Roanoke County Schools Sixth Grade Art Curriculum Overview * Emphasis * SOL * Instructional Units

Overview:

Upon completion of the Sixth Grade Art Program the student will:

I.    Perceive and understand:

A.  environmental objects B.  the effect of light on three-dimensional objects C.  movement and linear direction is created by an element of design D.  linear density E.  tertiary colors (primary and secondary colors) F.  color harmony using warm and cool colors G.  color value H.  tactile and visual texture with appropriate media and techniques I.    the concept of picture planes J.   balanced design emphasizing negative space K.  aerial and linear perspective L.   translation of three-dimensional forms on a two- dimensional surface M.  incorporation of the elements of art N.  variety in organic and geometric shapes O.  the illusion of movement or direction in a design P.  symmetrical and asymmetrical balance Q.  dominance as a focal point

II.    Appreciate and be aware of:

A.  the contributions of artists to society B.  styles of art during the 20th century C.  the use, impact and affect of graphic and electronic communication

III.    Possess a knowledge of:

A.  color wheel B.  elements of art C.  principles of design D.  rendering a three-dimensional object on a two-dimensional surface E.  aerial and linear perspective F.  ceramic processes G.  basic graphic design

IV.   Create:      

V.    Produce art work and demonstrate ability of:

VI.    Develop evaluative processes by:

Emphasis:

The standards for grade six emphasize exploration. Using the elements of art and the principles of design as a framework, students investigate a variety of experiences and concepts. Students explore various two-dimensional and three-dimensional art media using a variety of expressive and technical approaches. Students are brought to understand the factors that distinguish artistic styles that clarify the role of art in American culture. Through critical examination, students will determine how artists convey meaning through the use of forms, media, and symbols. Students will test and develop their own ideas regarding the nature of art and will encounter philosophical and ethical questions. Upon the successful completion of the visual arts standards for grade six, students will possess the skills that will allow them to evaluate the effects of various influences on the discipline of the visual arts.

Standards of Learning Objectives:

Visual Communication and Production

6.1       The student will solve design problems using color relationships selected from the color wheel.

6.2       The student will use the principles of design to express ideas and create images, including proportion, rhythm, balance, emphasis, variety, and unity.

6.3       The student will use one-point perspective to create the illusion of depth in a two-dimensional drawing.

6.4       The student will use visual memory skills to produce a work of art.

6.5       The student will use appropriate art media and techniques to create both visual and tactile textures in works of art.

6.6       The student will use chiaroscuro to create the illusion of form in a work of art.

6.7       The student will produce a kinetic work of art.

6.8       The student will utilize fantasy as a means of expression in works of art.

6.9       The student will create original works of art using computer graphics and computer-generated text.

Cultural Context and Art History

6.10    The student will identify the components of an artist’s style, including materials, design, methods, and subject matter.

6.11    The student will identify major art movements in American culture from 1877 to the present, with emphasis on relating major art movements to changes in science and technology.

6.12    The student will identify the contributions of artists to society.

Judgment and Criticism

6.13    The student will discuss the ways that art can be persuasive.

6.14    The student will discuss the elements of art, the principles of design, art techniques, and art media as they influence meaning in works of two-dimensional and three-dimensional art.

6.15    The student will demonstrate inquiry skills and appropriate art vocabulary for:

1.      Describing works of art;

2.      Responding to works of art;

3.      Interpreting works of art; and

4.      Evaluating works of art.

6.16    The student will discuss the ideas and emotions expressed in works of art using appropriate art vocabulary.

6.17    The student will identify the relationship between art processes and final solutions.

6.18    The student will identify and examine ethical standards in the use of

1. Print and digital images;

2. Materials protected by copyright; and

3. Information technology.

Aesthetics

6.19    The student will respond to works of art and analyze responses in terms of cultural and visual meaning.

6.20    The student will generate philosophical questions regarding meanings in works of art.

6.21    The student will describe the manner in which the belief systems of a viewer may influence contemplation of works of art.

6.22    The student will explain orally and in writing, the means by which visual art evokes sensory and emotional responses.

 

Instructional Units :

Includes Art SOL, correlation with core subject SOL, vocabulary, program of study and book reference (example images and Internet resources to be added)

Art Styles    I   Ceramics   I    Color Theory    I   Drawing / Painting
Elements of Art and Principles of Design   I   Graphic Design    I   Perspective

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