Student’s Students will recognize or recall specific Students demonstrate they have the ability to: In addition to score 3.0 performance, students performance reflects vocabulary including, but not limited to: Choose media and techniques to create an demonstrate in-depth insufficient progress Space, unity, proportion, and tertiary colors. original work or personal interest and provide inferences and applications towards foundational evidence for artistic choices. that go beyond the learning skills and knowledge. Creating Independently apply: Students demonstrate they have developed the target. ability to: Space Unity Identify and describe space, unity, Proportion proportion, and tertiary colors Color Theory (Tertiary colors) Student’s Students will recognize or recall specific Students demonstrate they have the ability to: In addition to 3.0 performance, students performance reflects vocabulary including, but not limited to: Create art based on observation of demonstrate in-depth insufficient progress surroundings. Observation, realism, abstract inferences and applications towards foundational Create art that alters or abstracts reality. that go beyond the learning skills and knowledge. Students demonstrate they have the ability to: target. Connecting Critically analyze (four step) and evaluate their Recognize and recall examples or parts of own work and the work of others based on particular representational and/or established criteria. artworks. Describe components of own work or the work of others. Student’s Students demonstrate they have the ability to: Students demonstrate they have the ability to: In addition to score 3.0 performance, students performance reflects Articulate an action plan to make art. Formulate, communicate, and implement demonstrate in-depth insufficient progress Responding an action plan. inferences and applications towards foundational that go beyond the learning skills and knowledge. target. Fifth Grade Proficiency Scales Topic 1 2 3 4
Creating Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including, but not limited to: Space, unity, proportion, and tertiary colors. Students demonstrate they have developed the ability to: Identify and describe space, unity, proportion, and tertiary colors Students demonstrate they have the ability to: Choose media and techniques to create an original work or personal interest and provide evidence for artistic choices. Independently apply: Space Unity Proportion Color Theory (Tertiary colors) In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Connecting Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students will recognize or recall specific vocabulary including, but not limited to: Observation, realism, abstract Students demonstrate they have the ability to: Recognize and recall examples or parts of particular representational and/or artworks. Describe components of own work or the work of others. Students demonstrate they have the ability to: Create art based on observation of surroundings. Create art that alters or abstracts reality. Critically analyze (four step) and evaluate their own work and the work of others based on established criteria. In addition to 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Responding Student’s performance reflects insufficient progress towards foundational skills and knowledge. Students demonstrate they have the ability to: Articulate an action plan to make art. Students demonstrate they have the ability to: Formulate, communicate, and implement an action plan. In addition to score 3.0 performance, students demonstrate in-depth inferences and applications that go beyond the learning target. Fifth Grade Proficiency Scales Topic 1 2 3 4
16-17_elementary_curriculum_guide.docx