created by Emily Valenza

1. Elementary Visual Arts Program
Empowering art-literate, confident, creative thinkers who question,
challenge, and look for inspiration in everyday life.
Presented by Emily Valenza

2. Meeting and Exceeding National
Standards
National Art Standard Excerpt (5-8)
http://artsedge.kennedy-center.org/educators/standards.aspx
• In grades 5-8, students' visual expressions • Their own art making becomes infused with a variety of
become more individualistic and imaginative. images and approaches. They learn that preferences
The problem-solving activities inherent in of others may differ from their own. Students
art making help them develop cognitive, refine the questions that they ask in response to
affective, and psychomotor skills. They select artworks. This leads them to an appreciation of multiple
and transform ideas, discriminate, artistic solutions and interpretations. Study of historical
and cultural contexts gives students insights into the
synthesize and appraise, and they apply role played by the visual arts in human
these skills to their expanding knowledge of
the visual arts and to their own creative work. achievement. As they consider examples of visual art
Students understand that making and works within historical contexts, students gain a deeper
appreciation of their own values, of the values of
responding to works of visual art are other people, and the connection of the visual arts
inextricably interwoven and that to universal human needs, values, and beliefs.
perception, analysis, and critical They understand that the art of a culture is influenced by
judgment are inherent to both. aesthetic ideas as well as by social, political, economic,
and other factors. Through these efforts, students develop
an understanding of the meaning and import of the visual
world in which they live.

3. Areas of Study
• Critique
– How to observe, synthesize and speak
respectfully about art pieces, using precise
language, asking effective questions
• Aesthetics
– Philosophy dealing with Art, Music, Beauty.
What is Art, Why Make Art?, Who decides
what is considered beautiful?
• Art History
– Introduction to Art Movements, Artists and their
historical context
– Art-making & Art careers today
• Technique
– Building confidence in technical skills
– Learning to draw, paint, compose, sculpt, print,
and experiment with new media

4. Class Structure
• Circle & Overview
– Visual Organizer
– Introduction of new concepts, artists, techniques
– Demonstration
• Discussion
– Teacher and student-run discussions
– Debate or Problem Solving Sessions
– Used to brainstorm, clarify, challenge preconceived
notions
• Studio
– Individual or group work at tables
– Self-guided with one-on-one support from teacher when
needed
– Continuous self-editing and peer editing to refine work
• Clean-up & Reflection
– Respect of work space and materials
– Evaluating the success of the session
– Planning for next class

5. K & Lower Elementary Focus
• Safety & Independence
– Using scissors, paintbrushes, clay tools
with minimal to no support
– Learning where to find materials and
knowing how to choose the next
appropriate step in a lesson
• Foundation in Techniques & Styles
– Practice in many mediums, with both
experimentation and guided steps
– Repetition for important skills highlighting
art vocabulary
• Talking about Artwork
– Token Response System
– Reciprocal Respect
– Critique as a model for student
interactions and self-editing

6. Upper Elementary Focus
• Brainstorming, Planning, Research
– Use of sketchbooks & homework
enrichment exercises
– Peer Editing
– Longer Project Units
• Refining Techniques
– Sophisticated materials: linoleum
printing, pen and ink, acrylic paint,
plaster, wire, corrugated cardboard
construction
– Emphasis on individual challenges:
illusory shading, composition, visual
metaphor
• Infusing meaning into artwork
• In-depth Critique, Art-History

7. Curriculum Highlights
• Lessons build upon the skills learned
in previous classes:
– 2D to 3D, color theory to painting,
expressing emotion to performance art
• Curriculum themes are similar across
age levels, following monthly
themes
• Some lessons are fixtures in certain
grade level curricula:
– Silent Film, Artist-Inspired Mask,
Expressionist Paintings, Gargoyles, Sixth
Grade Tiles
• Some lessons repeat each year for
emphasis:
– Color Theory, How to Talk about Art,
Still Life, Self-Portraiture, Figure
Drawing

8. A Spiraling Curriculum
Continually referring back to and deepening
previous knowledge base

9. One Year at a Glance
Grade September October November December January February March April May June
Drawing & Acrylic and Watercolor
Aesthetics & Color Painting
Theme Sketch-a- Clay/3D Printmaking Mixed Media Art Show
Critique Theory End of Year Activities
Day
Drawing Color Wheels Paul Klee Geometric Acrylic
Vegetable Sock
Token faces & and Paintings
K Prints & Paper-making and Puppets Skit-
Response animals Pinch Pots Warm/Cool Learning to layer paint Nature Assemblages
(33) Stamp- Eric Carle Collage Link in with
Game using Watercolor with tape
making Emily L
shapes Study ( 9x12)
Drawing
Gyotaku Fish Color Wheels
Token complex
1 Cameos & Printing and made with Matisse Jazz
Response objects- Self-portrait Painting with warm and cool
(32) Bas-Relief Kanji only Primary Collage
Game Paper Batik shading (12x12)
Calligraphy Colors
Animals
Impressionism
African Color Wheels
& Andy Warhol Impressionist/ Pointilist Acrylic Scratchboard
2 Masks Grotesques and optical Panama
Token Repeated Landscape Painting Nature
(10) Perspective & Gargoyles color mixing Kuna Molas
Response Stamp Image (10x14) observations
Landscapes
Game
Optical Color
Surrealism Skeleton Surrealist Dream Image Painting
Scratchboard Mixing Sumi-e
& Observation Giacometti
3 Positive and Lanterns
Token Gestures Wire ( 8 x 10)
(20) Negative Colored with Kanji
Response & Linear Sculpture
Space Pencil Still Chops
Game Shading Silent Film – Western Genre
Life
Inventing
Expressionism and using Expressionist Emotive Word Painting
& drawing
4 Artist Inspired Masks
Token tools & Film Appreciation Unit
(11) (11 x 14)
Response Figure
Game Drawing
Aesthetics Wayne Theibaud
Photocopy
Discussion & Color Wheels, Altered Books, Animation Unit
5 Charcoal Clay Candy Compositions
Essay Composition Found Object Paired Groups
(14) Drawing Ocarina
Sketchbook Sketches Collage Clay & paper
Zillij Tiles (16 x 20)
Covers
Artist Research & Color Wheels,
Rauchenberg Cardboard
Presentation Macro (Extreme Close-Up) Digital Photography Unit
6 Sculptures Symbolic Images & Sixth
Acrylic Painting Photo-Manipulation
(5) Drapery Shading Grade Glazed Tile
Sketchbook Covers (18 x 24) Photo-Montage
Hand Drawing /Printmaking
(Portfolio Prep)
Projections for Elementary Visual Arts Department, 2010-2011

10. Why students need a fantastic
Art Education, NOW!

11. • High standards create excellent achievements
– Elementary students are capable of astounding creations and
understanding
• Art’s possibilities are limitless
– It is essential that students know art is not just making a pretty
picture
• Art is a powerful mode of communication
– Effective even if written and verbal expression may be
lagging
• Without Art History, Critique, and Aesthetics students
cannot make an informed decision to make the choice to
continue when art is merely an elective subject

12. Developmental Art Stages
Kindergarten Lower Elementary Upper Elementary
Viktor Lowenfeld Creative and Mental Growth 1987

13. Goals for Program Growth
• International Critiques, Partner Classrooms
• Virtual tours of museums around the world
• Digital Photography
• Expanded portfolio prep built into curriculum
• Interactive Parent/Teacher Conferences
– Conference + activities to try at home

14. Contact me!
Have questions, suggestions, or would you just
like more information? Set up a meeting or
email me!
emily_v@kingsley.org
Visit the Kingsley Parent Portal for photos,
videos, and suggestions for home activities!