MADISON PUBLIC SCHOOLS
K-5 Elementary Art
Authored by: Stacy Snider, Joan Shrensel, Sally Sohigian
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider,
Supervisor of Visual and Performing Arts
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
The elementary art program is designed to acquaint students with a wide range of art materials to be used
in fostering the skills and techniques necessary to create art. The principles of art are introduced annually
in order to help students translate their ideas into visual images as they move from grade to grade.
Students are also exposed to the art of the masters, both as a fundamental part of art appreciation and as a
foundation for the creation of their own art. Every art experience should be understood as a unified
activity, neither product nor process in orientation. Emphasis should be placed on: observing, becoming
aware of problems, probing the unknown, searching for solutions, selections and modifying approaches,
and expressing meaning in the final visual form. The total learning process, therefore, must incorporate the
effective cognitive and psychomotor aspects of learning.
II. RATIONALE
“Art belongs to everyone. It stirs each person… the laborer, the business executive, the man or the woman,
the student, the educator, the artist...in a unique way. Works of art convey very personal meanings and
each of us responds to them differently, depending on our understanding of art’s history, its value, its
purpose, its place in our culture and in our lives.”
-- Beyond Creating: The Place for Art in America’s Schools (A report by the Getty Center for Education in the Arts)
The elementary school student is offered art once a week in a structured environment that fosters selfexpression. Fine motor skills are developed by using a variety of art tools with assignments that are ageappropriate. Techniques are introduced so that students can refine and build upon their skills as they move
from grade to grade. Art principles and concepts are taught so that students develop a rich art vocabulary.
Each year students are exposed to the art of world cultures as well as the art of the past, fostering
appreciation of art in a global sense, but also allowing students to develop a personal style and artistic
preference as they view art. Art history and artist studies are interwoven into each unit.
III. STUDENT OUTCOMES (Linked to NJ Core Content Standards)
1. Students will recognize and draw different types of lines (1.1).
2. Students will know names of colors (1.1).
3. Students will understand the order of colors on the color wheel (1.1).
4. Students will distinguish between primary and secondary colors (1.1).
5. Students will identify and use the concept of warm and cool colors (1.3).
6. Students will know and use simple shapes: circle, square, triangle, rectangle (1.3).
7. Students will distinguish between geometric and free forms (1.1).
8. Students will distinguish between flat shapes and 3-D forms (1.1).
9. Students will understand positive and negative space (1.1).
10. Students will recognize and differentiate among many textures in their environment (1.4).
11. Students will create their own textures by making patterns in different mediums (1.3).
12. Students will learn to cut: on a line, on a fold, on a shape, fringing (1.3).
13. Students will learn to use adhesives (1.3).
14. Students will learn to draw with an assortment of drawing tools: pencil, crayon, chalk, craypas,
marker, paint brush (1.3).
15. Students will learn to use paint to cover a surface (1.3).
16. Students will use paint to make paintings with mixed colors and a variety of brushstrokes (1.3).
17. Students will know that sculpture is 3-dimensional art (1.1, 1.2).
18. Students will create sculptures from a variety of materials: clay, paper, fibers (1.3).
19. Students will learn the fundamentals of weaving (1.1, 1.2, 1.3).
20. Students will learn simple print-making concepts (1.1, 1.3).
21. Students will develop an understanding of vocational opportunities in art (1.4).
22. Student will show awareness that aesthetic skills affect their practical, economic, social, and civic
aspects of their lives (1.4).
23. Students will acquire a familiarity with historical and contemporary artists (1.3, 1.4).
24. Students will gain a multicultural perspective of art (1.4).
25. Students will perceive, describe, compare and contrast the subject matter and visual elements in art
work (1.4).
IV. ESSENTIAL QUESTIONS AND CONTENT
Unit 1: Elements
Objective: Students will possess knowledge of the expressive qualities of lines, shapes, colors, textures,
forms and spaces
Suggested Activities and Materials
Kindergarten: Look at works of art and discover types of lines in “The Great Wave Off Kanagawa” by
Katsushika Hokusai. Notice the line qualities (thin, thick, zig-zag), line direction (vertical, horizontal,
diagonal), straight lines and curved lines. Use crayons to draw a picture about under the sea, using a
variety of lines. Use watercolors to paint the surroundings.
1st Grade: Find curved lines in the environment and in a piece of art work, such as Albrecht Durer’s “The
Rhinoceros.” Students can create their own drawing suggested by a curving line of yarn.
2nd Grade: Create awareness that repetition of shape shows movement. Have students create three stencils
of something that moved. Color around them, and smudge the color from the negative space into the
positive space. Recognize Roy Lichenstein’s use of repeated shapes in “The Red Horseman.”
3rd Grade: Recognize shapes in an artwork by Janet Fish. Define what a still-life is. Choose five or more
real objects to draw for a still life picture. Create a paper frame that incorporates the lines and shapes of the
objects. Use craypas, black marker, crayons and watercolors.
4th Grade: Examine in photos the contours and exterior surfaces of fish. From observation, create a
drawing of a contour of a fish. Cut out the fish contour from paper and use found objects to create printed
embellishments on the surface.
5th Grade: Show students examples of art work by Georgia O’Keeffe. Discuss what distinguishing
characteristics are present in her work. Students will create a floral arrangement and plan a composition
that explores a zoomed-in point of view using oil pastels and watercolor.
Unit 2: Drawing
Objective: Use the principles of line, texture and shading to produce drawings
Suggested Activities and Materials
Kindergarten: Draw self portraits using crayon. View a print of a self portrait, such as Van Gogh or
Kolowitz.
1st Grade: Collect leaves from outside. Have students draw from nature, using their observation of the
leaves, including the contour and interior lines. Crayon resist leaves to create texture.
2nd Grade: Compare similarities and differences in curved lines as used by Van Gogh and Vital. Create a
string rubbing with crayon and marker additions, and invent a drawing from the suggested string line
rubbing.
3rd Grade: Create winter tree landscapes and/or sunsets using crayons.
4th Grade: Compose a caricatured drawing showing animals doing something human-like. Discuss the
term personification with students and become aware of caricatures in art of other cultures by viewing
examples of works of art.
5th Grade: Create stain glass windows using markers and acetate.
Unit 3: Painting
Objective: Use the principles of line, texture and brushstrokes to produce paintings
Suggested Activities and Materials
Kindergarten: Draw an autumn tree using progressive rhythm. Then paint the tree using watercolor and
brushstroke lines. Paint birds using watercolor wash and florescent paint.
1st Grade: Study paintings of cityscapes and skyscrapers. Use watercolor to paint cityscapes.
2nd Grade: Study paintings by Georgia O’Keeffe. Students will then create large glitter paint flowers in her
style.
3rd Grade: Study Vincent Van Gogh’s sunflower series and identify his style. Discuss how color affects
emotion. Students will create a painterly collage and make accents with gel markers.
4th Grade: Study Henri Rousseau’s jungle paintings. Students will draw and then paint their own animals
with watercolor.
5th Grade: Students will produce an original work of art that reflects knowledge of various historical,
cultural or ethnic groups. They will plan a composition that explores a zoomed in view point, then use oil
pastels and watercolor to add color and value changes.
Unit 4: Sculpture
Objective: Use the principles of form and space to produce 3-D art
Suggested Activities and Materials
Kindergarten: Using clay, students will create Halloween pumpkins. After firing in the kiln, students will
paint the pumpkins, emphasizing a particular facial emotion (i.e. happy, angry).
1st Grade: Define weaving as a way of connecting things in an over/under pattern. Students will make a
weaving using paper strips. Discuss weaving as a folk art and as decoration.
2nd Grade: Show students examples of bird sculptures. Using clay, students will create their own bird
sculpture, paying special attention to lines and contours of the body. When they are finished, the clay will
be fired in the kiln and students will glaze the birds.
3rd Grade: Students will learn about Wycinanki’s Polish paper cutting. They will create a paper cut out that
uses a balance of positive/negative space. Students will fold and manipulate the paper to create a
symmetrical repetitive design.
4th Grade: Students will create clay coil animals using red terracotta clay
5th Grade: Students will create paper relief masks in the style of African tribal art.
Unit 5: Printmaking
Objective: Use the principles of duplication to produce multiple images
Suggested Activities and Materials
Kindergarten: Using sponges and paint, students will create sponge prints and layers of color to be used
later on a collage project.
1st Grade: Have students name basic geometric shapes and locate and indentify them in their immediate
environment. Using paper, students will create new shapes from other shapes by overlapping the basic
shapes. They will differentiate between the shapes by creating duplicate patterns in each discovered new
shape.
2nd Grade: Using foam and various prints, students will create a town of “winter people” which will
incorporate cutting, painting and printmaking skills.
3rd Grade: Students will use their own fingerprints to create multiple insects on paper. They will then
incorporate their drawing skills to make the picture complete.
4th Grade: Students will define and identify geometric and free-form (irregular) shapes. They will draw
leaves from real examples and create four cardboard leaf templates and oil pastels to create a layered
Autumn composition.
5th Grade: Students will read examples of Persian tales. They will then create an easy cut stamp based on
these tales. Finally, they will use the stamp to create bookmark and quilt designs.
Unit 6: Collage/Assembly
Objective: Use the principle of mixed media combinations to produce collages and assemblages
Suggested Activities and Materials
Kindergarten: Read to students “The Very Hungry Caterpillar” by Eric Carle. Create a tissue collage to
make a caterpillar body. Students must utilize their paper manipulation skills, as well as cutting and gluing
to complete the caterpillar. Embellishments will be used at the end to decorate.
1st Grade: Students will recognize straight and curved lines that make up the letters of the alphabet. They
will create a design using the letters of their first name using letter cut-outs. Students will examine and
identify letters and words used in the art work of Stuart Davis (“Combination Concrete”).
2nd Grade: Students will develop skills with scissors by cutting freely into paper to make a variety of
shapes. They will then select and arrange curing and straight, symmetrical and repeated shapes to make a
playground or amusement park.
3rd Grade: Students will learn about landscapes done by Piet Mondrian. They will create a paper collage of
people in a winter landscape.
4th Grade: Students will learn about Panamanian Paper Molas. They will then create their own mola
design inspired by objects in nature.
5th Grade: Students will create a five-object composition. They will use five still life objects as part of a
drawing in which the objects fill the paper space and leave only a small remainder of empty space. They
will use black markers and white cut out patterns to demonstrate their ability to create a balanced collage
composition.
Unit 7: Appreciation and Art History
Objectives: At the conclusion of this unit, students should be able to:
1. Recognize a selected work of art from a variety of world cultures and identify the basic elements of
design
2. Become aware of who, what, where, when and why: facts about an artist, group of artists and/or
culture.
3. Understand and appreciate art from different cultures, times and places.
4. Recognize and discuss the media technique and components of the work of their peers in a
constructive manner
5. Show respect and acceptance of the work of others
6. Recognize quality in their own and their peers’ art work
7. Return equipment to its proper place in good, clean condition
8. Recognize careers in the visual arts field
Suggested Activities:
• Study art work and crafts from various countries
• Look at reproductions, films, videos and artifacts
• Reproduce artwork in the style of the artist being studied. For elementary students, this is
especially effective with:
▫
Mondrian
Students are given pre-cut strips of black construction paper to create grids on white paper.
They then fill in some of the white space with primary colors.
▫
Matisse
Students create a collage using colored paper cut or torn into a variety of
shapes. They use a pose-able mannequin to guide them in free-drawing
their own mannequins in different poses. Students choose one pose to cut
out and color in black before laying it over the collage.
Credit to http://www.incredibleart.org/ for these ideas
•
Integrate the study of famous artists into all units of study, including: Frank Lloyd Wright,
Georgia O’Keefe, Paul Cezanne, Vincent Van Gogh, Francisco Goya, Jean-Francois
Millet, Michelangelo, Claude Monet, Raphael, Renoir, Diego Rivera, Norman Rockwell
and Leonardo De Vinci
Note: Activities listed are merely suggestions. They should be modified to fit the abilities and skills of the
grade level. Activities selected will also be at the professional discretion of the teacher, who will assess the
needs and abilities of each individual class, and select activities accordingly.
V. STRATEGIES
Students are given appropriate materials in a playful, creative and supportive setting. They receive
encouragement and direction from the teacher as they work. They are given adequate class time to involve
themselves in their creations. Students acquire skills by watching demonstrations, understanding why the
skills are important and having the opportunity to practice their skills in a variety of contexts. Students are
given opportunities to work individually and in groups. Visual examples of art are presented at each grade
level. Students are encouraged to express their responses to these works of art in a variety of ways. Both
teachers and students engage in a reflective practice to assess the process of learning art, not just in
evaluating the final product. In summary, strategies will include:
1.
2.
3.
4.
5.
6.
7.
8.
Teacher demonstrations
Guided practice
Posting of visual aids
Multi-media presentation
Short readings about artists
Individual projects
Class discussion
Group critique
VI. EVALUATION
In evaluating student work, the process of learning is emphasized along with a critique of the final product.
Students are encouraged to find appropriate, yet different, answers to a question or solutions to a problem.
It is the aim of the curriculum to provide goals and structure, while encouraging personal artistic variety.
All exhibits of art work should be of a non-competitive nature for elementary children. Opportunities to
exhibit work come in various forms, including classrooms, hallways, community events and the annual art
show.
Students receive a grade for art four times a year on their quarterly report card. Students are assessed in the
following areas:
•
•
•
•
•
Understands and applies art concepts with creativity, curiosity and purpose
Uses tools, materials and techniques appropriately and effectively
Demonstrates knowledge of various artists, styles and techniques
Listens, follows directions, and uses time effectively
Exhibits positive attitude, behavior and cooperation
Assessment Key:
•
E=Exceeds grade level expectations
•
•
•
•
C=Consistent
D=Developing
NI=Needs Improvement
NC=Not Currently demonstrating this behavior
VII. RECOMMENDED INSTRUCTIONAL RESOURCES
1.
2.
3.
4.
5.
6.
Art in Action, Guy Hubbard, Coronado Publishers
School Arts and Activities Magazine, Publishers Development Corporation
Chapman, Laura. Adventures in Art. Davis Publications: Worcester, MA, 1994.
Heberholz, Barbara. Early Childhood Art. William C. Brown: Dubuque, IA, 1990.
Hubbard, Guy. Art in Action. San Diego: Coronado Publishers, 1989.
Johnson, Andra, Ed. Art Education: Elementary, Developmentally Appropriate Practices for the
Visual Arts Education of Young Children, National Art Education Association, 1992.
7. Schuman, Joe Miles. Art from Many Hands. Davis Publications: Worcester, MA, 1981.
8. A Biographical Dictionary of Artists, Sir Lawrence Gowing—general editor, 1995, Andromeda
Books, Oxford, England
VIII. SCOPE AND SEQUENCE
Unit 1: Elements (4-6 weeks)
Unit 2: Drawing (4-6 weeks)
Unit 3: Painting (4-6 weeks)
Unit 4: Sculpture (4-6 weeks)
Unit 5: Printmaking (3-5 weeks)
Unit 6: Collage/Assemblage (4-6 weeks)
Unit 7: Appreciation and Art History (3-4 weeks)