WTS 5

Curriculum Development
Dominique Carlson
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 7
EDUW 699 Independent Study
Advisor James Sauter
March, 18, 2016

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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 7: Teachers are able to plan different kinds of lessons.
Knowledge: The teacher understands learning theory, subject matter, curriculum
development, and student development and knows how to use this knowledge in planning
instruction to meet curriculum goals.
Dispositions: The teacher values both long term and short term planning.
Performances: The teacher creates short-range and long-term plans that are linked to
student needs and performance, and adapts the plans to ensure and capitalize on student progress
and motivation.
Danielson domain 1: 1a Demonstrating Knowledge of Content and Pedagogy, 1c Setting
Instructional Outcomes, 1d Demonstrating Knowledge of Resources, 1e Designing Coherent
Instruction.

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Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective(s)
I have wonderful students that are eager to learn. They come every day looking forward
to getting started. I have written lesson plans for each grade level based on meeting the
Wisconsins Model Academic Standards for Art and Design Education and the National Visual
Art Standards. However, those standards are broad and open to wide interpretation. This leaves

me professionally dissatisfied that I am meeting the needs of my students. They are having a
great time, making beautiful artwork, but I am not certain that they learning all they should or
could. During the EDU 693 Instructional Design & Assessment course the source of my
discontent became clear. I have no curriculum to follow and no vertical alignment to guide me.
As a quick fix I created the plan seen in artifact A.
Assessment of Student Performance Related to Targeted Student Learning Objective(s)
Students are creating beautiful pieces of art. The third through fifth grade students are
given abundant freedom in creativity and self-expression. The create artwork that fits within a
framework that I provide for them. With the criteria in mind, they are free to explore areas of
personal interest. Student artwork consistently demonstrates improvement in artistic skills. 75%
of third through fifth grade students use the creative freedom to stretch their personal creativity.
20% rely on comfort level activities and 5% do not make the best use of the less structured time.
Kindergartens through second grade students have a much more teacher led mode of instruction.
These students are also demonstrating gains in artistic skill and creativity. I have had 99%

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positive feedback from the schools and the parents regarding what my students are making and
learning in art class. The remaining 1% is due to specific third through fifth grade students who
struggle with using their freedom properly. It is my opinion that while skills are being learned,
they are not always building on previous skills. Students are making gains but they may or may
not be building all the skills they need.
Assessment of Learning Environment While Learning Targeted Objective(s)
The learning environment in all three buildings in which I teach provides an abundance
of materials for learning, exploring and creating. At both St. James and St. Marys I share the
space with the music teacher and have less autonomy in manipulating the physical environment
to optimize for art learning. The students in all the buildings are eager to come to class and do so
enthusiastically. Routines are well established and students are aware of behavioral and
production expectations. Behavior management techniques are clearly understood and used
consistently. These include chorus response when I want their attention, set routines for opening
activity, and clean-up chart of duties by table. Directions for lessons and units are well defined
and strategic grading criteria are presented through grading rubrics. Third through fifth grade
students have many opportunities to individualize their learning experience. I believe the
learning environment promotes artistic growth.
Assessment Conclusion and Essential Question to Guide Research
The self-assessment, assessment of student performance, and learning environment
assessment show that while artistic student growth is evident, there is no mechanism in place to
assure that the opportunities for growth are adequate or appropriate for each grade level. How

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will the REGIS elementary schools create a defined, purposeful, and systematic art curriculum
that will assist art teachers in lesson planning in order to improve art education?

Research Summary

Arts education has been a part of American education since the early1800s. The unique
and essential contributions of the arts to every childs growth and development were as clear to
Americans then as they are to us today. Unfortunately, childrens access to arts education as part
of their core education continues to be uneven across our nations nearly 14,000 school districts.
Some local education agencies currently offer a full, balanced education that includes rich and
varied arts opportunities for their students. However, many schools have succumbed to funding
challenges or embraced a narrow focus on tested subjects, resulting in minimal, if any, arts
experiences for the children they serve (SEADAE, 2014, p. 3).

Curriculum development is defined as planned, purposeful, progressive, and systematic

process in order to create positive improvements in the educational system (Alvior, 2015). In
order to maintain the arts in our curriculum it is imperative that we are able to show student
growth and engagement. This is most clearly achieved through following a curriculum based on
standards. Standards are statements about what students should know and be able to do and how
well they should be expected to know or do it. Curriculum specifies the details: activities,
lessons, material, and instructional manner, of how the program a school district will use to assist
students in meeting those standards (Wisconsin DPI ,2000, p.vii)

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Many states including Wisconsin, Connecticut, New York, and others have very broad
guidelines for art standards. Individual communities and school districts have significant latitude
in creating a curriculum that satisfies their states standards as well as the National Visual Arts
Standards. There are few school districts that make their curriculum public. Most schools
publish a short synopsis for the public. The Waunakee School District Art Department has their
comprehensive plan available on line. It is very comprehensive and follows a systematic vertical
alignment. The La Crosse school district shares their curriculum on request. Williams Port, PA.
has their entire districts curriculum online and includes a visual format that is both extremely
informative and visually attractive.
Research Implications

I believe that REGIS needs an art curriculum in order to enable each student to be a
successful learner, a confident individual, a responsible citizen, and an effective contributor to
our society. I wish to create an art curriculum that ensures that all REGIS elementary students
are able to conceive and generate new artistic ideas, develop and refine artistic techniques
through problem solving, as well as synthesize and relate knowledge and personal experiences
through art. With this curriculum the students will gain understanding and be able to evaluate
how the arts convey meaning in their own lives as well as respond and appreciate a variety of
times and cultures. Having an art curriculum in place will build credibility to the value of having
fine arts as a valued portion of the district wide curriculum.

Research-based Action Plan

Action Plan Summary Outline

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1. Research art curriculums from other schools, cities, and states to determine what best
suits our needs.
2. Meet with our elementary schools curriculum director.
3. Synthesize the information gathered into a K-5 art curriculum for REGIS Catholic
Schools
Post-assessments
Reflection of Entire Learning Process
What Worked and Why
1. State and national standards were easy to access.
2. My curriculum director made herself available and provided great guidance.
3. I believe that lesson planning in the future will be enhanced by having the curriculum
in place.
4. I believe that scope and sequence found in the curriculum will support greater learning.
What Did Not Work and Why
1. Gathering samples was more difficult than expected as few schools publish their art
curriculum.
2. I found several art curriculums for sale but did not wish to purchase them.
My Next Steps
1. I will continue to create lesson plans that support the new curriculum.
2. I will develop lessons to shore up areas of the curriculum that are currently lacking
such as opportunities to draw from observation in grades k-2

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References
Alvior, Mary. (2015). The meaning and importance of curriculum development. LinkedIn.
https://www.linkedin.com/pulse/meaning-importance-curriculum-development-dr-maryalvior
National Coalition for Core Arts Standards (NCCAS) (2014). National core arts standards: A
conceptual framework for arts learning.
Wisconsin Department of Instruction (DPI), (2000). Wisconsins Model Academic Standards
for Art and Design Education.

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Artifact A
This is the initial curriculum I put together to direct my lesson planning for the 20142015 school year.
Kindergarten art students will:
Know
The primary colors

How secondary colors

are made

We use lines and

shapes to make art

First grade students will:

Know
Foreground, middle
ground, background
Contrast
What a pattern is
Patterns create interest

Do
Color
Draw
Paint
Print
Use clay
Care for art supplies

Do
Draw from
observation
Use nature as
inspiration
Create visual and
physical texture
Paint
Collage
Sewing
Use materials in a safe
and responsible
manner

Be exposed to
Piet Mondrian
Jackson Pollock
Eric Carle
Keith Baker
Andy Warhol
Picasso

Be exposed to
Dale Chihuly
Jasper Johns
Georgia OKeeffe
Charley Harper
Gustav Klimt

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Second grade students will:
Know
Warm and cool colors
Perspective
Point of view: birds
eye view/ worms eye
view

Third grade students will:

Know
Tints
Shades
Color value
Form vs Shape
monochromatic

Do
Draw in perspective
Draw different points
of view
1st communion art
Use materials in a safe
and responsible
manner
Paint
Use clay

Do
make a color wheel
create with clay
weaving
Shading
Creating depth with
color
Grid drawing
Use materials in a safe
and responsible
manner
Self-directed creative
exploration

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Be exposed to
Wayne Thieboud
Paul Klee
Wasily Kandinsky
Raoul Duffy

Be exposed to
Grant Wood
Wayne Thieboud
Marc Chagall
Paul Gauguin

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Fourth grade students will:
Know

Positive /negative
space
Complimentary colors
Art connections to
other subjects
How different
techniques produce
different effects
Express ideas through
art

Do

Fifth grade students will:

Know

Color theory
That arts have a
history and specific
relationship to various
cultures
How different
techniques produce
different effects
Express ideas through
art
Verbally discuss a
work of art using
artistic terms.

3D art
Optical illusions
Weaving
Sewing
Drawing & painting
Use materials in a safe
and responsible
manner
Self-directed art
exploration

Be exposed to

Do

3D art
Optical illusions
Weaving
Sewing
Mask making
Cartooning
Grid drawing
painting
Use materials in a safe
and responsible
manner
Self-directed art
exploration

Artifact B

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A Variety of OP art
artists
Rubin's vase
Henri Matisse

Be exposed to

OP art movement
indigenous art
Renoir
Andy Warhol

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This is the K-5 Art curriculum I created in 2015- 2016 for the REGIS elementary schools.

Forward
The REGIS Art Department will implement a curriculum based on four standards set by
the National Standards for Visual Art: Creating/ Producing, Connecting, Responding, and
Presenting. The REGIS visual arts curriculum is a synthesis of Wisconsins Model Academic
Standards for Art and Design Education, published in 2000, The National Standards for Visual
Art published in 1994, The National Core Arts Standards published in 2014, art curriculums
from the Waunakee and La Crosse school districts in Wisconsin, and Visual arts standards of
learning for Virginia public schools published in 2013.

Creating / Producing
REGIS art students will express themselves through a variety of art techniques and media
by developing creative and original ideas. Students will learn to communicate visually through
two dimensional, three dimensional, and digital media. Students will use materials safely and
demonstrate an understanding of possibilities and limitations of various media.
WISCONSINS MODEL ACADEMIC STANDARDS:
C.4.4 Use design to improve artwork
C.4.5 Look at nature and works of art as visual resources
C.4.6 Use sketching to develop ideas for their artwork
C.4.7 Develop basic skills to produce quality art
C.4.8 Explore the natural characteristics of materials and their possibilities and
limitations
C.4.10 Develop personal responsibility for their learning and creative processes
E.4.1 Communicate basic ideas by producing studio art forms, such as drawings
paintings, prints, sculpture, jewelry, fibers, and ceramics
E.4.2 Communicate basic ideas by producing design art forms, such as graphic
design product design, architecture, landscape, and media arts, such as film,
photography, and multimedia
E.4.3 Communicate basic ideas by producing popular images and objects, such as
folk art, traditional arts and crafts, popular arts, mass media, and consumer
products

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E.4.4 Communicate basic ideas by producing visual communication forms useful

in everyday life, such as sketches, diagrams, graphs, plans, and models
E.4.5 Use the visual arts to express ideas that cannot be expressed by words alone
H.4.1 Study the patterns and color in nature
H.4.2 Use drawing to examine objects closely
H.4.3 Show differences among colors, shapes, textures, and other qualities of
objects in their artwork
H.4.4 Create three-dimensional forms with paper, clay, and other materials

Connecting
REGIS art students will develop knowledge and understanding in artistic concepts, art
vocabulary, and art history. They will study the Elements and Principles of Art and Design.
They will use vocabulary related to art making tools, processes, media, techniques, and styles.
They will study a variety of different cultures and times in history.
WISCONSINS MODEL ACADEMIC STANDARDS:
C.4.1 Explore the elements and principles of design
C.4.2 Explore what makes quality design
C.4.3 Know how the design of art changes its meaning
A.4.1 Develop a basic mental storehouse of images
A.4.2 Learn basic vocabulary related to their study of art
A.4.3 Learn about basic styles of art from their own and other parts of the world
A.4.4 Learn about styles of art from various times
A.4.5 Know that art is one of the greatest achievements of human beings
A.4.6 Know that art is a basic way of thinking and communicating about the
world
B.4.1 Understand that artists and cultures throughout history have used art to
communicate ideas and to develop functions, structures, and designs
B.4.2 Recognize that form, function, meaning, and expressive qualities of art and
design change from culture to culture and artist to artist

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B.4.3 Know that works of art and designed objects relate to specific cultures,
times, and places
B.4.4 Know that art is influenced by artists, designers, and cultures
B.4.5 Understand that their choices in art are shaped by their own culture and
society
C.4.9 Be aware of their creative processes to better understand their work
J.4.1 Explore the purposes and functions of art
J.4.2 Understand that the choice of materials and techniques influences the
expressive quality of art
J.4.3 Learn that different cultures think about art differently
J.4.4 Learn that philosophers think about art
J.4.5 Begin to understand their own ideas about the purposes and meanings of art
J.4.6 Begin learning the value of art as a basic part of being human
J.4.9 Understand the difference between original artworks, reproductions, and
copies
K.4.1 Connect their knowledge and skills in art to other areas, such as the
humanities, sciences, social studies, and technology
K.4.2 Invent new ways to communicate ideas and solutions to problems in art
K.4.3 Use what they are learning about life, nature, the physical world, and people
to create art
K.4.4 Use a variety of tools, such as words, numbers, sounds, movements,
images, objects, emotions, technology, and spaces, to help understand and
communicate about the visual world
K.4.5 Know art includes activities, such as museum curation, historic
preservation, collecting, and writing about art and design
K.4.6 Know about some of the similarities and differences of world cultures by
studying their fine arts: music, dance, theatre, literature, and architecture

Responding
REGIS art students will develop visual literacy by participating in discussions about their
work and the work of others by using four steps of art criticism: Describe, Analyze, Interpret,

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and critique. Students will reflect on their own practice guiding them to make changes and
improvements in their art.
WISCONSINS MODEL ACADEMIC STANDARDS
B.4.6 Know basic ways to describe, analyze, interpret, and judge art images and
objects from various cultures, artists, and designers
B.4.8 Learn that art historians, cultural anthropologists, and philosophers of art
contribute to an understanding of art and design
D.4.1 Know basic information, such as the history, public art, and unique
architecture, of their own cultural community
D.4.2 Know about artists and designers, such as architects, furniture designers,
critics, preservationists, museum curators, and gallery owners, in their community
D.4.3 Know that the environment influences the look and use of art, architecture,
and design
D.4.4 Learn about basic concepts in art, such as form follows function, less is
more, balance, symmetry, and originality
D.4.5 Learn basic language used in art
D.4.6 Use problem-solving strategies that promote fluency, flexibility,
elaboration, and
Originality
I.4.1 Use art to understand how they feel
I.4.2 Make art that shows how they sometimes feel
I.4.3 Talk or write about feelings in a work of art
I.4.4 Recognize their own feelings when they look at work of art
I.4.5 Understand that art is made by people from different times, places, and
cultures
I.4.6 Realize that creating or looking at art can bring out different feelings
I.4.7 Work alone an J.4.7 Begin to understand and apply the role of art criticism
and aesthetic knowledge in art and design
J.4.8 Know that different cultures have different concepts of beauty
J.4.10 Talk about art in basic terms

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L.4.1 Use their knowledge, intuition, and personal experiences to develop ideas
for artwork
L.4.2 Begin to develop a base of knowledge and skills from which to create new
ideas
L.4.3 Explore the role that personal traits, such as independent thinking, courage,
integrity, insight, dedication, and patience, play in creating quality art and design
L.4.4 Understand that art is created by people and changes our time and culture
L.4.5 Explore nature and designs by artists as sources for new ideas for their
artwork
L.4.6 Understand that artists develop a personal style that reflects who they are
L.4.7 Exhibit imagination by interpreting situations from more than one point of
view

Presenting
REGIS art students will write artist statements and be prepared to present their art for the
enjoyment of others.
WISCONSINS MODEL ACADEMIC STANDARDS
G.4.1 Know that art communicates ideas
G.4.2 Know that artwork has meanings
G.4.3 Talk and write about the meanings of artworks and design
G.4.4 Know how to create works of art that have meanings

As artists students need to reach for quality in their work, to make the best work they can
make. They are to create their own work, not recreate the teachers. As artists they need to be
making decisions if they are going to grow their mind. They need to:

Develop craft learning to use tools (brushes), materials (paint), artistic conventions
(color mixing) and studio practice (care for tools)

Engage and Persist embrace problems of importance, develop focus, persevering at a

task.

Envision learning to picture mentally what cannot be observed directly (imagining a

possible next step in a piece)

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Express creating works that convey an idea, a feeling, or a personal meaning.

Observe learning to focus more closely than ordinary looking in order to gain more
insight.

Reflect learn to think and talk about their artwork. Learning to self-critique.

Stretch and explore learning to reach beyond the comfortable, to embrace the
possibility of learning from mistakes.

Understand the art world learning about history and current practices. Learning to
interact with art and artists (Hetland, 2013, p.6).

Kindergarten Visual Arts

The standards for Kindergarten Visual Arts serve as the foundation for further visual arts
instruction. The standards place emphasis on cognitive, affective, sensory, and motor
development, using a problem-solving approach. Students learn that art is a means for personal
expression, has value, teaches about other times and places, and connects in important ways to
other areas of learning. Students come to understand that their works of art are unique and
valuable as forms of self-expression.

Creating / Producing

K.1 The student will create works of art that represent personal responses to art-making
problems.

K.2 The student will create works of art that express feelings and ideas.

K.3 The student will create works of art that are inspired by famous artworks.

K.4 The student will follow a sequence of steps used in creating works of art.

K.5 The student will create works of art that commemorate personal or community
events.

K.6 The student will create works of art that connect to everyday life.

K.7 The student will create works of art that include the human figure as subject matter.

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K.8 The student will identify and use the following in works of art:
o 1. Color

identify colors by name

red, blue & yellow as primary colors

blue, green and purple as cool colors.

o 2. Linestraight/curved, thick/thin, long/short, up/down/across, diagonal, wavy,

zig-zag.
o

3. Shapecircle, square, triangle, rectangle, oval

o 4. Texturevisual, tactile
o 5. Patternoccurring naturally, made by people

K.9 The student will recognize that objects occupy space.

K.10 The student will identify spatial relationshipsleft, right, top, bottom, side, center,
front, back, over, and under.

K.11 The student will create drawings from observation.

K.12 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting,
pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and
three-dimensional

Connecting

K.13 The student will identify people who make art as artists.

K.14 The student will identify purposes for creating works of art.

K.15 The student will identify that art represents and tells the stories of people, places, or
things.

K.16 The student will describe the concept that people in all cultures create works of art.

Responding

K.17 The student will describe and respond to works of art.

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K.18 The student will classify objects in the environment by their visual qualities (e.g.,
color, texture, line, shape, and pattern).

Presenting

K.19 The student will select a preferred work of art and explain why it was chosen.
Visual Arts Standards of Learning 2
K.20 The student will describe ideas, experiences, and feelings expressed in personal and
other works of art.

Example of projects for Kindergarten

The numbers across the top refer to the descriptors in the curriculum above.
1 2 3 4 5 6 7 8 9 10 11 12
Freedraw /
build

Primary

Colors
Mondrian

Clay
leaves

Birch
forest

Poinsettia

Winter
trees

Monets
pond

tulips

Van Gogh

Warhol

x
x

x
x

x
x

x
x

x
x

x
x

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Lego
printing

Self
portrait

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First Grade Visual Arts

The standards for Grade One Visual Arts continue to emphasize that the visual arts are
about ideas. Development continues in cognitive, affective, sensory, and motor domains. The
standards emphasize the language of art. Art production focuses on increased communication,
self-expression, and the depiction of stories and events. Students learn that people have different
responses to works of art.

Creating / Producing

1.1 The student will examine a variety of solutions to art-making problems.

1.2 The student will complete works of art with attention to craftsmanship.

1.3 The student will create works of art inspired by stories or poems, ideas, and themes.

1.4 The student will create works of art inspired by other artists (see 1.13)

1.5 The student will create art from real and imaginary sources of inspiration.

1.6 The student will depict personal experiences in works of art.

1.7 The student will identify and use the following art terms:
o 1. Color

Identify and use primary, warm, and cool colors.

Student makes secondary colors.

2. Lineuses zigzag, dotted, dashed, wavy, spiral lines.

o 3. Shapegeometric, organic
o

4. Patternalternating, repeating

1.8 The student will arrange shapes in space within the picture plane.

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1.9The student will identify and use figure-ground relationships in works of art.

1.10 The student will demonstrate the use of size relationships in works of art.

1.11 The student will create observational drawings of people and objects in the
environment.

1.12 The student will draw from directions.

1.13 The student will use motor skills (e.g., cutting, modeling, molding, tearing,
weaving) to create two- and three-dimensional works of art.

Connecting

1.13 The student will understand that art is an integral part of ones culture.
o Contemporary artist study examples: Burton Morris valentine; Jasper John
alphabet; Charles Harper cardinal
o Historical Artist study example: Paul Klee - cat, Karl Schmidt Rottluff Expressionist landscape

1.14 The student will identify American cultural symbols and events depicted in art.

1.15 The student will describe various careers in the visual arts.

1.16 The student will identify landscapes and seascapes as types of paintings.

Responding

1.17 The student will describe the visual qualities and content of works of art.

1.18 The student will describe similarities and differences among works of art.

1.19 The student will explain why viewers may have different responses to works of
art.

1.20 The student will describe how feelings, ideas, and emotions are communicated in
works of art.

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Presenting

1.21 The student will express a point of view regarding what art is.

1.22 The student will express a point of view regarding why works of art have value.

1.23 Student work will be in public display.

Example of projects for 1st grade

1 2 3 4 5 6 7 8 9 10 11 12
Alphabet

X x

Pete

X X x

Clay fish

X X x

X-mass
ornament

X X x

x
x

Paul Klee cat

X X

Op Art hand

X X x

weaving

X X x

valentine

X X

X x

Cardinal

X X

Dot relief

X X x

Pos / Neg vase

X x

Pattern ( cow/
cactus/balloo
n)

x x

Expressionist
landscape

x x

x = covered
? = possible student connection

x
x

x
x

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Grade Two Visual Arts

The standards for Grade Two Visual Arts focus on the acquisition of a store of ideas for art
making. Students acquire ideas from their own experiences, their schools, their faith, their
communities, the environment, and the art of other cultures. Students express these ideas, using
an increasing variety of art materials, skills, techniques, and processes.

Creating / Producing

2.1 The student will generate a variety of solutions to art-making problems.

2.2 The student will incorporate unanticipated results of art making into works of art.

2.3 The student will depict real and imaginary experiences in works of art.

2.4 The student will create works of art inspired by a variety of concepts, themes, and
literary sources.

2.5 The student will complete works of art with attention to craftsmanship.

2.6 The student will identify and use the following in works of art:
o 1. Color

The student will identify and use primary, warm, cool, and complementary
colors.

The student will identify and create secondary, tints, and tones of colors.

2. Formthree-dimensional (cube, cylinder, sphere, pyramid, cone)

3. Linevertical, horizontal, diagonal

o 4. Shapegeometric, organic
o

5. Patternalternating and repeating

2.7 The student will use foreground and background in works of art.

2.8 The student will depict objects according to size and proportion within works of art.

2.9 The student will use drawing in preparation for creating works of art.

2.10 The student will create works of art from observation.

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2.11 The student will create three-dimensional works of art, using a variety of materials
to include clay.

Connecting

2.12 The student will identify symbols from various cultures.

2.13 The student will recognize works of art and elements of architecture are of other
cultures.

2.14 The student will compare works of art, elements of architecture, and artifacts of
other cultures with those of their culture.

2.15 The student will recognize careers related to the art media used in instruction.

2.16 students will recognize that artists are inspired by other artists

Responding

2.17 The student will express opinions with supporting statements regarding works of art.

2.18 The student will interpret ideas and feelings expressed in personal and others works
of art.

2.19 The student will identify public art and its value to the community.

2.20 The student will collaborate with other students in art making.

Presenting

2.21 The student will describe the meanings communicated and feelings evoked by works
of art.

2.22 The student will publically share their art work. In and out of the building.

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Example of projects for 2nd grade

1

OP art

Pumpkin patch

Community mural

Indian corn

Christmas Tree

Wise Men

Chameleon

1st Communion Chalice

Henri Rousseau Jungle

Kente Cloth

Matryoshka dolls

Molas

Chinese Pagoda

Daily drawing practice

10 11 12 13 14 15 16

x
x

x
x
x

x
x

x = covered

Grade Three Visual Arts

The standards for Grade Three Visual Arts emphasize learning through inquiry. Students
examine aspects of the artistic process: idea generation, problem solving, and self-assessment.
Students investigate the integral role of art within various cultures and time periods. They
combine knowledge of art effective artistic processes and skills, and a variety of ideas to produce
works of art.

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Creating / Producing

3.1 The student will establish that artists use innovative solutions to solve art-making
problems.

3.2 The student will describe and use steps of the art-making process, including
brainstorming, preliminary sketching, and planning, to create works of art.

3.3 The student will complete works of art with attention to craftsmanship.

3.4 The student will use imaginative and expressive strategies to create works of art.

3.5 The student will develop ideas inspired by a variety of sources, including print, nonprint, and contemporary media, for incorporation into works of art.

3.6 The student will create works of art that communicate ideas, themes, beliefs, and
feelings.

3.7 The student will use the following in works of art:

o

1. Color

The student will identify and use primary, warm, cool, and
complementary colors.

The student will identify and create secondary, tints, tones, and shades of
colors.

The student will identify and create a monochromatic work of art.

2. Spacepositive, negative

3. Balancesymmetry, asymmetry, radial symmetry.

4. Contrast

5. Patternmotifs

3.8 The student will use organic and geometric shapes in observational drawing.

3.9 The student will identify and use foreground, middle ground, and background in twodimensional works of art.

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3.10 The student will use subtractive and additive processes in various media, including
clay, to create sculptures.

Connecting

3.11 The student will identify common attributes of works of art created by artists.
o Contemporary artist study example: Romero Britto
o Historical Artist study example: Paul Klee

3.12 The student will identify distinguishing characteristics of genres of art, including
landscape, seascape, and cityscape.

3.13 The student will identify how history, culture, and the visual arts influence each
other.

3.14 The student will identify common characteristics of various art careers.

Responding

3.15 The student will analyze and interpret portrait, landscape, still life, and narrative
works of art.

3.16 The student will analyze personal works of art, using elements of art and principles
of design.

3.17 The student will express informed judgments about works of art.

3.18 The student will use specific criteria to evaluate a finished product.
o End of project self-evaluation

3.19 The student will write an artist statement for their art piece.

Presenting

3.20 The student will describe the difference between art objects.

3.21 The student will determine reasons why art has quality and value.

3.22 The student will develop and describe personal reasons for valuing works of arts

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3.23 The student will publically share their artwork and artist statement.
o Artsonia
o Art show

Example of projects for 3rd grade

1 2 3 4 5 6 7 8 9 1
0

1
1

Romero
Britto

x X X X X X X

Reflection/
mirror
symmetry

Radial
symmetry

X X X X X X X

asymmetry

X X X X X X X

Paul Klee

X X X X X X X

Foreground
/ middle
ground/
background

X X X X X X X x x

Clay Owl

Monochro
matic
abstract

x x x x x x x

Portrait/
landscape/
still life /
narrative

x X x x x x x ? x

x = covered

1
2

1
3

1
4

1
5

X X X X X x

X X X X X

1
6

1
7

1
8

1
9

2
0

2
1

2
2

2
3

x
x

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? = may be covered by student choice

Grade Four Visual Arts

The standards for Grade Four Visual Arts continue to emphasize the elements of art (color, form,
line, shape, space, texture, value) and the principles of design (balance, contrast, emphasis,
movement, pattern, proportion, rhythm, unity, variety) as the basic building blocks for art
appreciation and production. Students explore a range of art materials, subject matter, and how to
communicate personal values and beliefs in art production. Students examine how Wisconsins
history influences art today.

Creating / Producing

4.1 The student will use steps of the art-making process, including brainstorming,
preliminary sketching, planning, reflecting, and refining, to systematize ideas and create
works of art.

4.2 The student will complete personal works of art with attention to detail and
craftsmanship.

4.3 The student will express personal ideas through artistic choices of media,
techniques, and subject matter.

4.4 The student will create works of art that connect ideas and themes to personal
experiences and beliefs.

4.5 The student will use the following to express meaning in works of art:

1. Colorstudent creates and uses mixed hues, tints, shades, tones

2. Formconvex, concave, positive, negative

3. Textureactual and implied

4. Valuegradation to create the illusion of depth on a two-dimensional surface

5. Balanceformal, informal

6. Patternrepetition to create rhythm

4.6 The student will create the illusion of depth on a two dimensional surface using
overlapping, size variation, and placement on the picture plane.

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4.7 The student will use contour drawing and shading techniques to create observational
drawings.

4.8 The student will use hand-build techniques to make a ceramic work of art.

4.9 The student will use contemporary media to create works of art.

4.10 The student will combine various craft techniques in works of art.

Connecting

4.11 The student will describe artists from a variety of cultures.

o Contemporary - Dawn Gerety: / Claes Oldenburg / Andy Warhol
o Historical Paul Cezanne / Vincent Van Gough / Matisse

4.12 The student will compare and contrast works of art.

o How food is represented in art through the ages

4.13 The student will describe how artists contribute to society.

4.14 The student will describe how paper arts fit into Wisconsins history.

Responding

4.15 The student will identify ways that works of art reflect popular culture.

4.16 The student will classify art in terms of whether they are realistic, abstract, or
nonobjective.

4.17 The student will analyze an artists point of view based on contextual information.

4.18 The student will interpret works of art for multiple meanings.

4.19 The student will use specific criteria to evaluate a finished product, their own and
that of others.
o End of project self-evaluation
o Group or peer critique

4.20 The student will write an artist statement for their art piece.

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Presenting

4.21 The student will explain preferences for works of art by responding to aesthetic
questions.

4.22 The student will publically share their artwork and artist statement.
o Artsonia
o Art show

Grade 4 Projects
1 2 3 4 5 6 7 8 9 1
0
Color
Wheel
Food
inspired
proj.

Foil tooled
real and
implied
texture
(Analogous
)

x x x x

Depth
illusion

x x

1
2

1
3

x x x x x

Analogous
Clay Fish

1
1

? ?

1
4

Line design
with
shading

1
7

1
8

1
9

2
0

2
1

2
2

1
6

x x x x

Paper
making

1
5

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Inspired by x x x x x
other
cultures
Positive /
negative
(Notan)

? ?

x x x x x

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X

(Matisse?)
Contour/
observatio
nal
drawing

x x x x

x = covered
? = may be covered by student choice

Grade Five Visual Arts

The standards for Grade Five Visual Arts enable students to use their knowledge and skills to
synthesize information, thus allowing them to produce and respond to works of art. Emphasis is
on communication of personal values and beliefs in art appreciation and production. Students
gain fluency in using and understanding the elements of art (color, form, line, shape, space,
texture, value) and the principles of design (balance, contrast, emphasis, movement, pattern,
proportion, rhythm, unity, variety) as they relate to artistic expression and communication.

Creating / Producing

5.1 The student will use steps of the art-making process, including brainstorming,
preliminary sketching, planning, reflecting, and refining, to systematize ideas and create
works of art.

5.2 The student will execute and complete works of art with attention to detail and
craftsmanship.

5.3 The student will express personal ideas, images, and themes through artistic choices
of media, techniques, and subject matter.

5.4 The student will identify and apply ethical decisions in art making.

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5.5 The student will use the following to express meaning in works of art:

1. Colorstudent creates and uses mixed hues, tints, shades, tones

2. Formconvex, concave, positive, negative

3. Texture actual and implied, surface embellishment

4. Valuegradation to create the illusion of depth on a two-dimensional surface

5. Balanceformal, informal

6. Patternrepetition to create rhythm

5.6 The student will use atmospheric perspective in works of art.

5.7 The student will use size and proportion to emphasize spatial relationships in works
of art.

5.8 The student will draw the human face in proportion from observation.

5.9 The student will use contemporary media to create works of art.

5.10 The student will create sculpture in the round, high relief, or bas-relief, using threedimensional media.

5.11 The student will combine various craft techniques in works of art.

Connecting

5.12 The student will examine the influence of historic and cultural events on works of
art.

5.13 The student will describe similarities and differences among art and artists from a
variety of cultures.

5.14 The student will compare and contrast contemporary and historical works of art.

5.15 The student will describe how artists contribute to society.

5.16 The student will describe various commercial art careers.

Responding

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5.17 The student will compare and contrast works of art in terms of aesthetic
preferences.

5.18 The student will analyze and interpret works of art based on visual properties and
context.

5.19 The student will analyze an artists point of view based on contextual information.

5.20 The student will describe how personal beliefs influence responses to works of art.

5.21 The student will use specific criteria to evaluate a finished product, their own and
that of others.
o End of project self-evaluation
o Group or peer critique

5.22 The student will write an artist statement for their art piece.

Presenting

5.23 The student will describe how criteria used to assess the value of art may vary over
time.

5.24 The student will select a preferred work of art and defend the selection.

5.24 The student will compare and contrast objects in terms of aesthetic preferences

5.25 The student will publically share their artwork and artist statement.
o Artsonia
o Art show

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Example of projects for 5th grade

1 2 3 4 5 6 7 8 9 1
0

Color
mixing
Color
theory
instructi
on with
choice
project
Grid
drawing
3D
constru
ction
Ben Day
Dot
portrait

1
2

1
3

1
4

1
5

1
6

1
7

1
8

1
9

2
0

x x x x ? ?

x x x x x

2
1

2
2

2
3

2
4

x x x x x ?

1
1

X X X

Art
Appreci
ation
project

x x x x x x x

Pinch
Pot
animal

x x x x x

X = covered
? = may be covered by student choice

2
5

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Artifact C
Vertical alignment of skills in the REGIS art curriculum

Color Theory
Identify and use primary colors
Identify and know how to make secondary colors
Identify and use warm colors
Identify and use cool colors
Identify and use complementary colors
Identify and make tints
Identify and make tones
Identify and make shades
Identify and make monochromatic works of art
Identify and make Analogous works of art
Identify and make split complementary works of art

Kinder 1st
x
x
x
x
x

2nd
x
x
x
x
x
x
x

3rd
x
x
x
x
x
x
x
x
x

4th
x
x
x
x
x
x
x
x
x
x

5th
x
x
x
x
x
x
x
x
x
x
x

Kinder 1st
x
x
x
x
x

2nd
x

3rd
x
x
x

4th
x
x

5th
x
x

x
x
x
x
x

Clay
Manipulate clay
Trace and cut a shape out of clay slab
Add texture to clay
Use coils for construction
Push/ pull clay modeling
Pinch pot method
Add pieces to clay structure with slip & score method
Glaze
Paint fired clay
Other finishing techniques
Understand and define ceramic terms
Project examples:
K- Leaf

3- Weaving loom or Owl

1- Fish

4- Aztec sun face or cup cake

2- Christmas tree

5- Cake box or taco fish

x
x

x
x

x
x
x

x
x

x
x

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Drawing
Drawing from imagination
Drawing from directions
Drawing from observation 2D
Drawing from observation 3D
Drawing with the illusion of depth
Drawing in one point perspective
Drawing a face proportionally

Kinder 1st
x
x
x

2nd
x
x
x

3rd
x
x
x
x

4th
x

5th
x

x
x
x

x
x
x
x

Catholic identity
Kinder 1st
The Pumpkin Patch Parable: Special Edition by Liz
Curtis Higgs
1st communion chalice
The Legend of the Poinsettia Tomie dePaola
God Gave Us Angels, by Lisa Tawn Bergren, Art by
Laura J. Bryant,
The last supper - Leonardo da Vinci

2nd
x

3rd

4th

x
x
x
x
x

Cowboy Praying the Rosary D. Smith

Caravaggio - Conversion of St. Paul
Caravaggio - Inspiration of Saint Matthew
Henri Matisse's: Vence's Chapelle Du Rosaire

5th

x
x
x

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Artifact D
I created fliers to be handed out to parents at the beginning of the school year in order to
communicate a snap shot of the art curriculum for their child.

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References
Board of Education Commonwealth of Virginia, (2013). Visual arts standards of learning for Virginia
public schools.
Hetland, L. (2013). Studio thinking 2; The real benefits of visual arts education. New York, NY:
College Press.
National Coalition for Core Arts Standards (NCCAS), (2014). National core arts standards: A
conceptual framework for arts learning.
Waunakee School District Art Department, (n.d.); Art curriculum. Waunakee, Wisconsin.
Wisconsin Department of Instruction (DPI), (2000). Wisconsins Model Academic Standards for Art
and Design Education.
:
http://www.mcae.k12.mn.us/index.php?section=arts-ed-academic-achievement