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Art-Education Resources for Taunton Public Schools’ Art Department |
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ARTPAD Pre K-12 Standards |
Teachers: Feel free to print this page and send your project ideas to Ms. Antrim
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PreK–12 STANDARD 2: Elements and Principles of Design |
Project |
| Students will demonstrate knowledge of the elements and principles of design. | |
| Grades K - 4 | |
| 2.1 For color, explore and experiment with the use of color in dry and wet media | |
| Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork. | |
| Explore how color can convey mood and emotion For example, students mix light and dark values of colors or predict the results of overlapping and blending primary colors. | |
| 2.2 For line, explore the use of line in 2D and 3D works. | |
| Identify a wide variety of types of lines in the environment and in artwork For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. | |
| 2.3 For texture, explore the use of textures in 2D and 3D works | |
| Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork | |
| Create representations of textures in drawings, paintings, rubbings, or relief | |
| 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works | |
| Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork | |
| 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works | |
| Identify patterns and symmetrical forms and shapes in the environment and artwork. | |
| Explain and demonstrate ways in which patterns and symmetrical shapes may be made | |
| For example, a student folds and cuts paper to achieve symmetry, or makes printed patterns. | |
| 2.6 For space and composition, explore composition by creating artwork with a center of interest, repetition, and/or balance | |
| Demonstrate an understanding of foreground, middle ground, and background | |
| Define and identify occurrences of balance, rhythm, repetition, variety, and emphasis | |
| Grades 5 - 8 | |
| 2.7 For color, use and be able to identify hues, values, intermediate shades, tints, tones, complementary, analogous, and mono-chromatic colors | |
| Demonstrate awareness of color by painting objective studies from life and free-form abstractions that employ relative properties of color | |
| 2.8 For line, use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies | |
| 2.9 For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture) | |
| 2.10 For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry | |
| Create complex patterns, for example, reversed shapes and tessellation | |
| 2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume | |
| Grades 9 - 12 | |
| 2.12 Apply knowledge of color theory to a project focusing on the use of complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface | |
| 2.13 Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others Examples include: line as edge treatment and in patterns; color temperature, mass and volume as functions of color, size, perspective; negative space; visual and surface textures. | |
| 2.14 Review systems of visualizing information and depicting space and volume, for example, scale and vanishing point, linear, atmospheric, and isometric perspective; and create works using these systems | |
| 2.15 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood | |
| Grades 9 - 12 Extended | |
| 2.16 Create artwork that demonstrates a purposeful use of the elements and principles of design to convey meaning and emotion | |
| 2. 17 Create artwork that demonstrates facility in selective use of elements and principles of design to establish a personal style | |
| Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. |
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