Kindergarten art is a basic introduction to a variety of techniques, materials and skills, This is the year when the students first become introduced to famous artwork as well as art vocabulary. We focus on three areas; elements of art, subject matter, and skills. Within these three areas, we focus on discovering textures, shapes, color, space, patterns, landscapes, portraits, nonobjective art, sculpture, drawing, painting, printmaking, weaving, stitching, cutting, gluing and tearing. The development of each of these skills is witnessed through the success of their work.

Grade One is a continuation and building block upon Kindergarten art. We are still focusing on the three specific areas, such as, the elements of art, the subject matter of art, and art skills. In grade one, however, it is more expansive. We learn even more art vocabulary and our exposure to famous artwork increases. A few of our favorite art activities include, the giant size self-portrait paintings, and the Vincent Van Gogh influenced Sunflower collages. One other core project that reinforces patterning, is both paper weaving and yarn weaving.

Elements of art, subject matter, and skills, are still a significant role, but we now explore each area more in depth. We focus on, not only, famous artwork, but the historical significance of the art. We begin to have an understanding of the how's and whys of art production, and the criteria for artwork created now becomes more extensive. We do an in depth study on color and color mixing. We explore the different families of color, such as warm and cool colors through the technique of printmaking. and collage. Culturally, we experience several Mexican art techniques from the past and we learn their historical significance.

Grade Three is an expansion of K-2 art. We now explore the elements, subject matter and skills even further. We introduce new and different methods of creating artwork, such as, through the use of papier mache. Clay building techniques also steer into a new direction of hand building when the students master the art of putting together a clay slab rattle. Art production becomes more challenging and the students begin to solve many of their own artistic problems. Decision making, and critiquing are now an integral part of the art program.

Grade Four is still part of the building block process in the art experience. Elements, subject and skills, are still the focus. Decision making skills, and critiquing, are still woven into the art program, but, the means in which we achieve our goals change a little. Clay building has now moved into a more challenging technique of building, called the coil pot. Papier mache skills are still present in the form of life size, Egyptian Pharaoh masks. We have a more in depth understanding of painting techniques and the use of space. We focus a little more now on what we see all around us and how to put these observations into art. The results are amazing creations.

Grade Five is the culminating year of all of the art techniques and skills that we have been developing throughout our elementary schooling. Perception and production skills are now put to the test when we create beautiful still life drawings that appear three dimensional. Realism is the key word. We now have acquired a lengthy list of art vocabulary and an extensive introduction to famous artwork and artists in history. Our problem solving skills have developed significantly as well as our understanding of the significance of art in history. We delve into a study of Oriental Art prior to our fifth grade art museum trip to the Springfield Art Museums.