BUTLER R-5 SIXTH GRADE VISUAL ARTS
Curriculum Guide – Anne Gentry
Product/Performance
Grade Level Expectations to be assessed:
Show-Me/
National
Standards:
Activities and strategies introduced:
Items to be assessed:
GLE
How to be assessed?
2-D Drawing
- Alexander Calder (wire portraits
made from contour lines)
-draw a contour line for a “Wonderful
Wire Paperclip
-bend wire into a fancy paperclip
Use pencil or marker to draw a
continuous line that describes an
object from observation
Yes
Scoring Guides (SG) are
used for almost all art
assignments to help students
focus on what is expected &
to keep grading more
objective
FA 1/
VA 1
2-D Painting
-OP art designs (V. Vasarely & “12
Art of Illusion” posters) project using
complex shapes & tempera for
opaque clean line painting
Using opaque paint, overlap
brushstrokes to create a smooth and
even color area
Yes
(SG) used to assess
craftsmanship applying a
smooth even color in areas
of complex shapes
FA 1/
VA 1
2-D Printmaking
-create flat oil clay print surface &
apply colors of paint with brush to
create monoprints
Demonstrate a printmaking process
(monoprint, collagraph or string
print)
Yes
SG used to assass the clay
print block & monoprint
FA 1/
VA 1
2-D Digital Computer
-students of most grade levels create
lines using software in the computer
lab (This may become an art project)
Create different types of lines using
general software
Yes
These skills & projects are
often displayed and assessed
by their classroom or
computer lab teacher
FA 1/
VA 1
2-D Fibers
- create a rope wrapped with yarn
style coaster (thread own needle)
- friendship bracelets
-“You Cubes” include fiber hair
Manipulate fibers (threading
needles, tying simple knots,
sewing, wrapping, weaving or
beading)
Yes
SG for fiber techniques &
projects
FA 1/
VA 1
3-D Additive Techniques:
- glue materials onto cardboard &
cover with heavy gage aluminum to
create a relief project
-3-D “You Cubes”
Create a relief artwork by joining 2
or more surfaces (natural or
manufactured clays, paper pulp,
cardboard, found materials)
Yes
SG for these processes &
projects
FA 1/
VA 1
- or metal relief project wrapping
heavy gage aluminum around a
backing & hot gluing the hanger (use
Wendall August video)
(See 3-D Additive)
Yes
SG for this process & project
FA 1/
VA 1
3-D Sculpture
(See 3-D Additive)
Yes
FA 1/
VA 1
3-D Ceramics
(See 3-D Additive for optional,
similar modeling process)
Yes
FA 1/
VA 1
Subject Matter/Fine Art
- portrait (real): worksheets & “side
guides” help understand facial
proportions for “Self-Portrait in a
Mirror”
- portrait (abstract): “You Cubes”
showing 5 sides of their owm face on
an index paper 3-D cube with fiber
hair & other decoration OR paper
masks (video: Paper Mask Making)
- Matisse “Fairytale Collage”: tell
parts of a story in collage
Create original artwork using the
following subjects:
- portrait (real verses abstract)
- narrative
Yes
Approved by the Board of Education, June 11, 2009
SG for worksheets & real
proportions in a self-portrait
SG for process & project of
an abstract portrait (“You
Cube” OR mask)
SG for the story told in an
artwork collage plus other
skills involved in making a
good art project
FA 1/
VA 1
Subject Matter/Functional Art
(Not assessed at this level)
No
Theme:
-decorate this year’s art folder with
student’s name in 4 languages,
images from 6th grade world history
text & a Chinese character stamp (per
video introducing understanding
elements of Chinese artworks)
-“You Cubes” expressing self
-“Self-Portrait in a Mirror”
Create original artwork
communicating about these theme
ideas:
- functions of Art in Culture
(celebration rites of passage, teach
history and/or religion, decorate
useful objects)
- personal identity
Yes
FA 1/
VA 1
SG for the elements of the
art folder project
FA 1/
VA 1
SG for the “You Cubes”
expressing self & “SelfPortrait in a Mirror”
Elements (parts) and Principles (rules)
Yes
SG for use of converging
line (realistic perspective) &
using contour lines to make a
wire paperclip of a complex
form or “Molas” repeating
an animal outline
FA 2/
VA 2
Identify and use complex shapes
Yes
SG used to assess artworks
containing complex shapes
FA 2/
VA 2
ELEMENT Form:
- 3-D “You Cubes”
(Not assessed at this level)
No
SG for the project (3-D
craftsmanship)
FA 2/
VA 2
ELEMENT Texture:
-fiber project = coiled yarn coaster or
“You Cube” fiber hair
Identify and use real texture
Yes
SG for the project (created
texture craftsmanship)
FA 2/
VA 2
ELEMENT Color:
-color wheel & “Color Schemes”
worksheet in watercolor
-create a monochromatic artwork
Identify and use monochromatic
colors
Yes
SG for color schemes
including monochromatic
FA 2/
VA 2
ELEMENT Value:
- match a color’s values to the shades
of a value scale mixing tints and
shades of that color (worksheet)
-“Value Chart in 4 Media”
Identify and demonstrate color
value (tints & shades)
Yes
SG for these worksheets
demonstrating changes in
value (light & dark)
FA 2/
VA 2
ELEMENT Space:
-optical illusions (posters) “OP Art”
-“Molas” = “What is positive & what
is negative space in the Mola?”
Identify and use positive and
negative shapes in 2-dimentional
work
Yes
Participation in discussion
“+” or “-“ marks & SG for
the Mola & OP Art projects
FA 2/
VA 2
PRINCIPLE Balance:
-“Self-Portrait in a Mirror” &
worksheet about balance
Identify and use symmetrical
(formal) balance
Yes
SG for worksheet about
balance
FA 2/
VA 2
PRINCIPLE Emphasis:
-“Cellophane Sun” cutout features
(Not assessed at this level)
No
PRINCIPLE Contrast:
- portrait (real/abstract) = self-portrait
& “You Cube” contrast sizes
-shape & line are included on the
“Contrast (Principle of Art)”
worksheet
Identify and use shape, line & size
contrast)
Yes
ELEMENT Line:
- perspective (still life)
“Take Apart Still Life” realistic
verses Picasso’s cubistic artworks
-realistic “shoe” drawing
-create “Wonderful Wire Paperclip”
(Eiffel Tower, Sphinx, statue or
building, etc.)
-“Paper Molas” video project
Identify and use converging lines
ELEMENT Shape:
-tessellations (M C Escher & mosaic
designs in mosques + video)
-paper “Molas”
-“Cellophane Suns” (Aztec, Incan &
Mexican sun symbols & designs)
-“OP Art” project
Approved by the Board of Education, June 11, 2009
Identify and use contour lines to
define a complex form
Identify and demonstrate value
scale
FA 2/
VA 2
SG for “Contrast (Principle
of Art)” worksheet
FA 2/
VA 2
PRINCIPLE Rhythm/Repetition:
-Molas
-OP Art tempera artwork
(Not assessed at this level)
No
FA 2/
VA 2
PRINCIPLE Unity:
-“You Cube”
-Folder borders to create sections &
move colors & designs to create unity
-collage color & design movement
(Not assessed at this level)
No
FA 2/
VA 2
PRINCIPLE Proportion:
-“Self-Portrait in a Mirror” side guide
for spacing face proportions
(Not assessed at this level)
No
FA 2/
VA 2
Artistic Perceptions
Aesthetics:
-Self-Portrait:: “Who is best
looking?” discussion & “Should we
all look EXACTLY like that person?”
-Text: “Our World” folder design
-Nelson Art Gallery DVD about
understanding Chinese artwork
Discuss how different cultures have
different concepts of beauty
Art Criticism:
-Timeline artworks from “Know the
Artist” poster name media (worksheet
finding works of 4 medias)
-add a Chinese symbol to folder to
remind student of its symbolism per
DVD from Nelson Art Gallery
-“sun symbols” from other cultures
- Imitationalism (a real or idealized
image of life=POP Art vs. OP Art
-Emotionalism (expressed feelings)=
“You Cubes” & self-portraits
-Formalism (emphasis on elements &
principles of design)=OP Art
-Functionalism (serving a purpose in
society or culture)=Art Folder,
“Design-A-Ride” &/or “Fun Glasses”
Identify the type of artwork (print,
painting, drawing, sculpture)
Yes
Participation in discussion
“+” or “-“ marks
FA 3/
VA 3
Yes
SG for Timeline activities &
worksheets (group work)
FA 3/
VA3
Explain how responses (feelings or
ideas) to artworks from various
cultures are based on both personal
experience and group beliefs
Identify & explain symbolism or
message communicated in an
artwork
Participation in discussion
“+” or “-“ marks
SG for designing functional
items (craftsmanship &
durability)
Match artworks with an aesthetic
theory showing:
-Imitationalism (a real or idealized
image of life
-Emotionalism (expressed feelings)
-Formalism (emphasis on elements
& principles of design)
-Functionalism (serving a purpose
in society or culture)
Interdisciplinary Connections
Connect Visual and Performing Arts:
-“Visiting Artist” experience includes
music, food tasting & artworks for
the culture of an artist from history
-Nelson Art Gallery DVD includes
music & art from Chinese culture
-“Take Five: Music” poster includes
2 poster that connect to American
Jazz music “Saints Go Marching In”
Compare & contrast music and art
from the same culture
Connect Visual and Core Subjects:

Communication Arts

Math

Science

Social Studies:
Cultural beliefs through art:
DVD understanding “Chinese
Art” from Nelson Art Gallery +
“Chinese Dragon” project
Explain cultural beliefs through
exploration of artworks
Approved by the Board of Education, June 11, 2009
Yes
Students participate in these
experiences with a local
artist & cultural connection
to an artist from history
FA 4/
VA 6
Participation in discussion
“+” or “-“ marks
Yes
SG for Chinese Dragon from
9 different animal parts &
other beliefs
FA 4/
VA 6
Japanese artist:
Fashions of Feudal War Lords &
culture
African Empires art:
tessellations in mosques &/or
“design coins” from past, for now
& for the future based partly on
studies from 6th grade “Our
World” textbook
Investigate Feudal Japan including:
-rise of War Lords
-art
SG for designing fashions,
coins or tessellations
connected to other cultures
Investigate African Empires
including:
-agriculture, arts, gold production
and the trans-Saharan caravan trade
-spread of Islam into Africa
Participation in discussion
“+” or “-“ marks
Historical Style
Historical Period/Style:
- “Folder Front Design” with name in
4 languages: English, Ancient
Egyptian, Ancient Greek & Chinese
-compare Roman suit of armor to
Japanese suit of armor (VENN
diagram group work)
-discuss Incan, Aztec, Mayan &
Mexican sun symbols for the
“Cellophane Sun” project
-see mosques with tessellations in
mosaic artworks
-Chinese Dragon Project
Identify works of art from:
-Ancient Greece
-Ancient Rome
-Ancient Egypt
-Pre-Columbian Americas: (Inca,
Aztec, Maya)
-Africa
-Asia
Characteristics:
Time & Place: Timeline from
“Know the Artist” posters include
time & place
Compare & contrast 2 artworks on:
-time
-place
-subject matter
-theme
-characteristics
-cultural context
Subject Matter, Theme, Cultural
Context & Characteristics: Group
worksheet (VENN diagrams) using
“Know the Artist” posters
Approved by the Board of Education, June 11, 2009
Yes
SG for writing their own
name in 4 languages
according to worksheets of
these alphabets
FA 5/
VA 4
Participation in discussion
“+” or “-“ marks
SG for including 9 parts of
the Chinese Dragon
Yes
Participation in discussion
“+” or “-“ marks
SG for Timeline includes
noting correct time & place
SG for group VENN
worksheets
FA 5/
VA 4