Grade

Level

Cumulative Progress Indicators

Major Outcome

Assessments

Materials

Strategies

K

1.1; 2A:1

1.2; 2D: 1-4

1.3; 2D: 1-2

1.4; 2A: 2

Students will be able to:

• recognize and identify symmetrical design.

• recognize and use the page.

• balance composition.

• Student orally identifies symmetrical balance when shown examples.

• Student points to parts of page when asked and completely fills the page with artwork.

• Student drawings show purposeful balance of subjects on page.

• Crayons or markers

• Provide visual examples of faces, the human form or butterflies to explain symmetry.

• Instruct students in folding a paper in half.

• Demonstrate the placement of a shape on each half of paper.

• Students emulate, choosing a shape and a color for that shape.

• Repeat with a different colored shape appropriately placed on each half of the paper.

1

1.1; 2A:1-2

1.1; 2B: 2

1.2; 2D: 1-4

1.3; 2D: 1-2

Students will be able to:

• create a symmetrical design.

• make a design by combining and arranging shapes to show variety.

• create a work using a repeated pattern.

• Student artwork contains a mirror image and student identifies it as being symmetrical.

• Student combines precut shapes to show variety.

• Student demonstrates the concept of repeated pattern using two shapes, each a different color.

• Variety of cut paper shapes

• Review the concept of symmetry before instructing students to make a simple design.

• Encourage variety by showing students how they can combine multiple shapes and colors to create a pattern.

2

1.1; 2A:1-2

1.1; 2B: 2

1.2; 2D:1-4

1.3; 4D: 1-2

1.4; 4A: 1

Students will be able to:

• create a design using concentric shapes.

• use texture in a design.

• practice patterning.

• Student paints concentric rings with cool colors.

• Student works display visual or tactile texture to emphasize part of the design.

• Student purposely creates and uses a repeated pattern in a work of art.

• Tempera paint

• Discuss and demonstrate the concept of concentric shapes.

• Introduce and demonstrate the concept of texture, instructing students to add texture to a part of their design.

• After a simple demonstration, instruct students to create a work using repeated pattern.

Grade

Level

Cumulative Progress Indicators

Major Outcome

Assessments

Materials

Strategies

3

1.1; 2A:1-3

1.2; 4D:1-3

1.3; 4D:1-2

1.4; 4A: 1

Students will be able to:

• compare/contrast symmetrical vs. asymmetrical.

• utilize principles of design and art elements.

• Student orally compares, contrasts and differentiates between symmetrical and asymmetrical.

• Student creates a work using repeated pattern, variety, symmetry and simple composition.

• Variety of cut paper shapes

• Discuss and demonstrate the differences between symmetrical and asymmetrical.

• Discuss and demonstrate the concepts of pattern, variety, symmetry and simple composition.

4

1.1; 2A:1-3

1.2; 2B:1-3

1.2; 4D:1-3

1.3; 4D: 1-2

1.4; 4A: 1

Students will be able to:

• create a work using emphasis.

• design an asymmetrical composition using emphasis.

• utilize principles of design and art elements.

• Student work is symmetrically balanced with an emphasis on the center section.

• Student work is asymmetrically balanced and uses emphasis for the focal area of the composition.

• Student creates a design utilizing radial symmetry.

• Single color paper

• Shapes cut large and small

• Review symmetry and then demonstrate how to create a focal point.

• Demonstrate asymmetry and emphasis using two or three samples. Instruct students to manipulate the shapes to create their own work.

• Demonstrate radial symmetry before instructing students to create their own work.

5

1.1; 4A:1-3

1.4; 6A:1

1.2; 6D:1-4

1.3; 4D: 1-2

Students will be able to:

• combine patterns.

• show understanding of symmetrical design.

• identify the principles of design.

• Student constructs a work of art that effectively displays repeated pattern.

• Student creates symmetrical and/or asymmetrical works of art and differentiates between the two in either oral or written form.

• Student work uses balance, harmony, unity, emphasis, proportion and/or rhythm/movement.

• Oil pastels

• Review and demonstrate design using repeated pattern before instructing students to create their own work.

• Offer a review of the concepts of symmetry and asymmetry. Students are led in a discussion of the terms as they view student examples of each.

• Review the terms, balance, harmony, unity, emphasis, proportion, rhythm and movement.

Grade

Level

Cumulative Progress Indicators

Major Outcome

Assessments

Materials

Strategies

K

1.1; 2A:1

1.2; 2D: 1-4

1.3; 2D: 1-2

1.4; 2B: 1

Students will be able to:

• name line types.

• show that line defines shape.

• recognize simple principles of design.

• Student creates visual representation depicting line types and/or uses hand motions to demonstrate line types.

• Student drawings show shape defined by lines.

• Class introduction and discussion

• Pencils, crayons or markers

• Discuss and demonstrate types of lines i.e., straight, wavy, zigzag, swirling, etc.

• Discuss and demonstrate various simple shapes – circle, square, and triangle.

• Discuss and demonstrate design as the repetition of line and shape.

1

1.1; 2A:1

1.2; 2D: 1-4

1.3; 2D: 1-2

1.4; 2B: 1

Students will be able to:

• identify, examine and use line design.

• produce and scrutinize line variety.

• form and develop line drawing .

• recognize principles of design and art elements.

• Student participates in projects utilizing free form line design, cross hatching and/or geometric patterning.

• Class discussion and student artwork

• Teacher observation and critique

• Class introduction and discussion

• Pencils, crayons, or markers

• Have students draw a series of repeated lines and shapes on a pattern.

• Facilitate class discussion of student work.

2

1.1; 2A:1

1.2; 2D:1-2

1.2; 2D:1-4

1.3; 2D: 1

1.4; 2B: 1

Students will be able to:

• create a work using varying lines.

• describe lines using adjectives.

• define principles of design and art elements.

• Student artwork uses vertical, horizontal, wavy and zigzag lines.

• Student creates lines that are: thick, thin, straight, curly, nervous, soft, dotted, swirly, diagonal, heavy, wavy, etc.

• Pair/share discussions of informational materials and teacher led classroom discussions.

• Pencils, crayons, markers, or oil pastels

• Discuss and demonstrate types of lines.

• Create a list of adjectives describing various types of lines.

• Engage students in a discussion of their line design.

Grade

Level

Cumulative Progress Indicators

Major Outcome

Assessments

Materials

Strategies

3

1.1; 2A:1

1.2; 2D:1-4

1.3; 2D:1-2

1.4; 2B: 1

Students will be able to:

• use line to create shape.

• utilize printing technique.

• define principles of design and art elements.

• Student artworks show shapes defined by lines.

• Student demonstrates line quality by creating designs with stamps, cardboard edges, string, etc.

• Class discussion and/or critique as works are in progress.

• Tempera paint or printing ink

• Demonstrate how cardboard can be manipulated and bent to be used as a printing tool to create lines and shapes.

• Demonstrate how string or yarn can be manipulated to show various lines.

4

1.1; 2A:1

1.2; 2D:1-4

1.3; 2D:1-2

1.4; 2B: 1

Students will be able to:

• utilize variety and repetition.

• use line to create visual texture.

• define principles of design and elements of art.

• Student makes a 2-D design utilizing variety and repetition of line.

• Student artworks depict texture with a variety of lines.

• Class discussion and/or critique as works are in progress.

• Student artworks utilize principles and elements and student can identify them.

• Pencils or markers

• Discuss types of lines and demonstrate repetition to create a design.

• Students choose which lines they will use to create their artwork.

• Create a list of adjectives describing texture i.e., rough, thick, smooth, etc. Use visuals to illustrate each texture.

• Engage students in discussion to assess their understanding of principles and elements of design.

• Guide students in the creation of artwork while reviewing principles and elements of design.

5

1.1; 4A:1-3

1.2; 4D:1-4

1.3; 4D:1-2

1.4; 4B: 1-3

Students will be able to:

• combine line types.

• use line to create texture.

• define principles of design and elements of art.

• Student artwork depicts textures with a variety of lines.

• Two-dimensional visual representations with a variety of line styles.

• Student artworks utilize principles and elements and student can identify them.

• Pencils, markers or oil pastels

• Discuss and demonstrate the creation of texture using lines.

• Engage students in discussion to assess their understanding of principles and elements of design.

• Guide students in the creation of artwork while reviewing principles and elements of design.

Grade

Level

Cumulative Progress Indicators

Major Outcome

Assessments

Materials

Strategies

K

1.1; 2A:1

1.1; 2B: 1-2

1.2; 2D: 4

1.3; 2D: 2

Students will be able to:

• fit items on a page; make the most of space given.

• draw shapes on the appropriate areas of the papers.

• complete space.

• recognize facial proportion.

• Student uses space on the page to the maximum when requested.

• Student shows knowledge of space relationships; center; top; bottom.

• Student fills in objects with color.

• Student demonstrates knowledge of proportions and placement related to the face by making a self-portrait.

• Pencils, crayons or markers

• Mirror

• Students trace the edge of their paper with the index finger to help them register the actual size of the paper. Remind students to always “draw big” so as to utilize the entire drawing area.

• Review positional terms. Have students point to the top, bottom, sides and center of their paper.

• Instruct students to draw an outline of a shape and then color it in completely.

• Lead students in a discussion of facial features and proportion as they look in a mirror. Have students look at a friend to help formulate understanding of proportion. Guide students as they draw each feature.

1

1.1; 2A: 1-2

1.1; 2B: 1-3

1.2; 2D: 1, 3-4

1.3; 2D: 1-2

1.5; 2A: 1

Students will be able to:

• identify and use horizon line to denote space.

• recognize positive and negative space.

• change a 2-D form into a 3-D form.

• observe how familiar objects fill a space.

• Student demonstrates knowledge of the horizon line by creating a landscape.

• Oral response.

• Fold, bend, curl, crush and/or manipulate paper to create a 3-D form.

• Class discussion; question and answer.

• Pencils, crayons or markers

• Examples of positive and negative space

• Construction paper, glue

• Show examples of landscapes pointing out near and far. Explain how objects that are near are big and how objects that are far away are small. Guide students through the steps of drawing a landscape.

• Discuss the example of positive and negative space. Solicit student observations.

• Explain the term 3-D using sculpture as one possible example. Demonstrate the various ways paper can be manipulated to create 3-D forms. Guide students as they practice each technique. Students glue these forms onto a piece of construction paper to create a 3-D collage.

• Lead students in an exercise of informed decision making regarding the placement of each form onto the base. Encourage students to evaluate their work after each placement before proceeding.

2

1.1; 2A: 1-3

1.1; 2B: 1-3

1.2; 2D: 1-4

1.3; 2D: 1-2

1.4; 2A: 1-2

1.4; 2B: 1-2

1.4; 2A: 1

1.5; 2B: 1

Students will be able to:

• recognize that the horizon line can be seen at eye level.

• make use of overlapping.

• Student responds to teacher questions.

• Student organizes space to show depth using overlapping.

• Examples of landscapes

• 9 x 12” construction paper, scissors and glue

• Lead a discussion of the term horizon line while viewing landscapes.

• Students create a cut paper landscape collage depicting mountains that are near and far. Students receive three strips of various colored paper measuring 2 x 9”, 4 x 9” and 6 x 9”. Instruct students to make a wavy cut along one of the 9” sides. Students place the largest line up and glue the cut papers on the bottom of a 9 x 12” paper starting with the largest and ending with the smallest.

3

1.1; 4A: 1-2

1.1; 4B: 1, 4

1.2; 4D: 1-4

1.3; 4D: 1-4

1.3; 4D: 1-2

1.4; 4A: 1-2

1.4; 4B: 1-3

1.5; 4A: 1-2

1.5; 4B: 1-2

Students will be able to:

• employ simple perspective.

• construct a paper sculpture.

• create illusion of distance.

• Student creates a drawing using simple perspective.

• Teacher observation of work in progress.

• Student creates illusion of distance by varying size and placement.

• Colored pencils or crayons and paper

• Students create a work depicting simple perspective by drawing a diagonal line from one side of their paper to the other. Students then choose a subject to draw as both big and little. Help students to locate the top and bottom of the line. Instruct students to draw the small form of the object at the top of the line and the large one at the bottom.

4

1.1; 4A: 1-3

1.1; 4B: 1-4

1.2; 4D: 1-4

1.3; 4D: 1-2

1.4; 4A: 1-2

1.4; 4B: 1-3

1.5; 4A: 1-2

1.5; 4B: 1-2

Students will be able to:

• employ simple perspective.

• build a sculpture that shows movement.

• Student creates a work using simple perspective.

• Classroom critique and discussion

• Colored pencils or crayons and paper

• Clay

• Students draw a classic simple scene depicting a road leading off into the horizon. Review horizon line, vanishing point, near and far.

• Engage students in a discussion of how our bodies move. We have hinges called joints. ankles, knees, hips, shoulders, elbows, etc. Ask students to each demonstrate a pose of their choice. Students translate their idea into sculpture.

5

1.1; 6A: 1, 3

1.1; 6B: 1-2

1.2; 6D: 1-5

1.3; 6D: 2

1.4; 6A: 1

1.4; 4B: 1-3

1.5; 4A: 1-2

1.5; 4B: 1-2

1.5; 6A: 2

1.5; 6B: 1

Students will be able to:

• utilizing a balance of positive and negative space.

• use 1-point perspective.

• Student work shows positive and negative space in balance.

• Student works show the use of 1-point perspective correctly.

• Pencil – two pieces of construction paper in contrasting colors and 9” x 6” and the other 9” x 12”

• Pencils

• Students create a symmetrical design to demonstrate positive space – the subject and negative space – the background. Using the 9” x 6” paper, students draw and cut out half of a simple object along the 9” length. The full sheet is folded in half along the 9” length to determine the center. Students glue one of the two pieces cut from the 9” x 6” onto the one half of the 9” x 12”. Fit the leftover piece back into the glued 9” x 6” piece as you would a puzzle piece, and then flip it and glue it to the other side of the 9” x 12” to create a mirror image of the negative space that has been created.

• Demonstrate how to draw a simple 1-point perspective building by drawing a horizon line, a rectangle for the front of the building, a vanishing point on the horizon line and 1” lines emanating from the corners of the building to the vanishing point. Finished the top and side of the building.

Grade

Level

Cumulative Progress Indicators

Major Outcome

Assessments

Materials

Strategies

K

1.1;2A:1

1.2;2D:1-3

Students will be able to:

• identify shapes.

• use shapes to define objects.

• list shapes found in nature.

• Student names shapes.

• Student draws picture using specific shapes to complete.

• Student brainstorms shapes of objects outside.

• Pictures of shapes

• Paper and markers

• Show students pictures of shapes and ask student to help identify them.

• Engage students in a “listening game”. Ask students to listen as you ask them to draw, as an example, a house made of a square and a triangle, or a car made from a rectangle and two circles.

• Take a paper pad and market to note by drawing the different shapes encountered on a walk.

1

1.1;2A:1

1.2;2D:1-3

Students will be able to:

• identify forms found in nature.

• create shapes.

• Student recognizes and discusses forms found in nature.

• Paper and markers

• Take a walk around the school to look for shapes.

• Ask students to point out the shapes they see on the walk, assisting as needed.

• Students draw a picture of some of the things they saw on the walk.

2

1.1;2B:1-3

1.2;2D:1-4

1.3;2D:1-2

1.4;2A:2

Students will be able to:

• construct a work using overlapping shapes.

• construct a work using multiple forms.

• Student’s work demonstrates overlapping techniques.

• Student works incorporate organic; geometric, realistic and non-objective forms.

• Paper, water soluble printing ink brayers and items such as wooden blocks, cardboard bent to create a triangle or rectangle shape, and foam stampers

• Have students use brayers to cover a 12” x 18” white paper with two primary colors. The colors mix as they are rolled onto the paper, creating a secondary color for the base coat.

• Create another secondary color plus white to use to print with the block and/or cardboard. Students can also scratch into the base coat.

• Finish the print by creating the third secondary color, and using the stampers.

3

1.2;2D:1-4

1.2;4D:1,3-4

1.3;4D:1-2

1.4;4A:1-2

Students will be able to:

• differentiate shapes.

• understand dimensionality.

• utilize shape to divide.

• define principles of design and art elements.

• Student analyzes the use of shapes in a famous work of art.

• Student models clay into 3-D piece.

• Student discusses shape and form in works of art.

• Student sculptural work shows use of principles of design and element of art, and student can discuss them related to his work.

• Clay

• Share examples of sculpture inspired by geometric and/or organic shapes.

• Show students how sculpture has a front, back, sides, top, etc.

• Demonstrate clay modeling.

4

1.1;2A:1-3

1.2;2D:1-4

Students will be able to:

• recognize and differentiate between geometric and organic shapes.

• create pattern of form.

• create the illusion of space.

• define principles of design and art elements.

• Student creates a 3-D sculpture using geometric and/or organic shapes and can discuss/ differentiate between both.

• Student work shows patterns of repeated shapes.

• Student work includes overlapping shapes to create the illusion of space/depth.

• Student sculptural work shows use of principles of design and element of art, and student can discuss them related to his work.

5

1.1;4A:1-3

1.2;4D:1-3

1.2;6D:1-4

1.3;4D:1-2

Students will be able to:

• use shape and form to create a 3-D sculpture.

• differentiate between additive and subtractive sculpture.

• utilize principles of design and elements of art.

• Student sculptures are freestanding in the round.

• Discuss the use of shape and form in works of art.

• Student creates 3-D works by adding pieces and/or building up the surface.

• Student changes the form by removing material.

• Work shows thoughtful balance of principles and elements, and student can justify selections.