Fine Arts - Visual Arts Kindergarten to Grade 6 Curriculum
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Draft Fine Arts - Visual Arts Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 Organizing Idea Foundational Elements and Principles: Visual arts literacy is developed through knowledge and application of foundational elements and principles. Guiding Question How does line contribute to artworks? How are line and shape interrelated? What is the role of line and shape in artworks? Learning Outcome Children investigate how line is applied in artworks. Students connect line and shape as elements of art. Students examine how line and shape can communicate meaning in artworks. Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures Knowledge Understanding Skills & Procedures A variety of tools, Line is created from a Recognize that when Line can be combined Line is an element of Describe the direction Emphasis (principle of Location of a line in Use visual arts materials, and media moving point. a line is enclosed, it with other elements art. and physical design) can lead the artworks affects how vocabulary to describe can be used to create creates a shape. of art, including characteristics of line eye to a focal point in it is perceived. how the direction of a lines. shape, space, value, Line is created from a in artworks. artworks. line can lead the eye Describe the physical colour, and texture. moving point. or indicate a sense of When a line is characteristics and Explore how lines can A line can be sloping. depth or distance in enclosed, it creates a direction of line used A variety of tools and When line is enclosed, depict movement in artworks. shape, as seen in in artworks. materials can be used it creates a shape in artworks. A line can emerge various artworks; to create numerous artworks. when there is contrast Create linear or one- examples can include Reproduce lines using combinations of lines. Use lines to divide a between other lines, point perspectives in a variety of methods, picture plane. shapes, or colours, as artworks. • Henri Matisse, materials, tools, and A picture plane seen in Icarus, c. 1947 media. includes the sections Reproduce lines using Incorporate a focal • Norval Morrisseau, of an artwork, a variety of methods, • Jacob Lawrence, point in artworks. Shaman and Enhance lines by including top, bottom, materials, tools, and Parade, c. 1960 Disciples, 1979 adding colours. right, and left. media. • Leonardo da Vinci, Explore how lines can Mona Lisa, c. 1503 be used to create • Norval Morrisseau, Horizontal line can be Demonstrate an shading, texture, or The Gathering, n.d. used to divide a understanding of line Direction of a line in other effects in • Norval Morrisseau, picture plane into directions. artworks, including artworks. Thunderbird, n.d. interesting and varied where and how it proportions of sky moves, can indicate a Colour can be applied and ground, as seen in sense of depth or to line. landscape paintings or distance. drawings. Lines have directions, Linear perspective including side to side Enclosed lines that can create an illusion (horizontal), up and create shapes in of space, depending down (vertical), and artworks can be seen on where lines corner to corner in appear. (diagonal). • Location of a line in Lines can be seen in • Henri Matisse, an artwork can architecture; Icarus, c. 1947 enhance or diminish examples can include • Ivan Shishkin, Oak its visual weight Grove, 1887 depending on where • Himeji Castle, also it is in the picture known as White • Prudence Heward, plane. Heron Castle, in Rollande, 1929 Japan One-point Colour Fine Arts - Visual Arts (Draft) | August 2021 Page | 1 Draft Fine Arts - Visual Arts Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 can be applied to line. perspective contains • Stonehenge, Stone vertical or horizontal Circle, in England, Lines have directions, lines that recede to a 1100 BCE including side to side vanishing point on the • The Guggenheim (horizontal), up and horizon, as seen in Museum, in New down (vertical), and drawings of railroad York, New York corner to corner tracks or roads that (diagonal). appear to vanish in Line has physical the distance. characteristics, Direction of line can including be seen in artworks Lines can create and can include various effects when • short or long combined, including • sculpture: three-dimensional • thick or thin – John Mawurndjul, forms. • straight or curved Mardayin Ceremony, 2000 Cross-hatching is a • dotted or dashed – Songye, Mask technique that can • zigzag (kifwebe), c. 19th create shading and • blurred or crisp century CE textured effects when – Terracotta krater parallel lines are Line can be repeated c. 750–735 BCE layered at right angles to create patterns or • architecture: to each other. decorations. – Himeji Castle, also known as Physical White Heron Castle, characteristics of a in Japan line can be seen in – The Guggenheim various artworks; Museum, in New examples can include York, New York • Henri Matisse, Line has physical Purple Robe and characteristics, Anemones, c. 1937 including • Joan Miró, People and Dog in the Sun, • short or long c. 1949 • thick or thin • Prudence Heward, • straight or curved Farmer’s Daughter, 1945 Fine Arts - Visual Arts (Draft) | August 2021 Page | 2 Draft Fine Arts - Visual Arts Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 • dotted or dashed • zigzag • blurred or crisp Line can be repeated to create patterns or decorations. Physical characteristics of line can show movement, as seen in • Diego Rivera, The History of Medicine in Mexico, c. 1953 • Emily Carr, A Rushing Sea of Undergrowth, 1935 • Lance Cardinal, Love of Nations, c. 2019 • Natalia Goncharova, The Cyclist, c. 1913 • Utagawa Hiroshige, Naruto Whirlpool, c. 1853 Fine Arts - Visual Arts (Draft) | August 2021 Page | 3 Draft Fine Arts - Visual Arts Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 Line can be explicit or Line can be seen Identify lines in Line can be explicit or Line indicates an edge Identify contour lines Physical Line can communicate Interpret what implied. everywhere. artworks and in the implied. that is known as a in artworks. characteristics of line meaning in the way message lines can surrounding contour. can convey emotion that it is applied in communicate in A line can be seen in environment. A line can be seen in Explore how contour or character: artworks. artworks. artworks when two artworks when two lines can be applied to different colours or Create artworks with different colours or artworks. • Blurred lines may Employ line as a way shapes meet (implied). non-representational shapes meet (implied). convey to communicate use of line. uncertainty. meaning in artworks. A line can be A line can be • Jagged lines may purposely added to an purposely added to an convey anger. Experiment with lines artwork (explicit). artwork (explicit). and shapes to draw a • Bouncy or curvy variety of subject Use of explicit lines in A contour line defines lines may convey matter from direct artworks can be seen the outer boundaries joyfulness. observation. in of or space around an object, as seen in Artworks that • Doris McCarthy, Salvador Dali, The emphasize physical Coming Storm, Persistence of Memory, characteristics of line Ireland, c. 1999 1931. can include • Henri Matisse, The • A. Y. Jackson, Swan, c. 1932 A contour line can be perceived when two Winter Morning, • Katsushika contrasting colours Charlevoix County, Hokusai, Tuning the meet in a 1933 Samisen, c. 1800 composition, as seen • Emily Carr, Self- in Portrait, 1938 When line is non- representational, it • Marc Chagall, I and • Julie Mehretu, will not capture the the Village, c. 1911 Refuge, 2007 likeness of an object. • Grant Wood, • Vincent van Gogh, Parson Weems’ The Starry Night, c. Non-representational 1889 use of line in artworks Fable, c. 1939 can be seen in Direction of a line can convey a message, • Alex Janvier, including the Lubicon, c. 1988 following: • Jean Paul Riopelle, Untitled (Verso), • A horizontal line Brush, pen and may imply serenity black and coloured or stability. ink on wove paper, c. 1946 Fine Arts - Visual Arts (Draft) | August 2021 Page | 4 Draft Fine Arts - Visual Arts Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 • Torkwase Dyson, • A diagonal line Looking for the may imply People (Water Table agitation, motion, Ocular #3), 2017 or instability. • A vertical line may imply poise or aspiration. Lines can be used to represent subject matter as realistically as possible, as seen in • Leonardo da Vinci, Portrait of a Man in Red Chalk, 1512 • Rembrandt van Rijn, Cottages before a Stormy Sky, c. 1641 • Rembrandt van Rijn, Self Portrait, Wide-Eyed, 1630 • The Qingming Scroll, c. 1100 A mural is a painting on a wall; examples can include • Diego Rivera, The History of Medicine in Mexico, c. 1953 • Lance Cardinal, Love of Nations, c. 2019 Fine Arts - Visual Arts (Draft) | August 2021 Page | 5 Draft Fine Arts - Visual Arts Kindergarten to Grade 6 Curriculum Kindergarten Grade 1 Grade 2 Emphasis (principle of Lines can create Experiment with the Shape is an enclosed Shape can be implied Describe how shapes design) can be used to emphasis in artworks. amount of pressure space that stands out when it is not defined can appear to be create a focal point in needed to adjust the from its surroundings. by an outline. stable or moving. artworks. weight of a line when using a variety of Shape can create Illustrate positive and Emphasis can make a tools and media. space in artworks, negative use of shape line stand out in an including and space. artwork, as seen in Use visual arts vocabulary when • positive—referring Experiment with how • Jonathan Borofsky, describing the weight to the shape itself shape can emerge Walking to the Sky, of a line. • negative— because of contrast c. 2004 referring to the with other shapes, • Paula Rego, The Create artworks with space surrounding lines, values, textures, Dance, 1988 a defined focal point the shape and colours.