Course/Subject by Grade: Elementary School Art - Kindergarten Unit: Discover Value
| Program Outcomes for Unit | Instructional Outcomes | Suggested Activities | Vocabulary | Assessment | Resources |
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Outcome I: Perceiving and Responding - Aesthetic Education The student will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment. I.A. The student will identify and describe observed form. I.A.1 The student will identify and describe qualities of size, line, shape, color, and texture of observed visual forms.visual forms. I.C The student will discover a variety of ways that artists organize the elements of art in responding to what they see. I.C.1The student will describe different ways that artists organize elements in compositions. Outcome II: Historical, Cultural, and Social Contexts The student will demonstrate understanding of the visual arts as a basic aspect of history and human experiences. 2.A The student will determine ways in which works of art express ideas about self, people, places, and events. II.A.1 The student will discover how images and forms were used by the people who created them by studying selected artworks of different times and places. II.A.2 The student will compare and contrast ways that artists respond to lie experiences by studying selected artworks. 2.D The student will verify similarities and differences in the processes used to interpret and express ideas in the visual arts and other disciplines. II.D.2 The student will use content from other disciplines as subject matter for expression through art. Outcome IV: Aesthetic Criteria The student will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments. IV.A The student will identify and apply criteria for evaluating visual form. IV.A.1 The student will describe aesthetic qualities observed in nature and human-made objects using oral and written language. IV.B The student will evaluate personally created artwork and the work of others. IV.B.2 The student will critique artworks from various sources to determine how effectively the work communicates. |
Discover and identify value as an element of art. | Define value and provide examples of value in art from a variety of artists, cultures and times in history. (M) Have students discuss dark and light, day and night and how light changes as the day progresses. Compare with day and night in works of art. Play games with shadows; turn lights on and off in the room to see how the color change. |
Value Value scale Light Dark Shadow Highlight |
Monitor student use of vocabulary Class participation |
Victor Vasarely Vonal KSZ Tridem K Sho-Son White Birds in Snow Pablo Picasso The Aficionado Still Life with Cherries Van Gogh Café Terrace at Night Cypress Trees Hopper Cape Cod Morning High Noon |
Unit continues teaching all indicators identified.
| M - Multicultural | T - Technology | ID - Interdisciplinary |
| LM - Library Media | MO - Modifications | C - Career Education |
| E - Environmental Education | MI- Multiple Intelligence | G/T - Enrichment |