The Arlington Public School Visual Art Curriculum
Grade
6
Generative Topics/ Essential Questions
How do artists use elements of art and principals of design and how do we use
them effectively in creating art?
How are contemporary artists using common objects to create their 2 D and 3D
work?
How do artists find meaning in non-representational work?
What is entailed in finding one’s own “style” of art making?
What are the benefits of creating a series of works based on a common theme or
subject?
What is involved in creating a “finished” piece of art?
Develop Craft
Technique: Learning to use tools (e.g., viewfinders, brushes), materials (e.g., charcoal, paint).
Learning artistic conventions (e.g., perspective, color mixing).
Studio Practice: Learning to care for tools, materials, and space.
Elements of Art / Principles of Design
All of the following basic elements of art and the basic principles of design
have been introduced and studied in grades K-5 and continue to be studied in
grades six through eight. Specific projects and units of study will emphasize
some of these elements and principles and these will be identified in related
lesson, project, and unit plans.
The Elements of Art
 Line
 Shape and Form
 Value
 Color
 Space
 Texture
The Principles of Design
 Balance
 Unity
 Contrast
 Emphasis
 Pattern
 Movement and Rhythm
The Arlington Public School Visual Art Curriculum
Possible Materials and Techniques
Drawing: utilizing various techniques and materials (cross-hatching, blending,
blind contour, stippling), oil pastels (blending, layering, thinning)
3D construction: clay, found objects, paper, corrugated cardboard,
assemblage, various connective materials (brass fasteners, pins, hot glue
etc.)
2D construction: collage, mod podge, acrylic medium
Printmaking: block printing, mono printing, relief printing, collography
Painting: acrylic (washes, impasto) and watercolor (dry brush, wet-on-wet,
transparencies)
Observe
Learning to attend to visual contexts more closely than ordinary “looking” requires, and thereby to
see things that otherwise might not be seen.
Students will:
begin to understand the unique physical characteristics of objects through
direct observation including variations in surface texture, light, color, and
form.
begin to understand that objects have characteristics that transcend the
purely physical and that these can be used in art making to communicate
personal perceptions, feelings and ideas.
create 2D and 3D representational artwork from direct observation in
order to develop skills of perception, discrimination, physical coordination,
and memory of detail (3.4)
The Arlington Public School Visual Art Curriculum
Reflect
Question & Explain: Learning to think and talk with others about an aspect of one’s work or
working process.
Evaluate: Learning to judge one’s own work and working process and the work of others in
relation to standards of the field.
Students will:
be asked to recognize and discuss the important elements and principles of
art and design in their own work and that of their peers during group critiques.
consider various characteristics of their own work with and without the
instructor’s assistance at different intervals of a given project.
demonstrate the ability to articulate criteria for artistic work, describe
personal style, assess and reflect on work orally and in writing, and to
revise work based on criteria developed in the classroom (4.6)
The Arlington Public School Visual Art Curriculum
Engage and Persist
Learning to embrace problems of relevance within the art world and/or of personal importance, to
develop focus and other mental states conducive to working and persevering at art tasks.
Students will:
work on developing their own style and will begin to recognize under what
conditions and in what manner they work best.
create artwork that employs the use of free form symbolic imagery that
demonstrates personal invention, and/or conveys ideas and emotions (3.6)
be challenged to create complexity in their artwork.
practice decision-making skills for their work.
incorporate feedback from peers when revising their work.
recognize how mistakes can be a jumping point towards working in a new
direction.
Envision
Learning to picture mentally what cannot be directly observed and imagine possible next steps in
making a piece.
Students will:
constantly be working and re-working pieces to begin the process of being
able to visualize opportunities in their work.
participate in group critiques that encourage students to predict how their
work and the work of other students could improve by making recommended
The Arlington Public School Visual Art Curriculum
changes in their artwork.
be challenged to use their imaginations with all projects.
be encouraged to challenge initial perceptions about their abilities and their
own work before starting on a project – or giving up on one!
create symbolic artwork by substituting symbols for objects, relationships, or
ideas. (3.5)
Express
Learning to create works that convey an idea, a feeling, or a personal meaning .
Students will:
create artworks based on their own personal experiences to tell stories, and to
express emotions and ideas in their work.
recognize that even in representational artwork, such as observational
drawing, an artist can express feelings, ideas and personal meaning.
The Arlington Public School Visual Art Curriculum
Stretch & Explore
Learning to reach beyond one's capacities, to explore playfully without a preconceived plan, and
to embrace the opportunity to learn from mistakes and accidents.
Students will:
engage in activities that push them beyond their comfort zones. While
students are encouraged to build on their successful past art experiences,
they will be encouraged to explore brand new experiences in materials,
techniques and concepts.
be encouraged to take as many “risks” as possible with their art making.
learn that the exploration of materials is an enjoyable process that is
conducive to creating strong works of art.
create artwork that demonstrates an awareness of the range and purpose of
tools such as pens, brushes, markers, cameras, tools and equipment for
printmaking and sculpture, and computers (1.6)
create artwork that employs the use of free form symbolic imagery that
demonstrates personal invention, and/or conveys ideas and emotions (3.6)
The Arlington Public School Visual Art Curriculum
Understand Art World
Domain: Learning about art history and current practice.
Communities: Learning to interact as an artist with other artists (i.e., in classrooms, in local arts
organizations, and across the art field) and within the broader society.
Students will:
engage in dialogue about the art world both past and present.
participate in town-wide and school exhibits.
investigate how artists create their work; read about, view films about, or
interview artists such as choreographers, dancers, composers, singers,
instrumentalists, actors, storytellers, playwrights, illustrators, painters,
sculptors, craftspeople, or architects (7.1)
identify characteristic features of the performing and visual arts of native
populations and immigrant groups to America , such as:
styles of North American native cultures of the East Coast, Plains, Southwest,
and Northwest styles of folk and fine arts of immigrant groups from European,
African, Latin American, Asian, and Middle Eastern countries (8.1)
identify characteristic features of the visual arts of world civilizations such as
styles of ancient Egypt and Africa, China, Mesopotamia, Greece, Rome, and
the Medieval period in Europe (8.2)
perform or create works inspired by historical or cultural styles (8.3)
integrate knowledge of dance, music, theatre, and visual arts and apply the
arts to learning other disciplines (10.1)
Walton Ford, Loss of the Lisbon Rhinoceros, 2008
John James Audubon, Louisiana Heron,
1834
The Arlington Public School Visual Art Curriculum
Yong Ho, Tiger Head 1, 2008
Vik Muniz, Self-Portrait (Front) (Pictures
of Magazines), 2003
Mark Bradford, Across 110th Street, 2008
M.C. Escher, Horsemen, 1946
Luke O’Sullivan, Foundation (9 boxes), 2009
Student Display