KINDERGARTEN

expression

What are the CCSS standards/content standards/learning progressions?

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
- VA:Cr1.1.Ka—Engage in exploration and imaginative play with materials.
- VA:Cr1.2.Ka—Engage collaboratively in creative art-making in response to an artistic problem.
Anchor Standard 2: Organize and develop artistic ideas and work.
- VA:Cr2.1.Ka—Through experimentation, build skills in various media and approaches to art-making.
- VA:Cr2.2.Ka—a. Identify safe and non-toxic art materials, tools, and equipment.
- VA:Cr2.3.Ka—Create art that represents natural and constructed environments.
Anchor Standard 3: Refine and complete artistic work.
- VA:Cr3.1.Ka—Explain the process of making art while creating.

Anchor Standard 4: Select, analyze, and interpret work for presentation.
- VA:Pr4.1.Ka—Select art objects for personal portfolio and display, explaining why they were chosen.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
- VA:Pr5.1.Ka—Explain the purpose of a portfolio or collection.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
- VA:Pr6.1.Ka—Explain what an art museum is and distinguish how an art museum is different from other buildings.

Anchor Standard 7: Perceive and analyze work.

- VA:Re.7.1.Ka—Identify uses of art within one’s personal environment.
- VA:Re.7.2.Ka—Describe what an image represents.

Anchor Standard 8: Interpret intent and meaning in artistic work.

- VA:Re8.1.Ka—Interpret art by identifying subject matter and describing relevant details.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

What kinds of long term independent accomplishmnets are expected?

Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches.
Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.

How will these questions provoke and engage student's thinking?

How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error?
How do artists and designers care for & maintain materials, tools, & equipment? Why is it important for safety & health to understand & follow correct procedures in handling materials & tools? What responsibilities come with the freedom to create?

(KNOWLEDGE) NOUN PHRASES

Students will be introduced to proper handling of materials and equipment management
Students will “read” or make inferences about a work of art
Students will understand that they can use art to convery emotion

(SKILLS) VERB PHRASES

Students will create artworks that evoke a specific (intended or unintended) emotion
Students will view works of art and “decode” expressions of emotion within them—specifically looking at line, shape, and color
Students will be able to define art as anything created or made

HOW WILL MEANING MAKING AND TRANSFERABLE SKILLS BE DEMONSTRATED? DOK 3-4

Students draw various kinds of lines and textures to demonstrate understanding of the concepts.
They create a work of art in a given medium (e.g., drawing, collage, painting) within set parameters, following clear instructions.