Northshore School District
Visual Art Objectives
The student will be able to:
- Use color to establish mood.
- Use types of lines and properties of line in creating art.
- Identify types of lines used to create feeling (i.e., static, dynamic, energetic, chaotic).
- Identify characteristics of geometric/man-made shapes (still, rigid, lifeless) and natural shapes (fluid, energetic, moving).
- Identify elements within a given picture plane (i.e., use of relative size, detail, overlapping, atmosphere, location of subject).
- Distinguish geometric form from free form and representational pattern.
- Create visual/tactile texture.
- Identify complex pattern networks (e.g., checkerboard, overlapping).
- Create a unified balanced composition applying the theories of art (i.e., color, line, shape, texture, pattern).
- Understand and use vocabulary relevant to sixth grade art curriculum (e.g., representational, checkerboard, geometric).
- Recognize both the possibilities and limitations of various media/materials through exploration and experimentation.
- Identify ways the materials or the media determine the structure of the art.
- Recognize styles/periods of art (i.e., impressionism, abstract, expressionism, etc.).
- Identify at least three or more major cultures by representative art objects.
- Sequence modern and ancient architectural forms and representative art objects according to a timeline.
- Recognize that art has been used throughout the world to record and celebrate important historical events.
- Identify sources of and use of resource materials on art history and appreciation, such as books, periodicals, films, and prints.
- Recognize through the study of related art works, how artists use the elements and principles of design emphasized at this grade level.
- Recognize that art reflects environment, artistic choice, history, resources, and culture and that these should be considered in evaluating works of art.
Northshore School District
How Children Grow In Art
Knowing what young children are like, what their special interests and needs may be, are important requisites for successful teaching, but a basic understanding of what children do naturally in art as they draw and paint is just as crucial to the essential encouragement of their creative growth. The children’s graphic potential, the richness and complexity of their imagery, varies with the stages of their physical, mental, physiological, and sociological development. Some children may have had preschool experiences in working with art materials, others may have had limited creative opportunities. Some youngsters may have developed a keen interest in some particular phase of their environment, for example, in horses, cars, trains, bikes, birds, rockets, insect, rock or shell collections, and their observations will often distinguish their artwork from what they know best and what they are most sensitive to, or affected by. It is often possible for the discerning teacher to discover through their art what they respond to in their environment and what their attitudes, values, and feelings about life may be.
Characteristics of Sixth Grade Children:
- Are developing a set of values, a sense of right and wrong
- Begin to concentrate more on individual interests
- Are now more interested in activities that relate to their sex grouping
- Are becoming more dependable, responsible, and reasonable
- Are interested in doing things “right”
- Develop interests outside of school – in their community and in the world itself
- Begin to criticize grown-ups and anyone in authority
- Are undergoing critical emotional and physical changes
- Vary in maturity. Girls are often more developed physically, emotionally, physiologically, and mentally than boys
- Build their interest in collections and hobbies
- Begin a phase of hero-worship
- Very often like to be by themselves, away from adult interference
- Are growing to be self-conscious and self-critical
- Enjoy working in groups
- Are developing an increased interest-work span
- Tend to form separate gangs or cliques according to hobbies, interests, sex, or neighborhoods
In Art, Sixth Grade Children:
- Become increasingly critical of their drawing ability and often are so discouraged with their efforts that they may lose interest in art class unless they are sympathetically guided, encouraged, and motivated.
- Develop a growing curiosity to experiment with varied materials, tools, and complex processes.
- Experiment with dark and light patterns with a variety of textural effects.
- Begin to use rudimentary perspective principles in drawing landscapes, buildings, streets, sidewalks, train tracks, fences, and roads.
- Choose subject matter for their art expression that relates to human interest and activities to community and world events, and to current projects in ecology and space exploration.
- Become more interested in their environment as a source for their drawings and paintings.
- Sometimes attempt shading techniques to make drawn forms appear solid, cylindrical, and realistic.