| Art - Grade One |
| Standard: A. Visual Memory and Knowledge
Benchmark: A.1.1 Develop a basic mental storehouse of shapes
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| Benchmarks - Art Grade One - click here to open the Benchmark document which contains Power Benchmarks, Skills, Vocabulary |
| Skills: |
Strategies/Activities/Assessments: |
Resources/Teaching Tools: |
| D - Observe a variety of images |
- Students will view visual images from a variety of sources in media and in their environment
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- Prints, books, SMART Boards, websites, dvds, and online art galleries
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| D - Explore famous artists and their works |
- Student will view images of the work of past and present artists
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
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| Standard: A. Visual Memory and Knowledge
Benchmark: A.1.2 Learn basic vocabulary related to their study of art
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D -
Use art vocabulary to describe art materials and processes
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- Students view Word Wall presentation
- Visual Presentation of media skill steps
- Teacher demonstration of skills and process
- Students create projects with a variety of materials
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- Vocabulary display/Word Wall
- Art Product visuals
- Art Process visual/dvd
- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: A. Visual Memory and Knowledge
Benchmark: A.1.6 Know that art is a basic way of thinking and communicating about the world |
| B - Know that objects in the world can include basic shapes |
- Identify shapes seen in images of the world and our community
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
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| B - Identify art in their community |
- Brainstorm examples of art in our community
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- SMART Boards, Online art resources
- Teacher-created photographic display of local public art
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Standard: B. Art and Design History, Citizenship, and Environment
Benchmark: B.1.2. Recognize form and expressive qualities of art and design change from culture to culture and artist to artist
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| B - Recognize differences in art between two different cultures or artists |
- View images of art from two different cultures, noticing difference of materials and style
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
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Standard: B. Art and Design History, Citizenship, and Environment
Benchmark: B.1.4 Know that art is influenced by artists and cultures |
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B - Identify characteristics of cultures and artists
B - Know that art is created by cultures, materials available influence the qualities of the art
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- Compare and contrast the art of two different cultures for the presence of certain elements of art (i.e. line, shape, color qualities)
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
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Standard: B. Art and Design History, Citizenship, and Environment
Benchmark: B.1.5 Understand that their choices in art are shaped by their own culture and society |
| B - Compare art of two different cultures |
- Compare and contrast the art of two different cultures, categorize the subjects portrayed
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
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Standard: C. Visual Design and Production
Benchmark: C.1.1 Explore the elements and principles of design |
| D - Produce art that includes line, shape, and color - Q2 |
- Students will produce a work of art with line, shape and color in either a warm/cool or primary/secondard color scheme
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- Teacher-generated examples
- Teacher models skills and work process
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| D- Identify form, texture, value |
- Students will explore and identify the difference between visual and actual texture, and how pattern relates to visual texture
- Students will creante a sculpture with form and texture
- Students will use shading in a drawing
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: C. Visual Design and Production
Benchmark: C.1.5 Look at nature and works of art as visual resources |
| D - Know that subjects of art include nature (i.e., animals, plants, environment) |
- Student will view art with natural themes
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
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| D - Understand that the sky and land meet at the horizon line |
- Students will create a landscape drawing that includes a horizon line
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: C. Visual Design and Production
Benchmark: C.1.6 Use sketching to develop ideas for their artwork |
| D - Draw a simple picture from their own ideas |
- Sketch to produce drawing ideas
- Choose one sketch and develop into a finished drawing with detail
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- Teacher-generated examples
- Teacher models skills and work process
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Standard: C. Visual Design and Production
Benchmark: C.1.7 Use art tools effectively to create art that exhibits quality over time |
| D - Use art tools correctly (i.e., scissors, glue bottle, hands, drawing materials, supplies) |
- Teacher will demonstrate proper use of materials and tools in a demonstration.
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- Teacher models skills and work process
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Standard: C. Visual Design and Production
Benchmark: C.1.8 Explore the natural characteristics of materials and their possibilities and limitations |
| D - Follow directions to use materials appropriately |
- Teacher will demonstrate proper use of materials
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- Teacher models skills and work process
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| D - Select the appropriate tools to express their idea |
- When presented with two materials, students will make a choice for which material to use to best convey an idea.
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: C. Visual Design and Production
Benchmark: C.1.10 Develop personal responsibility for their learning and creative processes
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| D - Identify and follow set up and clean up procedures |
- Student uses classroom procedure guidelines
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- Teacher models skills and work process
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| D - Be resourceful with materials |
- Students will demonstrate respect for materials and the ability to conserve materials
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- Teacher models skills and work process
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Standard: D. Practical Applications
Benchmark: D.1.4 Learn about basic concepts in art, such as originality and symmetry
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| S -Use their own ideas rather than copying others- Q4 |
- Students will develop an original idea, and create a work of art.
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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| B - Explore symmetry in their artwork |
- Students will learn to identify formal and informal balance, and apply the knowledge to create a symmetrical design.
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: D. Practical Applications
Benchmark: D.1.5 Learn basic language used in art
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| D - Generate a value statement about a piece of artwork |
- Student will evaluate/rate examples from three styles of art, and explain why they value some styles more highly than others
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
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Standard: D. Practical Applications
Benchmark: D.1.6 Use problem-solving strategies that promote flexibility and elaboration
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| D - Work through mistakes to make their products complete |
- Student will use a mistake in a sketch to develop a new direction for the project
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- Teacher-generated examples
- Teacher models skills and work process
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| D - Extend ideas by adding details |
- Student will take a drawing or painting, and elaborate on the idea by adding detail and texture
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: E. Visual Communication and Expression
Benchmark: E.1.1 Communicate basic ideas by producing 2-D and 3-D studio art forms |
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D - Produce a 2-D work of art
B - Produce a 3-D work of art
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- Students will produce a 2-D sketch, and transform it into a 3-D sculpture
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- Teacher-generated examples
- Teacher models skills and work process
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Standard: E. Visual Communication and Expression
Benchmark: E.1.4 Communicate basic ideas by producing visual communication forms useful in everyday life, such as sketches and plans
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| B - Produce a sketch to communicate an idea visually |
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- Reproductions of artist sketchbooks
- Teacher-generated examples
- Teacher models skills and work process
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| B - Produce a plan to communicate an idea (i.e., map) |
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- Online resources, websites, SMART Boards, and online art galle
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- Teacher-generated examples
- Teacher models skills and work process
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Standard: F. Visual Media and Technology
Benchmark: F.1.1 Learn that art includes mass media, such as television, computers, and films |
| B - Recognize that art is used in mass media productions |
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- Prints, books, magazines, television, SMART Boards, websites, dvds, and movies and staplers
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Standard: G. Art and Design Criticism
Benchmark: G.1.1 Know that art communicates ideas |
| D - Create art that communicates ideas |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: G. Art and Design Criticism
Benchmark: G.1.2 Know that artwork has meanings |
| D - Share ideas about the meaning of a picture |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: H. Visual Thinking
Benchmark: H.1.1 Study the patterns and color in nature |
| D - Identify warm and cool colors |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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| B- Identify tints, shades and neutral colors |
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- Prints, books, websites, color wheel
- Teacher-generated examples
- Teacher models skills and work process
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| D - Identify patterns in nature |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: H. Visual Thinking
Benchmark: H.1.2 Use drawing to examine objects closely |
| B - Create a drawing with details (i.e., portraits with details) |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: H. Visual Thinking
Benchmark: H.1.3 Show differences among colors, shapes, textures, and other qualities of objects in their artwork |
| B - Explore difference between visual or actual texture |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
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| D - Produce art that uses a variety of colors and shapes |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
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Standard: H. Visual Thinking
Benchmark: H.1.4 Create three-dimensional forms with paper, clay, and other materials |
| D - Identify and produce a three dimensional form |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: I. Personal and Social Development
Benchmark: I.1.1 Use art to understand how they feel
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| B - Identify how they felt when they created a work of art |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: I. Personal and Social Development
Benchmark: I.1.2 Make art that shows how they sometimes feel
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| D - Use colors to express their feelings in a work of art |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: I. Personal and Social Development
Benchmark: I.1.3 Talk about feelings in a work of art |
| D - Share what they feel is happening in a work of art |
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- Teacher models skills and work process
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Standard: I. Personal and Social Development
Benchmark: I.1.4 Recognize their own feelings when they look at a work of art
Benchmark: I.1.6 Realize that creating or looking at art can bring out different feelings |
| D - Share if they like or dislike a work of art |
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- Teacher models observation of an art piece and verbal sharing about the art
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Standard: I. Personal and Social Development
Benchmark: I.1.7 Work alone and with others to develop visual ideas and objects |
| D - Cooperate with others when creating a piece of artwork |
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- Models skills and work process
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Standard: J. Cultural and Aesthetic Understanding
Benchmark: J.1.1 Explore the purposes and functions of art |
| D - Know that art is a form of self expression |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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| S- Know pictures tell stories - Q3 |
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| B - Understand that art can be functional or decorative |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
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Standard: J. Cultural and Aesthetic Understanding
Benchmark: J.1.9 Understand the difference between original artworks and reproductions |
| B - Discuss the difference between original and a reproduction of a piece of art |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: L. Visual Imagination and Creativity
Benchmark: L.1.1 Use their knowledge and personal experiences to develop ideas for artwork |
| B - Create a piece of artwork based on their knowledge and personal experience |
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- Teacher-generated examples
- Teacher models skills and work process
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Standard: L. Visual Imagination and Creativity
Benchmark: L.1.3 Explore the role that personal traits, such as independent thinking, dedication, and patience, play in creating quality art and design |
| D - Understand that art takes a long time to create |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
- Teacher-generated examples
- Teacher models skills and work process
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Standard: L. Visual Imagination and Creativity
Benchmark: L.1.5 Explore nature and designs by artists as sources for new ideas for their artwork |
| B - Explore existing artwork to generate ideas for their artwork |
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- Prints, books, websites, SMART Boards, dvds, and online art galleries
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Integration Matrix - Visual Arts and Information and Technology Literacy
Benchmarks for Visual Arts and Information and Technology Literacy
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