Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Line, Varieties of line
Textbook: SRA Art Connections
Learning Goals: Students will
incorporate a variety of lines into
their artwork
Essential Question:
How can a variety of lines be used in
an artwork to create harmony and
visual interest? How can different
kinds of lines express a mood or
feeling?
Vocabulary
Contour
drawing
Contour lines
Curved lines
Diagonal
Gesture
drawing
Horizontal
Line
Vertical
Zig Zag
Perception
Resources
Visual Artists: Henri
Matisse, Edgar
Degas, Henri
Toulouse
Websites:
http://www.kids.
albrightknox.org/
html/gamesgaller
y.html Art games
• http://www.nga.
gov/kids/kids.ht
m
Art games
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.S.3.1: Use materials, tools, techniques, and processes to achieve expected
results in two- and/or three-dimensional artworks.
VA.5.S.3.2: Use craftsmanship and technical ability in personal works to show
refinement of skills over time.
VA.5.C.2.1: Revise artwork as a necessary part of the creative process to achieve an
artistic goal.
VA.5.F.1.2: Develop multiple solutions to solve artistic problems and justify personal
artistic are aesthetic choices.
VA.5.O.1.1: Use structural elements of art and organizational principles of design to
develop content in artwork.
MACC.k12.MP.5.1: Use appropriate tools strategically.
MACC.K12.MP.6.1: Attend to precision.
MACC.K12.MP.7.1: Look for and make use of structure.
Activities
Assessment
SRA Art Connections:
4.0: In addition to Score 3.0, in-depth analysis and
Lessons: SRA Textbook,
application that go beyond what was taught such as
Introduction, Lessons 1&2; the ability to compare/contrast with another work
pgs. 34-43
and incorporate ideas of line use into their own
artwork.
Projects:
3.0: No major errors or omissions regarding any of
• Painting a floral stillthe information and/or processes that were explicitly
life, using a variety of
taught for creating an artwork using a variety of lines.
lines to create visual
2.0: No major errors or omissions regarding the
interest.
simpler details and processes, but major errors or
• Contour Line Drawing
omissions regarding the use of line in a project.
• Use a variety of lines in 1.0: With help, a partial understanding of the
a composition about
vocabulary and the use of line.
lines.
0.0: Even with help, no understanding of how to use
• Perception drawings
line in an artwork.
Incorporates and organizes the
elements of art and the principles
of design in creating two-and
three-dimensional art.
Art is H.O.T. (Higher Order Thinking)
Creates two- and threedimensional works of art that
reflect competency and
craftsmanship.
Analyzes and evaluates the
organization of an artwork using
the elements of art and the
principles of design with
appropriate vocabulary.
Touchpoints/Assessment
Creates an artwork using a
variety of lines
Creates an artwork showing
effective use of materials
Describes an artwork using
correct vocabulary
•
Analysis – Henri Matisse “Harmony in Red”
•
•
•
•
Describe the lines you see in this painting by Henri Matisse. (Describe)
What type of mood do the lines create? (Interpretation)
What happens to the sense of space in the painting because of the lines? (Analysis)
What do you think of this painting and why? (Judgment)
Data Warehouse question
numbers: 168306, 168307,
168310, 168311, 168063,
168064, 168065, 168066,
168067
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Shape/Value
Textbook: SRA Art Connections
Learning Goals: Students will learn that
adding shading (value changes) to shapes
can turn them into forms. Students will
use shading in an artwork to create form.
Essential Questions :
How can cross-hatching add to a 3dimensional look to a design?
Vocabulary
Value
Blending
Geometric
shapes
Contrast
Cross hatching
Free form
shapes
Hatching
Cross hatching
Highlights
Shadows
Perception
Stippling
Resources
Visual Artists: James
Whistler
George Braque, Paul
Cezanne,
Resources:
• http://www.artsco
nnected.org/resour
ce/4179/weary
(Whistler’s Weary)
• http://www.nga.go
v/kids/kids.htm
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.S.3.2: Use craftsmanship and technical ability in personal works to show
refinement of skills over time.
VA.5.C.1.2: Use prior knowledge and observation skills to reflect on, analyze
and interpret exemplary works of art.
VA.5.C.3.1: Use the structural elements of art and organizational principles of
design when engaged in art criticism.
VA.5.S.1.4: Use accurate art vocabulary to communicate about works of art
and artistic and creative processes.
MACC.5.G.2: Classify two-dimensional figures into categories based on their
properties.
LACC.5.W.1.2d: Use precise language and domain-specific vocabulary to
inform about or explain the topic.
LACC.5.SL.1.1: Engage effectively in a range of collaborative discussions with
diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
Activities
Scale
4.0: In addition to Score 3.0, in-depth
SRA Art Connections:
Lessons: Textbook, Lesson 3- analysis and application that go beyond what
was taught such as the ability to
6, Pgs. 44-63
compare/contrast with another work and
Projects: 2-D, Draw
incorporate shapes and use value effectively
polygons and shade them to in their own artwork.
appear 3-D, using cross3.0: No major errors or omissions regarding
hatching.
any of the information and/or processes that
were explicitly taught for creating an artwork
• Compare and contrast
using shape or value.
pg44 SRA
2.0: No major errors or omissions regarding
• Geometric and free form the simpler details and processes, but major
collages
errors or omissions regarding the use of
• Practice creating values
shape or value in a project.
• Practice blended shading 1.0: With help, a partial understanding of the
on form
vocabulary and the use of shape or value.
0.0: Even with help, no understanding of how
to use shape or value in an artwork.
Incorporates and organizes the
elements of art and the principles of
design in creating two-and threedimensional art.
Creates two- and three-dimensional
works of art that reflect competency
and craftsmanship.
Analyzes and evaluates the
organization of an artwork using the
elements of art and the principles of
design with appropriate vocabulary
Develops an understanding of the
visual arts in relation to history and
culture.
Touchpoints/Assessment
Creates an artwork using a variety of
geometric and free-form shapes.
Creates an artwork showing
effective use of materials.
Continually works to improve
personal techniques in drawing,
painting, etc.
Describes an artwork using correct
vocabulary
DW question #’s: 168068, 168069,
168070, 168071, 168072, 168309,
168312, 168313, 10663, 168314,
168316, 168315, 168317,
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Shape/Value (cont.)
Textbook: SRA Art Connections
Art is H.O.T. (Higher Order Thinking)
Compare/Contrast– “Weary” by James Whistler vs. student artwork
•
•
•
•
•
•
Describe the process of cross-hatching you included in your design? (Describe)
Looking at “Weary”, describe how Whistler used cross-hatching. (Describe)
How does the cross-hatching in Whistler’s art compare to your art? (Analysis)
How does cross-hatching create lighter or darker value? (Analysis)
How would shading or value add to a more 3-D effect? (Interpret)
What is the feeling/mood of this artwork? (Interpret)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Space
SRA “Art Connections” pgs. 64 - 74
Learning Goal: Students will learn
techniques to create depth (space) in an
artwork and will create an artwork
effectively using space.
Essential Question: How can a variety of
shapes be used in a design or artwork to
create harmony and visual interest? How
can different kinds of shapes show balance?
Vocabulary
Space: positive space
negative space,
shape reversal,
perspective, depth,
converging lines,
overlapping, size,
placement, detail,
color intensity
Form: freestanding
and relief sculpture,
scoring
Resources
Visual Artists:
Jasper Johns, Jan
Vermeer, Winslow
Homer
Websites:
• http://www.jasp
erjohns.com/bio
.html Jasper
Johns
BYOD:
• NGAkids Art
Zone:
http://www.nga
.gov/kids/kids.ht
m
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.O.2.1: Analyze works of art that document people and events from a
variety of places and times to synthesize ideas for creating artwork.
VA.5.O.2.2: Use a variety of sources for ideas to resolve challenges in
creating original works.
VA.5.O.3.1: Create meaningful and unique works of art to effectively
communicate and document a personal voice.
VA.5.S.1.1: Use various art tools, media, and techniques to discover how
difference choices change the effect on the meaning of an artwork.
VA.5.S.1.3: Create artworks to depict personal, cultural, and/or historical
themes.
VA.5.S.2.1: Organize the structural elements of art to support planning,
strengthen focus, and implement artistic vision.
VA.5.C.1.3: Examine and discuss exemplary works of art to distinguish which
qualities may be used to evaluate personal works.
Incorporates and organizes the
elements of art and the principles of
design in creating two-and threedimensional art.
Activities
SRA Art Connections:
Lessons 1, 2, 3, pgs. 64-74
Projects:
• Design a face using
principles of
symmetry, positive
and negative space.
• Create a landscape,
using perspective.
• Create a threedimensional sculpture.
Touchpoints/Assessment
Creates an artwork using space:
foreground, middle ground,
background.
Scale
4.0: In addition to Score 3.0, in-depth analysis
and application that go beyond what was
taught such as the ability to compare/contrast
with another work and incorporate ideas of
space into their own artwork.
3.0: No major errors or omissions regarding
any of the information and/or processes that
were explicitly taught for creating an artwork
using space.
2.0: No major errors or omissions regarding the
simpler details and processes, but major errors
or omissions regarding the use of space in a
project.
1.0: With help, a partial understanding of the
vocabulary and the use of space.
0.0: Even with help, no understanding of how
to use space in an artwork.
Creates two- and three-dimensional
works of art that reflect competency
and craftsmanship.
Analyzes and evaluates the
organization of an artwork using the
elements of art and the principles of
design with appropriate vocabulary
Develops an understanding of the
visual arts in relation to history and
culture.
Creates an artwork showing
effective use of materials and
communication of personal ideas.
Correctly uses art vocabulary
DW questions #: 168073, 168074,
168075, 168076, 168077,
168318, 168320, 168319, 87939,
168321, 168322, 168324,
168323, 168325, 168326
Unit: Space (cont.)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Art is H.O.T. (Higher Order Thinking)
Analysis – “Cups for Picasso” by Jasper Johns (Positive-Negative Space)
•
•
•
•
Art is H.O.T. (Higher Order Thinking)
Describe how Picasso created positive/negative space in his artwork? (Describe)
What do you think is the positive space and what is the negative space? (Analysis)
Why do you think Picasso added color to some parts of this image and used grays in
other parts? (Interpretation)
In Picasso’s artwork, why do you think he created a design that can be seen in two
ways? (Judgment)
Analysis – “Christina’s World” by Andrew Wyeth (Space and depth)
•
•
•
•
In “Christina’s World” Andrew Wyeth uses 5 different
techniques for creating depth/space, identify the five
ways space is created. (Hint: look at the vocabulary
words)
What do you think is happening in this artwork?
Why is Christina lying on the grass?
What do you think that she is thinking about?
Using the Feldman Model – “Christina’s World” do a
complete analysis of this artwork.
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Shape and Form
“SRA Art Connections” pgs. 64-93
Learning Goals: Using linear perspective
and shading, students will change twodimensional shapes into threedimensional forms. Students will learn
about the world of architecture.
Essential Question: Why do architects
create three-dimensional drawings of
buildings?
Vocabulary
perspective
linear
perspective
horizon line
vanishing point
shading
form
hatching
cross-hatching
stippling
blending
architecture
freestanding
sculpture
relief sculpture
Resources
Visual Artists:
Frank Stella, Tony
Smith, Le Corbusier,
Jorn Oberg Ultzon
Websites:
• http://www.sydne
yoperahouse.com/
the_building.aspx
Sydney Opera
House
BYOD:
• Game for students
based on a Frank
Stella artwork
• www.nga.gov/kids
/stella/stella1.htm
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.O.3.1: Create meaningful and unique works of art to effectively
communicate and document a personal voice.
VA.5.C.1.2: Use prior knowledge and observation skills to reflect on, analyze,
and interpret exemplary works of art.
VA.5.S.1.3: Create artworks to depict personal, cultural and/or historical
themes.
VA.5.F.2.1: Describe the knowledge and skills necessary for art-making and artrelated careers.
VA.5.F.2.2: Explore careers in which artworks and utilitarian designs are
created.
VA.5.F.3.2: Create artwork that shows procedural and analytical thinking to
communicate ideas.
Incorporates and organizes the
elements of art and the principles of
design in creating two-and threedimensional art.
Activities
SRA Art Connections: Lessons:
4,5,6
• Make a origami paper
sculpture
• Create a design that uses
both organic and geometric
shapes and change them
from shapes into forms.
• Design a building on paper
• Draw a blueprint /footprint
of the building
• Make your building from
cardboard and paint it
• Study architectural
elements: columns,
pediments, post and lintel,
cathedrals, house styles
• Create a clay façade
Touchpoints/Assessment
Creates an artwork using form
such as three-dimensional forms,
sculpture, or relief.
Scale
4.0: In addition to Score 3.0, in-depth
analysis and application that go beyond
what was taught such as the ability to
compare/contrast with another work and
incorporate ideas of shape/form into their
own artwork.
3.0: No major errors or omissions
regarding any of the information and/or
processes that were explicitly taught for
creating an artwork using shape and form.
2.0: No major errors or omissions regarding
the simpler details and processes, but
major errors or omissions regarding the use
of shape and form in a project.
1.0: With help, a partial understanding of
the vocabulary and the use of shape and
form.
0.0: Even with help, no understanding of
how to use shape or form in an artwork.
Creates two- and three-dimensional
works of art that reflect competency
and craftsmanship.
Analyzes and evaluates the
organization of an artwork using the
elements of art and the principles of
design with appropriate vocabulary
Develops an understanding of the
visual arts in relation to history and
culture.
Creates artwork showing effective
use of materials and
communication of personal ideas.
Responds positively to critiques
from teachers/classmates and
works to improve artwork.
DW question #’s: 168078, 168079,
168080, 168081, 168082, 168327,
168328, 168329, 168330
Unit: Shape and Form (cont.)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Art is H.O.T. (Higher Order Thinking)
Max Ernst “Capricorn”
•
•
•
•
Describe what you see. Can you identify the shapes and/or forms?
(Describe)
How is this work organized? Where do you see positive and negative
space? Are the figures flat? (Analysis)
What is the artist trying to say? Explain the relationships of these
people. (Interpretation)
What do you think about the work? Is the work successful because it is
unusual, because it is well organized, or because of its message?
(Judgment)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Color
SRA “Art Connections” pgs. 94- 108
Learning Goals: Students learn the
importance of color and color schemes
when creating an artwork. The students
will effectively use color schemes in
creating an artwork.
Essential Question: What color scheme
would you use to create a calm, serene
artwork? Would you have to use tints or
shades to create that mood?
Vocabulary
Analogous colors
Color intensity
Color scheme
Complementary
colors
Cool color
Hue
Monochromatic
Opaque
Transparent
Shade
Tint
Warm color
Resources
Visual Artists: Jasper
Johns,
Georgia O’Keefe,
Raoul Dufy, Winslow
Homer
BYOD:
Color Mixing Game:
http://mrl.nyu.edu/~p
erlin/experiments/col
orgame/
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.C.3.2: Use art-criticism processes to form a hypothesis about an artist’s or
designer’s intent when creating artworks and/or utilitarian objects.
VA.5.F.1.1: Examine and experiment with traditional or non-traditional uses of
media to apply imaginative techniques in two- and/or three-dimensional
artworks.
VA.5.F.1.2: Develop multiple solutions to solve artistic problems and justify
personal artistic or aesthetic choices.
VA.5.F.3.2: Create artwork that shows procedural and analytical thinking to
communicate ideas.
VA.5.F.3.4: Follow directions and complete artwork in the timeframe allotted
to show development of 21st century skills.
VA.5.H.1.1: Examine historical and cultural influences that inspire artists and
their work.
VA.5.O.1.2: Organize the structural elements of art to achieve visual unity.
Incorporates and organizes the
elements of art and the principles of
design in creating two-and threedimensional art.
Activities
SRA Art Connections: Lessons:
SRA Textbook, Unit 3, Lessons
1-4 pgs. 94 - 108
• Draw a real or imaginary
animal using
monochromatic colors
• Create an analogous
landscape
• Create a collage using
warm and cool.
• “Name that Color” have
students mix a variety of
colors from the primaries,
and name their new colors
Touchpoints/Assessments
Creates an artwork using color:
primary, secondary, warm and
cool hues, tints and shades.
Scale
4.0: In addition to Score 3.0, in-depth
analysis and application that go beyond
what was taught such as the ability to
compare/contrast with another work and
incorporate ideas of color into their own
artwork.
3.0: No major errors or omissions regarding
any of the information and/or processes
that were explicitly taught for creating an
artwork using color and color schemes.
2.0: No major errors or omissions regarding
the simpler details and processes, but major
errors or omissions regarding the use of
color in a project.
1.0: With help, a partial understanding of
the vocabulary and the use of color.
0.0: Even with help, no understanding of
how to use color in an artwork.
Creates two- and three-dimensional
works of art that reflect competency
and craftsmanship.
Analyzes and evaluates the
organization of an artwork using the
elements of art and the principles of
design with appropriate vocabulary
Develops an understanding of the
visual arts in relation to history and
culture.
Creates an artwork using color
schemes such as complementary,
monochromatic and analogous.
Creates artwork showing
effective use of materials and
communication of personal ideas
DW question #’s:87927, 87930,
87932, 168332, 168333, 168334,
168335, 168336, 138338,
168339, 168340, 168341,
168264, 168265, 168266,
168267, 068268
Unit: Color (cont.)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Art is H.O.T. (Higher Order Thinking)
Both paintings were done by Winslow Homer
•
•
•
•
Describe the subject matter in each artwork. (Describe)
What one color is used most often in each work of art? (Analysis)
What feeling is expressed in each artwork? How did this artist create
these feelings? (Interpretation)
What are the color schemes in each? (Analysis)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Pattern
SRA “Art Connections”
Learning Goals: Students will learn
about art from different cultures and
how patterns are used in creating art.
The student will create an artwork
using pattern.
Essential Question: Why is pattern
important to use in art?
Vocabulary
Decorative
Motif
Nonobjective
Pattern
Resources
Visual
Artists/Cultures:
The Wari Empire
The Kuba Group
The Kongo
people
Pablo Picasso
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.H.1.1: Examine historical and cultural influences that inspire artists and
their work.
VA.5.H.1.3: Identify and describe the importance a selected group or culture
places on specific works of art.
VA.5.H.1.4: Explain the importance of artwork to show why respect is or should
be given to the work of peer or specified professional artists.
VA.5.S.2.1: Organize the structural elements of art to support planning,
strengthen focus and implement artistic vision.
VA.5.S.3.1: Use materials, tools, techniques, and processes to achieve expected
results in two-and/or three-dimensional artworks.
MACC.5.OA.2: Analyze patterns and relationships.
LACC.5.SL.1.1: Engage effectively in a range of collaborative discussions with
diverse partners on grade 5 topics and texts, building on others’ ideas and
expressing their own clearly.
Activities
Scale
SRA Art Connections: Lessons: SRA 4.0: In addition to Score 3.0, in-depth
Textbook, Unit 3; Lessons 5&6
analysis and application that go beyond
• Create wrapping paper using an what was taught such as the ability to
compare/contrast with another work and
original pattern
incorporate ideas of pattern into their
• Design and create a clay coil
own artwork.
with a decorative pattern
3.0: No major errors or omissions
• Weave a patterned placemat
regarding any of the information and/or
• Print an African pattern/design
processes that were explicitly taught for
on a brown paper bag
creating an artwork using patterns.
• Identify motifs in wallpaper
2.0:
No major errors or omissions
patterns, put them in your
regarding
the simpler details and
journal to use later
• Use stamps to practice the three processes, but major errors or omissions
regarding the use of pattern in a project.
types of patterns
1.0:
With help, a partial understanding of
• Create a wrapping paper design
the vocabulary and the use of pattern.
using a motif from another
0.0:
Even with help, no understanding of
culture
how to use pattern in an artwork.
Incorporates and organizes the
elements of art and the principles of
design in creating two-and threedimensional art.
Creates two- and three-dimensional
works of art that reflect competency
and craftsmanship.
Analyzes and evaluates the
organization of an artwork using the
elements of art and the principles of
design with appropriate vocabulary
Develops an understanding of the
visual arts in relation to history and
culture.
Touchpoints/Assessment
Creates an artwork using patterns
through the repetition of line,
shape, color or form.
Continually works to improve
personal techniques in drawing,
painting, etc.
Correctly uses art vocabulary in
describing their own artwork.
Describes the use of the elements
of art and the principles of design in
artworks from different
times/cultures.
DW question #’s:068269, 068270,
068271, 068272, 068273, 168344,
168345
Unit: Pattern (cont.)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Art is H.O.T. (Higher Order Thinking)
Picasso “Pierrot and Harlequin”
•
•
•
•
•
What do you see? Describe the people. What are they doing? What is in the background?
(Describe)
How is this work organized? What complementary colors do you see? (Analysis)
Where do you see patterns? (Analysis)
What is the artist trying to say? (Interpretation)
What do you think about this artwork? Is it successful? Why? (Judgment)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Proportion and Distortion
SRA “Art Connections”
Learning Goals: Students will learn
about proportion and distortion
through sculpture and other art forms.
They will use proportion/distortion in
their own artwork.
Essential Question: Why would artists
used distortion in an artwork?
Vocabulary
Proportion
Scale
Realistic scale
Unrealistic scale
Face proportions
Central axis
Profile proportions
Distortion
Body proportions
Exaggerations
Ratio
scale
Resources
Visual Artists:
Jan Brett
Fernando
Botero
Amedeo
Modigliani
George Segal
Duane Hanson
Marc Chagall
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.S.1.1: Use various art tools, media, and techniques to discover how different
choices change the effect on the meaning of an artwork.
VA.5.S.1.3: Create artworks to depict personal, cultural, and/or historical themes.
VA.5.H.2.1: Compare works of art on the basis of style, culture, or artist across time to
identify visual differences.
VA.5.C.2.4: Identify example of constructive criticism and use them to improve artworks
and enhance artistic growth.
LACC.5.L.2.3: Use knowledge of language and its conventions when writing, speaking,
reading or listening.
VA.5.F.3.4: Follow directions and complete artwork in the timeframes allotted to show
development of 21st-century skills.
VA.O.1.3: Explain how creative and technical ability is used to produce a work of art.
VA.5.S.1.2: Use media, technology, and other resources to inspire personal art-making
decisions.
VA.5.S.2.2: Identify sequential procedures to engage in art production.
VA.5.S.3.3: Use tools, media, techniques, and processes in a safe and responsible
manner.
Activities
Scale
SRA Art Connections: Lessons: 4.0: In addition to Score 3.0, in-depth analysis and
SRA Textbook, Unit 4, Lessons application that go beyond what was taught such as
1 -6 pages 124 -153
the ability to compare/contrast with another work
and incorporate ideas of proportion/distortion into
• Create a sketch of a model
their own artwork.
using the sighting technique
3.0: No major errors or omissions regarding any of
• Create a collage
the information and/or processes that were explicitly
• Draw a portrait
taught for creating an artwork using proportion.
• Create an original superhero
2.0: No major errors or omissions regarding the
• Create a papier – mache mask simpler details and processes, but major errors or
• Create a life size soft
omissions regarding the use of proportion in a project.
sculpture
1.0: With help, a partial understanding of the
• Create distorted movement
vocabulary and the use of proportion.
to artistically express
0.0: Even with help, no understanding of how to use
emotions
proportion in an artwork.
Incorporates and organizes the
elements of art and the
principles of design in creating
two-and three-dimensional
art.
Creates two- and threedimensional works of art that
reflect competency and
craftsmanship.
Analyzes and evaluates the
organization of an artwork
using the elements of art and
the principles of design with
appropriate vocabulary
Develops an understanding of
the visual arts in relation to
history and culture.
Touchpoint/Assessment
Creates an artwork using
proportion and/or
distortion.
Critiques own artwork.
Creates artwork showing
communication of personal
ideas.
DW question #’s:168274,
168275, 168276, 168277,
168278, 168279, 168280,
168281, 168282, 168283,
168346, 168347, 168348,
168349, 168350, 168352,
168351
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Proportion and Distortion
(cont.)
Art is H.O.T. (Higher Order Thinking)
On the left is a sculptural bust by the artist Amedeo
Modigliani, on the right by the artist Jean-Antooine Hudon.
What are the differences between them?
•
•
•
Which sculpture shows distortion?
Use one adjective to describe the expressive quality of
each bust.
Which one is more successful in your opinion? Defend
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Texture, Rhythm, Movement
SRA “Art Connections”
Learning Goals: Students will
understand texture and create an
artwork that contains either visual or
tactile texture.
Essential Question: What is the
effect of adding real objects to an
artwork? Will it change the feeling of
the artwork?
Vocabulary
Texture
Tactile texture
Visual texture
Assemblage
Rhythm
Visual rhythm
Visual movement
Resources
Visual Artists:
Vincent Van
Gogh
George Catlin
Joan Miro
Pablo Picasso
CTEM:
SBPR Power Standards
Benchmark:
VA.5.S.2.1: Organize the structural elements of art to support planning, strengthen focus,
and implement artistic vision.
VA.5.S.2.2: Identify sequential procedures to engage in art production.
VA.5.S.2.3: Visualize the end product to justify artistic choices of tools, techniques, and
processes.
VA.5.C.2.3: Apply established criteria to the art-making process to measure artistic growth.
VA.5.C.2.2: Analyze personal artworks to articulate the motivations and intentions in
creating personal works of art.
VA.5.2.4: Identify examples of constructive criticism and use them to improve artworks
and enhance artistic growth.
VA.5.C.3.3: Critique works of art to understand the content and make connections with
other content areas.
Incorporates and organizes
the elements of art and the
principles of design in
creating two-and threedimensional art.
Activities
SRA Art Connections: Lessons:
SRA Textbook, Unit 5, Lessons 1, 2,
3
• Create a memory jar
• Create a paper weaving
• Create a still life cubist drawing
• Collect a number of examples of
textures from nature and
magazines
• Use texture, rhythm and
movement in an original work of
art
• Create a Surrealist painting
• Use varying proportions of an
object to create rhythm
Scale
4.0: In addition to Score 3.0, in-depth analysis and
application that go beyond what was taught such as
the ability to compare/contrast with another work
and incorporate ideas of texture/rhythm into their
own artwork.
3.0: No major errors or omissions regarding any of
the information and/or processes that were
explicitly taught for creating an artwork using
texture of rhythm.
2.0: No major errors or omissions regarding the
simpler details and processes, but major errors or
omissions regarding the use of texture or rhythm in
a project.
1.0: With help, a partial understanding of the
vocabulary and the use of texture or rhythm.
0.0: Even with help, no understanding of how to use
texture or rhythm in an artwork.
Creates two- and threedimensional works of art that
reflect competency and
craftsmanship.
Analyzes and evaluates the
organization of an artwork
using the elements of art and
the principles of design with
appropriate vocabulary
Develops an understanding
of the visual arts in relation
to history and culture.
Touchpoints/Assessment
Creates an artwork using
texture – real, visual,
rough or smooth.
Continually works to
improve personal
techniques in drawing,
painting, etc.
Creates artwork reflecting
the ideas/artworks from
history.
DW question #’s: 168284,
168285, 168286, 168287,
168288, 87936, 87937,
87938, 168353, 168354,
168355, 168356
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Texture, Rhythm, Movement
SRA “Art Connections”
CTEM:
Art is H.O.T. (Higher order thinking skills.)
SBPR Power Standards
Jackson Pollack “Number 7”
•
•
•
•
Identify the textures, rhythm, and movement in Pollack’s work.
(Describe)
Does the title of this work tell us anything about the artist’s intent?
(Interpretation)
Is this work well organized? (Analysis)
Is this work successful? In what way? (Judgment)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Balance
SRA “Art Connections”
Learning Goals: Students will learn various
ways to create balance in an artwork.
Essential Question: Is it always necessary to
balance the elements in an artwork? What
would it look like if it were unbalanced?
Vocabulary
Balance
Formal Balance
Central axis
Symmetry
Approximate
symmetry
Informal Balance
Asymmetry
Negative space
Radial balance
Mandala
Frescoes
Resources
Visual Artists:
Qing Dynasty
Diego Rivera
Valencian Pottery
Rene Magritte
CTEM:
SBPR Power Standards
Benchmark:
VA.5.C.2.1: Revise artwork as a necessary part of the creative process to achieve
an artistic goal.
VA.5.C.2.2: Analyze personal artworks to articulate the motivations and
intentions in creating personal works of art.
VA.5.S.1.3: Create artworks to depict personal, cultural and/or historical theme.
VA.5.S.3.2: Use craftsmanship and technical ability in personal works to show
refinement of skills over time.
VA.5.F.2.3: Discuss contributions that artists make to society.
VA.5.H.2.2: Discuss the ways in which artworks and utilitarian objects impact
everyday life.
LACC.5.SL.1.3: Summarize the points a speaker makes and explain how each
claim is supported by reasons and evidence.
LACC.5.RL.3.7: Analyze how visual and multimedia elements contribute to the
meaning, tone, or beauty of a text (e.g. graphic novel, multimedia presentation
of fiction, folktale, myth, poem).
Activities
Scale
SRA Art Connections:
4.0: In addition to Score 3.0, in-depth analysis and
Lessons: SRA Textbook,
application that go beyond what was taught such as
Unit5 , Lessons 4, 5, 6
the ability to compare/contrast with another work
and incorporate balance into their own artwork.
Using the various style of 3.0: No major errors or omissions regarding any of
balance:
the information and/or processes that were
• Create a Batik style self explicitly taught for creating an artwork using
balance.
portrait
• Create a still life mono- 2.0: No major errors or omissions regarding the
simpler details and processes, but major errors or
print
omissions regarding the use of balance in a project.
• Design a stained glass
1.0: With help, a partial understanding of the
window
vocabulary and the use of balance.
0.0: Even with help, no understanding of how to
use balance in an artwork.
Incorporates and organizes the
elements of art and the
principles of design in creating
two-and three-dimensional art.
Creates two- and threedimensional works of art that
reflect competency and
craftsmanship.
Analyzes and evaluates the
organization of an artwork
using the elements of art and
the principles of design with
appropriate vocabulary
Develops an understanding of
the visual arts in relation to
history and culture.
Touchpoints/Assessment
Creates an artwork using a
symmetrical, asymmetrical
or radial balance.
Describes the principles of
design using correct
vocabulary.
Analyzes artwork examining
the use of the elements of
art and the principles of
design.
DW question #’s: 168357,
168358, 168359, 168360,
87941, 168289, 168290,
168291, 168292, 168293,
87942
Unit: Balance (cont.)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Art is H.O.T. (Higher Order Thinking)
“The Human Condition” by Rene Magritte
•
•
•
•
Describe what you see in this painting. What do you see that is unusual?
(Description)
What is the meaning behind the picture called “The Human Condition”.
(Interpretation)
In what way does the asymmetry play into the meaning? (Analysis)
Is the work successful because it is realistic or because it has a strong message?
(Judgment)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Harmony and Variety
SRA “Art Connections”
Learning Goals: Students will
understand how artists use harmony
and variety to express their ideas and
feelings. The students will use harmony
and variety in an artwork.
Essential Question: If an artwork that
had too many similar elements is
boring, what would happen if the
artwork had too much variety?
Vocabulary
Harmony
Unity
Variety
Media
Theme
Resources
Visual Artists:
Berthe Morisot
Thomas Hart Benton
Grant Wood
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.F.3.1: Create artwork to promote public awareness of community and/or global
concerns.
VA.5.F.3.3: Work collaboratively with others to complete a task in art and show
leadership skills.
VA.5.O.1.1: Use structural elements of art and organizational principles of design to
develop content in artwork.
VA.5.H.2.3: Discuss artworks found in public venues to identify the significance of the
work within the community.
VA.5.H.3.1: Discuss how skills learned through the analysis and art-making process are
used to solve problems in non-art areas.
VA.5.S.3.4: Use ethical standards, including copyright laws, when producing works of
art.
Incorporates and organizes the
elements of art and the
principles of design in creating
two-and three-dimensional
art.
Activities
SRA Art Connections: Lessons:
SRA Textbook, Unit6 , Lessons
1&2
•
•
•
•
Create a unified mural with
the class.
Draw a school-related
scene.
Find examples of what
creates harmony
Enlarge a frame from a
comic strip and reorganize
and redraw incorporation
harmony and repetition
Scale
4.0: In addition to Score 3.0, in-depth analysis and
application that go beyond what was taught such as
the ability to compare/contrast with another work
and incorporate harmony and variety into their own
artwork.
3.0: No major errors or omissions regarding any of
the information and/or processes that were
explicitly taught for creating an artwork using
harmony or variety.
2.0: No major errors or omissions regarding the
simpler details and processes, but major errors or
omissions regarding the use of harmony or variety
in a project.
1.0: With help, a partial understanding of the
vocabulary and the use of harmony or variety.
0.0: Even with help, no understanding of how to
use harmony or variety in an artwork.
Creates two- and threedimensional works of art that
reflect competency and
craftsmanship.
Analyzes and evaluates the
organization of an artwork
using the elements of art and
the principles of design with
appropriate vocabulary
Develops an understanding of
the visual arts in relation to
history and culture.
Touchpoints/Assessment
Creates an artwork using
harmony through the use of
color.
Creates an artwork using
variety through the use of
color, shapes or form.
Describes the principles of
design using correct
vocabulary.
DW question #’s: 168294,
168295, 168296, 168297,
168298, 168361, 168362
Unit: Harmony and Variety
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Art is H.O.T. (Higher Order Thinking)
Thomas Hart Benton “Trail Riders”
•
•
•
•
•
•
What does the title tell us about this painting?
Describe the spaces and the scene. (Description)
What is repeated to create harmony? (Description)
Where is the variety? (Description)
Tell the story that you imagine from “Trail Riders”. (Interpretation)
Which other principles of design can you identify in the artwork?
(Analysis)
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Emphasis and Unity
SRA “Art Connections”
Learning Goals: Students will learn how
to create an area of emphasis in an
artwork. Students will learn the
importance of unity in an artwork.
Essential Question: Would we
understand an artwork if it had no area
of emphasis or focal point?
Vocabulary
Emphasis
Focal point
Isolation
Location
Unity
Resources
Visual Artists:
Arthur Dove
Mitch Lyons
Huichol people of Mexico
Hudson River Quilters
Websites:
• www.mitchlyons.co
m
• www.mexconnect.co
m/mex_/huichol/hui
cholart.html
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.O.1.2: Organize the structural elements of art to achieve visual unity.
VA.5.O.1.1: Use structural elements of art and organizational principles of
design to develop content in artwork.
VA.5.S.1.3: Create artworks to depict personal, cultural and/or historical
theme.
LACC.5.SL.1.2: Summarize a written text read aloud or information presented
in diverse media and formats, including visually, quantitatively, and orally.
VA.5.F.1.1: Examine and experiment with traditional or non-traditional uses
of media to apply imaginative techniques in two- and/or three-dimensional
artworks.
LACC.5.L.2.3: Use knowledge of language and its conventions when writing,
speaking, reading or listening.
Incorporates and organizes the
elements of art and the principles of
design in creating two-and threedimensional art.
Activities
SRA Art Connections:
Lessons: SRA
Textbook, Unit 6,
Lessons 3 - 6
Touchpoints/Assessment
Creates an artwork exhibiting unity
through the effective use of the
elements of art.
• Create a series of
prints
• Create an original
yarn painting design
• Design and create a
clay animal bank
• To create a “call and
response” platter
Scale
4.0: In addition to Score 3.0, in-depth analysis and
application that go beyond what was taught such as
the ability to compare/contrast with another work
and incorporate emphasis and unity into their own
artwork.
3.0: No major errors or omissions regarding any of
the information and/or processes that were
explicitly taught for creating an artwork using
emphasis and unity.
2.0: No major errors or omissions regarding the
simpler details and processes, but major errors or
omissions regarding the use of emphasis or unity in
a project.
1.0: With help, a partial understanding of the
vocabulary and the use of emphasis or unity.
0.0: Even with help, no understanding of how to
use emphasis or unity in an artwork.
Creates two- and three-dimensional
works of art that reflect competency
and craftsmanship.
Analyzes and evaluates the organization
of an artwork using the elements of art
and the principles of design with
appropriate vocabulary
Develops an understanding of the visual
arts in relation to history and culture.
Creates an artwork that uses an area
of emphasis.
Critiques own artwork.
Describes the use of the elements of
art and the principles of design in
artworks from different
times/cultures.
DW question #’s: 168299, 168300,
168301, 168302, 168303, 168363,
87940, 168364, 168365, 168366,
87972
Unit: Emphasis and Unity
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Art is H.O.T. (Higher Order Thinking)
Henri Matisse “Woman seated in an armchair”
•
•
•
•
Describe how the artist used the elements of art. (Description)
What is repeated to create harmony?
Where is the emphasis? How did the artist create unity?
Who is this girl and what is she doing? Write a paragraph that
describes what she is thinking.
Elementary Curriculum Map – Visual Art – Fifth Grade (5001060)
Unit: Careers
SRA “Art Connections”
Learning Goals: The students will learn
about and research art-related
careers.
Essential Question:
Do careers in and related to the arts
significantly and positively impact local
and global economies?
Vocabulary
Resources
Visual Artists:
Toy designers
Maria Martinez
Jewelers
Dorothea Lange
Illustrator
Museum curator Henri Rousseau
Archivist
Docent
Potter
Art Educator
Architect
Art Historian
Advertising
Graphic art
Photographer
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.5.F.2.1: Describe the knowledge and skills necessary for art-making and art-related
careers.
VA.5.F.2.2: Explore careers in which artworks and utilitarian designs are created.
VA.5.F.2.3: Discuss contributions that artists make to society.
LACC.5.W.1.2d: Use precise language and domain-specific vocabulary to inform about
or explain the topic.
Develops an understanding of
the visual arts in relation to
history and culture.
Activities
SRA Art Connections:
SRA Textbook mixed
throughout the textbook all
Units.
• Research an art career and
present it to the class
• Interview someone who is
in an art related career
• Make a trifold brochure
that features three
different art careers
Touchpoints/Assessment
Scale
4.0: In addition to Score 3.0, in-depth analysis and
application that go beyond what was taught such as
the ability to research art careers and can
compare/contrast the advantages/disadvantages.
3.0: No major errors or omissions regarding any of
the information and/or processes that were explicitly
taught researching art careers.
2.0: No major errors or omissions regarding the
simpler details and processes, but major errors or
omissions regarding the research of art careers.
1.0: With help, a partial understanding of the
vocabulary and potential art careers.
0.0: Even with help, no understanding of how to
research art careers.
DW question #’s: 87973,
87974, 87975, 168337,
168331, 87925, 87976,
87977, 87978, 88181