Elementary Curriculum for
First Grade - Art

Art Parts

• Understand that anyone who makes art is the artist.
• Apply the concept of artist to themselves as they develop works of art.
• Recognize at least one famous artist from art history, their style and contribution to society.
• Understand that people create different styles of art, a personal expression.
• Apply the concept of styles by creating individual pieces developed upon varieties of media, and choices of expression.
• Recognize two different styles of art and be able to compare and contrast.
• Understand the use of subjects and themes to provide inspiration for production of artworks.
• Understand the use of imagination to the production of artworks.
• Recognize some subjects used for the source of art as found in famous artworks: landscapes, still life, portraits and storytelling.
• Apply the use of theme - subject matter - to the production of artworks.
• Understand that form can mean what the artist makes out of the tools and media he chooses.
• Understand that there are many forms of art both 2-dimensional and 3-dimensional.
• Apply themselves to the process of creating both 2-dimensional and 3-dimensional art forms.
• Recognize both comparisons and contrast is different art forms.
• Understand that the audience is important to the appreciation of art.
• Understand that the audience asks questions about art, the who, what, where and when of art.
• Apply the use of discovery by asking questions and seeking answers about artworks, and the artists who made them.
• Apply the use of thinking skills and critical analysis by explaining their own works of art.
• Recognize special places designed for the display of artworks.
• Aesthetically scan their own work and the works of master artists in descriptive language.

Language of Art

• Observe and identify line, shape, color, value, space, texture and form in their own work.
• Identify the elements of art in nature and the world around them.
• Recognize the elements of art as used by master painters through discovery, perception, contrast and comparison.
• Apply the use of the elements of art to the art process creating artworks with them.
• Apply the use of the elements of art to describe artworks in aesthetic scanning.
• Observe movement, pattern, balance, unity, contrast, emphasis and composition in their own work.
• Identify the principles of design in nature and the world around them.
• Use descriptive words to communicate ideas and feelings about both their own artworks and art in the world around them.

Art History

• Compare and contrast artworks made by various students, grade levels, artist in the local community and on a larger level looking at these examples for greater understanding of the role of art in the world.
• Develop an understanding of a timeline by charting projects they have created during the year through various approaches: scrapbook, journal, group timeline, portfolios, or photo-charting.
• Recognize at least one famous artist, one style, and one culture from art history.
• Learn and recognize some forms of art evidence as paintings, sculpture, architecture, landscape art, costumes and technology.
• Compare and contrast works of art made by groups of artists who work in similar styles or during the same time in history to find similarities and differences.
• Learn the names of six main periods of art history and be introduced to some art crated during these times.
• Sort and classify painting upon different themes such as artist, subject, time created and style.
• Recognize how culture can influence art by creating projects that reflect events within the school community and compare how different classes respond to the same theme project.
• Introduce cultural content using the American culture.
• Introduce cultural influences such as rules, beliefs, climate, landscape, costumes and folklore of a culture on artworks.

Production and Problem Solving

• Use tools such as crayon, markers, oil pastels, chalk, watercolors and tempera paint, fibers, clay and natural materials.
• Use names of tools and processes such as: crayon resist, painting, drawing, pinch pots, paper weaving, etc.
• Work from a variety of materials and processes.
• Draw from memory, observation and modeled processes.
• Use imagination and brainstorming for creative motivation.
• Follow step-by-step directions for sequenced projects.
• Use material without step-by-step directions, providing opportunities for choices and self direction.
• Use planned as well as spontaneous ways to create art.