| Arts Education (2006) |
| Grade(s): 5 |
| Visual Arts |
| All Resources: |
9 |
| Learning Assets: |
0 |
| Lesson Plans: |
6 |
| Podcasts: |
2 |
| Web Resources: |
1 |
|
1.) Utilize the elements of art and principles of design and the structures and functions of art to communicate personal ideas.
Example: creating a painting, drawing, or sculpture in reaction to world events, drug awareness, or medical issues
• Creating works of art utilizing a variety of traditional found and recyclable objects
Example: using Samuel "Sambo" Mockbee's architectural structures as motivation to produce recycled structures
• Producing one-point perspective drawings
Example: drawing cubes using a vanishing point
|
| Arts Education (2006) |
| Grade(s): 5 |
| Visual Arts |
| All Resources: |
7 |
| Learning Assets: |
0 |
| Lesson Plans: |
7 |
| Podcasts: |
0 |
| Web Resources: |
0 |
|
2.) Apply variety and unity in the production of two- and three-dimensional works of art.
Example: using Joan Miró's Horse Carnival of Harlequins to create a circus, carnival, zoo painting, or diorama
• Producing moving and stationary sculptures
Examples: mobiles, totem poles, origami paper sculptures, clay coil or slab-built pottery
|
| Arts Education (2006) |
| Grade(s): 5 |
| Visual Arts |
| All Resources: |
2 |
| Learning Assets: |
0 |
| Lesson Plans: |
0 |
| Podcasts: |
2 |
| Web Resources: |
0 |
|
3.) Explain the elements of art and principles of design, including variety and unity in a work of art.
Examples:
- variety--shapes and lines in Joan Miró's Composition,
- unity--black lines in Henri Matisse's Purple Robe and Anemones
• Applying appropriate vocabulary in discussing a work of art
|
| Arts Education (2006) |
| Grade(s): 5 |
| Visual Arts |
| All Resources: |
9 |
| Learning Assets: |
0 |
| Lesson Plans: |
8 |
| Podcasts: |
1 |
| Web Resources: |
0 |
|
4.) Critique personal works of art orally or in writing according to specified criteria, including elements of art, principals of design, technical skill, and creativity.
• Organizing the progression of artwork in a personal portfolio
|
| Arts Education (2006) |
| Grade(s): 5 |
| Visual Arts |
| All Resources: |
1 |
| Learning Assets: |
0 |
| Lesson Plans: |
1 |
| Podcasts: |
0 |
| Web Resources: |
0 |
|
5.) Identify societal values, beliefs, and everyday experiences expressed through works of art.
Examples: satire expressed in editorial cartoons, societal values expressed by the digital animation industry
|
| Arts Education (2006) |
| Grade(s): 5 |
| Visual Arts |
| All Resources: |
8 |
| Learning Assets: |
0 |
| Lesson Plans: |
7 |
| Podcasts: |
1 |
| Web Resources: |
0 |
|
6.) Describe works of art according to the style of various cultures, times, and places.
Examples:
- cultures--artistic styles of Native American cultures of the Southwestern and Pacific Northwestern United States,
- times--Asher B. Durand's early nineteenth-century painting Kindred Spirits,
- places--gargoyles and sculptures known as grotesques from European countries
• Describing ways in which the subject matter of other disciplines is interrelated with the visual arts
Examples:
- mathematics--Mavrits Cornelis (M. C.) Esher and tesselations;
- language arts--Patricia Pollaco and book illustrations;
- social studies--Matthew Brady and Civil War photography;
- science--transformation of shapes to forms, circles to spheres, squares to cubes, and triangles to pyramids
|
| Arts Education (2006) |
| Grade(s): 5 |
| Visual Arts |
| All Resources: |
5 |
| Learning Assets: |
0 |
| Lesson Plans: |
4 |
| Podcasts: |
1 |
| Web Resources: |
0 |
|
7.) Associate a particular artistic style with an individual artist.
Examples: Claude Monet with Impressionism, Claes Oldenberg with pop art, Alfred Leslie with photorealism
• Using traditional and digital media to arrange works of art according to culture, theme, and historical period
Example: arranging works of art within a specific art movement or on a timeline
|
