Elementary Art

All students at Todd elementary school participate in the art program twice in a six day schedule for 45 minutes.

Art at the elementary school level initiates, develops, and encourages: 

• Individual expression
• Imaginative expression and sharing
• Students' aesthetic awareness
• Learning to "see" as an artist and become a visual learner
• Knowledge and use of various media
• An introduction significant artists throughout art history
• An introduction to different genres and movements throughout art history
• An introduction to an artist's glossary of terms
• An integrated curriculum through the visual arts

The emphasis in art classes is on student experience in visual art in studio, appreciation, and through multiple mediums including technology based art and photography. Students shall learn to utilize qualities, and familiarize themselves with, various mediums, technical skills, subjects, artists, and genres.

Materials, media, and subjects listed here may be introduced but are not limited to student experience throughout their career in art at Todd School:

DRAWING: 
pencils, crayons, markers, colored pencils, pastels, chalk, oil pastels, pen and ink, contour line, shading, cross hatching, perspective, overlapping, scale, positive-negative drawing space, figure drawing, still life.

PAINTING: 
Watercolor, acrylic painting, painting sculpture, portrait painting, painting a mural

PRINTMAKING: 
Mono print, stamp making, Styrofoam etching, roll and press

PAPER: 
Drawing paper, construction paper, sketchbooks (4th and 5th grades), metallic paper, tissue paper, tracing paper, watercolor paper, cutting, folding, paper manipulation, paper weaving, paper mosaics, collage, paper Mache, paper sculpture, masks

TEXTILES: 
Weaving, fabrics, felt, masks, jewelry 

SCULPTURE: 
Paper, additive sculpture, pinch, wedging, figurines, relief sculpture, slab construction, architecture, 

ARTIST PROFESSIONS: 
Architect, graphic designer, animation artist, 

ART GENRES: 
Impressionism, op-art, pop-art, abstract, cartoonist, cubist, realist, surrealism

ARTISTS THROUGH HISTORY: 
* Artists such as : Georgia O'Keeffe, Jackson Pollack, Piet Mondrian, Mary Cassat. Henri Matisse, Wassily Kandinsky, Keith Herring, Vincent Van Gogh, Katsushika Hokusai, Joan Miro, Alexander Calder, Pablo Picasso, Claude Monet, Salvador Dali, Marc Chagal, Roy Lichtenstein, Andy Warhol, and Norman Rockwell have been introduced in various years at Todd Elementary School.

 

Objective Goals, Scope and Sequence for grades K-5

Kindergarten:
Introduction to all media; including proper manipulation, coordination and use of all tools and materials.  Fundamentals of line/ line confidence are addressed and reinforced. Lexicon of art room instructions and management flow is introduced. Emphasis is placed on utilizing student's prior knowledge of the alphabet in order to access previous hand-eye articulation. Art history is introduced.

1st Grade:
Concepts of previous year are reinforced using new age-appropriate projects. With prior knowledge of basic art room routines and management as well as an additional year of development, 1st grade can revisit and gain comfort level and proficiency with fundamental line concepts. Text and sentences to label or describe artwork become developmentally appropriate.
* Lessons will focus on sensory experience, pulling from personal life experiences with visual representation through art. Students are asked to use their imagination as a resource and express through multiple mediums.
* Visual elements such as color, line, shape, and texture shall be introduced.
* Terms and concepts such as: art, artists, symmetry, cool colors, warm colors, draw, paint, sculpture, collage, folding, lines, shapes, masks, murals, portraits, patterns, clay, and pinching may all be introduced
* Students' goals include: basic folding, tearing, cutting, basic paper manipulation (such as folding, curling), pasting, holding writing utensils, and coloring tools such as markers, crayons, and paint brushes.
* Mediums such as drawing, coloring, painting, collage, modeling compound/clay, sculpture (including paper sculpture) will be introduced through experimental exploration…
* At this level there is often great opportunity for teachers to create and utilize adaptive learning opportunities for young children with developmental differences.
* Art History and genre: Artists have included but are not limited to: Georgia O'keeffe, Jackson Pollack, Piet Mondrian, Mary Cassat.

2nd Grade:  
Concepts of previous years are reinforced using new age-appropriate projects. With the high level of enthusiasm unique to 2nd grade development, students can begin to show muscle dexterity as well as complex imaginative skill along with their quickly growing vocabulary to recreate their environment and realize their thoughts. Integrating the writing of multiple sentences with or within their artwork becomes age appropriate.

* Students shall continue to broaden their vocabulary in art class.
* Terms and concepts include but are not limited to: landscape, texture, rubbings, collage, mosaics, relief sculpture, resists, and self portraits.
* Portraiture and other examples of drawing from experience are produced.
* Construction of art through an additive process (for example drawing using types of line or types of shapes pieces by piece building can be prevalent). 
* Art experience through imitation or modeling can be used with a large margin for success for our students, and will teach students to "see as artists" and use basic elements to construct their own works of art.
* Students will use art from their environment as a resource for there own art experiences. Clothing, nature, architecture, and indoors inspirations all enter the realm of topics for student work
* Skills can include changing marks using pressure on paint brushes/drawing tools, use
* Drawing in themes becomes prevalent. Students begin to look for seasonal and yearly themes as topics for their artwork.
* History and genre: Artists included have been but were not limited to: Henri Matisse, Wassily Kandinsky, Keith Hearing.

3rd Grade: 
Concepts of previous years are reinforced using new age-appropriate projects. Students are becoming proficient in storyboarding and are able to facilely create narratives and epics. Hand-eye coordination is developed to the point where many complex drawings can be achieved on grade level by a series of simple steps. 

* Vocabulary and concepts expands: Terms and concepts such as positive/negative spaces, cells, story boards, cityscape, details, and perspective: near and far (large and small), overlapping, imaginative, and background is introduced.
* Skills such as sculpting become more advanced (i.e. free form sculpture), drawing people, animals, places.
* Students enjoy the "narrative process" and grand use of imagination in the process of creating at this time.
* Creating in themes becomes continues with much enthusiasm. Students continue to look for seasonal and yearly themes as topics for their artwork.
* Art History, genre, and artists: Artists introduced have included but were not limited to: Vincent Van Gogh, Katsushika Hokusai, Joan Miro.

4th Grade: 
Concepts of previous years are reinforced using new age-appropriate projects. Students are gaining mastery with language and therefore more abstract concepts become capable for consideration and creation. The enthusiasm unique to 4th grade development allows for the introduction of higher-order thinking concepts that will be revisited for years to come.

5th Grade:  
Concepts of previous years are reinforced using new age-appropriate projects. Student's use of language is fluent and are now revisiting abstract concepts. Reflecting upon meaning and higher-order thinking becomes second nature. Conceptual thinking is integrated into the Elementary mastery of a wide range of media, and understanding the importance of the process as well as the product in art-making is accessible for the student to articulate by a broad spectrum of approaches.   

* Art genres, art history, and art appreciation are a focus as the historical curriculum in the students' classroom becomes more prevalent. 
* Genres include impressionism, pop art, art from other cultures
* Terms and concepts include but are not limited to still life, pose, gesture drawing, composition, architecture, construct, photography, graphic design, advertising, animation, caricature, cartoon, clay: wedging, coiling, slip, pinch, firing, and ceramics,  
* Concepts such as art as function, art in cultures, and art professions is explored. Students become more aware of the value of art in their own worlds.
* Art in popular culture (such as television, film, and technology) are all more recognizable by students and their peers.
* Rendering still life realistically is a goal. Also topics such as gray scale, perspective, composition, one and two point perspective, and abstract art may be thoroughly explored. 
* Artists such as Alexander Calder, Pablo Picasso, Claude Monet, Salvador Dali, Marc Chagal, Roy Lichtenstein, Andy Warhol, and Norman Rockwell have been introduced in various years at Todd Elementary School.