OVERVIEW
The first grade Visual and Performing Arts curriculum builds upon the foundational experiences of kindergarten, guiding students to further explore the visual arts with increased skill, confidence, and creativity. Through hands-on projects and engaging discussions, students begin to deepen their understanding of artistic concepts while continuing to express themselves in personal and meaningful ways.
Unit 1: Line
Learning Targets
Students will recognize different kinds of lines (straight, curved, zigzag, wavy).
Students will make art using many different lines.
Students will use lines to show shapes, movement, or texture in their art.
Students will talk about the lines in their own art and in other people’s art.
Students will try drawing lines in different directions and thicknesses.
Essential Questions
What is a line, and how can we use different kinds of lines in art?
How can lines show movement, shape, or texture in a picture?
How can we use lines in many directions and thicknesses to make our art more interesting?
Why do artists choose certain kinds of lines for their artwork?
Questions to ask at Home
Can you show me the different lines in your art?
Which line is your favorite? Why?
Can you find lines around the house or outside?
Unit 2: Shape
Learning Targets
Students will Identify and name basic geometric shapes (circle, square, triangle, rectangle, oval).
Students will Describe the difference between geometric and organic shapes.
Students will Use shapes to create a recognizable picture (animals, people, buildings, etc.).
Students will arrange shapes to make patterns or compositions.
Essential Questions
How do artists use shapes to make pictures and tell stories?
What is the difference between geometric and organic shapes?
How can I combine shapes to create new images?
How do shapes help us organize or design a piece of art?
Questions to ask at Home
Did you use geometric or organic shapes—or both—in your art?
How did you arrange your shapes to make your picture?
What did you create using shapes, and why did you choose those shapes?
Unit 3: Color
Learning Targets
Students will Identify the primary colors: Red, Yellow, and Blue.
Students will Mix primary colors to create secondary colors: Orange, Green, and Purple.
Students will Recognize warm and cool colors.
Students will Use color to show feelings or moods in artwork.
Essential Questions
What is color, and why is it important in art?
What happens when I mix colors?
How do warm and cool colors make us feel?
How can color help me tell a story in my artwork?
Questions to ask at Home
How did you choose the colors for your picture?
How do certain colors make you feel happy, calm, excited, etc.?
Can you find something at home that uses primary or secondary colors?
Unit 4: Form
Learning Targets
Students will recognize basic forms such as cube, sphere, cone, cylinder, and pyramid.
Students will describe where they see forms in the real world (buildings, toys, nature, objects).
Students will create simple forms using materials such as clay, paper, cardboard, or model magic.
Essential Questions
What is a form, and how is it different from a shape?
How do artists create 3D artwork?
What forms do we see around us in everyday life?
Questions to ask at Home
Can you tell me the difference between a shape and a form?
What form did you make in art class?
What real-life objects can you find that look like a cube, sphere, or cylinder?
Unit 5: Pattern
Learning Targets
Students will Identify what a pattern is and where patterns appear in art and everyday life.
Students will Recognize repeating lines, shapes, colors, and forms that create patterns.
Students will Create simple repeating patterns using shapes, lines, or colors.
Students will Use patterns to add interest and detail to their artwork.
Essential Questions
What is a pattern, and how do we know something is a pattern?
How do patterns help us organize and decorate artwork?
Where do we see patterns in the world around us?
How can I create a pattern using lines, shapes, or colors?
Questions to ask at Home
Can you show me how your pattern repeats?
Where can you find patterns in your home, clothing, or nature?
Did you use shapes, colors, or lines to make your pattern?
Unit 6: Texture
Learning Targets
Students will Identify the difference between real texture (touchable) and visual texture (looks like it feels a certain way).
Students will Describe textures using words like bumpy, rough, smooth, soft, fuzzy, and scratchy.
Students will Explore and compare textures found in materials, nature, and everyday objects.
Students will Create artwork that uses real textures, such as rubbings or collages.
Students will Explain how texture can change the feeling or look of an artwork.
Essential Questions
What is texture, and how do we experience it in art and in life?
How do artists use real and visual texture to make their artwork more interesting?
What kinds of textures do we see or feel every day?
How can I show texture in my artwork?
Questions to ask at Home
Can you find something in your home that is rough, smooth, bumpy, or soft?
Did you use real texture or visual texture in your artwork—or both?
How did you make your artwork look or feel textured?
Unit 7: Rhythm and Repetition
Learning Targets
Students will Identify repetition in artworks (repeating lines, shapes, colors, or patterns).
Students will Understand that repetition can create rhythm—a sense of movement—in art.
Students will Describe how rhythm makes artwork feel lively, calm, busy, or balanced.
Students will Use lines, shapes, or colors to make repeating sequences and create rhythm
Essential Questions
What is repetition, and how do artists use it?
How can repeating lines, shapes, or colors create rhythm in art?
Where can we see rhythm or repetition in the world around us?
Questions to ask at Home
Can you find something at home with repetition (tiles, fabric, toys, wallpaper, etc.)?
How did repeating things make your picture look or feel?
Does your artwork feel busy, calm, or exciting because of rhythm/repetition?
Unit 8: Reflection, Revision, and Review
Learning Targets
Students will Look closely at their artwork and talk about what they made.
Students will Identify what they like best about their work.
Students will Notice one small thing they could change, fix, or improve.
Students will Add details or make adjustments to improve craftsmanship.
Essential Questions
Why do artists look back at their artwork?
How can reflection help me grow as an artist?
What does it mean to revise or improve my art?
Questions to ask at Home
What part of your artwork are you most proud of?
Did you make any changes or improvements to your art today?
What did your teacher or classmates notice about your artwork?