Welcome 2011-2012 Timucuan artists!

Please visit this site often for updates as well as photographs of your children's artwork.

Students at Timucuan will learn the basic visual arts concepts, skills, processes & techniques and will apply those to creating projects through curriculum aligned to the Florida Sunshine State Standards and Grade Level Expectations.

"Every child is an artist. The problem is how to remain an artist once he grows up."
Pablo Picasso, Spanish painter

At Right: Joan Miro, People and Dog in Front of the Sun, 1949, Spanish painter (1893-1983)


ART ROOM NEEDS: STYROFOAM EGG CARTONS. Thank You!

Kindergarten art class explores basic visual art concepts, techniques and processes.

Kindergarten art projects include:

* Geometric overlap shape, primary & secondary color designs.
* Pablo Picasso, cubism, abstract drawings of Marie-Therese.
* Free-form overlap shape, intermediate, primary & secondary color designs.
* Free-form shape, Abstract collage, from Henri Matisse's The Sadness of the King.

Third grade art students will draw portraits. Knowledge of basic drawing skills learned from Kindergarten to 2nd grade will be applied to more advanced techniques and processes for drawing people. Students will learn to draw faces, bodies, arms and hands to look like "real people". Many works from artists will be used as visuals to help the students see how portraits have been painted or sculpted throughout the history of art.

Projects include:

* Personal experience drawing of a person.
* Art criticism, artist study of realism and abstract portraits using text books.
* Observation drawings of students sitting at their table.
* Amedeo Modigliani artist study.
* Self-portrait from a photograph.
* Leonardo daVinci artist study.
* Frida Kahlo artist study.
* Vincent vanGogh artist study.

First grade art classes will learn how to draw portraits. These portraits will be of the full-length body of a boy and a girl. Geometric and free-form shapes will be used to draw each part and students will look at a model of a full-scale human skeleton! Students will begin a curriculum of drawing people to look like "real people".

Portrait drawings include.

* A boy
* A girl
* Portrait of President George Washington
* Portrait of "Blue Boy", by Thomas Gainsborough
* Portrait of "The Little Dancer", by Edgar Degas
* A self-portrait
* A self-portrait, with friends, playing on the school playground
* Portraits of Mr. Cris.

Art students in second grade will explore the Elements of Art and Principles of Design by creating works of art using Symmetry and Radial Balance. The Color Wheel will be a very important tool throughout this curriculum for in their projects, many different groups or "families" of colors will be used. Second graders will have an opportunity to show-off their basic drawing skills when creating self-portraits.

Projects include:

* Collage: Warm, Cool & Neutral Colors.
* Symmetry/Radial Balance drawing Geometric Shapes.
* Symmetry/Radial Balance with geometric math/foam shapes, arranging the shapes like a puzzle, to show a reflection or mirror image.
* Symmetry and Radial Balance colleges with basic geometric shapes and colors.
*Creative drawing self-portrait.
*Clay Glazed Pinch Pot

Fourth grade art students will explore color throughout the year. Many different groups or "families" of colors from the Color Wheel will be applied to their projects. The 4th graders will learn how to combine different Elements of Art and Principles of Design into their work. A clay project is planned for after the new year.

Projects include:

* Collage: Warm, Cool & Neutral Colors.
* Rhythm, movement, warm and cool colors drawing using line to illustrate music and sound.
* Art criticism: real and abstract using text books.
* Value study of monochromatic colors, hue and gradation.
* Value study: Light, Medium, Dark. Crayon, abstract, free-form drawing showing a Primary or Secondary color in L.M.D.
* Introduction to sketching; drawing a Landscape.
* Monochromatic, tint painting: value study.
* Skyline - monochromatic-tint painting.
* Clay pottery

Fifth grade art students will draw portraits. These portaits will be of people shown in frontal view, profile and 3/4 view. The Frontal View will be drawn using mathematical skills and concepts. Face grids will used to show the placement of each facial feature. 3/4 and profiles will be drawn by using artist profiles as inspiration. These projects are the final stages in portrait drawing at Timucuan. If a student has been at Timucuan from Kindergarten through 5th grade, all of the basic visual arts skills, techniques and concepts will have been learned and applied throughout the array of projects completed at Timucuan.

Projects include:

* Personal experience & observation drawings of people.
* Observation sketch/drawing from magazine photos.
* Art criticism of works from textbook. Identify portraits with: realism, abstract, frontal view, 3/4 view & profile.
* Frontal view face grids and symmetry.
* Frontal view portrait drawing of a person using magazine photos. Value, highlight and shading introduced.
* Profile portrait painting of Egyptian Queen Nefertiti.
* 3/4 view portrait - artist study and observation drawing from magazine photos.

Ancient Eypt

Art Styles

Art Terms Dictionary

Creative Color Studio

Cummer Museum of Art and Gardens

Duval County Public Schools Fine Arts Department

Egyptian Hieroglyphic Translator

Facemaker

Jacksonville Cultural Council

King Tut. Is this what he really looked like??

LaVilla School of the Arts: Audition Info

MOCA Jacksonville.

The Artchive

Timucuan Elementary School

Sunshine State Standards
Florida Department of Education
Grade Level Expectations
Art - Visual Arts

Kindergarten
The kindergarten student:
Skills and Techniques
· creates works that are personally meaningful and draw from experience, observation, or
imagination.
· draws with chalk, crayon, marker, and pencil.
· paints using tempera, watercolor, and fingerpaint.
· uses a variety of painting tools (for example, brushes, sponges, fingers).
· draws and paints on large paper with a variety of brushes, crayons, pencils, and markers.
· prints by stamping one surface against another.
· uses tearing, cutting, and folding techniques.
· uses gluing and pasting techniques.
· uses forming techniques with materials such as clay and paper.
· uses basic computer technology related to visual arts.
· works with art tools and materials safely.
· explores tools/materials appropriately.
· follows directed cleanup procedures.
· recognizes differences among art materials and processes.
· identifies elements of art (for example, line, shape, color, texture).
· identifies principles of design (for example, pattern, repetition).
· identifies good craftsmanship.
Creation and Communication
· knows that subject matter can be real or imaginary.
· knows that visual symbols are used to convey meaning.
· knows that pictures tell a story.
· knows that people can express themselves visually.
· interprets personal experiences visually using selected media.
· describes choices made in his/her artwork.
· experiences artwork that is created for varied, specific purposes (for example, storybook
illustrations, stained glass).
· knows that works of art express an idea.
· uses specific elements of art and principles of design to communicate an idea.
Cultural and Historical Connections
· views and discusses art from various cultures, time periods, and places.
· identifies one or more well-known artists and their artwork.
Aesthetic and Critical Analysis
· distinguishes between non-art objects and works of art (for example, a tree and a painting of a
tree).
· makes observations about artworks using elements of art and principles of design.
· experiences artworks in a variety of styles (for example, Tanner’s Banjo Player and Picasso’s
Three Musicians).
· identifies original artworks.
Applications to Life
· examines examples of everyday objects designed by artists.
· understands that artists’ creations influence home, school, and work life.
· identifies a career in art (for example, artists, designers, architects, teachers).
· uses good observation and listening skills during a museum visit, and/or classroom art
presentations.

First Grade
The first grade student:
Skills and Techniques
· creates works that are personally meaningful and draw from experience, observation, or
imagination.
· knows what materials, techniques, and processes are used for creating two- and threedimensional
works of art.
· draws with chalk, crayon, marker, and pencil.
· paints a work of art using tempera, watercolor, and fingerpaint.
· uses a variety of painting tools and techniques (for example, size of brush, pressure of stroke,
amount of water added to paint).
· draws and paints on a variety of surfaces.
· demonstrates printmaking processes through monoprints and stamping.
· uses tearing, cutting, curling, folding, and fringe techniques.
· uses gluing/pasting techniques to assemble two- and three-dimensional works of art.
· demonstrates additive and subtractive forming techniques.
· applies basic textile techniques (for example, stitchery, weaving).
· uses basic computer technology related to visual arts.
· works with art tools and materials safely.
· uses tools/materials appropriately (for example, strokes with the paint brush; doesn’t scrub with
it).
· follows directions/instructions and cleanup procedures.
· applies different materials, techniques, and processes to works of art.
· identifies and uses elements of art (for example, line, shape, color, texture).
· identifies and uses principles of design (for example, pattern, repetition, balance).
· identifies and uses good craftsmanship.
Creation and Communication
· creates works of art that celebrate, record, and communicate cultural heritage and personal
events.
· interprets visual symbols in the environment.
· creates works of art that tell a story.
· knows that people can visually express ideas in different ways.
· interprets personal ideas, feelings, and experiences using various media.
· describes choices made in his/her artwork.
· examines a variety of artwork that is created for varied, specific purposes (for example,
advertisements, cartoons).
· knows that artists employ elements of art and principles of design to express an idea.
· combines specific elements of art and principles of design to communicate an idea.
Cultural and Historical Connections
· demonstrates knowledge of art that represents specific cultures, time periods, and places.
· knows that artists create works based on their life experiences.
· views and listens to informational and literary text, multimedia, and/or Internet sources to learn
about artists, various cultures, and time periods.
Aesthetic and Critical Analysis
· compares works of art with non-art objects using appropriate vocabulary.
· describes artworks using elements of art and principles of design.
· groups works of art that are realistic or abstract.
· identifies examples of art that are symbolic.
· identifies original artworks and reproductions.
Applications to Life
· distinguishes between functional and non-functional art.
· understands that artists’ creations influence home, school, and work life.
· associates artists’ careers with their artworks (for example, illustrator - picture books).
· uses good observation and listening skills during a guest artist visit, museum visit, and/or
classroom art presentations.

Second Grade
The second grade student:
Skills and Techniques
· creates works that are personally meaningful and draw from experience, observation, or
imagination.
· utilizes drawing, painting, printmaking, fibers, sculpture, and ceramic media to produce works of
art.
· develops drawing skills by using a variety of drawing tools.
· uses painting techniques employing various brush strokes to create texture and show detail.
· develops printmaking techniques by creating a series of prints.
· utilizes additive and subtractive sculptural techniques in creating with clay.
· constructs two- and three-dimensional works of art that incorporate mixed media and/or fiber
techniques.
· uses basic computer technology related to visual arts to create artworks.
· works with art tools and materials safely.
· uses a variety of tools, materials, and processes appropriately.
· consistently follows directions/instructions and cleanup procedures.
· uses art materials and tools in a responsible manner.
· experiments with a variety of materials, techniques, and processes in works of art.
· compares, contrasts, and applies elements of art (for example, line, shape, color, texture).
· compares, contrasts, and applies principles of design (for example, pattern, repetition, balance,
contrast).
· identifies, uses, and assesses qualities of good craftsmanship.
· develops good craftsmanship skills through practice.
Creation and Communication
· creates works of art that celebrate, record, and communicate historical, cultural, and personal
events.
· utilizes visual symbols to communicate meaning in works of art.
· creates works of art using a variety of themes and subjects.
· compares works of art based on a similar theme and interprets how choice of media, technique,
and processes can communicate an idea visually.
· explains and defends personal responses to works of art.
· explains choices made in his/her artwork.
· identifies purposes for creating specific works of art (for example, Bierstadt’s Paintings of the
American Outdoors).
· identifies which elements of art and principles of design are used by an artist to express an idea.
· uses a variety of elements of art and principles of design to communicate ideas.
Cultural and Historical Connections
· groups similar works of art based on specific cultures, time periods, and places.
· compares historical and cultural works of art that have the same theme but use different styles,
processes, or techniques (for example, Mother and Child by Mary Cassatt and by Picasso).
· understands that artists create works based on culture and life experiences (for example, urban
and rural environment).
· compares and contrasts symbols used by various artists and cultures to convey similar meaning
and to express ideas (for example, Native American, Egyptian, African, Aboriginal cultures).
Aesthetic and Critical Analysis
· makes and supports judgments about works of art using specific criteria and appropriate
vocabulary.
· analyzes artworks using elements of art and principles of design.
· compares and contrasts works of art that are realistic or abstract.
· identifies and examines the use of symbolism in specific art (for example, tribal masks, totem
poles, still life).
· compares differences between original artworks and reproductions.
Applications to Life
· compares and contrasts functional and non-functional art.
· discusses reasons why people create works of art.
· understands that artists’ creations influence home, school, and work life.
· discusses diverse careers available to artists (for example, animator, museum curator, fashion
designer).
· uses good observation, listening, and questioning skills during a guest artist visit, museum visit,
and/or classroom art presentations.

Third Grade
The third grade student:
Skills and Techniques
· creates works that are personally meaningful and draw from experience, observation, or
imagination.
· utilizes drawing, painting, printmaking, fibers, sculpture, and ceramic media to produce works of
art.
· develops drawing skills using a variety of drawing tools.
· develops painting techniques using various brush strokes to create texture and show detail.
· develops printmaking techniques by creating a series of prints.
· utilizes mixed media and/or fiber techniques.
· utilizes additive and subtractive sculptural techniques with clay and paper.
· uses computer technology skills to create works of art.
· works with art tools and materials safely.
· explores a variety of tools, materials, and processes and uses them responsibly.
· consistently follows directions/instructions and cleanup procedures.
· demonstrates how the elements of art affect the principles of design (for example,
lines/repetition).
· compares and contrasts the function of the principles of design in works of art.
· identifies, uses, and assesses qualities of good craftsmanship.
· develops good craftsmanship skills through practice in varied media.
Creation and Communication
· uses personal experience, observation, and imagination to create works of art.
· uses a variety of thematic subject matter/symbols to create works of art.
· compares and contrasts effective and ineffective use of media, techniques, and processes.
· selects media to effectively communicate an idea.
· utilizes techniques and processes in selected media to communicate an idea.
· explains intentions in personal works of art.
· identifies artwork created for cultural, commercial, and expressive purposes.
· discusses how the elements of art and principles of design can be used to create a composition.
· selects and organizes elements of art and principles of design to effectively communicate an
idea.
· knows that manipulative skills affect how an idea is communicated.
Cultural and Historical Connections
· identifies and describes the characteristics of artworks of specific time periods and cultures.
· knows that works of art reflect cultural and historical influences.
· identifies art exemplars from specific time periods and cultures.
· identifies works of art, artists, and historical events on a timeline.
· uses various resources to determine how visual languages and symbol systems are used by
artists.
· discusses the use of historical markings and visual symbols in works of art (for example, cave
paintings, hieroglyphics, petroglyphs).
· describes cultural differences in works of art.
Aesthetic and Critical Analysis
· uses vocabulary for evaluating works of art.
· explains how a work of art can be judged by one or more perspectives (for example, economic,
cultural, functional, historical, religious, popular).
· names characteristics of different genres in art (for example, fine art, folk art, popular art,
commercial art).
Applications to Life
· identifies aesthetic qualities of functional and non-functional works of art.
· understands that art impacts everyday life.
· understands that artists’ creations and ways of thinking influence home, school, and work life.
· identifies the skills and processes that artists use to produce works of art.
· identifies the skills and knowledge needed for various art careers.
· views works of art at galleries, museums, and/or artists’ studios.
· identifies the purpose of galleries, museums, and artists’ studios.

Fourth Grade
The fourth grade student:
Skills and Techniques
· creates works that are personally meaningful and draw from experience, observation, or
imagination.
· utilizes drawing, painting, printmaking, fibers, sculpture, and ceramic media to produce works of
art.
· develops drawing skills using a variety of media such as crayons, markers, pencils, charcoal, and
colored pencils.
· develops painting techniques using various color concepts such as monochromatic,
complimentary, and analogous, using both tints and shades.
· utilizes a variety of printmaking processes such as block, reduction, and stencil.
· applies mixed media and/or fiber techniques.
· utilizes clay techniques such as relief, pinch, and coil construction.
· experiments with computer technology skills to create works of art.
· works with art tools and materials safely.
· uses a variety of tools, materials, and processes responsibly.
· consistently follows directions/instructions and cleanup procedures.
· demonstrates how the elements of art affect the principles of design (for example, color/
contrast, lines/rhythm, shapes/balance).
· analyzes how the principles of design are used in works of art to create organizational and/or
aesthetic effects.
· identifies, uses, and assesses qualities of good craftsmanship.
· applies good craftsmanship in creating varied works of art.
Creation and Communication
· uses personal experience, observation, and imagination to create works of art.
· uses a variety of thematic subject matter/symbols to create works of art.
· analyzes effective and ineffective use of media, techniques, and processes.
· selects media to effectively communicate an idea.
· utilizes techniques and processes in selected media to communicate an idea.
· explains intentions in personal works of art.
· groups artwork according to artists’ intended purposes (for example, religious, political,
historical).
· discusses how the elements of art and principles of design can be used to create a composition.
· selects, modifies, and organizes elements of art and principles of design to effectively
communicate an idea.
· knows that manipulative skills affect how an idea is communicated.
Cultural and Historical Connections
· compares and contrasts works of art from different time periods and cultures.
· discusses how works of art have a cultural style reflecting people’s values, beliefs, and ways of
perceiving the world.
· identifies and describes art exemplars from particular styles, time periods, cultures, and artists.
· sequences works of art, artists, and historical events on a timeline.
· uses various resources to determine how visual languages and symbol systems are used by
artists.
· describes how history and culture affect artists and their work.
· identifies works of art that communicate historical and cultural values.
Aesthetic and Critical Analysis
· creates and applies general criteria for evaluating works of art using appropriate vocabulary.
· compares and contrasts responses to works of art based on one or more perspectives (for
example, economic, cultural, functional, historical, religious, popular).
· compares and contrasts similarities and differences of genres in art (for example, fine art, folk
art, popular art, commercial art).
Applications to Life
· examines and discusses aesthetic qualities of functional and non-functional works of art.
· describes how the work of artists impacts everyday life.
· understands that artists’ creations and ways of thinking influence home, school, and work life.
· describes the skills needed for tasks performed by various artists.
· discusses the skills and knowledge needed for different art careers.
· discusses works of art at galleries, museums, and/or artists’ studios.
· discusses the purpose of galleries, museums, and artists’ studios.

Fifth Grade
The fifth grade student:
Skills and Techniques
· creates works that are personally meaningful and draw from experience, observation, or
imagination.
· utilizes drawing, painting, printmaking, fibers, sculpture, and ceramic media to produce works of
art.
· develops and refines drawing skills using a variety of media such as crayons, markers, pencils,
charcoal, and colored pencils.
· experiments with paint on various surfaces using previously learned skills and techniques.
· utilizes advanced printmaking processes such as three-color reduction and/or silk screen prints.
· experiments with advanced textile/fiber techniques (for example, quilting, basketry, papermaking).
· applies sculptural techniques such as bas relief, armature construction, and/or soft sculpture.
· utilizes clay techniques such as slab and coil construction.
· applies computer technology skills to create works of art.
· works with art tools and materials safely.
· uses a variety of tools, materials, and processes responsibly.
· consistently follows directions/instructions and cleanup procedures.
· demonstrates how the elements of art affect the principles of design (for example, color/
contrast, lines/rhythm, shapes/balance).
· analyzes how the principles of design are used in works of art to create organizational and/or
aesthetic effects.
· identifies, uses, and assesses qualities of good craftsmanship.
· applies good craftsmanship in creating two- and three-dimensional works of art.
Creation and Communication
· uses personal experience, observation, and imagination to create works of art.
· uses a variety of thematic subject matter/symbols to create works of art.
· analyzes effective and ineffective use of media, techniques, and processes.
· selects media to effectively communicate an idea.
· utilizes techniques and processes in selected media to communicate an idea.
· explains intentions and justifies choices in personal works of art.
· analyzes artwork according to artists’ intended purposes (for example, religious, political,
historical).
· discusses how the elements of art and principles of design can be used to create a composition.
· selects, modifies, and organizes elements of art and principles of design to effectively
communicate an idea.
· knows that manipulative skills affect how an idea is communicated.
Cultural and Historical Connections
· compares and contrasts works of art on the basis of style, time period, culture, and/or artist.
· describes and analyzes specific relationships that influenced the creation and function of
artworks of various people and cultures.
· analyzes art exemplars from various time periods, cultures, and artists.
· uses a timeline to understand art history, culture, and artists.
· researches and identifies how visual symbols (past and present) are used by artists in various
cultures.
· identifies characteristics in works of art which indicate cultural and historical influences.
· explains that works of art can communicate historical and cultural values.
· demonstrates knowledge of how history, culture, and visual symbols influence each other.
Aesthetic and Critical Analysis
· creates and applies personal criteria for evaluating works of art using appropriate vocabulary.
· justifies artistic judgments based on one or more perspectives (for example, economic, cultural,
functional, historical, religious, popular).
· analyzes the similarities and differences of genres in art (for example, fine art, folk art, popular
art, commercial art).
Applications to Life
· compares and contrasts aesthetic qualities of functional and non-functional works of art.
· analyzes how the work of artists impacts everyday life.
· understands that artists’ creations and ways of thinking influence home, school, and work life.
· demonstrates knowledge of art skills and artistic processes and how they are used in various
careers.
· examines and discusses skills and knowledge needed for specific art careers.
· examines works of art at galleries, museums, and/or artists’ studios.
· examines the various community contributions of galleries, museums, and artists’ studios.

Please encourage your children to draw, color and paint. Keep them busy making art with simple art materials such as crayons, pencils, coloring books, water color paints and Play Dough. Hang up and display their creations for the whole family to enjoy!

Check here for contest information. Files will be attached for you to download applications, rules & regulations.

Please check the Photo Albums section for recommeded books with art themes.

Timucuan Elementary School
Mr. Criscuolo