SCOPE AND SEQUENCE FOR THE VISUAL ARTS



We suggest observation of nature and drawing from observation at all stages. The true artist engages in a life-long pursuit of seeing.



The K-3rd Grader wants to express themselves and their world through pictorial means. The student of art is supplied with varied visual information and encouraged to experiment with media and ideas.



  1. Give a context for creating art by examining works of fine art by the masters. Students do not copy from these works, a task far too advanced. They gain a base of knowledge about the subject by seeing what has been created in the past. Introduce artists, civilizations, or movements in works of the past. Encourage close observation of artworks, through directed questions.
  2. Discuss subject matter (still-life, portraits, landscape, animals, machines, etc.)
  3. Expose students to the natural world or other stimulus before engaging in art making.
  4. Introduce correct usage of many media including drawing, painting, and three-dimensional works of clay and paper. Note: While we encourage the teaching of how to handle a brush, proper rinsing etc., we do not encourage teaching students how to paint in a particular style. We do not teach painting a tree in a step by step process or teach how to paint like an Impressionist.



The 4-5th Grader wants to know more because he/she is seeing more in the world and asks, "How do I get that on paper?" The student is able to apply the basic fundamentals of seeing in terms used by artists.



  1. Introduce the elements of art in an ordered fashion: Space, Line, Texture, Shape, Form, Value, and Color. (Students may have difficulty applying form and value to their work so for now we aim for simply an understanding of these and the ability to see them in other works of art.)
  2. Introduce some compositional ideas. (Balance, Rhythm, Depth, Point of View, Emphasis)
  3. Introduce and develop skill in handling new drawing or painting media.
  4. Continue to look at works of art, especially in connection with specific periods of history.



The Middle School student builds on the foundation using increased skills and more experimentation.



  1. Continue to build on the foundational elements of art, while introducing new and more complex technique. (Students should be able to grasp the concept of value and use it in their work. Form should be understood and used within the work.)
  2. Broaden the student's ideas of compositional arrangements through Balance, Rhythm, Depth, Point of View, and Emphasis including an in-depth study on balance with symmetry and asymmetry.
  3. Introduce and develop two or three new drawing or painting media.
  4. Make comparisons of the approaches to art within Eastern and Western civilization. Look at works of art related to periods of history with a more in-depth look at artists. Could memorize names and be able to connect names to sample work.



The High School student is able to explore and express individual ideas, new techniques, and approaches to making art. He or she applies even more thought and inventiveness while manipulating familiar elements of art for the purpose of making specific statements.



  1. Continue to study the elements of art. Look at various drawing and painting techniques of master artists. Try many techniques associated with particular mediums while focusing on ones they prefer.
  2. Composition study should now include perspective (one point, two point, and atmospheric), proportion, contrast, and unity. Both value and color should be considered when making compositional arrangements.
  3. The student should begin to gain a sense of individuality within a subject matter chosen, preferred media, and techniques associated with that media, while maintaining an attitude of creative exploration.
  4. The student should look at art in an historical context, including developments that took place in the Western world as related to world history.



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