MMSD K-5th Grade Level Visual Arts Standards

The Madison Metropolitan School District does not discriminate in its education programs, related activities (including School-Community Recreation) and employment practices as required by applicable local, state and federal laws.

Updated -August 2008

Table of Contents
Acknowledgements............................... 1

Intent of Visual Arts Education................................ 2-3 Wisconsin Academic Standards- Visual Arts .............................. 4 Visual Arts Standards and Grade Level Benchmarks- K-5th Grade...................... 5-17

Visual Arts Standards K-5th Grade

Acknowledgments
The Visual Arts Standards committee referred to the National Standards for Arts Education (MENC, 1994) as a model from which to create the district's standards. The committee refined the expectations for the primary and intermediate levels and clarified those for the middle, high school, and advanced levels for this district. It extends its gratitude to the visual arts educators across the nation who contributed to the national standards as well as the district's visual arts faculty who reviewed Madison's standards and offered their suggestions. The document standardizes the expanding practice of our outstanding teachers as they respond to learners' abilities and their needs into the 21st century. 1998 Madison Metropolitan School District Visual Arts Standards Committee: Grades K-5 Visual Arts: Richard Davis -- Mendota Elementary Katharine Goray -- Lincoln Elementary Randy Hopkins -- Shorewood Elementary Lee Kleeman -- Thoreau Elementary Susan Klein -- Huegel Elementary Susan Moberly -- Franklin Elementary Middle School Visual Arts: Mary Ann Emmerton -- Jefferson Middle School Richard Jensen -- Toki Middle School High School Visual Arts: John Currie -- Memorial High School Don Hunt -- West High School Committee Facilitator: Mariel Wozniak -- Coordinator of Fine Arts (2002) July 2008 Updates: Julie Palkowski-- Coordinator of Fine Arts

Intent of Visual Arts Education

Definition: The Visual Arts are an essential part of human existence. They communicate ideas, feelings, and experiences into meaningful visual expressions. Through the use of a medium and the simple elements of line, form, space, color, and texture, people from earliest recorded history have created art. It is all around us. It appears in nature, in the imitation of nature, and in original expressions. One of the most revealing ways that people share their culture is through the arts which are as varied as the cultures that create it. The different forms of visual art reflect what is happening in a nation and in the world. It exists in the form and function of everything on the market and its importance is sometimes taken for granted in the design of such things as apparel, furniture, appliances, technology, vehicles, etc. Purpose: Art is universal because it transcends barriers which can exist in the spoken and written word. Through art, the common threads of humanity and cultural differences are recognized and appreciated. In a world which depends so much on accurate visual interpretation, learners need to interpret the visual experience through an understanding of other subject matter, symbols and ideas. The visual arts give balance to human existence. They are a means used to convey people's emotional reactions to others and the life around them. Art permits people to express who they are and what they feel about the world they live in. It establishes their identity in a particular place and at a particular time. They are a means of caring for and preserving the life of the human spirit. Because the nation's population is more diverse, understanding and communication across nations and cultures is essential. Students need to understand the function and structure of the visual arts, the relationship to human history and cultures, and the connections between the visual arts and other disciplines. The "Goals 2000: Educate America Act" was approved by both houses of Congress in 1994 and established the arts as a core subject among the disciplines in which every American should demonstrate competence. It is studied for itself and for the profound effect it has on facilitating the learning of spatial concepts needed in architecture and geometry, and on the creativity which is essential to development in science and engineering. Additionally, the study of visual arts assists consumers in understanding how art and its elements affect people and how they are used commercially to influence the cognition, behavior, and the environment.

Characteristics: Art education makes a unique contribution to a student's experience. It facilitates the ability to communicate in a nonverbal manner and to develop and expand problem solving skills. It fosters the development of craftsmanship and encourages perception, reflection, and production. The act of creating art involves people on many levels of thinking and modes of learning. It offers learning opportunities to students of all mental and physical ability levels and ages. The eye, hand, and mind act in concert in the creation of art. A well-balanced curriculum and the instruction of art includes the following areas of study in the K-12 art program: drawing, painting, printing, sculpture, ceramics, environmental design and architecture, art metal, commercial art, photography, cinegraphics, fiber art, and viewing and responding. Students are taught to know and apply the principles of movement or rhythm, balance, contrast, emphasis, unity, and repetition to their art. Wisconsin Statutes PI 8.01(2)(j)(k)(l) require that regular visual arts classes, which follow a comprehensive curriculum, be taught by a visual arts specialist from kindergarten through eighth grade in the elementary schools, and through the sixth grade in middle schools. Thereafter, each school district is required to offer art courses as electives through high school. These visual arts standards provide unified expectations for students and inform the community of what a person who is literate in visual arts knows and can do at each level of development.

Wisconsin Academic Standards- Visual Arts

Content Standard One:

Sees
in ways that engage the student in personal inquiry leading to a vision of what could be

Content Standard Two:

Imagines
and problem solves a variety of approaches to and solutions for visual problems

Content Standard Three: Designs artwork organized by compositional principles, expressive features, and sensory qualities Content Standard Four:

Creates
images and objects that communicate and express ideas using varied media, techniques, and processes

Content Standard Five: Content Standard Six:

Produces
artwork that exemplifies craftsmanship

Reflects
upon and assesses the characteristics and merits of own work and the work of others

Content Standard Seven: Interprets the visual experience with a range of subject matter, symbols, and ideas Content Standard Eight: Understands the function and structure of the visual arts in relation to human history and cultures Content Standard Nine:

Makes
connections among the visual arts with other disciplines

Visual Arts Standards and Grade Level Benchmarks- K-5th Grade

Standard One: Sees in ways that engage the student in personal inquiry leading to a vision of what could be.

The student will be able to:

Performance Standard Grade TWO
Explores and understands prospective content for works of art.

Performance Standard Grade FOUR

Identify a variety of visual imagery which includes people, animals, and fantasy.

Identify a variety of visual imagery which includes people, animals, fantasy, and environments.

View and describe a Understands art as a variety of visual form of visual imagery which communication. includes fantasy, people, or animals in the context of an environment.

Identify the subject matter or story communicated through art.

Identify the subject matter, stories, feelings, or symbols communicated through art.

Identify the purposes, subject matter, stories, feelings, or symbols communicated through art.

Standard Two:

Imagines
Imagines and applies a variety of approaches to and solutions for visual problems.

The student will be able to:

Performance Standard Grade TWO
Knows that there is a range of different qualities to materials, techniques, and processes.

Performance Standard Grade FOUR

Describe how different materials, techniques, and processes can result in different visual expressions.

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Recognize the distinct qualities of the principles and elements of art with a variety of media which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Fibers Mixed media Art metal Understand the difference between additive and subtractive sculpture.

Recognize art media which include: Crayon Pencil Paints Markers Clay Paper

Experiment and/or invent with a variety of 2-D and 3-D art materials which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking

Experiment and/or invent with a variety of 2-D and 3-D art materials which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Basic fiber techniques

Recognize the distinct qualities of the principles and elements of art with a variety of media which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Fibers

Recognize the distinct qualities of the principles and elements of art with a variety of media which include: Crayon Pencil Paints Markers Clay Paper Pastels Printmaking Fibers Mixed media

Standard Three:

Designs
Designs artwork organized by compositional principles, expressive features, and sensory qualities.

The student will be able to: Performance Standard Grade TWO Experience and identify that features and elements of art cause different visual results. Describe how different expressive features and principles cause different responses. Performance Standard Grade FOUR Name colors, Identify Identify colors, Experience and shapes, lines, identify that shapes, and particular media used in colors, patterns, and features and their own art shapes, lines, textures. elements of art work. and patterns. cause different visual results. Compare a variety of contrasting imagery. Compare a variety of contrasting emotional imagery Compare a variety of contrasting emotional and atmospheric imagery. Describes how different expressive features and principles cause different responses. K 1 2 3 4 5

Identify and use color, shapes, line, texture, and space in works of art. Identify and use contrast (light/dark) and repetition (patterns).

Identify and use color, shapes, lines, texture and space in works of art.

Identify and use color, shapes, lines, texture, space, and movement in works of art. Identify and use contrast, repetition, emphasis, unity, and variety.

Identify and use contrast, repetition, emphasis (center of interest).

Standard Four: Creates Creates images and objects that communicate and express ideas using varied media, techniques, and processes. The student will be able to: Performance Standard Grade TWO
Know the differences between media, techniques and processes.

Performance Standard Grade FOUR

Use different media, processes, and techniques to communicate ideas, Take advantage of the qualities and characteristics of art media, techniques, and processes to enhance their art experiences, and stories.

Experience a variety of materials and name the media Use line, color, used in their own shape and texture work. in their work, through different Use line, color, art making shape, texture, and processes which space in their include: work, through different art making processes which include: Experience a variety of materials.

Utilize a variety of media to include: crayon, pencil, chalk, oil pastel, markers, tempera paint, watercolor paint, printer's ink, cloth, yarn, clay, paper mache, paper, and misc. materials. Name and experience art elements through a variety of techniques.

Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes:

Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes:

Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes:

 Drawing using media such as crayon, pencil, paint, markers, and oil pastel. Painting with a variety of brushes. Working with clay. Sculpting with a variety of materials. Begin printmaking processes.

Drawing using media such as crayon, pencil, paint, markers, and oil pastel. Painting with a variety of brushes and tools. Clay manipulation skills to include rolling, pinching, and pulling. Sculpting with a variety of materials. Printmaking processes to include rubbing and stamping.

Line drawing Observation, imagination, and memory. Color: Primary color mixing and blending. Shape: Cutting, drawing, and forming. Texture: Stamping, rubbing, and pressing. Space: Size, placement, and overlapping.

1. Drawing as a 1. Drawing as a planning tool for planning tool for later use with a later use with a variety of media. variety of media to 2. Drawing with interpret narratives. contour line. 2. Drawing with 3. The techniques contour line, and processes of textural elements, color mixing and value changes. which include 3. The techniques secondary colors. and processes of 4. The techniques color mixing which and processes of include secondary 2-D and 3-D colors, tertiary surface texture, colors, tints and fibers, and mixed shades, and color media. families. 4. The techniques and processes of 2D and 3-D surface texture, fibers, mixed media, blending wet-on-wet and dry brush painting techniques.

1. Drawing as a planning tool for use with a variety of media to interpret narratives and express personal thoughts. 2. Drawing with contour line, textural elements, value drawings, and figure drawing. 3. The techniques and processes of color mixing which include secondary colors, tertiary colors, tints and shades, color families and complimentary colors. 4. Techniques & processes of: shading, opaque & transparent paint qualities paint, relief printing, various fiber techniques clay coil, and slab techniques, paper mache-

building.

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Use line, shape, texture, and space in their work through different art making processes which include: 1. Drawing, using media such as crayon, pencil, paint, markers, chalk, and oil pastel. 2. Painting with a variety of brushes and tools. 3. Clay/manipulation skills to include rolling, pinching, pulling, coiling. 4. Sculpting with an increased variety of materials. 5. Increased printmaking processes to include rubbing and stamping. 6. Using resist techniques.

Use creative problem solving skills and risk taking skills.

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Standard Five:

Produces
Produces artwork that exemplifies craftsmanship.

The student will be able to:

Performance Standard Grade TWO
Use art materials and tools in a safe, responsible, and skillful manner.

Performance Standard Grade FOUR

Use art materials and tools in a safe, responsible, and skillful manner.

Handle scissors safely.

Handle scissors Handle scissors safely. safely.

Handle tools safely. Cut paper with and without guidelines. Use proper printmaking techniques.

Handle tools safely. Accurately use paper techniques, i.e. folding, cutting, scoring, tearing, and tabbing. Use proper printmaking techniques.

Handle tools safely. Accurately use paper techniques, i.e. folding, cutting, scoring, tearing, and tabbing. Use proper printmaking techniques, i.e. additions, centering.

Cut paper on a line. Cut paper on a Cut paper on a variety of lines. variety of lines and be exposed to Fold paper. cutting shapes Fold paper. without guidelines. Use glue responsibly. Use glue, crayon, pencil, Fold paper in a variety of ways. marker, and Use brushes in a paint in a developmentally Use glue, crayon, appropriate manner. responsible manner. pencil, marker, and paint in a Use techniques responsible manner. used in pinching and pulling clay. Use skillful construction techniques with a variety of media which result in well made products.

Create pinch pots, coils, modeling, and joining techniques with Create pinch pots, clay. coils, modeling, and Create pinch pots, joining techniques with coils, modeling, slab, and joining techniques Use various adhesives, clay. with clay. i.e. tape, glue, and paste. Use various adhesives, i.e. tape, glue, and Use various adhesives, paste. i.e. tape, glue, paste. Be aware of the proper use of various kinds of brushes. Use various kinds of Use various kinds of brushes properly. brushes properly. Pay attention, observe, follow instructions, Use water color Use water color and use good work techniques, i.e. wet on techniques, i.e. wet on habits thus resulting in wet, dry brush strokes, wet, dry brush strokes,

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quality artwork in all and washes. curricular media areas. Pay attention, observe, follow instructions, and use good work habits thus resulting in quality artwork in all curricular media areas.

and washes. Use additive and subtractive sculpture techniques. Pay attention, observe, follow instructions, and use good work habits thus resulting in quality artwork in all curricular media areas.

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Standard Six:

Reflecting
Reflects upon and assesses the characteristics and merits of own work and the work of others.

The student will be able to:

Performance Standard Grade TWO K 1 2 Performance Standard Grade FOUR
Understand that there are various purposes for creating works of visual art.

Understand that Discuss their there are various artwork or the work of others. purposes for creating works of visual art.

Describe their art work or the works of others, to include the art from two cultures.

Describe the art work from two cultures. Cultures could include Africa, Asia, Latino, European, or Indigenous cultures. Recognize a limited number of art works utilizing art resources from Madison Art Center, Chazen and MMSD. Selections: "Dancing Ganesha"

Describe artwork Describe artwork and and will continue to will continue to develop this skill. develop this skill.

Describe artwork and will continue to develop this skill.

Understands how people's priorities influence the development of specific art works.

Recognize a limited number of art works utilizing art resources from Madison Art Center, Chazen and MMSD. Selection: "Dapple Gray"

Recognize a limited number of art works utilizing art resources from Madison Art Center, Chazen and MMSD. Selections: "Etretat"

"Still Life: "Yellow Disc and Pitahayas" White Disc"

Recognize an expanding number of artists and their styles. Recognize artwork representing various cultures, gender, media, time, and subject, ulilizing developing Describe an increased resources from the Describe a limited Madison Art Center, number of drawings, number of drawings, painting, paintings, printmaking, Chazen, & MMSD. printmaking, sculpture, and fiber art, Describe an sculpture, and fiber or artisits from cultures increased number of drawings, paintings, art, or artists from past and present. printmaking, cultures past and Selections: present. "Herakles and Athena sculpture, and fiber art, or artisits from Selections: Going to Mount cultures past and "Apollo Pursuing Olympus" present. Daphne" "Mrs. Aaron Davis" Selections: "Madison "View of Edo, #52" Landscape" "Seranade"

Recognize a limited number of artists and their styles, selected from the developing resource list, in conjunction with the Madison Art Center, Chazen and MMSD.

Recognize an increased number of artists and their styles selected from the developing resource list in conjuction with the Madison Art Center, Chazen and MMSD.

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Understands that there are different responses to specific artworks.

Observe art work showing various subject matters and emotional qualities.

Participate in group discussions describing art work.

Participate in group Understands that there Participate in group Participate in group Participate in group discussions discussions describing discussions are different responses discussions describing art work to specific artworks. describing artwork. artwork. describing artwork. to include identifying subject matter and art elements.

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Standard Seven:

Interpreting
Interprets the visual experience with a range of subject matter, symbols, and ideas.

Students will be able to:

Performance Standard Grade TWO K 1 2 Performance Standard Grade FOUR 3 4 5

Understand that Identify subject different subject matter. matter and ideas communicate meaning.

Identify subject matter and feeling found in art, i.e. color relationship to emotional content.

Identify subject matter and feeling found in art.

Understand that different subject matter and ideas communicate Identify the narrative meaning. qualities of artwork, i.e. illustrations.

Identify subject matter Identify subject and feeling found in art. matter and feeling found in art. Identify the narrative qualities of artwork, i.e. Identify the narrative cultural meaning and qualities of artwork, illustrations. i.e. cultural meaning and illustrations.

Identify subject matter and feeling found in art. Identify the narrative qualities of artwork, i.e. cultural meanings, illustrations. Identify the purpose of various artworks, i.e. to decorate, to celebrate, & to commemorate.

Understand and Create artwork use subject with various matter and ideas subject matter. to communicate meaning.

Create artwork with various subject matter and emotional content.

Create artwork with various subject matter, and emotional content.

Select and use subject matter, symbols, and ideas to communicate meaning.

Create artwork with various subject matter, symbols, and emotional content.

Create artwork with various subject matter, symbols, and emotional content.

Define, discover, and understand symbols and emotional content used in specific artwork.

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Standard Eight:

Understanding
Understands the function and structure of the visual arts in relation to human history and cultures.

Students will understand and be able to:

Performance Standard Grade TWO
Know that the visual arts have both a history and specific relationship to various cultures.

Performance Standard Grade FOUR

Know that the visual arts have both a history and specific relationship to various cultures.

View artwork from two time periods, artists, and/or cultures. The above may include developing art resources from Madison Art Center, Chazen, and MMSD.

View artwork from View artwork from several time periods, artists, and/or cultures. at least two time periods, artists, and/or cultures. The above may include developing art resources from Madison Art Center, Chazen, and MMSD Identify an increased list of works of art belonging to different cultures. A recommended list of cultures could include Africa, Asia, Latino, European or Indigenous. Compare and contrast art belonging to an increased list of cultures, past and present to include two artists from developing resource list. Identify an expanded list of works of art belonging to different cultures. A recommended list of cultures could include Africa, Asia, Latino, European or Indigenous.

View styles and techniques of a limited number of artists, and/or cultures past and present.

Experience styles and techniques of an increased list of artists, and/or cultures past and present.

Experience styles and techniques of an expanded list of artists, and/or cultures past and present.

Experience works of art as belonging to particular cultures, times, and places.

Identify a limited number of works of art belonging to different cultures. A recommended list of cultures could include Africa, Asia, Latino, European, or Indigenous. Compare and contrast art belonging to different cultures past and present, to include two artists from developing resource list.

Exposure to how history, culture, and the visual arts can influence each other in making and studying works of art.

View artwork of at least six artists representing various times, media, gender, cultures, significance, and subject matters, utilizing SMART resources from the MMOCA/Chazen/MMSD. These will
include: Greek vase painting, South Asian sculpture, Paola de Matteis, Gilbert Stuart, Hiroshige, Boudin, Beardne, Butterfield, Calder, Curry, Kahlo, Frank Lloyd Wright, Georgia O'Keeffe.

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Standard Nine:

Making Connections
Makes connections among the visual arts with other disciplines.

Students will be able to:

Performance Standard Grade TWO
Exposure to the connections between visual arts and other arts disciplines

Performance Standard Grade FOUR

Understand the similarities and differences between visual arts and other arts disciplines.

Connect the visual arts to music, movement, storytelling.

Connect the visual arts to music, movement, storytelling.

Connect the visual arts to music, movement, storytelling.

Start recognizing the Expand their principles of art in knowledge of the various art disciplines. principles of art and how it relates to other art disciplines.

Relate the similarities between the principles of art, music, and movement to include: contrast, balance, unity pattern/repetition, rhythm, emphasis, and variety. Understand that all the arts are forms of communication. Recognize endless relationships between visual arts & other arts, i.e., Observation drawing social studies, science Rhythm and pattern - math, music, movement, lang.arts Symmetry - science, math, music Landscape painting -science, soc.studies Clay - science, social studies, math

Identify connections between the visual arts and other disciplines in the curriculum.

Recognize endless relationships between visual arts and other disciplines, i.e. Observation drawing social studies, science Rhythm and pattern math, music, movement, language arts Symmetry - science, math, music Landscape painting science, social studies Clay - science, social studies, math

Recognize endless relationships between visual arts and other arts disciplines, i.e., Observation drawing social studies, science Rhythm and pattern math, music, movement, language arts Symmetry - science, math, music Landscape painting science, social studies Clay - science, social studies, math

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