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INTERMEDIATE VISUAL ART: FIFTH GRADE
INTERMEDIATE VISUAL ART: FIFTH GRADE //
ELEMENTS & PRINCIPLES OF DESIGN
PROGRAM OF STUDIES:
Performance Standard
Students will express ideas, images, or patterns utilizing
elements of art (line, shape, color, form, texture, space, value)
and principles of design )balance, emphasis, pattern)
Performance Standard
Students will analyze how elements of art and principles of
design are used in a variety of art works
Performance Standard
Students will reflect on, interpret, and revise own works of art
and/or works of others
Performance Standard
Students will use appropriate terminology to evaluate personal
artistic creations and those of others
ACADEMIC EXPECTATION(S):
1.13 Students
construct meaning and/or communicate ideas and emotions through the
visual arts
2.22 Students create products and make presentations that
convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
2.23 Students analyze their own and others artistic
products and performances
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Core Content for Assessment:
AH-E-4.1.31 Describe works of art using appropriate art
terminology (subject matter, ideas, elements of art,
principles of design)
AH-E-4.1.32 Art Elements line, shape, form,
texture and color. (primary and secondary hues) and color
groups (warm, cool, neutral) value, space
AH-E-4.1.33 Principles of Design organization of visual
compositions: emphasis (focal point), pattern, balance
(symmetry), contrast (light/dark)
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Demonstrators:
Use art media, tools, techniques and processes
Use drawing, painting, print making, modelings and
constructing to communicate ideas and feelings
Explore the elements (space, line, shape/form, value,
texture, color) and principles (balance, emphasis, contrast,
variety, repetition, movement, rhythm, pattern,
proportion/distortion, transition/gradation,
dominance/subordination, harmony, unity) of design in visual
works
Express an idea, image, or pattern utilizing elements and
principles of design
Observe and explore a variety of artistic styles and forms
in visual arts
Discuss works of art using appropriate concepts and
terminology
Create original visual art
Produce individual and group works of art.
Identify and express arts concepts in music, dance, drama
and visual arts
Reflect on, interpret, and revise own work and/or works of
others in the visual arts
Compare and contrast formal design, style, and structure
within each discipline (music, dance, drama and visual art)
Examine and construct meaning from visual art and
architecture
Communicate recognition of the diversity of art forms and
structures in music, dance, drama and visual arts
Demonstrators Continued:
Evaluate personal artistic creations and those of others
using vocabulary from music, dance, drama and visual arts
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Specific Activities:
AH-E-4.1.41
Create artwork using the elements of art and principles of
design
Suggested Activities:
Identify, use and write about the elements of art
Use the principles of design to organize the elements of
art
Write about the use of the principles of design
Describe and analyze works of art in writing using
appropriate terminology
Draw objects using shading and overlapping
Draw three-dimensional forms, natural or geometric
Mix paint to make a color wheel
Use a variety of clay processes, pinch, slab, coil
Continue print making
Utilize more advanced weaving techniques
Introduce contour drawing
Understand additive and subtractive methods of sculpture
Develop a basic understanding of shades and tints
Recognize radial balance
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Critical Vocabulary:
Line, shape (2-D), texture, form (3-D), color, space,
pattern, balance, contrast
(light/dark), value (lightness or darkness of a color or
neutral), hue/color primary (red, yellow, blue),
secondary (green, orange, violet), warm colors, (red, orange,
yellow), cool colors (blue, green, violet)
neutrals (black, white, gray, brown), foreground, middle ground
background, complementary colors, intermediate colors, symmetry,
overlap, detail, landscape, portrait, self-portrait, still-life,
pottery, sculpture, weaving, emphasis, focal point, pattern, balance
(symmetry) contrast (light/dark)
INTERMEDIATE VISUAL ART: FIFTH GRADE // PROCESSES
AND MEDIA
PROGRAM OF STUDIES:
Performance Standard
Students use a variety of media (crayon, pencil, paint, fabric,
yarn, clay, paper, paper-mβche,) and art processes (e.g., drawing,
painting, collage, weaving, pottery, sculpture) to produce two- and
three-dimensional works of art
Performance Standard
Students describe how media and processes are used for creating a
variety of art works
Performance Standard
Students will analyze how responses to personal works of art and
the works of others are influenced by various media and processes
ACADEMIC EXPECTATION(S):
1.13 Students
construct meaning and/or communicate ideas and emotions through the
visual arts
2.22 Students create products and make presentations that
convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
2.23 Students analyze their own and others artistic
products and performances
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Core Content for Assessment:
AH-E-4.1.34 Describe a variety of media and art processes
used to produce two-and three-dimensional artwork
AH-E-4.1.35 Media crayon, pencil, paint, fabric,
yarn, clay, paper, paper-mβche (used to produce artworks)
AH-E-4.1.36 Media stone, wood, and metal (properties of
media need to be known in order to respond to artworks)
AH-E-4.1.37 Art Processes Two-dimensional drawing,
painting and collage
AH-E-4.1.38 Art Processes Three-dimensional pottery,
sculpture and weaving
AH-E-4.1.39 Analyze how an artist uses various media and
processes to communicate meaning in a work of art
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Demonstrators:
Use art media, tools, techniques and processes
Use drawing, painting, print making, modelings and
constructing to communicate ideas and feelings
Explore the elements (space, line, shape/form, value,
texture, color) and principles (balance, emphasis, contrast,
variety, repetition, movement, rhythm, pattern,
proportion/distortion, transition/gradation,
dominance/subordination, harmony, unity) of design in visual
works
Express an idea, image, or pattern utilizing elements and
principles of design
Observe and explore a variety of artistic styles and forms
in visual arts
Discuss works of art using appropriate concepts and
terminology
Create original visual art
Produce individual and group works of art
Identify and express arts concepts in music, dance, drama
and visual arts
Reflect on, interpret, and revise own work and/or works of
others in the visual arts
Compare and contrast formal design, style, and structure
within each discipline (music, dance, drama and visual art)
Examine and construct meaning from visual art and
architecture
Communicate recognition of the diversity of art forms and
structures in music, dance, drama and visual arts
Demonstrators Continued:
Evaluate personal artistic creations and those of others
using vocabulary from music, dance, drama and visual arts
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Specific Activities:
AH-E-4.1.34
Describe a variety of media and art processes used to
produce two-dimensional and three dimensional artwork
AH-E-4.1.35 Media: crayon, pencil, paint, fabric,
yarn, clay, paper, paper-mache (used to produce artworks)
AH-E-4.1.36 Media: stone, wood, and metal
(properties of media need to be known in order to respond to
artworks)
AH-E-4.1.37 Art processes: two-dimensional
drawing, painting and collage
AH-E-4.1.38 Art processes: three-dimensional
pottery, sculpture and weaving
AH-E-4.1.39 Analyze how an artist uses various
media and processes to communicate meaning in a work of art
Suggested Activities:
Identify, use and write about the elements of art
Use the principles of design to organize the elements of
art
Write about the use of the principles of design
Describe and analyze works of art in writing using
appropriate terminology
Draw objects using shading and overlapping
Draw three-dimensional forms, natural or geometric
Mix paint to make a color wheel
Use a variety of clay processes, pinch, slab, coil
Continue print making
Have a basic understanding of weaving techniques
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Critical Vocabulary:
Line, shape (2-D), texture, form (3-D), color, space,
pattern, balance, contrast
(light/dark), value (lightness or darkness of a color or
neutral), hue/color primary (red, yellow, blue),
secondary (green, orange, violet), warm colors, (red, orange,
yellow), cool colors (blue, green, violet)
neutrals (black, white, gray, brown), foreground, middle ground
background, complementary colors, intermediate colors, symmetry,
overlap, detail, portrait, self-portrait, pottery, sculpture,
weaving, drawing, painting
INTERMEDIATE VISUAL ART: FIFTH GRADE //
HISTORICAL/CULTURAL CONTEXT
PROGRAM OF STUDIES:
Performance Standard
Students will examine the effects of time, place and purpose on
art forms
Performance Standard
Students will investigate and communicate the differences and
commonalities in visual artistic expressions from diverse cultures
and periods
Performance Standard
Students will demonstrate through products forms of art from
diverse cultures
Performance Standard
Students will create products that demonstrate forms of art from
diverse cultures
ACADEMIC EXPECTATION(S):
2.22 Students create
products and make presentations that convey concepts and feeling in
the human experience through their productions, performance or
interpretations
2.23 Students analyze their own and others artistic
products and performances
2.24 Students appreciate creativity and the values of the
arts and humanities
2.25 Through their productions and performances or
interpretation, students show an understanding of the influence of
time, personality, and society on the arts and humanities
2.26 Students recognize differences and commonalities in
the human experience through their productions, performances and
interpretations
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Core Content for Assessment:
AH-E-4.2.31 Identify various purposes for creating works of
art
AH-E-4.2.32 Purposes of Art expressive (express
emotions and ideas), narrative (describe and illustrate
experiences), functional (decorate objects)
AH-E-4.2.33 Identify the role of visual arts in different
cultures
AH-E-4.2.34 Cultures Native American, Early American
(folk/Appalachian), West African (Ivory coast)
AH E-4.2.36 Styles Realistic, abstract,
non-objective
AH-E-4.2.37 Subject Matters landscape, portrait, and
still life
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Demonstrators:
Observe, experience and explore a variety of artistic
styles and forms in visual arts
Identify and express arts concepts in visual arts
Describe reaction to artworks and performances using basic
vocabulary
Recognize the role of the artist in visual arts
Compare and contrast formal design, style and structure
within each discipline, (music, dance, drama and visual art)
Communicate recognition of the diversity of art forms and
structures in music, dance, drama and visual arts
Demonstrate through products or performances, forms of
visual art
Respond to the expressive qualities of visual arts
Express openness to differences and commonalities among
diverse cultures
Investigate and communicate the differences and
commonalities in the artistic expressions of visual arts from
diverse cultures
Examine the effects of time, place, and personality on art
forms and performance practices
Recognize and demonstrate arts concepts used to describe
feelings
Demonstrators Continued:
Begin to formulate personal values based on the perception
and reaction to the expressive qualities of visual art
Evaluate personal artistic creations and those of others
using appropriate vocabulary
Reflect on, interpret, and revise own work and/or works of
others in visual arts
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Specific Activities:
AH-E-4.2.31
Identify various purposes for creating works of art
AH-E-4.2.32 Purposes of Art: expressive (express
emotions and ideas), narrative (describe and illustrate
experiences), functional (decorate objects)
AH-E-4.2.33 Identify the role of visual arts in
different cultures
AH-E-4.2.34 Cultures: Native American, Early
American (folk/Appalachian), West African (Ivory Coast)
AH-E-4.2.35 Recognize that artists choose to
express themselves in different styles and subject matters
AH-E-4.2.36- Styles: realistic, abstract,
non-objective
AH-E-4.2.37 Subject Matters: landscape, portrait
and still life
Suggested Activities:
Recognize and create abstract, realistic and
non-objective works of art
Recognize and create landscapes, portraits and
still-lifes
Recognize and create expressive, narrative and functional
works of art
Recognize similarities and differences between Native
American, Early American and West African styles
Create works in the style of Native American, Early
American and West African art
Write about abstract, realistic and non-objective works
of art
Write about landscapes, portraits and still-lifes
Write about the purposes or aft, including expressive,
narrative and functional.
Write about similarities and differences between Native
American, Early American and West African styles of art
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Critical Vocabulary:
Culture, functional, non-functional, decorative, expressive
(expresses emotions and ideas) narrative (describes and illustrates
experiences), realistic, abstract, landscape, portrait, still life
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