Arts


Early Childhood Education

Elementary School

Middle School

 

 

EARLY CHILDHOOD EDUCATION (ECC)

ECC Art Program -G3, G4, Kindergarten

 

As a result of the Pan American School Art Program, students will:

  1. apply creativity and critical thought through self-expression and self-knowledge;
  2. develop sensory skills through visual, spatial and temporal concepts;
  3. understand and appreciate the similarities, differences and aesthetic contribution of all people to society analyzing the influence of Art through social, historical and cultural contexts;
  4. know and apply the differences between materials, techniques, and processes and reflect upon effectiveness of those choices;
  5. knowledge of visual art components, such as line, texture, color, form, value and space;
  6. improve aesthetic discernment through study of differences among visual characteristics;
  7. recognize and apply specific artistic vocabulary;
  8. apply different forms of non-verbal expression;
  9. know about artistic careers, exploring vocational opportunities.

 

Performance Based Objectives

By the end of kindergarten, the learner will:

  • Build personal expression
  • Create through art media.
  • Develop an artistic expression with emphasis on originality and uniqueness.
  • Listen to stories and improvise dramatizations.
  • Name simple tools, learn colors, discover craft media, put things together and take apart.
  • Identify shapes and colors.
  • Experiment with different types of materials to communicate ideas.
  • Learn the proper use of  tools and materials for:
  • sanding, rubbing, bending, drawing, painting, modeling, cutting and pasting
  • shaping, connecting, joining, folding and constructing
  • weaving, stitching, knitting and printing
  • Experiences art and crafts of various types.
  • Tell stories and create representations of these stories.

Art Activities

  • Free drawing
  • Finger painting
  • Modeling with clay and paste
  • Drawing on sand
  • Free constructions with waste material
  • Collages with different kind of paper
  • Cutting with fingers and scissors
  • Integrating Art with other Learning Areas

 

ELEMENTARY

Elementary Art Program – Grades 1 –5

As a result of the Pan American School Art Program, students will:

  1. apply creativity and critical thought through self-expression and self-knowledge;
  2. develop sensory skills through visual, spatial and temporal concepts;
  3. understand and appreciate the similarities, differences and aesthetic contribution of all people to society analyzing the influence of Art through social, historical and cultural contexts;
  4. know and apply the differences between materials, techniques, and processes and reflect upon effectiveness of those choices;
  5. provide knowledge of visual art components, such as line, texture, color, form, value and space;
  6. improve aesthetic discernment through study of differences among visual characteristics;
  7. recognize and apply specific artistic vocabulary;
  8. apply different forms of non-verbal expression;
  9. know about artistic careers, exploring vocational opportunities.

Performance Based Objectives

By the end of elementary grades, the learner will:

  • Know a variety of crafts and feel how each requires its own expression.
  • Share creative thinking with others.
  • Observe natural and man-made forms, noticing the details of things.
  • Understand differences in size and shape forms.
  • Identify other variations of shapes.
  • Combine rhythm with line and color.
  • Work with two and three-dimensional forms through clay and paste.
  • Differentiate textures, colors, shapes, lines of natural and man-made forms.
  • Identify other variations of colors; experiment with contrasting values such as bright-dull, light-dark, etc.
  • Share one’s own art work.
  • Know the folk-art of various regions and ethnic groups.
  • Know art through the artists.
  • Observe the effects in materials and techniques.
  • Combine observation with discussion.
  • Build a vocabulary of art terms.
  • Integrate art with other learning areas.

Art Activities

  • Free drawing with crayons colored pencils
  • Geometric drawing: lines, shapes, etc
  • Modeling two and three-dimensional objects with sand, clay and others pastes
  • Use Paper Maché
  • Painting with finger and brushes
  • Painting- watercolor, printing, etc
  • Printing with glue, string, different objects, etc
  • Construction with waste material
  • Easy constructions with newspaper
  • Studying  color - dark-light, warm-cool, primary-sec., etc
  • Folding – Origami
  • Collages – Mosaics
  • Easy weavings
  • Little plays- stage scenery

Evaluation

Perceptual Growth

  • Is the child aware of the horizontal line?
  • Does the child think in terms of proportions and size differences?
  • Does the child see differences between organic and man-made shapes?
  • Does the child create craft-work in a variety of ways?

Intellectual Growth

  • Does the child include many details in his/her work?
  • Is there evidence of artistic discovery, such as color composition and visual relationships?
  • Does the child use techniques to express specific ideas?

Artistic Growth

  • Is the work free from inhibition?
  • Is the work creative and original?
  • Does the work indicate artistic skills in using tools?
  • Can the child work independently?
  • Can the child discuss his work in artistic terms?

Aesthetic Growth

  • Does the child distribute the parts of his/her work harmoniously?
  • Is there a relationship between form and purpose?
  • Can the child express judgment preferences?
  • Does the child know various craft media and how they are used?

Creative and Expressive Growth

  • Is there a sequential growth development evident in the work?
  • Is the work uniquely personal?
  • Is the work presented fully and well?

MIDDLE SCHOOL

Middle School Art Program: Grade 6-8

As a result of the Pan American School Art Program, students will:

  1. apply creativity and critical thought through self-expression and self-knowledge;
  2. develop sensory skills through visual, spatial and temporal concepts;
  3. understand and appreciate the similarities, differences and aesthetic contribution of all people to society analyzing the influence of Art through social, historical and cultural contexts;
  4. know and apply the differences between materials, techniques, and processes and reflect upon effectiveness of those choices;
  5. provide knowledge of visual art components, such as line, texture, color, form, value and space;
  6. improve aesthetic discernment through study of differences among visual characteristics;
  7. recognize and apply specific artistic vocabulary;
  8. apply different forms of non-verbal expression;
  9. know about artistic careers, exploring vocational opportunities.

 

Performance Based Objectives

 

By the end of middle school (grades 6-8), the learner will:

  • Practice expressing ideas from more than one point of view.
  • Create effects as a result of color, value, surface, etc.
  • Observe objects, proportions, and relations of parts in creating designs.
  • Comprehend composition by combining: form, harmony, balance, space and rhythm.
  • Observe drawings.
  • Know art through artists.
  • Understand art in major historical movements.
  • Define and solve art problems choosing the material and technique proper for the work.
  • Make aesthetic choices and explain why.
  • Recognize expressive qualities in art forms comparing various styles that deal with similar subjects.
  • Discuss art using contemporary terminology of art.
  • Know about careers in art, exploring vocational opportunities.
  • Integrate Art with other learning areas.

Art Activities

  • Observe Drawings
  • Free Drawing
  • Paper Maché.
  • Modeling with clay and other pastes (sculptures)
  • Painting- tempera, watercolor, etc...
  • Construction with newspaper
  • Construction with waste material
  • Plays- stage scenery
  • Wall painting
  • Collages - Mosaic and other types of collages
  • Abstractions with different techniques

Evaluation

Perceptual Growth:

  • Is the child usually observant?
  • Is the child perceptually sensitive?
  • Does he/she use his/her ears, eyes and touch to perceive in detail?
  • Is the child continually seeking to discuss new ideas through searching?

Intellectual Growth:

  • Is there a richness of concept for forms expressed?
  • Does the child have a solid grasp of such terms as abstraction, expressionistic and cubism?

Artistic Growth:

  • Are art tools handled with a measure of skill?
  • Is there evidence of improvement?
  • Is the child able to synthesize line, shape and give texture, color, and form to his/her artwork?

Aesthetic Growth:

  • Can the child name various craftsmen and artists both past and present?
  • Can the child discuss reasons for his/her decisions in creating his/her own artwork as well as those of others?
  • Is the child familiar with terminology for constructing works of art?

Creative and Expressive Growth:

  • Does the child work openly and freely?
  • Does the child have unique ideas and approaches?
  • Does the child complete his/her work and follow through in art assignments?
  • Does the child state his/her ideas with original thought?
 
 
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