Chester Art Philosophy and Standards

Region #4 Elementary Art Education Philosophy

Art education develops creative, critical and divergent thinkers through the study of art history, art criticism, aesthetics and production. Art education also provides communication skills and experiences in understanding one’s self and others. We encourage all students to see themselves as capable of achievement in visual arts.

Our elementary art program is based on a sequential building of artistic processes and experiences developed with knowledge of State and National Standards in visual arts. Students receive art instruction once on a four day rotation for 45 minutes.

Kindergarten thru 3rd Grade

1: Students will explore, understand, select and apply media, techniques and processes unique to visual thinking.
a. differentiate between a variety of media, techniques and processes (Examples include drawing, painting, sculpture, clay, and printmaking processes)
b. use different media, techniques and processes to communicate ideas, feelings and experiences
c. use art media and tools in a safe, clean and responsible manner. (Examples include control a paintbrush, mix a palette of colors, hold scissors and paper for cutting, apply glue appropriately)

2: Students will explore, understand and apply elements and organizational principles of visual language.
a. explore the elements of visual language
b. use the elements of visual language to communicate ideas (Examples of elements of visual language include: line, shape, form, space, texture, pattern, value and color.)

3: Students will apply a range of visual thinking and problem solving processes to inspire their ideas and work.
a. art content explored through own experiences and teacher directed sources
b. explore and select art content to communicate meaning (Examples of content include personal experiences, imagination, environment, music, storytelling, literature, poetry, cultural and historical context.)

4: Students will understand visual thinking in relation to the development and success of humanity.
a. explore concept that visual thinking has a history and a variety of cultural purposes and meanings
b. explore works of art belonging to particular styles, cultures, times or place
c. create art work that demonstrates understanding of how history or culture can influence visual thinking

5: Students will reflect upon, describe, analyze, interpret and evaluate their own and other work individually and in groups.
a. explore various purposes for creating works of art.
b. explore visual characteristics of works of art using visual thinking terminology to understand that there are different responses to works of art.
c. describe their personal responses to specific works of art
d. identify possible improvements in the process of creating their own artwork.

6: Students will make connections between visual arts, visual art careers, and daily life.
a. explore connections between visual arts and daily life
b. explore connections between visual arts and other curriculum areas
c. explore various careers that are available to the visual thinkers.

Grade 4 thru Grade 6

1: Students will explore, understand, select and apply media, techniques and processes unique to visual thinking.
a. differentiate between a variety of media, techniques and processes (Examples include drawing, painting, sculpture, clay, printmaking processes and technology)
b. describe how different media, techniques and processes cause different effects andpersonal responses
c. use art media and tools in a safe, clean and responsible manner.
d. explore, experiment and apply media, techniques and processes to create original work

2: Students will explore, understand and apply elements and organizational principles of visual language.
a. explore the elements of visual language
b. use the elements of visual language to communicate ideas (Examples of elements of visual language include: line, shape, form, space, texture, pattern, value and color.)

3: Students will apply a range of visual thinking and problem solving processes to inspire their ideas and work.
a. art content explored through own experiences and teacher directed sources
b. explore and select art content to communicate meaning (Examples of content include personal experiences, imagination, environment, music, storytelling, literature, poetry, cultural and historical context.)

4: Students will understand visual thinking in relation to the development and success of humanity.
a. explore characteristics and purposes of works of art representing various cultures, historical periods and artists
b. explore works of art belonging to particular styles, cultures, times or places
c. create art work that demonstrates understanding of how history or culture can influence visual thinking

5: Students will reflect upon, describe, analyze, interpret and evaluate their own and other work individually and in groups.
a. identify various purposes for creating works of art.
b. describe visual characteristics of works of art using visual thinking terminology
c. recognize that there are different responses to works of art
d. identify possible improvements in the process of creating their own artwork
e. describe their personal responses to specific works of art using visual thinking terminology

6: Students will make connections between visual arts, visual art careers, and daily life.
a. identify connections between visual arts and daily life.
b. understand connections between visual arts and other curriculum areas
c. identify various careers that are available to the visual thinkers.
d. understand how the visual arts are used in the world around us