DRAFT: This module has unpublished changes.

Knowledge, Skills and Vocabulary: Fifth Grade

 

Key Vocabulary

analyze                          constructive critique                       place

art                                 content/subject matter                   public art

artist statement              display                                          style

art making approaches    formal criteria                                texture

content                          conceptual criteria                          technique

context                          innovative thinking                         venues

craftsmanship                interpretation                                 2-dimentional

critique                          personal significance                      3-dimentional

 

Knowledge and Skills


Students will:

  • Performance Standard One: Students will collaboratively observe, analyze and interpret a number of community public art pieces, exploring place and space through focus on artist content, style and technique and viewer’s interaction with and reaction to community public art.
    • Observe, analyze and respond to a body of community public artworks in neighborhood places, focusing on style, content and technique.
    • Explain how an artwork helps us understand the lives of people in different places, times and cultures.
    • Use formal and conceptual vocabularies to describe how places are seen and understood.

     

  • Performance Standard Two: Students will create an artwork that communicates something about a place that has significance for them, and is inspired by the content, style or technique of community public art collaboratively observed and analyzed, while demonstrating quality craftsmanship through appropriate use of materials, tools, and equipment.
    • Identify and describe places of personal significance.
    • Document and explain the early stages of beginning their creative work.
    • Create an artwork that communicates something of meaning to them and is inspired by the content, style and technique of public artworks they have observed.

     

  • Performance Standard Three: Students will write an artist statement to be displayed with their completed work.
    • Use art vocabulary to create an artist statement that explains the choices made to visually communicate ideas about a place that has personal significance.

     

  • Performance Standard Four: Students present their artworks and artists statements to their peers for group discussion about an appropriate location for physically and digitally displaying their art.
    • Present artwork and artist statement to a group for discussion
    • Present artwork and artist statement digitally

 

DRAFT: This module has unpublished changes.