fourth grade standards - visual arts

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Fourth Grade Standards - Visual Arts

These are from the Washington State Learning Standards


(1) The student understands and applies arts knowledge and skills in dance, music, theater, and visual arts.

  • (1.1) Understands and applies visual arts concepts and vocabulary.
    • (1.1.1) Applies, analyzes, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Line, Shape, Form, Color, Value, Texture, Space
      • Selects, uses, and produces a variety of types and qualities of line for artistic purposes in two- and three-dimensional artworks and to demonstrate/portray the following features and functions of line:
        • Direction
        • Expression/emotion
        • Movement
        • Shape
        • Textures
        • Patterns
        • Imaginative drawing
        • Observational drawing
        • To indicate form
        • Detail
        • Contours
        • Design
        • Space
        • Value (light, medium, and dark)
        • Gesture
        • Uses a variety of types and qualities of line to create an observational, gestural, and/or imaginative drawing.
    • (1.1.2) Applies, analyzes, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Line, Shape and Form, Color, Value, Texture, Space
      • Describes, selects, and produces shapes and forms in a variety of media, styles, and artworks to demonstrate:
        • Geometric shapes and forms.
        • Organic shapes and forms.
        • Free-form shapes and forms.
        • Positive and negative shapes.
        • The illusion of three-dimensional form on a two-dimensional surface.
    • (1.1.3) Applies, analyzes, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Line, Shape, Form, Color, Value, Texture, Space
      • Describes, selects, and produces a range of four values in various environments and works of art in a variety of media; demonstrates and produces:
        • A black-to-white value scale with three intermediate levels of gray (see the glossary for an example).
        • A one-color value scale, including a range of two intermediate color values (see the glossary for an example).
        • Two- and three-dimensional artworks that incorporate three levels of value.
        • A value scale in which repeating lines and shapes are used to generate three levels of value.
    • (1.1.4) Applies, analyzes, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Line, Shape, Form, Color, Value, Texture, Space
      • Selects, examines, and produces a variety of textures in various environments, in various works of two- and three dimensional art, and in a variety of media to demonstrate/portray:
        • Visual/implied texture
        • Actual texture
        • Differentiates between visual/implied and actual texture.
    • (1.1.5) Applies, analyzes, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Line, Shape, Form, Color, Value, Texture, Space
      • Plans, selects, and uses the element of space and spatial devices in various environments, in works of two - and -  three dimensional art, and in a variety of media to demonstrate/portray:
        • Baseline
        • Over/under
        • Above/below
        • Beside
        • Behind/in front
        • Foreground
        • Middle ground
        • Background
        • Overlap
        • Size
        • Placement on a page
        • Detail/diminishing detail
        • Color/diminishing color
    • (1.1.6) Applies, analyzes, and creates the elements of visual arts when producing a work of art.
      • Elements of Visual Arts: Line, Shape, Form, Color, Value, Texture, Space
      • Differentiates between, produces, mixes, and uses—in various artworks and using a variety of media—the following:
        • Primary colors (yellow, red, blue).
        • Secondary colors (orange, green, purple/violet); created by mixing and using primary colors (yellow + red = orange).
        • Warm colors (yellow, orange, red) and cool colors (blue, green, violet).
        • Intermediate (tertiary) colors; created by mixing selected primary and secondary colors (yellow + green = yellow-green).
        • Tints and shades (to show color value).
        • Complementary color pairs.
        • Language of color.
    • (1.1.7) Applies, analyzes, and creates repetition/pattern, contrast, variety, balance, movement/rhythm, and proportion in a work of art.
      • Visual Arts-Principles of Design: Repetition/Pattern, Contrast, Emphasis/Dominance, Variety, Balance, Movement/Rhythm, Proportion, Harmony/Unity
      • Explores and creates patterns, movement, and rhythm by using the repetition of lines, shapes, and colors.
      • Uses patterns to enhance the surfaces of shapes and forms in a variety of two- and three-dimensional works of art.
      • Identifies, examines, classifies, and uses the patterns and types of balance found in nature, in man-made environments, and in works of art.
      • Explores and creates works of art in a variety of two- and three dimensional media by using and combining:
        • Repetition/pattern
        • Contrast
        • Variety
        • Balance (symmetrical, asymmetrical, and radial)
        • Movement and rhythm
        • Proportion
        • Contrast
        • Uses and discusses the use of principles of design in his/her work and the work of others.
        • Uses forming and stamping techniques to create functional clay vessels.
  • (1.2) Develops visual arts skills and techniques.
    • (1.2.1) Applies and analyzes the skills and techniques of visual arts to create original works of art in two and/or three dimensions.
      • Develops and explores the skills, techniques, and processes of visual arts.
      • Uses perceptual and technical skills to create two- and three dimensional works of art.
      • Uses a variety of types of line and/or textures in an artwork.
      • Uses perceptual skills to create imagery from observation and
      • Uses forming and stamping techniques to create functional clay vessels.
  • (1.3) Understands and applies visual arts genres and styles of various artists, cultures, and times.
    • (1.3.1) Applies, analyzes, and creates artworks using visual arts styles and genres of various artists, cultures, places, and times.
      • Uses personal experience and/or knowledge of cultures and history to create an artwork.
      • Examines a variety of artworks for historical and cultural information.
      • Describes the attributes of artworks by specific artists or cultures.
      • Determines and describes the many reasons that prompt people to make art (tradition, ritual, social and personal reasons, and so on).
      • Uses visual thinking skills to discuss a variety of artworks.
  • (1.4) Understands and applies audience conventions in a variety of settings, performances, and presentations of visual arts.
    • (1.4.1) Analyzes the conventions and responsibilities of the audience and applies the conventions that are appropriate given the setting and culture.
      • Demonstrates active listening and appropriate viewing skills in visual arts settings.
      • Demonstrates appropriate audience conventions in a variety of arts settings.
      • Demonstrates respect for artists and artworks in the community and in a variety of visual arts settings.

(2) The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in dance, music, theater, and visual arts.

  • (2.1) Applies a creative process to visual arts. (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents)
    • (2.1.1) Applies a creative process to visual arts.
      • Demonstrates a creative process:
        • Explores the elements of visual arts to create works of art.
        • Gathers and uses information to create works of visual arts.
        • Uses ideas, skills, foundations, and techniques to create works of visual arts.
        • Implements choices of the elements of visual arts and principles of design to create works of art.
        • Reflects for the purposes of self-evaluation and improvement.
        • Refines works of visual arts through feedback and self-reflection.
        • Presents works of art to others in the school and community.
  • (2.2) Applies a performance and/or presentation process to visual arts. (Identifies, selects, analyzes, interprets, practices, revises, adjusts, refines, presents, exhibits, produces, reflects, self-evaluates)
    • (2.2.1) Applies a performance and/or presentation process to visual arts.
      • Demonstrates a presentation process:
        • Creates, revises, and evaluates works of visual arts through exploration, reflection, and problem-solving.
        • Selects artistic resources and materials in order to create and present artworks.
        • Produces and presents an artwork that represents a personal experience.
        • Communicates the process used to make a visual artwork and/or presentation.
        • Identifies the audience and purpose of the artwork and presentation.
        • Reflects upon the process used to create artworks and self-evaluates 
  • (2.3) Applies a responding process to a presentation/exhibit of visual arts. (Engages, describes, analyzes, interprets, and evaluates)
    • (2.3.1) Applies a responding process to visual arts.
      • Demonstrates a responding process:
        • Engages the senses actively and purposefully while experiencing visual arts.
        • Describes and communicates what is perceived and experienced through the senses (seen, felt, smelled, tasted, and/or heard).
        • Uses developmentally appropriate elements and foundations of visual arts.
        • Determines personal meaning based on personal experiences and background knowledge.

(3) The student communicates through the arts (dance, music, theater, and visual arts).

  • (3.1) Uses visual arts to express feelings and present ideas.
    • (3.1.1) Analyzes the ways that visual arts are used to express feelings and present ideas and applies his/her understanding when creating artworks.
      • Expresses feelings and presents original ideas (with teacher’s support and direction) by using symbols of visual arts in a variety of media.
      • Expresses and/or represents in works of art/design what is perceived and experienced through the senses (seen, felt, smelled, tasted, and/or heard).
      • Examines and explains artistic/design choices in works of art.
      • Examines and describes the use and misuse of the practice of appropriating (plagiarizing) copyrighted artworks and designs to communicate ideas and feelings.
  • (3.2) Uses visual arts to communicate for a specific purpose.
    • (3.2.1) Analyzes visual artworks that communicate for a specific purpose and applies his/her understanding when creating artworks.
      • Uses (with teacher’s support and direction) media, materials, and resources deliberately to communicate for a specific purpose.
      • Determines and describes how visual artworks communicate specific ideas and for specific purposes.
      • Works alone or in collaboration with others (and with a teacher’s support and direction) to plan and create visual artworks in a variety of media to communicate for a specific purpose
  • (3.3) Develops personal aesthetic criteria to communicate artistic choices in visual arts.
    • (3.3.1) Analyzes how personal aesthetic choices are influenced by and reflected in visual artworks.
      • Examines (with teacher’s direction) how personal aesthetic choices are reflected in visual artworks.
      • Determines how the personal aesthetic choices reflected in visual artworks are influenced by geography, culture, and history.

(4) The student makes connections within and across the arts (dance, music, theater, and visual arts) to other disciplines, life, cultures, and work.

  • (4.1) Demonstrates and analyzes the connections among the arts disciplines (dance, music, theater, and visual arts).
    • (4.1.1) Understands and applies skills, concepts, and vocabulary that the discipline of visual arts has in common with other arts disciplines.
      • Describes and demonstrates skills, processes, concepts, and vocabulary that are common among arts disciplines.
      • Determines how the processes and attributes of one arts discipline are similar to those of another.
  • (4.2) Demonstrates and analyzes the connections among the arts and between the arts and other content areas.
    • (4.2.1) Understands and applies the skills, concepts, and vocabulary that the discipline of visual arts has in common with other content areas.
      • Identifies concepts, attributes, steps, and processes that are common to the arts and other areas.
      • Applies arts knowledge and skills to reinforce what they learn in other content areas.
  • (4.3) Understands how the arts impact and reflect personal choices throughout life.
    • (4.3.1) Applies understanding of how visual arts impact personal choices, including choices made at school and in the community.
      • Examines, compares, and explains how the arts impact choices made:
        • In the family/home
        • In the classroom
        • At school
        • As part of activities in the community
        • At other events outside of school
        • By advertisers
        • By consumers
  • (4.4) Understands how the arts influence and reflect cultures/civilization, place, and time.
    • (4.4.1) Understands how specific attributes of visual artworks reflect their cultural and historical contexts.
      • Explores, describes, and compares attributes of:
        • Artworks in the classroom.
        • Artworks in the school.
        • Specific artworks in the community.
        • Artworks of a specific culture or place.
        • Uses specific attributes in artworks to reflect a specific culture or place.
  • (4.5) Understands how arts knowledge and skills are used in the world of work, including careers in the arts.
    • (4.5.1) Applies their understanding of how the knowledge, skills, and work habits of visual arts are used in the world of work, including careers in visual arts.
      • Explores and practices the productive work habits and safety procedures needed to create art; for example, the student:
        • Uses materials safely.
        • Uses tools safely.
        • Meets deadlines.
        • Completes work.
        • Cares for personal and studio space.
        • Acquires good craftsmanship.
        • Explores different careers in the arts and associated work habits.