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Create a Sculpture
Indiana State Standards
Grades 3 - 5
| Visual Arts |
| RESPONDING TO ART: History |
| 3.2.2 |
Identify and distinguish between realistic, abstract, and non-objective works of art.
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| RESPONDING TO ART: Criticism |
| 3.3.3 |
Use appropriate art vocabulary. |
| 4.3.3 |
Use appropriate art vocabulary. |
| 5.3.3 |
Use appropriate art vocabulary.
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RESPONDING TO ART: Aesthetics
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| CREATING ART: Production |
| 3.7.1 |
Demonstrate observational skills in the production of artwork. |
| 3.8.1 |
Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in their work that effectively communicates their ideas. |
| 3.8.2 |
Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary), lines (characteristics and qualities), textures (tactile and visual), and space (placement/overlapping/negative/positive/size), in their work and the works of others. |
| 3.9.1 |
Identify differences between media and the visual characteristics of each medium (see below). |
| 3.9.2 |
Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including:
NEW MEDIA:
Media: computer, interactive computer programs, disposable camera, digital camera, video, photography, film
Processes: computer processes in programs such as Artrageous, Open Eyes, Hyper studio, KidPix |
| 4.7.1 |
Demonstrate refined observational skills in their work. |
| 4.8.1 |
Apply elements (line, shape, form, texture, color, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis) in work that effectively communicates their ideas. |
| 4.8.2 |
Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, tints, and shades), lines (characteristics, quality), textures (tactile and visual), and space (placement, perspective, overlap, negative, positive, size), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others |
| 4.9.1 |
Identify differences between media and the visual characteristics of each medium |
| 4.9.2 |
Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including:
NEW MEDIA:
Media: computer, interactive computer programs, disposable camera, digital camera, video, photography, film
Processes: computer processes in programs such as Artrageous, Open Eyes, Hyperstudio, KidPix |
| 5.7.1 |
Demonstrate refined observational skills through accurate rendering of representational objects and subject matter from life. |
| 5.7.3 |
Generate symbols and subject matter and borrow ideas from an artist’s work in order to communicate ideas. |
| 5.8.1 |
Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates their ideas. |
| 5.8.2 |
Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, perspective, overlap, negative, converging lines, positive, size, color), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others. |
| 5.9.1 |
Discriminate between visual characteristics of a variety of media and selectively use these in their work. |
| 5.9.2 |
Identify and control different media, techniques, and processes to effectively communicate ideas, experiences, and stories including:
NEW MEDIA:
Media: computer, interactive computer programs, disposable camera, digital camera, video, photography, film
Processes: computer processes in programs such as Artrageous, Open Eyes, Hyperstudio, KidPix
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| RESPONDING TO ART: Careers and Community |
| 3.11.1 |
Identify the roles of artists, docents, guards, and curators at museums and galleries. |
| 3.12.2 |
Visit local museums, exhibits, art performances, and experience visiting artists in the school. |
| 4.11.1 |
Identify artists in the community. |
| 4.11.2 |
Identify various opportunities in art related careers (historian, critic, curator, gallery director, display artist, website designer, graphic artist etc). |
| 4.12.2 |
Analyze and respond to art at local museums, exhibits, arts performances, and exhibited by visiting artists in the school. |
| 5.11.1 |
Identify the roles of artists and critics in the community. |
| 5.11.2 |
Identify various responsibilities of selected careers in art (illustrator, costume and set designer, sculptor, display designer, painter, graphic designer, animator, visual editor). |
| 5.12.2 |
Visit, analyze, and respond to art at local museums, exhibitions, performances, and exhibited by visiting artists in the school.
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| RESPONDING TO ART: Integrated Studies |
| 3.13.1 |
Identify and compare similar concepts or principles found in art and across disciplines (such as symmetry, pattern, or celebration). |
| 3.13.2 |
Demonstrates the ability to create a work of art integrating concepts, subject matter, or the sign systems (such as words or numbers) of another discipline. |
| 4.13.1 |
Begin to distinguish between products and processes of visual art and other disciplines. |
| 4.13.2 |
Create a work of art using subject matter, concepts, or sign systems (words, numbers) of another discipline. |
| 5.13.1 |
Compare characteristics of a theme, historical period, or event through the multiple perspectives of different disciplines. |
| 5.13.2 |
Create products or performances (debates, critiques, papers) that communicate in-depth knowledge gained through integrated study of a theme, historical period, or event. |
National Standards
Grades K - 4
| Visual Arts |
| NA-VA.K-4.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES |
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Students use different media, techniques, and processes to communicate ideas, experiences, and stories
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| NA-VA.K-4.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS |
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Students use visual structures and functions of art to communicate ideas
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| NA-VA.K-4.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS |
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Students select and use subject matter, symbols, and ideas to communicate meaning
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| NA-VA.K-4.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES |
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Students know that the visual arts have both a history and specific relationships to various cultures
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| NA-VA.K-4.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS |
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Students understand there are various purposes for creating works of visual art |
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Students understand there are different responses to specific artworks
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| NA-VA.K-4.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES |
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Students identify connections between the visual arts and other disciplines in the curriculum |
National Standards
Grades 5 - 8
| Visual Arts |
| NA-VA.5-8.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES |
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Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
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| NA-VA.5-8.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS |
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Students select and use the qualities of structures and functions of art to improve communication of their ideas
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| NA-VA.5-8.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS |
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Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
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| NA-VA.5-8.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES |
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Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
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| NA-VA.5-8.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS |
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Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
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| NA-VA.5-8.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES |
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Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts |
NETS for Students
| Basic operations and concepts |
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Students demonstrate a sound understanding of the nature and operation of technology systems.
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| Social, ethical, and human issues |
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Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
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| Technology productivity tools |
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Students use technology tools to enhance learning, increase productivity, and promote creativity. |
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Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
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| Technology communications tools |
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Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
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| Technology research tools |
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Students use technology to locate, evaluate, and collect information from a variety of sources.
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| Technology problem-solving and decision-making tools |
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Students use technology resources for solving problems and making informed decisions. |
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