Ms. Dickinson

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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.

Grade Six
The standards for grade six emphasize exploration. Using the elements of art 
and the principles of design as a framework, students will investigate a 
variety of experiences and concepts. Students will explore various two-
dimensional and three-dimensional art media, using a variety of expressive 
and technical approaches. Students will understand the factors that 
distinguish artistic styles and 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.
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, including proportion, 
rhythm, balance, emphasis, variety, and unity, to express ideas and create 
images.

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 depict the proportional relationships among the 
parts of the human body or among other objects.

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

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

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

6.8	The student will produce a kinetic work of art.

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

6.10	The student will use computer graphics and computer-generated text 
to create original works of art.
Cultural Context and Art History
6.11	The student will describe and discuss various types of collaborative 
art careers (e.g., architect, motion picture producer, animator, Web page 
designer, interior designer).

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

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

6.14	The student will identify how artists contribute to society.
Judgment and Criticism
6.15	The student will discuss the ways that art can be persuasive.

6.16	The student will explain how the elements of art, the principles of 
design, art techniques, and art media influence meaning in works of two-
dimensional and three-dimensional art.

6.17	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.

6.18	The student will interpret the ideas and emotions expressed in works 
of art, using appropriate art vocabulary.

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

6.20	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
6.21	The student will respond to works of art and analyze those responses 
in terms of cultural and visual meaning.

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

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

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

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Ms. Dickinson

Art SOL's