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Round Valley Arts Curriculum

DRAMA Kindergarten Grade 1 Grade 2 Grades 3/4 Grades 5/6 Grades 7/8 Grades 9/12	DANCE Kindergarten Grade 1 Grade 2 Grades 3/4 Grades 5/6 Grades 7/8 Grades 9/12
ART Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 6 Grades 7/8 - Classroom Grades 7/8 - Art Survey Grades 7/8 - Art I Grades 7/8 - Art II Grades 7/8 - Advanced Placement Art Grades 9/12 - Ceramics Grades 9/12 - Advanced Ceramics Grades 9/12 - Dimensional Design Grades 9/12 - Advanced Dimensional Design	MUSIC Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Recorder - Grades 3/4 Beginning Band - Grades 4/12 Intermediate Band - Grades 6/12 Concert Band - Grades 7/12 Symphonic Band - Grades 9/12 Beginning Choir - Grades 4/12 Intermediate Choir - Grades 7/12 Advanced Choir - Grades 9/12

I. ARTISTIC PERCEPTION AND RESPONSE

Students become aware of visual and tactile properties of artworks and other objects in their environment. As their own experiences with media increase, and as they look at art created by themselves and others, including professional artists, they see and talk about:

1.      various characteristics of lines, shapes, colors, texture and space in works of art and in the environment,

2.      rhythm and pattern in works of art,

3.      simple shapes that make up more complex forms,

4.      textural and expressive characteristics such as delicate and coarse,

5.      spatial relationships (over, under, in front, behind, far, etc.),

6.      varieties of imaginative images of a single object.

Additional awareness develops through experiences such as:

1.      undirected painting,

2.      group work on murals,

3.      drawing or painting details of the environment, out of doors,

Students will be exposed to these terms:

II. CREATIVE EXPRESSION

Students communicate observations, feelings, ideas, and experiences about things in their own world. They create art based on real events, activities, and places as well as their imagination.

III.  HISTORICAL AND CULTURAL CONTEXT

Students begin to learn that artworks are historical documents. Families are encouraged to visit art fairs/museums. Through looking at art, reading, talking, listening, and writing, they:

1.      are introduced to the use of new technology in art, as in Op Art, and review lmpressionist Art,

2.      continue to broaden their awareness of illustrations as an art form,

3.      become acquainted with the lives and works of these artists, or others who demonstrate the above themes.

Victor Vasarely was born in 1908 in Pecs, Hungary. He settled in Paris in 1930 and is considered a French painter. Vasarely was a pioneer in the art of optics.  He has been instrumental in the development of almost every form of optical device or the creation of a new art of visual illusions. In the 1960s, believing that only through color would the full range of possibilities for optical painting be realized, Vasarely began to use color with a brilliance unparalleled in his career up to this time. Using small standard geometrical shapes—sometimes tilted and frontalized in flat, brilliant colors against equally strong contrasting color grounds-- Vasarely sets up retinal vibrations that dazzle the eye and bewilder perception.

Bridget Riley (born in 1931) is am English artist who explores the expression of emotions through optical effects.  She is celebrated as the "Queen of Op Art" and has seen her patterns used on manufactured dresses, fabrics, and other commercial products. She paints everything by hand.

The Kiowa Five
In 1926, a group of young Kiowa artists, Stephen Mopope (1898-1974), Monroe Tsatoke/Tsa To Kee (1904-1937), Jack Hokeah (1902-1973), James Auchiah (1906-1975), Spencer Asah (1905-1954), and Lois Smoky/Bougetah (1907-1981), the sole woman, came to prominence at the University of Oklahoma. Although Smoky would return home shortly, the remaining students became known as the "Kiowa Five," and would, along with artists of the Southwest Movement, largely create an art genre known as "Traditional Indian Painting." Extending the themes and styles of the Ft. Marion drawings and watercolors created by Kiowas imprisoned there in 1872, the Kiowa Five brought Indian art to the national and international art world.

Mopope, perhaps the best known of the group, and the others used clean lines and simple colors to portray pre-intervention Plains life, style and content which resonated with the Arts and Crafts movement of the day. They exhibited at the First International Art Exposition of 1928, held in Prague, and the following year published a set of pochoir prints (similar to silkscreens) Kiowa Indian Art. Throughout the 1930's they created large murals for public buildings in both Oklahoma and Washington, D.C. Although their art was undoubtedly influenced by the tastes of the art market, e.g. collectors discouraged innovation, the Kiowa Five created an indelible body of work which defined American Indian painting for most of the twentieth century.

Vincent Van Gogh (1853-1890) A Dutch painter known as a Post Impressionist because he came after the Impressionists. Van Gogh tried working as an art dealer and a minister before deciding to become an artist. In learning to draw and paint, he often used the peasants working in the fields as the subjects of his pictures. He traveled to Paris where he was influenced by the Impressionists, then settled in the South of France where he painted his most famous works. Van Gogh's paintings are full of thick paint, lively brush strokes, and bright colors. He painted portraits, landscapes, and the sky at night. The paintings are alive with swirling movement and express great feeling. In talking about Van Gogh, people used the term "expressionism" for the first time. It means the artist is trying to express his inner feelings, not just what he sees with his eyes. Though Van Gogh's life was hard and often lonely, he was able to express his love of people and nature in his artwork.

IV. AESTHETIC VALUING

Students reflect on experiences of seeing and making art. Referring to properties and/or subject matter seen in artworks, they talk about:

1.      (Knowledge) Which kind of artwork is this? (painting, drawing, sculpture, etc.)

2.      (Comprehension) Is this work light or dark, or both?

3.      (Application) What was used to make this artwork?

4.      (Analysis) Is this painting real or make-believe?

5.      (Synthesis) How many titles can you think of for this artwork?

6.      (Evaluation) Do you like this artwork? Why?

V. CONNECTIONS, RELATIONS, APPLICATIONS

Students can connect, relate, and apply various types of arts knowledge and skills within the art form, across the arts disciplines (dance, music, theatre and visual arts), and with disciplines outside of the arts.