FIFTH GRADE ART
I. Perception and Response
Students become more aware of the sensory and expressive properties of artworks and other objects in their environment, built and natural. As their own experiences with media increase, and as they look at art created by themselves and others, including professional artists, they see, write and talk about:
- Differing visual impressions which result from changes in conditions such as position, size, motion, and light.
- Characteristics of space in works of art and in the built environment, including architecture.
- Universal thems found in art and architecture.
Additional awareness develops through experiences such as:
- Outdoor architectural drawing or painting experiences.
- Group projects
Student use these terms:
| artisan |
architect |
portrait |
proportion |
| illustrator |
landmark |
profile |
motion |
| limner |
structure |
model |
contrast |
| statue |
environment |
logo |
space |
| armature |
context |
montage |
dry brush |
| relief |
interior |
animation |
Realism |
| graphic designer |
industrial designer |
Pop Art |
Cubism |
II. Art Heritage
Students learn about designed environments and city planning. They become familiar with historic buildings, visiting landmarks in San Francisco, and are able to talk and write about them (and other artworks) as historical documents. Through looking, talking and writing, they:
- Describe our major art museums, correctly spelling and identifying, in general, the kinds of art in each,
- Identify features of works of art and architecture which give the works a distinctive style including Angkor Wat.
- Recognize work produced by these artists and architects:
| Henri Magritte |
Carmen Lomas Garza |
Joseph Albers |
Christo |
| Le Corbusier |
Michelangelo |
Frank Lloyd Wright |
Marcel Duchamp |
| Claes Oldenberg |
Charles Sheeler |
John Marin |
|
III. Asthetic Valuing
Students make informed responses to works of art by using objective criteria for analysis and judgement. They interpret the meaning of artworks based on information from their own life and the workd around them. They distinguish between built and natural environments and reflect on their relationships to each other. They give reasons for preferences and raise difficult questions regarding art. Experiences include:
- Work with an architect, city planner or civil engineer.
- Field trips to architectural landmarks.
IV. Creative Expression
Students communicate observations, feelings, ideas and experiences about things in their own world. They explore different sources for artmaking: observation, imagination, personal experience, and the work of artists. They identify thier own use of creative problem-solving skills and continue to develop art-making skills:
| Drawing |
with chalk (dry and wet paper), crayon, pencil, felt pen, and brush (with ink or paint), nontraditional media
- single point perspective
- explore positive and negative shapes
- illustrate scientific data
- depict architectural form
- portraits
|
| Painting |
tempera paint; watercolor |
| Color |
multiple tints and shades from one color |
| Printmaking |
multiple prints |
| Cutting |
free cutting of complex shapes |
| Folding |
accordion folds and thirds |
| Tearing |
collage |
| Designing |
design letter and numbers; experiment with symmetry and assymetry |
| Construction |
architectural models |
| Puppets |
shadow puppets |
| Modeling |
with clay or dough; additive sculptures; surface decorations with paint and varnish |
| Fastening |
string (tabs, slots, nails, etc.) |
| Stitchery |
applique fabric collage |
| Showing |
In classroom, school and district displays |
|
