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Grade by Grade Fine Arts Content Standards

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Grade by Grade Fine Arts Content Standards Montgomery County Public Schools Pre-k–12 Visual Art Curriculum Framework Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicator 1: Identify and describe observed form By the end of the following grades, students will know and be able to do everything in the previous grade and the following content: Pre-K Kindergarten Grade 1 Grade 2 I.1.PK.a. I.1.K.a. I.1.1.a. I.1.2.a. Identify colors, lines, shapes, and Describe colors, lines, shapes, and Describe colors, lines, shapes, textures, Describe colors, lines, shapes, textures, textures that are found in the textures found in the environment. and forms found in observed objects forms, and space found in observed environment. and the environment. objects and the environment. I.1.K.b. I.1.1.b. I.1.2.b. I.1.PK.b. Represent observed form by combining Represent observed physical qualities Represent observed physical qualities Use colors, lines, shapes, and textures colors, lines, shapes, and textures. of people, animals, and objects in the of people, animals, and objects in the to communicate observed form. environment using color, line, shape, environment using color, line, shape, texture, and form. texture, form, and space. Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: Given examples of lines, the student Take a walk around the school property. The student describes colors, lines, Given examples of assemblage, the identifies lines found in the trunk and Find and describe colors, lines, shapes, shapes, textures, and forms observed in a student describes colors, lines, shapes, branches of a tree. and textures in trees. variety of masks. textures, forms and space found in assemblage. The student uses lines to create a tree. The student uses colors, lines, shapes, and The student constructs an animal mask The student constructs an assemblage textures to create a tree. using color, line, shape, texture, and form. using colors, lines, shapes, textures, forms, and space. 1 Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicator 1: Identify and describe observed form By the end of the following grades, students will know and be able to do everything in the previous grade and the following content: Grade 3 Grade 4 Grade 5 I.1.3.a. I.1.4.a I.1.5.a Describe similarities and differences between the Analyze ways that the elements of art are used to Analyze how physical qualities of people, animals, elements of art in observed forms. represent visual and tactile texture, and movement in and objects are represented through the elements of artworks. art. I.1.3.b I.1.4.b I.1.5.b Represent the relationships among people, animals, Represent relationships among observed people, Compose and render from observation subject and objects in visual compositions using selected animals, and objects, in a composition by selecting matter that shows 3-dimensional form, light and elements of art in various combinations. and using the elements of art to achieve specific shadow, qualities of surface texture, detail, and effects. spatial relationships. Clarifying Example: Clarifying Example: Clarifying Example: The student compares and contrasts the elements of art Looking at 3-dimensional artwork, the student Given examples of architectural structures the student in two teacher-selected portraits. investigates the use of line to represent visual and tactile analyzes how the elements of art are used to represent texture, and the illusion of movement. the physical qualities of a structure. The student creates a family or group portrait by The student creates an action figure that demonstrates an The student draws the façade of a building that shows 3- selecting a combination of the elements of art. understanding of texture and movement. dimensional form, light and shadow, qualities of surface texture, detail, and spatial relationships. 2 Standard I.: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicator 2: Identify and compare ways in which selected artworks represent what people see, feel, know, and imagine By the end of the following grades, students will know and be able to do everything in the previous grade and the following content: Pre-K Kindergarten Grade 1 Grade 2 I.2.PK.a I.2.K.a I.2.1.a I.2.2.a Identify the subject matter of various Describe the subject matter of various Identify ways that artists represent Describe how artists use color, line, works of art. works of art. what they see, know, feel, and imagine. shape, texture, form, and space to represent what people, know, feel, and imagine. I.2.PK.b I.2.K.b I.2.1.b 1.2.2.b Use color, line, and shape to represent Use color, line, shape, and texture to Use color, line, shape, texture, and form Use color, line, shape, texture, form, ideas visually from observation, represent ideas visually from to represent ideas visually from and space to represent ideas visually memory, and imagination. observation, memory, and imagination. observation, memory, and imagination. from observation, memory, and imagination. Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: The student identifies family in artwork. Students work with the teacher to Brainstorm a list of how artists‟ represent The student describes how the illusion of describe the subject matter of landscapes. what they see, know, feel, and imagine. space and depth can be created in a seascape. The student paints his/her family from After making colored and textured paper, The student uses recycled materials to The student paints a seascape that memory using color, line, and shape. the student cuts or tears to assemble a build an imagined invention that will help represents the illusion of space and depth landscape collage. them with a daily chore. by using overlapping shapes, diminishing sizes, and varying color intensities. 3 Standard I: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicator 2: Identify and compare ways in which selected artworks represent what people see, feel, know, and imagine By the end of the following grades, students will know and be able to do everything in the previous grade and the following content: Grade 3 Grade 4 Grade 5 I.2.3.a I.2.4.a I.2.5.a Compare how artists communicate what they see, Compare and describe how artists communicate Analyze and compare how artists express thematic feel, know, and imagine using art vocabulary. point of view and mood using art vocabulary. ideas using art vocabulary. 1.2.3.b 1.2.4.b 1.2.5.b Represent ideas and feelings visually and explain a Create and describe artworks that communicate Create and describe thematic artworks that personal response to what is seen, felt, known, or point of view and mood. communicate personal stories. imagined. Clarifying Example: Clarifying Example: Clarifying Example: Students role-play art museum curators by sorting Students discuss and sort artwork based on the points of Students use a graphic organizer to analyze and compare artwork. view and moods communicated by artists. artworks with a similar theme. In small groups, students design an exhibit based on Based on student discussion, students select a mood to The student constructs a thematic artist‟s book. student-classified themes. Students write a curatorial express and create an emotion collage. Students write statement to introduce their exhibit and defend their artists‟ statements communicating their points of view. selections. 4 Standard I. Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. Indicator 3. Use the elements of art and principles of design to organize personally meaningful compositions. By the end of the following grades, students will know and be able to do everything in the previous grade and the following content: Pre-K Kindergarten Grade 1 Grade 2 I.3.PK.a I.3.K.a I.3.1.a I.3.2.a Explore color, line, shape, texture and Identify color, line, shape, texture and Explore the qualities of color, line, Identify how qualities of the elements basic principles of design in artworks. basic principles of design in artworks. shape, texture, form and basic of art and principles of design are used principles of design in artworks. to communicate personal meaning in visual compositions. I.3.PK.b I.3.K.b I.3.1.b I.3.2.b Use color, line, shape, texture and basic Create artworks that use color, line, Use line, shape, texture, form, color and Select and use principles of design principles of design to make artworks. shape, texture and basic principles of basic principles of design to including: pattern, contrast, repetition, design to express ideas. communicate personal meaning in and balance to give personal meaning artworks. to visual compositions. Clarifying Example: Clarifying Example: Clarifying Example: Clarifying Example: The student works with the teacher to The student identifies contrasting textures The student identifies how elements of art The student identifies how elements of art explore patterns made with color in (i.e. soft/hard, smooth/ rough) found in and principles of design are used to and principles of design are used to artwork and the environment. artwork and the environment. communicate meaning in puppetry. communicate meaning in a story cloth. The student uses two objects and two The student creates a collage using a The student uses basic principles of Students create a story cloth about their colors to gadget print a pattern.
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