1.1.1 elements of visual arts line...kindergarten . ealr 1 - the student understands and applies...

Kindergarten EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Remembers, applies and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.1 LINE

Identifies uses and produces a variety of line types.

Uses and produces horizontal, vertical, diagonal, curved, dotted, dashed, and zigzag lines. Draws lines in the air, on paper, on clay, etc., with chalk, crayons, finger paints, pencils, paints, pens, markers, and with a variety of materials for self expression. Uses lines for emotional self expression through drawing or finger painting while listening and responding to music.

• Art Everywhere, pg. 12-14 • Art Prints • Big Book • Elements of Art Portfolio

GLE Evidence of Learning Examples Resources

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1.1.2 SHAPE AND FORM

Constructs two-dimensional shapes in artworks.

Identifies uses and produces geometric and organic shapes. Uses and produces three-dimensional forms in a work of art. Uses and produces shape and forms in combination with other art elements in a variety of styles, art forms, media and subject matter.

Uses overlapping concentric and geometric shapes to create an Aztec calendar design. Creates a mixed media portrait using found geometric shapes and objects. Creates a repeating pattern design using rubber, sponge or potato stamps in ink or paint. Creates a clay bowl using pinch method applying surface patterns. Creates a design using silhouettes of hands.

• Artist’s Workshop, pg. 12-20, 29, 60-77

• Art Prints • Big Book • Elements of Art Portfolio


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1.1.3 VALUE

Identifies light, medium and dark values in a variety of black and white artwork including photography. Identifies light, medium and dark values in a variety of monochromatic (one color plus black and/or white, or hue plus black and/or white) works of art.

Examines black and white photographs to determine dark, light, and intermediate values. Examines a monochromatic painting to identify dark, light, and intermediate values.

• Art Everywhere, pg. 36-39, 40 • Art Prints • Big Book • Elements of Art Portfolio


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1.1.4 TEXTURE

Differentiates between visual/implied and actual texture. Produces visual textures in two- dimensional works of art, in a variety of media. Produces a variety of actual surface textures in three-dimensional medium.

Generates a variety of textures in drawings and paintings. Produces a variety of textures in a painting using printmaking techniques and materials such as potatoes, found objects, erasers, sponges, and/or other organic objects. Uses fingers, combs, utensils, other small tools to create texture on clay surfaces. Produces a variety of crayon rubbings from nature. Uses a texture box including rough, smooth, bumpy, fuzzy, furry, soft, hard, etc. to describe how things feel. Constructs a collage using a variety of textures from material, wallpaper, fabric, carpets, sandpaper, shells, pasta, yarn, etc.

• Art Everywhere, pg. 35, 53, 54-58 • Art Prints • Big Book • Elements of Art Portfolio


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1.1.5 SPACE

Identifies, uses and constructs a composition with specific placement of objects such as over, under, and baseline. Uses a projected image to identify the location of objects such as above, below, and beside.

Draws a picture of a glass vase containing flowers and water on a tabletop.

• Art Everywhere Teacher’s Guide, pg. 60-77



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1.1.6 COLOR

Identifies primary colors (yellow, red, and blue). Identifies Secondary colors (orange, green, purple/violet). Produces secondary colors using primary colors such as mixing colors: yellow + red = orange. Identifies warm and cool colors such as: warm colors are yellow, orange, and red, and cool colors are blue, green, and violet.

Creates a painting of a night sky. • Art Everywhere Teacher’s Guide, pg. 32, 34, 36, 38


Kindergarten EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Remembers, applies and creates repetition/ pattern in a work of art. GLE Evidence of Learning Examples Resources

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1.1.7 Repetition/ Pattern Contrast Emphasis/ Dominance Variety Balance Movement/Rhythm Proportion Harmony/ Unity

Creates patterns by using the repetition of lines, shapes and/or colors.

Creates color patterns using ABAB form. Creates a three- dimensional animal sculpture and uses patterns to enhance the surface design.


GLE – Remembers and applies visual arts skills and techniques to create original works of art in two and/or three dimensions. GLE Evidence of Learning Examples Resources

Skill

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1.2.1

Explores arts tools and processes. Uses a step-by-step process to produce two/three-dimensional objects and artworks. Explores making lines and textures using a variety of arts tools.

Makes snowmen out of edible/non-toxic clay. Sorts and identifies shapes and colors. Uses a step by step process to make clay people/animals/things. Rubs and stamps multiple textures on a variety of surfaces and images on multiple textures. Creates textures and patterns with clay and paint using arts tools.


Kindergarten EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Remembers, applies and creates artworks using visual arts styles and genres from various artists, cultures, places and times.


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1.3.1 Uses personal experience and/or knowledge of people, community, events and cultures to create an artwork. Recognizes arts styles from various cultures. Explains why people make art for many reasons. Uses visual thinking skills to discuss a variety of artworks.

Eric Carle Mondrian Quilt Squares Where the Wild Things Are Beasty Paintings Matisse Faces Chihuly Pinch Bowls Anasazi Bowls in the style of Pueblo People. Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find?”

• Art Everywhere Teacher’s Guide, see Index/Artists

• Art Prints • Big Book Elements of Art Portfolio

GLE - Remembers and applies audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

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1.4.1

Uses focused attention, active listening and appropriate viewing skills in visual arts settings. Demonstrates appropriate audience conventions in a variety of arts settings. Demonstrates respect for artists and artworks in the community and in a variety of visual art settings.

Responds appropriately in a discovery museum setting. Demonstrates appropriate behavior in a variety of visual arts settings. Demonstrates appropriate interactions with public art, such as knowing that individuals in the community have a civic responsibility to protect, preserve, honor, and enjoy public art. Understands and discusses why one does not touch a famous piece of art in a museum exhibit, such as Leonardo daVinci’s Mona Lisa at the Louvre in Paris, France.

• Reflection of student work • Building supported art show

Kindergarten EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Remembers, applies and creates works of art using the creative process with teacher direction.


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2.1.1

Explores visual arts elements to create experience and discover visual arts. Uses ideas, skills, foundations, and techniques to create works of art with teacher direction and support. Presents works of art to others in the school and community.

Explores visual arts elements through multi- sensory experiences such as finger painting, feet painting, tearing paper, gluing objects, cutting and curling paper and found objects, making paper masks etc. Creates a finger painting to the rhythm of music while it is playing, such as fast movements to fast beats and slow movements to slow music. Creates a painting or drawing of a rainbow in the correct scientific order of colors which are red, orange, yellow, green, blue, indigo (blue violet), and violet.

• Art Everywhere Teacher’s Guide – Throughout text


GLE - Remembers, applies and creates using a performance process through visual arts.


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2.2.1

Explores artistic resources and materials, to create, perform, and present. Finds meaning through personal experience. Practices and creates works of art through exploration and problem solving. Presents and produces work and/or performance for others.

Uses visual arts elements through practice and multi-sensory experiences.

• Art Everywhere Teacher’s Guide • Art Prints • Big Book • Elements of Art Portfolio

Kindergarten EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Remembers, applies and creates using a responding process through visual arts. GLE Evidence of Learning Examples Resources

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2.3.1

Engages the senses actively and purposefully while experiencing visual arts. Describes what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Identifies and uses developmentally appropriate elements and foundations of visual arts. Finds meaning based on personal experiences. Examines using supportive evidence and developmentally appropriate aesthetic criteria, such as “Why do you like it?”

Identifies and describes movements seen in live or recorded visual arts. Draws a picture following a live or recorded visual arts performance.

• Art Everywhere Teacher’s Guide – Reflection at the end of every chapter


Kindergarten EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Remembers, applies and creates how visual arts are used to express ideas and feelings. GLE Evidence of Learning Examples Resources

Pres

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3.1.1

Recognizes and explains how feelings are expressed through visual arts in their work and the work of others. Expresses and presents personal ideas and feelings using visual arts in a variety of media, with teacher support and direction. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design.

Describes feelings after seeing various types of visual arts pieces, such as Chihuly’s sea world glass pieces, Japanese landscape paintings, Degas’ dancer sculptures, Maurice Sendak’s “Where the Wild Things Are”, etc.

• Art Everywhere Teacher’s Guide, pg. 123

• Reflection of individual art • Art Prints • Big Book • Elements of Art Portfolio

GLE – Remembers, applies and creates visual artworks that communicate for a specific purpose. GLE Evidence of Learning Examples Resources

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3.2.1

Describes and/or discusses visual artworks that communicate for a given purpose with teacher support and direction. Creates visual artworks in a variety of media to communicate for a selected purpose with teacher support and direction.

Commemorates festivals and traditions from around the world using visual arts, such as the Dia de los Muertos, and festivals of light.


• Reflections at end of each chapter

Kindergarten EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Remembers how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

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ria 3.3.1 Explores how personal aesthetic

choices are reflected in visual artworks with teacher direction. Describes how personal aesthetic choices in visual artworks are influenced by their family, culture and community.

Discovers how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria.

• Art Everywhere Teacher’s Guide - see Index/Criticism


EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers skills, concepts and vocabulary common among the arts disciplines. GLE Evidence of Learning Examples Resources

Con

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4.1.1

Explores and discovers art concepts in multiple arts disciplines. Uses vocabulary in describing artworks in multiple arts disciplines.

Describes lines, shapes, and colors to interpret musical sounds and rhythmic movements. Identifies various lines and shapes as they correspond to music.

• Art Everywhere Teacher’s Guide, pg. 9, 16, 18, 38, 63, 102, 104 Music


Kindergarten EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers skills, concepts and vocabulary common to the arts and other content areas. GLE Evidence of Learning Examples Resources

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4.2.1

Recognizes and explores how arts concepts occur in other content areas

Identifies lines and shapes used in a Matisse artwork Identifies lines, shapes, and patterns used in illustrations, such as Eric Carle books, etc

• Art Everywhere Teacher’s Guide – see Index/Cross-Curricular Connection


GLE - Remembers how the arts impact personal choices. GLE Evidence of Learning Examples Resources

Con

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4.3.1

Recognizes examples or arts in the classroom school.

Discovers examples of activities and celebrations of traditional holidays, events, traditions, etc.

• Reflections at end of each chapter • Reflections • Building supported art show • Art Prints • Big Book • Elements of Art Portfolio

Kindergarten EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers specific attributes of artworks that reflect culture and history. GLE Evidence of Learning Examples Resources

Con

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4.4.1

Recognizes and describes a specific artwork in the classroom and school.

Takes a walking fieldtrip around the school to discover artworks in the classroom and school. Creates a map that identifies where the artworks are. Takes pictures of classmates and creates and a classroom collage



GLE – Remembers how arts knowledge, skills and work habits are needed and used in the world of work. GLE Evidence of Learning Examples Resources

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4.5.1

Explores and uses work habits needed to create art. Describes different arts careers and work habits.

Cleans up after projects. Puts artwork in appropriate places. Organizes materials. Respects self and others while making and viewing art.



First Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Remembers, applies and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.1 LINE

Identifies, uses and produces a variety of line types to create direction. Uses lines to demonstrate emotion.

Uses and produces horizontal, vertical, diagonal, curved, dotted, dashed and zigzag lines to create images, objects, pictures, textures, patterns, and shapes. Uses and produces lines for experimentation and exploration in multiple learning situations. Draws lines in the air, on paper, on clay, etc., with chalk, crayons, finger paints, pencils, paints, pens, markers, and with a variety of materials for self expression and exploration. Uses lines for emotional self-expression through drawing or finger painting while listening and responding to music.

• Art Everywhere Teacher’s

Guide, pg. 26-27 • Artist Workshop • Teacher Resources • How to Teach Art to Children by

Evan Moor, pg. 8-15 • Art Prints • Big Book • Elements of Art Portfolio


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Describes and constructs two- dimensional shapes in artworks. Identifies, uses and produces geometric and organic shapes. Uses and produces three-dimensional forms in a work of art. Uses and produces shapes and forms in combination with other art elements in a variety of styles, art forms, media and subject matter.

Creates a repeating pattern using cut paper geometric shapes: circle, square, triangle, oval, rectangle, rhombus, parallelogram, and trapezoid in a variety of colors and sizes. Uses paper tubes and boxes to create a robot or a dinosaur. Creates a clay container using pinch and/or coil hand building methods. Creates a design from silhouettes of hands using contrasting colors of paper. Identifies and uses shapes and forms to create a design from tangram shapes.


• Artist Workshop • Teacher Resources • How to Teach Art to Children by



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1.1.3 VALUE

Identifies light, medium and dark values in a variety of black and white artwork including photography. Identifies light, medium and dark values in a variety of monochromatic (one color plus black and/or white, or hue plus black and/or white) works of art.

Examines black and white photographs to determine dark, light, and intermediate values. Examines a monochromatic painting to identify dark, light, and intermediate values. Creates the illusion of shadow by blending, hatching, or cross-hatching lines on an object.



Evan Moor, pg. 62-73 • Elements of Art Portfolio


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1.1.4 TEXTURE

Differentiates between visual/implied and actual texture. Produces visual textures in two- dimensional works of art, in a variety of media. Produces a variety of actual surface textures in three-dimensional medium.

Generates a variety of textures in drawings and paintings. Produces a variety of textures in a painting using printmaking techniques and materials such as potatoes, found objects, erasers, sponges, and/or other organic objects. Uses fingers, combs, utensils, other small tools to create texture on wet painted surfaces and/or clay surfaces. Produces a variety of crayon rubbings from nature. Produces artworks with various types of liquid glue. Constructs a collage using a variety of textures from material, wallpaper, fabric, carpets, sandpaper, shells, pasta, etc. Constructs a texture box including rough, smooth, bumpy, fuzzy, furry, soft, hard, etc. to describe how things feel.





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1.1.5 SPACE

Identifies, uses and constructs a composition with specific placement of objects such as over, under, and baseline.

Draws or paints a house including details and surroundings such as clouds, birds, garden, fence, trees, flowers, and people.





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1.1.6 COLOR

Identifies primary colors (yellow, red, blue) and secondary colors (orange, green, purple/violet) in the environment, on the color wheel, and in clothing. Produces secondary colors by using primary colors such as mixing color: red + blue = purple/violet. Identifies and selects warm and cool colors to produce an artwork with warm colors such as yellow, orange, red and cool colors such as blue, green, and violet.

Creates a painting of the night sky integrating ideas learned in science.




First Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Remembers, applies and creates repetition/ pattern in a work of art. GLE Evidence of Learning Examples Resources

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Creates patterns by using the repetition of lines, shapes and/or colors. Uses pattern to enhance the surface of shapes and forms in works of art.

Creates warm/cool color patterns using ABAB form. Creates a three-dimensional animal sculpture and uses patterns to enhance the surface design.



Evan Moor, pg. 107-160 • Art Prints • Big Book Elements of Art Portfolio

GLE – Remembers and applies visual arts skills and techniques to create original works of art in two and/or three dimensions. GLE Evidence of Learning Examples Resources

S

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/Tec

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1.2.1

Explores arts tools and processes. Uses a step-by-step process to produce two/three-dimensional objects and artworks. Explores making lines and textures using a variety of arts tools.

Makes snowmen out of edible/non-toxic clay. Sorts and identifies shapes and colors. Uses a step by step process to make clay people/animals/things. Rubs and stamps multiple textures on a variety of surfaces and images on multiple textures. Creates textures and patterns with clay and paint using arts tools.




First Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Remembers, applies and creates artworks using visual arts styles and genres from various artists, cultures, places and times. GLE Evidence of Learning Examples Resources

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1.3.1 Uses personal experience and/or knowledge of people community, events and cultures to create an artwork. Recognizes arts styles from various cultures. Explains why people make art for many reasons. Uses visual thinking skills to discuss a variety of artworks.

Eric Carle Anasazi Bowls in the style of Pueblo People. *Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find?”


• Throughout text • Artist Workshop • Teacher Resources • How to Teach Art to Children by

Evan Moor • Art Prints • Big Book • Elements of Art Portfolio

GLE - Remembers and applies audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

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Con

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1.4.1




• Building supported art show • Artist Workshop • Teacher Resources, pg. 42 • How to Teach Art to Children by


First Grade EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Remembers, applies and creates works of art using the creative process with teacher direction.


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2.1.1

Explores visual arts elements to create works of art. Interprets information to create visual arts. Uses ideas, skills, foundations, and techniques to create works of art with teacher direction and support. Implements choices of visual arts elements to create works of art. Refines visual arts through feedback. Presents works of art to others in the school and community.

Creates a painting of a familiar setting or scene using the palette of eight watercolors. Creates works of art using texture rubbings of found objects such as leaves, twigs, bark, etc. Creates a line painting in black enhanced with the use of primary colors and discusses which color stands out. Reflects how the lines in their individual paintings express different feelings, actions, emotions, and ideas.

• Art Everywhere, throughout text • Artist Workshop • Teacher Resources • How to Teach Art to Children by

Evan Moor, throughout text • Art Prints • Big Book • Elements of Art Portfolio

GLE - Remembers, applies and creates using a performance process through visual arts.


Perf

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Pro

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2.2.1

Explores artistic resources and materials, to create, perform, and present. Finds meaning through personal experience. Practices and creates works of art through exploration and problem solving. Presents and produces work and/or performance for others. Describes and examines own work and/or performance.


• Art Everywhere, throughout text • How to Teach Art to Children by

Evan Moor • Building supported art show • Art Prints • Big Book • Elements of Art Portfolio

First Grade EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Remembers, applies and creates using a responding process through visual arts. GLE Evidence of Learning Examples Resources

Res

pond

ing

Proc

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2.3.1

Engages the senses actively and purposefully while experiencing visual arts. Describes what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Identifies and uses developmentally appropriate elements and foundations of visual arts. Finds meaning based on personal experiences. Examines using supportive evidence and developmentally appropriate aesthetic criteria, such as “Why do you like it?”

Identifies the characters and describes the story in narrative visual arts. Draws a picture and writes a caption, following a live or recorded visual arts performance.

• Art Everywhere, throughout text • Building supported art show • Classroom feedback • How to Teach Art to Children by


First Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Remembers, applies and creates how visual arts are used to express ideas and feelings. GLE Evidence of Learning Examples Resources

Pres

ents

Idea

s and

Fee

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3.1.1

Recognizes and explains how feelings are expressed through visual arts in their work and the work of others. Expresses and presents personal ideas and feelings using visual arts in a variety of media, with teacher support and direction. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design.

Identifies, discusses, and describes ideas and feelings after viewing a variety of visual arts, such as Eric Carle, Greme Base, Dr. Seuss, Richard Scarry, David Wiesner, Gyo Fujikawa, etc.

• Art Everywhere Teacher’s Guide, throughout text

• Classroom feedback • How to Teach Art to Children by


GLE – Remembers, applies and creates visual artworks that communicate for a specific purpose. GLE Evidence of Learning Examples Resources

Com

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Vis

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3.2.1

Describes and/or discusses visual artworks that communicate for a given purpose with teacher support and direction. Creates visual artworks in a variety of media to communicate for a selected purpose with teacher support and direction.

Celebrates festivals and traditions from around the world using visual arts.


• Incorporate holidays • How to Teach Art to Children by


First Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Remembers how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

Dev

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thet

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3.3.1 Explores how personal aesthetic choices are reflected in visual artworks with teacher direction. Describes how personal aesthetic choices in visual artworks are influenced by their family, culture and community.

Discovers how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria.

• Art Everywhere Teacher’s Guide • Careers in Art, pg. 56-57, 70-71,

76-77 • Building sponsored art show • Artist Workshop • Teacher Resources • How to Teach Art to Children by


EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers skills, concepts and vocabulary common among the arts disciplines. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.1.1

Explores, identifies and demonstrates common concepts through arts disciplines. Uses vocabulary in describing artworks in multiple arts disciplines.

Describes lines, shapes, and colors to interpret musical sounds and rhythmic movements. Identifies various lines and shapes as they correspond to music.

• Art Everywhere Teacher’s Guide • Careers in Art, pg. 56-57, 70-71,

76-77 • Building sponsored art show • Artist Workshop • Teacher Resources • How to Teach Art to Children by


First Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers skills, concepts and vocabulary common to the arts and other content areas. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.2.1

Explores and identifies concepts common to the arts and other areas.

Describes shapes and lines used in a Matisse or Picasso artwork.

• How to Teach Art to Children by Evan Moor


GLE - Remembers how the arts impact personal choices. GLE Evidence of Learning Examples Resources

Con

nect

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4.3.1

Identifies how the arts impact home and family choices.

Explores examples of activities and celebrations of traditional holidays, events, traditions, etc.



First Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers specific attributes of artworks that reflect culture and history. GLE Evidence of Learning Examples Resources

Con

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4.4.1

Describes a specific artwork from home and family.

Brings and shares home and family portraits or artworks and/or artifacts with classmates. Shares different cultures and diversity through personal artworks.



GLE – Remembers and applies how arts knowledge, skills, and work habits are needed and used in the world of work. GLE Evidence of Learning Examples Resources

C

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4.5.1

Identifies how personal aesthetic choices are reflected in visual arts with teacher direction. Describes how personal aesthetic choices in visual arts are influenced by culture and history with teacher direction.

Cleans up after projects. Puts artwork in appropriate places. Organizes materials. Respectful of self and others while making and viewing art.



Second Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Understands, applies and creates the visual arts elements of line, shape, form, color, value, texture and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.1 LINE

Describes, uses and produces a variety of line types. Uses and produces line types and qualities to demonstrate emotion. Uses and produces different line qualities for a variety of purposes

Uses and produces horizontal, vertical, diagonal, curved, dotted, dashed and zigzag lines to create images, objects, pictures, textures, patterns, and shapes. Uses and produces lines for experimentation and exploration in multiple learning situations. Draws lines in the air, on paper, on clay, etc., with chalk, crayons, finger paints, pencils, paints, pens, markers, and with a variety of materials for self expression and exploration. Uses lines for emotional self expression through drawing and/or painting while listening and responding to music.





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Describes and constructs geometric two-dimensional shapes and/or three-dimensional forms in artworks. Uses and produces free-form shapes by combining geometric and organic shapes. Uses and produces three-dimensional forms in a work of art. Finds, compares, and constructs positive and negative shapes in two-dimensional artworks. Examines and produces geometric, organic and free-form shapes. Uses and produces shapes and forms in combination with other art elements in a variety of styles, art forms, media and subject matter.

Creates a repeating pattern using cut paper geometric shapes: circle, square, triangle, oval, rectangle, rhombus, parallelogram, and trapezoid in a variety of colors and sizes. Creates a clay container using pinch and/or coil hand building methods. Creates a profile portrait silhouette using positive and negative shapes with dark and light paper. Constructs a three-dimensional paper sculpture or mask. Identifies and uses shapes and forms to create a design from tangram shapes Creates a design arranging positive and negative silhouettes in a chalk, pastel, crayon, paper design.

• Art Everywhere Teacher’s Guide, pg. 30-40, 86-91



Second Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Remembers, applies and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.3 VALUE

Creates a value scale using black and white with three intermediate shades of gray. Creates a value scale mixing monochromatic colors in a sequential range of three colors plus black and white.

Traces and overlaps one shape; painting each section with a different value. Uses SMART Board technology to manipulate monochromatic color tiles in a progressive color or shades of gray sequence (black, red, red-orange, orange, yellow orange, yellow, white). Creates a Mondrian-style painting (grids of vertical and horizontal lines in different colors) filling each section with different values. Uses frosting with drops of food coloring to create a range of values in frosting to decorate (and eat cookies).





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1.1.4 TEXTURE

Identifies, describes, and produces actual textures. Identifies and describes visual/ implied textures in two-dimensional works of art, in a variety of media. Produces actual textures in three-dimensional works of art, in a variety of media.

Generates a variety of textures in drawings and paintings. Produces a variety of textures in a painting using printmaking techniques and materials such as potatoes, found objects, erasers, sponges, and/or other organic objects. Uses fingers, combs, utensils, other small tools to create texture on wet painted surfaces and/or clay surfaces. Produces a variety of crayon rubbings from nature. Produces artworks with various types of liquid glue. Constructs a collage using a variety of textures from material, wallpaper, fabric, carpets, sandpaper, shells, pasta, etc. Constructs a texture box including rough, smooth, bumpy, fuzzy, furry, soft, hard, etc., to describe how things feel. Identifies and explains the differences between actual and visual texture in a variety of works of art.




Second Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Understands, applies and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.5 SPACE

Identifies uses and constructs a composition using spatial devices to create the illusion of depth such as foreground, middle ground, background, overlap, and size.

Creates a cut-paper collage of a location enhanced with overdrawing.





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1.1.6 COLOR

Identifies primary colors (yellow, red, blue) and secondary colors (orange, green, purple/violet) in the environment, on the color wheel, and in clothing. Produces secondary colors by using primary colors by mixing and using primary colors such as yellow + blue = green. Mixes warm and cool colors to produce an artwork with warm colors such as yellow, orange, red and cool colors such as blue, green, and violet.

Compares night sky paintings by Vincent van Gogh, Munch, and Miro. Paints a seascape using a warm and cool color scheme such as a sailboat.




Second Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Understands, applies, and creates repetition/pattern, contrast, variety, balance, movement/rhythm, and proportion in a work of art. GLE Evidence of Learning Examples Resources

Prin

cipl

es o

f Des

ign


Creates patterns by using the repetition of lines, shapes and/or colors. Uses pattern to enhance the surface of shapes and forms in works of art. Identifies symmetrical balance in nature. Creates a work of art using line, color and shape to create movement and rhythm. Produces a work of art using repetition/pattern, contrast, variety, and balance. Creates symmetrical images.

Creates a collage animal that stands out from the environment using geometric shapes and complimentary colors to create contrast. Uses cut or torn paper shapes in a variety of colors to create a flower garden collage. Creates a line drawing recording the movement heard in a selected piece of music such as Bohemian Rhapsody by Queen. Creates warm/cool color patterns using ABAB form. Creates a three-dimensional animal sculpture and uses patterns to enhance the surface design. Uses symmetrical balance to create geometric patterns on wings of butterflies and insects.

• Art Everywhere Teacher’s Guide, pg. 66-75 Repetition/Pattern pg.112-15 Contrast/Balance pg. 28, 29, 72, 73 Movement pg. 72-73 Rhythm pg. 126-127 Unity

• How to Teach Art to Children by Evan Moor, pg. 107-160


GLE – Understands and applies visual arts skills and techniques to create original works of arts in two and/or three dimensions. GLE Evidence of Learning Examples Resources

S

kills

/Tec

hniq

ues

1.2.1

Identifies and uses arts tools and processes. Uses a step-by-step process to produce two/three-dimensional objects and artworks. Explores making lines and textures using a variety of arts tools. Uses textural techniques to create and decorate a clay object. Uses clay, forming and stamping techniques for functional clay vessels.

Makes snowmen out of edible/ non-toxic clay. Sorts and identifies shapes and colors. Uses a step by step process to make clay people/animals/things. Rubs and stamps multiple textures on a variety of surfaces and images on multiple textures. Creates textures and patterns with clay and paint using arts tools.

• Art Everywhere Teacher’s Guide, pg. 150-169, 74-79

• How to Teach Art to Children by Evan Moor, pg. 107-160


Second Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Understands, applies and creates artworks using visual arts styles and genres from various artists, cultures, places and times. GLE Evidence of Learning Examples Resources

Gen

res,

Styl

es, A

rtis

ts, C

ultu

res

1.3.1 Uses personal experience and/or knowledge of people, community, events and cultures to create an artwork. Describes the attributes of artworks used by specific artists or cultures. Explains why people make art for many reasons such as tradition, ritual, social and personal. Uses visual thinking skills to discuss a variety of artworks.

Romare Bearden Vincent van Gogh’s City Scape Chihuly Pinch Bowls Anasazi Bowls in the style of Pueblo People. *Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find?”

• Art Everywhere Teacher’s Guide, pg. 204 Index/Artist Workshop pg. 204 Index/Artist Biographies

• Artists, pg. 182-191 • Artist Workshop • Teacher Resources • How to Teach Art to Children by


GLE - Understands and applies audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

A

udie

nce

Con

vent

ions

1.4.1




• Artist Workshop, pg. 14-15 • Museum visiting • Classroom feedback • Building sponsored art show • How to Teach Art to Children by


Second Grade EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Understands, applies and creates works of art using the creative process with teacher direction. GLE Evidence of Learning Examples Resources

Cre

ativ

e Pr

oces

s

2.1.1

Explores visual arts elements to create works of art. Interprets information to create visual arts. Uses ideas, skills, foundations, and techniques to create works of art with teacher direction and support. Implements choices of visual arts elements to create works of art. Refines visual arts through feedback. Presents works of art to others in the school and community.

Works with a partner to create full body or profile contour silhouettes of the student for a group display at a school/community event. Creates and still life collage inspired by Henri Matisse’s Goldfish. Creates a cut paper collage of magazine pictures about a topic of study.

• Art Everywhere Teacher’s Guide, pg. 14-15, Throughout Text

• Artist Workshop • Teacher Resources • School sponsored art show • Classroom feedback • How to Teach Art to Children by


GLE - Understands, applies, and creates using a performance process through visual arts. GLE Evidence of Learning Examples Resources

Perf

orm

ance

Pro

cess

2.2.1

Identifies audience and purpose of the work and/or performance. Selects artistic resources and mater-ials, to create, perform, and present. Finds meaning through personal experience. Practices and revises through evaluation, reflection, and problem solving. Presents and produces work and/or performance for others. Describes and examines own work and /or performance.


• Art Everywhere Teacher’s Guide, pg. 56-11, Careers in Art

• School sponsored art show • Artist Workshop • Teacher Resources • How to Teach Art to Children by


Second Grade EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Understands, applies and creates using a responding process through visual arts. GLE Evidence of Learning Examples Resources

Res

pond

ing

Proc

ess

2.3.1

Engages the senses actively and purposefully while experiencing visual arts. Describes what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Responds to the use and organization of elements, principles and foundations. Determines meaning based on personal experiences and background knowledge. Examines using supportive evidence and developmentally appropriate aesthetic criteria, such as “Why do you like it?”

Creates and responds to multiple visual arts experiences. Identifies visual arts elements in live or recorded visual arts. Describes a live or recorded visual arts performance.

• Art Everywhere Teacher’s Guide, pg. 12-15, Sketchbook pg. 206 Index/Review & Reflect

• Classroom feedback • Using art vocabulary • How to Teach Art to Children by


Second Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Understands, applies and creates visual arts to be used to express and present ideas and feelings. GLE Evidence of Learning Examples Resources

Pres

ents

Idea

s and

Fee

lings

3.1.1

Demonstrates and explains how feelings are expressed through visual arts in their work and the work of others. Expresses and presents personal ideas and feelings using visual arts in a variety of media, with teacher support and direction. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design.

Creates a spooky landscape to the melody of Dance Macabe by Camille Saint-Saëns. Explores and reflects upon various pieces and styles of world visual arts ideas and traditions. Identifies, discusses, and describes ideas and feelings after viewing a variety of visual arts, such as Eric Carle, Greme Base, Dr. Seuss, Richard Scarry, David Wiesner, Gyo Fujikawa, etc.

• Art Everywhere Teacher’s Guide, pg. 206 Index/Review & Reflect



GLE – Understands, applies, and creates visual artworks that communicate for a specific purpose. GLE Evidence of Learning Examples Resources

Com

mun

icat

ing

thro

ugh

Vis

ual A

rts

3.2.1

Describes and/or discusses visual artworks that communicate for a given purpose with teacher support and direction. Plans and creates visual art works in a variety of media individually or in collaboration with others to communicate for a specific purpose. with teacher support and direction.

Tells a story using visual arts. Creates multiple ways of communicating through the visual arts.

• Art Everywhere Teacher’s Guide, pg. 206, Index/Review & Reflect pg. 12-15, Artist Sketchbook



Second Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Understands how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

Dev

elop

s Aes

thet

ic C

rite

ria

3.3.1 Shares how personal aesthetic choices are reflected in visual artworks with teacher direction. Describes how personal aesthetic choices in visual artworks are influenced by family, culture and community.

Identifies how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria.

• Art Everywhere Teacher’s Guide, pg. 206, Index/Review & Reflect

• Classroom feedback • How to Teach Art to Children by


EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers and applies skills, concepts and vocabulary common among the arts disciplines. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.1.1

Identifies common compositional elements through arts disciplines. Demonstrates skills and processes common among arts disciplines, such as creating, practicing, performing, exhibiting, collaborating, etc. Demonstrates how an idea can be presented through various disciplines.

Describes surface textures in response to sound and/or movement.

• Art Everywhere Teacher’s Guide, pg. 74-79, Texture pg. 114, Contrast pg. 206, Index/Review & Reflect



Second Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers and understands skills, concepts and vocabulary common to the arts and other content areas. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.2.1

Finds and identifies concepts common to the arts and other areas.

Explores habitats with ponds and lily pads and recognizes them in the work of Claude Monet. Identifies and interprets the habitat of a given insect.




GLE - Understands how the arts impact personal, school and community choices. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.3.1

Identifies and compares examples of visual artworks, activities and events in the community.

Describes an arts event in the community. Identifies and compares examples of arts activities in the community. Attends a gallery opening, the installation of public art, etc.




Second Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers specific attributes of artworks that reflect culture and history. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.4.1

Identifies, describes and explores specific artworks in the community.

Discovers and lists public artworks that are found in the local community. Discusses how and where community and public artworks are displayed and what they communicate.




GLE – Understands and applies how arts knowledge, skills, and work habits are needed and used in the world of work. GLE Evidence of Learning Examples Resources

C

onne

ctio

ns

4.5.1

Identifies goals and practices meeting deadlines to complete work.

Completes and artwork within the scheduled class work time, such as watercolor painting.




Third Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Understands, applies and creates the visual arts elements of line, shape, form, color, value, texture and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.1 LINE

Compares and uses a variety of line types and line qualities. Describes uses and produces line types. Uses and produces line types and qualities to demonstrate emotion. Uses and produces different line qualities for a variety of purposes in a composition. Produces different line types and line qualities to create detail in an artwork.

Uses and produces horizontal, vertical, diagonal, curved, dotted, dashed and zigzag lines to create images, objects, pictures, textures, patterns, and shapes. Uses and produces thick/thin, rough/smooth, broken/ continuous, dark/light, fuzzy, heavy, prickly, etc. lines for expressive purposes. Uses and produces lines for experimentation and exploration in multiple learning situations. Draws lines in the air, on paper, on clay, etc., with chalk, crayons, finger paints, pencils, paints, pens, markers, and with a variety of materials for self-expression and exploration. Uses lines for emotional self expression through drawing and/ or painting while listening and responding to music. Uses lines to create patterns, designs and textures in artworks.





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Describes and constructs geometric two-dimensional shapes and/or three-dimensional forms in artworks. Finds, describes and constructs positive and negative shapes in two-dimensional artworks. Examines and produces geometric, organic and free-form shapes. Uses and produces shapes and forms in combination with other art elements in a variety of styles, art forms, media and subject matter.

Creates a repeating pattern using cut paper geometric shapes: circle, square, triangle, oval, rectangle, rhombus, parallelogram, and trapezoid in a variety of colors and sizes. Creates a clay container using pinch and/or coil hand building methods. Creates a profile portrait silhouette using positive and negative shapes with dark and light paper. Constructs a three-dimensional paper sculpture or mask. Identifies and uses shapes and forms to create a design from tangram shapes. Creates a design arranging positive and negative silhouettes in a chalk, pastel, crayon, paper design.




Third Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Remembers, applies and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.3 VALUE

Creates a value scale using black and white with five intermediate shades of gray. Creates a value scale mixing monochromatic colors in a sequential range of five colors plus black and white.

Traces and overlaps one shape; painting each section with a different value. Uses SMART Board technology to manipulate mono-chromatic color tiles in a progressive color or shades of gray sequence (black, red, red-orange, orange, yellow-orange, yellow, white). Creates a Mondrian-style painting (grids of vertical and horizontal lines in different colors) filling each section with different values. Creates a two-dimensional or three-dimensional mask from shades of monochromatic construction paper (same color family). Uses frosting with drops of food coloring to create a range of values in frosting to decorate (and eat cookies).





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1.1.4 TEXTURE

Finds, examines, and produces visual/implied textures in two-dimensional works of art, in a variety of media. Finds, examines, and produces actual textures in three-dimensional works of art, in a variety of media.

Generates a variety of textures in drawings and paintings. Produces a variety of actual surface textures in three-dimensional medium. Identifies and explains the differences between actual and visual texture in a variety of works of art. Produces artworks with various types of liquid glue. Constructs a collage using a variety of textures from material, wallpaper, fabric, carpets, sandpaper, shells, etc.




Third Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Understands, applies and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.5 SPACE

Defines uses and constructs a composition using spatial devices to create the illusion of depth such as foreground, middle ground, background, horizon, overlap, and size.

Creates and arranges simple shapes such as geometric or animal shapes in artworks using size and overlapping to demonstrate perspective. Creates a drawing using a horizon line and three objects (large, medium, small) placed in the picture plane to illustrate near and far, such as three giraffes. Draws an imaginary landscape using overlapping and exaggerated size in the foreground and background to emphasize near and far space. Constructs a landscape using a computer-based paint program.





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1.1.6 COLOR

Identifies primary (yellow, red, blue) secondary (orange, green, purple/violet) and intermediate/tertiary colors on the color wheel, in the environment and works of art such as yellow-orange, red-orange, red-violet, blue-violet, blue-green, yellow-green. Produces secondary colors by using primary colors by mixing and using primary colors such as yellow + blue = green. Mixes warm and cool colors to produce an artwork with warm colors such as yellow, orange, red and cool colors such as blue, green, and violet. Identifies and selects primary and secondary colors to produce inter-mediate colors by mixing a primary with secondary color such as yellow + green = yellow-green.

Creates a composition of a night sky using primary and secondary colors.




Third Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Understands, applies, and creates repetition/pattern, contrast, variety, balance, movement/rhythm, and proportion in a work of art. GLE Evidence of Learning Examples Resources

Prin

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f Des

ign

1.1.7

Repetition/

Pattern Contrast

Emphasis/ Dominance

Variety Balance

Movement/Rhythm

Proportion Harmony/

Unity

Creates patterns by using the repetition of lines, shapes and/or colors. Uses pattern to enhance the surface of shapes and forms in works of art. Identifies symmetrical balance in nature. Creates a work of art using line, color and shape to create movement and rhythm. Produces a work of art using repetition/pattern, contrast, variety, and balance. Creates symmetrical images. Examines and classifies the patterns and types of balance in natural organisms, such as butterflies, insects and in a variety of works of art. Uses patterns found in nature in works of art. Identifies types of balance such as symmetrical, asymmetrical, and radial. Creates works of art using line, color and shape to create movement and rhythm.

Uses black and white geometric shapes to create imaginary creatures in an environment. Creates a cityscape collage of buildings from cut and torn paper using a variety of shapes and colors. Paints a wild beast from vivid nonrealistic colors in a contrasting environment.




Third Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Understands and applies visual arts skills and techniques to create original works of arts in two and/or three dimensions. GLE Evidence of Learning Examples Resources

S

kills

/Tec

hniq

ues

1.2.1

Creates a clay vessel using pinch and/or coil hand building techniques and skills. Uses construction techniques and skills to create a three-dimensional paper sculpture, masks, hats, etc. Uses clay, forming and stamping techniques for functional clay vessels.

Makes snowmen out of edible/ nontoxic clay. Sorts and identifies shapes and colors. Uses a step by step process to make clay people/animals/things. Rubs and stamps multiple textures on a variety of surfaces and images on multiple textures. Creates textures and patterns with clay and paint using arts tools.




GLE – Understands, applies and creates artworks using visual arts styles and genres from various artists, cultures, places and times. GLE Evidence of Learning Examples Resources

Gen

res,

Styl

es, A

rtis

ts, C

ultu

res

1.3.1 Uses personal experience and/or knowledge of people, community, events and cultures, and times to create an artwork. Examines a variety of artwork for historical and cultural information. Describes the attributes of artworks used by specific artists or cultures. Explains why people make art for many reasons such as tradition, ritual, social and personal. Uses visual thinking skills to discuss a variety of artworks.

Matisse paper cuts collages Southwest Native American pottery- pinch pot Vincent van Gogh’s City Scape Chihuly Pinch Bowls Anasazi Bowls in the style of Pueblo People. *Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find?”




Third Grade

EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Understands and applies audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

A

udie

nce

Con

vent

ions

1.4.1

Uses focused attention, active listening and appropriate skills in visual arts settings. Demonstrates appropriate audience conventions in a variety of arts settings. Demonstrates respect for artists and artworks in the community and in a variety of visual art settings.


• Art Everywhere Teacher’s Guide • Artist Workshop • Teacher Resources • How to Teach Art to Children by


EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Understands, applies and creates works of art using the creative process with teacher direction. GLE Evidence of Learning Examples Resources

Cre

ativ

e Pr

oces

s

2.1.1

Explores visual arts elements to create works of art. Uses information to create visual arts. Uses ideas, skills, foundations, and techniques to create works of art with teacher direction and support. Implements choices of visual arts elements to create works of art. Refines visual arts through feedback. Presents works of art to others in the school and community

Creates a collaboration project of an eco system or solar system using individual drawings, paintings, mobiles, collages, etc., for daily enjoyment and school event with teacher guidance and direction.

• Art Everywhere Teacher’s Guide • Artist Workshop • Teacher Resources • Building sponsored art show • How to Teach Art to Children by


Third Grade EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE - Understands, applies, and creates using a performance process through visual arts. GLE Evidence of Learning Examples Resources

Perf

orm

ance

Pro

cess

2.2.1

Identifies audience and purpose of the work and/or performance. Selects artistic resources and mat-erials, to create, perform, and present. Finds meaning through personal experience. Practices and revises through evalua-tion, reflection, and problem solving. Presents and produces work and/or performance for others. Describes and examines own work and/or performance.

Uses visual arts elements through practice and multi-sensory experiences. Selects, rehearses and performs visual arts using given topics and ideas.



. GLE – Understands, applies and creates using a responding process through visual arts. GLE Evidence of Learning Examples Resources

Res

pond

ing

Proc

ess

2.3.1

Engages the senses actively and purposefully while experiencing visual arts. Describes what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Responds to the use and organization of elements, principles and foundations. Determines meaning based on personal experiences and background knowledge. Examines using supportive evidence and developmentally appropriate aesthetic criteria, such as “Why do you like it?”

Creates and responds to multiple visual arts experiences. Identifies visual arts elements in live or recorded visual arts. Describes a live or recorded visual arts performance.



Third Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Understands, applies and creates visual arts to be used to express and present ideas and feelings. GLE Evidence of Learning Examples Resources

Pres

ents

Idea

s and

Fe

elin

gs

3.1.1

Demonstrates and explains how ideas and feelings are expressed through visual arts in their work and the work of others. Expresses and presents personal ideas and feelings using visual arts in a variety of media, with teacher support and direction. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design.

Creates a spooky landscape to the melody of Dance Macabe by Camille Saint-Saëns. Identifies, discusses, and describes ideas and feelings after viewing a variety of visual arts, such as Eric Carle, Greme Base, Dr. Seuss, Richard Scarry, David Wiesner, Gyo Fujikawa, etc.




GLE – Understands, applies, and creates visual artworks that communicate for a specific purpose. GLE Evidence of Learning Examples Resources

Com

mun

icat

ing

thro

ugh

Vis

ual

Art

s

3.2.1

Determines, identifies and/or describes multiple ways that visual artworks can communicate for a given purpose with teacher support and direction. Plans and creates visual art works in a variety of media individually or in collaboration with others to communicate for a specific purpose. with teacher support and direction.

Shares chalk art designs, that represent three-dimensional illusions while being two-dimensional, like those created by artists such as Julian Beever.

• Art Everywhere Teacher’s Guide, pg. 203 Index



Third Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Understands how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

Dev

elop

s Aes

thet

ic C

rite

ria

3.3.1 Identifies how personal aesthetic choices are reflected in visual artworks with teacher direction. Describes how personal aesthetic choices in visual artworks are influenced by family, culture and community.

Compares and contrasts how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria. Shares stereotypes in mass media, pop culture trends, style, prejudices, etc.

• Art Everywhere Teacher’s Guide, pg. 200 Index/Artist Workshop



EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Understands and applies skills, concepts and vocabulary common among the arts disciplines. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.1.1

Identifies common compositional elements through arts disciplines. Demonstrates skills and processes common among arts disciplines, such as creating, practicing, performing, exhibiting, collaborating, etc.

Explains common compositional elements through arts disciplines, such as beginning, middle- and thematic developments and patterns.

• Art Everywhere Teacher’s Guide, pg. 110-111, 130-131 Careers in art

• Building sponsored art show • Artist Workshop • Teacher Resources • How to Teach Art to Children by


Third Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Remembers and understands skills, concepts and vocabulary common to the arts and other content areas. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.2.1

Shares arts knowledge and skills to reinforce leanings in other content areas.

Uses perceptual skills in science and drawing from observation. Summarizes a literary reading by interpretation through and artistic composition illustrating details.

• Art Everywhere Teacher’s Guide, pg. 203 Index Review & Reflect



GLE - Understands how the arts impact personal, school and community choices. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.3.1

Identifies how the arts impact choices of activities outside of school.

Describes multiple arts events in the community. Identifies and compares examples of arts activities in the community. Attends a gallery opening, the installation of public art, etc.

• Art Everywhere Teacher’s Guide, pg. 72-73, Patterns pg. 84-85, Cause & Effect pg. 144-47 Social Studies

• Reading, math, science, social studies supported throughout text

• Cross-curricular connections, pg. 201 Index



Third Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Understands specific attributes of artworks that reflect culture and history. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.4.1

Compares and describes how artworks reflect culture.

Understands and discovers how and why the color yellow is a special color in other cultures and the color symbolism of various cultures. Discusses how skeletons are symbolized in other cultures. Creates skeletons using different arts materials and media, such toothpicks, straws, marshmallows, etc.



GLE – Understands and applies how arts knowledge, skills, and work habits are needed and used in the world of work. GLE Evidence of Learning Examples Resources

C

onne

ctio

ns

4.5.1

Identifies goals and practices meeting deadlines to complete work.

Completes and artwork within the scheduled class work time, such as a crayon resist self portrait.



Fourth Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Applies, analyzes, and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

Ele

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1.1.1 LINE

Selects uses and produces a variety of line types and line qualities to create texture in a two-dimensional or three-dimensional work of art. Differentiates between and uses various line types and qualities for a variety of purposes in an artwork. Uses and produces line types and qualities to demonstrate emotion. Produces different line types and line qualities to create detail in an artwork. Uses line to create an observational and/or imaginative drawing.

Uses and produces horizontal, vertical, diagonal, curved, and zigzag lines to create images, objects, textures, patterns, and shapes. Uses and produces thick/thin, rough/smooth, broken/continuous, dark/light, fuzzy, heavy, prickly, etc. lines for expressive purposes. Uses and produces lines for experimentation and exploration in multiple learning situations. Uses lines for emotional self expression through drawing and/ or painting while listening and responding to music. Uses lines to create patterns, designs and textures in artworks.

• Art Everywhere Teacher’s Guide, pg. 20, 28-31, 28, 153, 228




E

lem

ents

of V

isua

l Art

s


Distinguishes between and uses two-dimensional shapes and/or three-dimensional forms in artworks. Produces the illusion of three-dimensional form on a two-dimensional surface in a variety of artworks including various media and/or virtual space. Finds, uses, and produces positive and negative shapes in both two dimensional and three-dimensional artworks. Uses and produces shapes and forms in combination with other art elements in a variety of styles, art forms, media and subject matter.

Creates the illusion of three-dimensional form in a simple still-life of fruit. Creates full body silhouettes in a gesture using positive and negative shapes. Constructs a three-dimensional totem. Identifies and uses shapes and forms to create a tangram design. Produces a mask using shapes and forms in combination with other art elements. Uses geometric shapes to create a paper/tile mosaic or collage. Creates a design arranging positive and negative silhouettes in a chalk, pastel, crayon, paper design.

• Art Everywhere Teacher’s Guide, pg. 21, 108, 232, Form pg. 20, 32-35, 48-51, 70, 92, 229, Shape




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1.1.3 VALUE

Produces a composition with a minimum of three values in a work of art. Uses value in combination with other art elements to create texture, space etc.

Creates a contour drawing with liquid glue; applies a color’s value range of light, medium and dark on dried surface using oil pastels. Produces a monochromatic composition using one hue of tempera paint mixed with black and white. Creates a two-dimensional or three-dimensional paper maché mask applying paint in monochromatic colors. Uses frosting with drops of food coloring to create a range of values in frosting to decorate (and eat cookies). Constructs a monochromatic pattern or design using small ceramic or paper tiles.

• Art Everywhere Teacher’s Guide, pg. 21, 59-63, 69-78, 230




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1.1.4 TEXTURE

Selects, examines, and produces visual/implied textures in two-dimensional works of art, in a variety of media. Selects, examines, and produces actual textures in three-dimensional works of art, in a variety of media.

Generates a variety of textures in drawings and paintings. Produces a variety of actual surface textures in three dimensional medium. Constructs a relief sculpture in clay, modeling compounds, and/or paper maché, using textures from the natural environment, such as bark, leaves, gravel, sand, etc. Draws a textural composition using scratch art tools on scratchboard. Examines multiple textures of natural objects and draws them from observation. Produces gyotaku “fish rubbing” prints (geo = fish, and taku = impression or rubbing in Japanese) using tempera or block printing ink and real or artificial sea life forms. Constructs a foil repoussé (the art of embossing metals) with cardboard, yarn, glue, foil, tin/aluminum foil, copper foil, burnish, stain, shoe polish, India ink, etc. Creates Native American inspired “dream catchers” using yarn, beads, feathers, leather strips, flexible branches, etc.

• Art Everywhere Teacher’s Guide, pg. 21, 62-73, 231

• Artist Workshop • Teacher Resources • How to Teach Art to

Children by Evan Moor, pg. 79-91



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Art

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1.1.5

SPACE

Selects plans and constructs a composition using spatial devices to create the illusion of depth such as foreground, middle ground, background, horizon, overlap, detail, placement, size and color.

Discriminates near and far objects in relationship to high and low placement on a picture frame. Creates a crayon-resist cityscape with a nighttime sky.

• Art Everywhere Teacher’s Guide, pg. 21, 103-105, 148, 233




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1.1.6 COLOR

Identifies and selects primary and secondary colors to produce tertiary /intermediate colors in a work of art such as mixing the colors yellow-orange, red-orange, red-violet, blue-violet, blue-green, yellow-green in a color wheel. Mixes warm and cool colors to produce an artwork with warm colors such as yellow, orange, red and cool colors such as blue, green, and violet. Creates primary and secondary colors to use in a landscape. Differentiates between primary, secondary, and tertiary/intermediate colors tints and shades and produces them in an artwork. Differentiates, uses, and produces tints and shades to show color value.

Creates a composition of a night sky using primary and secondary colors.

• Art Everywhere Teacher’s Guide, pg. 38-45, 58-61, 68-71, 230



Fourth Grade EALR 1 – The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies, analyzes and creates repetition/pattern, contrast, variety, balance, movement/rhythm, and proportion in a work of art GLE Evidence of Learning Examples Resources

Prin

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f Des

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Creates patterns by using the repetition of lines, shapes and/or colors. Uses pattern to enhance the surface of shapes and forms in works of art. Identifies types of balance in natural and manmade environments. Creates a work of art using line, color and shape to create movement and rhythm. Uses proportion expressively in a work of art. Produces artwork combining the principles of design, focusing on the use of balance, movement/ rhythm, and proportion. Identifies types of balance such as symmetrical, asymmetrical, and radial. Uses patterns and types of balance from natural and/or manmade environments in works of art. Creates works of art using line, color and shape to create movement and rhythm. Examines how artists develop repetition/ pattern, contrast, variety, balance, movement/rhythm, and proportion in works of art. Analyzes the use of repetition/pattern, balance, proportion, variety, and contrast. Identifies uses and produces proportion and balance in a work of art, such as cultural figures, self portraits. Identifies, uses and produces artwork using repetition/ pattern, contrast, variety, balance, movement/rhythm, such as kaleidoscopes, tessellations, (diagonal, vertical, horizontal, radial (flip, turn, rotate)), and stained glass windows, such as A Rose Window at the cathedral of Notre Dame.

Examines doorways from a variety of cultures and architectural styles. Creates a drawing or painting or assemblage of a doorway using symmetrical balance, repetition, variety, and contrast. Uses symmetrical balance and proportion to create a mask in the style of a selected culture. Constructs a mask using symmetrical balance and proportion such as inspired by cultural masks such as those of the NW Coast, Africa and Mexico. Creates a clay relief using symbols of Washington State such as whales, rhododendrons, bald eagles, goldfinches, airplanes. Produces observational drawings with emphasis on contrast, proportion, rhythm/movement and balance such as color drawings of the Washington State flower inspired by Georgia O’Keeffe’s flower paintings). Creates Native American inspired “dream catchers” and “Ojo de Dios” using yarn, beads, feathers, leather strips, flexible branches. Applies “sighting techniques” to measure relative sizes of height and width for an observational drawing. Creates a clay relief using symbols of Washington State such as whales, rhododendrons, bald eagles, goldfinches, airplanes. Produces observational drawings with emphasis on contrast, proportion, rhythm/movement and balance such as color drawings of the Washington State flower inspired by Georgia O’Keeffe’s flower paintings.

• Art Everywhere Teacher’s Guide (Index) pg. 118-121, 128-129, 234, Pattern pg. 236, Proportion pg. 78-81, Emphasis pg. 122, 125, 128-135, 140, 158-165, 238, Balance pg. 158, 235, Movement pg. 99-100, 235, Rhythm pg. 158-161, Unity

• Artist Workshop • Teacher Resources • How to Teach Art to Children

by Evan Moor, pg. 107-160 • Art Prints • Big Book • Elements of Art Portfolio

Fourth Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies and analyzes visual arts skills and techniques to create original works of arts in two and/or three dimensions. GLE Evidence of Learning Examples Resources

Skill

s/T

echn

ique

s

1.2.1

Develops and explores arts skills, techniques and processes. Uses perceptual and technical skills to create two-dimensional and three-dimensional works of art. Uses a variety of line types and /or textures in an artwork. Uses perceptual skills to create imagery from observation and imagination. Uses clay, forming and stamping techniques for functional clay vessels.

Draws a landscape with foreground, middle ground, and background. Constructs a three-dimensional form using wood, found objects, wire, paper or clay based materials. Produces a range of values and textures to create the illusion of space or form in a composition. Creates a “self-portrait: or figure drawing from observation.” Applies hand-building, such as coiling and pinching and joining techniques to make.

• Art Everywhere Teacher’s Guide, pg. 207, Artist’s Workshop, pg. 12-13, Keeping a Sketchbook pg. 14-15, Visiting a Museum



GLE – Applies, analyzes, and creates artworks using visual arts styles and genres from various artists, cultures, places and times. GLE Evidence of Learning Examples Resources

Gen

res,

Styl

es, A

rtis

ts, C

ultu

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1.3.1 Uses personal experience and/or knowledge of cultures and history to create an artwork. Examines a variety of artwork for historical and cultural information. Describes the attributes of artworks used by specific artists or cultures. Determines and describes why people make art for many reasons such as tradition, ritual, social and personal. Uses visual thinking skills to discuss a variety of artworks.

Constructs a “welcome pole” incorporating the authentic images of the animals and design qualities of Native Pacific Northwest Coast style. Describes the attributes of Mayan relief sculptures and architecture, such as the pyramid in Chiapas Mexico, or the ruins of Chichen Itza in Yucatan, Mexico. Creates a mixed media collage about everyday life using scraps of wallpaper, painted paper, and construction paper, in the style of Romare Bearden’s Piano Lesson, 1983, *Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find?”

• Art Everywhere throughout text, pg. 240-253, Gallery of Artists, pg. 264-266 , Index of Artists and Art



Fourth Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Applies, and analyzes audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

Aud

ienc

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onve

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1.4.1 Demonstrates active listening and appropriate viewing skills in visual arts settings. Demonstrates appropriate audience conventions in a variety of arts settings. Demonstrates respect for artists and artworks in the community and in a variety of visual art settings.

Responds appropriately in an interactive museum setting. Demonstrates appropriate behavior in a variety of visual arts settings. Demonstrates appropriate interactions with public art, such as knowing that individuals in the community have a civic responsibility to protect, preserve, honor, and enjoy public art. Understands and discusses why one does not touch a famous piece of art in a museum exhibit, such as Leonardo daVinci’s Mona Lisa at the Louvre in Paris, France.

• Art Everywhere Teacher’s Guide, pg. 14-15, Visiting Museum pg. 12-13, Keeping a Sketchbook pg. 267, Workshops

• Classroom discussion • How to Teach Art to Children

by Evan Moor • Art Prints • Big Book • Elements of Art Portfolio

EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Applies, analyzes, and creates works of art using the creative process with teacher direction. GLE Evidence of Learning Examples Resources

Cre

ativ

e Pr

oces

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2.1.1

Explores visual arts elements to create a works of art. Gathers and uses information to create a works of art. Uses ideas, skills, foundations, and techniques to create works of art with teacher direction and support. Implements choices of visual arts elements, principles, and skills to create works of art. Reflects for the purposes of self-evaluation and improvement. Refines works of art through feedback and self reflection. Presents works of art to others in the school and community

Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement, Implements peer or teacher feedback about the visual arts. Explores visual arts choices that express individuality when creating and experiencing various styles of visual arts. Collaborates with a group of students to create a mural of children’s activities in the park.

• Art Everywhere Teacher’s Guide, pg. 267, Artist’s Workshops pg. 166-167, Careers in Art

• Classroom discussion • How to Teach Art to Children by


Fourth Grade EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE - Applies, analyzes, evaluates, and creates using a performance process through visual arts. GLE Evidence of Learning Examples Resources

Perf

orm

ance

Pro

cess

2.2.1

Identifies audience and purpose of the work and/or performance. Selects artistic resources and materials, to create, perform, and present. Analyzes the structure, context, and/or aesthetics of the work. Interprets meaning through personal under-standing of the work and/or performance. Practices, revises, adjusts and refines through evaluation, reflection, and problem solving. Presents and produces work and/or perform-ance for others. Reflects and self-evaluates work and/or performance to set goals.

Uses visual arts elements through practice and multi-sensory experiences. Revises and presents visual art to express individuality.

• Art Everywhere Teacher’s Guide • Artist Workshop • How to Teach Art to Children by


. GLE – Applies, analyzes and creates using a responding process through visual arts. GLE Evidence of Learning Examples Resources

Res

pond

ing

Proc

ess

2.3.1

Engages the senses actively and purpose-fully while experiencing visual arts. Describes what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Analyzes the use and organization of elements, principles and foundations. Determines meaning based on personal experiences and background knowledge. Examines using supportive evidence and aesthetic criteria.

Compares the function of recorded or live visual arts. Identifies and responds to the use of visual arts elements in compositions by peers. Compares and contrasts Western and World Visual arts.

• Art Everywhere Teacher’s Guide • Artist Workshop • How to Teach Art to Children by


Fourth Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Applies, analyzes and creates visual arts to express and present ideas and feelings. GLE Evidence of Learning Examples Resources

Pres

ents

Idea

s and

Fee

lings

3.1.1

Expresses, and presents original ideas and feelings using visual arts symbols in a variety of media, with teacher support and direction. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design. Examines and explains artistic/design choices in works of art. Examines and describes the use and misuse of appropriating (plagiarism) copy written art works and designs to communicate ideas and feelings.

Compares and contrasts the different ideas and feelings that are expressed within two pieces of visual arts such as The Bridge in the Rain, which illustrates Van Gogh’s interest in Japanese art. He painted this scene after a woodcut by Utagawa Hiroshige. Compares and contrasts Native American visual arts and Folk visual arts pieces such as animal designs, weaving, quilting, pottery, basket making, etc.

• Classroom feedback • Classroom discussion • How to Teach Art to Children by


GLE – Applies, analyzes, and creates visual artworks that communicate for a specific purpose. GLE Evidence of Learning Examples Resources

Com

mun

icat

ing

thro

ugh

Vis

ual

Art

s

3.2.1

Uses media, materials and resources deliberately to communicate for a specific purpose with teacher support and direction. Determines and describes how visual artworks communicate for specific purposes and ideas. Plans and creates visual art works in a variety of media individually or in collaboration with others to communicate for a specific purpose. with teacher support and direction.

Shares traditions and ceremonies that involve the visual arts in communities. Shares and creates Tribal Art, such as aboriginal work. Shares and creates Northwest Native Art.

• Art Everywhere Teacher’s Guide - art elements

• Incorporate holidays • How to Teach Art to Children by


Fourth Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Analyzes how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

Dev

elop

s Aes

thet

ic C

rite

ria

3.3.1 Examines how personal aesthetic choices are reflected in visual artworks with teacher direction. Determines how personal aesthetic choices in visual artworks are influenced by geography, culture and history.

Selects examples of how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria. Studies and copies stereotypes in mass media, pop culture trends, style, prejudices, etc.

• Art Everywhere Teacher’s Guide, Careers in Art

• Artist Workshop, pg. 207 • Building sponsored art show • Teacher Resources • How to Teach Art to Children by


EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Applies and analyzes skills, concepts and vocabulary common among the arts disciplines. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.1.1

Describes skills, concepts and vocabulary common among arts disciplines. Determines how arts processes of one arts discipline are similar to those of another. Demonstrates skills and processes common among arts disciplines.

Identifies pattern, rhythm, and movement that connect to contemporary music. Uses body movement to describe the emotional qualities of color.

• Art Everywhere Teacher’s Guide – Vocabulary is in each chapter



Fourth Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Understands and applies skills, concepts and vocabulary common to the arts and other content areas. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.2.1

Identifies steps of processes common to the arts and other content areas.

Demonstrates creative writing, scientific processes, tessellations, drawing from observation, to make connections to other content areas, etc. Integrates cultural symbols and designs in a work of art, such as jewelry making, weaving, carving, and printmaking.

• Art Everywhere Teacher’s Guide Index, pg. 270, Topic – Writing Activities



GLE - Applies understanding of how the arts impact personal, school and community choices. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.3.1

Speculates and analyzes how the arts impact consumer choices.

Guesses and predicts about the importance of arts in all aspects of life. Examines multiple arts events in the community. Researches examples of arts activities in the community. Attends a gallery opening, the installation of public art, etc.

• Create a school supported art gallery • How to Teach Art to Children by


Fourth Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Understands specific attributes of artworks that reflect culture and history. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.4.1

Examines general attributes of artworks from a specific culture.

Creates an artwork symbolizing a personal story or journey using concepts of aboriginal art. Creates multiple projects that reflect the art and culture of the Washington State, including the tribal nations, etc.



• Art Prints • Big Book • Elements of Art Portfolio • Transparencies

GLE – Applies and analyzes how arts knowledge, skills, and work habits are needed and used in the world of work. GLE Evidence of Learning Examples Resources

C

onne

ctio

ns

4.5.1

Identifies and defines career roles and how arts skills and work habits are used in the world of work. Demonstrates and reflects upon the arts skills used in the world of work. Defines goals and practices meeting deadlines to complete work.

Identifies business logos in the community and how they are represented through the visual arts.

• Art Everywhere Teacher’s Guide, pg. 267, Careers



Fifth Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Applies, analyzes, and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.1 LINE

Uses line to create an observational and/or imaginative drawing. Uses selects and produces a variety of line types and line qualities to create texture in a two-dimensional or three-dimensional work of art. Differentiates between and uses various line types and qualities for a variety of purposes in an artwork. Uses and produces line types and qualities to demonstrate emotion. Produces different line types and line qualities to create detail in an artwork. Selects uses and constructs a variety of line types and qualities to create texture in a two-dimensional or three-dimensional work of art.

Uses and produces horizontal, vertical, diagonal, curved, dotted, dashed and zigzag lines to create images, objects, textures, patterns, and shapes. Uses lines to create hatching, cross-hatching, and scribbling in artworks. Uses and produces thick/thin, rough/smooth, broken/ continuous, dark/light, fuzzy, heavy, prickly, etc. lines for expressive purposes. Uses and produces lines for experimentation and exploration in multiple learning situations. Uses lines for emotional self expression through drawing and/ or painting while listening and responding to music. Uses lines to create patterns, designs and textures in artworks.





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Distinguishes between and uses two-dimensional shapes and/or three-dimensional forms in artworks. Produces the illusion of three-dimensional form on a two-dimensional surface in a variety of artworks including various media and/or virtual space. Uses and produces positive and negative shapes in both two-dimensional and three-dimensional artworks. Uses and produces shapes and forms in combina-tion with other art elements in a variety of styles, art forms, media and subject matter. Determines that positive and negative shapes and forms share edges.

Creates the illusion of three-dimensional form in a simple landscape. Creates a Notan design (Japanese symmetrical design glossary addition) using positive and negative shapes. Constructs a three-dimensional creature using the expressive qualities of form. Identifies and uses shapes and forms to create a motif in a tessellation or grid design. Produces a mask using shapes and forms in combination with other art elements. Uses geometric shapes to create a paper, tile, or glass mosaic or collage. Creates a design arranging positive and negative silhouettes in a chalk, pastel, crayon, paper design.


Evan Moor • Art Prints • Big Book • Elements of Art Portfolio •


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1.1.3 VALUE

Produces a composition with a minimum of five values in a work of art. Uses value in combination with other art elements to create texture, space etc.

Creates a contour drawing with liquid glue; applies a color’s value range of light, medium and dark on dried surface using oil pastels. Produces a monochromatic composition using one hue of tempera paint mixed with black and white. Creates a two-dimensional or three-dimensional paper maché mask applying paint in monochromatic colors. Glazes a ceramic vessel using monochromatic under glazes or glazes. Uses frosting with drops of food coloring to create a range of values in frosting to decorate (and eat cookies). Constructs a monochromatic pattern or design using small ceramic or paper tiles.





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1.1.4 TEXTURE

Differentiates between visual/implied and actual texture. Produces visual textures in two-dimensional works of art, in a variety of media. Produces actual textures in three-dimensional works of art, in a variety of media.

Generates a variety of textures in drawings and paintings. Produces a variety of actual surface textures in three-dimensional medium. Constructs a relief sculpture in clay, modeling compounds, and/or paper maché, using textures from the natural environment, such as bark, leaves, gravel, sand, etc. Draws a textural composition using scratch art tools on scratchboard. Examines multiple textures of natural objects and draws them from observation. Produces gyotaku “fish rubbing” prints (geo = fish, and taku = impression or rubbing in Japanese) using tempera or block printing ink and real or artificial sea life forms. Constructs a two-dimensional/three-dimensional weaving using materials such as yarn, fabric scraps, paper, branches, raffia, etc. Constructs a foil repoussé (the art of embossing metals) with cardboard, yarn, glue, foil, tin/aluminum foil, copper foil, burnish, stain, shoe polish, India ink, etc.


• Artist Workshop • Teacher Resources • How to Teach Art to

Children by Evan Moor

• Art Prints • Big Book • Elements of Art

Portfolio


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1.1.5

SPACE

Examines, uses, and constructs spatial devices in a composition to create the illusion of depth such as foreground, middle ground, background, horizon, overlap, detail, placement, size, color and value. Distinguishes between positive and negative space in a variety of two-dimensional and three-dimensional artworks. Develops and creates artworks using positive and negative space in a two-dimensional and a three-dimensional work.

Draws aerial perspective. Creates a diorama of a historical scene. Creates a color pencil drawing view through a window such as a paper frame or actual window. Draws a landscape or cityscape using one-point perspective. Creates a drawing or painting utilizing foreground, middle ground, background, horizon line, overlap, placement, size, detail, color, and value in a composition.

• Art Everywhere Teacher’s Guide, pg. 68-71, pg. 88-91




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1.1.6 COLOR

Produces warm and cool colors to produce an artwork with warm colors such as yellow, orange, red and cool colors such as blue, green, and violet. Uses and selects primary, secondary and tertiary/intermediate colors to produce a work of art. Uses and constructs color wheels to examine and differentiate between color schemes such as primary, secondary, tertiary/intermediate, and complementary colors. Differentiates, uses, and produces tints and shades to show color value.

Mixes the six tertiary/intermediate colors to create a color wheel which are: yellow-orange, red-orange, red-violet, blue-violet, blue-green, yellow-green. Mixes the six tertiary/intermediate colors in an imaginary cityscape or landscape, or still life, ceramics, sculpture, etc. Creates a composition of a night sky using complementary colors in oil pastel, or tempera.




Fifth Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies, analyzes and creates repetition/pattern, contrast, variety, balance, movement/rhythm, proportion, and emphasis/dominance in a work of art. GLE Evidence of Learning Examples Resources

Prin

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f Des

ign


Creates a work of art using line, color and shape to create movement and rhythm. Uses proportion expressively in a work of art. Produces a work of art using repetition/ pattern, contrast, variety, and balance. Identifies and classifies the patterns and types of balance in natural organisms, such as butterflies, insects and in a variety of works of art. Uses patterns found in nature in works of art. Classifies types of balance such as symmetrical, asymmetrical, and radial. Examines how artists develop repetition/ pattern, contrast, variety, balance, movement/rhythm, proportion in their artwork. Examines how artists develop emphasis/ Dominance through use of contrast of color, size/placement, balance, proportion, and movement/rhythm. Creates an artwork combining the principles of design, focusing on the use of emphasis/dominance.

Examines doorways from a variety of cultures and architectural styles. Creates a drawing or painting or assemblage of a doorway using symmetrical balance, repetition, variety and contrast. Uses symmetrical balance and proportion to create a mask in the style of a selected culture. Draws an animal with exaggerated proportions in a winter environment to create emphasis. Constructs a paper collage with a musical instrument as a focal point, using contrast, repetition of shapes and colors, movement/ rhythm, and balance. Produces a landscape using emphasis, size/ placement proportion and balance to show depth.




Fifth Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies and analyzes visual arts skills and techniques to create original works of arts in two and/or three-dimensions. GLE Evidence of Learning Examples Resources

Skill

s/T

echn

ique

s

1.2.1

Develops and explores arts skills, techniques and processes. Uses perceptual and technical skills to create two-dimensional and three-dimensional works of art for specific purposes. Uses a variety of line types and /or textures in an artwork. Uses perceptual skills to create imagery from observation and imagination. Uses clay hand-building processes for functional clay vessels.

Draws a landscape with foreground, middle ground, and background. Constructs three-dimensional form using wood, found objects, wire, paper or clay based materials. Produces a range of values and textures to create the illusion of space or form in a composition. Creates a “self-portrait: or figure drawing from observation. Applies color theory in a variety of mediums in artworks. Constructs a clay box or container out of slabs.



Fifth Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies, analyzes, and creates artworks using visual arts styles and genres from various artists, cultures, places and times. GLE Evidence of Learning Examples Resources

Gen

res,

Styl

es, A

rtis

ts, C

ultu

res

1.3.1

Examines, selects and creates an original artwork using influences from a particular artist, style, culture or time. Examines a variety of artwork for historical and cultural information. Differentiates between a variety of arts styles and genres from Western and non-Western traditions. Distinguishes specific attributes of artworks of various artists, cultures, and times using arts vocabulary. Uses visual thinking strategies to discuss a variety of artwork.

Constructs an assemblage in the style of Louise Nevelson, such as abstract relief sculptures made from wood scraps, cardboard, etc. Describes and discusses art from various American historical periods, such as Pre-Columbian, African American, Colonial American using Visual Thinking Strategies Creates a paper fabric design using pattern in the style of African Ashanti and Adinkra (using mud and resist dye methods or other simulated materials) or Kente cloth (colorful designs and patterns using African weaving methods) *Uses Visual Thinking skills to describe and discuss paintings, such as Emanuel Leutz’s George Washington Crossing the Delaware, Gilbert Stuart’s Portrait of George Washington and John Singleton Copley’s Portrait of Henry Pelham-The Boy with the Squirrel. *Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find?”




Fifth Grade EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Applies, and analyzes audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

Aud

ienc

e C

onve

ntio

ns

1.4.1 Demonstrates active listening and appropriate viewing skills in visual arts settings. Demonstrates appropriate audience conventions in a variety of arts settings. Describes and uses the relationship and interactive responsibilities of audience, artist, artwork, and community in a variety of visual art settings.

Responds appropriately in an interactive museum setting. Demonstrates appropriate behavior in a variety of visual arts settings. Demonstrates appropriate interactions with public art, such as knowing that individuals in the community have a civic responsibility to protect, preserve, honor, and enjoy public art. Understands and discusses why one does not touch a famous piece of art in a museum exhibit, such as Leonardo daVinci’s Mona Lisa at the Louvre in Paris, France.




Cre

ativ

e Pr

oces

s

2.1.1

Identifies the purpose for the creation of a visual arts composition. Explores and gathers information from diverse sources to create works of art. Uses ideas, skills, foundations, and techniques to create works of art with teacher direction and support. Implements visual arts elements, principles, skills, foundations and techniques to create works of art. Reflects for the purposes of self-evaluation and improvement. Refines works of art through feedback and self-reflection. Presents works of art to others in the school and community.

Creates a visual arts composition combining texture and line. Draws a still life of everyday objects using pens and pencil. Models a shallow bas relief in clay. Reflects about how the use of value and spatial devices were used in the drawing. Discusses with other students the success and/or changes and revisions needed, using art vocabulary. Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement.



Fifth Grade

EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE - Applies, analyzes, evaluates, and creates using a performance process through visual arts. GLE Evidence of Learning Examples Resources

Perf

orm

ance

Pro

cess

2.2.1

Identifies audience and purpose of the work and/or performance. Selects artistic resources and materials, to create, perform, and present. Analyzes the structure, context, and/or aesthetics of the work Interprets meaning through personal under-standing of the work and/or performance. Practices, revises, adjusts and refines through evaluation, reflection, and problem solving. Presents and produces work and/or performance for others. Reflects and self-evaluates work and/or performance to set goals.

Uses visual arts elements through practice and multi-sensory experiences. Reflects by journaling about creating visual arts, using visual arts vocabulary. Presents work to others in a display, show, exhibit, gallery, portfolio review. Creates an appropriate rubric for self evaluation and reflection with the assistance of the teacher/student peers. Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement. Revises and presents visual art to express individuality.

• Art Everywhere Teacher’s Guide • Artist Workshop • Teacher Resources, pg. 226-227 • How to Teach Art to Children by


. GLE – Applies, analyzes and creates using a responding process through visual arts. GLE Evidence of Learning Examples Resources

Res

pond

ing

Proc

ess

2.3.1

Engages the senses actively and purpose-fully while experiencing visual arts. Describes what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Analyzes the use and organization of elements, principles and foundations. Determines meaning based on personal experiences and background knowledge. Examines using supportive evidence and aesthetic criteria.

Provides feedback to peers on the effective use of visual arts elements in visual arts compositions. Compares and contrasts Western and World Visual arts. Discusses the function of recorded versus live visual arts.

• Art Everywhere Teacher’s Guide, pg. 267, Artist’s Workshop



Fifth Grade

EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Applies, analyzes and creates visual arts to express and present ideas and feelings. GLE Evidence of Learning Examples Resources

Pres

ents

Idea

s and

Fee

lings

3.1.1

Expresses, and presents original ideas and feelings using visual arts symbols in a variety of media, with teacher support and direction. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design. Examines and explains artistic/ design choices in works of art. Examines and describes the use and misuse of appropriating (plagiarism) copy written art works and designs to communicate ideas and feelings.

Shapes visual arts lines with dynamics and tempo in the performance of visual arts compositions. Creates visual arts to communicate ideas and feelings for a specific purpose such as completing the One of a Kind Shoe Visual Arts CBPA.

• Art Everywhere Teacher’s Guide • Artist Workshop • Teacher Resources, pg. 198-201,

Technology & Art • How to Teach Art to Children by



Com

mun

icat

ing

thro

ugh

Vis

ual A

rts

3.2.1

Uses media, materials and resources deliberately to communicate for a specific purpose with teacher support and direction. Determines and describes how visual artworks communicate for specific purposes and ideas. Plans and creates visual art works in a variety of media individually or in collaboration with others to communicate for a specific purpose. with teacher support and direction.

Make a school mural commemorating a “wonders of the world” or historical event(s) utilizing visual arts creations from across historical time periods, such as the “Seven Wonders of the World” which are: The Pyramids of Egypt, The Hanging Gardens of Babylon, The Statue of Zeus at Olympia, The Temple of Artemis at Ephesus, The Mausoleum of Halicarnassus, The Colossus of Rhodes, The Pharos of Alexandria

• Art Everywhere Teacher’s Guide • Artist Workshop • Teacher Resources, pg. 268,

Cross-Curricular Connections • How to Teach Art to Children by


Fifth Grade EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Analyzes how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

Dev

elop

s Aes

thet

ic C

rite

ria

3.3.1 Examines how personal aesthetic choices are reflected in visual artworks with teacher direction. Determines how personal aesthetic choices in visual artworks are influenced by geography, culture and history.

Selects examples of how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria. Studies and copies stereotypes in mass media, pop culture trends, style, prejudices, etc.



EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Applies and analyzes skills, concepts and vocabulary common among the arts disciplines. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.1.1

Describes skills, concepts and vocabulary common among arts disciplines. Determines how arts processes of one arts discipline are similar to those of another. Demonstrates skills and processes common among arts disciplines.

Demonstrates how shapes are used in set designs or costumes. Creates a CD or DVD cover design to reflect the selection of music on the CD or DVD. Creates a 2D pattern using lines and shapes in response to hearing a musical rhythmic pattern. Creates a CD or DVD cover design for their own student work.



Fifth Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Applies and analyzes skills, concepts and vocabulary common to the arts and other content areas. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.2.1

Identifies skills, concepts and common vocabulary to the arts and other content areas.

Uses rhythm and movement in artworks from observation. Demonstrates creative writing, scientific processes, tessellations, drawing from observation, to make connections to other content areas, etc. Explores connections between artwork of a given historical period with its political content. Demonstrates connections to art through other disciplines, such as math (tessellations, polyhedrons), writing ((illustration), social studies (masks, puppets, costumes, artifacts).



GLE - Analyzes how the arts impact personal and community choices. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.3.1

Examines and responds to how the arts impact personal and community choices.

Guesses and predicts about the importance of arts in all aspects of life. Examines multiple arts events in the community. Researches examples of arts activities in the community. Attends a gallery opening, the installation of public art, etc.



Fifth Grade EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes and applies understanding of how specific attributes of artworks reflect culture and history. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.4.1

Examines specific attributes of artworks that reflect culture.

Creates a paper mask or sculpture using the attributes of Folk Art from a specific culture. Creates multiple projects that reflect the art and culture of the multi-ethnicity of the United States.





C

onne

ctio

ns

4.5.1

Identifies and defines career roles and how arts skills and work habits are used in the world of work. Demonstrates and reflects upon the arts skills used in the world of work. Defines goals and practices meeting deadlines to complete work.

Identifies and role-plays various occupations that involve artists. Analyzes and discusses how visual arts skills and techniques can be enhancing to any career choice.



Grade 6 EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Applies, analyzes, and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

Ele

men

ts o

f Vis

ual A

rts

1.1.1 LINE

Selects uses and produces a variety of lines for expressive purposes. Uses a variety of line types and qualities to produce/develop light, medium and dark values. Selects, uses and produces a variety of line types and qualities to create texture in a two-dimensional or three-dimensional work of art. Uses line to create an observational drawing. Differentiates between and uses various line types and qualities for a variety of purposes in an artwork. Produces different line types and line qualities to create detail in an artwork.

Develops uses and produces horizontal, vertical, diagonal, curved, dotted, dashed and zigzag lines to create images, objects, textures, patterns, and shapes and forms. Develops and uses hatched, cross-hatched and scribbled lines to produce values and textures in artworks. Uses and produces thick/thin, rough/smooth, broken/continuous, dark/light, fuzzy, heavy, prickly, etc. lines for expressive purposes. Uses lines to create patterns, designs, shapes and textures in two-dimensional and three-dimensional artworks. Uses line to produce contour drawing from observation.

• Glencoe Understanding Art, pg. 14

• Artist Interactions CD Rom o Slideshow o Examples of Art

• Elements of Art Notes • Example Project:

o Mona Lisa Lines


E

lem

ents

of V

isua

l Art

s


Differentiates between two-dimensional shapes and three-dimensional forms in artworks using geometric and organic shapes and forms. Produces the illusion of three-dimensional form on a two-dimensional surface and actual three-dimensional form in a variety of artworks including various media, techniques and/or virtual space.

o Uses and produces positive and negative shapes in both two-dimensional and three-dimensional artworks. Uses and produces shapes and/or forms, realistically and expressively, in a variety of two-dimensional and three-dimensional artworks. Uses and produces shapes and forms in combination with other art elements in a variety of styles, art forms, media and subject matter. Determines that positive and negative shapes and forms share edges.

Creates the illusion of three-dimensional form in a simple still life and/or geometric figure drawing. Creates a Notan design using positive and negative shapes. Constructs a three-dimensional animal using the expressive qualities of form. Identifies and uses shapes and forms to create a motif in a tessellation or grid design. Produces a mask using shapes and forms in combination with other art elements. Produces shape and form realistically in an animal drawing. Uses geometric shapes to create a paper/tile mosaic or collage.

• Glencoe Understanding Art, pg. 16 & 17

• Artist Interactions CD Rom o Slideshow o Examples of Art

• Example Project: o 3D Doodle Packet


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1.1.3 VALUE

Produces a range of three to four values in a work of art. Produces a range of color values. Uses value in combination with other art elements to create texture, space etc.

Creates a range of values in a pencil drawing. Creates a tonal painting using pure white, pure black and 3 intermediate gray tones. Creates a monochromatic painting. Uses frosting with drops of food coloring to create a range of values in frosting to decorate (and eat cookies).


• Artist Interactions CD Rom o Slideshow o Gallery

• Example Project: o Line, Value, Texture Project

(“LVT”)


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f Vis

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1.1.4 TEXTURE

Differentiates between visual/implied and actual texture Produces visual/implied textures in two-dimensional works of art, in a variety of media. Produces actual textures in three-dimensional works of art, in a variety of media.

Generates a variety of textures in a drawing. Produces a variety of textures in a painting. Produces a variety of actual surface textures in three-dimensional medium.



• Example Project: o Line, Value, Texture Project

(“LVT”)

Grade 6

EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Applies, analyzes, and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

Ele

men

ts o

f Vis

ual A

rts

1.1.5 SPACE

Examines and uses spatial devices and one-point linear perspective to create the illusion of depth. Examines, uses and constructs spatial devices to create the illusion of depth in a composition.

Creates a drawing or painting utilizing foreground, middle ground and background, and including atmospheric perspective. Draws a landscape or cityscape using one-point perspective. Draws an aerial view (“bird’s eye view”) of a cityscape using foreshortening techniques to give the illusion of objects traveling through space. Draws a foreshortened object by placing it behind a glass picture frame/plane and tracing the image onto the clear glass or acrylic sheet. Determines that positive and negative spaces share edges.



• Example Project: o 3D Doodle Packet o Clay Unit


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1.1.6 COLOR

Differentiates, uses, and produces primary, secondary, and tertiary/ intermediate, complementary, analogous, and monochromatic color schemes. Uses the color wheel to examine and differentiate between color schemes such as primary, secondary, tertiary/ intermediate, complementary, and/or analogous color schemes. Uses and produces tints and shades to show color value. Selects, uses and produces a variety of color schemes to construct a work of art such as warm and cool, analogous, complementary, and monochromatic. Differentiates between related and contrasting color schemes such as analogous (related) versus complementary (contrasting). Uses color both realistically and expressively in a variety of two-dimensional and three-dimensional works of art.

Creates a painting composition using intermediate colors including tints and shades. Constructs a paper mola using warm and cool colors. Construct a rain stick in the Australian aboriginal style using red and yellow earth tones creating an analogous color scheme.


• Artist Interactions CD Rom o Slideshow o Gallery o Examples of Art

• Example Project: o Painting o Musical Masterpiece

Grade 6 EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies, analyzes and creates repetition/pattern, contrast, variety, balance, movement/rhythm, proportion, emphasis/dominance, and harmony/unity in a work of art. GLE Evidence of Learning Examples Resources

Prin

cipl

es o

f Des

ign


Examines how artists develop harmony and unity through similarities in compositions. Selects, uses and produces artwork combining the principles of design, focusing on the use of harmony and unity.

Creates a paper textile design using repetition/ pattern, harmony and unity that reflects knowledge of a specific cultural design, such as a design based on Kente cloth, Japanese kimono patterns, Guatemalan weaving, Aboriginal dreamtime designs. Produces a three-dimensional animal sculpture using balance, proportion, repetition/pattern to develop a unified design such as an animal sculpture in the style of Oaxacan wood carvings.

• Glencoe Understanding Art, pg. 20-23

• Artist Interactions CD Rom o Slideshow o Gallery o Examples of Art

• Example Project: o Understanding Art, pg. 24-

25

GLE – Analyzes and applies visual arts skills and techniques to create original works of arts in two and/or three dimensions. GLE Evidence of Learning Examples Resources

Skill

s/T

echn

ique

s

1.2.1

Uses shading techniques and implements arts skills, techniques and processes. Uses drawing, painting, and forming skills in an artwork. Uses a variety of techniques to create textures, line qualities and values. Uses perceptual skills to create imagery from observation and imagination. Uses a variety of art media and techniques in two and three dimensions. Applies color theory and techniques in a variety of mediums in art works.

Uses beginning water color skills and techniques to create a landscape. Uses hatching, cross hatching and stippling in a drawing of a shoe, and/or still life composition. Draws an animal in its habitat using textures, colors, and special devices.

• Glencoe Understanding Art, Drawing Tips pg. 314-316

Grade 6 EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies, analyzes, and creates artworks using visual arts styles and genres from various artists, cultures, places and times. GLE Evidence of Learning Examples Resources

Gen

res,

Styl

es, A

rtis

ts, C

ultu

res

1.3.1

Examines a variety of diverse artworks based upon stylistic, thematic and/or technical content. Creates an artwork using influences from a particular artist, style, culture or time. Uses visual thinking skills to discuss a variety of artwork.

- Recognizes and distinguishes the works of Impressionist artists by their style, technique and subject, such as the works of Mary Cassatt, Auguste Renoir, and John Singer Sargent. Creates a painted sculpture in the style of Mexico’s Oaxacan woodcarvers. Creates a small group mural about a current world event in the style of Pablo Picasso’s Guernica. *Uses Visual Thinking skills to describe and discuss paintings, such as René Magritte’sTime Transfixed and This Not a Pipe (Leci n’est Pas Une Pipe) and Marc Chagall’s La Mariee (wedding). *Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find”

• Glencoe Understanding Art, Chapters 4-16: Studio project lessons at the end of each lesson

• Artist Interactions CD Rom o Activities 4 & 8

GLE - Applies and analyzes audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

Aud

ienc

e C

onve

ntio

ns

1.4.1 Demonstrates active listening and appropriate viewing skills in a visual arts setting. Demonstrates appropriate audience conventions depending upon the venue and cultural context. Describes and uses the relationship and interactive responsibilities of audience, artist, artwork, and community in a variety of visual art settings.

Demonstrates appropriate behavior and differences in a variety of visual arts settings, such as a gallery and an interactive museum. Demonstrates appropriate interactions with public art, such as knowing that individuals in the community have a civic responsibility to protect, preserve, honor, and enjoy public art.

• Art Share Time o Responding & Performing

• Reflections & Sharing

Grade 6 EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Applies, analyzes, and creates works of art using the creative process with teacher direction. GLE Evidence of Learning Examples Resources

Cre

ativ

e Pr

oces

s

2.1.1

Identifies the purpose for the creation of a visual arts composition. Explores and gathers information from diverse sources to create visual arts. Uses ideas, skills, foundations, and techniques to create visual arts through guided exploration and mentoring. Implements visual arts elements, principles, skills, foundations and techniques to create works of art. Reflects for the purposes of self-evaluation and improvement. Refines visual arts through feedback and self reflection Presents work to others in the community and a variety of visual arts settings.

Creates a visual arts composition combining visual arts elements. Draws a realistic cityscape and reflects about how the use of value and spatial devices were used in the drawing. Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement.

• Sketch Book Time o Thumbnails, organized

teaching time • Example Project:

o Me collage • Reflections on Each Project • Art Share Time in class

Grade 6 EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE - Applies, analyzes, and creates using a performance process through visual arts. GLE Evidence of Learning Examples Resources

Perf

orm

ance

Pro

cess

2.2.1

Identifies audience and purpose of the work and/or performance. Selects artistic resources and materials, to create, perform, and present. Analyzes the structure, context, and/or aesthetics of the work. Interprets meaning through personal under-standing of the work and/or performance. Practices, revises, adjusts, and refines through evaluation, reflection, and problem solving. Presents and produces work and/or performance for others. Reflects and self-evaluates work and/or performance to set goals.

Reflects by journaling about creating visual arts, using visual arts vocabulary. Presents work to others in a display, show, exhibit, gallery, portfolio review. Creates an appropriate rubric for self evaluation and reflection with the assistance of the teacher/student peers. Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement.

• Art Shares per Project • Art Night Two Times a Year

(January & June)

GLE – Applies, analyzes and creates using a responding process through visual arts. GLE Evidence of Learning Examples Resources

Res

pond

ing

Proc

ess

2.3.1

Engages the senses actively and purpose-fully while experiencing visual arts. Describes what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Analyzes the use and organization of elements, principles and foundations. Determines meaning based on personal experiences, background knowledge and research. Examines using supportive evidence and aesthetic criteria.

Compares and contrasts various genres of visual arts by analyzing specific elements such as the use of value in Renaissance portraits (da Vinci’s Mona Lisa) and in Baroque portrait paintings (Caravaggio’s David and Goliath). Views and critiques artworks of self, peer, or groups.

• Reflections per Project • Filling Out a Personal Project

Rubric

Grade 6 EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Applies, analyzes and creates visual arts to express and present ideas and feelings. GLE Evidence of Learning Examples Resources

Pres

ents

Idea

s and

Fee

lings

3.1.1

Expresses, and presents original ideas and feelings using visual arts symbols in a variety of genres, styles and media, with teacher support and direction. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design. Examines and explains artistic/design choices in a variety of media and/or styles. Examines and describes the use and misuse of appropriating (plagiarism) copy written art works and designs to communicate ideas and feelings.

- Compares and contrasts historical, traditional, geographical cultural and political information that surrounded the visual arts that are being studied.

• Art Share Time • Reflections & Sharing


Com

mun

icat

ing

thro

ugh

Vis

ual A

rts

3.2.1

Uses media, materials and resources deliberately to communicate for a specific purpose with teacher support and direction. Examines how visual arts styles and genres can communicate for a specific purpose. Determines how an artistic work com-municates a specific purpose or idea. Plans and creates visual art works in a variety of media individually or in collaboration with others to communicate for a specific purpose with teacher support and direction.

Examines, discusses, and copies the styles of historic artworks and artists to communicate contemporary ideas, such as Picasso’s Guernica.

• CD Rom o Activity 12 & 13

• Gallery Visuals & Discussions

Grade 6 EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Analyzes how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

Dev

elop

s Aes

thet

ic

Cri

teri

a

3.3.1

Determines how personal aesthetic choices in visual arts are influenced by geography, culture and history with teacher direction and support. Examines and discusses how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria.

Selects examples of how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria. Compares and contrasts how personal aesthetic choices in visual arts influence personal choices.

• CD Rom o Activity 4 & 8

• Artist Spotlight Videos & Discussions

EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes and applies understanding of how attributes in artworks and/or performances are common among arts disciplines. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.1.1

Reflects upon arts processes of one arts discipline to those of another. Distinguishes arts processes that are unique to each arts discipline.

Describes a musical piece suing repetition on a surface texture. Responds to a musical or theatrical piece by creating cultural symbols and/or characteristics

• Art Shares per Project • Art/Math Connections in Shapes Unit

Organic vs Geometric

Grade 6 EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes and evaluates relationships between the arts and other content areas. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.2.1

Determines how arts concepts occur in other content areas.

Examines connections between pre-Columbian design elements and contemporary architecture. Examines how artists use spatial devices as they relate to math and science, such as linear perspective, atmospheric perspective, etc. Examines how visual arts concepts and skills connect to, integrate with, and can be incorporated into all core academic subjects, electives, career and technical education, occupational education, and the education of life and living.

• Example Project: o 3D Doodles o Perspective o Art/Science o Renaissance

GLE - Analyzes and evaluates how the arts impact local, economic, political, and environmental choices. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.3.1

Determines specific attributes of artworks that reflect culture and history

Investigates and discusses the short and long term effects of visual pollution, such as billboards on scenic roadsides, landfills, and highway signs.

• CD Rom o Activity 8

Grade 6 EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Applies understanding of how specific attributes of artworks reflect and/or influence culture and history. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.4.1

Identifies specific attributes of artworks that reflect culture and history

Identifies how the relief carving and sculptures of Chichen Itza in the Yucatan of Mexico reflects the cultural practices of the Mayan Culture. Researches different artworks associated from a neighboring county, such as north, south, east and/or west of the school location.

• CD Rom o Activity 4


Con

nect

ions

4.5.1

Examines and describes how arts knowledge, skills, and work habits are needed and used in the world of work Identifies jobs and specific skills for arts careers. Defines goals and practices meeting deadlines to complete work.

Examines careers in the arts and how study in the arts can enhance any occupation. Creates a grid of occupations in the arts and reports on a possible career choice of interest. Compares and contrasts the differences and similarities of visual arts teachers, professional artists, teaching artists, and arts enthusiasts.

• Artist Spotlight Videos & Discussions • CD Rom

o Activity 10 o Activity 15

Grade 7-8 EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Applies, analyzes, and creates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

Ele

men

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f Vis

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1.1.1 LINE

Selects, uses, and produces line types and line qualities for a variety of purposes. Examines, uses, and produces a variety of lines for expressive purposes. Uses a variety of line types and qualities for observational drawing. Uses converging lines in linear perspective to create the illusion of space. Uses a variety of line types and qualities to produce/develop a range of five values. Produces different line types and line qualities to create detail in an artwork. Selects, uses and produces a variety of line types and qualities to create texture in a two-dimensional or three-dimensional work of art.

Uses line for realistic and/or expressive purposes in a portrait or self-portrait composition. Uses line to create the illusion of form. Uses converging lines to create an exterior /interior scene in 1-point and/or 2-point perspective. Uses line to produce/create contour drawings from observation. Uses a variety of lines to create patterns, designs, shapes, textures and values in a “still-life” drawing or landscape. Uses lines to create patterns, designs, shapes and textures in two-dimensional and three-dimensional artworks. Uses line to create contour drawings from observation.



Ele

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Differentiates between two-dimensional shapes and three-dimensional forms in artworks using geometric and organic shapes and forms. Distinguishes between, selects and produces the illusion of three-dimensional form on a two-dimensional surface and actual three-dimensional form in a variety of artworks including various media, techniques and/or virtual space. Selects and produces positive and negative shapes in both two-dimensional and three-dimensional artworks. Selects and produces shapes and/or forms, realistically and expressively, in a variety of two-dimensional and three-dimensional artworks. Selects and produces shapes and forms in combination with other art elements in a variety of styles, art forms, media and subject matter. Determines that positive and negative shapes and forms share edges. Creates three-dimensional sculptures for a specific purpose using a variety of construction techniques.

Creates the illusion of three-dimensional form in a still life drawing of bones, shells, or flowers. Creates a Notan design using positive and negative shapes. Constructs a three-dimensional mask using the expressive qualities of form. Identifies and uses shapes and forms to create a motif in a tessellation or grid design. Produces a sculptural relief of an imaginary creature or a realistic animal using shape and form in combination with other art elements. Produces shape/form realistically in a self-portrait or landscape. Creates a bas relief (sculptural relief) from a variety of materials such as clay, cardboard, foam, wood, etc. Designs a building façade in three levels of relief such as the design on the front of the Parthenon. Designs a maquette (scale model) with a specific theme using cardboard.

• Glencoe Understanding Art, pg. 16, 17


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1.1.3 VALUE

Produces a range of five values and value gradations in an work of art. Produces a range of five values to create the illusion of forms in artworks. Produces a range of color values to create the illusion of forms in artworks. Uses value in combination with other art elements to create texture, space, emphasis, focal point, etc.

Creates a range of values in a pencil drawing. Uses a range of values combined with other elements in a landscape, portrait or still life drawing to create the illusion of form. Creates a range of values on objects to create the illusion of form, utilizing one light source in a drawing or painting. Uses value to create emphasis and/or focal point in a composition.



Ele

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1.1.4 TEXTURE

Differentiates between visual/implied and actual texture. Produces visual/implied textures in two-dimensional works of art, in a variety of media. Produces actual textures in three-dimensional works of art, in a variety of media.

Generates a variety of textures in a drawing. Produces a variety of textures in a painting. Uses a variety of traditional and or digital tools to create textures in work of arts. Produces a variety of actual surface textures in three-dimensional medium. Builds a container from “found objects” using textural materials such as twigs, sticks raffia, wire, and natural organic matter.



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1.1.5 SPACE

Examines and uses spatial devices and one-point linear perspective to create the illusion of depth. Distinguishes between one and two point perspective in a variety of artworks and photographs. Uses one and two-point linear perspective to create depth in an artwork. Examines, uses and constructs spatial devices to create the illusion of depth in a composition.

Draws a landscape or cityscape using one-point perspective. Draws a series of geometric forms in one and/or two-point perspective. Uses space to reflect a particular style of art or to break up the picture plane, such as Cubism, Surrealism, Expressionism, Realism, etc. Creates a drawing or painting utilizing a combination of spatial devices including foreground, middle ground and background, size, color, and value. Draws a landscape or cityscape using one-point perspective. Draws an aerial view (“bird’s eye view”) of a cityscape using foreshortening techniques to give the illusion of objects traveling through space. Draws a foreshortened object by placing it behind a glass picture frame/plane and tracing the image onto the clear glass or acrylic sheet.



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1.1.6 COLOR

Differentiates, uses, and produces warm and cool colors as advancing and receding in space. Determines, selects and produces primary, secondary, and tertiary/intermediate, complementary, analogous, and monochromatic color schemes. Uses the color wheel to examine and differentiate between color schemes such as primary, secondary, tertiary/intermediate, complementary, and/or analogous color schemes. Examines, uses, and produces tints and shades to show color value. Uses, and produces specific hues, values and intensities of colors for a specific purpose in a work of art. Selects, uses and produces a variety of color schemes to construct a work of art such as warm and cool, analogous, complementary, and monochromatic. Differentiates between related and contrasting color schemes such as analogous (related) versus complementary (contrasting). Mixes complementary colors to create neutral and semi-neutral colors, such as red and green to produce browns; purple and yellow to produce earth tones and grays, Differentiates between and uses hue, value, and intensity as attributes of color in works of arts and/or scales (dark to light, orange to red, low to high intensity, etc.) Uses color both realistically and expressively in a variety of two-dimensional and three-dimensional works of art.

Uses color attributes to create depth in a drawing or painting. Design a color wheel using repetition of a particular motif as the central design element. Creates a geometric design using a complementary or analogous color scheme. Produces a monochromatic landscape.


Grade 7-8 EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies, analyzes and creates repetition/pattern, contrast, variety, balance, movement/rhythm, proportion, emphasis/dominance, and harmony/unity in a work of art. GLE Evidence of Learning Examples Resources

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Examines how artists develop artistic compositions through the use of the principles of design. Selects, uses and produces artwork combining the principles of design.

Creates a portrait using contrast, proportion, repetition, and a variety of values and textures. Produces a close-up illustration of a natural object using emphasis/dominance and contrast to create a focal point. Produces a three-dimensional mask using balance, proportion, variety of textures and patterns/repetition to develop a unified design. Creates designs and illustrates a composition in one-point perspective emphasizing balance, proportion and variety. Assembles a free-standing abstract sculpture emphasiz-ing movement, balance, and repetition/pattern.



Skill

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1.2.1

Develops and implements arts skills, techniques and processes. Uses drawing, painting, and forming skills for specific purposes. Uses a variety of techniques to create textures, line qualities and values for expressive purposes. Uses perceptual skills to create imagery from observation and imagination. Uses a variety of art media and techniques in two and three dimensions for specific purposes. Applies color theory and techniques in a variety of mediums in art works. Uses technology to create two-dimensional art works.

Constructs a three-dimensional form using additive and/or subtractive techniques in a variety of media such as wood, found objects, wire, paper or clay-based materials. Produces a range of values and textures to create the illusion of form and space in a composition. Creates a realistic “self-portrait” with expressive qualities from observation. Produces the illusion of space using 1 or 2-point perspective. Creates a paper or fabric batik using analogous and/or complimentary colors.

• Example Project: o 3D Clay Project

• Glencoe Understanding Art, pg. 321: Making a Paper Sculpture

Grade 7-8 EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Applies, analyzes, and creates artworks using visual arts styles and genres from various artists, cultures, places and times. GLE Evidence of Learning Examples Resources

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1.3.1

Distinguishes between a variety of artworks based upon aesthetic, stylistic, thematic and/or technical content. Applies aesthetic theory to critique an artwork. Creates an artwork using influences from a particular artist, style, culture or time. Uses visual thinking skills to discuss a variety of artwork.

Compares and contrasts the artworks of three Pop artists using the images of Roy Lichtenstein, Andy Warhol, and Wayne Thiebaud based on style and/or theme. Uses Formalism to critique and compare Wassily Kandinsky’s Squares with Concentric Rings with Chuck Close’s Portrait of Emma. Determines how cultural differences influence the content/themes of American murals of the Works Progress Administration (WPA), Harlem Hospital, WPA murals and Diego Rivera’s work Detroit Industry, South and North Wall, 1932-33, of the 1930’s and ‘40’s. Creates a small group mural about a current world event in the style of Pablo Picasso’s Guernica *Uses Visual Thinking skills to describe and discuss paintings, such as Frida Kahlo’s The Two Freda’s, and Rene Magritte’s This Not a Pipe (Leci n’est Pas Une Pipe) and Marc Chagall’s La Mariee (wedding). *Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find”.


• Glencoe Understanding Art, pg. 56-58: Create a Cubism Painting


Grade 7-8 EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Applies and analyzes audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

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1.4.1

Demonstrates active listening and appropriate viewing skills in a visual arts setting. Demonstrates appropriate audience conventions depending upon the venue and cultural context. Describes and uses the relationship and interactive responsibilities of audience, artist, artwork, and community in a variety of visual art settings.

Demonstrates the differences in how one would interact with a museum docent, gallery attendant, curator, or visiting artist, etc. Demonstrates appropriate behavior in a variety of visual arts settings. Demonstrates appropriate interactions with public art, such as knowing that individuals in the community have a civic responsibility to protect, preserve, honor, and enjoy public art.

• Art Share Time


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2.1.1

Identifies the purpose for the creation of a visual arts composition. Explores and gathers information from diverse sources to create visual arts. Uses ideas, skills, foundations, and techniques to create visual arts through guided exploration and mentoring. Implements visual arts elements, principles, skills, foundations and techniques to create works of art. Reflects for the purposes of self-evaluation and improvement. Refines visual arts through feedback and self reflection. Presents work to others in the community and a variety of visual arts settings.

Reflects by journaling about creating visual arts, using visual arts vocabulary. Uses an appropriate rubric for self evaluation and reflection with the assistance of the teacher/student peers. Creates an acrylic or oil pastel landscape in the style of Impressionism (1872-early 1900s). Creates a free standing abstract paper sculpture. Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement.

• “Thinking Prompts” to go with Paintings and Sculpture

Grade 7-8 EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE - Applies, analyzes, and creates using a performance process through visual arts. GLE Evidence of Learning Examples Resources

Perf

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2.2.1

Identifies audience and purpose of the work and/or performance. Selects artistic resources and materials, to create, perform, and present. Analyzes the structure, context, and/or aesthetics of the work. Interprets meaning through personal under-standing of the work and/or performance. Practices, revises, adjusts, and refines through evaluation, reflection, and problem solving. Presents and produces work and/or performance for others. Reflects and self-evaluates work and/or performance to set goals.

Reflects by journaling about creating visual arts, using visual arts vocabulary. Presents work to others in a display, show, exhibit, gallery, portfolio review. Creates an appropriate rubric for self evaluation and reflection with the assistance of the teacher/student peers. Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement.

• Art Night Event

GLE – Applies, analyzes and creates using a responding process through visual arts. GLE Evidence of Learning Examples Resources

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2.3.1

Engages the senses actively and purpose-fully while experiencing visual arts. Describes what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Analyzes the use and organization of elements, principles and foundations. Determines meaning based on personal experiences, background knowledge and research. Examines using supportive evidence and aesthetic criteria.

Evaluates the use of set design, costumes, and visual arts to support the meaning of a live or recorded visual arts performance, such as opera, set design, period visual arts, multicultural and genres, etc. Provides feedback to peer artists. Views and critiques artworks of self, peer, or groups.

• Art Shares

Grade 7-8 EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Applies, analyzes and creates visual arts to express and present ideas and feelings. GLE Evidence of Learning Examples Resources

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3.1.1

Expresses, and presents original ideas and feelings using visual arts symbols in a variety of genres, styles and media, with teacher support and direction. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design. Examines and explains artistic/design choices in a variety of media and/or styles. Examines and describes the use and misuse of appropriating (plagiarism) copy written art works and designs to com-municate ideas and feelings.

Responds to historical, traditional, geographical, cultural and political information that surrounded the visual arts that are being studied.

• “Appropriation” Activity


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3.2.1

Uses media, materials and resources deliberately to communicate for a specific purpose with teacher support and direction. Examines how visual arts styles and genres can communicate for a specific purpose. Determines how an artistic work com-municates a specific purpose or idea. Plans and creates visual art works in a variety of media individually or in collaboration with others to communicate for a specific purpose with teacher support and direction.

Examines Guernica by Pablo Picasso and discusses their interpretation of the work. Creates a group mural, using Guernica as a model, to a parallel past or present world event .

• Emotional Sculpture

Grade 7-8 EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Analyzes how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

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3.3.1

Determines how personal aesthetic choices in visual arts are influenced by geography, culture and history with teacher direction and support. Examines and discusses how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria

Selects examples of how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria. Compares and contrasts how personal aesthetic choices in visual arts influence personal choices.

• Artist Spotlight Videos & Discussions • CD Rom

o Activity 4 o Activity 8

EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes and applies understanding of how attributes in artworks and/or performances are common among arts disciplines. GLE Evidence of Learning Examples Resources

Con

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4.1.1

Reflects upon arts processes of one arts discipline to those of another. Distinguishes arts processes that are unique to each arts discipline.

Explores multicultural costumes for a musical and/or dance performance.

• Art Shares • Art/Math Connections

Grade 7-8 EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes and evaluates relationships between the arts and other content areas. GLE Evidence of Learning Examples Resources

Con

nect

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4.2.1

Examines the relationship between the arts and other content areas. Determines how arts concepts occur in other content areas.

Explores patterns in science and math, such as fractals, floral patterns, crystals, tessellations, etc. Examines how rods and cones interpret image. Examines the property of light and how it affects color. Examines the scientific principles involved in optical illusion/stimulation (such as op art, pop art, kinesthetic art, animation, M.C. Escher’s tessellations, etc. Compares how artists such as Andy Warhol and Chuck Close create artworks using an underlying grid. Examines how visual arts concepts and skills connect to, integrate with, and can be incorporated into all core academic subjects, electives, career and technical education, occupational education, and the education of life and living.


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4.3.1

Examines how the arts impact choices in society. Reflects about how the arts impact personal and group choices.

Discusses the DuPont Glass Observation Platform above the Grand Canyon.

• “Appropriation” Project

Grade 7-8 EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes and applies understandings of how specific attributes of artworks reflect and influence culture and history. GLE Evidence of Learning Examples Resources

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4.4.1

Examines specific attributes of artworks that reflect culture and history. Compares specific attributes of artworks from different time periods. Compares specific attributes of artworks from different cultures during the same time periods.

Examines how the architecture of ancient Rome such as the Pantheon and the Coliseum reflect the political and social nature of that time period. Compares the architecture of Ancient Greece with the architecture of government building in the United States of America. Examines the work of Andy Warhol and creates a painting of a contemporary icon in his style.

• CD Rom Gallery Photos • Class Discussion


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4.5.1

Examines and describes how arts knowledge, skills, and work habits are needed and used in the world of work Describes work habits and skills needed for careers in the visual arts. Identifies jobs and specific skills for arts careers. Defines goals and practices meeting deadlines to complete work.

Examines careers in the arts and how study in the arts can enhance any occupation. Creates a grid of occupations in the arts and reports on a possible career choice of interest. Compares and contrasts the differences and similarities of visual arts teachers, professional artists, teaching artists, and arts enthusiasts.

• Chihuly Free Standing Sculpture • CD Rom Gallery Photos • Class Discussion

High School EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE - Creates, analyzes and evaluates the visual arts elements of line, shape, form, color, value, texture, and space in the production of a work of art. GLE Evidence of Learning Examples Resources

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1.1.1 LINE

Develops both realistic and expressive line qualities for a variety of purposes in artworks. Selects and produces line qualities for a variety of purposes. Uses a variety of line types and qualities for observational drawing. Examines and critiques how line impacts the expressive qualities of an artwork. Develops implied line for specific purposes. Develops lines in combination with other visual arts elements in a variety of styles in art forms/media and subject matter. Creates 1-point and 2-point perspective using converging lines. Critiques the use of line in a variety of artworks.

Critiques how the use of line impacts the expressive qualities in a variety of specific artworks. Creates line for realistic and expressive purposes in combination with other visual arts elements in a portrait or self-portrait composition. Develops implied line in a drawing, graphic design or photograph. Uses line in combination with other visual arts elements in a “still-life” drawing from observation. Creates 1-point and 2-point perspective using converging lines in a drawing of a room interior or building exterior. Uses line to create gesture drawings from observation.

• Glencoe Art in Focus, pg. 31-34 • McGraw-Hill Art Fundamentals:

Theory & Practice, pg. 97-120 • Glencoe Creating and Understanding

Drawings, pg. 5 • McGraw-Hill Art Fundamentals:

Theory & Practice, pg. 8; 1.7 • McGraw-Hill Art Fundamentals:

Theory & Practice, pg. 115; figure 3.23 by Honor ̴ẽ Daunier “Street Show”


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Differentiates between two-dimensional shapes and three-dimensional forms in artworks using geometric and organic shapes and forms. Distinguishes between, selects and produces the illusion of three-dimensional form on a two-dimensional surface and actual three-dimensional form in a variety of artworks including various media, techniques and/or virtual space. Selects and produces positive and negative shapes in both two-dimensional and three-dimensional artworks. Selects and produces shapes and/or forms, realistically and expressively, in a variety of two-dimensional and three-dimensional artworks. Selects and produces shapes and forms in combination with other art elements in a variety of styles, art forms, media and subject matter. Critiques and justifies the use of shapes and/or forms in a variety of artworks. Determines that positive and negative shapes and forms share edges.

Creates the illusion of three-dimensional form in a still life drawing. Creates a design using positive and negative shapes. Create a Cubist style portrait using shape and form in combination with other art elements. Produces a sculpture of an imaginary creature using shape and form in combination with other art elements. Produces a three-dimensional work of art using positive and negative shapes. Produces shapes and forms both realistically and expressively in a two-dimensional or three-dimensional composition. Produces shapes and forms in portraits, landscapes and/or still life. Produces shapes and forms in combination with other elements in a variety of artworks. Creates a series of artworks using shapes and forms designed around a student selected theme for a portfolio and senior project. Justifies the use of shapes and/or forms in a variety of artworks through written reflection or oral presentation/ critique.

• Glencoe Art in Focus, pg. 36 • McGraw-Hill Art Fundamentals:

Theory & Practice, pg. 121-148 • Glencoe Art in Focus, pg. 80;

studio lesson • Glencoe Art in Focus, pg. 143;

studio lesson


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1.1.3 VALUE

Produces a range of value and value gradations in a work of art. Creates a variety of values to produce a mood, an idea or a concept. Selects and produces a range of color values to create the illusion of form. Produces value in combination with other art elements in a variety of style, art forms, media and subject matter Creates and justifies the use of value in a variety of artworks

Uses value gradations to create the illusion of form in a two-dimensional artwork. Uses a range of values combined with other elements to convey emphasis or express an idea. Selects and produces value to record an object’s local (realistic) color Uses value, as reflected in a specific style of art such as cubism. Justifies the use of value in a variety of artworks through written reflection or oral presentation/critique


Theory & Practice, pg. 149-165 • Delmer Cengage Learning Drawing

Inspiration, pg. 142-159


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1.1.4 TEXTURE

Examines and produces a variety of visual/implied textures in two- dimensional work of art, in a variety of media. Selects and produces actual textures in three-dimensional works of art, in a variety of media. Develops texture realistically, expressively and or abstractly in works of art in a variety of media. Justifies the use of texture in a variety of artworks.

Creates a drawing from direct observation, rendering textures realistically. Generates a variety of textures in drawings. Creates a variety of textures in a painting. Produces a variety of actual surface textures in three-dimensional medium

• Davis Studio Experience Clay, pg. 25; figure 2.5

• Glencoe Art in Focus, pg. 34-36


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1.1.5 SPACE

Examines and uses value and color to create atmospheric perspective to create the illusion of depth. Distinguishes between one and two point perspective in a variety of artworks, including photographs. Uses one and two-point linear perspective to create depth in a variety of artwork. Examines, uses and constructs spatial devices to create the illusion of depth in a variety of compositions. Develops space realistically, expressively and or abstractly in works of art in a variety of media. Justifies the use of spatial devices to create depth in a variety of artworks. Selects “sighting techniques” to measure angles of objects in relation to vertical and horizontal lines. Selects “sighting techniques” to measure height and width and compares relative sizes for an observational drawing. .

Creates a still life drawing using a variety of spatial devices, including linear perspective. Produces a landscape or cityscape using one-point perspective to create deep space. Creates a series of geometric forms in one and two point perspective. Creates space in an artwork to reflect a particular style of art or to break up the picture plane. Creates a drawing or painting utilizing foreground, middle ground and background, and including atmospheric perspective. Draws a landscape or cityscape using one-point perspective. Draws an aerial view (“bird’s eye view”) of a cityscape using foreshortening techniques to give the illusion of objects traveling through space. Draws a foreshortened object by placing it behind a glass picture frame/plane and tracing the image onto the clear glass or acrylic sheet.

• McGraw-Hill Art Fundamentals: Theory & Practice, pg. 223-257

• Glencoe Art in Focus, pg. 376; Sistine Chapel

• Glencoe Art in Focus, pg. 377; Standardized Test Practice

• Delmer Cengage Learning Drawing Inspiration, pg. 32; activity #15 perspective

• Glencoe Creating and Understanding Drawings, pg. 8; space


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1.1.6 COLOR

Differentiates, uses, and produces warm and cool colors as advancing and receding in space. Differentiates, uses, and produces primary, secondary, and tertiary /intermediate, complementary, analogous, and monochromatic color schemes. Examines the color wheel to differentiate between color schemes such as primary, secondary, tertiary/ intermediate, complementary, and/or analogous color schemes. Uses, and produces tints and shades to show color value. Selects, uses and produces a variety of color schemes to construct a work of art such as warm and cool, analogous, complementary, and monochromatic. Mixes complementary colors to create neutral and semi-neutral colors, such as red and green to produce brown; purple and yellow to produce earth tones and grays. Critiques and justifies the use of color in a variety of works of art.

Combines color for realistic and expressive purposes with other art elements in a still life painting. Creates a self portrait using color for expressive purposes. Selects and produces color schemes in combination with other art elements in a variety of styles, art forms, media and subject matter.


Theory & Practice, pg. 182-222 • Delmer Cengage Learning Drawing

Inspiration, pg. 124-141

High School EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Creates, analyzes, and evaluates repetition/pattern, contrast, variety balance, movement/rhythm, proportion, emphasis/dominance, and harmony/unity in a work of art. GLE Evidence of Learning Examples Resources

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Examines how artists develop artistic compositions through the use of the principles of design. Selects, evaluates, and produces a body of artworks combining the principles of design for a specific purpose in a variety of media.

Assembles a free-standing abstract sculpture emphasizing movement, balance, and repetition/ pattern. Creates graphic and photographic compositions using the principles of design. Creates a clay mug by intentionally using the principles of design.

• Glencoe Art in Focus, pg. 40-47; Studio Lesson

• Glencoe Art in Focus, pg. 47; “Design Chart”

• Davis Studio Experience Clay, pg. 12, 29, 74, 94, 134, 165

• Glencoe Creating and Understanding Drawings, pg. 24-25; Analysis


Skill

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1.2.1

Examines, uses, and refines arts skills, techniques and processes. Uses perceptual skills to create imagery from observation, imagination and forming skills for specific purposes in drawing and painting. Selects and uses a variety of art media and techniques in two and three dimensions for specific purposes. Uses a variety of photographic and digital media techniques in developing compositions for expressive purposes.

Constructs a three-dimensional form using additive and subtractive techniques based on the realistic human figure/form. Produces a range of color values and gradations to create the illusion of form in a realistic “still life” or portrait. Uses color layering and blending techniques intentionally and purposefully within a composition to create depth, contrast and/or or emphasis. Plans composition and uses “rule of thirds” in “image capture” with a camera. Uses a variety of techniques to create textures, line qualities and values for expressive purposes. Uses technology to create two-dimensional art works.

• Glencoe Art in Focus, pg. 80; Relief Sculpture

• Glencoe Art in Focus, pg. 541; Cubist

High School EALR 1 - The student understands and applies arts knowledge and skills in dance, music, theatre and visual arts. GLE – Analyzes, creates and evaluates an artistic composition using visual art styles and genres from various artists, cultures, places and times. GLE Evidence of Learning Examples Resources

Gen

res,

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1.3.1

Distinguishes the artwork of a variety of artists, cultures and/or times. Applies visual thinking strategies and aesthetic criteria to discuss a variety of artworks. Creates and interprets an artwork using influences from a particular artist, style, culture or time. Uses visual thinking strategies to discuss and critique a variety of artwork

Researches Jackson Pollock’s work to create an homage incorporating characteristics of the style called Abstract Expressionism. Examines similarities between the sculptural work of Debra Butterfield and Louise Nevelson and other work from that style or period. Creates and presents a digital museum with at least six artworks that are exemplary based upon three aesthetic criteria/theory such as Formalism, Emotionalism, and Imitationalism. *Uses Visual Thinking strategies to describe and discuss contemporary artworks, such as Kiki Smith’s sculptures and Kara Walker’s silhouette installations and Josephine Baker’s The Dinner Party Quilt. *Visual Thinking Strategies questions are: “Take a minute to look at this piece.” “What’s going on in this picture?” “What do you see that makes you say that?” “What more can we find?”

• McGraw-Hill Art Across Time, pg. 896; Action Plan, Jackson Pollack

• Glencoe Art in Focus, pg. 91 • Glencoe Art in Focus, pg. 262;

Native Art Mask • Glencoe Art in Focus, pg. 84-104

GLE - Applies and analyzes audience conventions and responsibilities according to setting and culture. GLE Evidence of Learning Examples Resources

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1.4.1 Demonstrates active listening and appropriate viewing skills in a variety of visual arts setting. Demonstrates appropriate audience conventions depending upon the venue and cultural context. Determines the relationship and interactive responsibilities of audience, artist, artwork, and community in a variety of visual art settings.

Demonstrates the differences in how one would interact with public sculptures such as Waiting for the L and climbing on the troll in Freemont, touching Maya Lin’s Vietnam Memorial, Washington, D.C., and viewing sculptures in a sculpture park. Demonstrates appropriate behavior in a variety of visual arts settings. Demonstrates appropriate interactions with public art, such as knowing that individuals in the community have a civic responsibility to protect, preserve, honor, and enjoy public art.

• ESD101 Art Show • Delmer Cengage Learning

Drawing Inspiration; Chapter 5, pg. 76-89

• Glencoe Art in Focus, pg. 561

High School EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE – Applies, analyzes, evaluates, and creates visual arts using the creative process with teacher as mentor, moving toward independence. GLE Evidence of Learning Examples Resources

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2.1.1

Identifies audience and purpose for the creation of works of art. Explores, gathers, and interprets information from diverse sources to create works of art. Uses ideas, skills, foundations, and techniques with teacher guidance and mentoring to create works of art. Implements choices of visual arts elements, principles, skills, foundations, techniques and personal experience to create works of art. Reflects for the purposes of self-evaluation and artistic improvement. Refines works of art through feedback and self reflection. Presents work to others in the community and a variety of visual arts settings.

Reflects by journaling about creating visual arts, using visual arts vocabulary. Presents work to others in a display, show, exhibit, gallery, portfolio review, conference presentation, project or production. Implements an appropriate rubric for self evaluation and reflection with the assistance of the teacher/student peers. Gathers a variety of found materials to create an original work of art around a theme, such as Debbie Butterfield’s horse sculptures. Creates a black and white photographic composition with a range of values in the style of Andre Kertész and the Still Life with Mirror, Pens and Key, 1927 or Bowls and Apples, Twin Lakes, 1916 by Paul Strand. Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement.

• Glencoe Creating and Understanding Drawings, pg. 21-30

• Glencoe Art in Focus, pg. 71; F.3.32 Marisol “The General”

• Glencoe Art in Focus, pg. 546

High School EALR 2 - The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in dance, music, theatre and visual arts. GLE - Applies, analyzes, evaluates, and creates using a performance process through visual arts. GLE Evidence of Learning Examples Resources

Perf

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2.2.1

Identifies audience and purpose of the work and/or performance. Selects artistic resources and materials, to create, perform, and present. Analyzes the structure, context, and/or aesthetics of the work. Interprets meaning through personal understanding of the work and/or performance. Practices, revises, adjusts, and refines through evaluation, reflection, and problem solving. Presents and produces work and/or performance for others. Reflects and self-evaluates work and/or performance to set goals.

Reflects by journaling about creating visual arts, using visual arts vocabulary. Presents work to others in a display, show, exhibit, gallery, portfolio review, senior project or production. Creates an appropriate rubric for self evaluation and reflection with the assistance of the teacher/student peers. Creates a body or a series of original art works that represent a self selected theme with variations. Creates a body of design work for community based clients. Engages in group critiques about personal work and the work of others for personal reflection and on-going improvement. Recognizes the need for intentional practice to acquire technical and perceptual skill and technique.

• Davis Studio Experience Clay, pg. T15; #5 Content Standard – Reflecting upon and assessing the characteristics and merits of their work

• Delmer Cengage Learning Drawing Inspiration, pg. 267-269; Kevin Mack


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2.3.1

Engages the senses actively and purpose-fully while experiencing visual arts. Discusses what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard). Analyzes the use and organization of elements, principles and foundations. Interprets meaning based on personal experiences, background knowledge and research. Evaluates and justifies using supportive evidence and aesthetic criteria.

Evaluates the use of set design, costumes, and visual arts to support the meaning of a live or recorded visual arts performance, such as opera, visual arts theatre, period visual arts, multicultural and genres, etc. Views and critiques artworks of self, peer, or groups.

• Glencoe Art in Focus, pg. 88; Design Chart

• Davis Studio Experience Clay, pg. 35; Steps in Aesthetic Scanning

High School EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Applies, analyzes, evaluates and creates visual arts to express and present ideas and feelings. GLE Evidence of Learning Examples Resources

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ents

Idea

s and

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3.1.1

Expresses, synthesizes and presents original ideas and feelings using visual arts symbols in a variety of genres, styles and media, with teacher guidance and mentoring. Expresses and/or represents what is perceived and experienced through the senses (seen, felt, smelled, tasted and/or heard) in works of art/design. Articulates and justifies artistic/design choices in a variety of media and/or styles. Discusses and/or describes representations of original ideas and feelings through the arts in a variety of styles. Describes the use and misuse of appropriating (plagiarism) of art works and designs that are copy written to communicate ideas and feelings.

Incorporates and compares various expressive elements in developing an interpretation for a visual arts composition by comparing and contrasting. Responds to historical, traditional, geographical, cultural and political context of visual artworks that are being studied.

• Glencoe Art in Focus, pg. 92; “Emotionalism”

GLE – Applies, analyzes, evaluates and creates visual artworks that communicate for a specific purpose. GLE Evidence of Learning Examples Resources

Com

mun

icat

ing

thro

ugh

Vis

ual

Art

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3.2.1

Uses media, materials and resources deliberately to communicate for a specific purpose with teacher guidance and mentoring. Evaluates and explains how the deliberate use of visual arts elements communicates for a specific purpose with teacher guidance and mentoring. Determines how an artistic work communicates a specific purpose or idea. Examines how visual arts styles and genres can communicate for a specific purpose with teacher guidance and mentoring. Plans and creates visual art works in a variety of media individually or in collaboration with others to communicate for a specific purpose with teacher guidance and mentoring.

Compares Guernica to another artwork of similar subject matter. Creates a photograph or drawing for the school newspaper using rule of thirds for the location of a focal point and shallow depth of field. Creates a work of art expressing a personal view on a social or cultural issue such as homelessness and pollution.

• Glencoe Art in Focus, pg. 525; Figure 23.16 “Guernica”

• Glencoe Creating and Understanding Drawings, pg. 56; Figure 3.25 “Nude”

High School EALR 3 - The student communicates through the arts (dance, music, theatre and visual arts). GLE – Analyzes and evaluates, how personal aesthetic choices are influenced by and reflected in visual artworks. GLE Evidence of Learning Examples Resources

Dev

elop

s Aes

thet

ic C

rite

ria

3.3.1 Examines and justifies how personal aesthetic choices in visual arts are influenced by geography, culture and history with teacher direction and support. Examines and discusses how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria.

Selects examples of how geographical, cultural and historical perspectives in visual artworks influence personal aesthetic criteria. Differentiates and distinguishes how personal aesthetic choices in visual arts influence personal choices

• Glencoe Creating and Understanding Drawings, pg. 226; “The Cartoon as a Verbal Idea”

EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes, evaluates, and applies understanding of how attributes in artworks and/or performances are common among arts disciplines. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.1.1

Analyzes an arts presentation that integrates two or more arts disciplines. Creates an arts presentation integrating two or more arts disciplines.

Produces artwork with a specific theme for use as a backdrop for a student photo shoot. Creates a set design layout to be constructed for a school play. Creates costumes, masks, accessories needed for a school performance. Creates a program/poster cover design for a school event/production, etc.

• McGraw Hill Art Across Time; #7: pg. 789-790; Figure 23.2 “Moulin Rouge”

High School EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes, evaluates, and applies understanding of how arts attributes are used in other content areas. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.2.1

Analyzes an arts presentation that uses arts and other content areas. Produces an arts presentation integrating other content areas with teacher assistance/guidance.

Analyzes how the impact of the American Revolution is reflected in art works during that same period. Uses watercolor techniques to create scientific illustrations, such as botanical, zoological or ecological. Illustrates a piece of narrative writing, such as using symbolic icons. Differentiates styles, techniques, and materials used in American art. Examines how visual arts concepts and skills connect to, integrate with, and can be incorporated into all core academic subjects, electives, career and technical education, occupational education, and the education of life and living.

• Glencoe Art in Focus, pg. 584-598; “Career in Art Handbook”


Con

nect

ions

4.3.1

Determines how the visual arts impact environmental choices in a community and/or society.

Determines how a specific public artwork was selected in their community and analyzes its impact on the environment Analyzes how the choice of clothing an individual wears reflects the popular culture of the time as well as social and environmental influences

• Glencoe Art in Focus, pg. 566; “Environmental Art”

• McGraw Hill Art Across Time; #7: pg. 955-961; “Environmental Art”

High School EALR 4 - The student makes connections within and across the arts (dance, music, theatre and visual arts) to other disciplines, life, cultures and work. GLE – Analyzes and evaluates how the arts shape/influence and reflect culture, place and history. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.4.1

Determines and interprets specific attributes of artwork that shape culture and/or history. Selects and compares specific works of art that have shaped cultures or history. Compares specific attributes of artworks from different time periods

Determines specific attributes of African masks that influenced the work of the Cubist painter, Pablo Picasso. Compares the use of Surrealist techniques, such as juxtaposition, transformation, and levitation, in artworks by René Magritte, Giorgio de Chirico and other Surrealist artists. Creates an artwork utilizing Surrealist techniques.

• Glencoe Art in Focus, pg. 146-163; “The Art of Ancient Egypt”

GLE – Analyzes and evaluates how arts knowledge, skills, and work habits are vital and transferable to the world of work. GLE Evidence of Learning Examples Resources

Con

nect

ions

4.5.1

Examines and compares visual arts careers. Determines how visual arts skills and knowledge are used in the world of work. Defines goals and practices meeting deadlines to complete work. Plans and implements deadlines to complete work . Demonstrates safety habits, skills, standards, and expectations needed to be successful in the workplace.

Creates and presents a career plan for integration of arts courses needed for a career in the arts. Examines careers in the arts and how study in the arts can enhance any occupation. Creates a grid of occupations in the arts and reports on a possible career choice of interest. Compares and contrasts the differences and similarities of visual arts teachers, professional artists, teaching artists, and arts enthusiasts.

• Glencoe Art in Focus, pg. 585-598; “Careers in Art Handbook”

1.1.1 elements of visual arts line...kindergarten . ealr 1 - the student understands and applies...

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