Kindergarten students are adventurous and intuitive. They accept the world the way it is and have a hard time isolating specific information from a larger pool. They don't categorize objects logically. When drawing, kindergartners do not use realistic proportions. They draw things that are important to them in large scale, and might exclude things that are not important to them. Rather than drawing what they see visually, they tend to draw what they know about the person or object they are drawing.
Effective lessons for students at this age are short and repetitive. Repetition is particularly important in kindergarten because it encourages students to experiment and gives them time to develop awareness.
Perceptual development is intense at this age, and experiences that stimulate multiple senses such as sound, touch, and smell work particularly well.
When looking at a work of art, students are able to:
pick out an object that is different from the rest.
distinguish between bright and light, as well as dull and dark, colors.
recognize basic shapes such as squares, triangles, and circles.
identify types of lines, such as long and short, thick and thin, and straight and curved.
Suggested Lessons
www.getty.edu/museum
Create an Illuminated Alphabet Word Book
Suggestions for Discussion Have students engage in exercises to identify the elements of art. For example, a guided-looking activity could focus on the elements of color, shape, and line. Asking questions that call on students to compare things that are alike and different is also effective at this grade level.
Suggestions for Art Production Encourage intuition and spontaneous expression by providing a variety of materials. This allows for free expression of ideas and space. For example, in one activity you can give students access to different types of paint (watercolors, poster paint, tempera), crayons, pens, pencils, and papers of various colors and sizes to give them choices and experience with wet, dry, opaque, and transparent media.
Two-dimensional production: Large-sized paper and large brushes allow these students, who are still developing fine motor skills, to make big gestures. Students can use paint to explore color and color mixing. Develop students' abilities to recognize the names of art tools and describe their functions.
Three-dimensional production: Clay and clay substitutes teach additive and subtractive concepts. Students can explore texture by constructing three-dimensional sculptural collages.
GRADES 1 and 2 First and second graders are easily engaged and are interested in many things. It is important to present one idea or tool at a time to them to support their cognitive abilities. At this age they particularly enjoy fantasy and make-believe. These students are moving from an egocentric outlook to an awareness of the world as it functions beyond their direct experience. They are refining their motor skills and have a strong interest in making things. At this age students have a hard time with abstract concepts. They do not engage with things that they cannot see in front of them.
First and second graders are interested in artworks depicting subjects that are familiar to them, such as animals, family, and people engaged in everyday activities.
When looking at a work of art, students are able to:
analyze similarities and differences.
learn and use new vocabulary.
identify details.
identify artistic media.
identify primary and secondary colors and discuss how color relates to feelings and moods.
describe various types of lines.
find basic geometric shapes and forms in their world—plants, animals, figures, etc.
Suggested Lessons
www.getty.edu/museum
Suggestions for Discussion At this age students like ideas that have an emotional appeal and encourage their imagination. Asking students to imagine that they are a part of a work of art can be effective. They enjoy sharing their ideas and feelings with others, and inquiry that taps into this can lead to fruitful discussion if the teacher keeps the discussion to one concept. These students also like to learn and use new vocabulary. Describing elements in a work of art orally will develop their effective use of new words.
Suggestions for Art Production First and second graders need time to discover, experiment with, and manipulate new tools and media.
Two-dimensional production: Explore a variety of tools and materials such as markers, charcoal, pastels, crayons, watercolor, and tempera. Provide different kinds of painting experiences so that students can experiment with spatter, sponge, and string techniques, as well as color blending. Crayons with color names printed on them will develop students' color vocabularies.
Three-dimensional production: Students at this age are interested in three-dimensional construction and will enjoy mask making, sculpting in clay, creating dioramas, weaving, and puppet making.
GRADES 3 and 4 Third and fourth grade students are very social and feel a strong need to belong to a peer group. They are eager to please and cooperate with a teacher, but can also work independently. They have begun to develop the visual acuity to recognize details and to understand how objects are depicted in two dimensions. As a result, their drawings will include greater detail than those of younger children. They can see the difference between two- and three-dimensional space, but may not be able to represent the third dimension themselves. Advanced students will begin to experiment with concepts related to three-dimensional rendering such as color and size difference, overlapping, and one-point perspective.
These students find realistic works of art easier to understand than abstract ones. They understand and experiment with composition, and recognize symmetry and asymmetry. They can also distinguish between genres of art such as portrait, landscape, and still life.
When looking at works of art, these students want to know why and how things were made, how long it took to make them, and, if functional, how they work.
When looking at a work of art, students are able to:
discuss differences and similarities in form and shape of body parts and architectural elements.
identify three-dimensional forms such as cubes, spheres, and cones.
find examples of line repetition and pattern.
understand viewpoint, such as "bird's eye" (something depicted as if from a very high vantage point) and "worm's eye" (something depicted as if from a very low vantage point).
explain basic perspective using foreground, middle ground, and background.
identify genres such as portrait, still life, and landscape; and media such as marble, paint, photography, wood, etc
Suggested Lessons
www.getty.edu/museum
Suggestions for Discussion Students at this age like to talk and listen. They are able to interpret and speculate about meaning, interact as a group, and respond to questions. Thus, discussions work well at this age. Independent discussion of a specific idea in small groups can also be effective. Discussions in which students articulate how a work of art makes them feel and what they like or do not like about it will build critical thinking skills and vocabulary.
Suggestions for Art Production Manipulative media, such as weaving and clay, help refine small muscle growth, which leads to greater control in handling tools. Group projects like murals and quilts can be successful with this age group because they reinforce social connections and offer a sense of belonging to a group.
Two-dimensional production: Students at this age like to create works of art from their own stories and imaginations. Pairing a writing assignment with an art assignment will make this connection. Students are ready to practice basic skills for representing three dimensions, such as single-point perspective or adjusting size to pictorial space (large in the foreground, small in the background).
Three-dimensional production: Art projects such as origami, macramé, beadwork and jewelry making, and papier-mâché satisfy students' interest in how objects are made and refine fine motor skills.
GRADES 5 and 6 Students at this age are starting to become aware of social structures—from peer groups to global societies. They are interested in the environment, their local community and national roles, and social issues. Their own place in the world is not, however, their only concern. These students are sensitive to personal issues such as bodily functions, grooming, their own perceived inadequacies, and social status. Students will discuss likes, dislikes, and issues, and express their opinions. But they often value standards of beauty or success seen in popular culture.
Students at this age might be both analytical and emotional in their approach to making art. Their motor skills and ability to represent the world will be advanced enough that they will begin to develop their own individual styles. They are able to tackle long-term, multi-step projects, and if given encouragement will expand their artistic horizons with new tools and techniques.
When looking at a work of art, students are able to:
identify light sources and discuss the depiction of light and shadow.
identify positive and negative space.
discuss concepts of hue, value, and intensity in color.
analyze how an artist achieved a textural effect.
recognize genres and media.
speak to the impact a work of art has on their emotions.
recognize works of artists based on style.
Suggested Lessons
www.getty.edu/museum
Suggestions for Discussion At this age, students can discuss how the elements and principles of design inform basic composition. Discussions about the elements will solidify this knowledge. Ask students to compare and contrast style, materials, processes, and techniques in artworks. Students will be eager to discuss their opinions and personal responses.
Suggestions for Art Production After years of short classroom art projects, these students are ready for a more in-depth artistic experience. Research, field trips, and new techniques and materials can be useful components of a multi-step art project. Reinforce appropriate vocabulary so that students can articulate their process.
Two-dimensional production: Have students practice making lines of all types through drawing exercises such as gesture and contour drawings, and shading techniques such as hatching or cross-hatching. These students will be ready to learn some advanced techniques for creating three-dimensional space including gradations of color, one- and two-point perspective, soft and sharp shadows, changes in scale, overlapping, and experiments with various light sources. Encourage them to be creative in finding new applications for media and tools.
Three-dimensional production: Working with three-dimensional materials offers students opportunities for visual and tactile thinking. Incorporate design planning into the process by having students make sketches, preparatory drawings, blueprints, and three-dimensional models before completing the final work of art.
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