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Grade One

The standards for grade one continue to emphasize that the visual arts are about ideas. Development continues in cognitive, sensory, affective, and motor domains. The standards continue to emphasize the language of art. Art production focuses on increased communication, self-expression, and the depiction of stories and events. Students will learn that people have different responses to the visual arts.

Visual Communication and Production

1.1    The student will recognize and discuss various solutions to a single art problem.

1.2    The student will use the senses of sight, touch, and hearing as inspirations for works of art.

1.3    The student will identify and use

1. primary colors—red, blue, and yellow;
   2.    line and line variations—zigzag, dotted, wavy, and spiral;
   3.    texture—visual and tactile;
   4.    shape—geometric and organic; and
   5.    patterns—alternating and repeating.

1.4    The student will create works of art inspired by stories, poems, and themes.

1.5    The student will create art from real and imaginary sources of inspiration.

1.6    The student will use personal experiences and simulated situations as subject matter in works of art.

1.7    The student will demonstrate the ability to recognize size relationships in works of art.

1.8    The student will develop eye/hand coordination by drawing and constructing.

1.9    The student will observe and depict plants, animals, and people in a landscape work of art.

1.10    The student will use motor skills to weave, tear, and otherwise manipulate art materials.

Cultural Context and Art History

1.11    The student will describe and discuss similarities and differences between various careers in the visual arts.

1.12    The student will recognize and describe how art is an integral part of one’s own culture.

1.13    The student will identify and describe works of art that communicate feelings, ideas, and information.

1.14    The student will identify American cultural symbols and events depicted in art.

Judgment and Criticism

1.15    The student will discuss why viewers may have different responses to works of art.

1.16    The student will view works of art and describe similarities and differences between them.

1.17    The student will describe and discuss the visual qualities and content of works of art, using an art vocabulary.

Aesthetics

1.18    The student will discuss the reasons why works of art have value.

1.19    The student will express a point of view regarding what art is and what purpose art serves.

1.20    The student will describe and discuss ideas and emotions communicated in works of art.

Grade Two

The standards for grade two focus on the acquisition of a reservoir of ideas for art making. Students will acquire ideas from their own experiences, their school, their communities, the environment, and the art of other cultures. Students will express these ideas, using an increasing variety of art materials, skills, techniques, and processes.

Visual Communication and Production

2.1    The student will investigate various solutions to a single visual arts problem.

2.2    The student will incorporate unanticipated results of art-making into works of art.

2.3    The student will use literary sources to generate ideas for works of art.    

2.4    The student will identify and use

1. secondary colors—orange, violet, and green;
   2.    shapes—geometric and organic;
   3.    three-dimensional forms—cube, cylinder, sphere, pyramid, and cone; and
   4.    pattern—complex, alternating, and repeating.

2.5    The student will use environmental themes and historical events as inspiration for works of art.

2.6    The student will create a work of art from observation.

2.7    The student will depict objects in proportion within a work of art.

2.8    The student will collaborate with others to create a work of art.

2.9    The student will identify and use a variety of sources for art ideas, including nature, people, images, imagination, and resource materials.

2.10    The student will create a three-dimensional work of art, using a variety of materials.

2.11    The student will create a work of art by manipulating clay.

Cultural Context and Art History

2.12    The student will recognize the careers related to the media they have studied.

2.13    The student will compare the art, artifacts, and architecture of other cultures with that of their own culture.

2.14    The student will identify symbols from various cultures.

2.15    The student will identify art from other cultures, including Ancient Egypt, Ancient China, and American Indians (First Americans).

Judgment and Criticism

2.16    The student will express opinions with supporting statements regarding works of art.

2.17    The student will categorize works of art by subject matter, including portrait, landscape, and still life.

2.18    The student will distinguish between natural objects and objects made by man in the environment.

2.19    The student will interpret ideas and feelings expressed in personal and others’ works of art.

Aesthetics

2.20    The student will discuss local public art and its value to the community.

2.21    The student will describe the meanings and feelings evoked by works of art.

2.22    The student will discuss the ways that the art of a culture reflects its people’s attitudes and beliefs.
 
Grade Three

The standards for grade three emphasize learning through inquiry. Students will examine aspects of the artistic process: idea generation, problem solving, and self-assessment. Students will investigate the integral role of art and architecture within ancient cultures, and they will combine knowledge of ancient art and architecture, effective artistic processes and skills, and a variety of ideas to produce works of art.

Visual Communication and Production

3.1    The student will identify innovative solutions used by artists to solve visual problems.

3.2    The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship.

3.3    The student will develop art ideas from a variety of sources, including print, non-print, and technology.

3.4    The student will identify and use

1. intermediate colors;
   2.    warm and cool colors;
   3.    positive and negative space;
   4.    balance—symmetry and asymmetry;
   5.    pattern—extend the sequential structure, using motifs; and
   6.    contrast.

3.5    The student will compare, contrast, and use organic and geometric shapes in works of art.

3.6    The student will create a functional object that reflects the contributions of Greco-Roman civilizations, as found in artifacts.

3.7    The student will create the illusion of depth on a two-dimensional surface, using overlapping, size variation, and placement in the picture plane.

3.8    The student will identify and use foreground, middle ground, and background in two-dimensional works of art.

3.9    The student will identify and use architectural forms (e.g., cube, cylinder, sphere, pyramid, cone).

3.10    The student will produce a work of art that communicates feelings.

3.11    The student will create a work of art in clay, using the coil-building process.

Cultural Context and Art History

3.12    The student will identify and discuss common characteristics in various art careers (e.g., painter, sculptor, illustrator, visual art teacher).

3.13    The student will discuss how history, culture, and the visual arts influence each other.

3.14    The student will identify distinguishing characteristics of landscape, seascape, and cityscape.

3.15    The student will compare and contrast architectural styles of ancient cultures, including Greece and Rome.

3.16    The student will identify and examine objects of the early West African empire of Mali.

3.17    The student will identify how works of art reflect times, places, and cultures.

3.18    The student will explain the role of archaeology in learning about the art of past cultures.

Judgment and Criticism

3.19    The student will examine and discuss why works of art have been interpreted in different ways throughout history.

3.20    The student will describe the problem-solving process involved in producing personal works of art, using appropriate art vocabulary.

3.21    The student will discuss the difference between art and other types of objects, using appropriate art vocabulary.

3.22    The student will analyze works of art by subject matter, including portrait, landscape, still life, and narrative.

3.23    The student will express informed judgments about works of art.

3.24    The student will analyze works of art for the use of

1. rhythm;
   2.    balance—symmetry and asymmetry; and
   3.    spatial relationships—overlapping, size, proportion, and placement.

Aesthetics

3.25    The student will examine the relationship between form and function in the artifacts of a culture.

3.26    The student will identify common attributes in works of art produced by artists within one culture.    

3.27    The student will determine why art has value.

3.28    The student will develop and describe personal reasons for valuing works of art.
 
Grade Four

The standards for grade four continue to emphasize the elements of art and the principles of design as the basic building blocks for art appreciation and production. Students will explore a range of materials and subject matter. Emphasis is on the importance of historic events and environment in Virginia from colonial times to the present. Students will examine the influence of the past on contemporary culture.

Visual Communication and Production

4.1    The student will research and generate ideas for creating works of art, using discussion.

4.2    The student will use thumbnail sketches to document thought processes when creating works of art.

4.3    The student will create a work of art that uses themes, ideas, and art forms from the past.

4.4    The student will identify and use the characteristics of color, including hue, tint, shade, and intensity.

4.5    The student will identify and use variety, repetition, and unity in a work of art.

4.6    The student will identify and use a variety of lines in a work of art.

4.7    The student will describe and use hand-building techniques, including the slab method, to make a ceramic work of art.

4.8    The student will identify positive and negative space in works of art.

4.9    The student will use contour drawing, perspective drawing, and shading techniques to create a work of art that depicts a three-dimensional object on a two-dimensional surface.

4.10    The student will create abstract works of art.

Cultural Context and Art History

4.11    The students will identify and discuss a variety of art careers (e.g., potter, weaver, glassmaker, jeweler, local community artist).

4.12    The student will compare and contrast abstract and realistic works of art.

4.13    The student will recognize, compare, and contrast the characteristics of diverse cultures in contemporary works of art.

4.14    The student will identify and describe the influences of ancient cultures on Early American architecture.

4.15    The student will examine the roles of crafts and artisans in Colonial Virginia.

4.16    The student will investigate artists and their work, using research tools and procedures.

Judgment and Criticism

4.17    The student will interpret works of art for multiple meanings.

4.18    The student will analyze works of art based on visual properties.

4.19    The student will compare and contrast abstract, representational, and nonrepresentational works of art.

4.20    The student will identify and investigate ways that works of art from popular culture reflect the past and influence the present.    

4.21    The student will support the selection of a work of art, using appropriate art vocabulary.

4.22    The student will compare and contrast works of art by genre.

Aesthetics

4.23    The student will discuss how criteria used to value art may vary from one culture to another.

4.24    The student will discuss how personal beliefs influence responses to works of art.

4.25    The student will formulate questions about works of art.

4.26    The student will select a preferred work of art from among others and defend the choice, using appropriate art vocabulary.
 
Grade Five

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 will gain fluency in using and understanding 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 create repeating patterns, using translation (slide), reflection (flip), and rotation (turn).

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

5.6    The student will develop ideas for works of art by brainstorming, conducting research, and making preliminary sketches.

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

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

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

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

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

5.12    The student will express ideas through artistic choices of media, techniques, and subject matter.

5.13    The student will use technology to produce a work of art.

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

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

5.16    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

5.17    The student will describe and discuss various commercial art careers (e.g., product designer, fashion designer, graphic artist, photographer).

5.18    The student will compare contemporary and historical art and architecture.

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

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

5.21    The student will identify and discuss how American historical events influenced works of art, with emphases on westward expansion and the Civil War.

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

Judgment and Criticism

5.23    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.

5.24    The student will discuss an artist’s point of view based on evidence from written sources.

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

5.26    The student will analyze works of art based on visual properties and historical context.

5.27    The student will apply specific criteria to assess a finished product.
Aesthetics
5.28    The student will discuss the role of art and artists in society.

5.29    The student will discuss how criteria used to value art within a culture vary over time.

5.30    The student will describe a valued object within present-day culture in terms of aesthetic preferences.

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