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Curriculum
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Download the Art Curriculum in Word 95 format or pdf format or view the curriculum below:

Goal 25 [AR-SENS]
Understand the sensory elements, organizational principle, and ideas expressed in and among the arts.

Outcome #1
Describe, analyze, and evaluate the sensory elements and organizational principals of works of art.

Grade Four Grade Five Grade Six
Identify the following in visual art: 
 
  • Texture
  • Depth
  • Pattern
  • Line
  • Geometric shapes
  • Positive space
  • Negative space
  • Symmetry
  • Primary and secondary colors
AR-SENS-99-01-401 
Describe the following in visual art: 
 
  • Texture
  • Background
  • Middleground
  • Foreground
  • Atmospheric Perspective
  • Pattern
  • Symmetry
  • Balance
  • Contrast
  • 2-D shapes
  • 3-D shapes
AR-SENS-99-01-501 
Analyze the use of the following in visual art: 
 
  • Unity
  • Verticals
  • Horizontals
  • Diagonals
  • 1-point perspective
  • Value
  • Gradations
  • Proportion
  • "Parts-to-the-whole" concept
AR-SENS-99-01-601 

 

Goal 25 [AR-SENS]
Understand the sensory elements, organizationa; principals, and ideas expressed in and among the arts.

Outcome #2
Define, analyze, and evaluate how sensory elements and organizational principles are used to express ideas in the arts

Grade Four Grade Five Grade Six
Identify and describe the element that illustrates the "artist's" hand is visual art. 
AR-SENS-99-02-401 

Describe elements and principles that artists use to support a theme or subject in visual art. 
AR-SENS-99-02-402 
Identify and describe the element that illustrates the"artist's" hand in visual art. 
AR-SENS-99-02-501 

Analyze elements and principles that the artist utilizes to support a theme or subject in visual art. 
AR-SENS-99-02-502 
Identify and describe the element that illustrates the "artist's" hand in visual art. 
AR-SENS-99-02-601 

Analyze elements and principles that the artist utilizes to support a theme or subject in visual art. 
AR-SENS-99-02-602 

 

Goal 25 [AR-SENS]
Understand the sensory elements, organizational principals, and ideas expressed in and among the arts.

Outcome #3
Compare and contrast similarities, differences, and connections of sensory elements, organizational principles, and ideas expressed.

Grade Four Grade Five Grade Six
Recognize kinetic movement. 
Recognize implied movement. 
Identify the unique quality of sensory elements as applied across the arts' disciplines and forms. 
 Compare and contrast an artist's interpretation or approach to a subject or theme or narration in music, drama, music, or visual art.  Describe how art forms can be combined to create multimedia performancs. 

 

Goal 26 [AR-PROD]
Through creating and performing, understand how works of arts are produced.

Outcome #1
Demonstrate an understanding of how tools and processes are used in the arts.

Grade Four Grade Five Grade Six
Be able to match the following media to the tools needed to produce visual art: 
  • Print - press 
  • Paper-making pulp - mold and deckle 
  • Paint - brush 
  • Drawing - pastels 
  • Drawing - pencils 
  • Sculpture - paper mache 
  • Scratch art - scratch tools 
  • Clay ceramics - kiln 
  • Weaving - yarn 
 		 Match the following processes to the tools required to produce visual art: 
  • Carving - engraving tools 
  • Painting - brush 
  • Drawing - pen and ink 
  • Printing - stamps 
  • Casting - molds 
  • Graphics - computer 
  • Ceramics - kiln 
  • Sculpture - molding tools 
 		 Match the following processes to the tools required to produce visual art: 
  • 3-D assemblage - bonding tools 
  • Painting - sponges 
  • Printing - plates 
  • Measuring- division instruments 
  • Drawing - T-square, triangles 
  • Foil embossing - metal tooling 
  • Ceramics - kiln 
  • Graphics - computer
 

 

Goal 26 [AR-PROD]
Through creating and performing, understand how works of arts are produced.

Outcome #2
Apply skills and knowledge necessary to create and perform in the arts.

Grade Four Grade Five Grade Six
Be able to present clear and focused ideas in two- and three- dimensional forms (decorative and narrative art).  Produce works of art that demonstrate an understanding of theme (abstraction, surrealism, decoration, narration). Produce works of art that demonstrate an understanding of them (social commentary, expressionism, customs, etc.). 

 

Goal 27 [AR-ROLE]
Understand the role of arts in the civilizations past and present.

Outcome #1
Analyze how the arts function in history, society, and everyday life.

Grade Four Grade Five Grade Six
Recognize the following themes or subjects in the visual arts: 
  • Portraiture 
  • Still-life 
  • Landscape 
  • Masks 
  • Fantasy 
  • Decoration 
 		 Describe the following themes in terms of similar ideas in more than one of the arts: 
  • Architecture - math, science, visual art 
  • Still-life - drama, music, visual art 
  • Mask, costume - drama, dance, visual art, music 
  • Celebrations - music, drama, dance, visual art 
  • Commercial design - math, science, visual art 
 		 Describe and analyze the role of art in career roles in society: 
  • Designers 
  • Architects 
  • Engineers 
  • Illustrators 

Explain how the arts have historically functioned in society to preserve traditions and customs.

 


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