K-12 Art Curriculum
Adopted: July, 2001 Implemented: Fall, 2001
Muscatine Community School District 1403 Park Avenue Muscatine, Iowa 52761 Table of Contents
Committee...... i
Mission, Vision, Art Philosophy ...... ii
Standard 1...... 1 K-2...... 1 3-5 ...... 1 6-8 ...... 2 9-12 ...... 2
Standard 2...... 3 K-2...... 3 3-5 ...... 3 6-8 ...... 4 9-12 ...... 4
Standard 3...... 5 K-2...... 5 3-5 ...... 5 6-8 ...... 5 9-12 ...... 6
Standard 4...... 6 K-2...... 6 3-5 ...... 6 6-8 ...... 7 9-12 ...... 7
Standard 5...... 8 3-5 ...... 8 6-8 ...... 8 9-12 ...... 8
Standard 6...... 9 K-2...... 9 3-5 ...... 9 6-8 ...... 10 9-12 ...... 10
APPENDIX...... a Self Evaluation Forms...... b Art Smart Report ...... c Top Ten Arguments for Arts Education...... d Analyzing Art...... e K-12 Art Curriculum Committee
Elementary Mary Alice Sessler Sue Burney Alice Huss Cheryl Weaver Wiladene Yankee
Middle School Linda Kelty Mary Fowler
High School Dan Kitchen
Community Barb Longtin
Administrators Shari Antisdel Jane Evans
i MISSION
The mission of the Muscatine Community School District is to ensure excellence in education for every student.
VISION
The Muscatine Community School District will provide a safe, nurturing environment where academic excellence is expected and diversity is recognized as a strength. We will meet individual needs while developing independent learners who are also successful team players.
We will embrace innovative practices that are research-based and promote high levels of student learning. Technology-rich classrooms will enhance active learning and excitement. Interior and exterior walls will become seamless as learners and the community collaborate.
Our students will achieve positive social skills, which promote respect and responsibility to self, family and community, resulting in positive self esteem.
School-community partnerships will prepare and challenge each individual to become a goal-oriented, lifelong learner in an ever-changing global society.
K-12 ART PHILOSOPHY
In our fast paced, highly visual society, individuals have a distinct advantage if they are skilled users of a shared visual language. Quality art education cultivates the whole child by gradually building their visual language while developing intuition, reasoning, imagination, and dexterity into unique forms of expression and communication.
Through quality art education students grow in:
-Visual awareness and perception -Skills of producing art works that reflect their own uniqueness through expression of ideas and feelings -Critical thinking and problem solving skills -Understanding and appreciation of their own or other cultures, historical periods, artistic styles and individual artists
The 1999 study “Gaining the Arts Advantage: Lessons from School Districts that Value Arts Education” has shown that arts instruction provides multiple benefits for students, including higher I.Q.s, better S.A.T. scores and math and language skills, less juvenile delinquency, greater chances of higher education, and increased job opportunities.
ii MUSCATINE COMMUNITY SCHOOL DISTRICT Art Standards and Benchmarks
STANDARD 1 The student understands and applies media, techniques, and processes.
Level K-2
Therefore, the student will:
1. explore a variety of media and techniques 2. make pictures and designs in different ways 3. mix and paint with various colors 4. use a variety of tools and methods to apply paint (brushes, sponges, fingers, etc.) 5. use clay to create sculptures 6. tell stories with pictures and designs 7. paint
Level 3-5
Therefore, the student will:
1. demonstrate correct usage of simple tools 2. use tools for exploration, practice, and for final products (idea sketching, research, and major projects) 3. experiment with different drawing techniques (contour, gesture, shading, and perspective) 4. use a variety of different painting techniques and media (water color, tempera, finger painting, etc.) 5. use different materials in a collage 6. create pictures or designs by cutting or tearing papers and arranging the shapes 7. weave with flexible materials 8. draw with detail 9. draw from observation 10. create moods and communicate feelings with a variety of media 11. use tools and materials safely and appropriately
1 Level 6-8
Therefore, the student will:
1. distinguish between two and three dimensional art (processes and techniques) 2. identify different media in works of art 3. talk about which materials and techniques were successful for specific purposes 4. use many different tools for drawing (crayons, oil pastels, chalk, pastels, colored pencils, and markers) 5. use a variety of construction techniques for sculpture (wood, objects, paper, plaster gauze, paper mache, etc.) 6. draw from memory 7. make sculptures that tell a story or show a personal idea 8. recognize ideas or themes communicated in fiber 9. describe materials and methods that help our environment
Level 9-12
Therefore the student will:
1. use computer generated drawings 2. create relief and full round sculptures 3. create clay objects with new techniques 4. use a variety of finishes for clay pieces 5. create textures surfaces on ceramic pieces 6. create drawings and designs on the computer 7. recognize art forms using technology (video, computer, photography, etc.) 8. use art materials to communicate information about a theme 9. create multimedia works of art 10. talk about materials which may be toxic or hazardous to people or animals
2 STANDARD 2 The student uses knowledge of structures and functions. a) knows difference among visual characteristics and purposes of art in order to convey ideas b) describes how different expressive features and organizational principles cause different responses c) uses visual structures and forms to communicate ideas
Level K-2
Therefore, the student will:
1. recognize art as a way to express an idea 2. identify patterns 3. discuss emotional response to color 4. use art to tell a story or illustrate writing 5. recognize and use different patterns in artwork 6. create art for a specific purpose (utility, decoration, etc.)
Level 3-5
Therefore, the student will:
1. recognize art as a means to communicate ideas, themes, or moods 2. recognize illustration as an art form to communicate ideas and interpret writing 3. recognize art elements (line, shape, form, color) 4. identify and discuss pattern, contrast, movement, and balance 5. talk about the feelings and moods created with different use of art elements and design principles 6. discuss the different successful compositions (in own work and that of others) 7. use a variety of shapes and forms in works of art 8. create color schemes 9. use different textures to create tactile and visual feeling in works of art 10. define and use a point of interest (emphasis) in works of art 11. participate in group designs to express a theme 12. communicate ideas with multi-media works of art
3 Level 6-8
Therefore, the student will:
1. recognize and discuss the art of illustration 2. differentiate between freestanding, relief, and mobile sculpture 3. recognize how different artists use the art elements in their work 4. identify the art elements as important tools for making and discussing art (line, shape, form, color, texture, value, space) 5. identify the principles of design used in making and discussing art (contrast, rhythm, unity, variety, emphasis, pattern, movement, balance, composition, etc.) 6. recognize the effects of the use of different qualities of line (expressive, contour, implied, gesture, etc.0 7. recognize art as a means to communicate themes and ideas 8. use a variety of lines in art works to create different expressive qualities 9. use color to create mood or communicate a particular theme 10. use rhythm and movement in artwork 11. use art as a record of observation
Level 9-12
Therefore, the student will:
1. identify unique and well-designed compositions 2. differentiate between actual or simulated textures 3. discuss careers in art (commercial architecture, product design, environmental design, fabric and clothing design, graphic design, etc.) 4. identify and differentiate between types of shape (geometric vs. organic, positive vs. negative, abstract vs. outlined, complex vs. simple, etc.) 5. recognize the power of art in advertising 6. differentiate between art that is used for utility, decoration, ceremony, ritual, narrative, persuasion, etc. 7. use symmetrical, asymmetrical, and radial balance in artwork
4 STANDARD 3 The student will choose and evaluate a range of subject matter, symbols, and ideas. a) students explore and understand prospective content for works of art b) select and use subject matter, symbols and ideas to communicate meaning
Level K-2
Therefore, the student will:
1. draw from observation
Level 3-5
Therefore, the student will:
1. discuss difference between subject matter (i.e. still life, landscape, figure drawing, portraiture, architecture, non-human figures, etc.) 2. talk about the symbols and techniques found in the work of others 3. write about own artwork 4. use “what if?” questioning to stimulate multiple responses 5. draw from memory and direct observation
Level 6-8
Therefore, the student will:
1. discuss personal symbols and cultural symbols 2. discuss the reasons for choices of symbols within own artwork 3. talk about the subjects and styles of other artists 4. generate and implement varied and unusual ideas in art works 5. discuss the impact of some symbols on both the creator and viewer of art works 6. use symbols to represent abstract ideas 7. produce art in a variety of different subject matter
5 Level 9-12
Therefore, the student will:
1. recognize varied and unusual ideas in own work and the work of others 2. analyze the success of ideas and symbols in artwork 3. select personal symbols and use them in works of art to communicate a theme or idea 4. talk about the influences of other artwork on the themes and……. 5. discuss the impact of some symbols on both the creator and viewer of art works 6. defend personal choices using vocabulary of content, thinking skills, aesthetics, measuring, etc.
STANDARD 4 The student understands the visual arts in relation to history and cultures. a) knows that the visual arts have both a history and specific relationships to various cultures b) identifies specific works of art as belonging to particular cultures, times, and places c) demonstrates how history, culture, and the visual arts can influence each other in making and studying works of art.
Level K-2
Therefore, the student will:
1. recognize examples of art in daily life
Level 3-5
Therefore, the student will:
1. list common themes found in every culture (joy, sorrow, death, resurrection, chaos, serenity, etc.) 2. continue to recognizes examples of art in daily life 3. identify art works of local or regional artists (i.e. Grant Wood, Marvin Cone, John Steuart Curry, Thomas Hart Benton) as well as contemporary local artists (i.e.
6 Maria Zerbe Norton, Carol Steinmetz, June Rigler, Jon Fasanelli-Cawelti, John Deason, Tony Ledtje) 4. Identify and discuss art of American Indians (3rd grade) 5. identify and discuss art of early Americans (4th gr.) 6. identify and discuss art of both men and women and of all ethnicities and cultures (Mary Cassatt, Georgia O’Keeffe, Frida Kahlo, Grandma Moses) 7. recognize art of some specific ethnic/multicultural groups and artists of various ethnicities (i.e. Diego Rivera, Piccasso, Jacob Lawrence, Faith Reingold)
Level 6-8
Therefore, the student will:
1. describe art as a common bond in a larger world community 2. differentiate between standards of beauty in different cultures 3. describe how art of each culture reflects its own time and place (politics, life styles, religions, economy, commerce, environment, etc.) [see River collection at the Muscatine Art Center] 4. identify and discuss art of other specific times and places (impressionists, medieval, eastern, African, European, contemporary, Egyptian, etc.)
Level 9-12
Therefore, the student will:
1. use a timeline to describe the changes in art through history 2. compare and contrast our art works with those of different cultures 3. describe how historical events can influence art of a particular time and culture 4. describe how art can influence change in a culture (persuasive impact, change in style, etc.)
7 STANDARD 5 The student reflects upon and assesses the characteristics of their work and the work of others. a) understands there are various purposes for creative works of visual art b) describes how people’s experiences influence the development of specific art works c) understands there are different responses to specific art works
Level 3-5
Therefore, the student will:
1. identify purposes for creating own works 2. recognize and verbalize messages communicated by artists 3. describe reasons for personal choices and responses in own artwork
Level 6-8
Therefore, the student will:
1. identify purposes for creating art: advertising, decoration, product design, religious representation, political influence, architecture, to inform, to tell stories, etc.) 2. identify criteria for success of works of art 3. identify criteria for success of own art 4. identify the context of certain works of art 5. compare own personal context with context of other artists and students 6. define themes that can influence or direct a context (school subject themes, personal experiences, fellow student interests, community needs, family experiences and needs, etc.)
Level 9-12
Therefore, the student will:
1. describe art as a means to communicate ideas, themes, or moods using appropriate art vocabulary 2. identify criteria for categorizing works of art (how it is made, where it is located, how it is presented or displayed, who the audience is, etc.)
8 3. describe experiences that can create different personal choices of subject, media, symbols, and other ideas 4. review choices in own work as they relate to purpose and specific criteria for success 5. use personal ideas and interpretation to fulfill criteria of a task rather than mimicry 6. describe successes in both product and final product
STANDARD 6 The student makes connections between visual arts and other disciplines. a) understands and uses similarities and differences between characteristics of the visual arts and other arts b) identifies connections between the visual arts and other disciplines in the curriculum
Level K-2
Therefore, the student will:
1. value creative work by self, peers, and others
Level 3-5
Therefore, the student will:
1. connect with performance arts from within or outside of the school 2. identify the connection between literature and art 3. describe how art happens outside the art room and how art enhances understanding of other disciplines 4. use art to communicate themes and ideas from any content area 5. use a variety of media and techniques to express ideas and knowledge in other content areas 6. investigate the art resources in the community (Muscatine Art Center)
9 Level 6-8
Therefore, the student will:
1. identify concepts of art that are similar to those of other art forms (rhythm, pattern, color, movement, texture, space, etc.) 2. list other art forms and compare them to visual art (music, theater, creative dramatics, dance/movement, etc.) 3. exhibit an appreciation for lifelong involvement in the arts 4. use art to discover an to interpret other knowledge 5. use art for community service and community outreach 6. investigate the art resources in the community (Muscatine Art Center) 7. list career opportunities in art
Level 9-12
Therefore, the student will:
1. use other content areas to complement and interpret visual art expressions 2. use the artistic process of creative thinking to more fully explore themes 3. use art for community service and community outreach 4. investigate the art resources in the community (Muscatine Art Center) 5. list career opportunities in art
10 APPENDIX
a SELF EVALUATION FORM
Name ______
Class ______
1. How does your art work make you feel?
2. Did you fill the page? Y or N
3. What media did you use?
4. Did you make good use of your time? Y or N
5. Did you complete your art work? Y or N
6. Did you use good craftsmanship? Y or N
7. Did you clean up your work area? Y or N
8. What is the title of your work?
______
______
Teacher’s Comments
______
______
b Self Evaluation Form
Name ______
Class ______
Lesson Description ______
Criteria - - Things you must do to successfully complete this lesson.
Circle the way you feel your art work met the criteria.
Yes OK NO Wow Good Oops
1.
5 4 3 2 1
2.
5 4 3 2 1
3.
5 4 3 2 1
4.
5 4 3 2 1
5.
5 4 3 2 1
c Art Student ______Class ______Quarter______
1. Creative ideas 2. Use of art & design 3. Use of tools & materials elements
4. Listening & following 5. Effort & work completion 6. Participation in discussions directions
7. Respect & manners 8. Other 9. Other
Absences ______
“Art Smart”------REPORT Date: ______
Student: ______Classroom: ______
+ = Wow! Terrific Job! Ö = OK - = Oops! Needs Work!
Behavior and skills:
1._____ Has lots of creative ideas
2._____ Uses art and design elements (line, color, texture, shape, pattern, etc.)
3._____ Uses tools and materials properly
4._____ Follows directions and works hard
5._____ Participates appropriately in discussions
6._____ Shows respect and good manners
7._____ Other ______
If only a few spaces are marked, it means my observations were focused on a few areas this time. Look for more reports in the future.
d THE TOP 10 ARGUMENTS FOR ARTS EDUCATION
The arts have a special potential for engaging all students. The traditional practices of the arts can improve teaching and learning in all areas. Every educator knows that there is no better way to bring a child’s education alive for a parent than to exhibit a student’s products or showcase their performances.
The arts demand high standards, analytical thinking, creative thinking, practice, discipline, teamwork, and follow- through—all qualities that employers say they need in workers. Students in art classes learn how to deliver a product. Arts education provides opportunities for partnerships with business, cultural institutions, local artists and others to educate students and enrich communities.
Other developed countries with which we compete “The quality of civilization can be measured through it’s do not miss the opportunity to ensure that their music, dance, drama, architecture, visual art and literature.” children have opportunities to cultivate their utmost mental and emotional capabilities.
Six percent of the gross national product is based on the arts, more than is based on construction (4.8%) and just under wholesale trade (6.9%). As an example, each year the non- The arts are the language of human expression, understanding profit arts alone contribute $156 million to the economy of and functionality. They convey form and meaning to and from Miami and $122 million to the economy of Pittsburgh. the world around us. We deal with the arts every day in such Additionally, one area in which the United States has a things as advertising, architecture, fashion, and m significant positive trade balance is in the arts.
SOURCE: The Arts and Education Reform, a background paper for a GOALS 2000 satellite town meet
e Analyzing Art
A METHOD FOR TALKING ABOUT THE VISUAL ARTS
Understanding and appreciating the visual arts requires careful observation of the art object and an emotional and/or intellectual response to what is observed. As a detective searching for clues, students/adults must observe keenly and describe accurately what they see in the artwork. Developing a vocabulary is essential to meaningful communication with others. The ability to understand and respond to others about our visual world is basic to enriching our lives.
The following outline will act as a guide for analyzing and talking about visual works of art. It will assist in developing the appropriate vocabulary necessary for interacting with and communicating to others about what is seen. This procedure can be used for all age levels. For all students, teacher direction is necessary in tailoring the search for each of the multitude of varied objects we encounter. Teachers need to use a questioning approach to encourage a maximum verbal interaction with and between students. This method will also offer new directions for the teacher when discussion wanes or reaches what seems to be a “dead-end road.”
To successfully analyze a work of art, students must have an opportunity to closely observe it. The teacher should carry the work around the classroom or make it available for a time before analyzing takes place. This will help students become aware of its subtleties. During the analyzing process, have students come up and point out facts they are referring to. This will increase student involvement and will help to clarify uncertainties. If student involvement remains high, it is better to spend as much time as needed on a single work to fully cover the three steps, described below, than to hurry and try to deal with several artworks. More adjectives and questions can be added to more fully develop the analyzing process.
STEP 1: Observing the Sensory Elements The following six elements are referred to as the “Elements of Art.” When looking at an object these are the characteristics we observe and use to describe it to others. Have students find and describe these elements in the artwork. 1. LINE 3. COLORS 5. SPACE What kinds of lines do you see? What kinds of colors do you see? What kinds of space do you see? straight vertical bright dark positive deep space curved horizontal soft strong negative foreground thick diagonal WARM COLORS COOL COLORS: flat space background thin graceful reds blues shallow space jagged fuzzy oranges greens yellows 2. SHAPES/FORMS 4. VALUE 6. TEXTURE What kinds of shapes do you see? (Amount of darkness—grays) What kinds of texture do you see? circles soft-edged rough soft rectangles hard-edged What values do you see? smooth hard triangles angular light shiny dull squares curved medium ovals organic dark
What kinds of forms do you see? cubes pyramids spheres slabs (rectangular cylinders forms) cones organic
f STEP 2: Looking at Composition The following six terms are referred to as the “Principles of Design.” They describe how the “Elements of Art” were organized (arranged) by the artist in making the artwork. 1. EMPHASIS – FOCAL 3. CONTRAST 5. MOVEMENT POINT What contrasting things do you see? Where do you sense movement in the What is the first thing that you see when opposite colors bright and dull artwork? What causes that feeling? you look at the painting? Why does it different values colors strong lines attract your attention? various shapes types of lines particular shapes – triangles, thin kinds rectangles, thin ovals sizes recognizable objects – cars different textures moving, people looking or walking, etc. repeated elements – colors, shapes, textures, etc. What direction is the movement? horizontal vertical diagonal circular 2. BALANCE 4. PATTERN—RHYTHM 6. UNITY What kind of balance is used? What do you see repeated in the How has the artist made every part of symmetrical (each side of the painting? Describe. the artwork seem to belong? painting is similar? Lines textures repeating: colors, shapes, asymmetrical (each side of the Shapes values textures, etc. painting is different) Colors using a consistent style (method radial (branching out in all directions Which are repeated the most? of working with the art from a common center—as a materials) wheel) Do any parts seem not to belong? a bit asymmetrical (each side of the artwork is a little different)
STEP 3: Reacting to the Expressive Content What is the purpose or meaning of the artwork? Using the clues from steps 1 & 2, try to decide if the artist was creating a mood, an idea, or abstract quality. Although the expression of the artwork may seem to fit into more than one of these categories, have students pick which seems most appropriate. 1. MOOD 2. IDEA 3. ABSTRACT QUALITY What feeling does the artwork evoke What is the artist telling you about? Does the prime concern of this artist within you? Is the artist telling you a story? seem to be with lines, shapes, colors, peace fun a particular event a personal and texture in developing a design or a sadness excitement war experience composition? joy warmth old age a particular interest in lines happiness coldness youth place simplicity of design anger fear beauty future events complexity of design madness hate power enjoyment of interest in shape hope loneliness work interest in colors love adventure Have the students support why they picked a certain expressive quality by referring to the supporting clues.
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