District Overview
Visual Arts classes introduce students to the key skills, concepts, and studio art disciplines that are basic to the development of their creative
expression and visual literacy. In the elementary years, the focus is on exploration and experimentation. In the middle school years, students
learn the essential skills of each art discipline. The high school provides a foundation in classical and modern methods of drawing, painting,
graphic design, and sculpture, which gives students the insights and abilities to undertake more advanced works in these areas of concentration
and build their portfolios. From K-12, Visual Arts emphasizes the following intellectual skills:
 Methods, Materials, and Techniques
 Elements and Principles of Design
 Observation and Abstraction
 Critical Response and Exhibiting
 Stylistic Influence and Expression
Grade 5 Description
Students at this stage of artistic development will review the key art skills, concepts, and processes learned in the Kindergarten through Fourth
Grade and apply this knowledge to the essential art learning provided at the Fifth Grade level.
At the Fifth Grade level of artistic development, interest in art is encouraged to begin transferring focus from personal expression to consciously
improving the quality of visual forms. Students will explore more advanced art materials, using them to create works of art by selecting subject
matter, elements, composition, and techniques that will communicate ideas, moods, and feelings with more complexity. Fifth Grade students
will begin to seriously analyze and critique works of historic and cultural art to enhance their appreciation and understanding of social contexts,
influences, and connections. Students will continue to learn to value and respect their own artwork and the work of others.
Grade 5 Units:
 Unit 1: Drawing and Sketching
 Unit 2: Painting and Printmaking
 Unit 3: Sculpture and Clay
 Unit 4: Art History and Criticism
Subject:
Grade:
Suggested Timeline:
Art
5
One 42 minute class period per 6 day cycle/30 cycles per school year
Unit Title:
Drawing and Sketching
Unit Overview/Essential Understanding:
Students will demonstrate knowledge and apply visual arts materials, tools, techniques, processes, and technology. They will learn that artists
experiences with methods, materials, and techniques in combination with concepts and themes result in works of art. Why is the exploration
and application of materials, tools, techniques, processes, and technology in a safe and responsible manner important in visual art?
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Initiate a use of a variety of drawing materials and media more extensively than elementary level, for example: crayons, chalk,
paint, clay, various kinds of papers
 Begin to use appropriate vocabulary related to drawing methods, materials, and techniques
 Care for materials and tools and use them in a safe manner
 Use electronic technology for reference and begin to explore its application to the visual arts
Focus Standards Addressed in this Unit:
9.1.C Production, Performance and Exhibition: Recognize and use fundamental vocabulary within the visual arts
Important Standards Addressed in this Unit:
9.1.H Production, Performance and Exhibition: Handle materials, equipment and tools safely at work and performance spaces
Misconceptions:
 Symbols have the same meaning to all people
 Artists communicate through art materials only
 Creating art takes long periods of time and needs to be appreciated by all people
 All art materials are non-toxic
 Works of art must be realistic and recognizable
Concepts/Content:
Competencies/Skills:
Description of Activities:
 Two-dimensional- drawing
 Begin to choose drawing
 Create drawings on a large scale: mural art
materials, tools, and equipment
 Craftsmanship
 Create digital art using Publisher
to create well-crafted works of art
 Medium/media
 Use a variety of line and shape to create a
 Initiate experimentation with and
product design
 Safety with materials
produces drawings with a variety
 Use a variety of pastel techniques: nature
of media, by using a variety of
 Create a contour or “frame” for a painting using
resources, and by combining
rainforest vocabulary
these materials in new and
 Recognize Chiaroscuro techniques
innovative ways




Identify the potential and
limitations of art materials and
techniques
Begin to use sketching to
document ideas and thought
processes when planning works of
art
Use a sketchbook for practice
Self-monitor by asking questions
before, during, and after art
production
Assessments:
 Create a “subway” mural using chalk
 Design a new “oreo” logo
 Create a tree landscape using chalk pastel and conte pencil
 Draw pumpkins or pears or gourds in a chiaroscuro style
 Sketchbooks
Interdisciplinary Connections:
Reading, Writing, Speaking, Listening
1.5 Quality of writing
1.6 Speaking and Listening
1.8 Research
Mathematics
2.2 Computation and Estimation
2.3 Measurement and Estimation
2.9 Geometry
Science and Technology
3.3 Biological Sciences
3.4 Physical Science, Chemistry, and Physics
3.5 Earth Sciences
3.6 Technology Education
Environment and Ecology
4.3 Environmental Health
4.6 Ecosystems and their Interactions
4.7 Threatened, Endangered, and Extinct Species
Geography
Additional Resources:
https://www.portal.state.pa.us/academic_standards_-arts_and_humanities.
PA Academic Standards for the Arts and Humanities
http://www.incredibleart.org. The Incredible Art Department.
http://www.crayola.com. Crayola website-activities and worksheets
www.amaco.com/whatsNew/index.html. American Art Clay Co.
www.fm.coe.uh.edu/resources/lessonplans.htm. Resources for Teachers.
www.ukans.edu/~sma/prints.html. The Printroom.
Spencer Museum of Art, University of Kansas.
Topal, Cathy Weisman. Children, Clay, and Sculpture — Children and Painting.
Worcester, MA: Davis, 1992.
Wilson, Brent. Teaching Drawing From Art. Worcester, MA: Davis, 1987.
7.3 The Human Characteristics of Places and Regions
7.4 The Interactions Between People and Places
History
8.2 Pennsylvania History
8.3 United States History
8.4 World History
Health, Safety, and Physical Education
10.3 Safety and Injury Prevention
Career Education and Work
13.1 Career Awareness and Preparation
Subject:
Grade:
Suggested Timeline:
Art
5
One 42 minute class period per 6 day cycle/30 cycles per school year
Unit Title:
Painting and Printmaking
Unit Overview/Essential Understanding:
Students will demonstrate knowledge and apply the elements of art, the principles of design, and sensory and expressive features of visual arts.
They will learn that the visual elements and principles of design are essential tools for creating and organizing works of art. How are works of
art organized?
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Identify the selected elements of art and principles of design in the works of others
 Apply the elements of art and principles of design in their own artwork
 Explore and use the elements of art to create pattern
 Experiment with and use the characteristics of color
 Recognize the use of balance, proportion, and movement
Focus Standards Addressed in this Unit:
9.1.A Production, Performance and Exhibition: Know and use the elements and principles of each art form to create works in the visual arts
Important Standards Addressed in this Unit:
9.1.B Production, Performance and Exhibition: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to
produce, review and revise original works in the visual arts
Misconceptions:
 Line direction is only horizontal and vertical
 Movement in art work must be kinetic
 Texture can only be physically experienced
 All compositions must be symmetrical
Concepts/Content:
Competencies/Skills:
Description of Activities:









Line has direction-horizontal,
vertical, and diagonal
Geometric shapes are formed
using precise angles and lines.
Organic shapes are formed using
curvilinear lines
Values of colors range from dark
to light
Color suggests distance and
changes in light
Edges can be hard or
soft(indefinite)
Repetition creates rhythm and
pattern
Surface texture can be perceived
through touch or vision
Prepare artwork for exhibition by
writing a signature on finished
work of art





Apply the concept of foreground, middle
ground, and background in a
landscape/seascape
Mix light and dark values of pigments to create
an impressionistic/pointillist landscape
Create a print using a found object
Use sponges to create surface texture
Frottage: folk art
Assessments:
 Create a tempera barn, lighthouse, or schoolhouse landscape
 “Paint” with markers to create an Impressionistic/pointillist scene
 Sponge ware bags
 Use historically designed templates and to compose a tombstone rubbing
Interdisciplinary Connections:
Additional Resources:
Reading, Writing, Speaking, Listening
1.5 Quality of writing
1.6 Speaking and Listening
1.8 Research
Mathematics
2.2 Computation and Estimation
2.3 Measurement and Estimation
2.9 Geometry
Science and Technology
3.3 Biological Sciences
3.4 Physical Science, Chemistry, and Physics
3.5 Earth Sciences
3.6 Technology Education
Environment and Ecology
4.3 Environmental Health
4.6 Ecosystems and their Interactions
4.7 Threatened, Endangered, and Extinct Species
Geography
7.3 The Human Characteristics of Places and Regions
https://www.portal.state.pa.us/academic_standards_-arts_and_humanities.
PA Academic Standards
http://www.pdesas.org/module/content/resources/2781/view.ashx. SAS
www.sanford-artedventures.com. Sanford A Lifetime of Color
www.eduweb.com. Educational Web Adventures – Inside Art.
www.colormatters.com. Color Matters.
http://www.incredibleart.org/files/Ps-EsTest.htm
http://www.teachkidsart.net/elements-of-art-memory-game/
ArtsExpress. Video Elements of Art. George Rasmussen with Kentucky
Educational Television
Faith Ringgold. DVD. School Media Associates.
7.4 The Interactions Between People and Places
History
8.2 Pennsylvania History
8.3 United States History
8.4 World History
Health, Safety, and Physical Education
10.3 Safety and Injury Prevention
Career Education and Work
13.1 Career Awareness and Preparation
Art is Fundamental. Eileen S. Prince. Amazon books. 2008
Illustrated Elements and Principles Book. Gerald Brommer. Crystal
Productions. 1998
Art Lessons for Children. Donna Hugh. DVD. www.coycreek.com 1991
Vol. 1-watercolor desert
Vol. 3-watercolor fish
Art Is…The Elements of Art & Principles of Design for Children. Glenna Kubit.
Crystal Productions. 1996
Subject:
Grade:
Suggested Timeline: Number of weeks/periods
Art
5
One 42 minute class period per 6 day cycle/30 cycles per school year
Unit Title:
Sculpture and Clay
Unit Overview/Essential Understanding:
Students will demonstrate their powers of observation, abstraction, and invention to express themselves in a variety of 3 Dimensional media,
materials, and techniques. They will learn that art is a universal language that encompasses all forms of communication. How do artists use the
language of art to communicate across cultures and time?
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Begin to research and generate ideas for creating works of art
 Select and use visual images, themes, and ideas to communicate meaning and an emerging personal style
 Initiate the awareness of life skills through the study and production of art
 Apply information from other disciplines to enhance the understanding and production of artworks
Focus Standards Addressed in this Unit:
9.1.A Production, Performance and Exhibition: Know and use the elements and principles of each art form to create works in the visual arts
Important Standards Addressed in this Unit:
9.1.B Production, Performance and Exhibition: Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to
produce, review and revise original works in the visual arts
Misconceptions:
 One must be artistically talented to create “good” artwork
 Every artwork has a theme/subject and was created to impart a meaning to the viewer
 People can only communicate through words
 Art teachers, fine artists, and fashion designers are the only art careers available to creative people
 It is not important to plan by sketching and practicing with materials before beginning an artwork
Concepts/Content:
Competencies/Skills:
Description of Activities:
 Theme







Image
Idea
Connections
Communication
Perspective
Viewpoint
Originality



Describe and discuss design in
daily life
Make and improve understanding
of interdisciplinary connections by
applying art skills and knowledge
Articulate expressions and
experiences with others through
one’s own work
Assessments:
 Create a figure and tree sculpture using foil and paper bags
 Create a round weaving
 Create a multi-media wire sculpture
 Create a glazed cylinder pot
 Create a “chance” collage
Interdisciplinary Connections:
Reading, Writing, Speaking, Listening
1.5 Quality of writing
1.6 Speaking and Listening
1.8 Research
Mathematics
2.2 Computation and Estimation
2.3 Measurement and Estimation
2.9 Geometry
Science and Technology
3.3 Biological Sciences
3.4 Physical Science, Chemistry, and Physics
3.5 Earth Sciences
3.6 Technology Education
Environment and Ecology
4.3 Environmental Health
4.6 Ecosystems and their Interactions
4.7 Threatened, Endangered, and Extinct Species
Geography
7.3 The Human Characteristics of Places and Regions
7.4 The Interactions Between People and Places
History
8.2 Pennsylvania History
8.3 United States History
8.4 World Hitory
Health, Safety, and Physical Education
10.3 Safety and Injury Prevention
Career Education and Work
13.1 Career Awareness and Preparation





Create sculpture by using multi media: figure
and environment
Create fiber art using radial symmetry
Create jagged, straight, curved, thick, and thin
lines by manipulating wire
Create ceramics using the slab method: cylinder
pots
Compose a collage using non-objective shapes
Additional Resources:
https://keyarts.wikispaces.com/file/view/Visual+Arts.pdf. Standards outline
checklist.
http://www.arteducators.org/NAEANatlVisualStandards. National Visual Art
Standards
http://www.pdesas.org/module/content/resources/2781/view.ashx. SAS
Materials and Resources.
https://www.portal.state.pa.us/academic_standards_-arts_and_humanities.
PA Academic Standards for the Arts and Humanities
http://www.incredibleart.org. The Incredible Art Department.
http://www.crayola.com. Crayola website-activities and worksheets
www.aliceville.com/artdic . Dictionary of Art Terms.
www.pbs.org/teachersource. PBS Teacher Source.
www.theartnewspaper.com. The Art Newspaper.
www.imagesite.com. Careers.
www.wetcanvas.com. Cyber Living for Artists.
www.kn.pacbell.com/wired/art2. Eyes on Art: a learning to look curriculum
Winner, Ellen, ed., Arts PROPEL: Imaginative Writing Handbook, 1993
Dictionary of Art. Jane Turner. 703 D554Tu, 1996
Scholastic art- student magazine for art information
Dropping in on Ceramics. DVD. Crystal Productions, 2011.
Subject:
Grade:
Suggested Timeline:
Art
5
One 42 minute class period per 6 day cycle/30 cycles per school year
Unit Title:
Art History and Criticism
Unit Overview/Essential Understanding:
Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were
created, and by analyzing characteristic features of art works from various historical periods, cultures, and genres. How do artists use the
language of art to express a variety of viewpoints, ideas, and feelings?
Students will demonstrate appropriate visual arts vocabulary in describing, analyzing, and evaluating art works. They will learn to make
informed critical judgments through the creating, observation, and exhibiting of artworks and learn to respect one’s own expression and the
expression of the work of others. How is art analyzed and understood?
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Identify appropriate vocabulary in describing artist’s styles, genres, cultural art, and art history
 Begin to recognize themes, subject matter, and symbols in a work of art
 Relate artworks chronologically to historical and cultural events
 Recognize the impact of art on history and culture and how history and culture have influenced art
 Initiate the use of a variety of resources to investigate artists and cultures
 Develop strengths, interests, and areas for improvement as a creator, interpreter, and viewer of art
 Distinguish between representational, abstract, and non-objective art forms and between complete and incomplete art works
 Begin to verbally describe the features of an artwork including: subject matter, media, techniques, theme, meaning, mood, formal
choices, elements of art, principles of design, and using appropriate/accumulated art vocabulary
 Identify multiple purposes for creating works of art and how personal responses to and evaluation of artworks validate the intentions of
those who created them
Focus Standards Addressed in this Unit:
9.2.B Historical and Cultural Contexts: Relate works in the visual arts chronologically to historical events
9.3.A Critical Response: Recognize critical processes used in the examination of works in the visual arts
Important Standards Addressed in this Unit:
9.2.C Historical and Cultural Contexts: Relate works in the visual arts to varying styles and genre and to the periods in which they were created
9.3.D Critical Response: Explain meanings in visual art through individual works and the works of others using a fundamental vocabulary of
critical response
Misconceptions:
 Art is created purely for entertainment and has minimal influence and contribution on and to history and culture
 Symbols and their meanings are universal for all cultures
 Cultural artworks are only valued by the civilization that created them
 Self-taught artists are less creative than artists that have been formally trained
 Chronology and the passing of time is easily understood by looking at the sequential order of a timeline
 Criticism always has a negative connotation
 Personal opinions are involved when describing and analyzing artwork
 Artwork must be “old” or created by a master artist in order to be valuable
 Artists create artworks for monetary gain and the artworks have no intrinsic value except to the creator
 Artwork must be recognizable/realistic, with subject matter and materials that are familiar to the observer
Concepts/Content:
Competencies/Skills:
Description of Activities:
ARTISTS: Examine and discuss the art created by Picasso,
Style
is
defined
as
the
manner
in
which
 Style
Giacometti, Michael Albert, Haring, Seurat, Magritte
art is expressed or performed
 Genre
GENRE: 3-dimensional portraits, pastel tree-scapes,
Genre is defined as a pictorial
 Culture
representation in any of various media of impressionistic still life
 History
CULTURES: Research and analyze the art and artifacts from
scenes or events from everyday life
 Language
Pre-historic, Pacific Rim, Islamic, Byzantine
Culture is defined as art work that depicts
 Timeline
STYLES/MOVEMENTS: Recognize ideas and designs in art
the sum of attitudes, customs, and beliefs through Fauvism, Folk Art, Post-Impressionism, Cubism,
 Symbol
that distinguish one group of people from Surrealism
 Artifact
another
 Motif
History is defined as the academic study
Investigate how artists evoke consumer interest by
 Theme
of the past and present objects of visual
manipulating the elements of product design
 Traditional/Contemporary
art
Examine the study of semiotics and how it influences
 Form/Function
Contemplate that peers, other artists,
artists and the messages they convey in their artwork
 Critique: describe, analyze,
environment, cultural beliefs, emotions,
The Critical Process
interpret, judge
communication skills, age, and time may Describe: what did the artist use to make this artwork, what
 Representational/noninfluence artistic choices
are the characteristics, is there a time/place/event or is it
representational/abstract
non-representational
Begin to learn how to critique their own
 Subject matter
Analyze: use art vocabulary to examine the artwork, how is
artwork using visual and verbal
 Symbol
it organized
approaches and provide respectful and
Interpret: explain what this artwork means (moods,
 Style
constructive criticism to peers in an
thoughts, ideas) and give reasons to support your
 Medium/media
informal verbal appraisal
explanation
 Period
Judge: do you think the artwork is important/special,
 Culture
valuable/priceless, respected,
expensive/inexpensive/worthless, museum-worthy
Assessments:
 Create a Papel Picado banner
 Play the “Who Stole the Picasso” game
 Create an “Art Career” power point to present to class
 Create a “Sir Real” collage
Connections:
math- radial symmetry
geography- rainforests
history- Victorian jewelry
Communication:
product design
art careers
Ideas:
sketchbooks (pre-assembled)
research using internet resources
Additional Resources:
https://www.portal.state.pa.us/academic_standards_arts_and_humanities. PA Academic Standards
http://www.arteducators.org/NAEANatlVisualStandards. National Visual Art
Standards
www.artchive.com. The Artchive. Provides articles in art criticism
www.artcyclopedia.com. Art Cyclopedia.
www.kcsd.k12.pa.us/~projects/critic. How to Read a Painting/art criticism
skills
http://www.educationworld.com/a_lesson/lesson/lesson002.shtml. Enrich
Learning with Discipline-Based Art Education
https://www.portal.state.pa.us/academic_standards_-arts_and_humanities.
PA Academic Standards
http://www.pdesas.org/module/content/resources/2781/view.ashx. SAS
Museums:
www.louvre.fr. Louvre Museum.
www.metmuseum.org. The Metropolitan Museum of Art.
www.guggenheim.org. Guggenheim Museum
www.british-museum.ac.uk. The British Museum.
www.moma.org. The Museum of Modern Art.
www.nga.gov. National Gallery of Art – Washington, D.C.
www.nmafa.si.edu. National Museum of African Art. A unit of the
Smithsonian
www.library.yale.edu/Internet/arthistory.html. Yale University Library – Art
& Architecture
www.molaa.com. Museum of Latin American Art, Long Beach CA.
www.americanart.si.edu/journal. American Art
www.museumstuff.com. Extensive learning resources.
www.artsconnected.org. Digital images of works of art
www.arthistory.net. Art History Network.
www.getty.edu/artsednet. Getty’s art education website.
www.artlinks.com. Provides links to artists, art museums, art sites.
Dropping in on Andy Warhol. DVD. Crystal Productions, 2011.
Dropping in on Grandma Moses. DVD. Crystal Productions, 2011.
Saccardi, Marianne. Art in Story. N. Haven, CT. Linner Publication. 1997.
Brown, Laurence. Visiting the Art Museum. New York: EP Dutton, 1986.