Kindergarten Art Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The age at which students will begin each skill/concept will be
left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Understandings – AH-P-SA-U-2, AH-P-SA-U-3, AH-P-SA-U-4,
AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4
Skills and Concepts – AH-P-SA-S-VA1, AH-P-SA-S-VA2, AH-P-SA-S-VA3,
AH-P-PA-S-VA1, AH-P-PA-S-VA2, AH-P-PA-S-VA2, AH-P-PA-S-VA4, AH-P-PA-SVA5
Core Content: AH-EP-1.4.1
Students will identify or describe elements of art and principles of design in works of art.
Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and
color schemes (warm, cool, neutral – black, white, gray, sometimes brown/beige as earth
tones)
Principles of design: Organization of visual compositions: Emphasis (focal point),
Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth)
AH-EP-4.4.2
Students will choose media to create artworks with a basic understanding of how to use
the media.
Students will recognize and identify or describe the following elements of
art and principle of design and use these elements and this principle with a
variety of media to create artworks independently and with others.
Line: straight, curved, zigzag, wavy, thin, solid, broken
Shape: geometric (circle, square, triangle, rectangle, oval, diamond)
Color: primary
Texture: touch and see (Use these terms in place of actual and implied at this
level.)
Pattern: pattern (recognize the word)
(Continued on next page)
Humanity and Purposes
Academic Expectations: 2.24, 2.25, 2.26
Program of Studies: Understandings – AH-P-HA-U-1, AH-P-HA-U-2, AH-P-HA-U-3,
AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3
Skills and Concepts – AH-P-HA-S-VA1, AH-P-HA-S-VA2, AH-P-HA-S-VA3,
AH-P-PCA-S-VA1, AH-P-PCA-S-VA
Core Content: AH-EP-2.4.1
Students will identify art from the following cultures and periods.
Cultures: Native American, Traditional Appalachian, West African
Periods: Colonial American
AH-EP-3.4.1
Students will experience visual art works created for a variety of purposes.
Purposes of art: (different roles of art)
Ceremonial – ritual, celebration, artworks created to support worship ceremonies
(e.g., ceremonial masks)
Artistic expression – artwork to express or communicate emotions, ideas, feelings
(e.g., for self-expression, to decorate or beautify objects)
Narrative – artworks that tell stories, describe and illustrate experiences, or
communicate ideas or information, art to document important or historical events
(e.g., Native American totem poles, cave and wall paintings)
Functional – artistic objects used in everyday life (e.g., pottery, quilts, baskets)
Students will be aware that people in other places and times create art for
different purposes.
First Grade Art Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The age at which students will begin each skill/concept will be
left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Understandings – AH-P-SA-U-2, AH-P-SA-U-3, AH-P-SA-U-4,
AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4
Skills and Concepts – AH-P-SA-S-VA1, AH-P-SA-S-VA2, AH-P-SA-S-VA3,
AH-P-PA-S-VA1, AH-P-PA-S-VA2, AH-P-PA-S-VA2, AH-P-PA-S-VA4, AH-P-PA-SVA5
Core Content: AH-EP-1.4.1
Students will identify or describe elements of art and principles of design in works of art.
Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and
color schemes (warm, cool, neutral – black, white, gray, sometimes brown/beige as earth
tones)
Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern,
Balance (symmetry), Contrast (e.g., black/white, rough/smooth)
AH-EP-4.4.2
Students will choose media to create artworks with a basic understanding of how to use the
media.
Students will recognize and identify or describe the following elements of
art and principles of design and use these elements and principles with a
variety of media to create artworks independently and with others.
Line: wavy, thick, thin
Shape: free form (organic) – Recognize that geometric and free form are different.
Color: secondary hues, warm, cool, neutral
Texture: Describe the difference between textures (e.g., rough, smooth, hard, soft).
Form: Know the term.
Balance: formal (recognize the term: symmetry)
Pattern: regular or planned
Students will begin to learn how to use knowledge of the elements and
principles and art terminology to describe and critique their own work and
the work of others.
(Continued on next page)
Humanity and Purposes
Academic Expectations: 2.24, 2.25, 2.26
Program of Studies: Understandings – AH-P-HA-U-1, AH-P-HA-U-2, AH-P-HA-U-3,
AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3
Skills and Concepts – AH-P-HA-S-VA1, AH-P-HA-S-VA2, AH-P-HA-S-VA3,
AH-P-PCA-S-VA1, AH-P-PCA-S-VA
Core Content: AH-EP-2.4.1
Students will identify art from the following cultures and periods.
Cultures: Native American, Traditional Appalachian, West African
Periods: Colonial American
AH-EP-3.4.1
Students will experience visual art works created for a variety of purposes.
Purposes of art: (different roles of art)
Ceremonial – ritual, celebration, artworks created to support worship ceremonies
(e.g., ceremonial masks)
Artistic expression – artwork to express or communicate emotions, ideas, feelings
(e.g., for self-expression, to decorate or beautify objects)
Narrative – artworks that tell stories, describe and illustrate experiences, or
communicate ideas or information, art to document important or historical events
(e.g., Native American totem poles, cave and wall paintings)
Functional – artistic objects used in everyday life (e.g., pottery, quilts, baskets)
Students will begin to associate artworks they experience or create with
Native American culture and will begin to describe how art of this culture
reflects the culture.
Students will begin to describe artworks of Native American culture using
visual art terminology.
Students will begin to develop an awareness of the purposes for which
artworks are created and will experience and create new artworks designed
to fulfill a variety of specific purposes.
Second Grade Art Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The age at which students will begin each skill/concept will be
left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Understandings – AH-P-SA-U-2, AH-P-SA-U-3, AH-P-SA-U-4,
AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4
Skills and Concepts – AH-P-SA-S-VA1, AH-P-SA-S-VA2, AH-P-SA-S-VA3,
AH-P-PA-S-VA1, AH-P-PA-S-VA2, AH-P-PA-S-VA2, AH-P-PA-S-VA4, AH-P-PA-SVA5
Core Content: AH-EP-1.4.1
Students will identify or describe elements of art and principles of design in works of art.
Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and
color schemes (warm, cool, neutral – black, white, gray, sometimes brown/beige as earth
tones)
Principles of design: Organization of visual compositions: Emphasis (focal point),
Pattern, Balance (symmetry), Contrast (e.g., black/white, rough/smooth)
AH-EP-4.4.2
Students will choose media to create artworks with a basic understanding of how to use
the media.
Students will recognize and identify or describe the following elements of
art and principles of design and use these elements and principles with a
variety of media to create artworks independently and with others.
Line: line direction (vertical, horizontal, diagonal), the use of lines to convey
feelings/emotions
Shape: the arrangement/combining of geometric/free form shapes to create pictures
Color: combining primary colors to make secondary colors
Texture: know the terms visual texture and actual texture
Form: two-dimensional vs. three-dimensional; cube, pyramid, sphere, cylinder; body forms,
organic forms/free form forms
Pattern: color patterns, shape patterns, line patterns
Balance: formal, symmetry
Students will use knowledge of the elements and principles and art
terminology to describe and critique their own work and the work of
others.
Humanity and Purposes
Academic Expectations: 2.24, 2.25, 2.26
Program of Studies: Understandings – AH-P-HA-U-1, AH-P-HA-U-2, AH-P-HA-U-3,
AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3
Skills and Concepts – AH-P-HA-S-VA1, AH-P-HA-S-VA2, AH-P-HA-S-VA3,
AH-P-PCA-S-VA1, AH-P-PCA-S-VA
Core Content: AH-EP-2.4.1
Students will identify art from the following cultures and periods.
Cultures: Native American, Traditional Appalachian, West African
Periods: Colonial American
AH-EP-3.4.1
Students will experience visual art works created for a variety of purposes.
Purposes of art: (different roles of art)
Ceremonial – ritual, celebration, artworks created to support worship ceremonies
(e.g., ceremonial masks)
Artistic expression – artwork to express or communicate emotions, ideas, feelings
(e.g., for self-expression, to decorate or beautify objects)
Narrative – artworks that tell stories, describe and illustrate experiences, or
communicate ideas or information, art to document important or historical events
(e.g., Native American totem poles, cave and wall paintings)
Functional – artistic objects used in everyday life (e.g., pottery, quilts, baskets)
Students will associate artworks they experience or create with the
Appalachian culture.
Students will use visual art terminology to describe Appalachian artwork.
Students will begin to describe the purposes for which artworks are created
and will create new artworks designed to fulfill a variety of specific
purposes.
Third Grade Art Curriculum
Barren County Schools
Mastery of each skill/concept should be achieved by the completion of the grade in which
the skill/concept is listed. The age at which students will begin each skill/concept will be
left to the discretion of the teacher. In most instances, the skill/concept will be
introduced/practiced at least one grade level before mastery is expected.
Based on The Program of Studies 2006 and Core Content 4.1
Structure and Processes
Academic Expectations: 1.12, 1.13, 1.14, 1.15, 2.22, 2.23, 2.25
Program of Studies: Understandings – AH-P-SA-U-2, AH-P-SA-U-3, AH-P-SA-U-4,
AH-P-PA-U-1, AH-P-PA-U-2, AH-P-PA-U-3, AH-P-PA-U-4
Skills and Concepts – AH-P-SA-S-VA1, AH-P-SA-S-VA2, AH-P-SA-S-VA3,
AH-P-PA-S-VA1, AH-P-PA-S-VA2, AH-P-PA-S-VA2, AH-P-PA-S-VA4, AH-P-PA-S-VA5
Core Content: AH-EP-1.4.1
Students will identify or describe elements of art and principles of design in works of art.
Elements of art: Line, Shape, Form, Texture and Color (primary and secondary hues) and color
schemes (warm, cool, neutral – black, white, gray, sometimes brown/beige as earth tones)
Principles of design: Organization of visual compositions: Emphasis (focal point), Pattern,
Balance (symmetry), Contrast (e.g., black/white, rough/smooth)
AH-EP-4.4.2
Students will choose media to create artworks with a basic understanding of how to use the media.
Students will recognize and identify or describe in writing the elements of
art and principles of design they have learned in previous years and will
include the following elements and principles.
Line: contour lines
Shape: complex geometric, shapes used in architecture
Color: color wheel, intermediate colors, earth tones, contrast
Texture: artworks that represent the textures (e.g. a print has visual texture, a sculpture has actual
texture); processes used to create visual and/or actual textures
Form: sculpture; types of artwork that are forms and processes used to create these artworks
Contrast: color contrast, texture contrast, shape contrast, line contrast
Emphasis: focal point
Pattern: random pattern
Balance: introduce asymmetry and radial
Students will describe in writing the impact of the elements of line, shape,
color, form, and texture on feelings/emotions. (How and why the elements
are used to create feelings/emotions in a work of art.)
Students will use the elements and principles with a variety of media to
create artworks independently and with others.
Humanity and Purposes
Academic Expectations: 2.24, 2.25, 2.26
Program of Studies: Understandings – AH-P-HA-U-1, AH-P-HA-U-2, AH-P-HA-U-3,
AH-P-PCA-U-1, AH-P-PCA-U-2, AH-P-PCA-U-3
Skills and Concepts – AH-P-HA-S-VA1, AH-P-HA-S-VA2, AH-P-HA-S-VA3,
AH-P-PCA-S-VA1, AH-P-PCA-S-VA
Core Content: AH-EP-2.4.1
Students will identify art from the following cultures and periods.
Cultures: Native American, Traditional Appalachian, West African
Periods: Colonial American
AH-EP-3.4.1
Students will experience visual art works created for a variety of purposes.
Purposes of art: (different roles of art)
Ceremonial – ritual, celebration, artworks created to support worship ceremonies
(e.g., ceremonial masks)
Artistic expression – artwork to express or communicate emotions, ideas, feelings
(e.g., for self-expression, to decorate or beautify objects)
Narrative – artworks that tell stories, describe and illustrate experiences, or
communicate ideas or information, art to document important or historical events
(e.g., Native American totem poles, cave and wall paintings)
Functional – artistic objects used in everyday life (e.g., pottery, quilts, baskets)
Students will associate artworks they experience or create with the Colonial
American period.
Students will understand the difference between formal art and folk art.
Students will use visual art terminology to describe in writing Colonial
American art.
Students will begin to describe in writing the purposes for which artworks
are created and will create new artworks designed to fulfill a variety of
specific purposes.