Curriculum Guide Grade Level: K Subject/Course: Art
September/October
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2009-2010
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Introduce Drawing Studio
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Introduce Painting Studio
Continue with Drawing Studio techniques
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Introduce Collage Studio
Continue with Painting Studio Techniques
Continue with Drawing Studio Techniques
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Care and use of drawing pencils, crayons,
markers, colored pencils, erasers, pencil
sharpeners, including cleanup procedures.
Care and use of painting media, including
watercolor, wet and dry tempera, watercolor
pencils, brushes, water cups, aprons, including
cleanup procedures
Care and use of collage media, including
different weights and colors of paper, magazine
pictures, scissors for varied purposes, glue sticks
and liquid white school glue, hole punches,
stamps and ink, doilies, special papers
Drawing using a variety of drawing media and
paper types
Responds to stories and puppets with drawings
Note: all hard copy stories (throughout the
curriculum) are shared with additional emphasis
on illustration, rhythm, and connections to other
content areas.
Shelton School District
Writing name on both sides of artwork
Reconstituting paint with water
Using paintbrushes appropriately
Recycle and reuse colored paper scraps
Responds to stories and puppets with paintings,
generates and creates own ideas for artwork
Create collage pictures, masks, paper puppets,
and kites
Responds to stories and puppets with artwork,
generates and creates own ideas and
collaborates with peers to create artwork
Core Curriculum: Art
Curriculum Guide Grade Level: K Subject/Course: Art
1. 1. The student understands and applies
arts knowledge and skills.
G 1.1 Student remembers, applies and creates the
L visual arts elements of line, shape, form, color,
E value, texture, and space in the production of a
work of art.
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1.4.1 Student remembers and applies audience
/ conventions according to setting and culture
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Introduction to art studios
Practice finding seating “spot”
Hand signals for quiet,
appropriate vocal levels for studio work,
listening to stories, traversing hallway
Practice clicking markers, finding and
stowing materials
Sharing 101
Teacher observation
Completed drawings
Shelton School District
1.1.2 Remembers, applies, and creates the
visual arts elements of line, shape, form, color,
value, and space in the production of a work of
art.
2009-2010
1.1.2 (as before)
Uses and produces shapes and forms in
combination with other art elements in a variety
of styles, art forms, media, and subject matter.
Constructs two dimensional shapes in artworks
4.2.1 Remembers skills, concepts, and
vocabulary common to the arts and other
content areas.
Recognizes how arts concepts occur in other
content areas
Practice careful application and use of paints
and brushes, model complete cleanup with
shared teamwork
Teacher observation
Completed paintings
3.2.1 Applies, analyzes, and creates visual
artworks that communicate for a specific
purpose.
Creates visual artworks in a variety of media to
communicate for a selected purpose with
teacher support and direction.
Practice layering, appropriate use of glue, and
careful cleanup.
Teacher observation
Completed artwork
Core Curriculum: Art
Curriculum Guide Grade Level: K Subject/Course: Art
January
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Introduce 3D Construction Studio
Continue with Drawing Studio techniques
Continue with Painting Studio techniques
Continue with Collage Studio techniques
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Care and use of 3D tools, including cardboard
scissors, school glue, and masking tape.
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Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Explore recycled art, generate collections at
students' homes.
Intro basic fastening: tape, glue, brads, holes
and string.
February
Introduce Clay Studio
Continue with 3D Construction Studio
techniques
Continue with Drawing Studio techniques
Continue with Painting Studio techniques
Continue with Collage Studio techniques
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Care and use of clay tools, including natural clay,
carving tools, Masonite work areas, rollers,
water on fingertips to moisten clay
Emphasize safety during clean up (minimize clay
dust via wet rags and hand washing)
March
Introduce Fabric Arts Studio
Continue with Clay Studio techniques
Continue with 3D Construction Studio
techniques
Continue with Drawing Studio techniques
Continue with Painting Studio techniques
Continue with Collage Studio techniques
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
First level weaving: over and under, random
color patterns using big loom, paper weaving
with recycled paper (Ss choose colors and
progress from pre-cut looms to self-creation)
Beadwork using beads, buttons, and string or
pipe cleaners
History of clay, uses in different cultures,
current applications, both functional and artistic
Practice categorizing skills needed for adequate
cleanup
1.2.1 Remembers and applies visual arts
techniques to create original works of art in two
and three dimensions.
1.2.1 (as before)
Explores art tools and processes
Uses a step by step process to create
two/three dimensional objects and
artworks.
Explores making lines and textures using a
variety of art tools as well as hands and fingers.
Shelton School District
2009-2010
Uses a step by step process to create two/three
dimensional objects and artworks.
1.1.7 Applies, analyzes, and creates
repetition/pattern, contrast, variety, balance,
movement, rhythm, proportion,
emphasis/dominance, and harmony/unity in a
work of art.
Selects, uses, and produces artwork, using
principles of design, focusing on harmony and
unity.
Core Curriculum: Art
Curriculum Guide Grade Level: K Subject/Course: Art
2009-2010
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Begin stressing “glue first, tape to secure” to
achieve stronger attachments.
Pre-introduction with teacher-made play dough
is an option if group maturity doesn't warrant
complexities of cleanup. In that case, further
simplification can be achieved by use of only
fingers and hands as tools, as well as tightly
directed setup/cleanup.
Groups of four are optimum for weaving
practice initially, though students are excellent
resources for each other once they've learned
basic weaving techniques.
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Teacher observation
Completed paper sculptures
Teacher observation
Photographs of works in progress
Teacher observation
Completed works of art
Shelton School District
Core Curriculum: Art
Curriculum Guide Grade Level: K Subject/Course: Art
April
May
2009-2010
June
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Integrate Studios
Continue with Fabric Arts studio techniques
Continue with Clay Studio techniques
Continue with 3D Construction Studio
techniques
Continue with Drawing Studio techniques
Continue with Painting Studio techniques
Continue with Collage Studio techniques
Integrate Studios
Continue with Fabric Arts studio techniques
Continue with Clay Studio techniques
Continue with 3D Construction Studio
techniques
Continue with Drawing Studio techniques
Continue with Painting Studio techniques
Continue with Collage Studio techniques
Integrate Studios
Continue with Fabric Arts studio techniques
Continue with Clay Studio techniques
Continue with 3D Construction Studio
techniques
Continue with Drawing Studio techniques
Continue with Painting Studio techniques
Continue with Collage Studio techniques
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
Art room behavior (per GLAD)
 We demonstrate respect
 peers, materials, visitors
 We solve problems
 social
 art related
 We make good decisions
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Extend studio practice via demos drawn from
children's interests.
Extend studio practice via demos drawn from
children's interests.
Extend studio practice via demos drawn from
children's interests.
Select pieces from portfolio for public exhibit,
either at school or in Spring Art Show
Create annual art exhibit, attend, and respond
to student's own art and art of others.
Participate in annual cleanup/sorting/storing,
and summer preparation of art studios
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2. The student demonstrates thinking skills
using artistic processes of
performing/presenting and responding in dance,
theater and visual arts.
2. (as before)
Complete final portfolio review and take it
home.
1 — Visual Arts: The student understands and
applies arts knowledge and skills in dance,
music, theater and visual arts.
2.2.2. Applies a performance process in visual
arts. (Identifies, selects, analyzes, interprets,
practices, advises, adjusts, refines, presents,
exhibits, produces, reflects, self evaluates.)
2.1.1. Remembers, applies, and creates works of
art using the creative process with teacher
direction.
Presents works of art to others in the school and
community.
2.2.3. Applies a responding process to a visual
Shelton School District
Component 1.3: Understands and applies visual
arts genres and styles from various artists,
cultures and times.
1.3.1. Uses visual thinking skills to discuss a
Core Curriculum: Art
Curriculum Guide Grade Level: K Subject/Course: Art
arts presentation/exhibit. (Engages, describes,
analyzes, interprets and evaluates)
Engages the senses actively and purposefully
while experiencing visual arts.
variety of artwork.
Explains why people make artwork for many
different reasons.
Finds meaning based on personal experiences.
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Revised October 10, 2010
Shelton School District
2009-2010
Core Curriculum: Art