Arts Curriculum Guide
Visual Arts
Grade 5
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| 1
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| Mix and use intermediate colors. Create the illusion of natural and manmade textures. | - Demonstrate mixing watercolors to create red-orange,
yellow-orange, yellow-green, blue-violet and red-violet. - Present video Behind the Scenes: Color. See guide for follow up activities. |
Using a compass, draw a large circle and divide into 12 pie shaped sections to make a color wheel. Using watercolors, paint primary, secondary and intermediate (tertiary) colors in the correct order. | Teacher observation. | - Make a Color Bingo game with clues related to color
combinations. Teach others how to play. - Research the art of Native American tribes. Find out the natural substances they used to make color. Share information in a report or presentation.
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- Native American Arts & Cultures by Mary E.
Connors - Plains Indians by Dana Newmann - More Than Moccassins by Laurie Carlson - Behind the Scenes: Color
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| 2
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| Demonstrate advanced drawing techniques such as hatching, crosshatching, and line patterns (value and texture). | Demonstrate how artists create the illusion of natural and manmade textures by drawing techniques such as hatching, crosshatching, and line patterns. | - Draw a wooden foot bridge across a stream using markers and
crayons. Show natural and manmade textures using hatching, crosshatching, and line
patterns in marker. - Draw an animal using scratch art paper and a wooden stylus showing various textures. |
Teacher observation. | - Analyze examples of illustrations in children's literature
that use hatching, crosshatching, and line patterns. Make a presentation to an appropriate
audience. - Caves, Castles and Cottages activity from Zounds!, pp. 6-8. |
- Art Through Children's Literature by Debi Englebaugh - Zounds!
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| 3
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| Create dimension on an object by showing light and dark sides
(value, shape, and form).
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Demonstrate ways to create dimension or change value on an
object by showing light and dark sides.
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- Sketch a large vase. Using one color of tempera paint, add
white or black to change its value. Paint vase showing a light and dark side. - Create a still life showing light and dark sides of objects within the composition.
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Teacher observation. | - Make a crayon-water color resist to show rain or snow
falling. - See p. 142, Art Through Children's Literature by Debi Englebaugh.
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Art Through Children's Literature by Debi Englebaugh
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| 4
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| Represent the human figure in two or three dimensional form.
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- Show examples of various representation of the human figure
in two and three dimensional forms. - Present video Behind the Scenes: Balance. See guide for follow up activities.
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Sketch a seated figure. Then create the figure in clay. | Teacher observation. | - Create a representation of a character from literature
currently under study. - Create a soft sculpture representation of American during colonial times. Sketch. Display. |
- Guiding Young Artists by Gaelene Rowe - American Girl Pastimes Series - Behind the Scenes: Balance
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| 5
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| Demonstrate an understanding of one point perspective. | Demonstrate one point perspective in a simple scene.
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Draw a city street with buildings using one point perspective. | Teacher observation. | - Create a piece showing how perspective in art overlaps
knowledge of math and geometry. - Design and draw a vehicle that can be used for future exploration (space, ocean...). |
- Technical Drawing, An Usborne Guide by Susan Peach - Art Connections by Thompson & Loftus - Designing Everyday Things by Clayfield & Hyatt - Superdoodle Series from the Learning Works
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| 6
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| Demonstrate lettering skills.
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Demonstrate various types of lettering. | - Create a poster or advertisement with colored pencils using
various types of lettering . - Create Alphabet Antics, pp. 88-93 from Art Connections by Thompson & Loftus. |
Teacher observation. | - Research and report on calligraphy. - Research early American samplers and axioms used in them. Create a personal sampler. |
- Lettering & Typography, An Usborne Guide by Tony
Potter - Art Connections by Thompson & Loftus - Calligraphy, An Usborne Guide - Lettering by Charles R. Anderson |
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| 7
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| Demonstrate self expression, originality, independent
thinking, and problem solving through varied art media.
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Facilitate class discussion which analyzes either a famous work or one from a student focusing on elements of self expression, originality, independent thinking, as evident in the piece. | Discuss with peers in small groups: originality, techniques, problem solving strategies to enhance their work. | - Teacher observation. - Self assessment. |
- See Evaluation is an Inside Job, pp.44-47 in Art Connections by Thompson & Loftus. |
- Art Connections by Thompson & Loftus - Art is Elementary by Ivan E. Cornia - Smart Art: Learning to Classify and Critique Art by Hollingsworth & Hollingsworth
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| 8
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| Identify criteria for evaluating classroom art projects as a basis for group and self-assessment. | - Facilitate class discussion related to what we look for as
we observe and evaluate art. - Brainstorm list goes on board. - See Evaluation is an Inside Job, pp.44-47 in Art Connections by Thompson & Loftus. |
- Work with small group to create a rubric to be used to
judge/critique class art projects. - Share and discuss with class. - Refine, publish and display for easy reference. |
Student applies class rubric in self assessment exercise.
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- Design and create an independent art project showcasing
creative thinking, problem solving and originality. Share and self assess. - Applies class generated rubric to items on display in museum or local art display.
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- Art Connections by Thompson & Loftus - Collage by Deri Robins - Art is Elementary by Ivan E. Cornia - Papier Mache by Deri Robins - Creative and Mental Growth by Victor Lowenfield - Made with Paper by Florence Temko - History of Art for Young People by Janson
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