Art

Overview

Students in grades first through fifth will attend art class once a week for 50 minutes.

The Loudoun County Public Schools Art Curriculum provides an instructional framework in various art disciplines and art history.  These disciplines include: Drawing, Painting, Printmaking, Sculpting, Assembling and Imaging. This framework, along with the Virginia State Standards of Learning for Art and the National Standards for Arts Education, are used to design lessons for the art instruction of your child. 

Assessment in Art

How is my child graded in art?
It is important to know and understand that everyone is an artist!

Below are the assessment descriptors and an explanation of the assessment you will find on your student's report card. 

The assessment descriptors on the report card are:
4-(E) Exceeds Standard
3-(M) Meets Standard
2-(P) Progressing to Standard
1-(B) Below Standard

Each art exploration involves a defined set of skills.  Individual assessments for each product are based on a rubric for the project; students are made aware of the individual expectations through classroom discussions.  The report card grade indicates a summary for all the skills taught within that quarter.

4 - (E) Exceeds Standard                                  

Your student consistently takes the lesson content and goes creatively further in their expression, independently.

  Student is demonstrating:

  • All Skills Independently

  • Levels of Risk-taking

  • Excellent Craftsmanship

  • High Level of Aesthetics (artistic judgement & choice)

  • Understanding & Implementation of Constructive Criticism (teacher, peer & self)

3 - (M) Meets Standard                                    

Your student is fulfilling the content requirements.

 Student is demonstrating:

  • Most Skills Independently

  • Good Craftsmanship

  • Knowledge of Aesthetics (artistic judgement & choice)

  • Acceptance of Constructive Criticism (teacher, peer or self)

2 - (P) Progressing to Standard                          

Your student is beginning to demonstrate the content requirements; the skill may be more difficult and require further practice.

  Student is demonstrating:

  • Skills with Significant Peer/Teacher Assistance

  • Developing Craftsmanship

  • Developing Knowledge of Aesthetics (artistic judgement & choice)

  • Developing Acceptance of Constructive Criticism (teacher, peer or self)

1 - (B) Below Standard                                    

Your student is not yet able to or refuses to demonstrate the lesson content without significant instructional support.

  Student is demonstrating:

  • Little to No Understanding of Skills

  • Little to No Concern of Craftsmanship

  • Little to No Knowledge of Aesthetics (artistic judgement & choice)

  • Little to No Acceptance of Constructive Criticism (teacher, peer or self)

Sketchbook Ideas

1. Draw what you would see while looking through a telescope. Use the entire paper.

2. Draw what you would see if you were laying on the floor in this room looking up to the ceiling. Use the entire paper.

3. Draw what you would see if you were laying on the ground outside looking up at the sky. Fill the paper with your sky drawing.

4. A shoe company has asked you to design their newest basketball shoe. Draw your new basketball shoe the size of the paper.

5. Draw objects that are on your bedroom floor right now. Fill the paper with as many objects as you can remember.

6. Draw what you think a T.V. will look like in the future. Fill the paper by placing your TV in a room of the future.

7. Draw a scene from your favorite movie. Use the entire paper.

8. Draw a scene from your favorite television show. Use the entire paper.

9. Draw what you think a schoolroom looked like 100 years ago. Use the entire paper to draw the classroom.

10. Draw what you think a school looked like in the 1700’s when George Washington was president. Use the entire paper to draw the classroom.

11. Draw what you think school will be like in the year 3000. Use the entire paper to draw the classroom.

12. Draw what you think cars will look like in the year 3000. Use the entire paper.

13. Invent a new kind of car that you might drive when you grow up? Draw and color the car, give it a name, and write that name on your paper. Use the entire paper.

Art Curriculum