K-8 Visual Art Curriculum Model
Art Methods Syllabus- Course Outline
Overview Assignments
Lessons and Journals:
Jan 23 - Jan 30
Feb 6 - Feb 13 - Feb 20 - Feb 27
Mar 6 - Mar 20 - Mar 27
Apr 3 - Apr 10 - Apr 17 - Apr 24
May 1
TEXT Resources 
Resources
Understanding Rubrics
Rubric ART Assignment
Rubric Journal
Observation - Clinical Form
FINAL INSTALLATION
CREATING
K. MAKING CONNECTIONS
L. VISUAL IMAGINATION AND CREATIVITY
Content Standard
Students in Wisconsin will make connections among the arts, other disciplines,
other cultures, and the world of work.
Rationale:
Fields of knowledge and disciplines are intimately connected. Fragmentation
of knowledge prevents people from absorbing the vast information that
shapes their lives. The arts help students integrate knowledge and experience
and to become better thinkers, problem solvers, creators, communicators,
and citizens.
K.4.1 Connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology
K.4.2 Invent new ways to communicate ideas and solutions to problems in art
K.4.3 Use what they are learning about life, nature, the physical world, and people to create art
K.4.4 Use a variety of tools, such as words, numbers, sounds, movements, images, objects, emotions, technology, and spaces, to help understand and communicate about the visual world
K.4.5 Know art includes activities, such as museum curation, historic preservation, collecting, and writing about art and design
K.4.6 Know about some of the similarities and differences of world cultures
by studying their fine arts: music, dance, theatre, literature, and architecture
K.8.1 Connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology
K.8.2 Invent new artistic forms to communicate ideas and solutions to problems
K.8.3 Apply what they know about the nature of life, nature, the physical world, and the human condition to their understanding and creation of art
K.8.4 Use a variety of tools, such as words, numbers, sounds, movements, images, objects, emotions, technology, and spaces, to help understand and communicate about the visual world
K.8.5 Know about a range of art activities, such as museum curation, historic preservation, collecting, and writing about art and design
K.8.6 Explore the similarities and differences of world cultures by studying
their fine arts: music, dance, theatre, literature, and architecture
K.12.1 Connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology
K.12.2 Invent new artistic forms to communicate ideas and solutions to problems
K.12.3 Apply what they know about the nature of life, nature, the physical world, and the human condition to their understanding and creation of art
K.12.4 Continue to use a variety of tools, such as more sophisticated application of words, numbers, sounds, movements, images, objects, emotions, technology, and spaces, to help understand and communicate about the visual world
K.12.5 Know about a range of art activities, such as museum curation, historic preservation, collecting, and writing about art and design
K.12.6 Know the similarities and differences of world cultures by studying
their fine arts: music, dance, theatre, literature, and architecture
Grade 4:
· Comparing a work of art done with traditional media with one
using newer media
· Making a drawing that transforms an inanimate object into a living
creature
· Creating an environment, such as an underwater world, as a class
project
· Creating a multimedia presentation with music and images
· Visiting a museum to meet with the staff for a behind-the-scenes
look at what they do
· Illustrating and writing a book about the arts of a culture,
such as the Eskimos
Grade 8:
· Selecting an assignment from another class, such as a scientific
drawing of insects or a three-dimensional community of a world culture,
to be done visually in the art class
· Creating a visual timeline showing the development of technology
· Creating a model of a city that addresses social concerns,
such as poverty, crime, or drugs
· Doing an art project using tools from other areas, such as
music, dance, mathematics, and foreign language
· Visiting a museum to learn about the creation of displays and
the people involved in doing this
· Inviting a community member to share the art of his/her culture
with the class
Grade 12:
· Selecting an assignment from another class, such as scientific
illustrations and mathematical scale models, that can be done visually
in the art class
· Creating a school display showing the connections between the
humanities, sciences, social studies, and technology
· Making a book with illustrations and images addressing issues,
such as the effects of the global economy, terrorists, wars, and politics
· Making performance art that uses a wide variety of tools to communicate
a message, such as a message of brotherhood/ sisterhood/family that connects
with music, dance, theatre, and technology
· Developing teams of students who help put up artwork, write about
art for the student newspaper and school annual, and make presentations
about art
· Planning and producing an ethnic festival and inviting community
members to display the arts of their culture
L: VISUAL IMAGINATION AND CREATIVITY
Content Standard
Students in Wisconsin will use their imaginations and creativity to
develop multiple solutions to problems, expand their minds, and create
ideas for original works of art and design.
Rationale:
Imagination allows people to explore connections to the
world, develop conceptual thought processes, and learn to use metaphors
to arrive at original ideas. Art helps children become more creative,
deal with complexity and ambiguity, be more flexible, solve problems in
creative ways, use higher order thinking skills, and take risks.
L.4.1 Use their knowledge, intuition, and personal experiences to develop ideas for artwork
L.4.2 Begin to develop a base of knowledge and skills from which to create new ideas
L.4.3 Explore the role that personal traits, such as independent thinking, courage, integrity, insight, dedication, and patience, play in creating quality art and design
L.4.4 Understand that art is created by people and changes our time and culture
L.4.5 Explore nature and designs by artists as sources for new ideas
for their artwork
L.4.7 Exhibit imagination by interpreting situations from more than one
point of view
L.8.1 Use their knowledge, intuition, and experiences to develop ideas for artwork
L.8.2 Develop a base of knowledge and skills from which to create new ideas
L.8.3 Understand the role that personal traits, such as independent thinking, courage, integrity, insight, dedication and patience, play in creating quality art and design
L.8.4 Understand that nature and other designs can be sources for new ideas
L.8.5 Study ways that artists develop personal style that reflects who they are
L.8.6 Understand that art is created by people of different cultures, expresses different ideas and concepts, and changes over time
L.12.1 Use their knowledge, intuition, and experiences to develop ideas for artwork
L.12.2 Continue to develop a base of knowledge and skills from which to create new ideas
L.12.3 Use personal traits, such as independent thinking, courage, integrity, insight, and dedication, in creating quality art and design
L.12.4 Use the knowledge of nature and works of art as sources for new ideas
L.12.5 Develop a personal style in art and design that reflects who they are
L.12.6 Understand that art is created by people with different world views, expresses diverse ideas, and changes over time
L.12.7 Imagine complex situations from a variety of challenging points of view
· Designing a piece of clothing that reflects personal interests; such as a shoe, hat, or T-shirt
· Developing a portfolio
· Viewing a videotape of an artist at work, visiting an artist's studio, or finding examples of artists showing courage and dedication
· Comparing the Model T Ford with a contemporary sports car
· Studying Frank Lloyd Wright's window designs based on nature
· Identifying the style of a particular artist, such as Nevelson, Joan Miro, or Henri Matisse
· Using a viewfinder (a piece of cardboard with a rectangular hole) to examine objects from nature to determine interesting points of view from which to draw, such as close-up, over or under, and tilted views
Grade 8:
· Creating a work of art that shows how the student's experiences
make him or her different from others
· Expanding on a work of art in progress with personal ideas
· Discussing times in which a student may try to be like others
and times when he or she may think independently
· Finding the sources and background for one's art, such as the
history of action cartoons and historical depictions of the horse
· Finding examples from nature or other artists that remind the
student of his or her own work
· Looking at a collection of the student's artwork over time and
determining those elements that describe personal style
· Creating a color drawing interpreting an apple in six different
ways, such as realistic, abstract, impressionistic, surrealistic, a graphic
design, and a computer image
· Creating a personal work of art using one's ideas, processes, materials, and techniques
· Examining an idea thoroughly and reinterpreting it in a variety of ways
· After creating a work of art, reflecting about the experience in a journal to determine whether the student has used his or her own ideas, taken risks, and worked hard
· Finding sources, such as the history of portrait, patterns, or heroes in art, and background for a student's art
· Studying and sketching forms from nature and other designs to find sources of inspiration for designing art forms, such as jewelry, ceramics, and fabric designs
· Reflecting upon the items in a portfolio to see how personal style is developing
· Solving a computer graphic design problem in a variety of ways
WI ART STANDARDS: Knowing | Doing | Communicating | Thinking | Understanding | Creating | Proficiency