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Elements of Art“The object of art is not to reproduce reality,but to create a reality of the same intensity.” Alberto GiacomettiTextureKExplore / sensoryIdentify / nameDifferentiateEnvironmental ultural useImpliedRelating to ideasPsychological qualitiesColorIdentifyDifferentiatePrimary / secondaryColor familiesTertiary / intermediateTransparent, translucent, opaqueTints / shades / tonesScience of color tyColor symbolismExpressive qualitiesPsychological qualitiesScope and Sequence61-23-45-67-89-12

Principles of Design“Every child is an artist.The problem is how to remain an artist once he grows up.” Pablo dial symmetryEnvironmental balanceAsymmetryIn sisSimilaritiesDifferencesOpposites (i.e. light/dark)Visual differentiation (i.e. dull/bright)Figure/ground (i.e. near/far)Emphasis/focal tRepetitionEnvironmental awarenessNaturalRelationships (music, art, dance, rnatingHarmony7Scope and Sequence

Principles of Design“Art is a step from what is obvious and well-knowntoward what is arcane and concealed.” Kahlil Gibran, A Handful of Sand on the ShoreMovementKPhysicalVisualDirection / eye movementOptical illusionSpeed / control1-23-45-67-89-12UnityRelationships of elementsRepetition of elementsEnvironmental awarenessDominanceSubordinationPsychological effectsVarietyVisual interestExploring differences / contrastingelements (i.e. size, color, etc.)“Blessed are they who seebeautiful things in humble placeswhere other peoplesee nothing.” Camille PissarroT. FlytheScope and Sequence8th8 Grade

Creative Art ProcessDrawing“Descriptive drawing is extremely valuable if part of your ultimate expression is description. It is not allthat valuable if that kind of describing is irrelevant to your ends.” Robert MotherwellDrawingK1-23-45-67-89-12Large drawing instruments, crayon, chalk,water-base markersColored chalk on wet and dry papersemphasizing expressive qualitiesBrush drawing on large surfacesLarge soft pencils stressing line and itsexpressive useStylus or pencils as a sgraffito toolMonochromatic drawing with a single mediumto achieve a variety of tonal qualitiesTactile qualities of chalkOverlapping and placementCutting letters with a free-hand approachSoft drawing media to achieve changes invalue and hue by blending, rubbing, andother techniquesPen and ink and charcoal on avariety of surfacesContour drawing of simple formsVaried approaches to drawing media throughthe use of the tip, point, side, variation ofpressure, blending, and drawing on roughand smooth surfacesFree, spontaneous sketchingVarious expressive qualities of lineBasic poster techniques using block lettersDrawing techniques to reproducesurface texturesLettering with felt tip or pen and inkLine to suggest volumeLinear perspective principlesDrawing techniques related to use of value tosuggest form, space, and focal pointScratch-board drawing techniquesA variety of non-traditional drawing toolsStroking, stippling, and cross-hatching9Scope and Sequence

Painting“A painting is never finished – it simply stops in interesting places.” Paul GardnePaintingTempera paintingMixing primary colors for new colorsPainting with varied tools (sticks, sponges,etc.)Watercolor painting technique; uniquequalities of the medium through washes, weton wet, and direct brush strokesCrayon-resist techniqueMixing of secondary colorsWatercolor with mixed media(crayon, tissue paper, etc.)Tertiary colorsTints, tones, and shades of colors throughthe discovery processAdditional color principles (complimentarycolors, analogous colors, intensity, and value)Acrylic painting techniquesPainting with a palette knife and brushesCanvas stretching and preparationOil painting techniquesAir brush techniques, masking, retouching,and illustrationPresentation techniquesPrintmakingSimple printing processes (stamping, foundobjects, vegetables, etc.)Rubbings to transfer imagesPrinting on various surfacesRelief and serigraphy printing (potato prints,string, paper / cardboard, stencil, etc.)Relief printing using simple incised blocks suchas Styrofoam; intaglioSerigraphy using positive and negative stencilsReduction prints and multiple-color printsOne-color serigraphy printing using simplescreen frames with wax or cut-paper stencilsEditions, signing, multiple print registrationSerigraphy techniques with screen prints usingprofilm, paper, tusche, glue, wax, thermal, orphoto stencil processesK1-23-45-67-89-12

Ceramics“The mind is not a vessel to be filled but a fire to be kindled” PlutarchCeramicsCeramic clay-forming processes includingrolling, joining, pinching, pullingSurface decoration processes includingimpressed design, drawing in clay, texturaltreatmentClay characteristics and originsNon-firing finishing processes includingpolish, stain, paint, burnishingKnowledge of firing processes includingelectric kiln, out door pit, etc.Decorating with glazesNon-clay materials to enhance function anddesignClay as simple ceramic jewelryForming processes pottery or sculptureincluding coil building, sling, slag, and drapeSlab processes including plaques, tilesPortrait sculpture and figure modelingDecorating processes including under glazepainting, glaze pouring, staining, glazecharacteristicsForming techniques including potter’s wheelthrowing, making spouts and lips, handlepulling, mold making, slip castingK1-23-45-67-89-12“Just as our eyes needlight to see,our minds needideas in order to create.” Nicole Malebranche 11Scope and Sequence

Sculpture“When I’m working on a problem, I never think about beauty.I think only how to solve the problem. But when I have finished,if the solution is not beautiful, I know it is wrong.” Richard Buckminister FullerSculptureConstruction using blocks, boxes, or othermodular unitsPaper construction including tearing, cutting,folding, bending, pastingModeling using ceramic clay (pinching,rolling, coiling, pressing, stamping, incising)Joining processes to include gluing andnailingForms from nature as sculptureArmatures covered with papier macheConstructions using armatures covered withmetal foils, papier mache, paris craft orplasterRelief casting with plasterMobiles using space, form, and movement3-D forming techniques using wire includingtwisting, bendingConstruction with joining processes inmultiple mediaLow relief by molding paper and fiber pulpsExplore complex modular compositions usingmixed mediaForming and carving processes includingmanipulation of wood, wax, plastic, plaster,and natural objectsBas-relief carvingCasting with metalAdvanced forming techniques to includecarving, centrifugal casting, vacuum forming,solderingAdvanced sculpture concepts to includeinstallations, conceptual pieces, earthworksSubtractive sculpture in stone and woodScope and Sequence12K1-23-45-67-89-12

Fibers“So I said to myself – I’ll paint what I see.What a flower is to me but I’ll paint it big and they will be surprised into taking time to look at it.I will make even busy New Yorkers take time to see what I see of flowers.” Georgia O’KeeffeFibersTactile qualities of the various fabricsA Variety of yarns and fabricsFabric decoration with drawing, painting,appliqué, etc.The source and use of natural dyesBasic paper weaving skillsWeaving on table and/or inkle loomsBasic stitching skills and techniquesWeaving on simple looms such as card,branch, and box loomsThread-pulling from burlap and reweavewith yarnFibers combined with other media suchas ceramicsForming from found and unconventionalfibers and materialsBasic quilting processesSculptural forms through the use offabrics and fibersTactile qualities of textiles throughstitching and weavingBasic tie-dye processesBasic batik processesAdvanced skills and techniques ofstitching such as the chain stitch andsatin stitchMacramé; techniqueWeaving on two-harness looms andmaking frame loomsBasic hooking techniquesWrapping and coiling techniquesSewing techniques in fiber designSculptural basket weaving techniquesTrapunto technique13K1-23-45-67-89-12Scope and Sequence

Section II: N. C. Visual Arts Competency GoalsThis curriculum guide was designed to help direct teachers throughoutthe county as they implement the State's visual arts competency goalsand objectives.This section is divided into four parts:“North Carolina Visual Arts Competency Goals”"What Every Student Should Know and Be Able to Do" provides ageneral list of skills and competencies that students are expected tohave learned during the school year.“Suggested Vocabulary for Appropriate Grade Levels and Courses”provides teachers with a list of art vocabulary and a sheet for theindividual teacher to add additional words and terms."Suggested Subject Matter and Correlation With Other Subject Areas"provides teachers with a resource to begin selecting the subject andthematic matter for lesson plans.

N.C. Visual Art Goals and Objectives(from the N.C. Standard Course of Study)CHECKLISTThis checklist can be used to help plan the focus of each lesson during the school year so thateach of the objectives listed will have been met by all grade levels. Many of the objectives willbe met more than once during the course of a school year.Make a copy of this checklist for each class as a method of recording the goals and objectivesas they are achieved throughout the year.Visual Art Curriculum Goal 1:The student will develop critical and creative thinking skills and perceptual awarenessnecessary for understanding and producing art.Visual Art Curriculum Goal 2:The student will develop skills necessary for understanding and applying media, techniques,and processes.Visual Art Curriculum Goal 3:The student will organize the components of a work into a cohesive whole throughknowledge organizational principles of design and art elements.Visual Art Curriculum Goal 4:The student will choose and evaluate a range of subject matter and ideas to communicateintended meaning in artworks.Visual Art Curriculum Goal 5:The student will understand the visual arts in relation to history and cultures.Visual Art Curriculum Goal 6:The student will reflect upon and assess the characteristics and merits of their workand the work of others.Visual Art Curriculum Goal 7:The student will perceive connections between visual arts and other disciplines.Visual Art Curriculum Goal 8The student will develop an awareness of art as an avocation and profession.

Jennifer MericleKindergarten Kind er gar tenVISUAL ARTSNorth Carolina Standard Course of StudyThe study of visual art begins in Kindergarten with the introduction of skillsand concepts that will be completely new for most children. Because ofthe children's different developmental levels when entering Kindergarten, itis expected that this year will emphasize joyful exploration and discovery:mastery is a process that will require repetition at subsequent grades.The emphasis at this grade level is on: Personal experience and/or imagination Exploring a variety of media to develop fine and gross motor skills Learning care and use of tools and materials Following safety rules Family, five senses, counting, and retelling stories in pictures Learning about a variety of artists and art forms, including architecture Art Elements: line, shape, colorStrands: Perceiving, Producing, Knowing, Communicating, Evaluating, Connecting15

KindergartenCOMPETENCY GOAL 1:The learner will develop critical andcreative thinking skills and perceptualawareness necessary for understandingand producing art.Objectives1.01Use immediate environment, including family, home andsurroundings, as source of ideas.1.02 Use imagination as a source of ideas.1.03 Understand and follow step-by-step presentation of artactivities.1.04 Begin to develop appropriate art vocabulary.1.05 Develop symbols for visual expression.1.06 Select color according to emotional appeal.1.07 Explore a variety of media.1.08 Create work that does not conform to adult standards ofrealism.1.09 Select artwork they "like the best" and simply explain why.1.10Illustrate poems, stories, and rhymes.1.11Use all the senses to gain information and awareness abouttheir environment.1.12Perhaps find inspiration from a variety of artwork.COMPETENCY GOAL 2: The learner will develop skills necessaryfor understanding and applying media,techniques, and processes.(National Standard 1)Objectives2.01Become familiar with a limited number of basic art media,techniques, and processes which may include:Drawing - crayons, oil pastels, non-toxic markers, brushes,computers, pencils, sidewalk chalkCut paper - glue, scissors, folding, bending, 3-D clay, paper,found objects, including wood scrapsPrintmaking - stamps, gadgets, found objects, vegetables, monoprintPainting - tempera, watercolors, large brushes, sponges, finger paintCeramics - pinch, coil, found stamps17

Kindergarten2.02 Explore media freely.2.03 Develop fine and gross motor control.2.04 Utilize entire page when using 2-D materials.2.05 Create a variety of lines, like thick and thin, curved orzigzag, etc.2.06 Cut large and small shapes; double layers to produce identicalshapes.2.07 Model clay by pressing, pulling, pinching, incising, stampingwith found objects.2.08 Create original pictures of self, others, animals, and objects.2.09 Render own thoughts and feelings visually.2.10Demonstrate proper use and care of materials and tools.2.11Use the art room rules for behavior, care and safety ofequipment, tools, and materials.COMPETENCY GOAL 3: The learner will organize the componentsof a work into a cohesive whole throughknowledge of organizational principles ofdesign and art elements.(National Standard 2)Objectives3.01Name and identify colors.3.02 Identify primary and secondary colors.3.03 Mix secondary colors.3.04 Identify different types of line: straight, crooked, curved,zigzag, wide, and thin.3.05 Recognize that line can be used to define contour of shapesand forms.3.06 Name different textures on surfaces, for example: rough,smooth, bumpy.3.07 Identify geometric shapes: circle, square, rectangle, triangle,diamond, and oval.3.08 Recognize some shapes have names; some do not.3.09 Begin to discuss his/her own work and that of others interms of color, line, shape, and texture.18

Kindergarten3.10Use the entire page as part of the composition.3.11Use solutions that do not rely on copying or tracing otherswork.3.12Recognize others may view or interpret differently.3.13Use his or her own ideas and feelings when creating artwork.3.14Respect the work of others when discussing art.3.15Explore a variety of materials.COMPETENCY GOAL 4: The learner will choose and evaluatea range of subject matter and ideasto communicate intended meaning inartworks. (National Standard 3)Objectives4.01Create art depicting self, family, friends, pets, home, school,and community.4.02 Demonstrate the use of life surroundings and personalexperiences to express ideas and feelings.4.03 Invent original and personal imagery from observation andimagination to convey meaning and not rely on copying ortracing another's work.4.04 Find inspiration in the work of other artists from manycultures.COMPETENCY GOAL 5: The learner will understand the visualarts in relation to history and cultures.(National Standard 4)Objectives5.01Recognize that people in many times and places havemade art.5.02 Recognize that art is created to fulfill personal and/orsocietal needs or purposes.5.03 Recognize that an artwork may serve functional purposes.19

Kindergarten5.04 Begin to relate to the concept of time personally ("when mygrandfather was young "), to famous people ("when GeorgeWashington was alive "), and units of time (day, week, years).5.05 Recognize that human beings create art to tell a story abouttheir ideas and lives without words.COMPETENCY GOAL 6: The learner will reflect upon and assessthe characteristics and merits of theirwork and the work of others.(National Standard 5)Objectives6.01Relate important experiences in life to one's own art.6.02 Accept others' work and ideas.6.03 Recognize that no two people are alike; therefore, theirartwork should not be alike.6.04 Begin to use art vocabulary for discussion.6.05 Begin to describe and explain his or her own art and theart of others in response to guided questions.6.06 Express one's feelings about a specific artwork.6.07 Begin to understand there are varied responses to specificart works.COMPETENCY GOAL 7: The learner will perceive connectionsbetween visual arts and other disciplines.(National Standard 6)Objectives7.01Make use of commonalties in the subject matter of visual artsand other disciplines.7.02 Begin to realize what each discipline encompasses.7.03 Begin to observe that objects can be handmade or machinemade and that both have value.7.04 Use current technology to learn about art and create one'sown artwork.20

KindergartenCOMPETENCY GOAL 8: The learner will develop an awarenessof art as an avocation and profession.Objectives8.01Develop a positive attitude about working with art materialsand the art making process.8.02 Understand that people of all ages can enjoy making artbased on shared knowledge of self, family, and friends.8.03 Begin to differentiate between man-made objects andnatural objects.21

What Every Kindergartener Should Knowand Be Able to DoTake pride in their own effortsShow acceptance of others’ effortsShow willingness to participate in doing, looking at, and discussing worksof artRecognize colors: red, yellow, blue, violet, green, orange, black, white,brown, gray, pinkRecognize different types of lines: straight, crooked, curved, zigzag, broken,etc. (Use lines to create shapes. Use lines to fill the paper. Learn to uselarge and small lines.)Recognize

The Visual Arts Department of the Winston-Salem/Forsyth County Schools has historically been in the forefront of visual arts education. The foundation of this program is built upon a Discipline Based Art Education (DBAE) approach. This method embraces four components: art history, art production, criticism, and aesthetics. The