OVERVIEW
The 5th grade visual and performing arts curriculum builds students’ creative confidence by exploring elements of art, principles of design, and a variety of materials and techniques. Students learn to think like artists by planning, creating, reflecting, and making connections to culture, history, and everyday life. Emphasis is placed on skill development, creativity, craftsmanship, and personal expression.
Unit 1: Line
Learning Targets
Students will use lines to show movement, texture, and patterns in my art.
Students will explain how artists use line to show feelings or ideas.
Students will create an artwork that uses a variety of lines on purpose.
Students will talk about their artwork using art vocabulary (Line, Line types, vertical, horizontal)
Essential Questions
How can different kinds of lines change how art looks and feels?
How do artists use line to show movement, texture, or emotion?
How can I use line to tell a story or show my ideas?
Questions to ask at Home
How do lines effect your art style?
How do you use lines to express different themes?
How do the lines in your art make it feel (calm, busy, exciting, etc.)?
Unit 2: Shape
Learning Targets
Students will describe and identify geometric and organic shapes.
Students will combine shapes to make complex images.
Students will understand how to create with 2D and 3D shapes.
I can describe my artwork using shape vocabulary (Geometric,Organic, Symmetrical, Etc.)
Essential Questions
How do shapes help organize space in a work of art?
How do shapes change when they overlap, grow, or shrink?
How can shapes be combined to create objects, animals, or people?
Questions to ask at Home
Where do you see shapes in real life?
How do shapes help organize your artwork?
Which shape do you like using the most and why?
Unit 3: Color
Learning Targets
Students will mix primary colors to make new colors.
Students will use color to show mood, feeling, or emphasis.
Students will choose colors on purpose in their artwork.
I can talk about my color choices using art vocabulary (Complementary, Analogous, Tint, and Shade)
Essential Questions
How do colors work together in art?
How can color change the mood or feeling of artwork?
How do artists use color to show ideas or emotions?
Questions to ask at Home
How do the colors in your art make it feel?
Where do you see interesting colors at home or outside?
If you changed one color, how would your artwork change?
Unit 4: Form
Learning Targets
Students will recognize geometric and organic forms in art and everyday objects.
Students will create the illusion of form using shading and value.
Students will build or draw forms that show height, width, and depth.
Students will reflect on how form makes artwork look more realistic.
Essential Questions
What is form, and how is it different from shape?
How do artists show three-dimensional form in art?
How does shading help create the illusion of form?
Questions to ask at Home
How is form different from shape?
How did you show that your artwork has depth?
Where do you see three-dimensional forms at home or outside?
Unit 5: Pattern
Learning Targets
Students will identify patterns in art and in everyday life.
Students will create patterns using repeated shapes, lines, or colors.
Students will explain the difference between pattern and repetition.
Students will use pattern to add detail and interest to artwork.
Essential Questions
How can shapes, lines, or colors be repeated to make a pattern?
Why do artists use patterns in their artwork?
How does pattern add interest or movement to a design?
Questions to ask at Home
What elements did you repeat to make your pattern?
Where do you see patterns around our home or neighborhood?
How does your pattern make your artwork more interesting?
Unit 6: Texture
Learning Targets
Students will identify texture in art and everyday objects.
Students will describe the difference between actual texture and visual texture.
Students will create visual texture using lines, patterns, and shading.
Students will experiment with materials to create actual texture.
Essential Questions
What is the difference between actual texture and visual texture?
How can artists show texture without using real materials?
Why is texture important in a work of art?
Questions to ask at Home
Was your texture real or visual? How can you tell?
What lines or patterns did you use to show texture?
Where do you see interesting textures at home or outside?
Unit 7: Rhythm and Repetition
Learning Targets
Students will identify repetition in works of art.
Students will explain how repetition creates rhythm.
Students will use repeated shapes, lines, or colors to create rhythm in artwork.
Students will experiment with patterns and movement through repetition.
Essential Questions
How does repetition create rhythm in a work of art?
What elements can be repeated to create rhythm?
How does rhythm help show movement in artwork?
Questions to ask at Home
How does repetition help your artwork feel like it has movement?
Where do you see rhythm or repetition in everyday life?
How does rhythm guide your eyes through your artwork?
Unit 8: Reflection, Revision, and Review
Learning Targets
Students will reflect on their artwork and explain their artistic choices.
Students will identify strengths and areas for improvement in their work.
Students will revise artwork based on feedback or self-reflection.
Students will practice giving and receiving respectful art feedback.
Essential Questions
What does it mean to reflect on your artwork?
Why is reflection important in the art-making process?
How can feedback help improve artwork?
Questions to ask at Home
What is one thing you would change or improve?
What feedback did you receive, and how did it help you?
How did revising your artwork make it better?