Here is the Elementary Art Curriculum Map that all K-4 art teachers in Chelmsford follow. You can click on the picture for an enlarged view
National Visual Art Standards BY grade
4
1.1 Use a variety of materials and media,
for example, crayons, chalk, paint, clay, various kinds of papers,
textiles, and yarns, and understand how to use them to produce different
visual effects
1.2 Create artwork in a variety of two-dimensional
(2D) and three-dimensional
(3D) media, for example: 2D
– drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable)
materials such as clay and paper, wood, or found objects for assemblage and
construction
1.3 Learn and use appropriate vocabulary related
to methods, materials, and techniques
1.4 Learn to take care of materials and
tools and to use them safely
2.1 For color, explore and
experiment with the use of color in dry and wet media
Identify primary and secondary
colors and gradations of black, white and gray in the environment
and artwork
Explore how color can convey mood and
emotion
For example, students mix light and dark
values of colors or predict the results of overlapping and blending primary
colors.
2.2 For line, explore the use of
line in 2D and 3D works
Identify a wide variety of types of lines
in the environment and in artwork
For example, students take a walk around
the school and note jagged, straight, curved, thick, and thin lines.
2.3 For texture, explore the use
of textures in 2D and 3D works
Identify
a wide variety of types of textures, for example, smooth, rough, and bumpy,
in the environment and in artwork
Create representations of textures in
drawings, paintings, rubbings, or relief
2.4 For shape and form, explore
the use of shapes and forms in 2D and 3D works
Identify simple shapes of different
sizes, for example, circles, squares, triangles, and forms, for example,
spheres, cones, cubes, in the environment and in artwork
2.5 For pattern and symmetry, explore
the use of patterns and symmetrical shapes in 2D and 3D works
Identify patterns and symmetrical forms
and shapes in the environment and artwork.
Explain
and demonstrate ways in which patterns and symmetrical shapes
3.1 Create 2D and 3D artwork
from direct observation
For example, students draw a
still life of flowers or fruit, action studies of their classmates in sports
poses, or sketches of the class pet having a snack or a nap.
3.2 Create 2D and 3D expressive
artwork that explores abstraction
For example, a student
simplifies an image by making decisions about essential colors, lines, or
textures.
3.3 Create 2D and 3D artwork
from memory or imagination to tell a story or embody an idea or fantasy
For example, students draw
members of a family from memory; illustrate a character in a folktale or play;
build a clay model of an ideal place to play; or make images that convey ideas
such as friendship.
4.1 Select a work or works
created during the year and discuss them with a parent, classmate, or teacher,
explaining how the work was made, and why it was chosen for discussion
For example, a first grader
chooses a painting and tells how she mixed the colors, and talks about the
decisions she made.
4.2 Select works for exhibition
and work as a group to create a display
4.3 As a class, develop and use
criteria for informal classroom discussions about art
5.1 In the course of making and
viewing art, learn ways of discussing it, such as by making a list of all of
the images seen in an artwork (visual inventory); and identifying kinds of
color, line, texture, shapes, and forms in the work
5.2 Classify artworks into
general categories, such as painting, printmaking, collage, sculpture, pottery,
textiles, architecture, photography, and film
5.3 Describe similarities and
differences in works, and present personal responses to the subject matter,
materials, techniques, and use of design elements in artworks
5.4 (Grades 3 and 4) Explain
strengths and weaknesses in their own work, and share comments constructively
and supportively within the group
6.1 When viewing or listening to examples
of visual arts, architecture, music, dance, storytelling, and theatre, ask and
answer questions such as, “What is the artist trying to say?” “Who made
this, and why?” “How does this work make me feel?”
6.2 Investigate uses and meanings of
examples of the arts in children’s daily lives, homes, and communities
For example, children learn and teach
other children songs in languages other than English; interview parents and
community members about dances, songs, images, and stories that are part of
their family and cultural heritage.
7.1 Investigate how artists create their
work; read about, view films about, or interview artists such as
choreographers, dancers, composers, singers, instrumentalists, actors,
storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or
architects
For example, teachers invite an
illustrator of children’s books to school to show how she creates her
illustrations.
8.1 Identify characteristic features of
the performing and visual arts of native populations and immigrant groups to
America, such as
• styles of North American native
cultures of the East Coast, Plains, Southwest, and Northwest;
• styles of folk and fine arts of
immigrant groups from European, African, Latin American, Asian, and Middle
Eastern countries
For example, students look at examples of
Native American clay containers from the Southwest, and wooden containers from
the Northwest and compare the similarities and differences in form and
decoration.
8.2 Identify characteristic features of
the visual arts of world civilizations such as styles of ancient Egypt and
Africa, China, Mesopotamia, Greece, Rome, and the Medieval period in Europe
8.3 Perform or create works inspired by
historical or cultural styles
9.1 When using art materials or handling
and viewing artifacts or musical instruments, ask and answer questions such as
• “What is this made of?”
• “How does this instrument produce
sound?”
• “Would I design this differently?”
• “Who first thought of making something
like this?”
For example, students examine a variety
of percussion instruments, experiment with the different sounds they make, and
learn about the cultures in which they were made.
10.1 Integrate knowledge of dance, music,
theatre, and visual arts and apply the arts to learning other disciplines
Examples of this include:
• using visual arts skills to illustrate
understanding of a story read in English language arts or foreign languages;
• memorizing and singing American folk
songs to enhance understanding of history and geography;
• using short dance sequences to clarify
concepts in mathematics.
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