FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – VISUAL ARTS MAP
GRADE FIVE
Month
Content
September/ Koi Pond
Skills
Mixed MediaDrawing and shading 3-5 koi fish, using colored
pencil. Painting a pond with watercolors, using
wash technique.
Cutting paper to add plant life details and
assembling all mixed media items to create one
final project.
Vocabulary collage: a technique first used by
cubists such as Picasso and Braque to build twodimensional images from fragments of printed
paper and cloth incorporated into painting.
Media and techniques: the materials and
procedures used in making art, such as
drawing/painting materials, sculptural materials
such as clay, wood, or stone; and procedures such
as modeling, carving, or construction; printmaking
materials and techniques such as relief printing,
etching, or lithography; electronic media and
techniques such as filmmaking or computergenerated imagery.
September
“Pigs with
Personality”
Students will sculpt a representational pig from
memory and observation.
Students will add details using their imagination,
giving the pig a personality. For example, a pirate
pig would have a eye patch and a parrot.
Students will present their work to the class and
speak for 2 minutes, about what personality they
chose for their pig, why, and what kind of choices
they made while creating their sculpture.
Vocabulary sculpture: any work carried out in
three dimensions, as opposed to drawing, painting,
flat collage, and printmaking, which are usually
two-dimensional.
Standard
MA_Curriculum_Frameworks Visual Art
1.5 Expand the repertoire of 2D and 3D art processes,
techniques, and materials with a focus on the each medium, such
as: 2D – transparent and opaque media, wet, dry, stippled,
blended, wash effects; relief printmaking effects; 3D – mobile
and stabile forms, carved, molded, and constructed forms
1.6 Create artwork that demonstrates an awareness of the range
and purpose of tools such as pens, brushes, markers, cameras,
tools and equipment for printmaking and sculpture, and
computers
1.7 Use the appropriate vocabulary related to the methods,
materials, and techniques students have learned and used in
grades PreK–8
2.11 For space and composition, create
unified 2D and 3D compositions that demonstrate an
understanding of balance, repetition, rhythm, scale, proportion,
unity, harmony, and emphasis. Create 2D compositions that give
the illusion of 3D space and volume
9.3 Identify and describe examples of how artists make
innovative uses of technologies and inventions.
1.6 Create artwork that demonstrates an awareness of the range
and purpose of tools such as pens, brushes, markers, cameras,
tools and equipment for printmaking and sculpture, and
computers
1.7 Use the appropriate vocabulary related to the methods,
materials, and techniques students have learned and used in
grades PreK–8
1.8 Maintain the workspace, materials, and tools responsibly
and safely
3.4 Create 2D and 3D representational artwork from direct
observation in order to develop skills of perception,
discrimination, physical coordination, and memory of detail
3.5 Create symbolic artwork by substituting symbols for
objects, relationships, or ideas
4.8 Create and prepare artwork for group or individual public
exhibitions
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October
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – VISUAL ARTS MAP
GRADE FIVE
Content
Skills
Standard
Texture, surface texture, visual texture: the
MA_Curriculum_Frameworks Visual Art
nature of a surface of a painting, sculpture, or
1.6 Create artwork that demonstrates an awareness of the range
building: rough, smooth, patterned. Visual texture
and purpose of tools such as pens, brushes, markers, cameras,
refers to the illusion of texture created on a flat
tools and equipment for printmaking and sculpture, and
surface through line or brush stroke.
computers
1.7 Use the appropriate vocabulary related to the methods,
Representational art: art that seeks to portray
materials, and techniques students have learned and used in
things seen in the visible world; sometimes called
grades PreK–8
figurative art
2.11 For space and composition create unified 2D and 3D
Students will draw a cityscape using pencil in the
compositions that demonstrate an understanding of balance,
background.
repetition, rhythm, scale, proportion, unity, harmony, and
emphasis. Create 2D compositions that give the illusion of 3D
“When a
Student will also draw a larger than life monster of
space and volume
Giant Comes their choosing in the foreground, giving the
to Town”
illusion of perspective.
MA_Curriculum_Frameworks Visual Art
Once students have finished with their pencil
1.6 Create artwork that demonstrates an awareness of the range
drawing, they will add color using colored pencil.
and purpose of tools such as pens, brushes, markers, cameras,
tools and equipment for printmaking and sculpture, and
Vocabulary perspective: a method of representing computers
the illusion of volume in three-dimensional objects 2.8 For line, use and be able to identify various types of line,
and depth of space on a two-dimensional surface.
for example in contour drawings, calligraphy, freehand studies
Techniques include:
from observation, memory, and imagination, and schematic
studies
Foreground, middle ground, background
3.6 Create artwork that employs the use of free form symbolic
Layers of implied space or planes in the picture
imagery that demonstrates personal invention, and/or conveys
space of a two-dimensional work. The foreground
ideas and emotions
is closest to the viewer, then the middle ground,
and, most distant, the background.
October
Styrofoam
prints
Month
Student will draw into a piece of Styrofoam any
imagery they would like, using a dull pencil.
When finished with their drawing, students will
use an ink brayer to roll ink over their styrofoam
drawing.
Once the styrofoam is completely covered in ink,
students will press a white piece of paper onto the
inked side, therefore leaving a print.
Students may print with the styrofoam multiple
times.
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Month
November
November
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – VISUAL ARTS MAP
GRADE FIVE
Content
Skills
Standard
Vocabulary printmaking: techniques of art that
1.6 Create artwork that demonstrates an awareness of the range
are designed to create reproducible images:
and purpose of tools such as pens, brushes, markers, cameras,
etching, engraving, woodblock and other relief
tools and equipment for printmaking and sculpture, and
printing, lithography, serigraphy (silkscreen).
computers
1.7 Use the appropriate vocabulary related to the methods,
Students will use mixed media including, colored
materials, and techniques students have learned and used in
pencil, marker, oil pastel, cut paper, collage, and
grades K–8
any found objects.
3.6 Create artwork that employs the use of free form symbolic
imagery that demonstrates personal invention, and/or conveys
Students will assemble and draw a monster they
ideas and emotions
“My
will create from their imagination, on a piece of
4.6 Demonstrate the ability to articulate criteria for artistic
Monster”
3x36 piece of white drawing paper.
work, describe personal style, assess and reflect on work orally
and in writing, and to revise work based on criteria developed
Upon completion of the monster, students will type in the classroom
a one paragraph biography about their monster.
5.6 Demonstrate the ability to describe the kinds of imagery
Vocabulary symbol: something that stands for or
used to represent subject matter and ideas, for example, literal
suggests something else by reason of relationship,
representation, simplification, abstraction, or symbolism
association, convention, or accidental resemblance.
10.1 Integrate knowledge of dance, music, theatre, and visual arts
Texture, surface texture, visual texture: the
and apply the arts to learning other disciplines
nature of a surface of a painting, sculpture, or
building: rough, smooth, patterned. Visual texture
refers to the illusion of texture created on a flat
1.5 Expand the repertoire of 2D and 3D art processes,
surface through line or brush stroke.
techniques, and materials with a focus on the range
Assemblage: the use of three-dimensional found
of effects possible within each medium, such as:
objects combined to make art; see collage.
2D – transparent and opaque media, wet, dry,
Collage: a technique first used by Cubists such as
stippled, blended, wash effects; relief printmaking
Picasso and Braque to build two-dimensional
effects; 3D – mobile and stabile forms, carved,
images from fragments of printed paper and cloth
molded, and constructed forms
incorporated into painting.
4.4 Produce work that shows an understanding of the
concept of craftsmanship
Sketch book” Students will be introduced by the art and history
4.7 Maintain a portfolio of sketches and finished work
of bookmaking.
6.4 Describe how artistic production can shape and be
Students will create their own sketchbooks using
influenced by the aesthetic preferences of a society
book making methods.
7.3 Identify and describe careers in at least one art form
Students will decorate the cover with their name,
using markers and colored pencils.
Students will continue to use these sketchbooks
throughout the year, to build a collection of
drawings.
3 of 5
Month
December
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – VISUAL ARTS MAP
GRADE FIVE
Content
Skills
Standard
Paper Mache Students will construct a 3D fish using paper
MA_Curriculum_Frameworks Visual Art
3D Fish
mache techniques.
1.6 Create artwork that demonstrates an awareness of the range
With a starting point of a blown up balloon,
and purpose of tools such as pens, brushes, markers, cameras,
students will build onto the balloon using various
tools and equipment for printmaking and sculpture, and
found materials (cardboard, newspaper etc.) to
computers
create a fish shape. Adding important details such
2.9 For texture, use and be able to differentiate between
as fins, gills, eyes, scales etc.
surface texture and the illusion of texture (visual texture)
After the paper mache dries, students will paint the 3.4 Create 2D and 3D representational artwork from direct
fish using various sea life books for inspiration.
observation in order to develop skills of perception,
The fish will then be strung up and on display in
discrimination, physical coordination, and memory of detail
the classroom.
4.8 Create and prepare artwork
Vocabulary representational art- art that seeks to for group or individual public exhibitions
portray things seen in the visible world; sometimes 10.1 Integrate knowledge of dance, music, theatre, and visual
called figurative art.
arts and apply the arts to learning other disciplines
Sculpture-any work carried out in three
using design skills and knowledge of physical science from
dimensions, as opposed to drawing, painting, flat
science and technology/engineering to construct a balanced
collage, and printmaking, which are usually twomobile sculpture.
dimensional
Texture, surface texture, visual texture
the nature of a surface of a painting, sculpture, or
building: rough, smooth, patterned. Visual texture
refers to the illusion of texture created on a flat
surface through line or brush stroke.
Gesture
drawing
Student will be given multiple pieces of large,
MA_Curriculum_Frameworks Visual Art
white drawing paper, a portable drawing board,
and a crayon.
2.8 For line, use and be able to identify various types of line,
The students will gathered in one area, in order to
for example in contour drawings, calligraphy, freehand studies
be able to see the model.
from observation, memory, and imagination, and schematic
Students will be chosen at random to get up in
studies
front of the class and perform a different pose for
3.4 Create 2D and 3D representational artwork from direct
10 seconds, 30 seconds, and one minute. While the observation in order to develop skills of perception,
remaining students in the class have to draw these
discrimination, physical coordination, and memory of detail
timed poses.
4.7 Maintain a portfolio of sketches and finished work
Each new student that poses is a new sheet of
paper.
Students will learn how to process more
information visually in a short amount of time.
They will also become more experienced with
drawing the human body.
4 of 5
Month
December
Content
“O’Keefe
Flowers”
FARMINGTON RIVER REGIONAL SCHOOL DISTRICT – VISUAL ARTS MAP
GRADE FIVE
Skills
Standard
Students will be introduced to the work of Georgia MA_Curriculum_Frameworks Visual Art
O’keefe. With a showing and discussion of her
collect works related to flowers.
1.6 Create artwork that demonstrates an awareness of the range
Students will observe various flowers brought into
and purpose of tools such as pens, brushes, markers, cameras,
the classroom, focusing on color and details.
tools and equipment for printmaking and sculpture, and
Working from observation students will use water
computers
color pencils to draw a zoomed in area of a flower, 2.7 For color, use and be able to identify hues, values,
with the help of a 1 inch view finder, on a large
intermediate shades, tints, tones, complementary, analogous,
sheet of heavy white drawing paper.
and monochromatic colors
After working with the water color pencil, water is 3.4 Create 2D and 3D representational artwork from direct
applied with various sized brushes, to spread the
observation in order to develop skills of perception,
color.
discrimination, physical coordination, and memory of detail
Vocabulary Postmodern: forms that emerged in
7.2 Describe the roles of artists in specific cultures and periods,
the 1970s, primarily in the United States and
and compare similarities and differences in these roles,
Europe. As a reaction to modernism, artists — and
considering aspects such as:
particularly architects — returned to borrowing
• the conditions under which artists created, performed,
from the classical tradition, often using allusions
and/or exhibited work and the status of artists;
ironically.
Abstraction: art that is non-representational, or
that converts forms observed in reality to patterns
that are read by the viewer as independent
relationships.
January
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