Art Class “I Can” Statements

Quarters 3 & 4

ALL GRADE LEVELS:

Grade One:

“I can”…:

• Look at the artwork of famous artists and compare and contrast student artwork to that of various artists.
• Look at the whimsical side of some of the subject matter of various artists.
• Compare times when they were done.
• Describe how art elements and principles are organized to communicate meaning in works of art.
• Compare and describe the form, materials and techniques in selected works of art.
• Self critique my own artwork through written, oral and visual assessment.
• Relate the expressive impact of colors and shapes to create warm or cool feelings.
• Use details to describe objects, symbols and visual effects in artwork.
• Explore and use a range of subject matter to create original works of art.
• Discover the use of children and animals in the artwork of the past and the present.
• Draw a picture of a human being not made of sticks.
• Appreciate my own artwork and the artwork of others.
• Follow directions in order to create successful artwork in a particular manner.

Grade Two:

“I can…”

• Discover the use of animals and children in the artwork of the past and the present.
• Follow directions in order to create successful artwork in a particular manner.
• Self critique my artwork and appreciate the artwork of others.
• Assess my own artwork through visual, oral and written assessments.
• Use multi-media in producing a work of art.
• Convert basic shapes into basic forms.
• Recognize symbols in art.
• Recognize artwork done by particular artists.
• Use clay to successfully make a pinch pot with patterns and designs.
• Recognize artwork done by two or more visual artists from local, regional or state history.
• Use art materials and tools correctly and know their purpose in making a work of art.
• Make something symmetrical by folding and discovering two equal pieces.
• Recognize symmetry in a work of art.
• Know the difference between expressive art and technical art.
• Know the difference between realism and abstract art.

Grade Three:

“I can…”

• Identify and use the Elements and Principles of Art in creating an artwork.
• Follow directions to successfully create artwork in particular manner.
• Self critique my own artwork and that of others by visual, oral and written assessment.
• Become familiar with color and line terminology and skills needed in making a piece of art.
• Establish criteria for making judgments about works of art and identify artwork from my community or region and communicate how they reflect social influences and cultural traditions.
• Identify similar themes, subject matter and images in artwork from historical and contemporary eras.
• Create two-and three-dimensional works that demonstrate awareness of space and composition.
•  Identify relationships between selected art elements and principles.
• Demonstrate skill and expression in the use of art techniques and processes.
• Use appropriate visual art vocabulary when describing art-making processes.
• Use map skill to identify regions of Native American art sources.
• Apply problem-solving skills from other subject area to solve artistic problems.
• Discover that history often dictates the art that was produced during that time.
• Discover that culture and community often influence artists to create their art (example: Native Americans).
• Discover that art is an expression of life experiences and knowledge.

Grade Four:

“I can…”

• Self critique my artwork and that of others through visual, oral and written assessments.
• See the relationship and the differences between lettering and printmaking in making a piece of art.
• Learn how clay functions as an artwork, especially in making a clay bowl.
• Glaze fired clay to enhance its appearance and to bring out details in a piece of ceramics.
• Demonstrate technical skill by creating an art product that uses common materials and tools from different subject areas.
• Compare the decorative and functional qualities of artwork from cultural/ethnic groups within my community.
• Compare and contrast art forms from different cultures from my own.
• Follow directions in art class to become successful in making a particular work of art according to the concept given for the project.
• Explain how works of art can reflect the beliefs, attitudes and traditions of an artist.
• Identify Ohio artists and make a work of art in the manner of that artist.
• Make references to the art of ancient peoples and compare and contrast them to my own culture and times.
• Use mixed media in creating a work of art.
• Initiate and use strategies to problem solve visual problems in a work of art.
• Discuss my artwork in the terms of line, shape, colors, textures and composition.
• Relate the Elements and the Principles of Art to my artwork.
• Experience weight and matter in an art object, such as in ceramics.
• Compare and contrast common themes in a work of art.
• Identify artists by their artwork.
• Describe how artists use symbols and imagery to convey meaning in culturally representative works.
• Construct a three-dimensional pyramid.
• Draw basic shapes and basic forms correctly and accurately.
• Identify and use art tools, materials and processes to achieve specific purpose in my artwork.
• Use sequencing in expressing my experiences in a work of art.
• Relate art concepts to disciplines outside the arts (e.g., composition, balance, form and movement).
• Relate how history often dictates its art.

 Grade Five:

“I can…” 

• Use mixed media in creating a work of art.
• Initiate and use strategies to problem solve visual problems in a work of art.
• Discuss my artwork in the terms of line, shape, colors, textures and composition.
• Relate the Elements and the Principles of Art to my artwork.
• Experience weight and matter in an art object, such as in ceramics.
• Compare and contrast common themes in a work of art.
• Identify artists by their artwork.
• Describe how artists use symbols and imagery to convey meaning in culturally representative works.
• Draw basic shapes and basic forms correctly and accurately.
• Identify and use art tools, materials and processes to achieve specific purpose in my artwork.
• Use sequencing in expressing my experiences in a work of art.
• Relate art concepts to disciplines outside the arts (e.g., composition, balance, form and movement).
• Relate how history often dictates its art.
• Self critique my artwork and that of others through visual, oral and written assessments.
• Learn how clay functions as an artwork, especially in making a clay bowl.
• Glaze fired clay to enhance its appearance and to bring out details in a piece of ceramics.
• Demonstrate technical skill by creating an art product that uses common materials and tools from different subject areas.
• Compare the decorative and functional qualities of artwork from cultural/ethnic groups within my community.
• Compare and contrast art forms from different cultures from my own.
• Follow directions in art class to become successful in making a particular work of art according to the concept given for the project.
• Apply and combine visual art, research, and technology skills to communicate ideas visual form.
• Use current, available technology to refine an idea and create an original, imaginative work of art.
• Create two- and three-dimensional original artwork (ex: car project) that demonstrates personal visual expression and communication.
• Recognize artists by their artwork and style.
• Draw from life.
• Know the difference between realism and abstract art.
• Demonstrate the role of visual art in solving an interdisciplinary problem.
• Show my skill in painting a picture carefully.
• Use words and images to explain the role of visual art in my community and cultural traditions and events.
• Demonstrate knowledge of historical influences on contemporary works of art and make predictions about influences on future visual art.
• Show contrasts in value.
• Display my artwork in a gallery or exhibit in the proper manner.