Elementary Curriculum Map – Visual Art – Kindergarten
Unit: Elements of Art - Line
SRA Art Connections
Learning Goals:
The student understands and applies a
variety of lines in creating an artwork.
Essential Questions: How can lines help tell
a story in an artwork?
Vocabulary
Thick
Thin
Vertical
Horizontal
Diagonal
Zigzag
Curved
Rough
Smooth lines
Resources
Visual Artists:
Katsushika Hokusai
Claude Monet
BYOD:
The Artist’s Toolkit
Bembo’s Zoo
Click on the letters and
see the animals that
are created from the
letters.
Art is H.O.T. (Higher Order Thinking)
CTEM:
SBPR Connections
NGSSS/Benchmarks/Common Core:
V A.K.O.1.1: Explore the placement of the structural elements of art in
personal works of art.
VA.K.O.2.1: Generate ideas and images for artworks based on memory,
imagination, and experiences.
VA.K.S.1.1: Explore art processes and media to produce artworks
VA.K.S.3.3: Handle art tools safely in the art room
VA.K.H.2.3: Describe where artwork is displayed in school or other places.
MACC.k12.MP.5: Use appropriate tools strategically
Activities
Scale
Lessons: Introduction, 1,
4.0: In addition to Score 3.0, the student
3, 5
produces high quality/creative work and
applies all skills stressed in class.
Projects:
3.0: No major errors or omissions and student
• Torn paper landscape makes an effort to apply skills for creating a
with construction
quality artwork using a variety of lines.
paper
2.0: No major errors or omissions regarding
• Draw a clown face
the simpler details and processes, and applies
• Draw a pet using
some of the skills expected for the use of line
smooth and rough
in a project.
lines with crayon
1.0: With help, a partial understanding of the
vocabulary and the use of line. Work of
inconsistent quality.
0.0: Even with help, no understanding of how
to use line in an artwork. Work shows little
effort.
Recognizes and uses the elements
of art
Develops beginning skills in the
used of tools and techniques
Understands and uses art
vocabulary
Touchpoints/Assessment
Identifies the types of lines in an
artwork
Creates an artwork using a variety
of lines
Handles art tools and media safely
in the art room
Demonstrates understanding of
art vocabulary
Art Criticism – “Under the Wave Off Kanagawa” by Katsushika Hokusai
•
•
•
•
Describe the different types of lines you see in this artwork. (Describe)
What lines did the artist use to show movement? (Analysis)
What type of feeling does this color woodcut have? (Interpretation)
What lines help to create the feeling? (Analysis)
Elementary Curriculum Map – Visual Art – Kindergarten
Unit: Elements of Art - Shape
SRA Art Connections
Learning Goal: The student will create
artworks that contain both geometric and
free-form shapes.
Essential Questions?
How can we describe two-dimensional
shapes, and where do we find them in
everyday life?
Vocabulary
Shape
Outline
Geometric shapes
Circle
Square
Triangle
Rectangle
Free-form shapes
Resources
Visual Artists:
Grant Wood
Georgia O’Keeffe
Websites:
• www.okeeffem
useum.org
CTEM:
SBPR Connections
NGSSS/Benchmarks/Common Core:
VA.K.S.1.1: Explore art processes and media to produce artworks.
VA.K.S.1.2: Produce artwork influenced by personal decisions and ideas.
VA.K.S.3.2: Practice skills to develop craftsmanship.
VA.K.C.1.1: Create and share personal works of art with others.
VA.K.C.2.1: Describe personal choices made in the creation of artwork.
LACC.K.SL.1.1: Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups.
MACC.K.12.MP.6: Attend to precision
MACC.K.12.MP.7: Look for and make use of structure.
Activities
Scale
Lessons: Introduction,
4.0: In addition to Score 3.0, the student produces
Lessons 2, 3, 4
high quality/creative work and applies all skills
stressed in class.
Projects:
3.0: No major errors or omissions and student makes
• Make a collage with
an effort to apply skills for creating a quality artwork
geometric shapes
using a variety of lines.
• Print using leaves and
2.0: No major errors or omissions regarding the
water-soluble ink
simpler details and processes, and applies some of
• Draw a landscape of a
the skills expected for the use of line in a project.
house
1.0: With help, a partial understanding of the
• Draw a full-body selfvocabulary and the use of line. Work of inconsistent
portrait
quality.
0.0: Even with help, no understanding of how to use
line in an artwork. Work shows little effort.
Recognizes and uses the
elements of art
Art is H.O.T. (Higher Order Thinking)
Develops beginning skills in
the used of tools and
techniques
Understands and uses art
vocabulary
Touchpoints/Assessment
Identifies a variety of shapes
in an artwork
Creates artwork using a
variety of shapes
Handles art tools and media
safely in the art room
Develop artistic skills
through repeated use of
tools and processes
Art Criticism – “American Gothic” by Grant Wood
•
•
•
•
•
Describe the different types of shapes you see in this artwork. (Description)
Identify the geometric shapes? (Analysis)
Identify the free-form shapes? (Analysis
What are the people doing? (Interpretation)
What is the feeling of this artwork? (Judgment)
Unit: Elements of Art - Color
SRA Art Connections
Learning Goal: The student will learn
about and use the primary and the
secondary colors in an artwork.
Elementary Curriculum Map – Visual Art – Kindergarten
Essential Questions/Understandings:
What things do we see every day that
color helps us to identify? Would we be
able to identify an orange without color?
Vocabulary
Primary colors –
red, yellow and blue
Secondary colors –
orange, violet and
green
Resources
Visual Artists:
Henri Matisse
Websites:
• www.artchive.
com
Dark and light colors
Color Scheme
Art is H.O.T. (Higher Order Thinking)
CTEM:
SBPR Connections
NGSSS/Benchmarks/Common Core:
VA.K.S.3.1: Develop artistic skills through the repeated use of tools, processes, and
media.
VA.K.O.3.1: Create works of art to document experiences of self and community.
VA.K.O.1.1: Explore the placement of the structural elements of art in personal
works of art
VA.K.H.1.3: Explain how art-making can help people express ideas and feelings.
VA.K.H.1.2: Follow directions for suitable behavior in an art audience.
VA.K.F.2.1: Describe where art ideas or products can be found in stores.
Activities
Scale
4.0: In addition to Score 3.0, the student
Lessons: Introduction, Lessons
produces high quality/creative work and applies
1,2,6
all skills stressed in class.
Projects:
3.0: No major errors or omissions and student
• Use shapes to draw an
made an effort to apply skills for creating a
imaginary creature
quality artwork using color.
• Draw a landscape of a
2.0: No major errors or omissions regarding the
house with marker
simpler
details and processes, and applies some
• Create a family portrait
of the skills expected for the use color in an
collage with marker and
artwork.
patterned paper
1.0: With help, a partial understanding of the
vocabulary and the use of color. Work of
inconsistent quality.
0.0: Even with help, no understanding of how to
use color in an artwork. Work shows little effort.
Recognizes and uses the
elements of art
Art Criticism – “Woman in a Purple Coat” by Henri Matisse
•
•
•
•
•
•
List all the colors you see in this artwork. (Description)
Can you identify a color scheme? (Analysis)
What is the feeling of this artwork? (Judgment)
Describe the lines that you see (Description)
How do the lines add to the feeling of this painting? (Analysis)
Do you see geometric or free-form shapes? (Description)
Develops beginning skills in
the used of tools and
techniques
Understands and uses art
vocabulary
Touchpoints/Assessment
Identifies colors as primary
or secondary in an artwork
using correct vocabulary.
Creates an artwork using
either primary or secondary
color schemes
Demonstrates proper use of
painting media
Elementary Curriculum Map – Visual Art – Kindergarten
Unit: Elements of Art – Space and Form
SRA Art Connections
Learning Goals: The students will learn
that sculpture occupies space and has
three-dimensional form and will create a
sculpture
Essential Questions/Understandings:
Why is seeing space important around a
form?
Vocabulary
Space
Form
Sculpture
Art form
Resources
Visual Artists:
Allan Houser
Henry Moore
Websites:
• www.henrymoore-fdn.co.uk
CTEM:
SBPR Connections
NGSSS/Benchmarks/Common Core:
VA.K.C.1.1: Create and share personal works of art with others.
VA.K.H.1.1: Describe art from selected cultures and places.
VA.K.H.2.1: Compare selected artworks from various cultures to find differences and
similarities.
VA.K.C.2.2: Identify media used by self or peers.
VA.K.F.1.1: Experiment with art media for personal satisfaction and perceptual
awareness.
LACC.K.SL.1.2: Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details and
requesting clarification if something is not understood.
Activities
Scale
4.0:
In
addition
to
Score
3.0,
the student produces high
Lessons: Introduction,
quality/creative work and applies all skills stressed in class.
Lessons 2, 3, 6
3.0: No major errors or omissions and student made an
Projects:
effort to apply skills for creating a quality sculpture.
• Make a clay
2.0: No major errors or omissions regarding the simpler
sculpture of a
details and processes, and applies some of the skills
person
• Make a paper towel expected for creating a sculpture.
1.0: With help, a partial understanding of the vocabulary
tube puppet
and
process for creating sculpture. Work of inconsistent
• Make a clay pinch
quality.
pot
0.0: Even with help, no understanding of how to create a
sculpture. Work shows little effort.
Recognizes and uses the
elements of art
Art is H.O.T. (Higher Order Thinking)
Develops beginning skills
in the used of tools and
techniques
Understands and uses art
vocabulary
Touchpoints/Assessment
Identifies geometric and
free-form shapes and
forms in an artwork using
correct vocabulary.
Creates a sculpture
Demonstrates proper
clay/sculpture techniques
Art Criticism – “Earth Song” by Allan Houser
•
•
•
•
•
Where do you see form? (Description)
Where do you see space? (Description)
Do you see geometric or free-form shapes? (Description)
This sculpture is seen as a two-dimensional picture. How do we know that it is a three-dimensional
form? (Analysis)
What do you think this sculpture is about? (Interpretation)
Elementary Curriculum Map – Visual Art – Kindergarten
Unit: Elements of Art – Texture
SRA Art Connections
Learning Goal: The students will create
a variety of textures and incorporate
them in an artwork.
Essential Questions/Understandings:
How do visual textures look different
from real textures?
Vocabulary
Real texture
Visual texture
Collage
Texture
Resources
Visual Artists:
Beau Dick
Art is H.O.T. (Higher Order Thinking)
CTEM:
SBPR Connections
NGSSS/Benchmarks/Common Core:
VA.K.C.2.2: Identify media used by self or peers.
VA.K.F.3.1: Create artwork that communicates an awareness of self as part of the
community.
VA.K.H.2.2: Explore everyday objects that have been designed and created by artists.
VA.K.S.3.3: Handle art tools safely in the art room
VA.K.H.1.1: Describe art from selected cultures and places.
LACC.K.SL.1.3: Ask and answer questions in order to seek help, get information or
clarify something that is not understood.
Activities
Scale
4.0: In addition to Score 3.0, the student produces high
Lessons: Introduction,
quality/creative work and applies all skills stressed in
Lessons 1, 2, 5
class.
Projects:
3.0: No major errors or omissions and student made an
• Create a landscape
effort to apply skills for creating a quality artwork using
collage with texture
texture.
materials
2.0: No major errors or omissions regarding the simpler
• Create a texture hat
details
and processes, and applies some of the skills
with crayon rubbings
expected for creating texture in art.
• Create textured clay
1.0: With help, a partial understanding of the vocabulary
medallions
and process for creating texture. Work of inconsistent
quality.
0.0: Even with help, no understanding of how to create
a texture. Work shows little effort.
Recognizes and uses the
elements of art
Develops beginning skills in
the used of tools and
techniques
Understands and uses art
vocabulary
Touchpoints/Assessment
Identifies real, visual, rough
and smooth textures in
artwork using correct
vocabulary.
Creates a real/visual texture
artwork through texture
rubbings or through collage
with textured materials.
Demonstrates appropriate
use of scissors and glue
Art Criticism – “Urban Raven/Urban Indian Transformation Mask” by Beau Dick
•
•
•
•
Describe the textures you see in this mask. (Description)
Do you see geometric and organic shapes and where? (Analysis)
Why do you think the artist created two figures in this mask? (Interpretation)
What do you think the artist is trying to tell us? (Judgment)
Elementary Curriculum Map – Visual Art – Kindergarten
Unit: Elements of Art/ Principles of Art:
Pattern, Rhythm, Movement, Balance,
Unity
SRA Art Connections
Learning Goal: Students will learn about
the principles of pattern, rhythm,
movement and balance. The students will
use these principles in an artwork.
Essential Questions/Understandings: Are
the rhythms in art similar to the rhythms in
music?
Vocabulary
Pattern
Rhythm
Movement
Even balance
Symmetry
Unity
Sculpture
Resources
Visual Artists:
Maria Martinez
CTEM:
SBPR Connections
NGSSS/Benchmarks/Common Core:
VA.K.F.1.2: Identify real and imaginary subject matter in works of art.
VA.K.S.1.1: Explore art processes and media to produce artworks.
VA.K.O.2.1: Generate ideas and images for artworks based on memory, imagination,
and experiences.
VA.K.O.1.1: Explore the placement of the structural elements of art in personal works
of art.
VA.K.H.3.1: Express ideas related to non-art content areas through personal artworks.
LACC.K.SL.2.5: Add drawing or other visual displays to descriptions as desired to
provide additional detail.
Activities
Scale
Lessons: Introduction,
4.0: In addition to Score 3.0, the student produces high
Lessons 2, 4, 5
quality/creative work and applies all skills stressed in class.
Projects:
3.0: No major errors or omissions and student made an
effort to apply skills for creating a quality artwork using
• Draw a train and
symmetry.
train tracks
2.0: No major errors or omissions regarding the simpler
• Cut a symmetrical
details and processes, and applies some of the skills
shape
expected for creating symmetry in art.
• Draw people
1.0: With help, a partial understanding of the vocabulary
dancing
and process for creating symmetry. Work of inconsistent
quality.
0.0: Even with help, no understanding of how to create
symmetry. Work shows little effort.
Recognizes and uses the
elements of art
Art is H.O.T. (Higher Order Thinking)
Develops beginning skills
in the used of tools and
techniques
Understands and uses art
vocabulary
Touchpoints/Assessment
Demonstrates proper use
of pencils
Creates an artwork using
repeated patterns to
create rhythm
Correctly uses vocabulary
in describing their own
artwork.
Art Criticism – Blackware Pottery by Maria Martinez
•
•
•
•
Describe the patterns you see in this pottery. (Description)
Describe the lines and shapes that you see. (Description)
What do you think the symbols mean in this pottery? (Interpretation)
Do you feel that these pieces of pottery have unity? (Judgment)