|
The
Massachusetts Arts Curriculum Frameworks
By
the end of elementary school, students should be able to...
| Methods,
Materials, and Techniques. Students will demonstrate
knowledge of the methods, materials, and techniques unique to
the visual arts. |
| 1.1 |
Use a variety
of materials and media,
for
example, crayons, chalk, paint, clay, various kinds of papers,
textiles, and yarns, and understand how to use them to
produce different visual effects. |
| 1.2
|
Create artwork in a variety of two-dimensional
(2D) and three-dimensional (3D) media, for
example: 2D – drawing, painting, collage, printmaking, weaving; 3D –
plastic (malleable) materials such as clay and paper, wood, or found
objects for assemblage and
construction. |
| 1.3
|
Learn and use
appropriate vocabulary related to methods,
materials, and techniques. |
| 1.4
|
Learn to take care of materials and tools and to use them
safely |
| |
|
| Elements and
Principles of Design. Students will demonstrate knowledge of
the elements and principles of design.
|
| 2.1 |
For
color, explore and
experiment with the use of color in dry and wet media.
*Identify primary and secondary colors and
gradations of black, white
and gray in the environment and artwork.
*Explore how color can convey mood and emotion |
| 2.2 |
For line, explore the
use of line in 2D and 3D works.
*Identify a wide variety of types of lines in the environment and
in artwork
|
| 2.3 |
For texture, explore
the use of textures in 2D and 3D works.
*Identify a wide variety of types of textures, for
example, smooth, rough, and bumpy, in the environment and in artwork.
*Create representations of textures in drawings, paintings,
rubbings, or relief. |
| 2.4 |
For shape and form,
explore the use of shapes and forms in 2D and 3D works.
*Identify simple shapes of different sizes, for
example, circles, squares, triangles, and forms, for
example, spheres, cones, cubes, in the environment and in artwork |
| 2.5 |
For pattern and symmetry, explore
the use of patterns and symmetrical shapes in 2D and 3D works
*Identify patterns and symmetrical forms and shapes in the
environment and artwork.
*Explain and demonstrate ways in which patterns and symmetrical
shapes may be made.
*For example, a student
folds and cuts paper to achieve symmetry, or makes printed patterns.
|
| 2.6 |
For space and composition,
explore composition by creating artwork with a center of interest,
repetition, and/or balance.
*Demonstrate an understanding of foreground,
middle ground, and background.
*Define and identify occurrences of balance, rhythm, repetition,
variety, and emphasis. |
| |
|
| Observation,
Abstraction, Invention, and Expression.
Students will demonstrate their powers of observation, abstraction,
invention, and expression in a variety of media, materials, and
techniques.
|
| 3.1 |
Create 2D and 3D artwork from direct observation.
|
| 3.2 |
Create 2D and 3D expressive artwork that explores abstraction.
|
| 3.3 |
Create 2D and 3D artwork from memory or imagination to tell a
story or embody an idea or fantasy. |
| |
|
| Drafting,
Revising, and Exhibiting. Students will demonstrate knowledge
of the processes of creating and exhibiting their own artwork: drafts,
critique, self-assessment, refinement, and exhibit preparation.
|
| 4.1 |
Select a work or works created during the year and discuss them
with a parent, classmate, or teacher, explaining how the work was made,
and why it was chosen for discussion.
|
| 4.2 |
Select works for exhibition and
work as a group to create
a display. |
| 4.3 |
As a class, develop and use criteria for informal
classroom discussions about art.
|
| |
|
| Critical
Response. Students will describe and analyze their own work
and the work of others using appropriate visual arts vocabulary. When
appropriate, students will connect their analysis to interpretation and
evaluation.
|
| 5.1 |
In the course of making and viewing art, learn ways of discussing
it, such as by making a list of all of the images seen in an artwork
(visual inventory); and identifying kinds of color, line, texture,
shapes, and forms in the work
|
| 5.2 |
Classify artworks into general categories, such as painting,
printmaking, collage, sculpture, pottery, textiles, architecture,
photography, and film.
|
| 5.3 |
Describe similarities and differences in works, and present
personal responses to the subject matter, materials, techniques, and use
of design elements in artworks
|
| 5.4 |
(Grades 3 and 4) Explain strengths and weaknesses in their
own work, and share comments constructively and supportively within the
group. |
| |
|
| Purposes of the
Arts. Students will describe the purposes for which works of
dance, music, theatre, visual arts, and architecture were and are
created, and, when appropriate, interpret their meanings.
|
| 6.1 |
When viewing or listening to examples of visual arts,
architecture, music, dance, storytelling, and theatre, ask and answer
questions such as, “What is the
artist trying to say?” “Who made this, and why?” “How does this
work make me feel?”
|
| 6.2 |
Investigate uses and meanings of examples of the arts in
children’s daily lives, homes, and communities
|
| |
|
| Roles of Artists in Communities.
Students
will describe the roles of artists, patrons, cultural organizations, and
arts institutions in societies of the past and present.
|
| 7.1 |
Investigate how artists create their work; read about, view films
about, or interview artists such as choreographers, dancers, composers,
singers, instrumentalists, actors, storytellers, playwrights,
illustrators, painters, sculptors, craftspeople, or architects
|
| |
|
| Concepts of
Style, Stylistic Influence, and Stylistic Change. Students
will demonstrate their understanding of styles, stylistic influence, and
stylistic change by identifying when and where art works were created,
and by analyzing characteristic features of art works from various
historical periods, cultures, and genres.
|
| 8.1 |
Identify characteristic features of the performing and visual
arts of native populations and immigrant groups to
America
, such as:
*styles of North American native cultures of the East Coast,
Plains, Southwest, and Northwest
*styles of folk and fine arts of immigrant groups from European,
African, Latin American, Asian, and Middle Eastern countries
|
| 8.2 |
Identify characteristic features of the visual arts of world
civilizations such as styles of ancient Egypt
and
Africa, China, Mesopotamia,
Greece, Rome, and the Medieval period in
Europe
|
| 8.3 |
Perform or create works inspired by historical or cultural
styles.
|
| |
|
| Inventions,
Technologies and the Arts. Students will describe and analyze
how performing and visual artists use and have used materials,
inventions, and technologies in their work.
|
| 9.1 |
When using art materials or handling and viewing artifacts or
musical instruments, ask and answer questions such as:
*“What is this made of?”
*“Would I design this differently?”
*“Who first thought of making something like this?”
|
| |
|
| Interdisciplinary
Connections. Students will apply their knowledge of the arts
to the study of English language arts, foreign languages, health,
history and social science, mathematics, and science and
technology/engineering.
|
| 10.1 |
Integrate knowledge of dance, music, theatre, and visual arts and
apply the arts to learning other disciplines.
|
The Massachusetts Arts
Curriculum Frameworks listed above are taken directly from the
Department of Education
(updated in 1999). They have
been condensed to only show the standards applicable to elementary
school students.
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