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Art at Broad View
Nicolette Harrington, Art Specialist
Ms. Mahoney, a student teacher from Notre Dame College, Columbus, Ohio, has alos been working with students this semester.
KINDERGARTEN Grade Level Expectations in ART
In kindergarten, students begin to explore and participate in creative art making processes. Students learn to use step-by-step process to create art work. Students acquire age appropriate skills and safety practices in the use of media, tools, techniques and equipment in the art room. Students begin to develop observational skills, fine motor skills, and sensory connections. Students begin to experience and use art elements and principles of design. Students learn how to share their ideas and explain their artwork to others, communicating ideas that are personally important. Students are learning to recognize art in the art room, school, and community. In Kindergarten, Visual Arts are produced with teacher support and direction.
The Washington State G.L.E.s do not prescribe how the content of the art curriculum will be taught. We have gone beyond the standards and use instructional strategies and assessment methods appropriate for each grade.
The lessons for the art program are intended to support the following goals that will enable students to:
- Know the elements of art and the principles of design and how they are used in visual arts;
- Understand the relationship of the arts to history, culture, and other fields of knowledge;
- Use materials, methods, information, and technology in a safe and ethical manner;
- Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others;
- Develop an aesthetic awareness and personal philosophy regarding nature, meaning, and the value of the arts.
Kindergarten ART Projects Fall 2009
Kindergarteners are learning to name, draw, and piece together the parts that complete a picture of a person. They drew a self-portrait and painted skeletons using a q-tip including as many bones as they could. They learned the color spectrum in order to make a rainbow. Red is the longest band of light, purple is the shortest. They colored a sun design with warm colors and attempted to color stars with cool colors. They cut circles, spirals, and leaf shapes to create a pumpkin. They used modeling clay to form spheres, cubes, cylinders, slabs, and coils. They're learning to name 3-D forms and created a small candleholder from real clay. Kindergarteners are learning class procedures when they visit the art room once a week. I am looking for parent volunteers to assist with the kindergarten classes.
FIRST Grade Level Expectations in ART
In the first grade, students begin to develop an understanding of art elements and principles of design by exploring a variety of art materials and techniques. Students acquire age appropriate skills and safety practices in the use of media, tools, and equipment in the art room. Students develop art-making skills by using step-by-step processes to create artwork, including observational skills, fine motor skills, and sensory connection. Students develop art skills and communicate ideas that are personally important. Students create and respond to visual arts experiences that are meaningful in their lives. Students develop awareness of their community and environment through visual arts experiences. In First Grade, Visual Arts are produced with teacher support and direction.
The Washington State G.L.E.s do not prescribe how the content of the art curriculum will be taught. We have gone beyond the standards and use instructional strategies and assessment methods appropriate for each grade.
The lessons for the art program are intended to support the following goals that will enable students to:
- Know the elements of art and the principles of design and how they are used in visual arts;
- Understand the relationship of the arts to history, culture, and other fields of knowledge;
- Use materials, methods, information, and technology in a safe and ethical manner;
- Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others;
- Develop an aesthetic awareness and personal philosophy regarding nature, meaning, and the value of the arts.
First Grade ART Projects Fall 2009
First Grade art projects included a watercolor painting that required students to use curved, angled and straight lines in their name to fill the entire paper. They helped plant a small tree in the school garden and drew the main parts of a tree. They used smooth, lobed, and saw-toothed lines to outline leaves. They practiced cutting curved, straight, and zigzag lines and made a collage of leaves using rubber stamps. They used curved, angled, and straight lines to draw and paint doodle shapes like the artist Juan Miro. They used their imagination to draw monsters in a closet, filling an interior with textures. They drew a magnified insect covered with patterns. They created a crayon resist painting of a turkey, including all the parts and different textures to prepare for building a clay candleholder for Thanksgiving.
SECOND Grade Level Expectations in ART FALL 2009
In the second grade, students continue to develop an understanding of the art elements and principles of design through participation and exploration of a variety of media, tools, techniques and equipment. Students continue to develop perceptual and technical skills and communicate ideas that are personally important. Students create and respond to multiple visual art experiences that are meaningful in their lives. Student develop visual thinking strategies. Students develop awareness of cultures and environments through the visual arts. In Grade 2, Visual Arts are produced with teacher support and direction.
The Washington State G.L.E.s do not prescribe how the content of the art curriculum will be taught. We have gone beyond the standards and use instructional strategies and assessment methods appropriate for each grade.
The lessons for the art program are intended to support the following goals that will enable students to:
- Know the elements of art and the principles of design and how they are used in visual arts;
- Understand the relationship of the arts to history, culture, and other fields of knowledge;
- Use materials, methods, information, and technology in a safe and ethical manner;
- Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others;
- Develop an aesthetic awareness and personal philosophy regarding nature, meaning, and the value of the arts.
Second Grade Art Projects Fall 2009
Second Grade drew me and a friend using overlapping objects in their pictures to show space in the same way that Grant Wood arranged his famous painting "American Gothic" They drew personal stories in a "stained glass" window like Marc Chagall. They used primary colors to mix secondary colors and to blend all the colors to create browns and even black. They practiced drawing facial expressions that can evoke feelings and created pumpkin painting decorations for the Family Fall Festival. They drew turkey pictures they transferred to a mono print using pattern and a variety of lines. They learned to model clay animals from a single lump of clay so the parts would be strong and not break off. The Mrs. Aspery's 2nd/3rd class has done different projects including painting cylinder vases with geraniums and pleating symmetrical paper bats. Mrs. Waffords class has done two dinosaur projects.
THIRD Grade Level Expectations in ART Fall 2009
In third grade, students build on previous understanding of and make choices to create artwork using the elements of art and principles of design through participation and exploration of a variety of media, genres, styles, and techniques. Students acquire age appropriate skills and safety practices in the use of media, tools, techniques, and equipment in the art room. Students continue to develop perceptual and technical skills and communicate ideas that are personally important. Students reflect upon and explain their artwork to others using established guidelines. Students develop visual thinking strategies as they create and respond to art and make connections across disciplines, cultures, place, and time. In Grade 3, Visual Arts are produced with teacher support and direction.
The Washington State G.L.E.s do not prescribe how the content of the art curriculum will be taught. We have gone beyond the standards and use instructional strategies and assessment methods appropriate for each grade.
The lessons for the art program are intended to support the following goals that will enable students to:
- Know the elements of art and the principles of design and how they are used in visual arts;
- Understand the relationship of the arts to history, culture, and other fields of knowledge;
- Use materials, methods, information, and technology in a safe and ethical manner;
- Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others;
- Develop an aesthetic awareness and personal philosophy regarding nature, meaning, and the value of the arts.
Third Grade Art Projects Fall 2009
Third Grade students learned to draw proportional relationships of the body and the human face by practicing self-portraits and sketching scarecrows. They passed a "glue test" and then made a print of their face outlined with glue. They learned twelve ways to use pastels. They drew from their imagination and invented Dr. Seuss inspired transportation. They learned about Mexican Day of the Dead celebrations and painted symmetrical designs on skulls. The made clay
puppets and learned the legend of how Raven stole the sun and gave us light. They painted a Matisse still life, creating a cylinder vase that was filled with overlapping flowers. Mrs. Ernst's class created a book about the life cycle of butterflies. They learned the architectural elements of an entrance and drew a doorway that reflects their interests or hobbies. Mrs. Arnold's class created a city out of boxes and learned about city planning. They have begun a small weaving to learn basic weave structure, to ply rope, and to tie a half-hitch fringe knot.
FOURTH Grade Level Expectations in ART Fall 2009
In fourth grade, students continue to build on previous understanding and make choices to create artwork using the elements of art and principles of design through participation and exploration of a variety of media, genres, styles, and techniques. Students acquire age appropriate skills and safety practices in the use of media, tools, techniques and equipment in the art room. Students continue to develop perceptual and technical art skills and communicate ideas that are personally important. Students reflect upon and explain their artwork to others using established guidelines. Students develop visual thinking strategies as they create and respond to art and make connections across disciplines, cultures, place, and time. In Grade 4, Visual Arts are produced with teacher support and direction.
The Washington State G.L.E.s do not prescribe how the content of the art curriculum will be taught. We have gone beyond the standards and use instructional strategies and assessment methods appropriate for each grade.
The lessons for the art program are intended to support the following goals that will enable students to:
- Know the elements of art and the principles of design and how they are used in visual arts;
- Understand the relationship of the arts to history, culture, and other fields of knowledge;
- Use materials, methods, information, and technology in a safe and ethical manner;
- Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others;
- Develop an aesthetic awareness and personal philosophy regarding nature, meaning, and the value of the arts.
Fourth Grade Art Projects Fall 2009
Fourth Grade students learned 12 ways to use tempera paint. They painted with organic lines and shapes like Bonnard. They made an organic art design in the school garden after looking at the images of Andy Goldsworthy's creations with materials found in nature. They lined and stitched a turtle design on burlap. They were required to learn 4 embroidery stitches. Some students used the sewing machine to make a small pillow. They drew outlines of clothing and painted an eagle design for their Veteran's Day music assembly. They made a coil pot. They learned to divide a circle with a compass and created a color wheel using primary, secondary, and intermediate colors.
FIFTH Grade Level Expectations in ART Fall 2009
In fifth grade, students extend previous understanding and make choices to create artwork using the elements of art and principles of design through continued use of media, genres, styles and techniques. Students acquire age appropriate skills and safety practices in the use of media, tools, techniques, and equipment. Students continue to develop perceptual and technical art skills and communicate ideas that are personally important. Students present and reflect on artwork using established guidelines, Students develop visual thinking strategies as they respond to art and make connections across disciplines, cultures, place, and time. In Grade 5, Visual Arts are produced with teacher support and direction.
The Washington State G.L.E.s do not prescribe how the content of the art curriculum will be taught. We have gone beyond the standards and use instructional strategies and assessment methods appropriate for each grade.
The lessons for the art program are intended to support the following goals that will enable students to:
- Know the elements of art and the principles of design and how they are used in visual arts;
- Understand the relationship of the arts to history, culture, and other fields of knowledge;
- Use materials, methods, information, and technology in a safe and ethical manner;
- Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others;
- Develop an aesthetic awareness and personal philosophy regarding nature, meaning, and the value of the arts.
Fifth Grade Art Projects Fall 2009
Fifth Grade students started with a cave art lesson using earth colors to recreate ancient petroglyphs. They used charcoal and drew expressive portraits of Native American faces. They drew organic designs that were transferred to the surface of a clay bowl. They drew "masks" in a crowd, considering feelings and expression on faces. They made prints of an imaginary animal based on guided reading and analyzing data. Mrs. Oboe's class tried scratch art and helped the fourth grade with eagle designs for their music assembly. Ms. Bishop's class did a lesson on aboriginal art.
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