Elementary Curriculum for
Fifth Grade - Art

Art Parts

• Understand that the artist is anyone who makes new forms of expression from what they perceive, experience and develop by mastering the skills used to create artworks.
• Understand that the end form stands by itself and is often a reflection of the society an artist lives in.
• Recognize and apply the use of personal experiences to the creation of artworks.
• Apply the use of attributes to a subject or theme using their own personal perceptions to create an artwork.
• Compare and contrast different styles of art considering the society or culture that produces those artworks.
• Recognize the role of the museum, galleries, art fairs and art shows to bring art to the public.
• Apply the use of public display of art by integrating art in school art shows and art opportunities (scenery for plays, etc.).
• Recognize, apply and develop a variety of media discovering the possibilities and limitations of each.
• Master the use of several various mediums and forms as means of self-expression.
• Discuss and choose subjects and themes that reflect the culture and society in which they live.
• Apply the use of cultural aspects to the development of a theme in art.
• Apply the use of thinking skills and critical analysis of their own works, works by famous artists and artworks created by a society.
• Recognize the following subject classifications for works of art and select one or more to apply to a composition: landscape, still life, portrait, historical, myth, fantasy, dream and autobiographical.
• Recognize several styles of art by the society or culture reflected in them, compare and contrast.
• Develop recognition of styles of art through discussion, interpretation, application and research.
• Apply the use of timelines to a greater understanding of art and the audience to whom the artworks were created.
• Master basic knowledge of the six art parts, basic definitions and applications of each.
• Master ability to be a thoughtful audience, forming opinions using higher level thinking skills.

Language of Art

• Recognize with a greater understanding a basic knowledge of the elements of art and the principles of design.
• Apply with a greater understanding the principles of design to the production of artworks.
• Master a large repertoire of descriptive words and be able to apply them to the interpretation of artworks produced by themselves, other artists and various cultures.
• Understand words that explain or define the creative experience.
• Aesthetically scan for elements of art, principles of design and creativity using appropriate language to support critical judgments.

History

• Recognize work created by different cultures.
• Identify some common themes found among different cultures, comparing and contrasting and using numerous attributes.
• Describe the traits which differentiate two divergent cultures.
• Broaden their recognition of culture to expand for a global awareness, including work created in Australia, North, Central and South America, European and Mid-Eastern.
• Recognize works created by various artists, schools of art and periods of art history.
• Identify, discriminate and describe art by different artists, schools of art and periods of art history.
• Broaden their recognition of famous artists to include minority, handicapped and women artists.
• Broaden their understanding of the six periods of art history to include: style of clothing, architecture, specific artists, styles of art, landscape, climate, technological and major events that influenced artistic expression.
• Identify the purposes of various exhibitions: gallery, museum, art fair, etc.
• Create an exhibit of any of the following: an artist style, culture or period of art history.  They will choose from any of the following: collage, photo-essay, poster, group murals, slide show, etc.

Production and Problem Solving

• Work from a wide diversified group of medias including: crayon, colored pencils, markers, watercolor and tempera paints, inks, clay bodies, foil, tin, fibers, natural materials, found materials, recycled materials, etc.
• Use names of tools and processes such as: crayon etch, crayon resist, crayon transfer, mirror-image, slab pot, weaving, tapestry, paper making, mobiles, mono-print, etc.
• Create from memory, observation, modeling, innovation and visualized possibilities.
• Use imagination, brainstorming, webbing and attribute listing for creative inspiration.
• Express verbally and written manner both process, tools, techniques and motivation for works of art they have created.
• Recognize and communicate, verbally and in written manner, the techniques and choices used by artists and cultures in artworks from around the world.
• Follow step-by-step directions for sequenced projects, verbalize and describe in written format that process.
• Use materials in self-motivated manner, making choices in subject of theme to convey specific feelings, ideas or values based on personal experiences.
• Know and apply appropriate safety measures when using various mediums.