Section: First Grade - Art

Rationale: Art provides opportunities for young children to learn about and express their place in the world
through visual, tactile, and kinesthetic exploration of materials. While looking at, and discussing art from this
and other cultures and time periods, students develop vocabulary and critical thinking skills.

Course Description: During the first grade year, students will experience the following art media and
processes: drawing media and techniques, painting media and techniques, printmaking media and techniques,
sculpture materials and techniques, collage and assemblage materials and techniques, skills and techniques in
clay/ceramics. In the areas of aesthetics, art criticism and art history, students will look at and discuss art from
various time periods and cultures in units on landscape, portrait/figure, still life, non-objective art, sculpture,
decorative arts, design, architecture.

Strand I: Product-Performance

Concept: Artists communicate ideas through artworks by selecting and applying media
techniques and processes, subject matter, and themes.

Measurable Learner Objectives:

Recall Application Strategic Thinking Extended Thinking
Level 1 Level 2 Level 3 Level 4
(Basic Knowledge) (Skills) (Reasoning) (Products/Performance)
PP3A1; VA1; FA1
define a still life as an
arrangement of objects
that do not move
PP3A1; VA1; FA1
create a still life with one or
more objects
PP3A1; VA1; FA1
define a portrait as a
picture of a person or
animal
PP3A1; VA1; FA1
create a family portrait

PP3C1; VA1; FA1

define a landscape as an
outdoor picture
EP1B1; VA2; FA2
categorize shapes as
small, medium, and large
identify and use:
EP1A1; VA2; FA2
Straight, curved , thick and
thin lines,
EP1B1; VA2; FA2
geometric shapes, AP2A1;
VA3; FA3
organic (free) shapes,
 EP1G1; VA2; FA2
near, far, and overlapping,
EP1E1; VA2; FA2
primary colors,
EP1G1; VA2; FA2
light colors (tint),
EP1F1; VA2; FA2
dark colors(shade),
PP3C1; VA1; FA1
landscape,
PP3A1; VA1; FA1
still life and portraits

Create artworks using:

EP1A1; VA2; FA2
straight and curved lines,
EP1B1; VA2; FA2
geometric shapes, AP2A1; VA3;
FA3
organic (free) shapes,
EP1G1; VA2; FA2
near, far, and overlapping,
EP1E1; VA2; FA2
primary colors,
EP1G1; VA2; FA2
light colors (tint),
EP1F1; VA2; FA2
dark colors(shade),
PP3C1; VA1; FA1
landscape,
PP3A1; VA1; FA1
still life and portraits

PP1A1; VA1; FA1

fill an area with solid
colors/value using crayon,
pencil, or marker
EP1C1; VA2; FA2
define form as artwork
that has three
dimensions (height,
width, and depth)
EP1C1; VA2; FA2
create a form

PP1D1; VA1; FA1

use a monoprint process

PP2A1; VA1; FA1

fold paper and identify the
folded edge
 HC1A1; VA4; FA5
create a design using visual
symbols
AP1A1; VA3; FA3
define architecture as
the built environment
AP1A1; VA3; FA3
define exterior as the
outside of a building

AP1A1; VA3; FA3

define interior as the
inside of a building
AP1A1; VA3; FA3
design a building

PP2A1; VA1; FA1; PP1B1

use and clean materials,
supplies, and tools
appropriately (use glue
with control; apply paint
with a dragging motion)
PP2A1; VA1; FA1
model with clay or a
similar material (pinch,
pull, and roll material)
PP3B1; VA1; FA1
define wearable art as
art that adorns the
body, such as jewelry or
clothing
PP3B1; VA1; FA1
identify jewelry as a form
of decorative art
PP3B1; VA1; FA1
design/decorate a wearable
piece of art

Strand II: Elements and Principles

Concept: Artists communicate ideas through artworks by

selecting and applying art
elements and principles.

Measurable Learner Objectives:

Recall Application Strategic Thinking Extended Thinking
 Level 1 Level 2 Level 3 Level 4
(Basic Knowledge) (Skills) (Reasoning) (Products/Performance)
EP1C1; VA2; FA2
define form as an object
that is three-dimensional
(height, width and
depth)
EP1G1, VA2; FA2
define space as the
distance around and
between things in three-
dimensional artwork
HC1A1; VA4; FA5
communicate through the
use of visual symbols
EP1C1; VA2; FA2
discriminate between two-
dimensional and three-
dimensional
EP2A1; VA2; FA2
identify and use the
concept of middle or
center
EP1D1; VA2; FA2
identify and use examples
of texture
AP2A1; VA3; FA3
define line as a
continuous mark made
with a tool
AP2A1; VA3; FA3
define shape as a closed
line or flat 2-D area
EP1B1; VA2; FA2
define geometric shapes
(circle, square, triangle,
rectangle, oval) as those
with rules and names,
and distinguish them
from organic (free)
shapes
AP2A1; VA3; FA3
define organic (free)
shapes as a shape with
no rules
AP2A1; VA3; FA3
define pattern as lines,
colors and/or shapes
that are repeated in a
specific order
 EP2D1; VA2; FA2
create an alternating pattern
(AB/AB)
EP1G1; VA2; FA2
define space as the area
between, above, below,
or within objects.
Positive space is the
object itself. Negative
space is the air space
that flows around the
object.
EP1G1; VA2; FA2
define overlapping as
one object placed in
front of another to show
depth
EP1E1; VA2; FA2
define primary colors as
those that cannot be
made by mixing
AP2A1; VA3; FA3
identify horizontal,
diagonal & vertical lines,
straight and curved
EP1F1; VA2; FA2
identify and use light (tint)
and dark (shade)

Strand III: Artistic Perceptions

Concept: Viewers’ respond aesthetically to artworks based upon

their personal experience and cultural values. Viewers analyze,
interpret, and evaluate the quality of artwork through art
criticism.

Measurable Learner Objectives:

Recall Application Strategic Thinking Extended Thinking
Level 1 Level 2 Level 3 Level 4
(Basic Knowledge) (Skills) (Reasoning) (Products/Performance)
AP1A1; VA3; FA3
respond to artworks by
discussing any of the
following: media, personal
interpretation, elements of
art
 AP1A1; VA3; FA3
explore and justify opinions
using appropriate art
vocabulary and listen to the
opinions of others
AP2A1; VA3; FA3
identify concepts in
student and/or
professional art (line,
shape, color, pattern)

Strand IV: Interdisciplinary Connections

Concept: Visual art is connected to performing arts,

communication arts, math, science, and social studies.
Measurable Learner Objectives:
Recall Application Strategic Thinking Extended Thinking
Level 1 Level 2 Level 3 Level 4
(Basic Knowledge) (Skills) (Reasoning) (Products/Performance)
HC1A1; VA4; FA5
define visual symbol as
a simplified picture,
design or color that
stands for something
else; especially a letter,
figure or sign that
represents a real object
or idea
▪ product, i.e. Nike,
Coca-Cola
▪ service, i.e. Red Cross,
hospital
▪ idea, i.e. love, happy
HC1A1; VA4; FA5
identify and discuss visual
images in societies that are
used as a means of
communication (i.e. logos,
traffic signs, graphic
symbols, handicap zone,
no smoking, holiday
symbols)
AP1A1; VA3; FA3
explain the role of an
architect as one who
creates a plan for buildings
and environments
IC2A1; VA6; FA4
define pattern as the
repetition of the same
line, shape, color,
texture or form in an
alternating AB pattern
(related to math and
music) to fill a space in
an artwork
IC1A1; VA6; FA4
identify costumes, hats,
and shoes as a form of
decorative art (related to
theater)

Strand V: Historical and Cultural Context

Concept: Visually literate citizens understand the role and

functions of art in history and culture. Artists influence and are
influenced by the cultures and time periods in which they live.

Measurable Learner Objectives:

Recall Application Strategic Thinking Extended Thinking
Level 1 Level 2 Level 3 Level 4
(Basic Knowledge) (Skills) (Reasoning) (Products/Performance)
HC1B1; VA4; FA5
compare and contrast two
artworks on subject
matter, use of line, color,
and shape
PP3B1; VA1; FA1
identify symbols that are
found in wearable art

IC1A1; VA6; FA4

describe why different
cultures create unique
wearable art (costumes,
jewelry, etc.) and how the
function or meaning
influences the design
HC1A1; VA4; FA5
compare art from a variety
of cultures and historical
time periods (US, Europe,
Asia)
HC1A1; VA4: FA5
communicate through the
use of visual symbols
HC1A1; VA4; FA5 create a
design using visual symbols