Art I Can Statements 1st Quarter

Kindergarten

I can respect myself, others and my work.

I can explore and experiment with a variety of art materials and tools for self expression.

I can identify and name materials used in visual art.

I can identify primary and secondary colors.

I  can reflect how the United States Constitution is important in the lives of the

artists living in the United States.

I can cut effectively with scissors (cut and snip).

I can use glue effectively.

I can use paper shapes to make a person (no more stick figures).

I can make lines on a piece of paper.

I can know the difference between a straight line or curved line.

I can draw lines correctly.

I can tell the difference between vertical and horizontal when using my paper for an art project.

First Grade

I can respect myself, others and my work.

I can recognize and describe visual images in a work of art.

I can observe different styles and note colors, textures, shapes and lines and the artist used

them in the artwork.

I can describe the purpose for the artwork.

I can identify works made by one or more visual artists in a selected historical period.

I can demonstrate the difference between the primary and secondary colors.

I can know how the United States Constitution applied to Mary Cassatt (United States painter)

while she lived in Paris, France.

I can use basic shapes to help make a picture of a child in the manner of Mary Cassatt.

I can use scissors and glue effectively in making a work of art.

I can follow directions carefully so that I have success in making my art work.

I can make human figures with shapes other that sticks.

I can assess my own artwork according to the directions of the art project.

I can identify art terms, colors and shapes.

I can creatively draw a cat or dog/animal and paint it with bright colors and expression.

I can hold a paintbrush correctly while painting.

I can paint carefully in order to have more control in painting my picture.

I can show patterns in a painting.

Second Grade

I can respect myself, others and my work.

I can place artworks and art objects in temporal order relating them to earlier times or to

the present.

I can use historical artworks such as paintings, photographs and drawings to answer questions about

daily life in the past.

I can relate how the United States Constitution applied to Mary Cassatt (United States painter)

while she lived in Paris, France.

I can use glue, paint and paper effectively in making an art piece.

I can follow directions carefully to have successful outcome of my work.

I can come prepared with all my art materials in order to participate fully in every art class.

I can assess my own work and compare and contrast it with the artwork of other students in my class.

I can look at the art of Mary Cassatt and compare and contrast her lifestyle to ours.

I can identify art terms, colors and shapes.

I can create artworks based on observation of familiar objects and scenes in the environment.

I can demonstrate increasing skill in use of art tools and materials.

I can draw large enough to fill the size of the paper.

I can follow directions in making a drawing of a still-life and painting it.

I can use a paintbrush and paint correctly while painting a picture.

I can use a charcoal pencil and paint as mixed media to produce a painting of a still-life.

I can make a self assessment on my artwork.

Third Grade

I can respect myself, others and my work.

I can connect various art forms and artistic styles to their cultural traditions.

I can identify and compare similar themes, subject matter and images in artworks

from historical and contemporary eras.

I can identify artworks from my community or region and communicate how they reflect social influences

and cultural traditions.

I can learn how Native Americans used patterns in their art.

I can relate the United States Constitution to the rights of the Native Americans.

I can draw and paint effectively for my grade level.

I can appreciate the pottery of the Tafoya family of New Mexico.

I can assess my knowledge of art terms and concepts studied as well as my artwork.

I can use clay effectively in making a piece of pottery in the manner of the Southwestern

Native Americans.

I can effectively use patterns in clay.

I can manipulate clay in order to make a flat, round medallion.

Fourth Grade

I can respect myself, others and my work.

I can identify and describe artwork from various cultural/ethnic groups (Amish)

that settled in Ohio over time.

I can compare and contrast art forms from different cultures and my own culture.

I can compare the decorative and functional qualities of artwork from cultural/ethnic

groups within my own community.

I can appreciate the variety of type that can be used in design, and know the difference

between typography and lettering in art.

I can mount a piece of artwork correctly.

I can use math in learning about quilt patterns and shapes.

I can follow directions in making a work of art.

I can use good cutting and gluing skills in doing my artwork.

I can be creative in my sense of design.

I can describe the successful use of one expressive element in art, using sensory details

and descriptive language.

I can tell the difference between typography and hand lettering in art.

I can make paste paper surface (with texture) to use in my hand lettering project.

I can use hand lettering in art (layering lettering).

I can recognize the lettering style of Mike Gold, an Ohio hand lettering artist.

I can use many different tools in hand lettering.

I can assess my work according to directions given for the project (including art terms).

I can create a narrative image that expresses an event from personal experience.

Fifth Grade

I can respect myself, others and my work.

I can examine how social, environmental or political issues affect design choices

(e.g., architecture, public art and fashion).

I can describe the lives, works and impact of the key visual artists in a selected period

of the United States history (Civil War, United States).

I can realize how the United States Constitution played a part in the lives of those

who served for their country.

I can make a gesture drawing.

I can tell the difference between a gesture drawing and a contour drawing.

I can draw and paint a childhood scene in the manner of Winslow Homer.

I can paint a realistic scene with detail.

I can make a gesture drawing with fast, fluid lines.

I can assess my work according to directions given for the project (including art terms).