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
KNOWING
A. VISUAL MEMORY
AND KNOWLEDGE
B: ART HISTORY, CITIZENSHIP, AND ENVIRONMENT
A. VISUAL MEMORY AND KNOWLEDGE
Content Standard
Students in Wisconsin will know and remember information and ideas about
the art and design around them and throughout the world.
Rationale:
The study of art involves not only creating art, but also knowing and
remembering information and ideas about art and design. Museums, galleries,
and other institutions employing arts professionals help preserve, protect,
interpret, and evaluate works of art and architecture. Art critics, aestheticians,
historians, and philosophers all work to better interpret the political,
anthropological, social, philosophical, and psychological impact of the
arts. Students in our schools need to know about art and design now and
throughout history in order to better understand the arts, themselves,
and the world around them.
A.4.1 Develop a basic mental storehouse of images
A.4.2 Learn basic vocabulary related to their study of art
A.4.3 Learn about basic styles of art from their own and other parts of the world
A.4.4 Learn about styles of art from various times
A.4.5 Know that art is one of the greatest achievements of human beings
A.4.6 Know that art is a basic way of thinking and communicating about
the world
A.8.1 Develop a mental storehouse of images
A.8.2 Learn appropriate vocabulary related to their study of art
A.8.3 Know about styles of art from their own and other parts of the world
A.8.4 Know about some styles of art from various times
A.8.5 Demonstrate ways in which art is one of the greatest achievements of human beings
A.8.6 Identify ways in which art is basic to thinking and communicating
about the world
A.12.1 Possess a mental storehouse of images
A.12.2 Know advanced vocabulary related to their study of art
A.12.3 Know and recognize styles of art from their own and other parts of the world
A.12.4 Know and recognize many styles of art from various times
A.12.5 Explain that art is one of the greatest achievements of human beings
A.12.6 Use art as a basic way of thinking and communicating about the world
Grade 4:
· Making a list of the most interesting things students have seen
· Making a visual dictionary of art words relating to student projects
· Comparing two related works of art, such as ceramic pottery by
different Native American artists
· Comparing similar works of art from different time periods and
places such as Egyptian and Roman wall paintings
· Making a visual display of great architectural structures from
around the world
· Studying artworks from two cultures, such as Jacob Lawrence's
Parade, and Pieter Bruegel's Peasant Wedding, that have something in common
Grade 8:
· Starting a clipping file of images to be used as resources
by students and teachers throughout the school
· Creating a museum-style exhibit for the language arts department
on vocabulary related to artworks
· Creating a museum-style exhibit for the foreign language department
on artworks from other countries
· Creating a museum-style exhibit for the social studies department
related to artwork throughout history
· Studying the contributions of women, minorities, and various
cultures to the world of art
· Finding a reproduction of an artwork that is relevant to each
room throughout the school, such as Dutch still-life for the cafeteria
and an M.C. Escher print for a mathematics room
Grade 12:
· Creating a slide file collection of images to be used as
a resource by students and teachers throughout the school
· Creating a list of new art vocabulary along with photographs
of the student's work
· Studying art from other parts of the world and making a photo
journal about it
· Studying the major museums of the world, such as the Metropolitan
Museum, the Louvre, and Prado
· Studying the great architectural monuments of history, such as
the Taj Mahal, the Hagia Sophia, and the Egyptian pyramids
· Researching the body of work of a woman artist whose works the
student admires, such as Kathe Kollwitz, Miriam Shapiro, or Georgia O'Keeffe,
and write about the message which is communicated
B: ART HISTORY, CITIZENSHIP, AND ENVIRONMENT
Content Standard
Students in Wisconsin will understand the value and significance of the
visual arts media and design in relation to art history, citizenship,
the environment, and social development.
Rationale:
The study of human history and different cultures and their art forms
represents a legacy that enriches our lives and allows us to see our own
and other cultures from different perspectives. When students understand
the form and function of the visual arts and design, they can better understand
people as well as art objects. Students will communicate better with others
and develop more tolerance for other lifestyles and points of view through
the study of cultural images and artifacts.
Grade 4:
B.4.1 Understand that artists and cultures throughout history have used
art to communicate ideas and to develop functions, structures, and designs
B.4.2 Recognize that form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist
B.4.3 Know that works of art and designed objects relate to specific cultures, times, and places
B.4.4 Know that art is influenced by artists, designers, and cultures
B.4.5 Understand that their choices in art are shaped by their own culture and society
B.4.6 Know basic ways to describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers
B.4.7 Begin to understand environmental and aesthetic issues related
to the design of packaging, industrial products, and cities
B.8.1 Explore how artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs
B.8.2 Recognize ways in which form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist
B.8.3 Identify works of art and designed objects as they relate to specific cultures, times, and places
B.8.4 Know ways in which art is influenced by artists, designers, and cultures
B.8.5 Understand how their choices in art are shaped by their own culture and society
B.8.6 Know how to describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers
B.8.7 Understand environmental and aesthetic issues related to the design of packaging, industrial products, and cities
B.8.8 Learn about the contributions of art historians, cultural anthropologists, and philosophers of art to our understanding of art and design
Grade 12:
B.12.1 Demonstrate how artists and cultures throughout history have used
art to communicate ideas and to develop functions, structures, and designs
B.12.2 Show ways that form, function, meaning, and expressive qualities of art and design change from culture to culture and artist to artist
B.12.3 Relate works of art and designed objects to specific cultures, times, and places
B.12.4 Know how artists, designers, and cultures influence art
B.12.5 Understand how their choices in art are shaped by their own culture and society
B.12.6 Describe, analyze, interpret, and judge art images and objects from various cultures, artists, and designers
B.12.7 Understand and apply environmental and aesthetic issues to concepts related to the design of packaging, industrial products, and cities
B.12.8 Know the contributions of art historians, cultural anthropologists,
and philosophers of art to our understanding of art and design
· Comparing different artworks based on the same theme, such as a Nigerian sculpture of a mother and child and Mary Cassatt's painting of a mother and child
· Comparing a painting of an animal from a contemporary artist with that of a cave drawing of an animal (How are they similar? How are they different?)
· Looking at works of art and designed objects from different cultures, such as furniture or clothing, to become familiar with what is unique about each culture
· Looking for influences in artists' works such as the African art influence on Pablo Picasso's work
· Talking about students' work in terms of visual elements and purposes
· Talking and writing about a work of art about which the student previously knew nothing
· Listing ways in which art relates to environmental issues
· Discussing what art historians, cultural anthropologists, and philosophers do in relation to art
Grade 8:
· Comparing and contrasting two artworks that are different in
materials, style, and concept, such as the sculptures of Bernini and Michelangelo
· Comparing different cultures' architectural work, such as the
Brooklyn Bridge and the Eiffel Tower
· Discussing the changes in clothing styles worn by early and modern-day
Americans
· Looking for influence of Japanese design on artists, such as
French artist Edouard Manet and American architect Frank Lloyd Wright
· Talking about the influence of American society on student artwork
· Comparing the way art from another country, such as Australia,
reflects different views about people, nature, and beauty
· Looking for solutions to aesthetic and design problems, such
as noise barriers along urban highways
· Interviewing an art historian or museum curator
· Studying the history of photography and how artists, such as Ansel Adams and Walker Evans used it to communicate ideas
· Studying paintings of social and political concerns, such as Spanish artist Francisco Goya's First of May or Pablo Picasso's Guernica, and writing an interpretation of it
· Making an exhibit of how art changes from culture to culture, focusing on a theme which runs throughout history, such as the human figure or symbols in art
· Studying the history of the automobile and identifying the influences on its design
· Studying a contemporary art form, such as video art, and writing an essay about it
· Creating a display with visuals and words showing the aesthetics of different cultures students have studied
· Studying an environmental and aesthetic issue, such as the effects of plastics and Styrofoam commercial packaging on the environment, and the responsibility of the artist in those issues
· Researching art and design issues through art periodicals, such as Art News, American Craft, Ceramic Monthly, Graphis, Ornament, and Living Architecture, plus books and videos and discussing issues in class
WI ART STANDARDS: Knowing | Doing | Communicating | Thinking | Understanding | Creating | Proficiency