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5th Grade Visual Art Curriculum

Hager & Crabbe Elementary School

Fifth Grade Art Curriculum

“Shape & Design”
 

Month

Unit Objectives/
Big Ideas

Essential Questions

National Core Arts Standards, Visual Arts

Competencies

Vocabulary

August

 

SHAPE

 

  1. What is a shape?

 

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will be introduced to proper handling of materials and equipment management
  • Students will be able to define a shape as an enclosed area with distinct boundaries

SHAPE

 

 

September

SHAPE (Continued)

 

  1. How can shapes be classified as organic or geometric?
  2. Where do you see organic shapes in the world around you?
  3. Where do you see geometric shapes in the world around you?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will visually recognize organic shapes and geometric shapes
  • Students will employ both organic and geometric shapes to create a work of art

ORGANIC SHAPE

NATURAL SHAPE

FREEFORM SHAPE

GEOMETRIC SHAPE

SYMMETRY

DETAILS

OUTLINE

October

(POP)
CULTURE

  1. How do aspects of our culture inform our life—the way we dress, what we watch on TV, what music we listen to—and our art?
  2. How can art help us learn about our culture? Someone else’s culture?
  3. What motivates artists to create works of art?
  4. Is an artist copying by using commercial products in their work? Does it matter?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will analyze existing artworks that are informed or inspired by popular culture
  • Students will create works of art that reflect their views of culture

CULTURE

POP CULTURE

POP ART

ANDY WARHOL

REPETITION

LINE

TEXTURE

COLOR

FORM

 

November

(POP)
CULTURE
(Continued)

  1. How do aspects of our culture inform our life—the way we dress, what we watch on TV, what music we listen to—and our art?
  2. How can art help us learn about our culture? Someone else’s culture?
  3. What motivates artists to create works of art?
  4. Is an artist copying by using commercial products in their work? Does it matter?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will analyze existing artworks that are informed or inspired by popular culture
  • Students will create works of art that reflect their views of culture

ROY LICHTENSTEIN

ONOMATOPOEIA

ONE-POINT PERSEPECTIVE

COLOR SCHEME

PALETTE

CONTRAST

STAMP

December

FORM

 

 

  1. How are shape and form similar? How are they different?
  2. Why is it important to develop artistic skills such as value/shading?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will create a drawing using forms while employing a variety of shading techniques

PYRAMID

CONE

SPHERE

CUBE

FORM

LIGHT SOURCE

SHADE

VALUE

PRESSURE

LINE

CROSSHATCH

STIPPLE

 

 

January

MANIPULATION

  1. How do disassembling and reassembling works of art change the way it is interpreted?
  2. As an artist, why is it important to make mistakes or to change things?
  3. How does talking about an artwork help you to understand it?
  4. Is it important to understand a work of art? Why or why not?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will explore existing works of art in which the artist(s) manipulated the image by disassembling or deconstructing elements of it
  • Students will experience critique as a learning tool
  • Students will construct a work of art that focuses on manipulation

ONE-POINT PERSPECTIVE

HORIZON LINE

LINE

SHAPE

PARALLEL

 

 

 

February

MANIPULATION (Continued)

 

 

  1. How do disassembling and reassembling works of art change the way it is interpreted?
  2. As an artist, why is it important to make mistakes or to change things?
  3. How does talking about an artwork help you to understand it?
  4. Is it important to understand a work of art? Why or why not?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will explore existing works of art in which the artist(s) manipulated the image by disassembling or deconstructing elements of it
  • Students will experience critique as a learning tool
  • Students will construct a work of art that focuses on manipulation

OP ART

M.C. ESCHER

TESSELLATIONS

TODD MCLELLAN

TARA DONOVAN

FREYA JOBBINS

JASON MECIER

MARGAUX LANGE

INTERPRETATION

 

March

COMPULSION

  1. Are doodles art? Why or why not?
  2. How can creating something affect your mood?
  3. Is it important to make art? Why or why not?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will compose works of art based on the impulsiveness to create
  • Students will analyze whether or not it is necessary to create

ZENTANGLE

DOODLE

SKETCHNOTE

PATTERN

DESIGN

 

 

 

April

COHESION

  1. Do all artists make plans before creating their art? Is it important or necessary to have a plan before beginning an artwork?
  2. What challenges do artists face when beginning a work of art?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will create a work of art based off of an initially impulsive work

FOIL EMBOSSING

RELIEF

CONTRAST

CARVE

 

May & June

COLLABORATION

  1. Can art be created with nontraditional media?
  2. How can artists learn from or inspire one another?
  3. Why is it challenging for artists to work together?
  4. What can artists learn by working together?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a

  • Students will respond to an artist or artists’ body/bodies of work by developing a collaborative artwork using nontraditional media
  • Students will produce individual responses to present and/or explain the work of art and the collaborative process

DALE CHIHULY

AURORA ROBSON

SCULPTURE

RECYLCED SCULPTURE

COLLABORATION

All Year

SHAPE & DESIGN

  1. How does collaboration expand the creative process?
  2. Why do artists follow or break from established traditions?
  3. How do artists work?
  4. How do artists and designers learn from trial and error?
  5. How do artists and designers care for and maintain materials, tools, and equipment?
  6. Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment?
  7. How do artists grow and become accomplished in art forms?
  8. How does learning about art impact how we perceive the world?

VA:Cr1.1.5a VA:Cr2.2.5a

VA:Cr2.1.5a

VA:Cr2.2.5a

VA:Cr2.3.5a

VA:Cr3.1.5a

VA:Pr4.1.5a

VA:Pr5.1.5a

VA:Pr6.1.5a

VA:Re.7.1.5a

VA:Re.7.2.5a

VA:Re8.1.5a

VA:Re9.1.5a

VA:Cn10.1.5a

VA:Cn11.1.5a