E l e m e n t a r y A r t
(K-5)
Course Syllabus
Visual Art: Prince George’s County Public Schools
COURSE DESCRIPTIONS: In the 2025–2026 school year, this class aims to nurture distinguished learners, creative leaders, voices of social justice, and advocates for humanity who will make meaningful contributions today, tomorrow, and beyond. Central to this vision is empowering students to use art as their voice to share their personal narratives—telling their stories, expressing their identities, and shaping their world through visual expression.
This multi-sensory visual arts course invites students of all learning styles, visual, kinesthetic, or auditory, to create meaningful personal artworks grounded in art history, critique, aesthetic inquiry, and core academic disciplines (Reading, Science, Math, Social Studies). The curriculum celebrates how art intersects with every facet of learning.
Through hands-on projects, art journaling, exhibition opportunities, and reflective critique, students will:
Engage in critical thinking, creative problem solving, and cross-cultural empathy.
Build perceptual awareness by activating all the senses. This is a hallmark of Mrs. Hall’s vision at Whitehall.
Strengthen engagement, achievement, and artistic identity through continuous self-assessment and teacher-guided exploration.
Art K (Kindergarten)
Students explore observed forms using group activities, laying the groundwork for visual recognition and collective creative play.
Art 1 (Grade 1)
Builds on observational learning—students create artworks from observation, memory, imagination, and feelings. They begin to use art vocabulary to describe personal responses and participate in collaborative projects.
Art 2 (Garde 2)
The curriculum continues imagery from internal and observed sources, deepening students’ understanding of how artists communicate ideas using art vocabulary, with group activities.
Art 3 (Grade 3)
Students identify and compare observed forms, develop evaluation criteria using art vocabulary, and explore the elements of art and principles of design through experimental media and techniques to generate ideas and express personal meaning.
Art 4 (Garde 4)
Focuses on analyzing how art elements are used, expressing ideas about self, others, places, and events. Safe and intentional use of materials and tools is emphasized as students apply design principles.
Art 5 (Grade 5)
Students compose from observation, analyze art elements, and differentiate artworks across cultures and time periods. They apply vocabulary, design principles, and materials literacy to express layered personal and cultural narratives.
Experiment across media, applying visual, tactile, and auditory elements to convey personal meaning and aesthetic appreciation.
Analyze and interpret artworks, using both historical context and contemporary perspectives.
Reflect on their artistic development, recording insights, challenges, and achievements in their art journal or sketchbook.
Present and celebrate their work, taking part in performances, exhibitions, and collaborative goal-setting experiences.
These core objectives are intentionally woven into each Art level—from kindergarten through fifth grade—ensuring developmental relevance and narrative depth at every stage.
Textbook(s): Explorations in Art (K-6) by Stewart and Katter, Davis Publications
ALL STUDENTS MAY ACCESS OUR CLASS WEBSITE:
https://sites.google.com/pgcps.org/whitehallart/home
INSTRUCTOR INFORMATION:
NAME: Mrs. Carmela Hall
E-MAIL ADDRESS: Carmella.wood@pgcps.org
PLANNING TIME: Varies by day; please contact for further information.
SCHOOL PHONE NUMBER: (301) 805-1000
ASSESSMENT(S) & STUDENT ENGAGEMENT:
This course embraces student-centered, authentic assessment:
Art Journal/ Sketchbook: A reflective space to document creative exploration, narratives, and growth.
Artist Study (Grade 5 only): Fifth graders engage in a focused study of a chosen artist, exploring their style, context, and influence, then reinterpret those elements through personal creative expression.
Elements & Principles of Design Assessment: Students demonstrate understanding of design components (e.g., line, shape, balance, contrast) through a hands-on project that showcases their conceptual and technical development.
Art Exhibitions & Performances: Real-world platforms to share stories and build confidence.
Collaborative Goal-setting: Students and teacher partner to define personal artistic goals and map pathways to achieve them
GRADING & REPORTING:
The goal of grading and reporting is to provide the students with feedback that assesses their progress toward the mastery of the indicators and objectives found in the Elementary Art Curriculum Framework Progress Guide. By focusing on progress toward clearly defined goals, grades encourage students to take ownership, reflect, and improve through a lens of continuous growth.
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Kindergarten
Factors: Description = Percentage Per Quarter
Class Work: Art journal/ sketchbook, warm-ups, worksheets, and art projects = 70%
Independent Work: Includes all work begun and/or completed outside the classroom. This may include but is not limited to sketchbook journal entries, written reports, and other art related projects, at home research, and artful discussions related to assignments = 20%
Assessments: Includes but is not limited to: written tests, rubrics, pre and post tests, ensemble etiquette, oral/written critiques and self evaluations, and artwork = 10%
1st - 5th Grades
Factors: Description = Percentage Per Quarter
Class Work: Art journal/ sketchbook, warm-ups, worksheets, and art projects = 50%
Independent Work: Includes all work begun and/or completed outside the classroom. This may include but is not limited to sketchbook, journals, written reports, and other art related projects, at home research, and artful discussions related to assignments = 30%
Assessments: Includes but is not limited to: written tests, rubrics, pre and post tests, ensemble etiquette, oral/written critiques and self evaluations, and artwork = 20%
If you would like you may print a copy of this syllabus for your use here.