Art Curriculum

Northern Illinois District

Philosophy

 

 

The art curriculum acknowledges that each child has unique gifts and talents given by God (1 Peter 4:11), Psalm 92:4-5).  These talents include the ability to express oneself through a variety of art media and art forms.  The young artist is encouraged to improve these talents and give thanks to the Lord who is the Giver of all (2 Corinthians 9:15).  Art allows free expression within a common framework, thereby providing an opportunity for each student to observe and appreciate one’s uniqueness in God’s creation (Psalm 139:14).

 

Art provides a positive learning experience to improve visual awareness, critical thinking, and individualized expression, as well as mental, social, and spiritual development.    The art student will gain an increasing awareness of God in nature and will be free to creatively express this awareness, reflecting the glory of God (Psalm19:1, Matthew 5:16).  The student will be exposed to a variety of art forms and artists.

 

 

 

Art Curriculum

Northern Illinois District

Preschool

 

 

XXV.  Elements of the Arts

 

STATE GOAL:  Know the language of the arts.

 

Why This Goal Is Important:  Through observation, discussion, interpreta­tion and analysis, students learn the “language” of the arts.  They learn to understand how others express ideas in dance, drama, music and visual art forms.  In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them.

 

 

Learning Standard A:  Understand the sensory elements, organizational principles, and expressive qualities of the arts.

 

Sensory elements

 

Objective 1:  Investigate the elements of art: color, shape, line, and texture

 

Organizational principles (Formal/technical elements)

 

Objective 2:  Create using patterning, sequencing, and form

 

Expressive qualities

 

Objective 3:  Create using mood and emotion

 

 

Learning Standard B:  Understand the similarities, distinctions, and connections in and among the arts.

 

Similarities, contrasts, and connections between the visual arts and other fine arts

 

Objective 1:  Be exposed to similarities in and among the visual arts (e.g. patterning, sequencing, mood)

Objective 2:  Be exposed to the connections between visual arts and drama, dance, and music

 

 

 

Art Curriculum

Northern Illinois District

Preschool

 

 

XXVI.  Creation and Production of the Arts

 

STATE GOAL: Through creating and performing, understand how works of art are produced.

 

Why This Goal Is Important:  Students acquire skills to produce and perform dance, drama, music and visual art.  They learn to use media, tools and technologies.  They learn to shape ideas and emotions into sounds, images and actions.  As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills and learn to respond to the creativity of others.  Creating and performing are at the core of the fine arts.  Students also learn about the role of the artist (e.g., dancer, painter, actor, director, scriptwriter, musician).

 

 

Learning Standard A:  Understand processes, traditional tools, and modern technologies used in the arts.

 

Processes used to create visual arts

 

Objective 1:  Participate and practice creating visual arts

 

Tools of the visual arts

 

Objective 2:  Be exposed to a variety of art tools

Objective 3:  Learn to use art tools is a safe and responsible manner

 

Technology of the visual arts

 

Objective 4:  Be exposed to a variety of art technology

Objective 5:  Learn to use art technology in a careful and responsible manner

 

 

Learning Standard B:  Apply skills and knowledge neces­sary to create and perform in one or more of the arts.

 

Knowledge and skills and needed to create works of visual art

 

Objective 1:  Be aware of the skills needed to create visual arts

Objective 2:  Observe the processes and tools through teacher demonstrations

 

Creation of original works of visual art

 

Objective 3:  Emulate the art processes to create original art

 

Productions of 2- and 3- dimensional works and other modern technological arts

 

Objective 4:  Produce visual art using manipulation, eye-hand coordination, building, and

imagination

Objective 5:  Use technology to produce art (e.g. photography, software)

 

 

 

Art Curriculum

Northern Illinois District

Preschool

 

 

XXVII:  The History and Application of Visual Arts

 

STATE GOAL:  Understand the role of the arts in civilizations, past and present.

 

Why This Goal Is Important: The arts are a record of civilizations, past and present.  Artists are influenced by—and influence—the times and places in which they live and work.  As students learn through the arts about people and civilizations, they learn about others and themselves.  Also, students learn about careers related to this goal (e.g., animator, curator, art historian, sound technician).

 

 

Learning Standard A:  Analyze how the arts function in history, society, and everyday life.

 

Roles of artists and audiences

 

Objective 1:  Identify the role of artists and their contributions

Objective 2:  Experience a variety of master artists’ works that represent different cultures

 

Influence of the visual arts on societies, civilizations, cultures, and the church

 

Objective 3:  Recognize that art reflects societies and civilizations, past and present

Objective 4:  Use visual arts to express universal and specific Christian themes

Objective 5:  Communicate and remember God’s Word effectively through the visual arts

 

 

Learning Standard B:  Understand how the arts shape and reflect history, society, and everyday life.

 

Changes in visual art forms through the ages and their classification by artistic periods

 

Objective 1:  Know how images convey stories about people, places, and times

 

Significant works of visual art and their relationships to historical periods and cultures

 

Objective 2:  Experience visual arts from different periods and cultures

 

 

 

Art Curriculum

Northern Illinois District

Kindergarten

 

 

XXV.  Elements of the Arts

 

STATE GOAL:  Know the language of the arts.

 

Why This Goal Is Important:  Through observation, discussion, interpreta­tion and analysis, students learn the “language” of the arts.  They learn to understand how others express ideas in dance, drama, music and visual art forms.  In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them.

 

 

Learning Standard A:  Understand the sensory elements, organizational principles, and expressive qualities of the arts.

 

Sensory elements

 

Objective 1:  Investigate the elements of art: color, shape, line, and texture

 

Organizational principles (Formal/technical elements)

 

Objective 2:  Create using patterning, sequencing, and form

 

Expressive qualities

 

Objective 3:  Create using mood and emotion

 

 

Learning Standard B:  Understand the similarities, distinctions, and connections in and among the arts.

 

Similarities, contrasts, and connections between the visual arts and other fine arts

 

Objective 1:  Be exposed to similarities in and among the visual arts (e.g. patterning, sequencing,

mood)

Objective 2:  Be exposed to the connections between visual arts and drama, dance, and music

 

 

 

 

 

Art Curriculum

Northern Illinois District

Kindergarten

 

 

XXVI.  Creation and Production of the Arts

 

STATE GOAL:  Through creating and performing, understand how works of art are produced.

 

Why This Goal Is Important:  Students acquire skills to produce and perform dance, drama, music and visual art.  They learn to use media, tools and technologies.  They learn to shape ideas and emotions into sounds, images and actions.  As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills and learn to respond to the creativity of others.  Creating and performing are at the core of the fine arts.  Students also learn about the role of the artist (e.g., dancer, painter, actor, director, scriptwriter, musician).

 

 

Learning Standard A:  Understand processes, traditional tools, and modern technologies used in the arts.

 

Processes used to create visual arts

 

Objective 1:  Participate and practice creating visual arts

 

Tools of the visual arts

 

Objective 2:  Be exposed to a variety of art tools

Objective 3:  Learn to use art tools is a safe and responsible manner

 

Technology of the visual arts

 

Objective 4:  Be exposed to a variety of art technology

Objective 5:  Learn to use art technology in a careful and responsible manner

 

 

Learning Standard B:  Apply skills and knowledge neces­sary to create and perform in one or more of the arts.

 

Knowledge and skills and needed to create works or visual art

 

Objective 1:  Be aware of the skills needed to create visual arts

Objective 2:  Observe the processes and tools through teacher demonstrations

 

Creation of original works of visual art

 

Objective 3:  Emulate the art processes to create original art

 

Productions of 2- and 3- dimensional works and other modern technological arts

 

Objective 4:  Produce visual art using manipulation, eye-hand coordination, building, and

imagination

Objective 5:  Use technology to produce art (e.g. photography, software )

 

 

 

Art Curriculum

Northern Illinois District

Kindergarten

 

 

XXVII:  The History and Application of Visual Arts

 

STATE GOAL:  Understand the role of the arts in civilizations, past and present.

 

Why This Goal Is Important: The arts are a record of civilizations, past and present.  Artists are influenced by—and influence—the times and places in which they live and work.  As students learn through the arts about people and civilizations, they learn about others and themselves.  Also, students learn about careers related to this goal (e.g., animator, curator, art historian, sound technician).

 

 

Learning Standard A:  Analyze how the arts function in history, society, and everyday life.

 

Roles of artists and audiences

 

Objective 1:  Identify the role of artists and their contributions

Objective 2:  Experience a variety of master artists’ works that represent different cultures

 

Influence of the visual arts on societies, civilizations, cultures, and the church

 

Objective 3:  Recognize that art reflects societies and civilizations, past and present

Objective 4:  Use visual arts to express universal and specific Christian themes

Objective 5:  Communicate and remember God’s Word effectively through the visual arts

 

 

Learning Standard B:  Understand how the arts shape and reflect history, society, and everyday life.

 

Changes in visual art forms through the ages and their classification by artistic periods

 

Objective 1:  Know how images convey stories about people, places, and times

 

Significant works of visual art and their relationships to historical periods and cultures

 

Objective 2:  Experience visual arts from different periods and cultures

 

Art Curriculum

Northern Illinois District

Grade 1

 

 

XXV.  Elements of the Arts

 

STATE GOAL:  Know the language of the arts.

 

Why This Goal Is Important:  Through observation, discussion, interpreta­tion and analysis, students learn the “language” of the arts.  They learn to understand how others express ideas in dance, drama, music and visual art forms.  In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them.

 

 

Learning Standard A:  Understand the sensory elements, organizational principles, and expressive qualities of the arts.

 

Sensory elements

 

Objective 1:  Investigate the elements of art: color, shape, line, texture, and space

Objective 2:  Identify the elements of art: color, shape, line, texture, and space

 

Organizational principles (Formal/technical elements)

 

Objective 3:  Create using principles of patterning, sequencing, and form

Objective 4:  Identify principles of patterning, sequencing, and form

 

Expressive qualities

 

Objective 5:  Create using mood and emotion

Objective 6:  Identify the use of mood and emotion

 

 

Learning Standard B:  Understand the similarities, distinctions, and connections in and among the arts.

 

Similarities, contrasts, and connections between the visual arts and other fine arts

 

Objective 1:  Identify similarities in and among the visual arts (e.g. patterning, sequencing,

mood)

Objective 2:  Be aware of the connections between visual arts and drama, dance, and music

 

Art Curriculum

Northern Illinois District

Grade 1

 

 

XXVI.  Creation and Production of the Arts

 

STATE GOAL:  Through creating and performing, understand how works of art are produced.

 

Why This Goal Is Important:  Students acquire skills to produce and perform dance, drama, music and visual art.  They learn to use media, tools and technologies.  They learn to shape ideas and emotions into sounds, images and actions.  As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills and learn to respond to the creativity of others.  Creating and performing are at the core of the fine arts.  Students also learn about the role of the artist (e.g., dancer, painter, actor, director, scriptwriter, musician).

 

 

Learning Standard A:  Understand processes, traditional tools, and modern technologies used in the arts.

 

Processes used to create visual arts

 

Objective 1:  Participate and practice creating 2-D visual arts (i.e. painting, printmaking,

drawing)

Objective 2:  Participate and practice creating 3-D visual arts (i.e. sculpture)

 

Tools of the visual arts

 

Objective 3:  Identify a variety of art tools and media

Objective 4:  Learn to use art tools and media in a safe and responsible manner

 

Technology of the visual arts

 

Objective 5:  Employ a variety of art technology

Objective 6:  Learn to use art technology in a careful and responsible manner

 

 

Learning Standard B:  Apply skills and knowledge neces­sary to create and perform in one or more of the arts.

 

Knowledge and skills are needed to create works or visual art

 

Objective 1:  Demonstrate skills needed to create visual arts

Objective 2:  Observe the processes and tools through teacher demonstrations

 

Creation of original works of visual art

 

Objective 3:  Emulate the art processes to create original art

 

Productions of 2- and 3- dimensional works and other modern technological arts

 

Objective 4:  Produce visual art using manipulation, eye-hand coordination, building, and

imagination

Objective 5:  Use technology to produce art (e.g. photography, software)

 

 

 

Art Curriculum

Northern Illinois District

Grade 1

 

 

XXVII:  The History and Application of Visual Arts

 

STATE GOAL:  Understand the role of the arts in civilizations, past and present.

 

Why This Goal Is Important: The arts are a record of civilizations, past and present.  Artists are influenced by—and influence—the times and places in which they live and work.  As students learn through the arts about people and civilizations, they learn about others and themselves.  Also, students learn about careers related to this goal (e.g., animator, curator, art historian, sound technician).

 

 

Learning Standard A:  Analyze how the arts function in history, society, and everyday life.

 

Roles of artists and audiences

 

Objective 1:  Identify the distinctive role of artists and audiences and how artists

contribute to communication, celebrations, occupations, and recreation

Objective 2:  Experience a variety of master artists’ works that represent different cultures

 

Influence of the visual arts on societies, civilizations, cultures, and the church

 

Objective 3:  Recognize that art reflects societies and civilizations, past and present

Objective 4:  Use visual arts to express universal and specific Christian themes

Objective 5:  Communicate and remember God’s Word effectively through the visual arts

 

 

Learning Standard B:  Understand how the arts shape and reflect history, society, and everyday life.

 

Changes in visual art forms through the ages and their classification by artistic periods

 

Objective 1:  Know how images convey stories about people, places, and times

 

Significant works of visual art and their relationships to historical periods and cultures

 

Objective 2:  Experience visual arts from different periods and cultures

 

Art Curriculum

Northern Illinois District

Grade 2

 

 

XXV.  Elements of the Arts

 

STATE GOAL:  Know the language of the arts.

 

Why This Goal Is Important:  Through observation, discussion, interpreta­tion and analysis, students learn the “language” of the arts.  They learn to understand how others express ideas in dance, drama, music and visual art forms.  In addition to acquiring knowledge essential to performance and production, students become arts consumers (e.g., attending live performances or movies, purchasing paintings or jewelry, or visiting museums) who understand the basic elements and principles underlying artworks and are able to critique them.

 

 

Learning Standard A:  Understand the sensory elements, organizational principles, and expressive qualities of the arts.

 

Sensory elements

 

Objective 1:  Investigate the elements of art: color, shape, line, texture, and space

Objective 2:  Identify the elements of art: color, shape, line, texture, and space

 

Organizational principles (Formal/technical elements)

 

Objective 3:  Create using principles of patterning, sequencing, and form

Objective 4:  Identify principles of patterning, sequencing, and form

 

Expressive qualities

 

Objective 5:  Create using mood and emotion

Objective 6:  Identify the use of mood and emotion

 

 

Learning Standard B:  Understand the similarities, distinctions, and connections in and among the arts.

 

Similarities, contrasts, and connections between the visual arts and other fine arts

 

Objective 1:  Identify similarities in and among the visual arts (e.g. patterning, sequencing,

mood)

Objective 2:  Be aware of the connections between visual arts and drama, dance, and music

 

 

Art Curriculum

Northern Illinois District

Grade 2

 

 

XXVI.  Creation and Production of the Arts

 

STATE GOAL:  Through creating and performing, understand how works of art are produced.

 

Why This Goal Is Important:  Students acquire skills to produce and perform dance, drama, music and visual art.  They learn to use media, tools and technologies.  They learn to shape ideas and emotions into sounds, images and actions.  As students create and perform their own artworks and review the works of others, they become more imaginative, strengthen their problem-solving skills and learn to respond to the creativity of others.  Creating and performing are at the core of the fine arts.  Students also learn about the role of the artist (e.g., dancer, painter, actor, director, scriptwriter, musician).