Sixth Grade Visual Art Curriculum

Standard A:  A student should be able to create and perform in the arts.

A student who meets the content standard should:

  1. Participate in dance, drama, music, visual arts, and creative writing;
  2. Refine artistic skills and develop self-discipline through rehearsal, participation, and revision;
  3. Appropriately use new and traditional materials, tools, techniques, and processes in the arts;
  4. Demonstrate the creativity and imagination necessary for innovative thinking and problem solving.
  5. Collaborate with others to create and perform works of art’
  6. Integrate two or more art forms to create a work of art; and
  7. Investigate careers in art production.

 

ACTIVITIES

·        Uses a theme or topic of personal interest and depict an aspect of this theme through a poster, stamp design, container message, book, etc.

·        Creates works in two and three dimensions using both additive and subtractive techniques.

·        Uses sketchbooks to explore and develop ideas.

·        Uses shading in drawings.

·        Uses a horizon line and one point perspective to create the illusion of space in an artwork.

·        Creates three-dimensional amorphic, organic and geometric forms.

·        Uses art materials in a safe and responsible manner.

·        Knows methods of color mixing; primary, secondary and tertiary colors, tints and shades, and neutrals. Uses in painting and design.

·        Creates artworks with monochromatic and analogous color schemes.

·        Creates a poster/display illustrating scientific concepts such as the food chain, the plant kingdom, etc. Incorporate principals of design in the artwork’s format (e.g. balance, contrast, unity, emphasis).

·        Illustrates own story or book.

·        Explore new ways to use familiar media in areas such as relief carving, etching, weaving, (clay, crayons, paper, pastels, etc.).

·        Works with one or more students to create a work of art.

·        Enters an art contest.

·        Creates and records a series of self-portraits throughout the year.

·        Explores art career possibilities.

 

 

ASSESSMENT:

·        Display of student work

·        Student portfolio

·        Rubric/checklists

·        Observational, anecdotal records

Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.

A student who meets the content standard should:

  1. Recognize Alaska Native cultures and their arts;
  2. Recognize United States and world cultures and their arts;
  3. Recognize the role of tradition and ritual in the arts;
  4. Investigate the relationships among the arts and the individual, the society, and the environment;
  5. Recognize universal themes in the arts such as love, war, childhood, and community;
  6. Recognize specific works of art created by artists from diverse backgrounds;
  7. Explore similarities and differences in the arts of world cultures;
  8. Respect differences in personal and cultural perspectives; and
  9. Investigate careers relating to arts history and culture.

 

ACTIVITIES

·        Recognizes sources of inspiration and content in artwork.

·        Studies several artists’ images (paintings, drawings, prints, photography, sculptures, and films) inspired by earth or space science.

·        Studies artworks of a variety of periods and cultures.

·        Discusses the variety of artistic disciplines and technology involved in the production of manufactured goods.

·        Compares Alaska Native artists’ design and decoration on everyday objects, with native designs from other parts of the world (e.g. Alaskan ulus compared with African knives, Southwestern pottery compared with Asian pottery.

·        Finds and studies visual arts depicting various geographic areas around the world.

 

 

 

ASSESSMENT:

·        Display of student work

·        Student portfolio

·        Rubric/checklists

·        Observational, anecdotal records

 

 

 

 

 

 

 

 

 

Standard C: A Student should be able to critique the student’s art and the art of others.

A student who meets the content standard should:

  1. Know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme.
  2. Examine historical and contemporary works of art, the works of peers, and the student’s own works as follows:
    1. Identify the piece;
    2. Describe the use of basic elements;
    3. Analyze the use of basic principles;
    4. Interpret meaning and artist’s intent;
    5. Express and defend an informed opinion;
  3. Accept and offer constructive criticism;
  4. Recognize and consider an individual’s artistic expression;
  5. Exhibit appropriate audience skills; and
  6. Investigate careers relating to arts criticism.

 

ACTIVITIES

·        Understands a good artwork shows craftsmanship, originality, and purpose.

·        Analyzes a set of historical photographs.

·        Analyzes and make informed judgment about works of art.

·        Analyzes the intent of the artist in different works.

·        Compares and contrasts multiple purposes for creating art.

·        Recognizes how design affects the appeal of products.

·        Learns the differences between a fine art print and a reproduction.

·        Compares and contrasts paintings/sculptures with a central theme (e.g. war, peace).

·        Understands how expressive features cause different responses in viewers.

·        Participates in an exhibition of student artwork (e.g. classroom, school wide).

·        Explores specific careers in professional and commercial art (e.g. industrial, design, architecture).

·        Displays examples of each student’s best artwork in the classroom.

 

 

 

 

ASSESSMENT:

·        Display of student work

·        Student portfolio

·        Rubric/checklists

·        Observational, anecdotal records

 

 

 

Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.

A student who meets the content standard should:

  1. Make statements about the significance of the arts and beauty in the student’s life;
  2. Discuss what makes an object or performance a work of art;
  3. Recognize that people tend to devalue what they do not understand;
  4. Listen to another individual’s beliefs about a work of art and consider the individual’s reason for holding those beliefs;
  5. Consider other culture’s beliefs about works of art;
  6. Recognize that people connect many aspects of life through the arts;
  7. Make artistic choices in everyday living; and
  8. Investigate careers related to the search for beauty and meaning, which is aesthetics.

 

ACTIVITIES

·        Identify the use of design elements and principles of line, shape, color, texture, value, space, form, balance, contrast, unity, emphasis, repetition, rhythm, and movement in a given artwork.

·        Identify the underlying structures such as proportions, visual rhythms, and types of balance in the environment.

·        Explores ways in which subject matter in other disciplines taught in the school are interrelated with the arts (e.g. pattern in science, rhythm in music, geometric shape in math)

·        Discuss historical traditions, customs, and cultural changes influencing the arts of the Pacific Rim and Alaska.

 

 

 

 

ASSESSMENT

§         Display of student work

§         Student portfolio

§         Rubric/checklists

§         Observational, anecdotal records

·        Student samples