| Foundational Objectives | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 |
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| Become visually aware of detail in the natural and constructed environments | • identify many objects, lines, colors, shapes, textures, forms and patterns in the environment | • identify many objects, lines, colors, shapes, textures, forms and patterns in the environment | • become increasingly aware of the vast amount of visual detail in the environment | • become increasingly aware of the vast amount of visual detail in the environment | • become increasingly aware of the vast amount of visual detail in the environment |
| | • explore the relationships between objects, their functions and their environments | • explore the relationships between objects, their functions and their environments | • explore the relationships between objects, their functions and their environments | • begin to explore the relationships between an object’s physical appearance, its environment and its function | • begin to explore the relationships between an object’s physical appearance, its environment and its function |
| Understand the elements of visual art | • understand that line, colour, texture, shape and form comprise the basis language of visual art | • understand that line, colour, texture, shape and form comprise the basis language of visual art | • understand that line, colour, texture, shape and form comprise the basis language of visual art | • understand that line, colour, texture, shape and form comprise the basis language of visual art | • understand that line, colour, texture, shape and form comprise the basis language of visual art |
| | • explore the basic elements through their own work | • explore the basic elements through their own work | • increase the variety of ways they use the elements in their own work | • increase the variety of ways they use the elements in their own work | • increase the variety of ways they use the elements in their own work |
| | • explore the basic elements in art works | • explore the basic elements in art works | • explore the basic elements in art works | • explore the basic elements in art works | • explore the basic elements in art works |
| Line | • look for many different kinds of line | • look for many different kinds of line | • experiment with many different kinds of line in their own work | • understand that there are many ways to classify a large variety of lines | • understand the subtleties within classifications of kinds of lines |
| | | • understand that contour lines form the outline of an object | • explore hidden lines that are created by repetition | • understand that hidden lines are created by repetition | • understand that "paths of movement" are created by hidden lines |
| Colour | • recognize red, blue and yellow as the primary colors | • understand that secondary colors are created when you combine two primary colors | • recognize the color wheel as a way of showing color relationships | • recognize complimentary colors as being opposite each other on the colour wheel | • understand that pure colors have hue, while neutral colours do not |
| | | • understand that the same color can be light or dark | • understand that adding white or black changes the value of a color | • recognize analogous colors as those that share a common hue | • explore various color schemes |
| Texture | • identify many different kinds of textures | • understand that every surface has a texture | • create many different "real" textures | • continue to create many different "real" textures | • create the "illusion" of texture |
| Shape | • identify many different shapes | • identify many different shapes | • recognize circles, squares, rectangles and triangles as geometric shapes | • understand that shapes can be geometric or organic | • understand that shapes can be geometric or organic; positive or negative |
| | | | • understand that symmetrical shapes have two identical halves | • understand that shapes can be symmetrical or asymmetrical | • understand that shapes can be symmetrical or asymmetrical |
| Form | • identify many different three-dimensional forms | • identify many different three-dimensional forms | • recognize cubes, cylinders and spheres as geometric forms | • understand that forms can be geometric or organic | • understand that forms can be geometric or organic |
| | | | • understand that symmetrical forms have two identical halves | • understand that forms can symmetrical or asymmetrical | • understand that forms can symmetrical or asymmetrical |
| Develop concepts which will in later years, lead to an understanding of order in visual environment | • identify formal patterns in the natural and constructed environment, and in art works | • identify both formal and informal patterns | • identify both formal and informal patterns | • begin to understand the effects of using formal and informal patterns in decoration and in art works | • begin to understand the effects of using formal and informal patterns in decoration and in art works |
| | | • identify examples of contrast in the natural and constructed environment, and in art works | • identify examples of contrast in the natural and constructed environment, and in art works | • begin to understand the effects of using more or less contrast | • begin to understand the effects of using more or less contrast |
| | • explore pattern in their own art work | • explore pattern and contrast in their own art work | • begin to use pattern and contrast purposefully in their own art works | • begin to use pattern and contrast purposefully in their own art works | • begin to use pattern and contrast purposefully in their own art works |
| | | | | • begin to explore the concept of visual balance | • continue to explore the concept of visual balance |
| Begin to develop skills which will help them, in later years, to depict people and objects accurately | • understand size comparisons | • understand that people are unique in their features | • understand that people are unique in their features | • understand that people are unique in their features | • understand that people are unique in their features |
| • understand that objects have volume, and that some objects have a top, bottom and sides | • understand that the inclusion of details enhances depiction | • understand that the inclusion of details enhances depiction | • understand that the inclusion of details enhances depiction | • understand that the inclusion of details enhances depiction |
| | • understand that what you see of an object changes when you change your point-of-view | • understand that people and objects look different from different points-of-view | • understand that people and objects look different from different points-of-view | • understand that contour lines can be used to draw people and objects | • understand that contour lines can be used to draw people and objects |
| | | | | • understand that visual images can be used to show sequence of events | • understand that visual images can be used to show sequence of events |
| | | | | • understand that overlapping objects is a way to show their placement in space | • understand that closer objects appear to be larger than those farther away |
| | | | | | • understand that closer objects show more detail than those that are farther away |
| Begin to understand where ideas for visual expressions come from | • begin to understand that art works express unique ideas | • begin to understand that art works express unique ideas | • begin to understand that art works express unique ideas | • begin to understand that art works express unique ideas | • begin to understand that art works express unique ideas |
| • begin to understand that ideas for visual expressions come from many different sources | • begin to understand that ideas for visual expressions come from many different sources | • explore various sources of ideas for art works | • begin to generate ideas for art works from various sources | • begin to generate ideas for art works from various sources |
| | | | • begin to understand that they can work from memory, observation, imagination, or feelings to create art works | • begin to understand that they can work from memory, observation, imagination, or feelings to create art works | • begin to understand that they can work from memory, observation, imagination, or feelings to create art works |
| Organize their ideas into visual art expressions, using the processes materials of visual art | • begin to understand that art works are created for a variety of reasons, and that there are many kinds of art | • begin to understand that art works are created for a variety of reasons, and that there are many kinds of art | • begin to understand that art works are created for a variety of reasons, and that there are many kinds of art | • begin to articulate the wide variety of reasons for creating art works | • begin to articulate the wide variety of reasons for creating art works |
| • become aware of their own reasons for creating art works | • become aware of their own reasons for creating art works | • begin to articulate their own reasons for creating particular works of art | • begin to articulate their own reasons for creating particular works of art | • become better able to articulate their reasons for creating particular works of art |
| | • begin to make basic decisions about their methods and materials | • begin to make basic decisions about their methods and materials | • begin to make basic decisions about their methods and materials | • continue to make decisions about their own methods and material | • continue to make decisions about their how methods and material |
| | | | | • begin to notice "accidents" in their work, and put them to use where appropriate | • continue to recognize valuable accidents in their work, and put them to use where appropriate |
| | • begin to understand that creating involves finding a way to order images and the elements of art | • begin to understand that creating involves finding a way to order images and the elements of art | • begin to understand that creating involves finding a way to order images and the elements of art | • begin to understand that creating involves finding a way to order images and the elements of art | • begin to understand that creating involves finding a way to order images and the elements of art |
| Become aware of the presence of the visual art n their own homes, communities and surrounding communities | • begin to understand that art plays a role in the daily life if their community | • begin to understand that art plays a role in the daily life if their community | • begin to understand that art plays a role in the daily life if their community | • begin to explore the role of artists in their community | • continue to explore the role of artists in their community |
| • begin to understand that many different cultural groups contribute to a community’s artistic make-up | • begin to understand that many different cultural groups contribute to a community’s artistic make-up | • begin to understand that many different cultural groups contribute to a community’s artistic make-up | • begin to understand that many different cultural groups contribute to a community’s artistic make-up | • begin to understand that many different cultural groups contribute to a community’s artistic make-up |
| Become familiar with visual art and artists | • explore the contributions of visual artists, past and present | • explore the contributions of visual artists, past and present | • explore the contributions of visual artists, past and present | • explore the contributions of visual artists, past and present | • explore the contributions of visual artists, past and present |
| | • begin to develop an awareness of the visual art of Japan | • begin to develop an awareness of the visual art of Japan | • begin to develop an awareness of the visual art of Japan | • begin to develop an awareness of the visual art of Japan | •begin to develop an awareness of the visual art of Japan |
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