Visual Arts

inspiration in the Braeburn hallway

The Visual Arts curriculum provides a sequential and meaningful focus on skills and concepts while emphasizing art production, art history, aesthetics, and art criticism.

Instruction and student learning are driven by the National Core Arts Standards ( 2015) and corresponding anchor standards of Creating, Presenting, Responding and Connecting. These standards foster development of Visual Arts literacy, inquiry skills, 21st century and life skills.

A quality education in the Visual Arts will provide students with the means to:

  • Value art as an important realm of human activity, and a lifelong source of insight and understanding
  • Offer self-reflective opportunities focusing on expression and development of personal style
  • Provide opportunities to develop interpersonal skills through collaborative work
  • Improve perceptual skills and strengthen knowledge base
  • Enhance critical and creative thinking abilities as well as problem solving skills
  • Develop visual literacy skills
  • Broaden career opportunities and possible application
  • Foster development of 21st century skills

Visual Arts Curriculum

student creating art

The Visual Arts Department promotes artistic development, fosters development of visual literacy, critical thinking skills, intellectual risk-taking and lifelong learning. While the foundation for the curriculum is based on the (1994) National Standards, the ( 2015) National Core Arts Standards ( NCAS) provide an update on expectations for the 21st century learner. Instructional strategies and standards are focused on inquiry,exploration and development of skill and technique through student-centered experiences that promote meaningful discourse.

Kindergarten

UNDERSTANDING THE CREATIVE PROCESS THROUGH THE VISUAL ARTS

Connecting / Exploring Culture through Concept and Skill

  • Learn about landscape and still life; creating space (foreground, middleground, background)
  • Explore author/illustrator, connecting to literacy and images
  • Learn about the elements and principles of art such as shape, line and color as well as color theory and line directionality
  • Exploration of a wide variety of cultures drawing from art history as well as current artists
  • Discover connections to other subject matters such as science, math, and history

CREATING

  • Exploration of a variety of mediums in creative expression
  • Drawing: a variety of techniques introduced in use of crayon, oil pastel, and watercolor pencils
  • Painting: possible exploration of resist, watercolor, acrylic, tempera
  • Three dimensional art: introduction of techniques used in sculpture such as relief, paper sculpture, found objects and clay

RESPONDING / CRITIQUE AND AESTHETIC DISCOURSE

  • Participate in collaborative discussion about art using appropriate vocabulary
  • Develop Visual Literacy skills about art and process in written artist’s intent or creative writing (poetry, story)

Grade 1

UNDERSTANDING THE CREATIVE PROCESS THROUGH THE VISUAL ARTS

Connecting / Exploring Culture through Concept and Skill

  • Learn about portraits and self-portraits; creating space
  • Learn about the elements and principles of art such as shape, line and color as well as color theory and line directionality
  • Explore author/illustrator, connecting to literacy and images
  • Learn about landscape, still life and creating space ( foreground, middleground, background)
  • Exploration of a wide variety of cultures drawing from art history as well as current artists
  • Discover connections to other subject matters such as science, math, history

CREATING

  • Exploration of a variety of mediums in creative expression
  • Drawing: a variety of techniques introduced in use of crayon, oil pastel, and watercolor pencils
  • Painting: possible exploration of resist, watercolor, acrylic, tempera
  • Three dimensional art: introduction of techniques used in sculpture such as relief, paper sculpture, found objects and clay

RESPONDING / CRITIQUE AND AESTHETIC DISCOURSE

  • Participate in collaborative discussion about art using appropriate vocabulary; develop opinions and judgments about art
  • Develop Visual Literacy skills about art and process in written artist’s intent, journal, or creative writing (poetry, story)

Grade 2

UNDERSTANDING THE CREATIVE PROCESS THROUGH THE VISUAL ARTS

Connecting / Exploring Culture through Concept and Skill

  • Learn about portraits and self-portraits; creating space
  • Learn about the elements and principles of art such as shape, line and color as well as color theory and line directionality
  • Explore author/illustrator, connecting to literacy and images
  • Learn about landscape, still life and creating space ( foreground, middleground, background)
  • Exploration of a wide variety of cultures drawing from art history as well as current artists
  • Discover connections to other subject matters such as science, math, history

CREATING

  • Exploration of a variety of mediums in creative expression
  • Drawing: a variety of techniques introduced in use of crayon, oil pastel, and watercolor pencils
  • Painting: possible exploration of resist, watercolor, acrylic, tempera
  • Three dimensional art: introduction of techniques used in sculpture such as relief, paper sculpture, found objects and clay

RESPONDING / CRITIQUE AND AESTHETIC DISCOURSE

  • Participate in collaborative discussion about art using appropriate vocabulary; develop opinions and judgments about art
  • Develop Visual Literacy skills about art and process in written artist’s intent, journal, or creative writing (poetry, story)

Grade 3

UNDERSTANDING THE CREATIVE PROCESS THROUGH THE VISUAL ARTS

Connecting / Exploring Culture through Concept and Skill

  • Learn about autobiographical art, portraits and self-portraits; creating space
  • Learn about the elements and principles of art such as shape, line and color as well as color theory and line directionality
  • Learn about styles of art such as Abstraction and Post Impressionism
  • Learn about landscape, still life and creating space (foreground, middleground, background)
  • Explore meaning and symbolism related to a variety of art, art forms and cultures
  • Exploration of a wide variety of cultures drawing from art history as well as current artists
  • Discover connections to other subject matters such as science, math, history

CREATING

  • Exploration of a variety of mediums in creative expression
  • Drawing: a variety of techniques introduced in use of crayon, oil pastel, watercolor pencils
  • Painting: possible exploration of resist, watercolor, acrylic, tempera
  • Three-dimensional art: introduction of techniques used in sculpture such as relief, paper sculpture, found objects, clay, mobile/stabile

RESPONDING / CRITIQUE AND AESTHETIC DISCOURSE

  • Participate in collaborative discussion about art using appropriate vocabulary; develop opinions and judgments about art
  • Develop Visual Literacy skills about art and process in written artist’s intent, journal, or creative writing (poetry, story)

Grade 4

UNDERSTANDING THE CREATIVE PROCESS THROUGH THE VISUAL ARTS

Connecting / Exploring Culture through Concept and Skill

  • Learn about autobiographical art, portraits and self-portraits; creating space
  • Learn about the elements and principles of art such as shape, line and color as well as color theory and line directionality
  • Learn about styles of art such as Pointillism, Op Art, Abstraction (Nonobjective)
  • Learn about landscape, still life and creating space ( foreground, middleground, background)
  • Explore meaning and symbolism related to a variety of art, art forms and cultures
  • Exploration of a wide variety of cultures drawing from art history as well as current artists
  • Discover connections to other subject matters such as science, math, history

CREATING

  • Exploration of a variety of mediums in creative expression and use of composition
  • Drawing: a variety of techniques introduced in use of crayon, oil pastel, watercolor pencils
  • Painting: possible exploration of resist, watercolor, acrylic, tempera
  • Three-dimensional art: introduction of techniques used in sculpture such as relief, paper sculpture, found objects, clay, mobile/stabile

RESPONDING / CRITIQUE AND AESTHETIC DISCOURSE

  • Participate in collaborative discussion about art using appropriate vocabulary; develop opinions and judgments about art
  • Develop Visual Literacy skills about art and process in written artist’s intent, journal, or creative writing (poetry, story)

Grade 5

UNDERSTANDING THE CREATIVE PROCESS THROUGH THE VISUAL ARTS

Connecting / Exploring Culture through Concept and Skill

  • Learn about autobiographical art, portraits and self-portraits; creating space
  • Learn about the elements and principles of art such as shape, line and color as well as color theory and line directionality
  • Learn about styles of art such as Pop Art, Abstraction, Cubism, Surrealism
  • Learn about landscape, still life and creating space ( foreground, middleground, background)
  • Explore meaning and symbolism related to a variety of art, art forms and cultures
  • Exploration of a wide variety of cultures drawing from art history as well as current artists
  • Discover connections to other subject matters such as science, math, history

CREATING

  • Exploration of a variety of mediums in creative expression and use of composition
  • Drawing: a variety of techniques introduced in use of crayon, oil pastel, watercolor pencils
  • Painting: possible exploration of resist, watercolor, acrylic, tempera
  • Three-dimensional art: introduction of techniques used in sculpture such as relief, paper sculpture, found objects, clay, mobile/stabile

RESPONDING / CRITIQUE AND AESTHETIC DISCOURSE

  • Participate in collaborative discussion about art using appropriate vocabulary; develop opinions and judgments about art
  • Develop Visual Literacy skills about art and process in written artist’s intent, journal, or creative writing (poetry, story)

Grades 6 - 8

The middle school curriculum emphasizes understanding the creative process through the Visual Arts. To align with state and National Standards (NCAS) students focus on: Connecting/Exploring Culture through learning about concept and skill, Creating and developing skills through exploring art materials and techniques, Responding applying appropriate terms in critique and reflection and having Aesthetic Discourse while supporting one’s own judgement.

The curriculum, which is currently being revised to align with NCAS, is grounded in inquiry, Assured Learning Experiences and specific vocabulary.

Middle School students have the opportunity to experience such art processes as printmaking, drawing, painting, and using technology applications to make art, sculpture.

Visual Arts in High School

 
 

colorful canvas

Student Imagery

WHPS’ Visual Arts program provides opportunities for students to understand the world through visual expression and to explore a variety of artistic media and techniques. Visual Arts teachers consider both the viewer of student art as well as the artist. While freedom of expression and development of individual style is encouraged, reasonable boundaries of content are a responsibility of the public school. Student art that depicts violence (harm to oneself or others), graphic nudity, or promotes substance abuse is not appropriate for a public school setting. This includes gruesome imagery (including blood), weapons, inappropriate language, sexually explicit imagery/nudity or use of illegal substances. Inappropriate content will not be displayed in public spaces (such as school lobby showcases) as such images may not be appropriate for the full range of students, public and visitors to the schools. Teachers are available to support a student by suggesting alternative ways to express ideas and problem solve complex topics.  Student artists are encouraged to discuss their work with teachers relative to these guidelines to ensure the appropriateness of artifacts and their availability for class critique and public display.