curriculum

1. URRICULUM OUTLINE FOR GRADES 1 TO 8
URRICULUM OUTLINE FOR GRADES 1 TO 8
URRICULUM OUTLINE FOR GRADES 1 TO 8
MODULE GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8
MODULE
1:FORMS
LINE. SHAPE.
FORM.SPACE.
June to August
LINE: Types of lines,
characteristics,directionals, emotive
lines,lines as texture. SHAPE:
Geometric and free form shapes.
SPACE: format,placement
LINE: lines for emphasis,lines as texture.
SHAPE: Geometric, organic and free form
shapes. FORM:cube, pyramid, Cone,
cylinder, sphere, cuboid, tetrahedron.
SPACE: format portrait/ landscape
LINE: lines for motion. SHAPE:
Geometric, organic and free form shapes.
Natural and manmade.
FORM: rendering volume through shading.
Simple shading techniques. Shape within
shapes.Complex forms.
SPACE: Positive/ negative. Illusion.Play of
light. Shadows.
LINE :Horizon line. Depth illusion.
SHAPE:logical repitition.size relationship.
SPACE: Positive/ negative, creating depth
& distance. SUBJECT MATTER: reason.
Idea generation.Still Life. Landscape.
Portrait. Preliminary sketch using a prose
as inspiration
LINE :Converging lines. Linear
perspective. Eye level.
SHAPE to FORM: multiple shapes.
Size & proportion. Measurement drawing
using isometry. SPACE:
placement, overlapping, size.
PORTRAITURE: proportions. HUMAN
FIGURE: proportion. ABSTRACTION :
Basic Understanding
PERSPECTIVE : 1 point and 2 point
perspective.Exteriors and interiors in 1
point perspective. SHAPE TO FORM:
portraits. emotive lines. values and
proportions. The human figure.
ABSTRACTION :The CUBIST face.
PERSPECTIVE : 1 point,2 point and 3
point perspective. Buildings in 2 point
and in 1 point perspective.
SHAPE TO FORM : human figure. Figure
in motion - axis lines, ellipse lines,
symmetry and balance.
ENLARGING : the grid method.
PENCIL TECHNIQUES: Hatching,cross-
hatching, stippling
PERSPECTIVE : 1 point,2 point and 3
point perspective. Plotting the
vanishing point in an interior perspective.
SHAPE TO FORM : portraits. emotive
lines. colour, values and proportions. The
human figure.movement drawings.
ABSTRACTION :movement abstraction
PENCIL TECHNIQUES: stippling
MODULE 2:
SURFACES
COLOUR .
TEXTURE
PATTERN
September to
December
COLOUR:primary colours.Real and
fantasy colours. Colour and emotion.
TEXTURE: Visual and tactile/ rough/
smooth, hard/ squishy/soft/, bumpy/ even,
dry/ slimy
COLOUR: primary and secondary
colours.Neutral colours. Moods.
TEXTURE: Man made and natural.
PATTERN: Simple patterns SYMMETRY :
mirror image
COLOUR: Intermediate colours. Tints and
shades.
PATTERN:Working in Sequence.
BALANCE:symmetry/ asymmetry.
PRINTING TECHNIQUES : Mono Prints.
COLOUR:Warm and Cool Colours
PATTERN:ordered / random Visual
Rhythm. Repitition and unity using line,
shape, colour, size and value.
BALANCE:symmetrical, asymmetrical
PAINTING TECHNIQUES : Horizontal
brush strokes. Dry Brush/ wet-on-wet/
Hard edge/ soft edge.
COLOUR:Colour wheel. Complementary
and contrasting colours.
PAINTING TECHNIQUES : Horizontal/
vertical and cross strokes. Dry Brush/
wet-on-wet. Gradation with water and
pigment manipulation. Fillers and details.
THEMES: Still life, Landscapes, Sea
scapes, night scapes.
COLOUR:Colour progression. colour
theory, warm and cool compositions.
PRINCIPLES OF ART: proportion, variety,
unity and emphasis
PAINTING TECHNIQUES: water colours,
acrylics and oils. CREATING AN ART
PIECE: Murals.
COLOUR:Colour theory. analogous and
contrasting colours PRINCIPLES
OF ART:balance, rhythm,movement.
PAINTING TECHNIQUES: Combining
media,pastels, water colours, acrylics and
oils. CREATING AN ART PIECE: exploring
logos and branding.
COLOUR RELATIONSHIPS: Triads,
primary, secondary and tertiary triads.
Monochromatic, analogous,
complementary compositions.
PAINTING TECHNIQUES: studying a great
artist and his/ her style.
CREATING A MASTERPIECE.
MODULE 3 :
3D
SCULPTURE
ARCHITECtURE
January to
March
SCULPTURE: clay modelling. Paper
folding.Assemblage. PUPPETRY: folk
tales and finger puppets. Background.
SCULPTURE: clay modelling. Paper weaving.
Assemblage. PUPPETRY: folk tales from India
and finger puppets.Shoe box set Design.group
show.
SCULPTURE: clay modelling. Paper
sculpture. Assemblage.
PUPPETRY: folk tales from india and
shadow puppets.
SCULPTURE:Form follows Function.
Functional art. PUPPETRY: world
tales and a study of international folk
puppetry techniques.
SCULPTURE:multiple material exploration.
Additive and subtractive sculpture.
ARCHITECTURE: Understanding
skeletals. Making complex geometric
forms with varied materials.
SCULPTURE: multiple material
exploration.Parts to whole relationships.
ARCHITECTURE: Understanding
construction. Converting drawings into 3D
using varied materials
SCULPTURE: Parts to whole relationships.
kinetic art. ARCHITECTURE:
Understanding construction. Converting
drawings into 3D using paper techniques.
SCULPTURE: Simple product design.
ARCHITECTURE: Model making using
measurements from an architectural
drawing. DIGITAL ART: Working with
computers
ART
EXPOSURE
Folk arts from around the world. Folk arts from India. Indian art through the
ages
Ancient egypt. Mesopotamia. Mayan art.
Oriental art.
Art in the Medevial world. Rennaisance. Art in the 18th century. Art in the 19th century. Art in the 20th century. Careers in arts. 21st century art: trends and forecasts.
Careers in arts.
NOTE: this is the proposed curriculum for an
academic year for grades1 to 8. The text in
green is the amount of work I was able to
explore with the children. Some concepts
remained unexplored for various reasons which
I can clarify if need be. At times
the art classes have been utilised in
conjunction with history classes to do hands on
activities in exploring civilizations. I would love
to work with other subjects teachers, especially
in explaining abstraction using maths and
languages. Geography and pure sciences can
also be explored.
Grade 3: we had a session on making head
dresses for yakshagana.
Grade 5: we had two sessions on making
various clay models relating to the indus valley
civilization.
Grade 6: we had two sessions on cave art
using naturally found media and also making
dwellings, utensils, weapons and jewelry of the
paleo/ neo and mesolithic people using found
materials. we had a session on indus valley
civilization where the students have made their
version of harappa by making the important
architectural elements the city in clay.
Grade 7: we had a session on exploring greek
history through architecture, olympics,
mythology and everyday life. we are currently
working on a project on roman history.

2. VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
VISUAL ARTS STUDENT LEARNING GOALS FOR GRADES 1 TO 8
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8
SKILLS
The essentials include basic hand
eye coordination with activities like
drawing, rubbing, shaping, tearing,
glueing, stamping. They should
identify primary colours, begin to
perceive spatial relationships,
distinguish line types and their uses,
produce shapes, forms and
textures .
continued development of fine
motor skills and observational
abilities. Students should realize the
narrative qualities of art and expad
on their knowledge of basic art
concepts like symmetry,
overlapping, geometric/ organic
shapes, line variations, colour
values.
The essentials include the ability to
demonstrate various illusions on a
picture plane and basic colour
theory. Illustrate in greater detail
and discuss theirs as well as others'
art work by using appropriate
vocabulary
progressive manipulation of art
tools and techniques. Application of
critical thinking skills while
observing, sorting and defining art
or a theme. Increased cultural
awareness. Understanding visual
distortion.
increased abilty to observe and
render 3D objects, the human figure
and linear perspective. Improved
thinking skills when observing,
classifying, describing and
analyzing art. Developing skills in
positive/ progressive criticism.
Developing sensitivity to the
nuances of various art media and
techniques.
drawing, painting, printmaking, care
of tools, 2d to 3D and vice versa,
colour theory, light and shade, art
history of the specified period.
Working as individuals, subgroups
that coordinate with larger groups.
decision making, allocating roles
within groups. Describing and
classifying art. Constructive
criticism. working towards set
goals. managing time.
visual awareness. Drawing, painting,
printing, sculpting. Exploring crafts.
Developmental planning. Lettering/
layout. Composition. Care of tools
and materials. Rendering. 2 point
perspective. Describing and
classifying art. Constructive
criticism. working towards set
goals. managing time.
visual awareness. Drawing, painting,
printing, sculpting. Exploring crafts.
Developmental planning. Lettering/
layout. calligraphy. symbol design.
creating a portfolio.Composition.
Care of tools and materials.
Rendering. 3 point and aerial
perspective. Describing and
classifying art. Constructive
criticism. working towards set
goals. managing time.
EXPECTATIONS
Recognise art elements in
surroundings and relate to them.
Identify and use the same.Develop
sensory perception. Create art that
correlates with spoken language.
Perceive spatial relationships.
Develop hand-eye coordination by
drawing and constructing 3D forms.
recognize and develop motor skills
while exploring clay and paper.
discuss ideas and emotions in
artworks. learn about world cultures
and their contribution to art.
Identify, use and produce ;
geometric and organic shapes,
secondary, neutral colours and 3D
forms. Understand shape to form
relationships. Group work. Use
themes in artworks consciously.
Use a variety of resources for art
ideas. Construct 3D art. Understand
and create patterns, textures using
symmetry, ocerlapping, fill the entire
format. use the computer to
generate art.
observe and use details. Create
sensory art. Study fiber arts.
Recognize and integrate accidental
art with innovative solutions.
Monoprinting. Identify and use
positive/ negative space, warm and
cool colours, pattern, movement.
Understand volumes of basic forms.
use the computer to generate art.
relate articles, happenings about
art.
brainstorm ideas for a theme.
Planning and executing a thematic
project. Use design principles.
Understand and use perspective
effectively. Create abstract art
consciously. Use line to depict
outline and detail.
connect and combine information to
produce art. Study and develop
colour wheel. Identify and produce
art using complimentary colours.
Use linear perspective. Improve
dexterity in using media.
Understand human proportions.
understand the basic elements and
principles in art and apply them
effectively. drawing, painting
sculpture. Balance in 3D. Planning,
processing and composing
outcomes. Working on abstract and
complex themes from other
academic subjects. Compare
cultures past and present. self
confidence and discipline.
sensitivity to work, environment and
tools.
communication: oral, written and
visual. Effectively use the elements
and principles of art. Balance.
Safety procedures. Measurements.
Compositional arrangement and
visual logic. Art movement and their
societal implications and art as a
reaction to society. Ethics in art.
communication: oral, written and
visual. Effectively use the elements
and principles of art. Balance.
Safety procedures. Measurements.
Compositional arrangement and
visual logic. Art movement and their
societal implications and art as a
reaction to society. Ethics in art.
classification of art by subject and
style. motif/ ornamentation.
simulated textures. aerial
perspective. symbols and their
relevance.the artist as a recorder of
history.
CONNECTIONS
MATHS: connected lines make
shape. Geometric shapes.
Counting, sorting and making
multiples. EVS: nature
connections. Seasons, colours,
forms, proportions.
LANGUAGE ARTS: increase
vocabulary and illustrate stories in
words, sketches and puppetry.
distinguish between realism and
fantasy.
MATHS: shapes, patterns,
symmetry, 3D geometric forms.
EVS: nature connections.
Symmetry, shapes, colour,
proportions. LANGUAGE
ARTS: increase vocabulary and
illustrate stories in words, sketches
and puppetry. Recognise patterns
in poetry and story telling.
MATHS: understanding volume of a
form. using scale and protractor for
patterns. EVS: nature
connections. Mixing warm and cool
colours, creating formulas for
patterns. LANGUAGE
ARTS: increase vocabulary and use
prose and poetry as art themes.
MATHS: translate 3d shapes into
drawing. creating formulas for
patterns. EVS: nature
connections. natural vs. manmade.
Mixing tints and shade.world art
history of specified period. colours
by day and night.
LANGUAGE ARTS: increase
vocabulary and use prose and
poetry as art themes.
MATHS: linear
perspective.converting 3D to 2d in
accurate proportion. isometry. use
of compasses, rulers and
protractors. EVS: nature
connections. natural vs. manmade.
Contrast colours. world art history
of specified period.
LANGUAGE ARTS: increase
vocabulary and use prose and
poetry as art themes.
MATHS: perspectives. Using
measurement and balancing
techniques.
EVS:exploring architecture and
cultural awareness. Understanding
the properties meterial and using
them effectively. world art history of
specified period.
LANGUAGE ARTS: increase
vocabulary and use prose and
poetry as art themes.
MATHS: perspectives. Using
measurement and balance in
composition. proficient use of
compasses and rulers.
EVS:exploring architecture and
cultural awareness through art
history.exploring the connections
between visual arts, music and
performing arts. careers in art.
Understanding the properties
meterial and using them effectively.
world art history of specified period.
LANGUAGE ARTS: develop oral
and written reports.
MATHS: perspectives. Using
measurement and balance in
composition efficiently. proficient
use of compasses and rulers.
EVS:world art history. Current
affairs and projections. cultural
awareness. the importance of art
elements and principles in everyday
lives. consumerism.
LANGUAGE ARTS: develop oral
and written reports. effective
critiqueing.