art 5

Roanoke County Schools

Fifth Grade Art Curriculum

Art SOL * Objectives * Instructional Strategies * Instructional Units

 

Visual Arts Standards of Learning

The standards for grade five enable students to use their knowledge and skills to synthesize information, thus allowing them to produce and respond to works of art.  Emphasis is on communication of personal values and beliefs in art appreciation and production.  Study relates to art produced by cultures from Pre-Columbian times to 1877.  Students gain fluency in the use and understanding of the elements of art and the principles of design as they relate to artistic expression and communication.

Visual Communication and Production

5.1        The student will synthesize information to produce works of art.

5.2       The student will use the primary colors and black and white to mix a variety of hues, tints and shades to create a work of art.

5.3       The student will use the elements of art:  line, shape, form, color, value, texture, and space to express ideas, images and emotions.

5.4       The student will develop ideas for works of art by conducting research, making preliminary sketches and constructing models.

5.5       The student will collaborate with others to produce a work of art that characterizes an historical time period.

5.6              The student will defend a position regarding an historical or contemporary issue through the production of a work of art.

5.7       The student will demonstrate an understanding of symbolic meanings by incorporating symbols in a work of art.

5.8        The student will use linear perspective in a work of art.

5.9        The student will emphasize spatial relationships in works of art.

5.10    The student will use art materials experimentally in expressive works of art.

5.11    The student will use a computer to produce a work of art.

5.12    The student will use three-dimensional art media to create a sculpture in the round, high relief or bas-relief.

5.13    The student will describe the changes that occur in clay during the ceramic process including plastic, leatherhard, greenware, bisque and glazeware.

5.14    The student will produce fiber art that reflects the qualities of the fiber art of another age, culture or country.

 Cultural Context and Art History

5.15    The student will compare art, architecture, and artifacts of a past culture with that of the present.

5.16    The student will identify the influences of historic events, subject matter and media in works of art.

5.17    The student will research artists from a variety of cultures and the works of art they have produced.

5.18    The student will identify and discuss how American historical events influenced works of art with emphasis on Westward Expansion and the Civil War.

5.19    The student will research, compare and contrast the art of two cultures using contemporary technology.

Judgment and Criticism

5.20    The student will compare and contrast art from various cultures and periods, including Pre-Columbian, African American, Colonial American and European using appropriate art vocabulary.

5.21    The student will discuss an artist’s point of view based on evidence perceived in works of art.

5.22    The student will compare and contrast natural and constructed environments.

Aesthetics

5.23    The student will discuss how criteria used to value art varies over time within the same culture.

5.24    The student will describe a valued object within the culture of today in terms of aesthetic preferences.

5.25    The student will articulate reasons for establishing preferences among works of art using appropriate art vocabulary.

The following SOL requirements have been adopted by Roanoke County Schools for use in addition to those previously listed: 

5.26 RC             The student will practice safety precautions when using tools.

5.27 RC             The student will properly use and care for art materials and tools.

5.28 RC          The student will demonstrate the skills ad processes necessary for painting, drawing, sculpture, printmaking, crafts, ceramics and commercial art commensurate with his developmental level.

5.29 RC             The student will expand his knowledge of art vocabulary.

Preface

Goal:  Visual Communication and Production

Objectives:    lupl

5.1        The student will synthesize information to produce works of art.

5.3       The student will use the elements of art:  line, shape, form, color, value, texture and space to express ideas, images and emotions.

5.26 RC   The student will practice safety precautions when using tools.

5.27 RC   The student will properly use and care for art materials and tools.

5.28 RC   The student will demonstrate skills and processes necessary for painting, drawing, sculpture, printmaking, crafts, ceramics and commercial art commensurate with his developmental level.

Instructional Strategies: lupl

The above objectives should be incorporated in all lessons in the fifth grade.  Concentration on the continuum of learning should be encouraged from the teacher by promoting a higher level thinking process and creativity in works of art assigned to the student.  The teacher should provide time for discussion, review and recall of information plus provide any visuals in order to promote creative thinking.  Students should be highly encouraged not to copy examples of others, but to rely on their own creativity and originality. 

Students will use computers, art prints, books and art text as resources for learning about artists and their work whenever applicable.  References made to Roanoke County’s fifth grade Art text book Portfolios by Robin Montana Turner are in parentheses throughout the units.

Safety with tools and materials is essential in the art classroom.  It is also important for students to learn correct procedures for using materials to take care of art supplies.

Instructional Units:   lupl

Page 1 - Unit One (SOL 5.2) * Unit Two (SOL 5.4) * Unit Three (SOL 5.5)
Page 2 - Unit Four (SOL 5.6) * Unit Five (SOL 5.7) * Unit Six (SOL 5.8)
Page 3 - Unit Seven (SOL 5.9) * Unit Eight (SOL 5.10) * Unit Nine (SOL 5.11)

Page 4 - Unit Ten (SOL 5.12) * Unit Eleven (SOL 5.13) * Unit Twelve (SOL 5.14)
Page 5 - Unit Thirteen (SOL 5.15) * Unit Fourteen (SOL 5.16) * Unit Fifteen (SOL 5.17)
Page 6 - Unit Sixteen (SOL 5.18) * Unit Seventeen (SOL 5.19) * Unit Eighteen (SOL 5.20)
Page 7 - Unit Nineteen (SOL 5.21) * Unit Twenty (SOL 5.22) * Unit Twenty-One (SOL 5.23)
Page 8 - Unit Twenty-Two (SOL 5.24) * Unit Twenty-Three (SOL 5.25)

 

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