponges, string, brushes, etc.

Create a sculpture that is finished with either watercolor or tempera paint.

Create paintings utilizing watercolors and tempera paints.

Produce paintings using watercolor & tempera paints.

Explore the use of acrylic in a painting.

Construct paintings to demonstrate color relationship. Construct paintings with problembased goals.

Apply observation, investigation and distortion to produce expressive painting.

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Goal 26 B

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10 Interm. Art

11 Ad vA rt

12 Senior Portfo

Paper

Create a 2D or 3D paper product using folding, tearing, and/or fringing.

Create a 2D or 3D paper product using curling & crumpling, and/or layering.

Create a collage, montage, or weaving.

Demonstrate ability to control scissors & glue.

Create artwork with a variety of papers.

Apply a variety of paper techniques to create a 2D or 3D artwork.

Use a variety of papers to create a 2D or 3D artwork.

Make paper using different materials.

Printmaking

Create a simple sponge print.

Create a simple found object print.

Produce a monoprint.

Print with a variety of objects.

Create a relief print.

Use incising techniques to create a print.

Create a print using a variety of tools & techniques.

Create a linoleum block print.

Construct relief prints with problembased goals.

Apply observation, investigation, distortion to produce expressive print.

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Goal 26 B

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9 Art Fundam.

10 Interm. Art

11 Ad vA rt

12 Senior Portfo

Crafts

Create a paper weaving.

Create a stitchery using running stitch.

Create a fiber arts piece.

Weave on a simple loom.

Produce a fiber arts piece.

Create a non-loom weaving using a variety of techniques
ie. coiled basketry, macrame, twining.etc.

Create artwork using a variety of stitchery, quilting and applique techniques.

Construct a handbuilt clay structure.

Apply observation, investigation and distortion to produce expressive sculpture.

Sculpture

Create a 3D form using paper and/or clay.

Create a 3D clay form using pinching and pulling.

Create a 3D clay form that is finished with glaze or paint.

Construct a papiermache piece.

Create a clay piece in either coil, pinch or slab.

Produce a sculpture finished with tempera or watercolor.

Construct a clay sculpture.

Create a 3D clay or papiermache form.

Create 3D artwork with clay, wire, wood, plaster, or recycled materials.

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Goal 26 B

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9 Art Fundam.

10 Interm. Art

11 Ad va n. Art

12 Senior Portfo lio

Mixed Media

Create a 2D mixed media artwork.

Create a 2D mixed media artwork.

Create a 2D and/or 3D mixed media artwork.

Create a 2D &/or 3D mixed media artwork.

Architecture

Create by drawing or assemblage of simple architectural model.

Create by drawing or assemblage of simple architectural model.

Create by drawing or assemblage of simple architectural model.

Create a cultural piece of architecture.

Create a mixed media artwork that communicates a unique and personal expression. Demonstrate connection between drama and visual art ie: puppetry, lighting, sets, costuming, self-expression, makeup, masks, etc. Create a drawing of an architectural facade from another country.

Create a 2D or 3D mixed media artwork using a variety of techniques.

Create a 2D or 3D mixed media product by choosing from a variety of media.

Technology
*Depends on availability of building resources.

Produce visual arts using technology

Create a drawing of architectural facade from another country. Combine drama, music and famous world art.

Create an assemblage of architectural model from American architecture. Combine drama, music & famous American art. *Design art works using digital camera and computers.

Drama Connections

Explore the connection between drama and visual art ie: puppetry, lighting, sets,
costuming, self-expression, makeup, masks, etc.

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Goal 27 A History & Culture A. Function of art in history, society and everyday life Consumerism

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9 Art Fundam.

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12 Senior Portfol io

Explore the commercial aspects of the visual arts.

Purpose of art

Recognize that art has a purpose.

Explore the purpose of art in variety of cultures.

Discuss the purpose of art in various cultures.

Describe how visual art & CD/T event reflect/affect our lives, aesthetically, commercially, & historically Critique visual art.

Investigate pop art as reflection of consum-erism in contemporary society.

Compare & contrast the characteristics of the uses of the arts by different cultures.

Propaganda & advertising

Investigate the impact of art as a political tool. Describe how art relates to holidays & festivals in various cultures. Discuss how visual arts are used in ceremonies. Compare world masks and study the cultural ceremonies. Compare American masks and study the cultural ceremon-

Ceremony & rituals

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ies. Goal 27 A K 1 2 3 4 5 6 7 8 9 Art Fundam. 10 Interm. Art 11 Advan . Art 12 Senior Portfo lio

Communication

Explore the art of a different society.

Explore the arts of various cultures & artists.

Analyze examples of art forms from various environments.

Recognize feelings & values reflected through visual art.

Explore where arts are happening in the community.

Utilize community arts resources (ie:
galleries, museums, artists, commercial arts, Source, Arts Council, etc.)

Analyze what world artists communicate in the masterpieces Interpret the art works of “world” artists.

Analyze what American artists communicate in the masterpieces Critique American artists and how they function in history and society. Explore careers in art and research a specific career.

Careers

Describe several professions related to the visual arts.

Describe the role of graphic artists in society.

Explore careers in visual arts and visit local arts organizations

Explain career possibilities in visual arts.

Compare how artists earn a living.

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Goal 27 B

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12 Senior Portfol io

B. Arts shape & reflect history, society and everyday life.

Reflection

Explore two significant works of art, a portrait and landscape.

Recognize a realistic artwork.

Recognize an abstract artwork.

Recognize images, symbols, motifs & themes from selected cultures.

Utilize names of elements & principles of design when discussing art.

Compare and contrast selected significant works of art.

Compare and contrast art of three ancient civilizations.

Shape

Find examples of the arts in everyday life.

Compare how three artists have influenced culture.

Compare how American artists shape culture. Investigate a common subject as it has been interpreted through different cultures past and present. Compare current and past outsider art and other contemporary art forms.

Common Themes

Investigate common themes through visual art and performance art.

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Goal 27 B

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9 Art Fundam. Understand the role of art and myth in societies past and present.

10 Interm. Art

11 Advan . Art

12 Senior Portfo lio

Archetypal Content

Evaluate architectural style as a response to changes in society.

Philosophical issues

Social justice

Respect creative artwork of self and others.

Demonstrate how visual art can be used in community service projects.

chart98/va

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Rockford Public Schools #205

1999-2000 Visual Arts Curriculum Chart
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Board of Education
Mrs. Carol D. Bell Mr. Ted Biondo Mrs. Gloria Cardenas Cudia Ms. Patricia L. Delugas Mr. William R. Neblock, Sr. Mrs. Alice Saudargas Mr. David Strommer

Superintendent
Dr. Ronald Epps
Department of Curriculum and Instruction
Janet Jones: General Director
Ann Rundall: Multicultural/Fine Arts Curriculum Coordinator

The Department of Curriculum and Instruction would like to thank the following people for the endless hours they contributed to the completion of these objectives: Elementary: Kathleen Rasmus Beth Rydberg Middle School: John Adamson Adell Crayton Carol Jacobs Alice Persaud Rebecca Tennant High School: Margret H. Hynes Margo Shryack-Pagh Ted Simmering

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Matt Vincent and all the visual arts teachers who reviewed the documents as they were in progress and offered suggestions.

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