MCPS Visual Arts Curriculum
MCPS Objective
Sixth Grade Art
Essential Knowledge and Skills / VA SOL
Revised June, 2011
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Related Vocabulary Suggested Activities
Resources
symbolism
expression
imagination
style
emotion
influences
genre
function
Students will create a piece
of work based on a fantasy.
The Harlequin’s
Carnival, 1924
Students will create a selffantasy portrait (half
realistic, half fantasy).
Salvador Dali – “The
Persistence of
Memory”, 1931
principles of design
rhythm
unity
emphasis
variety
balance
elements of design
line
value
form
space
color
texture
proportion
color wheel
color scheme
Students will create a
complimentary color
tessellated pattern from a
square.
Visual Communication and Production
M6.1: The students
will recognize that
there are varied
reasons for making
art.
M6.2: The student
will be able to
recognize the varied
media involved in
making both 2D and
3D works of art.
Art concepts – Ideas for Art
6.5: The student will use visual memory skills
to produce a work of art.
6.9: The student will utilize fantasy as a
means of expression in works of art.
Processes and Skills
6.1: The student will solve design problems,
using color relationships selected from the
color wheel.
6.2: The student will use the principles of
design, including proportion, rhythm,
balance, emphasis, variety, and unity, to
express ideas and create images.
6.6: The students will use appropriate art
media and techniques to create both visual
and tactile textures in works of art.
Students will draw their
home from memory.
Students will draw 3 contour
figures with overlapping lines
and fill in the background
with patterns and textures.
Students will create a metal
tooling design with visual
and tactile textures.
The Harlequin’s
Carnival, 1924
Georges Braque –
“Still Life: Le Jour”,
1929
M.C. Escher, “Day &
Night”, 1938
Pablo Picasso –
“Garcon a la pipe”,
(Boy with a Pipe),
1905
Mondrian
MCPS Visual Arts Curriculum
Sixth Grade Art
Revised June, 2011
2
MCPS Objective
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
Resources
M6.3: The student
will recognize the
use of line in one
point perspective
drawing.
Line
6.3: The student will use one-point
perspective to create the illusion of depth in a
two-dimensional drawing.
contour
implied line
middle ground
directional
perspective
background
vanishing point
horizon line
texture
illusion
foreground
texture
overlapping
Students will draw their
bedroom from memory in 1
point perspective.
Van Gogh –
“Bedroom in Arles”,
1888
Students will create simple
geometric shapes in 1 point
perspective.
Raphael – “The
School of Athens”
geometric
organic (free form)
foreground
middle ground
background
placement
details
shapes
Students will create a Notan
(Japanese for the interaction
between dark and light)
collage using a simple
square from which shapes
are cut, and every cut out
shape is arranged
symmetrically around the
central figure.
Picasso, “Three
Musicians”, 1921
three – dimensional
form
length x width x
height
organic
geometric
space
kinetic
Students will create a
Georgia O’Keeffe style
painting of a close up of a
flower.
Alexander Calder,
“The General
Sherman”, 1945
M6.4: The student
Shape
will recognize shape 6.3: The student will use one-point
as an element of art. perspective to create the illusion of depth in a
two-dimensional drawing.
M6.5: The student
will recognize form
as a means of
creating 3-D works
of art.
Form
6.8: The student will produce a kinetic work of
art.
Georges Braque,
“Fishing Boats”, 1909
Edward Hopper,
“Nighthawks”, 1942
Henri Moore,
“Reclining Figure”,
1951
Georgia O’Keeffe,
“Poppy”, 1927
Claus Oldenburg
MCPS Visual Arts Curriculum
Sixth Grade Art
Revised June, 2011
MCPS Objective
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
Resources
M6.6: The student
will recognize color
relationships.
Color
6.1: The student will solve design problems,
using color relationships selected from the
color wheel.
monochromatic
analogous
complementary
warm
cool
hue
tint
shade
primary
secondary
tertiary
intermediate
color schemes
triadic
split complimentary
pastel
Students will create
monochromatic paintings.
Claude Monet,
“Nympheas”, 1915
Students will create
tessellations showing specific
color schemes.
Picasso
three-dimensional
form
space
highlight
shadow
reflection
blending
chiaroscuro
Student will transfer a circle
into a sphere using shading.
copper/metal tooling
texture
implied
actual
tactile texture
visual texture
Students will create their
own interpretation of van
Gogh’s “Starry Night” and
apply some of his
techniques.
M6.7: The student
will recognize
chiaroscuro as a
means of creating
the illusion of form.
M6.8: The student
will recognize media
and techniques to
create both tactile
and visual textures.
Value
6.7 The student will use chiaroscuro to create
the illusion of form in a work of art.
Texture
6.6: The students will use appropriate art
media and techniques to create both visual
and tactile textures in works of art.
Students will create warm
and cool landscapes or
portraits.
3
Munch – “The
Scream”, 1893
Students will create a
composition of a still life in a
color scheme.
Students will divide a simple
drawing with intersecting
lines, and shade in the
resulting spaces with
alternation gradation of
values.
Students will create masks.
Students will create works
using weaving techniques.
Michelangelo Merisi
da Caravagio, “St.
Jerome”, 1605-1606
Durer
Henry Ossawa
Tanner, “The Banjo
Lesson”, 1893
van Gogh, “Starry
Night”, 1889
Butterfield
Faith Ringgold
Jackson Pollock
MCPS Visual Arts Curriculum
Sixth Grade Art
Revised June, 2011
4
MCPS Objective
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
Resources
M6.9: The student
will recognize the
use of proportion to
express ideas and
create images.
Proportion
6.2: The student will use the principles of
design, including proportion, rhythm, balance,
emphasis, variety, and unity, to express ideas
and create images.
siting
Albrecht Durer, ”Selfportrait”, 1500
Students will create a selfportrait showing
understanding of facial
proportions.
Alice Neal
6.4: The student will depict the proportional
relationships among the parts of the human
body or among other objects.
M6.10: The student
will create a kinetic
work of art.
Rhythm/Movement
6.2: The student will use the principles of
design, including proportion, rhythm, balance,
emphasis, variety, and unity, to express ideas
and create images.
da Vinci
repetition
alternation
wire contours
optical illusions
Students will create a
freestanding mobile/stabile
based on natural or abstract
forms using the principles of
balance.
Alexander Calder,
“Myxomatose”, 1953
symmetrical
asymmetrical
radial
formal
informal
Students will create 2D or
3D compositions using types
of balance – symmetrical
and/or asymmetrical.
Paul Cezanne, “Mont
Sainte-Victoire”,
1882-1885
M. C. Escher
6.8: The student will produce a kinetic work of
art.
M6.11: The student
will recognize
balance as a
principle of art.
M6.12: The student
will recognize
emphasis as a
principle of art.
Balance
6.2: The student will use the principles of
design, including proportion, rhythm, balance,
emphasis, variety, and unity, to express ideas
and create images.
Emphasis
6.2: The student will use the principles of
design, including proportion, rhythm, balance,
emphasis, variety, and unity, to express ideas
and create images.
focal point
dominant
center of interest
Students will create a radial
mandala using colored
pencils.
Rose Window, Notre
Dame Cathedral
Mandalas
Students will create a digital
self-portrait in Pop Art style.
Rene Magritte, “The
Portrait”, 1935
Students will create a
composition with a definite
focal point.
Andy Warhol,
“Campbell Soup”,
1968
Students will create a
collage.
Litchenstien
O’Keeffe
Rembrandt
MCPS Visual Arts Curriculum
MCPS Objective
Sixth Grade Art
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
M6.13: The student
Variety
will recognize variety 6.2: The student will use the principles of
as a principle of art. design, including proportion, rhythm, balance,
emphasis, variety, and unity, to express ideas
and create images.
M6.14: The student
will recognize unity
as a principle of art.
Unity
6.2: The student will use the principles of
design, including proportion, rhythm, balance,
emphasis, variety, and unity, to express ideas
and create images.
Revised June, 2011
Students will create a work
using water color, glue, and
markers – Kandinsky style.
5
Resources
Klimt
Kandinsky
Students will create an
abstract image from a series
of realistically drawn objects.
harmony
oneness
order
Students will create a
composition (2D or 3D) of
unifying shapes, color, etc.
Students will create a
Japanese style scroll of their
own land in which they will
rule as emperor or empress.
Hokusai, “Mt. Fuji Off
Kanagawa”, 1829-32
Nevelson
Rodin
Jasper Johns
Michelangelo
M6.15: The student
will recognize how
to create original
works of art using
computer graphics
and text.
Technology
6.10: The student will use computer graphics
and computer-generated text to create
original works of art.
gradient
software
insert
graphics
select
save
rotate
delete
menu bar
cursor
tools
edit
Students create tessellated
patterns from a square using
computer paint programs.
Andy Warhol, “Cars
art work”, 1986
Microsoft Paint
Photo Shop
Google Sketch Up
F. Lloyd Wright
MCPS Visual Arts Curriculum
Sixth Grade Art
Revised June, 2011
MCPS Objective
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
M6.16: The student
will recognize that
critical thinking and
meaningful writing
are part of the
artistic process.
Artistic Development
6.1: The student will solve design problems,
using color relationships selected from the
color wheel.
observation
description
steps=procedure
critique – evaluate
success/failure
6.2: The student will use the principles of
design, including proportion, rhythm, balance,
emphasis, variety, and unity, to express ideas
and create images.
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Resources
Students will describe their
Rubrics
project on a 3 x 5 card which
will include a sequence of
steps, describe the process,
and explain the overall
outcome.
Students will create a
shading chart and tinting
chart of the 3 primary colors.
Cultural Context and Art History
M6.17: The student
will recognize an
artist’s style media,
method, and subject
matter.
Artists/Works
6.12: The student will identify the components
of an artist’s style, including materials, design,
technique, and subject matter.
art movements
Students will analyze various
artistic styles by describing
subject, colors, techniques,
and shapes.
Monet – “Poplars”,
1891
M6.18: The student
will recognize the
relationship between
art movements and
changes in science
and technology
(from 1877present).
Historical
6.13: The student will identify major art
movements in American culture from 1877 to
the present, with emphasis on relating these
movements to changes in science and
technology.
Arts and Crafts Movement
Renaissance
Commercial
Art Nouveau
Tribal
Futurism
Pop Art
Ethnic
Modernism
Religious
The student will select a
painting by an artist and
discuss how culture, society,
science, and technology
influenced the artist.
Sargent – “Paul
Helleu Sketching with
his Wife”, 1889
The student will discuss the
“Pop Art” movement using
Andy Warhol’s “Campbell
Soup”.
O’Keeffe – “Red
Canna”, 1923
A. Wyeth –
“Christina’s World”,
1948
A. Neel – “Katharine
Murray Millett”, 1970
Warhol – “Campbell’s
Soup I”, 1968
MCPS Visual Arts Curriculum
Sixth Grade Art
Revised June, 2011
7
MCPS Objective
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
Resources
M6.19: The student
will recognize artists’
contributions to
society.
Community/Culture
6.14: The student will identify how artists
contribute to society.
movement
politics
culture
functional art
decorative
Study art movements
that show artists
reactions to what is
going on in their time
periods
Students will brainstorm
ways in which artists
contribute to society.
Pablo Picasso
“Guernica”
M620: The student
will recognize the
various art careers
available.
Careers
6.11: The student will describe and discuss art
careers (e.g., architect, motion picture
producer, animator, web page designer,
interior designer).
architect
conservator
jeweler
animator
graphic artist
photographer
potter
designer
historian
fashion designer
landscape designer
cinematographer
illustrator
gallery director
commission
Students will research
different careers for artists.
self-assessment
peer assessment
aesthetics
aesthetic view
objective
nonobjective
Students will describe works
of art on index cards and
divide into teams. Each
team will try to correctly
identify the most number of
works based on index card
descriptions.
NBC.com
Art Colleges
Technical Schools
Visit businesses in
areas of interest
Visit working artists
in their studios
Judgment and Criticism
M6.21: The student
will use questioning
skills (describing,
responding to,
interpreting, and
evaluating) to
critique a work of
art.
Evaluation and Assessment
6.17: The student will demonstrate inquiry
skills and appropriate art vocabulary for
1. describing works of art;
2. responding to works of art;
3. interpreting works of art; and
4. evaluating works of art.
William Kurelek “Manitoba Party”
Charles Russell –
“The Medicine Man”
MCPS Visual Arts Curriculum
Sixth Grade Art
Revised June, 2011
8
MCPS Objective
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
M6.22: The student
will recognize the
relationship between
exploration of ideas
and the final
outcome.
Commitment and Accomplishment
6.19: The student will identify the relationship
between art processes and final solutions.
generating
editing
altering
implementing
Students will record the
steps they took to produce a
final work of art.
M6.23: The student
will recognize ideas
and emotions
expressed in art
using appropriate
terms and language.
Assessment Criteria
6.18: The student will interpret the ideas and
emotions expressed in works of art, using
appropriate art vocabulary.
happy
universal
controversial
sad
specific
issue
impression
valid
bold
personal
persuasion
depressing
Students will discuss and
describe a painting.
M6.24: The student
will recognize
persuasive qualities
of art.
Visual Literacy
6.15: The student will discuss the ways that
art can be persuasive.
Propaganda art
Students will describe how
WWII posters were used to
persuade the public.
J. Howard Miller –
“Rosie the Riveter”,
1942
M6.25: The student
will recognize how
the elements of art,
principles of design,
technique and media
can effect meaning
in both 2Dand 3D
works of art.
Analytical Skills
6.16: The student will explain how the
elements of art, the principles of design, art
techniques, and art media influence meaning
in works of two-dimensional and threedimensional art.
interpretation
planning
production
environment
composition
communication
substance
form
medium
function
Students will explain and
interpret how the elements
of art and the principles of
design help tell a story and
convey a mood in N.C.
Wyeth’s painting “I Said
good-bye to Mother and the
cove”.
N.C. Wyeth - “I said
good-bye to Mother
and the cove”, 1911
6.19: The student will identify the relationship
between art processes and final solutions.
Students will decide if they
think a work is successful.
Resources
Paul Brach –
“Shocking Pink Polka
Dot”, 2001
MCPS Visual Arts Curriculum
Sixth Grade Art
Revised June, 2011
9
MCPS Objective
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
Resources
M6.26: The student
will recognize the
importance of
ethical standards in
the use of print and
digital images,
materials protected
by copyright, and
information
technology.
Ethics
6.20: The student will identify and examine
ethical standards in the use of
1. print and digital images;
2. materials protected by copyright; and
3. information technology.
ethics
copyright
trademark
Students will participate in a
poster contest,
understanding that their
posters will be disqualified if
they use or copy any
copyrighted words or
images.
Purpose and Meaning
6.21: The student will respond to works of art
and analyze those responses in terms of
cultural and visual meaning.
aesthetics
value
culture
meaning
beauty
factors
experience
value system
knowledge
beliefs
Students will describe the
aesthetics and purposes in
Navajo Sand paintings.
“Southwest Navajo
Indian and Horse
Pot”
Students will explain the
cultural functions,
construction, and design of
African tribal masks.
Choose African Tribe
and research style of
masks
Aesthetics
M6.27: The student
will recognize the
cultural and visual
meaning in works of
art.
MCPS Visual Arts Curriculum
Sixth Grade Art
Revised June, 2011
MCPS Objective
Essential Knowledge and Skills / VA SOL
Related Vocabulary Suggested Activities
Resources
M6.28: The student
will recognize the
importance of the
viewer’s belief
system in thinking
about a work of art.
Sensory and
emotional responses
will be in both oral
and written form.
Personal Response
6.23: The student will describe the manner in
which the belief systems of a viewer may
influence contemplation of works of art.
religious
influences
prejudice
cultural
generation
preference
values
honor
customs
historical
heritage
expression
classic
ethnic
Students will write a
personal response to Grant
Wood’s painting, “American
Gothic”.
Grant Wood “American Gothic”,
1930
M6.29: The student
will ask questions
about the nature
and philosophical
meanings of art.
Life Long Appreciation
6.22: The student will generate philosophical
questions regarding meanings in works of art.
subject
message
interpretation
emotion
Students will discuss a
painting and the message
and/or meaning they feel it
portrays.
6.24: The student will explain orally and in
writing the means by which visual art evokes
sensory and emotional responses.
Students will discuss why
they think the artist used
certain images in a work of
art.
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