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ART CURRICULUM

 

 

Goals of the Epping Art Program

 The visual arts are extremely rich. They range from drawing, painting, sculpture, and design, to architecture, technology, and folk arts. They involve a wide variety of tools, techniques and process.

As students move from Kindergarten through their high school career, students develop skills of observation, and they learn to examine the objects and events of their lives.  At the same time, they grow in their ability to describe interpret, evaluate, and respond to work in the visual arts. Thought their examination of their own work and that of other people, time, and places, students learn to unravel the essence of artwork and to appraise its purpose and value. Through these efforts, students begin to understand the meaning and impact of the visual world in which they live.

 

 Goal 1: Students will have experienced a wide variety of materials, techniques and processes.

Goal 2: Students will understand and apply the elements of art and principles of design.

Goal 3: Students will select and use subject matter, symbols, and ideas to communicate meaning.

Goal 4: Students will identify and demonstrate how specific works of art belong to particular cultures, times, places and New Hampshire.

Goal 5: Students will reflect upon their own and others' artwork.

Goal 6: Students will make connections between visual arts, other discipline and daily life.

Goal 7: Students will investigate art career opportunities through their exploration visual arts.

  

 Think like an Artist!

 

An Artist looks at things more closely than most people.

An Artist finds beauty in everyday things and situations.

An Artist makes connections between different things and ideas.

An Artist takes risks and tries new things.

An Artist concentrates their effort and attention for long periods of time.

An Artist arranges things in new and interesting ways.

An Artist uses old ideas to create new ideas and ways of seeing things.

 An Artist goes beyond ordinary ways of thinking and doing things.

  

Sequence of Art Instruction.pdf

 

Proficiency Statements

Kindergarten

I can explore and experiment with a variety of art material

I can identify and name materials used in visual art

 I can identify colors.      

 I can identify shapes.

 I can cut with scissors.

Grade One

I can identify primary colors and secondary colors.

 I can identify warm and cool color families.

I can us explore a range of subject matters to create original works of art.

I can identify colors, texture, shapes and lines.

I can create a pattern.

I can talk about my artwork.

Grade Two

I can talk about my artwork and appreciate the artwork of others.

I can use multi-media to produce a work of art.

 I can recognize symmetry in works of art.

I can demonstrate an increasing skill in the use of art tools and materials.

 I can identify specific artists and their artwork.

I can know the difference between realism and abstract art.

Grade Three

 I can connect various art forms and artistic style to their cultural traditions.

I can identify and compare similar themes, subject matters and images in artwork.

 I can identify the elements of art.

 I can demonstrate an increasing skill in the use of art tools and materials.

I can apply problem-solving skills to solve artistic problems.

I can discover that art is an expression of life experiences and knowledge.

I can critique my own artwork and that of others by visual, oral and written assessment.

Grade Four

 I can identify elements and principles of art.

I can compare and contrast art forms from different cultures and my own culture.

 I can demonstrate an increasing skill in the use of art tools and materials.

 I can identify artists by their work.

I can use mix media to create a work of art.

I can identify and use principles of art.

I can create a drawing using value.

Grade Five

I can discuss my artwork in the terms of line, shape and color, textures and composition.

 I can initiate and use strategies to problem solve visual problems in a work of art.

I can identify artist by their artwork.

 I can draw basic shapes and basic forms accurately.

 I can identify and use art tools and materials and processes to achieve specific purpose in my artwork.

 I can draw from life.

I can relate art concepts to disciplines outside the arts.

I can apply and combine visual art, research , and technology skills to communicate ideas. 

 I can know the difference between realism and abstract art.

6^th Grade

I can understand how ideas are expressed through art.

I can respond to creativity in others

I can express my ideas with art.

I can recognize different art forms.

 I can compare artwork.

I can recognize the Elements of Art.

I can use different materials in my projects.

I can be safe when using materials.

I can name some careers that use art.

7^th Grade

I can understand how ideas are expressed through art.

I can respond to creativity in others.

 I can express my ideas with art.

I can recognize different art forms.

I can compare artwork.

I can name the Elements of Art and how to use them.

I can select appropriate materials for projects.

I can be safe when using materials and tools.

 I can take care of tools and art supplies.

I can identify careers/jobs related to art.

8^th Grade

I can understand how ideas are expressed through art.

I can respond to creativity in others.

I can express my ideas and emotions with art.

I can recognize different art forms.

 I can describe how art mirrors changes in society.

I can compare artwork.

I can name the Elements of Art and how they are used by artists.

I can select appropriate art materials and experiment with new materials for projects.

 I can be safe when using materials and tools.

I can take care of tools, art supplies and equipment.

I can identify careers in art and related occupations that use art.

Art One

I can use color theory specifically analogous colors, color compliments and triadic colors.

I can understand how ideas are expressed through art.

I can recognize a variety of art forms.

I can understand what types of paint are appropriate for different expressions.

I can understand how to translate an idea into a three dimensional form.

I can understand how shapes relate to the space in which they are contained.

I can use a variety of lines and colors to express my emotions.

I can create a composition using unity, harmony, balance, rhythm, contrast, dominance and gradation.

 I can understand that composition is an arrangement of the elements achieving a unified whole.

I can safely use materials and tools.

I can compare artwork.

 I can respond to the creativity of others

 I can describe how art mirrors changes in society.

Art Two

 I can create sculpture-using stone.

 I can understand how to translate an idea into a three dimensional form.

 I can understand how shapes relate to the space in which they are contained.

I can understand how ideas are expressed through art.

I can recognize a variety of art forms.

I can understand what types of paint are appropriate for different expressions.

I can use a variety of lines and colors to express my emotions.

I can create a composition using unity, harmony, balance, rhythm, contrast, dominance and gradation.

 I can understand that composition is an arrangement of the elements achieving a unified whole.

I can safely use materials and tools.

I can compare artwork.

I can respond to the creativity of others.

I can describe how art mirrors changes in society.

I can understand that when creating art that content relates to human emotions and intellect, and is the reason for the creation of the work of art.

 I can use a variety of media to add depth and dimension to my artwork.

Drawing and Painting

I can understand what types of paint are appropriate for different expressions.

 I can use a variety of lines and colors to express my emotions.

I can create a composition using unity, harmony, balance, rhythm, contrast, dominance and gradation.

 I can understand that composition is an arrangement of the elements achieving a unified whole.

 I can safely use materials and tools.

I can compare artwork

I can respond to the creativity of others

I can describe how art mirrors changes in society

I can understand that when creating art that content relates to human emotions and intellect, and is the reason for the creation of the work of art.

I can use a variety of media to add depth and dimension to my artwork.

I can use materials such as charcoal, oil paint and acrylics to express my ideas.

I can use charcoal for a more open and fluid movement with greater depth and emotion in my work.

 I can use positive and negative space to show background, middle ground and foreground in my landscapes.

I can see that art has and give an historical perspective.

I can draw the human figure.

 I can draw a self-portrait.

Ceramics

I can understand how to translate an idea into a three dimensional form.

I can understand how shapes relate to the space in which they are contained.

 I can understand how ideas are expressed through art.

I can recognize a variety of art forms.

I can create functional ceramic forms.

I can use glazes and understand their uses and properties.

 I can make a pinch pot.

 I can make a coil pot.

I can make a clay piece using slabs.

I understand the difference between functional and non-functional clay forms.

I can and understand the techniques and process to create more complex hand built ceramics.

Advanced Art

I can complete my own independent art projects

I can create and design my own portfolio

I can use a variety of art mediums

I can exhibit my own artwork.

 I can and understand what materials are used to hang a show, and how to use them depending on the medium of the work being exhibited.

I understand how a portfolio is constructed and what potential colleges/employers look for in a portfolio.

I can understand what types of paint are appropriate for different expressions.

 I can use a variety of lines and colors to express my emotions.

I can create a composition using unity, harmony, balance, rhythm, contrast, dominance and gradation.

 I can respond to the creativity of others.

I can use charcoal for a more open and fluid movement with greater depth and emotion in my work.

I can use positive and negative space to show background, middle ground and foreground in my landscapes.

I can see that art has and give an historical perspective.

I can draw the human figure.

 I can draw a self-portrait.

 I can describe how art mirrors changes in societ

I can understand that when creating art that content relates to human emotions and intellect, and is the reason for the creation of the work of art.

Jewelry

I can understand how to translate an idea into a three dimensional form.

I can understand how shapes relate to the space in which they are contained.

I can understand how ideas are expressed through art.

 I can recognize a variety of art forms.

I can safely use materials and tools.

I can compare artwork.

 I can respond to the creativity of others.

 I can use jeweler's tools safely.

I can work with wire and beads.

I can cut safely.

I can create a piece of jewelry out of glass, plastic resin and meta.l

  

ART VOCABULARY K-12

Aesthetics.  Set of principles that guide work that focuses on the nature of beauty, and the nature and value of art.

Analysis. Identifying and examining separate parts as they function independently and together in creative works and studies of the visual arts.

Art careers.  The understanding and application of visual arts are foundations for these careers; such as fashion design, graphic design, and architecture. 

Art criticism. Describing and evaluating the media, processes, and meaning of works of visual art, and making comparative judgments.

Art history. A record of the visual arts, incorporating information, interpretations, and judgments about art objects, artists, and conceptual influences on developments in visual arts.

Art materials. Resources used in the creation and study of visual arts, such as paint, clay, cardboard, canvas, film, models, watercolors, wood, and plastic.

Art media. Broad categories for grouping works of visual art according to the art materials used.

Assess. To analyze and determine the nature and quality of achievement through means appropriate to the subject.

Create. To produce works of visual art using materials, techniques, processes, elements, and analysis; the flexible and fluent generation of unique, complex, or elaborate ideas.

Elements of Art. Visual art components, such as line, texture, color, form, value and space.

Expression. A process of conveying ideas, feelings, and meanings through selective use of the communicative possibilities of the visual arts.

Innovation Ideas. A formulated thought, opinion, or concept that can be represented in visual or verbal form.

Perspective. Visual and sensory awareness, discrimination, and integration of impressions, conditions, and relationships with regard to objects, images, and feelings.

Proportion. A relationship between parts of a whole.

Principles of Art. Underlying characteristics in the visual arts, such as repetition, balance, emphasis, contrast, and unity.

Process. A complex operation involving a number of methods or techniques, such as the addition and subtraction in sculpture, the etching and intaglio processes in printmaking, or the casting or constructing processes in making jewelry.

Structures. Means of organizing the components of a work into cohesive and meaningful whole, such as sensory qualities, organizational principles, expressive features, and functions of art.

Techniques. Specific methods or approaches used in a larger process; for example, graduation of value or hue in painting or conveying linear perspective through overlapping, shading, or varying size or color.

Tools. Instruments and equipment used by students to create and learn about art, such as brushes scissors, brayers, easel, kilns and cameras.

Visual arts challenges. Specific challenges based in thinking about and using visual arts