Essential Questions: How do artists and designers create works of art or design that effectively communicate? Vertical Sequence of Learning Goals Students demonstrate they have developed the ability to: K 1 2 3 4 5 Experiment with materials. Independently identify and apply: Line Shape Pattern Color (primary and secondary) Collaboratively experiment with materials. Independently identify and apply: Texture Repetition Variety Color (complimentary colors) Explore multiple techniques or processes within a variety of media. Independently identify and apply: Form Movement Rhythm Color (cool and warm colors) Intentionally and appropriately apply techniques or processes in a variety of media. Independently identify and Value Emphasis Balance Color (shade and tint) Choose media and techniques to create a work of personal interest and provide evidence for artistic choices. Independently identify and apply: Space Unity Proportion Color (tertiary colors) Choose media and techniques to create an original work with a social idea or message and provide evidence for artistic choices. Independently apply multiple Elements of Art to an original art work. Independently multiple Principles of Design to an original art work.
Kindergarten Proficiency Scales Topic 1 2 3 4 Creating Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including, but not limited to: Line, shape, color, primary color, secondary color, pattern Students demonstrate they have developed the ability to: Identify and describe line, shape, color, and pattern Students demonstrate they have the ability to: Experiment with materials. Independently apply: Line Pattern Color Theory (primary and secondary) In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Connecting Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students demonstrate they have the ability to: Create artwork that expresses certain feelings. Express preference for particular artworks. Students demonstrate they have the ability to: Create artwork that expresses feelings a familiar topic. Explain preferences for particular artworks. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. First Grade Proficiency Scales
Topic 1 2 3 4 Creating Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including, but not limited to: Texture, repetition, variety, complimentary colors Students demonstrate they have developed the ability to: Identify and describe texture, repetition, variety, and complimentary colors. Students demonstrate they have the ability to: Collaboratively experiment with materials. Independently apply: Texture Repetition Variety Color Theory (complimentary colors) In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Connecting Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students demonstrate they have the ability to: Recognize and recall specific examples or parts of particular art works that tell personal stories. Students demonstrate they have the ability to: Create art that a story about a personal experience. Compare artworks from different time periods that tell a In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Second Grade Proficiency Scales Topic 1 2 3 4
Creating Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including, but not limited to: emphasis, balance, shade and tint. Students demonstrate they have developed the ability to: Identify and describe value, emphasis, balance, shade and tint. Students demonstrate they have the ability to: Intentionally and appropriately techniques or processes in a variety of media. Independently apply: Value Emphasis Balance Color Theory (shade and tint) In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Connecting Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students demonstrate they have the ability to: Recognize and recall examples or parts of particular artworks that depict cultural traditions. Compare and contrast different artistic compositions. Students demonstrate they have the ability to: Create art that reflect cultural traditions. Use artistic concepts and personal response to make an informed judgement a piece of art. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Responding Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students demonstrate they have the ability to: Independently brainstorm multiple solutions to a creative problem. Students demonstrate they have the ability to: Execute an independently designed solution to a creative problem. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Fourth Proficiency Scales Topic 1 2 3 4
Creating Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including, but not limited to: Space, unity, proportion, and tertiary colors. Students demonstrate they have developed the ability to: Identify and describe space, unity, proportion, and tertiary colors Students demonstrate they have the ability to: Choose media and techniques to create an original work or personal interest and provide evidence for artistic choices. Independently apply: Space Unity Proportion Color Theory (Tertiary colors) In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Connecting Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including, but not limited to: Observation, realism, abstract Students demonstrate they have the ability to: Recognize and recall examples or parts of particular representational and/or artworks. Describe components of own work or the work of others. Students demonstrate they have the ability to: Create art based on observation of surroundings. Create art that alters or abstracts reality. Critically analyze (four step) and evaluate their own work and the work of others based on established criteria. In addition to 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Responding Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students demonstrate they have the ability to: Articulate an action plan to make art. Students demonstrate they have the ability to: Formulate, communicate, and implement an action plan. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Fifth Grade Proficiency Scales Topic 1 2 3 4
Required Terms Recommended Terms Line Shape Forms Space Color Texture Value Primary Secondary Complimentary Shade Tint Balance Emphasis Movement Pattern Repetition Proportion Rhythm Variety Unity Composition Perspective Craftsmanship Portfolio Technique Context Media Critique Horizontal Vertical Diagonal Geometric Organic Length Width Depth Negative Space Positive Space Hue Intensity Surface Scale Symmetry Asymmetry Contrast Focal Point Symbol Mood Harmony