Arts Curriculum Guide
Visual Arts
Grade 6
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| 1
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| Describe or demonstrate how knowledge of basic art elements (color, line, shape, value, texture) can be used to solve an artistic problem. | - Explain basic art elements and define proper art
terminology. - Present video: Basic Perspective Drawing. |
Express ideas within a large contour shape utilizing color,
line, shape, value and texture with a variety of media.
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Teacher observation.
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- Choose a representative artifact of an ancient
civilization. Analyze color, line, shape, value, texture. - Make presentation to share insights with an appropriate audience. |
- Journals: School Arts, Art Education, Arts &
Activities, etc. - Video: Basic Perspective Drawing. |
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| 2
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| Demonstrate an understanding of color theory skills using the
color wheel and principles of contrast, value, intensity, hue, tints, and shades.
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Explain color theory skills, using the color wheel and define principles of contrast, value, intensity, hue, tints, and shades. | Draw an imaginary bird, dividing the positive and negative areas into smaller sections. Choose areas to show various color properties. | Teacher observation. | Create a classroom bird (or other class of animal) book showing detailed drawings with a variety of colors, tints, hues. | - Art Smart by Rodriguez - History of Art for Young People by Janson - Audubon prints - Journals: ,School Arts, Art Education, Arts & Activities, etc.
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| 3
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| Create a work incorporating complex elements of design such as pattern/repetition, balance, emphasis, and variety. | Cite examples of complex elements of design. Facilitate discussion about artistic choices and purpose. | Create a stained glass rose window, using tissue paper. Seek to incorporate pattern, balance, vareity, and emphasis. | Teacher observation. | Create a block print of a symbol that represents an abstraction such as peace, freedom, love. Incorporate into larger design. | - The World of Art software - With Open Eyes software - Art Gallery software - Journals: School Arts, Art Education, Arts & Activities, etc. - Video: Behind the Scences: Line
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| 4
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| Create rhythm and movement in a design with lines, shapes and/or repeating colors. | - Present video Behind the Scenes: Line. See guide for
follow up activities. - Initiate dialogue about rhythm and movement in design. Model use. |
- Play music with particular mood. - Free paint for 15 minutes freely associating line, shape, and color with music. - Think-Pair-Share with partner on how the piece reflects rhythm and movement. Compare.
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Teacher observation. | - Design and create a piece with some moving parts. - In Harmony activities from Zounds!, p. 9. |
- Art Connections by Thompson & Loftus - The World of Art software - With Open Eyes software - Art Gallery software
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| 5
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| Create a drawing using intricate techniques, media, and tools: contour continuous line, rendering highlights, half tones, shadow, and reflected light. | - Demonstrate various drawing techniques using pencil,
colored pencil, pen and ink, charcoal, etc. - Present video, Pencil Drawing.
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Draw still life focusing on light and shadow. | Teacher observation. | Draw solar system in two dimension showing elliptical orbits, colors, half-tones, and reflected light. | - Journals: School Arts, Art Education, Arts &
Activities, etc. - Video Pencil Drawing |
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| 6
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| Analyze and create sculpture in various styles and with a
variety of materials.
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- Show and discuss various sculptural styles throughout
history. Demonstrate techniques and provide materials. - The Fine Art of Papier-Mache activities from Zounds!, p. 10. |
Study the sculpture of Henry Moore and create a plaster carving in his style. | Teacher observation. | - Research and report on either a famous sculptor or
sculpture. - Analyze and discuss work using appropriate art terminology. |
- Getting to Know the World's Greatest Artists by Mike
Venezia - Art Smart by Rodriguez - History of Art for Young People by Janson - Zounds! |
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| 7
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| Analyze personal work, emphasizing originality and
self-expression.
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Initiate dialogue related to constructive criticism and personal self-expression. | Periodically critique one piece of personal work with the teacher and/or peers. | Self-assessment with group-generated rubric. | Create an art smart crossword, word find or jumbled work puzzle to share with classmates. | - The World of Art software - With Open Eyes software - Art Gallery software |
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| 8
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| Participate in self assessment and group evaluation of
classroom art projects using a group-generated rubric.
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Facilitate a class discussion of art elements and their relationship to art production and study. Work with class to develop a rubric for assessment of classroom art projects. | Work with a partner to peer assess a work of the partner's choice using the class-generated rubric. | Select picture book from library. Develop and use rubric to assess illustrations. Share evaluation with suitable audience. | - Art Connections by Thompson & Loftus - Picture books - Reference material - Smart Art: Learning to Classify and Critique Art by Hollingsworth & Hollingsworth - Criticism, History, Theory and Practice of Art Criticism in Art Education by Jim Cromer
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