K-12 Art Curriculum
Adopted: July, 2001
Implemented: Fall, 2001
Muscatine Community School District
1403 Park Avenue
Muscatine, Iowa 52761
Table of Contents
Committee.................................................................................................................i
Mission, Vision, Art Philosophy ...............................................................................ii
Standard 1................................................................................................................1
K-2................................................................................................................1
3-5 ................................................................................................................1
6-8 ................................................................................................................2
9-12 ..............................................................................................................2
Standard 2................................................................................................................3
K-2................................................................................................................3
3-5 ................................................................................................................3
6-8 ................................................................................................................4
9-12 ..............................................................................................................4
Standard 3................................................................................................................5
K-2................................................................................................................5
3-5 ................................................................................................................5
6-8 ................................................................................................................5
9-12 ..............................................................................................................6
Standard 4................................................................................................................6
K-2................................................................................................................6
3-5 ................................................................................................................6
6-8 ................................................................................................................7
9-12 ..............................................................................................................7
Standard 5................................................................................................................8
3-5 ................................................................................................................8
6-8 ................................................................................................................8
9-12 ..............................................................................................................8
Standard 6................................................................................................................9
K-2................................................................................................................9
3-5 ................................................................................................................9
6-8 ............................................................................................................. 10
9-12 ........................................................................................................... 10
APPENDIX ...............................................................................................................a
Self Evaluation Forms..................................................................................b
Art Smart Report ..........................................................................................c
Top Ten Arguments for Arts Education .......................................................d
Analyzing Art ................................................................................................e
K-12 Art Curriculum Committee
Elementary
Mary Alice Sessler
Sue Burney
Alice Huss
Cheryl Weaver
Wiladene Yankee
Middle School
Linda Kelty
Mary Fowler
High School
Dan Kitchen
Community
Barb Longtin
Administrators
Shari Antisdel
Jane Evans
i
MISSION
The mission of the Muscatine Community School District is to
ensure excellence in education for every student.
VISION
The Muscatine Community School District will provide a safe, nurturing environment
where academic excellence is expected and diversity is recognized as a strength. We
will meet individual needs while developing independent learners who are also
successful team players.
We will embrace innovative practices that are research-based and promote high levels
of student learning. Technology-rich classrooms will enhance active learning and
excitement. Interior and exterior walls will become seamless as learners and the
community collaborate.
Our students will achieve positive social skills, which promote respect and responsibility
to self, family and community, resulting in positive self esteem.
School-community partnerships will prepare and challenge each individual to become a
goal-oriented, lifelong learner in an ever-changing global society.
K-12 ART PHILOSOPHY
In our fast paced, highly visual society, individuals have a distinct advantage if they are
skilled users of a shared visual language. Quality art education cultivates the whole
child by gradually building their visual language while developing intuition, reasoning,
imagination, and dexterity into unique forms of expression and communication.
Through quality art education students grow in:
-Visual awareness and perception
-Skills of producing art works that reflect their own uniqueness through
expression of ideas and feelings
-Critical thinking and problem solving skills
-Understanding and appreciation of their own or other cultures, historical periods,
artistic styles and individual artists
The 1999 study “Gaining the Arts Advantage: Lessons from School Districts that Value
Arts Education” has shown that arts instruction provides multiple benefits for students,
including higher I.Q.s, better S.A.T. scores and math and language skills, less juvenile
delinquency, greater chances of higher education, and increased job opportunities.
ii
MUSCATINE COMMUNITY SCHOOL DISTRICT
Art Standards and Benchmarks
STANDARD 1
The student understands and applies media, techniques, and
processes.
Level K-2
Therefore, the student will:
1.
2.
3.
4.
5.
6.
7.
explore a variety of media and techniques
make pictures and designs in different ways
mix and paint with various colors
use a variety of tools and methods to apply paint (brushes, sponges, fingers,
etc.)
use clay to create sculptures
tell stories with pictures and designs
paint
Level 3-5
Therefore, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
demonstrate correct usage of simple tools
use tools for exploration, practice, and for final products (idea sketching,
research, and major projects)
experiment with different drawing techniques (contour, gesture, shading, and
perspective)
use a variety of different painting techniques and media (water color, tempera,
finger painting, etc.)
use different materials in a collage
create pictures or designs by cutting or tearing papers and arranging the shapes
weave with flexible materials
draw with detail
draw from observation
create moods and communicate feelings with a variety of media
use tools and materials safely and appropriately
1
Level 6-8
Therefore, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
distinguish between two and three dimensional art (processes and techniques)
identify different media in works of art
talk about which materials and techniques were successful for specific purposes
use many different tools for drawing (crayons, oil pastels, chalk, pastels, colored
pencils, and markers)
use a variety of construction techniques for sculpture (wood, objects, paper,
plaster gauze, paper mache, etc.)
draw from memory
make sculptures that tell a story or show a personal idea
recognize ideas or themes communicated in fiber
describe materials and methods that help our environment
Level 9-12
Therefore the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
use computer generated drawings
create relief and full round sculptures
create clay objects with new techniques
use a variety of finishes for clay pieces
create textures surfaces on ceramic pieces
create drawings and designs on the computer
recognize art forms using technology (video, computer, photography, etc.)
use art materials to communicate information about a theme
create multimedia works of art
talk about materials which may be toxic or hazardous to people or animals
2
STANDARD 2
The student uses knowledge of structures and functions.
a)
knows difference among visual characteristics and
purposes of art in order to convey ideas
b)
describes how different expressive features and
organizational principles cause different responses
c)
uses visual structures and forms to communicate ideas
Level K-2
Therefore, the student will:
1.
2.
3.
4.
5.
6.
recognize art as a way to express an idea
identify patterns
discuss emotional response to color
use art to tell a story or illustrate writing
recognize and use different patterns in artwork
create art for a specific purpose (utility, decoration, etc.)
Level 3-5
Therefore, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
recognize art as a means to communicate ideas, themes, or moods
recognize illustration as an art form to communicate ideas and interpret writing
recognize art elements (line, shape, form, color)
identify and discuss pattern, contrast, movement, and balance
talk about the feelings and moods created with different use of art elements and
design principles
discuss the different successful compositions (in own work and that of others)
use a variety of shapes and forms in works of art
create color schemes
use different textures to create tactile and visual feeling in works of art
define and use a point of interest (emphasis) in works of art
participate in group designs to express a theme
communicate ideas with multi-media works of art
3
Level 6-8
Therefore, the student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
recognize and discuss the art of illustration
differentiate between freestanding, relief, and mobile sculpture
recognize how different artists use the art elements in their work
identify the art elements as important tools for making and discussing art (line,
shape, form, color, texture, value, space)
identify the principles of design used in making and discussing art (contrast,
rhythm, unity, variety, emphasis, pattern, movement, balance, composition, etc.)
recognize the effects of the use of different qualities of line (expressive, contour,
implied, gesture, etc.0
recognize art as a means to communicate themes and ideas
use a variety of lines in art works to create different expressive qualities
use color to create mood or communicate a particular theme
use rhythm and movement in artwork
use art as a record of observation
Level 9-12
Therefore, the student will:
1.
2.
3.
4.
5.
6.
7.
identify unique and well-designed compositions
differentiate between actual or simulated textures
discuss careers in art (commercial architecture, product design, environmental
design, fabric and clothing design, graphic design, etc.)
identify and differentiate between types of shape (geometric vs. organic, positive
vs. negative, abstract vs. outlined, complex vs. simple, etc.)
recognize the power of art in advertising
differentiate between art that is used for utility, decoration, ceremony, ritual,
narrative, persuasion, etc.
use symmetrical, asymmetrical, and radial balance in artwork
4
STANDARD 3
The student will choose and evaluate a range of subject
matter, symbols, and ideas.
a)
students explore and understand prospective content
for works of art
b)
select and use subject matter, symbols and ideas to
communicate meaning
Level K-2
Therefore, the student will:
1.
draw from observation
Level 3-5
Therefore, the student will:
1.
2.
3.
4.
5.
discuss difference between subject matter (i.e. still life, landscape, figure
drawing, portraiture, architecture, non-human figures, etc.)
talk about the symbols and techniques found in the work of others
write about own artwork
use “what if?” questioning to stimulate multiple responses
draw from memory and direct observation
Level 6-8
Therefore, the student will:
1.
2.
3.
4.
5.
6.
7.
discuss personal symbols and cultural symbols
discuss the reasons for choices of symbols within own artwork
talk about the subjects and styles of other artists
generate and implement varied and unusual ideas in art works
discuss the impact of some symbols on both the creator and viewer of art works
use symbols to represent abstract ideas
produce art in a variety of different subject matter
5
Level 9-12
Therefore, the student will:
1.
2.
3.
4.
5.
6.
recognize varied and unusual ideas in own work and the work of others
analyze the success of ideas and symbols in artwork
select personal symbols and use them in works of art to communicate a theme or
idea
talk about the influences of other artwork on the themes and…….
discuss the impact of some symbols on both the creator and viewer of art works
defend personal choices using vocabulary of content, thinking skills, aesthetics,
measuring, etc.
STANDARD 4
The student understands the visual arts in relation to history
and cultures.
a)
knows that the visual arts have both a history and
specific relationships to various cultures
b)
identifies specific works of art as belonging to particular
cultures, times, and places
c)
demonstrates how history, culture, and the visual arts
can influence each other in making and studying works
of art.
Level K-2
Therefore, the student will:
1.
recognize examples of art in daily life
Level 3-5
Therefore, the student will:
1.
2.
3.
list common themes found in every culture (joy, sorrow, death, resurrection,
chaos, serenity, etc.)
continue to recognizes examples of art in daily life
identify art works of local or regional artists (i.e. Grant Wood, Marvin Cone, John
Steuart Curry, Thomas Hart Benton) as well as contemporary local artists (i.e.
6
4.
5.
6.
7.
Maria Zerbe Norton, Carol Steinmetz, June Rigler, Jon Fasanelli-Cawelti, John
Deason, Tony Ledtje)
Identify and discuss art of American Indians (3rd grade)
identify and discuss art of early Americans (4th gr.)
identify and discuss art of both men and women and of all ethnicities and cultures
(Mary Cassatt, Georgia O’Keeffe, Frida Kahlo, Grandma Moses)
recognize art of some specific ethnic/multicultural groups and artists of various
ethnicities (i.e. Diego Rivera, Piccasso, Jacob Lawrence, Faith Reingold)
Level 6-8
Therefore, the student will:
1.
2.
3.
4.
describe art as a common bond in a larger world community
differentiate between standards of beauty in different cultures
describe how art of each culture reflects its own time and place (politics, life
styles, religions, economy, commerce, environment, etc.) [see River collection at
the Muscatine Art Center]
identify and discuss art of other specific times and places (impressionists,
medieval, eastern, African, European, contemporary, Egyptian, etc.)
Level 9-12
Therefore, the student will:
1.
2.
3.
4.
use a timeline to describe the changes in art through history
compare and contrast our art works with those of different cultures
describe how historical events can influence art of a particular time and culture
describe how art can influence change in a culture (persuasive impact, change in
style, etc.)
7
STANDARD 5
The student reflects upon and assesses the characteristics of
their work and the work of others.
a)
understands there are various purposes for creative
works of visual art
b)
describes how people’s experiences influence the
development of specific art works
c)
understands there are different responses to specific art
works
Level 3-5
Therefore, the student will:
1.
2.
3.
identify purposes for creating own works
recognize and verbalize messages communicated by artists
describe reasons for personal choices and responses in own artwork
Level 6-8
Therefore, the student will:
1.
2.
3.
4.
5.
6.
identify purposes for creating art: advertising, decoration, product design,
religious representation, political influence, architecture, to inform, to tell stories,
etc.)
identify criteria for success of works of art
identify criteria for success of own art
identify the context of certain works of art
compare own personal context with context of other artists and students
define themes that can influence or direct a context (school subject themes,
personal experiences, fellow student interests, community needs, family
experiences and needs, etc.)
Level 9-12
Therefore, the student will:
1.
2.
describe art as a means to communicate ideas, themes, or moods using
appropriate art vocabulary
identify criteria for categorizing works of art (how it is made, where it is located,
how it is presented or displayed, who the audience is, etc.)
8
3.
4.
5.
6.
describe experiences that can create different personal choices of subject,
media, symbols, and other ideas
review choices in own work as they relate to purpose and specific criteria for
success
use personal ideas and interpretation to fulfill criteria of a task rather than
mimicry
describe successes in both product and final product
STANDARD 6
The student makes connections between visual arts and other
disciplines.
a)
understands and uses similarities and differences
between characteristics of the visual arts and other arts
b)
identifies connections between the visual arts and other
disciplines in the curriculum
Level K-2
Therefore, the student will:
1.
value creative work by self, peers, and others
Level 3-5
Therefore, the student will:
1.
2.
3.
4.
5.
6.
connect with performance arts from within or outside of the school
identify the connection between literature and art
describe how art happens outside the art room and how art enhances
understanding of other disciplines
use art to communicate themes and ideas from any content area
use a variety of media and techniques to express ideas and knowledge in other
content areas
investigate the art resources in the community (Muscatine Art Center)
9
Level 6-8
Therefore, the student will:
1.
2.
3.
4.
5.
6.
7.
identify concepts of art that are similar to those of other art forms (rhythm,
pattern, color, movement, texture, space, etc.)
list other art forms and compare them to visual art (music, theater, creative
dramatics, dance/movement, etc.)
exhibit an appreciation for lifelong involvement in the arts
use art to discover an to interpret other knowledge
use art for community service and community outreach
investigate the art resources in the community (Muscatine Art Center)
list career opportunities in art
Level 9-12
Therefore, the student will:
1.
2.
3.
4.
5.
use other content areas to complement and interpret visual art expressions
use the artistic process of creative thinking to more fully explore themes
use art for community service and community outreach
investigate the art resources in the community (Muscatine Art Center)
list career opportunities in art
10
APPENDIX
a
SELF EVALUATION FORM
Name __________________________
Class __________________________
1.
How does your art work make you feel?
2.
Did you fill the page?
3.
What media did you use?
4.
Y
or
N
Did you make good use of your time?
Y
or
N
5.
Did you complete your art work?
Y
or
N
6.
Did you use good craftsmanship?
Y
or
N
7.
Did you clean up your work area?
Y
or
N
8.
What is the title of your work?
___________________________________________________________
___________________________________________________________
Teacher’s Comments
___________________________________________________________
___________________________________________________________
b
Self Evaluation Form
Name __________________________
Class __________________________
Lesson Description ________________________________________________
Criteria - - Things you must do to successfully complete this lesson.
Circle the way you feel your art work met the criteria.
Yes
Wow
OK
Good
NO
Oops
1.
5 4 3 2 1
2.
5 4 3 2 1
3.
5 4 3 2 1
4.
5 4 3 2 1
5.
5 4 3 2 1
c
Art Student _______________________ Class ____________ Quarter________
1. Creative ideas
2. Use of art & design
elements
3. Use of tools & materials
4. Listening & following
directions
5. Effort & work completion
6. Participation in discussions
7. Respect & manners
8. Other
9. Other
Absences _______________
“Art Smart”-------REPORT
Date:
Student: ______________________________
Classroom: ___________
√ = OK
+ = Wow! Terrific Job!
______________
- = Oops! Needs Work!
Behavior and skills:
1._____ Has lots of creative ideas
2._____ Uses art and design elements (line, color, texture, shape, pattern, etc.)
3._____ Uses tools and materials properly
4._____ Follows directions and works hard
5._____ Participates appropriately in discussions
6._____ Shows respect and good manners
7._____ Other ____________________________
If only a few spaces are marked, it means my observations were focused on a few areas
this time. Look for more reports in the future.
d
THE TOP 10 ARGUMENTS
FOR ARTS EDUCATION
The arts have a special potential for engaging all
students. The traditional practices of the arts can
improve teaching and learning in all areas.
Every educator knows that there is no better way to bring a
child’s education alive for a parent than to exhibit a student’s
products or showcase their performances.
The arts demand high standards, analytical thinking, creative
thinking, practice, discipline, teamwork, and followthrough—all qualities that employers say they need in
workers. Students in art classes learn how to deliver a product.
Arts education provides opportunities for partnerships with
business, cultural institutions, local artists and others to
educate students and enrich communities.
Other developed countries with which we compete
do not miss the opportunity to ensure that their
children have opportunities to cultivate their utmost
mental and emotional capabilities.
“The quality of civilization can be measured through it’s
music, dance, drama, architecture, visual art and literature.”
Six percent of the gross national product is based on the arts,
more than is based on construction (4.8%) and just under
wholesale trade (6.9%). As an example, each year the nonprofit arts alone contribute $156 million to the economy of
Miami and $122 million to the economy of Pittsburgh.
Additionally, one area in which the United States has a
significant positive trade balance is in the arts.
The arts are the language of human expression, understanding
and functionality. They convey form and meaning to and from
the world around us. We deal with the arts every day in such
things as advertising, architecture, fashion, and m
SOURCE: The Arts and Education Reform, a background
paper for a GOALS 2000 satellite town meet
e
Analyzing Art
A METHOD FOR TALKING ABOUT THE VISUAL ARTS
Understanding and appreciating the visual arts requires careful observation of the art object and an emotional and/or
intellectual response to what is observed. As a detective searching for clues, students/adults must observe keenly
and describe accurately what they see in the artwork. Developing a vocabulary is essential to meaningful
communication with others. The ability to understand and respond to others about our visual world is basic to
enriching our lives.
The following outline will act as a guide for analyzing and talking about visual works of art. It will assist in developing
the appropriate vocabulary necessary for interacting with and communicating to others about what is seen. This
procedure can be used for all age levels. For all students, teacher direction is necessary in tailoring the search for
each of the multitude of varied objects we encounter. Teachers need to use a questioning approach to encourage a
maximum verbal interaction with and between students. This method will also offer new directions for the teacher
when discussion wanes or reaches what seems to be a “dead-end road.”
To successfully analyze a work of art, students must have an opportunity to closely observe it. The teacher should
carry the work around the classroom or make it available for a time before analyzing takes place. This will help
students become aware of its subtleties. During the analyzing process, have students come up and point out facts
they are referring to. This will increase student involvement and will help to clarify uncertainties. If student
involvement remains high, it is better to spend as much time as needed on a single work to fully cover the three
steps, described below, than to hurry and try to deal with several artworks. More adjectives and questions can be
added to more fully develop the analyzing process.
STEP 1: Observing the Sensory Elements
The following six elements are referred to as the “Elements of Art.” When looking at an object these are the characteristics we
observe and use to describe it to others. Have students find and describe these elements in the artwork.
1. LINE
3. COLORS
5. SPACE
What kinds of lines do you see?
straight
vertical
curved
horizontal
thick
diagonal
thin
graceful
jagged
fuzzy
What kinds of colors do you see?
bright
dark
soft
strong
WARM COLORS
COOL COLORS:
reds
blues
oranges
greens
yellows
What kinds of space do you see?
positive
deep space
negative
foreground
flat space
background
shallow space
2. SHAPES/FORMS
4. VALUE
(Amount of darkness—grays)
6. TEXTURE
What kinds of shapes do you see?
circles
soft-edged
rectangles
hard-edged
triangles
angular
squares
curved
ovals
organic
What values do you see?
light
medium
dark
What kinds of forms do you see?
cubes
pyramids
spheres
slabs (rectangular
cylinders
forms)
cones
organic
f
What kinds of texture do you see?
rough
soft
smooth
hard
shiny
dull
STEP 2: Looking at Composition
The following six terms are referred to as the “Principles of Design.” They describe how the “Elements of Art” were organized
(arranged) by the artist in making the artwork.
1. EMPHASIS – FOCAL
POINT
3. CONTRAST
5. MOVEMENT
What contrasting things do you see?
opposite colors
bright and dull
different values
colors
various shapes
types of lines
kinds
sizes
different textures
Where do you sense movement in the
artwork? What causes that feeling?
strong lines
particular shapes – triangles, thin
rectangles, thin ovals
recognizable objects – cars
moving, people looking or
walking, etc.
repeated elements – colors,
shapes, textures, etc.
What direction is the movement?
horizontal
vertical
diagonal
circular
2. BALANCE
4. PATTERN—RHYTHM
6. UNITY
What kind of balance is used?
symmetrical (each side of the
painting is similar?
asymmetrical (each side of the
painting is different)
radial (branching out in all directions
from a common center—as a
wheel)
a bit asymmetrical (each side of the
artwork is a little different)
What do you see repeated in the
painting? Describe.
Lines
textures
Shapes
values
Colors
Which are repeated the most?
How has the artist made every part of
the artwork seem to belong?
repeating: colors, shapes,
textures, etc.
using a consistent style (method
of working with the art
materials)
Do any parts seem not to belong?
What is the first thing that you see when
you look at the painting? Why does it
attract your attention?
STEP 3: Reacting to the Expressive Content
What is the purpose or meaning of the artwork? Using the clues from steps 1 & 2, try to decide if the artist was creating a mood,
an idea, or abstract quality. Although the expression of the artwork may seem to fit into more than one of these categories, have
students pick which seems most appropriate.
1. MOOD
2. IDEA
3. ABSTRACT QUALITY
What feeling does the artwork evoke
within you?
peace
fun
sadness
excitement
joy
warmth
happiness
coldness
anger
fear
madness
hate
hope
loneliness
love
adventure
What is the artist telling you about?
Is the artist telling you a story?
a particular event a personal
war
experience
old age
a particular
youth
place
beauty
future events
power
enjoyment of
work
Does the prime concern of this artist
seem to be with lines, shapes, colors,
and texture in developing a design or a
composition?
interest in lines
simplicity of design
complexity of design
interest in shape
interest in colors
Have the students support why they picked a certain expressive quality by referring to the
supporting clues.
g