Yearly Planning Checklist: P-5 Visual Arts
Very
Strong
Good
Needs
revision
Notes
What units of study need to be addressed during the year?
 Students become familiar with a range of media.
Eg. Paint, pastels, water colors, clay, collage
 The three strands (1.Creating, making and presenting,;
2.Understanding and making connections in time, place and
community; 3.Perceiving and responding) are present in each
unit
How will I divide these up over the terms / semesters?
 Approximate time frames have been identified for each unit
(e.g. choose between weekly sessions or longer biweekly
projects,).
 The time designated for each unit is appropriate and realistic.
How does my yearly plan demonstrate that all outcomes will be addressed?
 A copy of the curriculum outcomes for each unit is attached (or
included in the plan).
What are my assessment strategies for each unit/ term/semester?
 Assessment targets have been identified for each of the three
strands.
 There is variety in the assessments identified (observation ;
products; reflection /conversation).
Possible Questions to guide a discussion between Administrators and Teachers
1. Once your yearly plan is completed, how are you using it?
o
Do you revisit your plan to check what you have actually done compared to your original plan? How does this affect forward
planning (next term, next year)?
o
Do you revisit your plan to see where you need to go next?
o
Do you use your yearly plan to help build unit plans?
2. How do you feel about your plan? Do you feel that you need additional support with yearly plans or are you ready to begin looking at
unit plans?
Yearly Planning Units of Study: P-5 Visual Art
Units may be sorted according to a theme, medium, and the elements of art & principle of design.
However, each unit should comprise of a theme (making connections); a medium (creating and making); as well as an
element of art and/or principle of design. Each unit should also involve some sort of reflection or discussion about art.
Thematic units might come from:
Incorporating art into other subject areas (social studies, math, science, literature, etc.)
School and home environment
Study of artists and/or techniques
Sample media units:
Sketchbooks (daily record of observations, practice, specific drawing techniques
Painting (Acrylics, temperas, gouache, water colour). Brush and other implement techniques.
3D (clay, plasticine, wire, soap, found materials)
Drawing (graphite, charcoal, pastel, conte, bush & ink, pen & ink, found implements & ink)
Other Colour Media (markers, colour pencils, pastels (dry or oil)
Collage, mixed media (e.g. combining elements such as torn paper, threaded stitches, beads, paints, washes, pens, screen
printing, etc.)
Printmaking ( block or mono printing)
Sample Elements of Art and Principles of Design units:
The Elements of Art
The Principles of Design (how to arrange elements in a picture or space)
Colour (primaries, secondaries, complimentary, analogous, tint, tone)
Line ( variety of types and ways to express through mark making)
Texture (rough vs smooth. Actual vs implied.)
Shape (2D i.e. circle, square)
Form (3D i.e. cube, prism)
Value (high vs low, light vs dark)
Space (illusion of depth, volume)
Balance (formal or symmetry and informal or asymmetry)
Pattern
Rhythm
Emphasis
Movement
Unity (Proportion /Dominance or Variety)
Contrast (i.e. zigzag as to straight line)
Students should be exposed to a variety of media in each art course. Each media will most likely explore a unique medium. As Art
Art grade 2, Sample- Year Plan
Timeline and
unit title
Term 1
Exploring
the
elements
of art
through the
works of
Claude
Monet
Term 2
Studying
elements
through
Leonardo
Da Vinci
Term 3
Studying
Theme connections
Bulletin board
display of Monet
work, research
on his life,
relevant
literature, work
and create in the
flower garden
Structures unit in
Science, math,
Social Studieshis inventions,
litereature and
research on
Leonardo, intro
to biographies,
practice building
3D structures
with a variety of
materials.
Learning about
soils and
growing with
science in our
new vegetable
gardnes,math
patterns in the
plants,Scoial
Studies, Health
Medium/technique
Focus
Paint mixing
Pastel mixing
Food coloring
Clay
Construction
stations, work in
groups to make 3D
creations using
different material at
each station.
2D Paint, chalk/oil
pastels,clay
Guided drawing
collage/ magazines /
sketchbook, outdoor
painting and
drawing/guided
drawing/shading,
matching colors in
nature, collecting
harvest and creating
from it (,eg. Collage,
still life drawing).3D
representation of the
natural forms
observed
Element and Principle
Focus
Primary and
secondary colors
exploration, becoming
familiar with the color
wheel, experimenting
with values, using
artistic terminology
Texture, shape and
form
Shape , form and
space in the 3D
activities
Line and texture in the
2D activities
Value, line,space,
texture, form
Assessment Priorities / Targets / SCO’s
Applies visual elements of design 1.3
Explores with a range of media 1.2
Expresses feeling through art work 1.1, 5.1
Sharing thoughts and ideas through art work 4.2, 5.2, 2.1
Identify art and artists in the world/community 6.1, 6.3
Shows respect for own art work and others 4.1
Unit assessment Create a colors wheel and answer related
questions
observational drawing
risk taking / experimenting
range of media
Applies visual elements of design 1.3
Explores with a range of media 1.2
Expresses feeling through art work 1.1, 5.1
Sharing thoughts and ideas through art work 4.2, 5.2, 2.1
Identify art and artists in the world/community 6.1, 6.3
Shows respect for own art work and others 4.1
Show awareness of variety in art forms 3.1
Unit assessment- Given a set package of building materials,
design and build a bridge that will support a moveable toy
(Dinky ) car
observational drawing
risk taking / experimenting
range of media
Applies visual elements of design 1.3
Explores with a range of media 1.2
Expresses feeling through art work 1.1, 5.1
Sharing thoughts and ideas through art work 4.2, 5.2, 2.1
Identify art and artists in the world/community 6.1, 6.3
Shows respect for own art work and others 4.1
Show awareness of variety in art forms 3.
Unit assessment- Evaluation of accumulated study materials
(eg. Sketchbook, portfolio and a personal reflection on their
favorite piece from their portfolio)
Atlantic Provinces Visual Arts Outcomes (Condensed)
At any grade, most or all of these should or may be addressed. In a single unit/project, aim to use outcomes from each of the three strands. The
following list of outcomes attempts to condense the grade three Key Stage Outcomes into more manageable bites. Teachers are advised to still
know and teach to the outcomes intended for their relative grade level targets as published by their particular province or state.
Condensed P-3 Art outcomes
Applies visual elements and principles of design
SCO1.3
Explores with a range of media
SCO 1.2
Expresses feelings & ideas through artwork
SCO 1.1,5.1
Explores Art and other subject matter using the senses
SCO 4.3
Sharing thoughts and ideas about artwork
SCO 4.2, 5.2, 2.1
Shows respect for own artwork and others
SCO 4.1
Examines and appreciates Cultural/Historical influences in Art SCO
3.2, 3.3, 5.3
Shows awareness of a variety in art forms-SCO 3.1
Investigates the role of media and technology in Art
SCO3.4, 6.2
Identifies art and artists in the community/world
SCO 6.1, 6.3