Fifth Grade

TEKS:

Perception and Observation

(1)The student expands visual literacy skills utilizing critical thought, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art and principles of design.

(A) Develop and communicate ideas drawn from life experiences, about self and others, about the global community and from the imagination as sources for original works of art.

(B) Use appropriate vocabulary to investigate the use of design skills, which are the Elements of Art including line, shape, color, texture, form, space, and value and the Principles of Design including emphasis, repetition, movement, contrast/variety, balance, proportion, and unity.

(C) Discuss the Elements of Art as building blocks and the Principles of Design as organizers of works of art.

Creative Expression

(2) The student communicates their imaginative thoughts and ideas by challenging their creativity in producing original artworks and solving art problems using a variety of media with appropriate and progressive skills.

(A) Integrate ideas drawn from life experiences to create original works of art.

(B) Create compositions using the Elements of Art and Principles of Design.

(C) Produce drawings, paintings, print, constructions, sculpture including modeled forms, and other art forms such as ceramics, fiber art, digital art and media, and photographic imagery using a variety of materials.

Historical and Cultural Relevance

(3) The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. Students develop global awareness and respect for the traditions and contributions of diverse cultures.

(A) Compare and contrast artworks from various times and culture to evaluate the effectiveness of the artist in expressing intent, using symbols, and applying techniques.

(B) Connect art to careers such as architects, animators, cartoonists, engineers, fashion designers, filmmakers, graphic artists, illustrators, interior designers, photographers, and web designers.

(C) Make interdisciplinary connections associating art concepts to other disciplines.

Evaluation and Response

(4)The student responds to and analyzes artworks of self and other artists, thus contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

(A) Examine the Elements of Art and Principles of Design, the general intent, and the expressive qualities in artworks of self, peers, and historical and contemporary artists.

(B) Collaborate and apply simple criteria to identify themes in original artworks by self, by peers, and in exhibitions by major historical and contemporary artist.

(C) Create written, oral response, and artist statements to internalize vocabulary and intent.

Essential Questions:

  • How do the Elements of Art help us to understand, evaluate, and create works of art?

  • How does an artist use the Elements of Art and Principles of Design as building blocks to cohesively organize a work of art?

  • How can I use my problem solving ability to create original two- and three-dimensional works of art that express ideas inspired by my own and other’s points of view?

  • In what ways does a work of art reflect the socio-cultural and historical contexts in which it was created?

  • How do works of art represent various messages and contexts in the past and present?

  • How has art represented historical events in America?

  • How can I interpret a work of art in ways that are meaningful to me?

  • How can I read and interpret signs, styles, and symbols in a work of art?

  • How do I reflect, respond, and analyze a work of art to communicate feelings ideas and understandings?

Concepts:

  • Elements of Art and Principles of Design

  • Color Theory including color identities and groups represented on the Color Wheel

  • Positive and negative space in two- and three-dimensional works of art

  • One point and two point perspective

  • Various artists and their style of work

  • Various art movements, art time periods, art styles and their characteristics

  • Art-related careers

  • Human figure proportion

  • Illusions of three-dimensional space on two-dimensional surface

  • Contemporary art and digital media

  • Sculpture, relief, and three-dimensional works of art in a variety of materials

  • Landscape, portrait, still life, self-portrait

Skills:

  • Use a variety of materials, tools, and techniques to determine solutions to design challenges.

  • Use the Elements of Art and Principles of Design to create a cohesive composition.

  • Use variety of line to create texture.

  • Use gradations and value to create depth and the illusion of three-dimensional forms.

  • Mix secondary intermediate colors using primary colors.

  • Create tints and shades.

  • Create positive and negative shapes in two- and three-dimensional works of art.

  • Draw foreground, middleground, and background.

  • Draw subject matter such as a the human face and figure in proportion.

  • Create a one-point perspective artwork.

  • Create a work of art using foreshortening.

  • Create a ceramic sculpture using pinch, slab, and coil methods.

  • Create a fiber weaving on a loom.

  • Create an additive sculpture and/or mixed media work of art using a variety of materials including found objects.

  • Create a graphic design and/or photographic artwork using digital materials.

  • Create and critique a digital portfolio.

  • Write an artist’s statement.

  • Critique my artwork as well as the work of others

  • Curate a digital classroom museum including student artwork and work by other artists.

Suggested Projects:

  • Falling Objects from Bird’s Eye View, Buildings in One point perspective

  • One point perspective name using block letters

  • Clay faces–realistic or abstract

  • Functional ceramic container using slab, coil, and pinch pot methods

  • Pop Art onomatopoeia in style of Roy Lichtenstein

  • Half and half drawing (half magazine photo, student draws other half)

  • Still life using shading/value

  • Relief print

  • Russian onion domes metal relief

  • Radial symmetry

  • Plaster cast masks

  • Color group –analogous colors any media

  • Three-dimensional yarn weaving (pocket bag)

  • Display authentic work throughout school, district, and community.

Response Assessment:

  • How did I use the Elements of Art and Principles of Design to organize my artwork?

  • What makes my work original?

  • How does my work express my emotions and things that are relevant to me?

  • What is the main idea in the work of art?

  • What inspires me?

  • In what ways is your artwork meaningful to you?

  • How might it be meaningful to others?

  • How does the artwork express ideas about the community?

  • In what ways can art express the hidden emotions of a person?

  • How does the artwork represent a moment?

  • What steps did I take to create the work of art?

  • What choices had the biggest impact on the finished piece?

  • Would you change anything about the work?

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