Learning Environment

For this project we decided to focus on grades 4-5. The focus of the project is on environments.
Our ideal class is made up of 20-25 children in the elementary art classroom. The school is
located in the rural countryside where community and culture are very important to make up of
the environment they inhabit. Everyone in the class has a particular learning style and as
educators we strive to fit their needs. There are no computers in the classroom but the students
go to the computer lab to do their work for one of the lessons. The classroom has one computer
for the teacher and a projector in the ceiling to project images on the pull down projector screen.
Artwork is displayed in the classroom on the countertops that surround the class. A few
windows allow good sunlight in for effective use of colors.

Preceding Unit:
Before students are introduced to the unit of environment,students will learn about
geometric spaces.

Introduction to the Unit:

Rationale: The importance of this unit is to help students understand different influences we
can have on our environments. Environment is not only nature but also our surroundings which
we reside in. In this unit students will make connections with objects and structures and how
they can potentially influence an environment. Students will also explore the influences objects
and structures can have on a environment by creating structures and experimenting with the
classroom environment.

Succeeding Unit:
Now that the students have an understanding of environments the students will take on
the challenge of space.
I. Lesson 4, Grades 4th & 5th, Research/
Brainstorming Day, 1 Class Period:

II. Lesson Rationale:

Students will learn conduct independent research about the differences that certain building
might have on their environment. This lesson is significant because it will give students the
opportunity to research which type of building they would like to construct in the final project and
allows them to brainstorm how they would like to construct it.

III. Key Concepts:

Using their sketchbook to brainstorm ideas for their final project.
Developing personal understanding of different buildings and how they influence a space of the
environment.

IV. Essential Question:

How do different types of buildings influence the environment differently than others?

V. Lesson Objectives:
The student will be able to conduct research to locate images of buildings.
The student will be able to sketch ideas for their final project.

VI. Specific Art Content:

3D design principles
Concept and function of space.

VII. Resources & Materials for Teacher:

Computers, Internet, Computer lab, Projector, Color Printer

VIII. Resources & Materials for Students:

Computers, Internet, Computer lab, sketchbook, pencils, color printer

IX. Instruction and Its Sequencing:

1. Introduction/Motivation:
Reintroduce the students to Charles Simonds “Little Dwelling” series and how he uses
community and culture in his artwork. Explain to the students that different buildings can have
different effects on its surrounding environment.. The Teacher will inform the students that they
are to conduct independent research and locate images of buildings that they will draw
inspiration from in their final project. After students have collected a minimum of three images
they will print them out via the computer labs color printer. Then spend the remainder of the
class period sketching out ideas of how their constructed building would look like.

2. Guided Practice
Teacher will demonstrate how to download and print a image on the computer.

While students are researching buildings the teacher will remind them to think about how culture
could potentially influence their environment.
Example: Could a religious building have an influence on the environment? Would there be a
difference in the influence that the building had if the cultures where different?

3. Independent Practice
Students would collect three images of buildings that they were interested as using a source of
inspiration in their final project.Students will spend the remainder of class sketching ideas for
their final project.

4. Closure
Students will be given a 5 minute warning to close down their computers and print any images
before the end of class.
Teacher will tell students that they are to bring cereal boxes in for their upcoming final
assignment
5. Formative Evaluation
Teacher will help students who need help gaining sources of inspiration by giving suggestions.
The Teacher will review the student’s sketches and make suggestions if student if uncertain
how to construct their object.

6. Classroom Management Procedures

Teacher will monitor the room to make sure students are staying on task and using the
computers for research only.

X. Summative Assessment and Evaluation:

Check List:
Successfully printed three images of building using the color printer.

XI. Interdisciplinary Connections:

None

XII. References & Resources

XIII. Art TEKS

 §117.114. Art, Grade 4, Adopted 2013.
(b) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating artworks. The student is expected to:

(A) explore and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;

(B) use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and

(C) discuss the elements of art as building blocks and the principles of design as organizers of
works of art.

§117.117. Art, Grade 5, Adopted 2013.

(b) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating artworks. The student is expected to:

(A) develop and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;

(B) use appropriate vocabulary when discussing the elements of art, including line, shape,
color, texture, form, space, and value, and the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and

(C) discuss the elements of art as building blocks and the principles of design as organizers of
works of art.

XIV. National Art Standards

VA:Cn10.1.4a Create works of art that reflect community cultural traditions.

VA:Cn10.1.5a Apply formal and conceptual vocabularies of art and design to view surroundings
in new ways through artmaking.
I. Lesson 6, 4th & 5th Grade, Constructing Environments with Cereal
Boxes, Three 55 minute Class periods.

II. Lesson Rationale:

Students will be able to construct a building out of Cereal Boxes Student will properly and safely
use materials and tools in the construction of their cardboard building. This student will display
knowledge of

III. Key Concepts:

Understanding how our construction and orientation of objects can influence and transform our
environment.
Display knowledge on how to use tools when constructing their cereal box building.

IV. Essential Question:

How do objects influence our environment?

V. Lesson Objectives:
The student will demonstrate their knowledge of tools and materials by constructing a Cereal
box building.
The student will collaborate with other students to arrange each student’s constructed cereal
box building.

VI. Specific Art Content:

Principles of Design
Construction Techniques: Cutting, Taping, etc.
Space arrangement

VII. Resources & Materials for Teacher:

Projector, Computer, Internet

VIII. Resources & Materials for Students:

Reference photos, Tape, Cutting Tool, Ruler, Measuring tape, Acrylic paint (possibly), markers

IX. Instruction and Its Sequencing:

Day of the Lesson Day 1

1. Introduction/Motivation:
The class will begin by the teacher introducing the lesson of constructing a cereal box
building. The teacher will make connections to the travel lesson by making note that students
constructed cereal boxes are a way that their home environment will transform the classroom.
The teacher will instruct students to get out their reference photos and their sketches from last
class.
2. Guided Practice
Teacher will assist students with the planning and early stages of construction.
3. Independent Practice
The students will use their knowledge of tools to measure and cut their cereal boxes to
construct their buildings.
4. Closure
The teacher will give a 5 minute warning to the students. The teacher will supervise
cleanup.
5. Formative Evaluation
The teacher will check to see if students have begun constructing their cereal box building.
6. Classroom Management Procedures
Monitor the room to see if students are on task and using tools properly.

Day of the Lesson Day 2

1. Introduction/Motivation:
The teacher will instruct students that they are to continue constructing their cereal box
buildings.
2. Guided Practice
The teacher will monitor the room to see if any children are behind and or potentially
struggling.Teacher will remind students about the rationale behind the lesson.
3. Independent Practice
Students will continue to construct their cereal box building independently. .
4. Closure
Teacher will give students a 5 minute warning to indicate when to begin cleaning up.
5. Formative Evaluation
Teacher will make sure students are nearing completion.
6. Classroom Management Procedures
Monitor the room to see if students are on task and using tools properly.

Day of the Lesson Day 3

1. Introduction/Motivation:
Teacher will reintroduce students to Charles Simonds Little Dwelling series and talk about how
them them creating buildings out of cereal boxes is them influencing their classroom
environment in a similar way. Charles Simonds often had people from the local communities
help him build his dwellings which influenced their production. Explain to the students that them
bringing cereal boxes from their home environment also had influences on the outcome.

Inform students at halfway through the class students will begin orientating their cereal box
building together to transform the classroom environment.
2. Guided Practice
Help remaining students that are not completed their cereal box buildings.
3. Independent Practice
 Students will finish their cereal box building and place it next to other students buildings
to create a cereal box environment. The orientation of the cereal box environment is to not be
lead by the teacher, but instead by the students.
4. Closure
Reiterate the fact that they have brought aspects of the home environment to the
classroom and the combination of these elements have created/transformed the classroom
environment.
5. Formative Evaluation
Did the students complete their cereal box building?
Was the student cooperative with other students in the orienting of their building.
6. Classroom Management Procedures
Monitor the room to see if students are on task and using tools properly.
Instruct students if the orienting of the cereal building becomes too exaggerated (too
high, or requires student to get in an unsafe position in order to place building.)

X. Summative Assessment and Evaluation:

Category Exemplary Satisfactory Emerging Score

Attendance and Student was Student was Student could

participation. completely engaged but had not stay on task
engaged and on trouble sitting and did not
task still and staying complete their
on task the building.
whole time.

Teamwork Student worked Worked Did not

well with others relatively well, contribute to the
but did not classroom.
contribute often.

XI. Interdisciplinary Connections:

Math,

XII. References & Resources:

XIII. Art TEKS
§117.114. Art, Grade 4, Adopted 2013.
(4) Critical evaluation and response. The student responds to and analyzes artworks of self
and others, contributing to the development of lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to:

(A) evaluate the elements of art, principles of design, intent, or expressive qualities in artworks
of self, peers, and historical and contemporary artists;

(B) use methods such as written or oral response or artist statements to identify emotions found
in collections of artworks created by self, peers, and major historical or contemporary artists in
real or virtual portfolios, galleries, or art museums; and

(C) compile collections of personal artworks for purposes of self-assessment or exhibition such
as physical artworks, electronic images, sketchbooks, or portfolios.

(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined effort
and progressive problem-solving skills. The student is expected to:

(A) integrate ideas drawn from life experiences to create original works of art;

(B) create compositions using the elements of art and principles of design; and

(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms
such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media,
and photographic imagery using a variety of art media and materials.

§117.117. Art, Grade 5, Adopted 2013.

(4) Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to:

(A) evaluate the elements of art, principles of design, general intent, media and techniques, or
expressive qualities in artworks of self, peers, or historical and contemporary artists;

(B) use methods such as written or oral response or artist statements to identify themes found
in collections of artworks created by self, peers, and major historical or contemporary artists in
real or virtual portfolios, galleries, or art museums; and

(C) compile collections of personal artworks for purposes of self-assessment or exhibition such
as physical artworks, electronic images, sketchbooks, or portfolios.
(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined effort
and progressive problem-solving skills. The student is expected to:

(A) integrate ideas drawn from life experiences to create original works of art;

(B) create compositions using the elements of art and principles of design; and

(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms
such as ceramics, fiber art, constructions, digital art and media, and photographic imagery using
a variety of materials.

XIV. National Art Standards

VA:Cr2.1.4a Explore and invent art-making techniques and approaches.

VA:Cr2.1.5a Experiment and develop skills in multiple art-making techniques and approaches
through practice.

VA:Cr2.3.4Document, describe, and represent regional constructed environments.

VA:Cr2.3.5a identify, describe, and visually document places and/or objects of personal
significance.
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical
context to deepen understanding.
I. Lesson 2, Grades 4-5, Culture and
Community Shaping the Environment,1
Day:
This lesson will explore how one's culture and community can shape an environment.

II. Lesson Rationale:

This lesson gives students the opportunity to understand how an environment can be shaped
by the community. There are many different factors as to what can shape an environment that
people live in. Culture can really shape both the physical space and the atmosphere of a space.
People will shape the buildings they live to fit their culture, attitudes of the people shape the
environment of the community, and community as a whole can shape the environment you live
in.

III. Key Concepts:

● Grasping the importance of a discussion to understand the project better.
● To learn the skills necessary to carry out the specific task.
● Provides an opportunity for questions and answers.
● Allows for different learning styles to understand the material.

IV. Essential Question:

How can culture and community shape an environment?

V. Lesson Objectives:
● Students will gain an understanding of how environments can be shaped by culture and
community.
● The students get the chance to have many of their different learning styles met.
● Students will get to understand the project better through a demonstration of the
material.

VI. Specific Art Content:

● Sculpture
● Line
● 3D design
● Space
● Texture

VII. Resources & Materials for Teacher:

Charles Simonds artist website, PowerPoint, Pictures from the artists’ website, Demonstration of
the project, Packing peanuts, Water, Foamcore, Markers.
VIII. Resources & Materials for Students:
Attendance, Participation in questions and answers, Pencil, Source of paper, Sketchbook.

IX. Instruction and Its Sequencing:

Day of the Lesson
1. Introduction/Motivation:
As the class begins the teacher will ask everyone to sit at their respective tables and then
address the concept of shaping an environment by the culture and community. The teacher will
then show the artist Charles Simonds and his website and how he uses community and culture
to shape his little Dwellings series. After that, the teacher will show how this is done in the real
world with examples from around the world.

2. Guided Practice
After the discussion the teacher will inform the students of the assignment and the preliminary
work they will need to do. (which is writing all the info of influence of the culture and community
on their living environment.) After that, the teacher will hold a demonstration of the assignment
they will have to work on. The students will get to see what the activity holds in store for them
and they will have the ability to ask questions if they need to.

3. Independent Practice
The students will begin thinking of how their culture and community might affect how their
living environment and then write down what they think of on a piece of paper.

4. Closure
The teacher ask the students to then write down which aspect that shaped their environment the
most in their sketchbook and reflect on this at home.

5. Formative Evaluation
As the students leave the class I will ask them to leave the paper they were writing on for
grading. It will serve as a participation and attendance grade.

6. Classroom Management Procedures

The teacher will watch the students from the front of the class during the presentation, The
teacher will take note on who asks questions for the discussion, the students will gather around
me to watch the demo and I will know who is not paying attention by closely keeping an eye on
them, attendance and participation will be made known by who leaves the sheet of paper with
their brainstorming on it.

X. Summative Assessment and Evaluation:

Category Exemplary Satisfactory Emerging Score

Presentation/Dis Student was Student was Student couldn't

 cussion completely engaged but had keep still and
Attendance and engaged without trouble sitting pay attention.
participation. talking to his still and being Asked no
peers and has quiet. Asked one questions at all.
asked one or question or none
more leading at all.
questions.

Demonstration Paid full Paid attention Did not pay

attention. but had trouble attention and
with constant was talking
attention. through the
whole
discussion.

Reflection Student had Student had Student did not

writing thoughtful material written write at all.
assignment material written down on both
down in both the sketchbook and
sketchbook and paper.
the paper.

XI. Interdisciplinary Connections:

Social Studies, Writing, Debate, Public Speaking.

XII. References & Resources:

Charles Simonds, “Dwellings” http://www.charles-simonds.com/dwellings.html.

XIII. Art TEKS

§117.114. Art, Grade 4, Adopted 2013.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history
and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures.
The student is expected to:
(A) compare content in artworks for various purposes such as the role art plays in reflecting life,
expressing emotions, telling stories, or documenting history and traditions;
(B) compare purpose and content in artworks created by historical and contemporary men and
women, making connections to various cultures;
(C) connect art to career opportunities for positions such as architects, animators, cartoonists,
engineers, fashion designers, film makers, graphic artists, illustrators, interior designers,
photographers, and web designers; and
(D) investigate connections of visual art concepts to other disciplines.
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to:
(A) evaluate the elements of art, principles of design, intent, or expressive qualities in artworks
of self, peers, and historical and contemporary artists;
(B) use methods such as written or oral response or artist statements to identify emotions found
in collections of artworks created by self, peers, and major historical or contemporary artists in
real or virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks for purposes of self-assessment or exhibition such
as physical artworks, electronic images, sketchbooks, or portfolios.

§117.117. Art, Grade 5, Adopted 2013.

(3) Statements that contain the word "including" reference content that must be mastered, while
those containing the phrase "such as" are intended as possible illustrative examples.
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating artworks. The student is expected to:
(A) develop and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
(B) use appropriate vocabulary when discussing the elements of art, including line, shape, color,
texture, form, space, and value, and the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
(C) discuss the elements of art as building blocks and the principles of design as organizers of
works of art.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history
and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures.
The student is expected to:
(A) compare the purpose and effectiveness of artworks from various times and places,
evaluating the artist's use of media and techniques, expression of emotions, or use of symbols;
(B) compare the purpose and effectiveness of artworks created by historic and contemporary
men and women, making connections to various cultures;
(C) connect art to career opportunities for positions such as architects, animators, cartoonists,
engineers, fashion designers, film makers, graphic artists, illustrators, interior designers,
photographers, and web designers; and
(D) investigate connections of visual art concepts to other disciplines.
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to:
(A) evaluate the elements of art, principles of design, general intent, media and techniques, or
expressive qualities in artworks of self, peers, or historical and contemporary artists;
(B) use methods such as written or oral response or artist statements to identify themes found in
collections of artworks created by self, peers, and major historical or contemporary artists in real
or virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks for purposes of self-assessment or exhibition such
as physical artworks, electron

XIV. National Art Standards

4th
VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem.
5th
VA:Cr1.1.5a: Combine ideas to generate an innovative idea for art-making

I. Lesson 3, Shaping Your Own

Environment, Grades 4-5, 1 day:

II. Lesson Rationale:

As you live within an environment you shape its atmosphere, and its physical appearance. This
is done either voluntary or involuntarily with regards to your culture and the community around
you. This lesson will give the students the chance to experience shaping an environment of their
own by making their own little structure.

III. Key Concepts:

● Discovering what it is like to shape their own environment.
● To gain the skills necessary to build sculptures.

IV. Essential Question:

How do you shape your own environment?

V. Lesson Objectives:
● Students will be able to create an environment out of their own.
● Students will be able to construct a sculptural form.
● Students will be able to use packing peanuts as a sculptural medium.
● Students will be able to understand how they impact their environment.
● Students will be able to draw inspiration from critical reflection.

VI. Specific Art Content:

● 3D Design elements
● Sculpture
● Recyclable objects as sculptural medium

VII. Resources & Materials for Teacher:

Andy Hung artist website, Projector, Internet, PowerPoint, Computer.

VIII. Resources & Materials for Students:

Packing peanuts, water, cup for water, paintbrush, Foamcore, Markers, Glue.

IX. Instruction and Its Sequencing:

Day of the Lesson

1. Introduction/Motivation:
The teacher will begin class with a PowerPoint presentation on Andy Hung and his LEGO
creations. After that the teacher will have the students recall their favorite aspect of how their
environment is shaped by their culture and community from the previous lesson.
2. Guided Practice
The teacher will show my completed structure from last class and begin to make illustrations on
it based off of my culture and community. The purpose for this is to show students a physical
example of how I want the drawings done.
3. Independent Practice
The students are then to work in groups of 3-4 on constructing a structure out of packing
peanuts. Using the packing peanuts, they will glue the basic outline of the floor plan of the
structure to a square cut out of Foamcore. The students will then use water to add additional
pieces of the packing peanuts onto the other ones until the structure is finished.
4. Closure
After the project is complete the students will then each individually draw several
representations of how culture and community changed their living environment from their
reflections in class the previous session.
5. Formative Evaluation
The teacher will monitor the students to make sure everyone is participating. I will check the
works once class is finished and the drawings on the structures.
6. Classroom Management Procedures
Walk around the class.

X. Summative Assessment and Evaluation:

Category Exemplary Satisfactory Emerging Score

Group Worked well with Worked with the Didn't work well
participation the other kids group but did with the other
and did their fair little work. students and
share of work. didn't do any of
the group work.

Finished piece The work was Work was put Work was not
well put together together finished and the
with drawings somewhat and drawings were
that meet the there was too sparse or
expectations much negative nonexistent.
space between
the drawings.

Reflection paper Students The drawings Drawings were

from previous matched their were somewhat uninspired,
class drawings to the matching the scribbles of
reflections in a reflection in a chaotic gestures
unique and creative way but
creative way there was
something
lacking.

XI. Interdisciplinary Connections:

Social studies, Science, Sculpture, Chemistry.

XII. References & Resources:

List all references used to develop this lesson.

XIII. Art TEKS

§117.114. Art, Grade 4, Adopted 2013.
(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating artworks. The student is expected to:
(A) explore and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
(B) use appropriate vocabulary when discussing the elements of art, including line, shape, color,
texture, form, space, and value, and the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
(C) discuss the elements of art as building blocks and the principles of design as organizers of
works of art.
(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art;
(B) create compositions using the elements of art and principles of design; and
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms
such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and
photographic imagery using a variety of art media and materials.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history
and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures.
The student is expected to:
(A) compare content in artworks for various purposes such as the role art plays in reflecting life,
expressing emotions, telling stories, or documenting history and traditions;
(B) compare purpose and content in artworks created by historical and contemporary men and
women, making connections to various cultures;
(C) connect art to career opportunities for positions such as architects, animators, cartoonists,
engineers, fashion designers, film makers, graphic artists, illustrators, interior designers,
photographers, and web designers; and
(D) investigate connections of visual art concepts to other disciplines.
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to:
(A) evaluate the elements of art, principles of design, intent, or expressive qualities in artworks
of self, peers, and historical and contemporary artists;
(B) use methods such as written or oral response or artist statements to identify emotions found
in collections of artworks created by self, peers, and major historical or contemporary artists in
real or virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks for purposes of self-assessment or exhibition such
as physical artworks, electronic images, sketchbooks, or portfolios.

§117.117. Art, Grade 5, Adopted 2013.

(b) Knowledge and skills.
(1) Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating artworks. The student is expected to:
(A) develop and communicate ideas drawn from life experiences about self, peers, family,
school, or community and from the imagination as sources for original works of art;
(B) use appropriate vocabulary when discussing the elements of art, including line, shape, color,
texture, form, space, and value, and the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and
(C) discuss the elements of art as building blocks and the principles of design as organizers of
works of art.
(2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:
(A) integrate ideas drawn from life experiences to create original works of art;
(B) create compositions using the elements of art and principles of design; and
(C) produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms
such as ceramics, fiber art, constructions, digital art and media, and photographic imagery using
a variety of materials.
(3) Historical and cultural relevance. The student demonstrates an understanding of art history
and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures.
The student is expected to:
(A) compare the purpose and effectiveness of artworks from various times and places,
evaluating the artist's use of media and techniques, expression of emotions, or use of symbols;
(B) compare the purpose and effectiveness of artworks created by historic and contemporary
men and women, making connections to various cultures;
(C) connect art to career opportunities for positions such as architects, animators, cartoonists,
engineers, fashion designers, film makers, graphic artists, illustrators, interior designers,
photographers, and web designers; and
(D) investigate connections of visual art concepts to other disciplines.
(4) Critical evaluation and response. The student responds to and analyzes artworks of self and
others, contributing to the development of lifelong skills of making informed judgments and
reasoned evaluations. The student is expected to:
(A) evaluate the elements of art, principles of design, general intent, media and techniques, or
expressive qualities in artworks of self, peers, or historical and contemporary artists;
(B) use methods such as written or oral response or artist statements to identify themes found in
collections of artworks created by self, peers, and major historical or contemporary artists in real
or virtual portfolios, galleries, or art museums; and
(C) compile collections of personal artworks for purposes of self-assessment or exhibition such
as physical artworks, electronic images, sketchbooks, or portfolios.

XIV. National Art Standards

4th
VA:Cr1.1.4a:Brainstorm multiple approaches to a creative art or design problem.
VA:Cr1.2.4a: Collaboratively set goals and create artwork that is meaningful and has purpose to
the makers.

5th
VA:Cr1.1.5a: Combine ideas to generate an innovative idea for art-making.
VA:Cr1.2.5a: Identify and demonstrate diverse methods of artistic investigation to choose an
approach for beginning a work of art.