Open vision bar
Kindergarten Visual Art Curriculum

Hager & Crabbe Elementary School 

Kindergarten Art Curriculum

“Literature & Art”
 

Month

Unit Objectives/
Big Ideas

Essential Questions

National Core Arts Standards, Visual Arts

Competencies

Vocabulary

August

 

(ART IS A) LANGUAGE

 

  1. What is art?
  2. In what ways can art speak to a viewer?
  3. How do artists use the language of art to communicate?
  4. What can art tell us?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will be introduced to proper handling of materials and equipment management
  • Students will be able to define art as anything created or made

 

ART

LINE

SHAPE

COLOR

September

EXPLORING (ART AS A LANGUAGE)

 

  1. What can art tell us?
  2. What can we tell others through our artwork?
  3. How can we use our emotions in artmaking?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

 

  • Students will create artworks that evoke a specific (intended or unintended) emotion

 

ART

LINE

SHAPE

COLOR

MOOD

EMOTION

October

EXPRESSION (IN ART)

  1. How can we use our emotions in artmaking?
  2. What can we do to express our feelings in art?
  3. What do artists do or show to express themselves in their art?
  4. How can different shapes, colors, or lines express a feeling or mood?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will create artworks that evoke a specific (intended or unintended) emotion
  • Students will view works of art and “decode” expressions of emotion within them—specifically looking at line, shape, and color

 

EMOTION

MOOD

EXPRESSION

LINES

SHAPES

COLORS

BRUSHSTROKES

VINCENT VAN GOGH

CONCENTRIC CIRCLES

WASSILY KANDINSKY

November

FANTASY & REALITY
(IN ART)

  1. How do we know if an artwork shows fantasy or reality?
  2. What is the difference between fantasy and reality?
  3. Can an artist mix fantasy and reality? How?
  4. What choices do artists make before creating a work of art?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will practice deciphering elements of works of art and categorizing them as fantasy, reality, or both
  • Students will plan before beginning to create an artwork that shows aspects of fantasy, reality, or both

FANTASY

REALITY

PLAN

 

December

INTRODUCTION TO ILLUSTRATION

  1. What is an illustration?
  2. Where can illustrations be found?
  3. What do illustrations show?
  4. How do illustrators choose what moments of a story to illustrate?
  5. How do words and illustrations work together to tell a story?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will define illustration as an artwork or imagery that accompanies a piece of writing—book, poem, etc.
  • Students will view examples of illustrations and explain how they function and serve a purpose

 

ILLUSTRATION

ILLUSTRATOR

PURPOSE

 

 

January

(ILLUSTRATING) OUR WORLD

  1. In what ways can our everyday life inspire our artwork?
  2. How can illustrations (or other works of art) help us understand the world around us?
  3. Can illustrations (or other works of art) change the way you feel about something? How?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will use an existing work of art to make inferences about a topic or event
  • Students will identify parts of a book—cover, title page, illustrations, and story

 

ILLUSTRATOR

ILLUSTRATION

AUTHOR

STORY

COVER

TITLE PAGE

 

 

 

February

(ILLUSTRATING) CHANGE, TIME, & SEASONS

  1. In what ways can an artwork or illustration show a change of time or season?
  2. How can the activities or weather conditions shown in an artwork or illustration give us clues about what season or time it is portraying?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will use an existing work of art to infer time and place (setting)
  • Students will create an artwork or series of artworks that portray change, time, or seasons
  • Students will take on the role of both author and illustrator

 

SEASONS

AUTHOR

ILLUSTRATOR

SETTING

 

March

HEROES & VILLAINS

  1. What makes someone a hero or villain?
  2. How can art give us clues about a person’s character?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will specify traits that correlate with heroic and villainy characters
  • Students will analyze works of art featuring heroes or villains as subjects

 

HERO

VILLAIN

CHARACTER

 

 

 

 

April

FOOD & ART

 

  1. What can we learn about an artist based on their choice in subject matter?
  2. What makes an artwork “good”?
  3. Where do artists get their ideas?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will compare and contrast two artists’ bodies of work
  • Students will create observational artworks based on an artist’s body of work

 

WAYNE THIEBAUD

NANDA PALMIERI

REALISTIC

ABSTRACT

SUBJECT

 

May & June

COHESION & UNITY

  1. How do parts of an artwork work together to make a unified image?
  2. How can artists plan to make an artwork that is cohesive and unified?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka

  • Students will analyze works of art, emphasizing on cohesiveness or unity in terms of shapes, colors, balance, and symmetry
  • Students will create an artwork that focuses on unity and symmetry

 

ERIC CARLE

FAITH RINGGOLD

GEE’S BEND

QUILTMAKERS

UNITY

COHESION

SYMMETRY

ASYMMETRY

COLOR

SHAPE

LINE

REPETITION

BALANCE

All Year

LITERATURE & ART

  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
  7. handling materials, tools, and equipment?
  8. How do artists grow and become accomplished in art forms?

How does learning about art impact how we perceive the world?

VA:Cr1.1.Ka

VA:Cr2.1.Ka

VA:Cr2.2.Ka

VA:Cr2.3.Ka

VA:Cr3.1.Ka

VA:Pr4.1.Ka

VA:Pr5.1.Ka

VA:Pr6.1.Ka

VA:Re.7.1.Ka

VA:Re.7.2.Ka

VA:Re8.1.Ka

VA:Re9.1.Ka

VA:Cn10.1.Ka

VA:Cn11.1.Ka