Buffalo Public SchoolsArt Education Department

5th Grade Visual Arts Curriculum

NYS Visual Arts Standards5th grade

5th Grade CR Creating

VA:Cr1.1.5 a. Combine ideas to generate an innovative idea for artmaking.

VA:Cr1.2.5 a. Identify and demonstrate diverse strategies for artistic investigation to choose an approach for beginning a work of art.

VA:Cr2.1.5 a. Experiment and develop skills in multiple artmaking techniques and approaches through practice.

VA:Cr2.2.5 a. Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment. b. Consider responsible and respectful practices when using other artists' work for inspiration, and when sharing artistic work via technology.

VA:Cr2.3.5 a. Document, describe, and represent constructed environments of regional or historical significance.

VA:Cr3.1.5 a. Create artist statements by using art vocabulary to describe personal choices in artmaking.

PR Processing

VA:Pr4.1.5 a. Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork.

VA:Pr5.1.5 a. Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork.

VA:Pr6.1.5 a. Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.

Re Responding

VA:Re7.1.5 a. Compare one's own interpretation of a work of art with the interpretation of others.

VA:Re7.2.5 a. Identify and analyze cultural associations suggested by visual imagery.

VA:Re8.1.5 a. Interpret art by referring to contextual information and analyzing subject matter, characteristics of form, and use of media.

VA:Re9.1.5 a. Develop and apply relevant criteria to evaluate a work of art.

Cn Connecting

VA:Cn10.1.5 a. Generate a collection of ideas reflecting current interests and concerns that could be investigated in artistic work.

VA:Cn11.1.5 a. Explore how works of art and design contribute to the quality of life within a culture.

VA:Cn11.2.5 a. Apply design thinking strategies to identify a problem within the community, and create and document various solutions.

NYS Common Core Standards

ELA MATH

5th Grade

Critical Thinking

• Transform personal experiences into original artwork using the elements and principles of art• Recognize, describe and interpret the relationship between an element or principle of art and its

specific artistic purpose• Develop and apply relevant criteria to critique, defend and support student preference for an

artwork using age-appropriate art vocabulary• Begin to identify simple art theories and processes based on the elements and principles of art• Use and manipulate tools and materials independently in an age-appropriate manner that dis-

plays increase in skill development• Begin to discuss how artists express themselves and their cultural identities through their

artwork• Compare and contrast artworks of a similar theme from various periods and cultures• Assess and compare/contrast different cultural styles in artwork that reflect people’s values and

beliefs

Vocabulary:

Overview of the Visual Arts

Objectives

• Explain the rules and procedures of the art room• Review concepts from fourth grade curriculum• Recognize, define and use art vocabulary and phrases

when discussing and describing art work• Identify and define the Elements of Art• Develop and use a sketchbook for concept building,

writing exercises, and reflection• Create a representational image of self to be used as a

baseline for assessment of skills and knowledge

Outcomes

Students will use a sketchbook. Students will have produced at least one artwork that depicts a symbolic or actual representation of the student at the end of this unit

Sketchbook Thumbnail Sketch Critique Observe Analyze Reflection

5th Grade

Art History and Cultural Contributions

The historical significance of each art project will be an integral part of every lesson throughout the academic school year.

Objectives

• Discuss the historical significance of art in our lives

• Compare and contrast themes in artwork using historical and cultural context

• Research and discuss specific artists, art movements, and cultures throughout history and the world

• Apply research skills and strategies to create a product on a cultural group or tradition

• Demonstrate critiquing skills and strategies when looking at and talking about art

• Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork.

• Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.

• Compare and contrast diverse cultural groups and traditions that have inspired art creation

Outcomes

Students will be able to compare and contrast at least two cultural groups and traditions found in the arts. Students will be able to recall and refer to at least one historically significant aspect of an art project. Students will complete one research project based on a cultural group or tradition.

Vocabulary:Cultural Exhibition Movement Tradition Periods

5th Grade

End of Year Expectations

• Apply self-reflection strategies to improve art skills and art concepts Incorporate, identify and discuss Elements and Principles in relation to subject matter, themes, and artwork

• Make decisions using Elements and Principles to effectively communicate their ideas • visually• Use a variety of art materials and resources that are developmentally appropriate• Select art materials that best achieve student’s artistic intent• Create various artworks based on age-appropriate themes • Develop an understanding of the relationship between regional cultures and art• Think critically to solve problems independently during the creative process • Develop a logical argument for safe and effective use of materials and techniques for

preparing and presenting artwork.• Describe, analyze, interpret and evaluate the art work of others • Observe, analyze, and evaluate art work in small and large groups• Demonstrate growth in developmentally appropriate art understandings, which include

progression towards mastery in art skills, application of art techniques, use of academic art vocabulary, and concept building

Assessment and Portfolio Review

Objectives

• Complete all projects that may have been assigned

• Participate in a collaborative artistic display of their work

• Explain and discuss how they created their artwork through a written artist statement

• Relate and reference their artwork to art history• Reflect on the meaning or their feelings about

their work verbally and through writing

Outcomes

Students should have produced at least six art pieces for their portfolio indicating mastery of all curriculum components at the 5th grade level. The portfolio should include evidence of the techniques, concepts, cultural connections, art history, and thinking skills developed through instruction over the year.

Artist:

Textbook Alignment

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Objectives

Textbook Alignment

Outcomes

Drawing

U1, L1, pg 8L4, pg 14L5-9, pgs 16-25L12, pg 30

• Create artwork using a variety of materials and age-appropriate media

• Analyze, describe and evaluate how proportion and scale are related in art

• Apply Elements of Art and Principles of Design to create an artwork using proportion and scale

• Use developmentally appropriate drawing techniques and skills in an efficient and effective manner

• Incorporate self-developed concepts in art work

Students will have produced at least one drawing that uses proportion and scaleeffectively and properly using the Elements of Art and Principles of Design in an

artwork at the end of this unit.

CaricaturesArchitecture Elements of artPrinciples of designProportionScale

Salvador Dali

Artist:

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Objectives

Textbook Alignment

Outcomes

Painting

U1, L13, pg 32L14&15, pg 34-37

U2, L16&17, pgs 42-45L19&20, pgs 48-51

• Use brushes appropriately when applying paint

• Draw a preliminary image with the intention of painting within that drawing

• Use the color wheel as a tool to deter-mine color combinations and schemes

• Name and define complementary colors, tertiary colors, and neutral colors

• Use color theory in creating art• Demonstrate ability to apply a variety of

age-appropriate painting techniques • Use color and brushstroke to in a scaled

landscape• Incorporate self-developed concepts in

art work

Students will produce at least 1 scaled landscape painting indicating an ability to use color theory and age-appropriate techniques effectively and properly at the end of this

unit.

ComplementaryNeutralTertiary

Color schemeScale

OpaqueTransparent Diluted

Landscape

Claude Monet

Artist:

Textbook Alignment

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Objectives

Textbook Alignment

Outcomes

U2, L24, pg 58

U4, L46-50, pgs 110-119L54, pg 126

ProportionScaleForm

ConceptArchitecture

FaçadeModel

Architect

• Identify and define landscape architecture • Research, analyze and discuss how landscape

architects plan space and consider environment in their design

• Analyze and assess how landscape architects use the Principles of Design in their designs

• Effectively use age-appropriate materials, media and techniques when creating a model for a land-scape design

• Work in teams to brainstorm and develop con-cepts to create a landscape design

• Apply design thinking strategies to identify a problem within the community, and create and document various solutions.

• Document, describe, and represent constructed environments of regional or historical signifi-cance.

• Incorporate self-developed concepts in art work

Students will produce at least 1 model of a landscape design, individually or in teams, indicating an ability to effectively use materials and the Principles of Design at the end of

this unit.

Frederick Law Olmsted

Mixed Media and Crafts

Artist:

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Objectives

Textbook Alignment

Outcomes

U3, L42, pg 98

U4, pg 108-109L56, pg 130L57-60, pgs 132 - 139

• Use age-appropriate materials and tools • related to mixed-media and crafts to create a

product• Practice various clay techniques (slab, pinch,

coil, etc.)• Develop concepts based on the Elements of

Art and Principles of Design• Analyze pottery and other clay vessels from

various cultures that stimulate discussion around function and form

• Explore how works of art and design contribute to the quality of life within a culture.

• Create a clay vessel that uses the Elements of Art and the Principles of Design and that demonstrates form and function

• Incorporate self-developed concepts in art work

OverlappingConstruction

BondingSlip SlabScore CoilPinch Kiln

Air-dryGlaze

Students will produce at least 1 clay vessel that demonstrates understanding of form and function using simple construction techniques and indicates an ability to effectively

and properly use Elements of Art and Principles of at the end of this unit.

American Folk Art Face Jugs

Three- Dimensional Work

Artist:

Textbook Alignment

5th GradeVo

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Objectives

Textbook Alignment

Outcomes

Graphic Arts

U3, L42, pg 98L39, pgs 92-97

U4, L43, pg 124

• Identify the graphic arts and define its purpose while considering responsible and respectful practices when using other artists’ work for inspiration, and when sharing artistic work via technology.

• Use a variety of age-appropriate materials, tools, and media use to create graphic arts design

• Create a monoprint graphic arts piece that effectively uses the Elements of Art and the Principles of Design

• Incorporate writing in the development of a graphic arts piece

• Describe and discuss which Elements of Art and Principles of Design they chose in their graphic art piece and explain why they chose them

Elements of artPrinciples of design

MonoprintPlate

BrayerEmphasis

Students will produce at least 1 monoprint indicating an ability to effectively use appropriate tools and techniques the Elements of Art and Principles of Design at the

end of this unit.

Hokusai