Adopted June, 2004

This Visual Art curriculum has been designed for use by member schools of the Archdiocese of Atlanta. Discussion and planning for this curriculum involved many representatives from our member schools. The level groups for work on this document were K—2, 3—5, and 6—8 respectively.

In addition to the identification of a visual art philosophy, goals, and standards, the study of visual art has been based upon understandings at each grade level. These are: the created work, the cultivation of an appreciation for art, working knowledge of art history, the critical role of imagination in art, and art criticism. The standards identified for each grade level represent an age-appropriate understanding of concepts.

Research for this curriculum was based on NCTE standards, the Quality Core Curriculum of Georgia, Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education (McRel/ASCD), Visual and Performing Arts: A Chapter of the Curriculum Handbook (ASCD).

Archdiocese of Atlanta
Philosophy of Curriculum

At the core of education which is Catholic are the beliefs and teachings of the Catholic Church. While curriculum documents can reflect these realities in written form it is the responsibility of all that minister in Catholic schools to bring them to life in themselves and in those whom they teach.

Of great importance to the curriculum are the elements of message, community, service, and worship. Through an exploration of each, learners seek to acquire a deeper understanding essential for their own growth and development. Such an approach necessitates a vision of curriculum, which is non-biased and inclusive.

In order for a curriculum series to have validity, it must have the learner as its central focus. Courses which are planned should be developmentally responsive. Instruction should be engaging and cause the learner to be an active participant. Secular subject areas should be represented as well as the universal truths which are reflected by the history and tradition of the Church. In general, subject areas should acknowledge the present, study and reflect on the past, and assume a posture of openness to the future.

When developing curriculum, the unique features of each school should be taken into consideration. In addition, all professional educators should understand that it is the curriculum, which drives the entire educational process. This document allows teachers to make implementation decisions on a local level for the improvement of educational programs.

Philosophy of Art Curriculum

Visual art in the Archdiocese of Atlanta is an avenue for students’ growth in the Catholic faith. This is facilitated through an exploration and study of the created world and the history of humankind as expressed through culture. The arts nurture self-esteem by providing learning experiences which encourage self-expression. The process of creating art fosters critical thinking by utilizing active imagination.

Archdiocese of Atlanta
Goals of Curriculum

1. Communicate the Gospel message.
2. Engender a sense of responsibility as members of a church community.
3. Empower learners to accept responsibility for the acquisition and use of knowledge.
4. Cultivate a desire for continuous learning through formal and informal education.
5. Engender a sense of responsibility as citizens within a democracy.
6. Empower learners to make informed choices.
7. Use independent and critical thinking.
8. Strive toward connectedness of all learning.
9. Implement instruction, which is developmentally appropriate.
10. Strive toward clear and accurate communication through the development of a variety of skills.
11. Represent all subject areas resulting in comprehensive literacy.
12. Use all available technologies to support instruction.
13. Implement effective prevention programs as early as possible for students who demonstrate learning challenges.
14. To ensure a thorough foundation of knowledge for successful transition into secondary study.

Goals of Art Curriculum

1. See God in the created world and in works of visual art.
2. Have an appreciation of/for the visual arts.
3. Experience a wide variety of art media.
4. Explore career possibilities in the visual arts and related fields.
5. Recognize and respond to one’s innate propensity to create.
6. Engage in meaningful art criticism.
7. Believe in the value of one’s own artistic expression.
8. Show sensitivity to the emotion which is evoked by visual art and its artist.
9. Realize the importance of visualization in the creative process.
10. Continue to make art an integral component of overall school programming.

Standards and Benchmarks

STANDARD: Understands connections among the various art forms and other disciplines.

Level (K-8)

1. Knows how visual elements are used in various art forms.

2. Knows how ideas and emotions are expressed in various visual art forms.

3. Knows ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of the arts.

4. Understands the different characteristics of art materials and how they are used to portray emotions of ideas.

5. Knows the similarities and differences in the meanings of common terms used in the visual arts.

STANDARD: Experiences and applies media, techniques and processes related to the visual arts.

Level (K-8)

1. Knows the differences between art materials, techniques, and processes.

2. Knows how different media techniques and processes are used to communicate ideas and experiences.

3. Uses art materials in a safe and responsible manner.

4. Experiences a variety of art forms and materials.

STANDARD: Understands the visual arts in relation to history and cultures.

Level (K-8)

1. Knows that the visual arts have both a history and specific relationship to various cultures.

2. Identifies specific works of art as belonging to particular cultures, times, and places.

3. Knows how history, culture, and the visual arts can influence each other.

Level (6-8)

1. Understands similarities and differences among the characteristics of artworks from various eras and cultures (e.g., materials; visual, spatial, and temporal structures).

2. Understand the historical and cultural contexts of a variety of art objects.

STANDARD: Appreciates the characteristics and merits of one’s own artwork and the artwork of others.

Level (K-4)

1. Knows various purposes for creating works of visual art.

2. Knows how people’s experiences (e.g., cultural background, human needs) can influence the development of specific artworks.

3. Understands that specific artworks can elicit different responses.

Level (5-8)

1. Distinguishes among multiple purposes for creating works of art

2. Understands possible contemporary and historic meanings in specific artworks.

3. Understands how one’s own artwork, as well as artwork from various eras and cultures, may elicit a variety of responses.

STANDARD: Knows how to use the structures and functions of art.

Level (K-8)

1. Knows the difference among visual characteristics (e.g., color, texture) and purposes of art (e.g., to convey ideas).

2. Understands how different compositional, expressive features (e.g., evoking joy, sadness, anger), and organizational principles (e.g., repetition, balance, emphasis, contrast, unity) cause different responses.

3. Uses visual structures and functions of art to communicate idea.

4. Applies the elements and principles of design.

Level (5-8)

1. Knows how the qualities of structures and functions of art are used to improve communication of one’s ideas.

STANDARD: Engage in meaningful art criticism.

Level (K-8)

1. Respond to various artworks.

2. Able to critique one’s own artwork or the works of others in a positive manner.

3. Uses appropriate art terms in describing works of art.