Matt Smith
Visual Arts Syllabus
K5-5th Grades
The art program serves the entire school population. Students take art for 40 minute class periods with the exception of Kindergarten which is a 35 minute class. Your child visits each related arts class once a week.
The art curriculum is split into four, nine week quarters. I usually do project-based assignments rather than the normal make-and-take art class. I believe this makes for a more enriching art experience.
Students will be given the opportunity to create through language arts, science, history, math, technology, and visual arts. We will focus on the elements and principles of design. Your student will have the opportunity to have creative expression through the use of various media such as drawing, painting, sculpture, etc. Each student will use art terminology to analyze their work and that of the masters. We will also emphasize visual heritage by learning art from various cultures and artistic styles.
South Carolina Academic Standards for
Visual Arts
Each standard has different indicators for novice, intermediate and advanced levels. Levels are further divided into low, mid and high categories. However, the general content standards are as follows;
Artistic Processes: Creating- I can make artwork using a variety of materials, techniques and processes.
Anchor Standard 1: I can use the elements and principles of art to create artwork.
Anchor Standard 2: I can use different materials, techniques and processes to make art.
Artistic Processes: Presenting- I can choose and organize work that demonstrates related concepts, skills and/or media.
Anchor Standard 3: I can improve and complete artistic work using elements and principles.
Anchor Standard 4: I can organize work for presentation and documentation to reflect specific content, ideas, skills, and or media.
Artistic Processes: Responding- I can evaluate and communicate about the meaning in my artwork and the artwork of others.
Anchor Standard 5: I can interpret and evaluate the meaning of an artwork.
Artistic Processes: Connecting- I can relate artistic ideas and work with personal meaning and external context.
Anchor Standard 6: I can identify and examine the role of visual arts through history and world cultures.
Anchor Standard 7: I can relate visual arts ideas to other arts disciplines, content areas and careers.
Units of Instruction Aligned with South Carolina’s Visual Arts Standards
Kindergarten Visual Arts Map
Unit 1
Suggested Pacing: 45 days
In this unit, students will look at and use some of the elements of art to create artwork. This unit should focus on line, shape, and color. Students should be exposed to a variety of techniques such as painting, collage, sculpture and drawing. Artists such as Kandinsky, Mondrian, and Matisse are great examples to use for this area of study.
Unit 2
Suggested Pacing: 45 days
In this unit, students will explore the use of texture and space in their artwork. Students should continue to build upon their knowledge of lines, shapes, and color. Lessons should emphasize Standards 3 and 5 helping students grow in their ability to improve and evaluate their work.
Unit 3
Suggested Pacing: 45 days
In Unit 3, students will learn to present and share their artwork. Students should present and reflect on these works and their use of the materials. Students will continue to use elements from previous units and add the use of form.
Unit 4
Suggested Pacing: 45 days
In Unit 4, students should experience how the arts are connected to other areas. Students should learn about careers in art such as architect, graphic designer, or fashion designer. Students will continue to explore a variety of mediums and elements of art.
1st Grade Visual Arts Map
Unit 1
Suggested Pacing: 45 days
In this unit, students will look at and use some of the elements of art to create artwork. This unit should build on what students began to learn in Kindergarten, with more exploration of line, shape, and color. Students will use a variety of techniques such as painting, collage, sculpture and drawing. Artists such as Kandinsky, Cezanne, and Matisse are great examples to use for this area of study.
Unit 2
Suggested Pacing: 45 days
In this unit, students will explore the use of texture, space, and pattern in their artwork. Students should be introduced to using symmetry. Students should continue to build upon their knowledge of lines, shapes, and color. Lessons should emphasize Standards 3 and 5 helping students grow in their ability to improve and evaluate their work. Students should begin to be able to talk about their own work and the work of others.
Unit 3
Suggested Pacing: 45 days
In this unit, students should learn to talk about and share their work with others. Students will continue to work with the elements of art and a variety of materials. This unit should continue to build on what students know about forms.
Unit 4
Suggested Pacing: 45 days
In Unit 4, students should experience how the arts are connected to other areas. Students should learn about careers in art such as architect, graphic designer, or fashion designer. Students will continue to explore a variety of mediums and elements of art.
2nd Grade Visual Arts Map
Unit 1
Suggested Pacing: 45 days
In this unit, students will look at and use some of the elements of art to create artwork. This unit should build on what students began to learn in First grade, with more exploration of line, shape, and color. Students will be reintroduced to using symmetry in their art. Students will use a variety of techniques such as painting, collage, sculpture and drawing. Artists such as Mondrian, Pollack, and Heather Galler are great examples to use for this area of study.
Unit 2
Suggested Pacing: 45 days
In Unit 2, Students will share and talk about their artwork and the artwork of others. Students should be able to describe elements and subject matter in their own work. In this unit, students should increase their knowledge of space by using horizon lines and backgrounds in landscapes. Center of interests should be discussed.
Unit 3
Suggested Pacing: 45 days
In this unit, students should learn to talk about and share their work with others. Students will continue to work with the elements of art and a variety of materials and begin combining media. This unit should continue to build on what students know about forms.
Unit 4
Suggested Pacing: 45 days
In Unit 4, students should experience how the arts are connected to other areas. Students should learn about careers in art in our community. Students will continue to explore a variety of mediums and elements of art. This unit would be a great place to bring in design thinking standards and media arts standards.
3rd Grade Visual Arts Map
Unit 1
Suggested Pacing: 45 days
In this unit, students will review the basic elements of art of line, shape, color, value, and space. Students will use these elements to begin creating principles of art such as pattern and balance. Lessons should build on what students have already learned in previous grades. Artists such as Heather Galler and Raewyn Harris are great for this unit.
Unit 2
Suggested Pacing: 45 days
In unit 2, students are building on their knowledge of the elements and principles of art with an emphasis on talking about their art and the art of others. In this unit, students should also develop skills for creating depth in landscapes and use asymmetry in their work. This is also a great unit to discuss and create portraits that tell stories. Suggested artists include Grant Wood and Romero Britto.
Unit 3
Suggested Pacing: 45 days
In Unit 3, there should be a focus on creating artist statements and places to present artwork. Students should continue to develop their skills using the elements and principles as well as using a variety of materials. In unit 3, students should explore sculptural materials like clay or a variety used for assemblage. Weaving and mosaics will also build foundational skills for students.
Unit 4
Suggested Pacing: 45 days
Unit 4 focuses on relating art to other content areas as well as art careers in the community. In third grade, there should also be a focus on developing printmaking skills. Students should also explore areas such as graphic design, stop motion animation, or other technology careers.
4th grade Visual Arts Map
Unit 1
Suggested Pacing: 45 days
In Unit 1, students should explore and review the elements of art and use a variety of materials and techniques. Students should begin using their previous knowledge of the elements to further their use of principles of art in their work. Students should be exposed to contour line drawing, complementary colors, creating intermediate colors, creating patterns and movement, emphasis, and portraiture. Students should work in 2D and 3D.
Unit 2
Suggested Pacing: 45 days
Unit 2 focuses on improving and evaluating their artwork. Students should be able to talk about and describe their work using art vocabulary. They should also be able to discuss elements of art, mood, and themes in others works of art. Students should be working with 2D and 3D materials to explore landscapes, positive and negative space, and radial balance. Drawing and printmaking are suggested techniques for this unit.
Unit 3
Suggested Pacing: 45 days
In unit 3, students focus on writing artist statements and where artwork is presented such as galleries and museums as well as informal settings such as banks or other community spaces. Students should continue to create art in 2D and 3D with an emphasis on 3D projects such as clay and weaving and creating the illusion of 3D on 2D. This is a great unit to integrate social studies topics such as Native Americans and South Carolina between 1730-1880.
Unit 4
Suggested Pacing: 45 days
Unit 4 focuses on the connection between the arts and other subjects. It should also give students knowledge about arts careers and arts businesses in our community. This unit should build on all knowledge of the elements of art and focus on exploring new techniques and materials. This unit would be a great place to integrate design and media arts standards.
5th Grade Visual Arts Map
Unit 1
Suggested Pacing: 45 days
In Unit 1, students should explore and review the elements of art and combine a variety of materials and techniques. Students should use their previous knowledge of the elements to further their use of principles of art in their work. Students should be exposed to actual and implied line drawing, monochromatic and analogous colors, creating a 5 grid value scale, and creating patterns and movement. Students should work in 2D and 3D.
Unit 2
Suggested Pacing: 45 days
In unit 2, students’ main focus should be on improving their artwork and evaluating the meaning of art. In 5th grade, the students should be using art vocabulary frequently in speaking about art. Students will continue to explore a variety of materials and techniques and build on what they have learned in previous years and units. This unit should emphasize form, space, proportion, and perspective. One point perspective and portraiture are great for this unit.
Unit 3
Suggested Pacing: 45 days
Unit 3 focuses on organizing work based on a common theme or technique. Students should be able to create work that is 2D and 3D in a variety of forms that express a common theme. Writing Artist statements is one way to express their ideas about their art. Students should also be able to demonstrate various techniques with a media. This might include several watercolor or acrylic painting techniques combined into one work of art or a variety of clay techniques combined into one project. Students should also be able to create the illusion of form using color value.
Unit 4
Suggested Pacing: 45 days
Unit 4 focuses on the connection between the arts and other subjects. This unit should build on all knowledge of the elements of art and focus on exploring new techniques and materials. This unit would be a great place to integrate design and media arts standards. This unit would also be great for graphic design and printmaking such as screen printing.
Grading Procedures:
The following is the Greenville County School District Grading Policy:
Teachers will use checklists, observations and rubrics to determine if the student has MET the standards taught during the 9 weeks or if the student is still PROGRESSING towards meeting the standards.
Numeric grades will no longer be given for assignments or reported on the report card. The teacher will enter M (MET) or P (PROGRESSING) for the student at the end of each 9 weeks. The teacher will be expected to keep anecdotal evidence to support the assessment of M or P.
Curriculum units found on the district portal show the grouping of standards by grade level for each 9 weeks. Sample checklists and rubrics will be provided in each unit or teachers may choose to create their own to monitor student progress.
*K-5 and 1st grades are not graded.
Classroom Expectations:
I am positive.
I am creative.
I am mindful.
I am amazing.
I am an artist.
Good art students listen like Mona Lisa, eyes on the teacher, hands still, and a quiet smile.
Consequences:
Verbal Warning
Sit Out/Alternate Assignment (5min)
Reflection Sheet
Oops Slip Home; Parent/Guardian must sign and return the form for data purposes.
Referral
A major referral is issued upon 3 oops slips or violation of district policy.
Materials Needed for Class:
All materials are provided in class.
E-Learning Guidelines:
If e-learning is necessary, meeting links and assignments will be posted to the classroom teachers Google Classroom.
*Due to time, availability, media and subject areas, these lessons may change.