Visual Art: Kindergarten

Standard 1.0 Media, Techniques, and Processes

Students will understand and apply media, techniques, and processes.

Learning Expectations

The student will

• 1.1 Use selected tools and materials in a safe manner to create a work of art.
• 1.2 Apply a variety of techniques and processes to produce original works of art that
reflect personal experiences, imagination, and observations.

Performance Indicators: Evidence Standard is Met

The student is able to

Level 1

• Identify selected art materials and tools and describe how to use them in a safe manner.
• Use selected techniques and processes to produce an original work of art that reflects
personal experience.

Level 2

• Use selected tools and art materials to create a work of art in a safe manner.
• Use selected techniques and processes to produce an original work of art that reflects
personal experience and imagination.

Level 3

• Choose and explore the use of selected tools and art materials in a safe manner.
• Create a work of art using a variety of techniques and processes that reflect personal
experiences, observations, and imagination.

Sample Performance Task

Magic Paintbrush

Introduce painting techniques with the use of water (not paint) on colored construction paper.
Apply water to the paper with a paintbrush. The water will dry and disappear, like magic. It
doesn’t stain clothing. Look for and avoid scratching holes into the paper. Vocabulary: painting,
dripping, scrubbing, stroke, dab, paintbrush.

Teacher will monitor for correct application of water and use of the paintbrush.
Integration/Linkages

Science, Reading, Communication skills, Health and Safety

Standard 2.0 Structures and Functions

Students will use knowledge of structures and functions.

Learning Expectations

The student will

• 2.1 Identify elements of art (e.g., line, shape, color, texture).

• 2.2 Identify principles of art (e.g., pattern, repetition).
• 2.3 Demonstrate an understanding that anyone can express themselves visually.

Performance Indicators: Evidence Standard is Met

The student is able to

Level 1

• Identify individual elements of art (e.g., lines may be zigzag, curvy).

• Identify individual principles of art (e.g., patterns may be AB)
• Discuss the personal ideas or moods of others in works of art.

Level 2

• Experiment with elements of art.

• Experiment with principles of art.
• Express personal ideas or moods using selected media.

Level 3

• Employ various elements of art in different works of art.

• Employ various principles of art in different works of art.
• Interpret the personal ideas or moods expressed by a work of art.

Sample Performance Task

The students will create a drawing using chalk pastels and pre-cut shapes on black construction
paper. First, discuss and draw a variety of lines and shapes (a line is a dot that goes for a walk,
and a shape is a line that goes for a walk and returns home). Then demonstrate how to trace
around some pre-cut geometric shapes and then how to draw “crazy” shapes. Students will then
create an artwork by tracing around pre-cut shapes and drawing their own "crazy" shapes on
construction paper. The shapes should be completely colored in, as well as the entire
background.

Students will name the types of shapes and colors used in their drawings. Teacher will assess for
accuracy of student responses.

Integration/Linkages

Mathematics, Reading, Writing, Communication Skills

Standard 3.0 Evaluation

Students will choose and evaluate a range of subject matter, symbols, and ideas.

Learning Expectations

The student will

• 3.1 Demonstrate an understanding that subject matter can be real or imaginary.

• 3.2 Demonstrate an understanding that symbols are used to convey meaning.
• 3.3 Know that pictures tell a story.

Performance Indicators: Evidence Standard is Met

The student is able to

Level 1

• Recognize that some art is created from real subject matter while other art is from the
imagination.
• Recognize that a symbol can convey meaning.
• View an artwork and describe in a story format what s/he sees.

Level 2

• Identify and create real and imaginary subject matter in works of art.
• Identify and use symbols to convey meaning in a work of art.
• Create works of art that illustrate a specified story.

Level 3

• Combine real and imaginary subject matter in works of art.

• Explain the meaning of symbols within their own artwork.
 • Create an artwork that tells a story based on a given subject.

Sample Performance Task

The teacher will talk about familiar favorite stories. Read one and ask students to discuss their
favorite parts of the story. The teacher will help the students to recognize the sequence of events
in the story (beginning, middle, and end). Then each student will draw their favorite part of the
story using a black crayon to outline their shapes first and then adding color.

Teacher will assess by asking each student to identify which part of the story he/she has drawn,
and then identify which part of the sequence the drawing represents.

Integration/Linkages

Reading, Writing, Communication Skills

Standard 4.0 Historical and Cultural Relationships

Students will understand the visual arts in relation to history and cultures.

Learning Expectations

The student will

• 4.1 Identify selected artworks from different cultures.

• 4.2 Identify selected artworks from different periods in history.

Performance Indicators: Evidence Standard is Met

The student is able to

Level 1

• Discuss selected artworks from different cultures.

• Discuss selected artworks from different periods in history.

Level 2

• Recognize selected artworks from different cultures.

• Recognize selected artworks from different periods in history.

Level 3

• Compare selected artworks from different cultures.

 • Compare selected artworks from different periods in history.

Sample Performance Task

The teacher will provide portraits from different periods in history. Students will discuss what
they see in the portraits (e.g., hair and clothing styles, media, background, feelings).

Students will be asked to point out differences between the time periods represented.

Integration/Linkages

History, Social Studies, Communication Skills

Standard 5.0 Reflecting and Assessing

The student will reflect upon and assess the characteristics and merits of their work and the work
of others.

Learning Expectations

The student will

• 5.1 Understand that there are various purposes for creating works of visual art.

Performance Indicators: Evidence Standard is Met

The student is able to

Level 1

• Name two purposes for creating works of art.

Level 2

• Discuss purposes for creating art.

Level 3

• Describe purposes for creating art.

Sample Performance Task

The teacher will show artwork (e.g., Miro for fun, a portrait for historical documentation, and
Picasso’s Blue Period for moods) and discuss various purposes for creating art. Each student
will create a three page book. Each page will represent a different purpose.

The teacher will assess by observation.

Integration/Linkages

Reading, Writing, History, Mathematics