Subject: Visual Arts
Visual Arts – Curriculum Map Overview 2014-2015
Teachers: Catherine Debes, Xiao Liu, Ai Zhen Li
Unit 1
Big Idea: What is Art?
 Making Connections through the Visual Arts / Recognizing the Societal, Cultural and Historical Significance of Art
 Looking at and Discussing Art
Kindergarten – First – Second grades
2nd Grade Benchmark— Through an exploration of art materials and techniques, students exercise imagination, construct meanings, and depict their
experiences; work in two-dimensional and three-dimensional art forms, use basic art tools, and gain knowledge of media and compositional elements.
Kindergarten
Number of Sessions: 10
How do artists create art?
First Grade
Number of Sessions: 10
How do artists use the elements in their work?
Second Grade
Number of Sessions: 10
What are the qualities of a great work of art?
Elements of Art-LINE
Elements of Art-LINE
Principle of Art-Pattern
Elements of Art- LINE
Essential Questions:
How do artist use line in their artwork?
Key Concept:
Artists use lines to create their artwork.
 Lines are different.
 Lines move in different directions.
 Lines make pictures.
Content Objectives:
Students will:
 Explore the different kinds of lines artists
use to create a work of art.
 Identify and physically mimic straight,
curved and slanted lines in their
environment.
 Explore and use different mark-making
tools and materials to create lines.
(pencil, crayon, oil pastel, marker, paint,
scissors)
 Control pencil etc. in various directions.
 Use a variety of lines in creating an
Essential Question:
How do artist change the look of a line?
Key Concept:
Artists use a variety of line types to create their
artwork
 Lines have different characteristics.
 Lines create patterns.
 Lines show movement.
Content Objectives:
Students will:
 Define line as a mark made by a tool, such
as a pencil, marker, or paintbrush, as it
moves across a surface.
 Identify and name various lines they see in
an artwork.
 Increase awareness of lines in the
environment.
 Identify the characteristics of lines. (thinthick, rough-smooth, long-short, solid-
Essential Question:
How do artists use line to express emotion?
Key Concept:
Artists use expressive qualities of lines in their
artwork.
 Lines have expressive qualities.
 Lines make shapes and images.
 Lines are named for the direction in which
they move.
 Lines can show feelings or emotions.
Content Objectives:
Students will:
 Explore line’s expressive qualities.
 Recognize that horizontal and vertical lines
give an artwork a calm peaceful feeling.
 Recognize that curved, diagonal and zigzag
lines are active lines.
 Recognize that active lines give an artwork a
feeling of movement and excitement.
 Create an artwork that shows movement and
Visual Arts – Curriculum Map Overview 2014-2015
artwork.
broken)
 Identify and describe the different lines
 Describe the different ways artists change
they used in their artwork.
lines.
 Experiment with and use a variety of
I can identify and name different types of lines.
materials to create different characteristics
I can show how lines move in different directions.
of line.
I can scribble freely.
 Know that line direction creates
I can draw, paint, and cut a variety of lines.
movements.
 Create line patterns.
Vocabulary:
 Create art using line variation and
scribble
movement.
line
straight
I can identify and name different types of lines.
curved
I can make and identify the characteristics of line.
slanted
I can make line patterns.
diagonal
I can group marks and show line movement
vertical
I can change the look of a line.
horizontal
spiral
Vocabulary:
zigzag
line
broken
straight
zigzag
Elements of Art –SHAPE
curved
looped
Essential Question
spiral
How do artist use shape in their artwork?
vertical
horizontal
Key concept:
diagonal
Artists use different shapes in their artwork.
dotted
 Lines outline shapes.
solid-broken
thin-thick
Objectives:
rough-smooth
Students will:
long-short
 Understand that artworks can contain
pattern
shapes.
repetition
 Identify and name different geometric
shapes used by artists and in the

expression.
Describe the lines they used to show an
emotion or sense of movement.
I can name the direction of lines.
I can create shapes and images using lines.
I can use lines to show emotion and expression.
Vocabulary:
horizontal
vertical
diagonal
zigzag
curved
active lines
calm lines
Elements of Art- SHAPE
Key Concept:
Artists use shape to express ideas.
Essential Question:
How do artists use shapes to express ideas?
Content Objectives:
Students will:
 Describe the lines used to make shapes.
 Examine and discuss the use of geometric
and organic shapes in art masterpieces and
other cultures.
 Identify and use geometric and organic
shapes in their artwork.
 Recognize abstract patterns of geometric
shapes.
 Understand the concept of depth by
repeating and overlapping shapes of different
environment.
 Draw, paint, and cut different shapes.
 Create artwork using geometric shape.
I can name different shapes.
I can draw shapes.
I can paint shapes.
I can cut and glue shapes.
Vocabulary
shape
geometric
bend
Elements of Art—COLOR
Essential Question:
Why do artists choose certain colors?
Key concept:
Artists use color in their artwork.
Artists use colors from real life and from their
imagination.
 Colors have names.
 Colors help us to identify things.
Content Objectives:
Students will:
 Recognize and name colors in various
artworks and in the environment.
 Identify primary and secondary colors.
 Mix colors.
 Create an artwork using primary and
secondary colors.
I can recognize and name colors
I can identify primary and secondary colors
I can mix colors
Visual Arts – Curriculum Map Overview 2014-2015
Elements of Art- SHAPE
Essential Question:
Why do artists use certain shapes?
Key concept:
Artists use organic and geometric shapes in their
artwork.
 Lines outline shapes.
 Shapes build images.
sizes
 Combine shapes to express an idea.
I can name the lines used to create a shape.
I can identify the shapes used in art masterpieces and
other cultures.
I can describe how artists use shape to create
abstract images of real objects.
I can arrange shapes to make an abstract and/or
realistic design expressing personal ideas.
Content Objectives
Students will:
 Understand that all objects consist of
shapes.
 Identify geometric and organic (free-form)
shapes in artwork and the environment.
 Understand that geometric shapes have a
name, are used in math and can be
measured.
 Understand that organic shapes are shapes
that are usually created by curved lines and
represent nature. For example, people,
animals, plants, flowers.
 Increase awareness of how shapes are used
together to build images.
 Create artwork using both geometric and
organic shapes.
Vocabulary:
abstract
realistic
geometric shape
organic / free-form shape
depth
overlap
I can identify and name different shapes.
I understand the difference between geometric and
organic shapes.
I can draw, cut and glue different shapes.
I can create images using shape.
Content Objectives:
 Name and recognize colors in an artwork
 Understand meanings of different colors
 Understand artist’s choice of colors
 Create an artwork using colors to express
mood/emotion
Vocabulary
shape
I can understand colors have meanings.
Elements of Art- Color
Essential Question:
How do artists use colors to express ideas, moods,
and emotions?
Key Concept:
Artists use color to express ideas, moods, and
emotions
Vocabulary:
Primary color
Secondary color
Visual Arts – Curriculum Map Overview 2014-2015
geometric
organic
free-form
I can understand artist chooses certain colors to
convey meanings.
I can create an artwork with colors to express
mood/emotion.
Elements of Art—Color
Essential Question:
Why do artists choose warm and/or cool colors?
Key concept:
Artists use warm and cool colors to create artwork.
Vocabulary:
Color schemes
Aesthetic
Mood
Emotion
Content Objectives:
 Recognize and name warm and cool colors
in an artwork
 Identify warm/cool colors in real life
 Create an artwork using warm/cool colors
I can recognize and name warm and cool color.
I can create an artwork using warm/cool colors.
Vocabulary:
Warm color
Cool color
Performance Task:
Performance Task:
Performance Task:
Create a work of art that demonstrates:
 Experimentation with various markmaking media
 Use of varied lines, shapes, and colors
Create a work of art that demonstrates:
 Use of various mark-making media
 Use of varied lines
 Use of geometric and organic shapes
 Use of color combination
Create a work of art that demonstrates:
 Use mark-making media to express ideas,
moods, and emotions
 Use the combination of lines, shapes, and
colors to express feeling
Subject: Visual Arts
Visual Arts – Curriculum Map Overview 2014-2015
Teachers: Catherine Debes, Xiao Liu, Ai Zhen Li
Unit 1
Big Idea: What is Art?
 Making Connections through the Visual Arts / Recognizing the Societal, Cultural and Historical Significance of Art
 Looking at and Discussing Art/ Making Inferences Based Visual Evidence
Third – Fourth – Fifth grades
th
5 Grade Benchmark— Students begin sequential unit projects; extend knowledge of art media and compositional and design elements; choose new ways of
using familiar tools and materials, and deepen imaginative capacities, observational and expressive skills.
Third Grade
Number of Sessions: 10
Why do artists create art?
Fourth Grade
Number of Sessions: 10
Why do artists create art?
Essential Question:
How do artists use a variety of lines to create
visual interest?
Essential Questions:
Essential Questions:
How do artists use contour lines and structural lines How do artists use proportion to show how objects
to create proportion?
relate to one another in size?
Key Concept:
Artists use a variety of lines to create visual
interest.
 Lines can express a mood or feeling.
 Line variety creates visual interest.
Key Concept:
Artists create proportion by drawing interior
structure within a contour line.
Key Concept:
Artists use proportion to show how objects relate to
one another in size.
Objectives:
Students will be able to…
 Identify structural lines within contour
lines.
 Differentiate between structural lines and
contour lines.
 Understand the purpose of using contour
lines/structural lines.
 Use contour lines and structural lines to
create an artwork with accurate size
relationships.
Objectives:
Students will be able to…
 Identify the use of proportion in art.
 Discuss and validate good examples of
proportion
 Identify well proportion people.
 Identify the use of scale by artists.
 Create an artwork in proportion.
Objectives:
Students will:
 Identify and use a variety of lines in
creating art with visual interest.
 Observe the variations found in the
outside edges or contour of objects.
 Draw contour lines.
 Use structural lines to show the interior
features of objects.
 Produce a complex line design.
I can create line variety.
I can create mood or feeling with lines.
I can create visual interest with lines.
I can draw contour lines.
I can identify structural lines and contour lines in an
artwork.
I can understand the difference between contour
and structural lines.
I can use contour lines and structural lines to create
Fifth Grade
Number of Sessions: 10
Why do artists create art?
I can identify the use of proportion in art.
I can discuss and validate good examples of
proportion.
I can identify the use of scale by artists.
I can identify well proportion people.
I can create an artwork in proportion.
I can apply structural lines.
Visual Arts – Curriculum Map Overview 2014-2015
an artwork with accurate size relationships.
Vocabulary:
Contour
Structural lines
Variety
The principle of art-proportion
Key concept:
Artists create proportion using contour lines.
Content Objectives:
Students will be able to…
•
Identify contour lines.
•
Recognize structural lines.
•
Draw contour lines
•
Use structural lines to show interior
features of objects.
•
Create a contour line drawing.
I can identify contour lines.
I can recognize structural lines.
I can draw contour lines.
I can use structural lines to show interior features
of objects.
I can create line variety.
Vocabulary:
Gesture drawing
Expression
Figure/facial expression.
Vocabulary:
Contour line
structural line
proportion
accurate size
size relationship
Vocabulary:
Scale
Proportion
Exaggeration
distortion
Performance Task:
Visual Arts – Curriculum Map Overview 2014-2015
Performance Task:
Create a series of artwork that demonstrate:
 Proportion
 Variety
 Evidence of self-expression
 Observation of detail
 Interpret artwork by providing evidence
to support his/her assertions;
 Reflect on the process of making art.
Create a series of artwork that demonstrate:
 Proportion
 Variety
 Evidence of self-expression
 Observation of detail
 Interpret artwork by providing evidence to
support his/her assertions;
 Reflect on the process of making art.
Performance Task:
Create a series of artwork that demonstrate:
 Proportion
 Variety
 Evidence of self-expression
 Observation of detail
 Interpret artwork by providing evidence to
support his/her assertions;
 Reflect on the process of making art.
Grades K-5
Representation
The “what” of teaching and learning…
(What format will the teacher use to present
content?)
Audio
 Smartboard
 Discussion/Questioning
 Videos
Visual
 Texts
 Charts
 Reproductions
 Arts-related literature
Kinesthetic
 Art making (drawing, painting, collage
making, sculpturing, print making, media
technology, and two dimensional applied
design)
Technology
 Scholastic Arts
 Visual Art websites (Brainpop Jr.,
Pinterest, artyfactory)
 Powerpoint presentation
Action and Expression
The ‘how’ of teaching and learning…
(How will you present the content? Through…)
 Visual reproduction
 Videos/powerpoint presentation
 Arts-related literature
 Charts/visual vocabulary
 Observation
 Demonstration of techniques
 Cultural institutions
 Online resources
 Awareness of careers in visual arts
Engagement
The ‘why’ of teaching and learning and learning…
(What activities will students do to demonstrate their
learning?)
 Art making
 Looking at and discussing art
 Developing visual arts vocabulary
 Reading and writing about art
 Problem solving: interpreting and analyzing
art
 Making connections (recognizing the societal,
cultural, and historical significance of art;
connecting art to other disciplines, observing
and interpreting the world)
Visual Arts – Curriculum Map Overview 2014-2015
Resources:
Websites:
http://schools.nyc.gov/offices/teachlearn/arts/blueprint.html
http://www.p12.nysed.gov/ciai/arts/pub/artlearn.pdf
http://www.artsandactivities.com/
http://www.schoolartsdigital.com/read/account_titles/214208
http://www.davisart.com/Promotions/SchoolArts/Default.aspx
Books:
SRA Art Connections
The series of getting to know the world’s greatest artists
Crystal Productions