Level 1 “Make Me a Rainbow” Scope & Sequence

Academic objectives focus on the understanding of color, shape, line, and patterns.        

Unit One

Academic Objectives: To classify objects according to texture, shape and color; To exercise auditory discrimination; To personify different kinds of lines and associate behavior with the personalities of each line; To create a pattern using a number of lines; To observe the results of mixing two colors; To relate sound to visual image; To study how facial expression and body language reflect emotion; To analyze a work of art using a three-part method

Production Objectives: To design a collage of found objects; To explore wavy and zigzag lines by drawing them; To enjoy the sensory experience of fingerpainting; To make several drawings that relate an emotionally-charged event

Unit Two

Academic Objectives: To use creative thinking to develop a variety of lines; To discuss simple dolls from the past and their purpose; To develop the senses by making a variety of comparisons; To explore the character of a tree by assuming a variety of poses; To define resist as pushing away; To define potter as a person who makes bowls and plates out of clay; To exercise the tactile sense and to reinforce line

Production Objectives: To make a simple doll; To explore with modeling clay and to create a visual representation; To use the resist technique to apply paint over oil pastel; To arrange shapes on a page; To practice the skill of tracing

Unit Three

Academic Objectives: To practice cutting with scissors; To reproduce a color by mixing; To practice creating mind pictures, and to associate, using the sense of smell; To examine a still life by Paul Cezanne; To examine an orange through creative role play; To discern between shades of orange; To examine and compare common features of different animals; To identify shapes created by intersecting lines; To reinforce visual memory; To find geometric shapes in objects and in our surroundings

Production Objectives: To practice the collage technique; To practice drawing different kinds of lines; To create an image from a shape; To create patterns with shapes using the collage method;

Unit Four

Academic Objectives: To examine lines and shapes in native American blankets; To find evidence of man's artistic nature in clothing, blankets, and household items belonging to native Americans from long ago; To examine the homes of native Americans from the past; To see man's artistic nature in paintings on tepee walls; To note differences in color, size and shape among the birds and animals in the picture display; To practice visual memory; To explore shapes patterns; To predict the next shape in a pattern, based on a sequence; To recognize order in a pattern; To reinforce the concept of shape

Production Objectives: To plan a blanket pattern using stripes; To describe objects according to color, line, and shape; To create a representation of the native American tepee and its surrounding environment; To practice drawing from a story; To create patterns with shapes using the collage method

Unit Five

Academic Objectives: To make decisions in a group setting; To observe different responses to the same problem; To strengthen an understanding of the identity of certain geometric shapes; To explore variations of certain geometric shapes; To view the body and wings of a bee as a combination of geometric shapes; To see a flower as a combination of geometric shapes; To explore the image of a bug as a combination of shapes

Production Objectives: To create images from shapes; To assemble the body of a bee from a group of geometric shapes; To draw the body and wings of a bee; To explore variations of geometric shapes; To recognize and draw the shapes of flowers; To draw and paint representations of bold, beautiful flowers; To attempt to represent a bug with modeling clay; To draw a variety of bugs

Unit Six

Academic Objectives: To attempt to interpret the subject matter of a painting; To develop sequencing abilities by imagining possible past events that might have led to a certain situation and by projecting the possible outcome of a situation; To recognize how we can all interpret events differently; To develop visual discrimination skills; To arrange shapes into a sequence; To be able to recognize a cylinder; To define a circular cutout as a disc; To define a mobile; To identify patterns created by God

Production Objectives: To practice creating a composition, composing it from the imagination; To create a mobile; To practice painting patterns with line and shape; To decorate cylinders and discs with patterns; To invent patterns using line and shape or a combination of both; To contribute to making a quilt; To draw images from the imagination

Unit Seven

Academic Objectives: To study the distinguishing features of a variety of animals; To explore photographs of life under the sea; To practice visual discrimination and visual memory skills

Production Objectives: To make paper animals; To help build and paint Noah's ark; To create the scene around the ark by making items such as trees, flowers, birds and clouds; To solve practical problems such as how to make flowers stand up and how to suspend clouds in the sky; To choose from among sea creatures and types of vegetation to make a 3-dimensional representation of life under the sea; To practice sponge painting; To mix modeling clay; To create a rainbow from modeling clay.

Level 2 “Flowers and Bulrushes” Scope & Sequence

Academic objectives focus on the understanding and application of the elements of art.

Unit One

Academic Objectives: To explore different kinds of lines and distinguish shape from line.; To use the eyes to measure distance and to calculate space.; To define and identify shapes and to form shapes by making a line design; To identify and discuss different kinds of repeating lines and shapes in nature; To combine lines and shapes to form man-made patterns; To assume a variety of action poses, and to examine relative positions of body parts during the pose; To draw action poses from memory; To identify patterns in the immediate area and to record them; To complete patterns by drawing repeating shapes and lines

Production Objectives: To draw family members (felt markers, crayons, or colored pencils)

Unit Two

Academic Objectives: To practice visual memory and visual perception; To study how elements (motifs) repeat to form a pattern; To examine patterns on paper and cloth; To learn how to make a brick pattern; To observe poses and draw them from memory; To identify repeating shapes and lines in student work

Production Objectives: To draw a figure in an interesting pose, incorporating pattern into the clothing and the background (colored felt markers); To draw a long line intersecting at various points: identify and color shapes; To combine styrofoam stamps and paper edge printing to make a picture of flowers and bulrushes (black tempera paint or block printing ink)

Unit Three

Academic Objectives: To practice keen observation and visual memory; To use the eyes to measure distance and to calculate space; To understand and apply techniques of modeling with dough

Production Objectives: To draw a picture from the imagination: Auntie's New Baby; To model a person (flour and salt dough);

Unit Four

Academic Objectives: To understand that a contour drawing is a drawing of the edges of an object; To practice doing blind contour drawing and peeking contour drawing; To discuss how contour drawing helps us to learn to see; To explore the surface of a leaf using the sense of touch; To transfer tactile information into a visual image; To produce sensitive, expressive lines by doing contour drawing; To practice visual discrimination skills.

Production Objectives: To create a painting of a flower or flowers using the peeking contour drawing method (oil pastel, felt marker); To draw and cut out a peeking contour of a branch and leaves and to complete a composition of leaves on a branch; To draw a picture from the imagination: Big Box

Unit Five

Academic Objectives: To observe how overlapping shows near and far; To learn how to draw the overlapping object first and then the objects that are behind; To see that height on a page can show near and far; To see that relative sizes of objects on a page can show near and far

Production Objectives: To make an overlapping shapes design to reinforce how overlapping creates depth (paper shapes); To make a painting of an animal against a background of vegetation (oil pastel and felt marker); To provide an opportunity to apply the principles of near and far in a composition (pencil)

Unit Six

Academic Objectives: To define "texture" as "the way something feels when we touch it."; To find examples of different textures among common objects, and to describe them with words like rough, coarse, bumpy, ridgy, fuzzy, shiny; To think of a variety of texture words to describe certain fruits and vegetables; To take pencil rubbings of a variety of textures; To draw a full-length figure using the entire space on a page; To learn how to make a pattern and cut cloth from it; To learn how to braid and crimp wool hair

Production Objectives: To make a texture doll (oil pastel, cloth, wool, decorating materials)

Unit Seven

Academic Objectives: To keep a personal record of methods used in making the texture doll; To describe and record all the various textures used on the doll; To discuss the effect of colors used, either blending or contrasting; To develop the imagination by forming visual images from hearing a story; To understand the terms "slip," "score," "coil," and "wedge."; To practice the coil method of handbuilding with clay; To practice the slab method of handbuilding with clay

Production Objectives: To draw a picture from hearing a story: Rosalind's New Shoes; To build a coil pot in conjunction with listening to the story, Billy's Big Mistake

Level 3 “Peaceful Pastels” Scope & Sequence

Academic objectives focus on the understanding and application of the elements of art.

Unit One

Academic Objectives: To develop visual memory and to heighten observation skills; To use the "quick drawing" method to represent the body doing specific movements; To draw an activity as a sequence of gestures; To express an experience as a sequence of events on paper; To examine a tree using as many senses as possible: the basic structure, how branches and leaves are attached, how the bark feels, how the tree smells, etc; To reinforce the skill of figure-ground perception; To define "texture" and make leaf rubbings

Production Objectives: To construct a tree with colored paper using the collage method (construction paper); To model a tree (plasticene or similar modeling compound)

Unit Two

Academic Objectives: To identify changes that take place in the fall, and to identify some of the activities that children do in the fall season; To define "trunk" and the forms "sphere" and "cylinder."; To form a human body from modeling clay and manipulate its parts to depict certain actions; To define "mural."; To present overlapping as a method of creating distance in space; To present relative sizes of objects on a page as a method of creating distance; To define "background" and "horizon line."

Production Objectives: To paint a boy or girl involved in a fall activity (tempera paint, black felt marker).

Unit Three

Academic Objectives: To define "view" as "a picture of something."; To observe how sizes and relative positions of classmates are affected by their distance from the viewer; To apply principles of near and far in the assembling of a mural from the individual paintings done in Unit Two; To use the "contour" drawing method to increase observation skills; To understand the term "mosaic."; To reinforce line as a element of art

Production Objectives: To develop visual images from hearing the story, The Picnic, and to develop the images into a painting (tempera paint and black felt marker); To design a mosaic of lines (construction paper and pre-cut colored paper shapes)

Unit Four

Academic Objectives: To practice art appreciation skills; To be familiar with the terms "foreground," "background," "midground," "focal point," "contrast," "shape," and "texture."; To use the sense of smell to stimulate memory; To determine the focal point in a number of pictures; To observe how line creates a pathway for the eye to follow; To use line to emphasize a focal point; To understand the meaning of "color contrast."; To examine the paintings from The Picnic, identifying "foreground," "background," "midground," "focal point," "contrast," "shape," and "texture."; To understand the term "pastel" as it relates to color and to a feeling of peace

Production Objectives: To create a focal point by drawing an object using the contour drawing method, and emphasize the object by the use of line (oil pastel, black felt marker); To create a picture showing color contrast (chalk in soft pastel colors and black felt marker); To create a picture from a story: Berry-Picking With Grandma (colored pencil or felt marker)

Unit Five

Academic Objectives: To study how the eyes, eyebrows and mouth express different feelings, and to manipulate the features to change the expression; To define "countenance" and to review "sphere" and "cylinder."; To explain the meaning of the term "papier mâché."; To understand the term "profile."; To analyze and draw different expressions in both front view and profile; To choose contrasting colors to emphasize a focal point; To learn to mix lighter and darker shades of the same color

Production Objectives: To create a puppet (light bulb, papier mâché, and decorating materials); To draw and paint a face, either front view or profile, showing an emotional expression, and emphasize the face by painting the background a contrasting color (tempera paint, black felt marker)

Unit Six

Academic Objectives: To experience through role play how different emotions affect body position; To define "cartoon" as "a picture that is meant to make us laugh."; To define "comic strip" as "a group of pictures that tell a funny story."; To examine changes in body position through a sequence of standing, walking and running poses; To learn to depict speech, thoughts, speed and dust in a cartoon

Production Objectives: To create a single-frame cartoon; To create a colored comic strip (colored pencils, or paint and felt marker)

Unit Seven

Academic Objectives: To understand the difference between "warp" and "weft."; To identify the tabby weave and the basket weave; To use a paper loom and paper strips to practice different weaving patterns; To practice the running stitch and create line designs; To identify a variety of textures

Production Objectives: To make a weaving on a branch (tree branch, wool, and decorating materials); To construct a homemade loom (cardboard or styrofoam), warp the loom, and make a weaving (wool and decorating materials)

Level 4 “Butterfly Wings” Scope & Sequence

Academic objectives focus on the understanding and application of the elements of art.

Unit One

Academic Objectives: To define "shape" as a "space completely enclosed by line."; To define the basic geometric shapes (circle, triangle, square, and rectangle), and to describe other geometric shapes (diamond and oval); To identify and record samples of geometric shapes found in the immediate environment; To identify the parts of a plant and to examine the lines, shapes, and textures of a particular plant; To recognize that the word "collage" comes from the French word "colle," which means "to glue."; To define a "motif" as "any element, like a shape or a line, that repeats to form a pattern."; To define a "planned pattern" as "a pattern in which the motifs repeat in an orderly way so that we know what to expect next."; To define a "scatter pattern" as "a pattern in which the motifs are scattered around in a disorganized way."; To examine natural and man-made objects and designs, noting how both God and man have used pattern in their creations; To experiment with pattern-making using a choice of motifs; To distinguish between open and solid shapes

Production Objectives: To arrange seeds and choose from a variety of weeds to create a collage; To make a collage using either a scatter pattern or a planned pattern (white shapes and lines on black background); To make a collage using either open or solid shapes (seeds and paint on paper plate); To explore pattern-making by using printmaking techniques, spatter painting, and techniques with string

Unit Two

Academic Objectives: To define an "abstract shape" as "an unusual shape that is not easy to describe."; To reinforce the difference between line and shape, and abstract and geometric; To define a "portrait" as a "picture of a person."; To develop visual memory and attention to detail.; To define "self-portrait" as a "picture someone makes of him or herself

Production Objectives: To draw a picture from hearing a story: Lost in the Woods; To paint life-size portraits with an emphasis on detail and patterning

Unit Three

Academic Objectives: To use line to interpret and express the mood, rhythm, and tempo of music.; To develop creativity by inventing different types of lines; To define the word "image" as "a likeness of a person or thing."; To make a scribble into an image by adding lines to the scribble; To see how different images can be created from the same scribble; To take turns building a tall tale, sentence by sentence; To illustrate an expressive word by drawing an expressive abstract shape; To use overlapping to create distance in space; To observe how repeating colors cause the eye to move throughout a composition.; To associate images with emotions, and to combine images to create a picture

Production Objectives: To create abstract shapes from the imagination, motivated by expressive words such as "swoosh," "dribble," "pop," "squirt" (oil pastel, felt marker)

Unit Four

Academic Objectives: To recognize some of the unique ways God has created his creatures to adapt to and function in their environments; To compare the meanings of "shape" and "form."; To identify a cylinder, cone, and cube as examples of forms; To be familiar with the terms "two-dimensional" and "three-dimensional."; To learn a few paper sculpture techniques

Production Objectives: To create a fictitious animal, unknown in God's creation, by combining characteristics of known animals, or by inventing completely new ones (colored felt markers or colored pencils); To make sculptures of real or make-believe animals (cardboard boxes, egg cartons, paper rolls, etc.)

Unit Five

Academic Objectives: To create images by combining shapes; To record pertinent data about the box sculpture animals; To discuss art production with regard to an interpretive approach versus realism; To use the eyes to measure and calculate space; To develop visual memory; To develop creative thinking and encourage a creative response.

Production Objectives: To create an animal from an abstract symmetrical design (tempera paint, felt marker)

Unit Six

Academic Objectives: To assume a variety of action poses, and to observe the position of body parts during the poses; To draw action poses from memory; To share in a group project, working in close proximity to one another; To define "mirror image" as "an image in reverse."; To practice drawing mirror images; To pick out patterns, motifs, and abstract shapes in pictures of butterfly wings

Production Objectives: To draw and paint representations of bold and beautiful flowers (tempera paint, felt marker); To design and paint the wings of a butterfly (acrylic or tempera on plastic); To create a mural using the flowers, butterflies, and adding raindrops, grass, etc

Unit Seven

Academic Objectives: To define terms such as "comet," "crater," "meteor," "gravity."; To express knowledge in visual form; To identify primary and secondary colors, and to experiment with mixing colors; To discern images among scribbles; To use the eyes to measure and calculate space

Production Objectives: To incorporate spatter painting into an outer space composition based on the story, Stony Rockwell Touches Down.; To create a fish or bird (salt, flour and detergent dough)

Level 5 “Eagles Soar” Scope & Sequence

Academic objectives focus on an introduction to the principles of design through an understanding of the application of the elements of art.

Unit One

Academic Objectives: To discuss the sport of cross-country running and the warm-up exercises used by runners in preparing for a race; To use a "posing puppet" to study certain actions and emotions and to demonstrate the relative positions of body parts in warm-up exercises; To review definitions of focal point and contrast; To examine poses and the use of repetition in creating emphasis in a painting by Winslow Homer; To use a painting by Morisot to examine the use of contrast in creating emphasis, and to review some of the principles of near and far; To review the techniques for creating a strong focal point and to evaluate the effectiveness of the focal points in the students' sketches; To observe the use of balance, movement, and unity in van Gogh's The Starry Night; To evaluate one's own composition with respect to principles of design such as unity, movement, repetition, and balance

Production Objectives: To observe and draw a number of poses; To draw a composition from The Big Race after first drawing a plan; To apply the technique of cropping to strengthen the focal point

Unit Two

Academic Objectives: To do a critical analysis of Seurat's Sunday Afternoon on the Isle of Grande Jatte; To compare van Gogh's The Starry Night with Seurat's "Sunday Afternoon."; To define pointillism; To practice contour drawing skills and apply them to a finished drawing.; To practice critical analysis skills by doing an evaluation of a student composition from The Big Race

Production Objectives: To draw an accurate representation; To do a "walking mural," with each student completing a "knee-down" portrait

Unit Three

Academic Objectives: To become familiar with the two main elements of a poster: image and lettering; To become familiar with the term graphic artist; To reinforce the meaning and application of the term unity; To look at a number of European posters from the early 1900s; To define calligraphy and compare serif to sans serif lettering; To understand the terms upright, italic, outline, and script as they apply to letter styles; To encourage the use of an enlarged partial image

Production Objectives: To plan and create a large poster advertising an event such as a sporting event, a musical, or a bake sale

Unit Four

Academic Objectives: To define relief sculpture; To understand the term high relief and freestanding as applied to sculpture; To understand the difference between high relief and low relief, and to define bas relief; To study some of the accomplishments of Michelangelo and to take a brief look at his background and training; To look at a few examples of Michelangelo's sculptures; To review the relative positions of features on a face; To review the process of mixing slip and joining two pieces of clay by the slip and score method

Production Objectives: To use a modeling compound to create an action figure, either freestanding or in high relief; To complete a drawing exercise while experiencing the awkwardness of drawing on a "ceiling" surface, thus identifying with Michelangelo's Sistine Chapel project; To model a self-portrait head in low relief

Unit Five

Academic Objectives: To read a brief account of certain aspects of Leonardo da Vinci's life and work, with emphasis on his seemingly limitless abilities and diverse interests; To study two of Leonardo's most revered paintings; To understand the process of fresco painting; To practice drawing skills with particular reference to an accurate sketch; To recognize the Renaissance as a period in history when man glorified himself for his success, and God was not acknowledged; To refer to several of Leonardo's inventions.; To present the commuter designs in class and to obtain student feedback regarding strengths and weaknesses of each design; To learn the identities as Leonardo intended in his painting, The Last Supper

Production Objectives: To invent and draw a commuter vehicle to solve certain problems outlined in the assignment; To invent and draw the design for a unique student desk; To make dishes for the table for the dramatization of The Last Supper; To paint the background for The Last Supper on a wall, thus identifying with Leonardo's task; To create an adaptation of the scene from The Last Supper using the students in the class, dressed to play the part of Jesus and the disciples and dramatizing the feeling of disbelief felt by the disciples when Christ announced that He would be betrayed by one of them

Unit Six

Academic Objectives: To examine the effects of direct lighting on an object as it relates to shadows and values of gray; To refer to Leonardo's method of building up tones rather than outlining and filling in with color; To define modeling as another name for shading; To have students share their ideas and drawings for student desk designs.; To understand the term tooth as it applies to paper; To recognize how a society's values are reflected in its art; To practice the technique of applying and blending colors using soft pastel.; To become acquainted with the process of printmaking through the German artist, Albrecht Durer; To understand the difference between a woodcut and an engraving and to define incising as cutting grooves into the surface of a material; To understand the most fundamental difference between the Renaissance and the Reformation; To define plate as the inked surface from which to take a print

Production Objectives: To draw a cylinder, attempting to use shading to represent the values of dark and light; To draw using a grid; To create a 3-dimensional appearance by representing darks and lights on the surface of a colored object; To use patterning to prepare a drawing for printmaking; To make a number of prints from the styrofoam "plate."

Unit Seven

Academic Objectives: To become familiar with The Group of Seven; To do a critical analysis of Lawren Harris's Untitled mountain landscape; To understand the term diorama; To study the principle of movement; To understand the meaning of creating an interpretation; To recognize that the eagle is sometimes used as a symbol to represent strength and freedom; To recognize the eagle as the national symbol of the United States

Production Objectives: To apply knowledge of the eagle's habitat to create a diorama based on the painting Untitled; To apply knowledge of the eagle's physical characteristics to mold the figure of an eagle from a modeling compound such as plasticene

ART 73-84

73 An introduction to art and the tools needed. Practice using and drawing with various media. There is no score key or test key with this PACE.

Materials needed: Pencils (HB, 3B and 6B), sharpener, erasers (Pink Pearl, Art Gum and Kneaded), brush (to wipe away eraser remains), brushes (to apply paint and ink), mat knife, blending sticks, charcoal sticks, drawing pen and India ink, art paper, water colour (at least black), tempera (at least black)

 74 An introduction to design and shapes: triangles, squares, circles, and variations. The PACE contains a score key and test key for use by the parent.

Materials needed: Pencil, erasers, pen and ink or tempera and brushes.

 75 A study of line variation and shading. There is no score key or test key with this PACE.

Materials needed: Pencils, ruler.

76 A study of shading: for depth, for interiors, for nature scenes. There is no score key or test key with this PACE.

Materials needed: Pencils, erasers, drawing paper, strong light, a white ball, a white cube.

77 A study of texture and perspective. The PACE contains a score key and test key for use by the parent.

Materials needed: Pencils, erasers, drawing paper, pens (a variety of pen points), brush and ink, terry cloth (old wash cloth will do), sponge

 78 A study of colour and its principles: the colour wheel, opposites, warm and cool colour, and landscapes. The PACE contains a score key and test key for use by the parent.

Materials needed: Watercolour paper or board, brushes (number 4 and 7 if possible)

 79 An introduction to figures, heads, and cartoons

 80 A study of landscapes and interiors, perspective and depth

 81 A study of creating well-balanced scenes, indoors and outdoors

82 A study of the flannel board and how to use it well

 83 An introduction to lettering, the pens, and the styles

84 A study of bulletin- board decoration, reverse painting, silhouettes on glass, and mosaics