VISUAL LANGUAGE 5th GrAdE
VISUAL LANGUAGEth5 Grade
LESSON PLANS FROMGRADES 4-8/BASIC ARTVISUAL L ANGUAGE II (4-8)Adapted from the Ani Art Academy’s Language of Drawing and Language of Painting Programsexercises from the celebrated Waichuliscurriculum (designed for the InternationalAni Art Academies) Visual Language IIseeks to develop visual literacy and communication skills that will allow studentsto successfully interact and contribute toa global environment that is increasinglydependent on visual stimuli.Exercise ExamplesSUMMARY“Learning to design is learning to see, anadventure that gets more and more captivatingthe further you go.” - Oliver ReichensteinVisual Language II is a strategic sequencing of educational visual arts exercisesdesigned to develop visual literacy andcommunication skills in the most effectiveand efficient manner possible. Echoing thesame rational sequence of skill buildingwww.davinciinitiative.org“Visual arts education is now understoodas critical and necessary for success in aworld that is making a paradigm shift toa global model requiring higher orderthinking, creativity, problem-solving, andflexibility. Even Benjamin Bloom’s Taxonomy of Learning Domains – a standardmodel for the classification of intellectualbehaviors related to learning – has beenrevised and restructured to make “Creating” the top of the hierarchy. The taxonomy now reflects not only the arts, in particular, but also a relevance to 21st centurywork. Visual arts learning includes allthree of Bloom’s domains of educationalactivities leading to higher order thinking.”-Darien Public Schools Art Department,Connecticut.henitiative
VISUAL L ANGUAGE II (4-8)OBJECTIVES Acquisition of media skills and processesnecessary for life-long artistic learning andapplication. Development of adaptable/transferablefine motor control and hand-eye coordination. Development of the ability to depict, analyze and interpret the world in visual form. Development of creative and communication skills so as to successfully expressideas through artistically proficient products. Identification and exploration of thescientific and psychological aspects of theart experience. Development of problem-solving andcritical-thinking skills. Strengthening of creative thinking andinventiveness. Development of a deeper understandingof human behavior, motivation, diversity,culture, and history.intended to augment that creative experience with focused practice so as to achievethe aforementioned objectives. (Please feelfree to send any suggestions or feedback toaaawaichulis@gmail.com. Through constructive feedback and input we hope tocontinue to improve on this early framework.)STANDARDSSPECIAL NOTEThis sequential framework that is VisualLanguage I ,II, and III should be viewedas an organic system that can be alteredand/or augmented to fit the specific needsof the classroom. With this in mind, it ishighly recommended that the Visual Language II exercises be assigned in the orderthat they are presented so as to maximizedevelopment.Additionally, these exercises are not meantto displace any popular pre-existing artprojects that provide a fun creative experience for many, many students. The sequential framework provided here iswww.davinciinitiative.orghenitiative
VISUAL L ANGUAGE II (4-8)MATERIALSSTEPS:The materials for the Visual Language IIexercises can be determined by classroomavailability and the individual wishes ofthe teacher. Exercises may be carried outwith plain paper, graphite pencil, crayon,marker, colored pencil, watercolor, acrylic,and construction paper of various colors.Additionally, some exercises may requireglue, scissors and additional objects likepaper plates. Please see individual exercisesheets for any specific materials required.See attached documentation.BASIC STRATEGYThe Visual Language II exercises echoesthe same visual element chronology asAnthony Waichulis’ Language of Drawingand Language of Painting programs. Thegeneral sequence is as follows: DOT, LINE,SHAPE, VALUE, and COLOR. You maysee COLOR and VALUE trade order fromKindergarten to third grade as some concepts essential to VALUE and COLOR aremore complex and thus are not addresseduntil the latter.Visual Language II combines current dayart projects found in most 4-8 classroomsand infuses them with the LoD/LoP general sequence of development. This strategyaims to successfully balance familiarity andtradition with focused practice andefficiency.www.davinciinitiative.orghenitiative
V I SUA L L A NG UAG E I , I I , I I IAdapted from the Ani Art Academy’s Language of Drawing and Language of Painting Programs“Learning to design is learning to see, an adventure that gets more and more captivating the further you go.”Oliver ReichensteinThe Visual Language program is a strategic sequencing of visual arts exercises designed to develop visual literacyand communication skills in the most effective and efficient manner possible. Echoing the same rational sequence ofskill building from the celebrated Waichulis curricula, The Visual Language system seeks to develop visual literacy andcommunication skills that will allow students to successfully interact and contribute to a global environment that isincreasingly dependent on visual stimuli.Each grade repeats the same journey connecting dots with line, configuring lines into both shapes and values,marries value to shape to yield form, and then ignites each element with the magnificent contributions of color.Repetition is a key component for this learning model however great care was taken to embed it into a myriad of variousarenas. For example, the earliest exercises in these K-12 adaptations place the same focus on dot-line repetition that isfound in the successful Waichulis curricula--however--this repetitions is hidden in a number of matching challenges,connect-the-dot projects, guiding tracings and puzzles. Additionally, this variety presents significant opportunities forcollateral contributions to other areas of study.Visual Language I, II and III follows a theoretically sound process and rational sequence that is inherent to mostsuccessful educational systems. It is highly recommended that while teachers may customize the content of theindividual sections, the overall hierarchy of development should remain intact. (Dot-Line-Shape-Value-Color-Form.)Cover sheet will divide key sections for easy navigation and planning.Additional cover sheets for particular exercises may be added to helpteachers understand why a certain project may be beneficial.In addition, exercise sheets will contain a program version or “depthroute” indicator that will rate a particular exercise’s impact for betterplanning based on available classroom hours. While each grade followsthe same sequential pattern of the Dot, Line, Shape, Value, Color,Form –worksheets will now contain a depth code of A,B, or C: “A” representing acourse with minimal hours to invest, “B” representing intermediate, and “C”representing a robust course. This way teachers can effectively and efficientlystrategize with a clear and quick reference based on their time.‘Strengthening indicators’ can also be found on certain assignmentpages. These indicators will suggest potential exercises within the overallcurriculum (if applicable) that will allow a student to try their hand at anearly activity that may better prepare the student for the marked challenge.(For example – on a particularly challenging grade 4 Line assignmentsheet you may see a strengthening exercise recommendation for a Grade 3exercise, Line section, Page 7.)1
Art Elements 5th raightlinevalue2shape value/color formart elements
V I SUA L L A NG UAG E I , I I , I I IDOT LINESHAPEVALUECOLORFORM5th Grade3
Line Exercises“Dog” by Pablo PicassoLine exercises will helpto develop eye-handcoordination.Line 5th Grade4
Line ExerciseswheelexerciseGood practice habits come from knowing what needs work. The Line Wheel Exercise isdesigned to identify which line directions need practice. Start with a large circle (you cantrace a paper plate or other similar sized circular object for this). Next, place a dot at thecenter of the circle. Then, without using a ruler or turning the paper, draw a series of straightlines from the center dot to the outer circle line. The drawing will start to look like a spokedwheel. When you have filled the circle with lines you may notice that some lines are straightand some are wavy. The wavy lines are the line directions that you need to practice.Line 5th Grade5
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wheelexerciseLine Exercisespractice whichever line direction wasthe “waviest” on the wheel(practice example)Line 5th Grade7
wheelexerciseLine Exercisespractice whichever line direction wasthe “waviest” on the wheelthen try the wheel again to see if youare getting betterLine 5th Grade8
Line Dot ExercisesLine 5th Grade9
Line Dot ExercisesLine 5th Grade10
Curves 5th Grade11
Curves 5th Grade12
Curves 5th Grade13
Curves 5th Grade14
Curves 5th Grade15
16Curves 5th Grade
17Curves 5th Grade
V I SUA L L A NG UAG E I , I I , I I IDOT LINESHAPEVALUECOLORFORM5th Grade18
Curves 5th GradeStill think you can?I am sure you can!How about drawing it without lifting yourpencil up off of the paper, re-using a line,or crossing over any lines?19Can you draw this shape with straight andcurved lines?challenge
Curves 5th Grade20From the starting piont seen here, add the curved outer shapes in thedirection shown, when you arrive back at the starting point – changedirection to then draw the inner square shape.There you have it!No lines crossed and no pencil lifted from the paper.startchallengeHere is a solution:
Curves 5th GradeNo lifting your pencil!No going over existing lines!No crossing any lines!remember:How about these?challenge21
Guided Grid DrawingsLine 5th Grade22
Line 5th Grade23
Guided Grid DrawingsGuided Grid DrawingsGuided Grid DrawingsGuided Grid DrawingsColor 5th Grade00Color 5th Grade00Color 5th Grade00Color 5th Grade00Line 5th Grade24
Guided Grid DrawingsLine 5th Grade25
Guided Grid DrawingsLine 5th Grade26
Guided Grid DrawingsLine 5th Grade27
Guided Grid DrawingsColor 5th Grade28
Guided Grid DrawingsLine 5thColor5thGradeGrade29
Guided Grid DrawingsColor 5th Grade30
Guided Grid DrawingsLine 5th Grade31
Guided Grid DrawingsColor 5th Grade32
Guided Grid DrawingsColor 5th Grade33
Gesture drawing is a very quick form of drawing that uses a “wondering” line(a continuius line created with a drawing tool that rarely leaves the surface of thepaper.) Imagine that you are describing an object with your hands as you talk tosomeone – those hand gestures(the ones that describe the most basic visual “parts”that you feel are most important) are very like the marks you make when Gesturedrawing. The marks can wander and flow but should ultimately be deliberate. WhileGesture drawing can be used for any type of subject – it is most often used for figureor “life drawing”. In addition, Gesture drawing is a great way to “warm up”before a drawing session.Line 5th Grade34
The “wandering” or “roaming” line exercise:With a light touch, try to fill the entire sheet with random “wandering” or “roaming”line that does not develop into a recognizable pattern. Imagine a tiny fly roamingaround in the air and leaving a trail of where it has flown.Line 5th Grade35
The “wandering” or “roaming” line exercise:Try NOT to repeat the same line or shape pattern. Instead try to keep itas random as possible.Line 5th Grade36
The “wandering” or “roaming” line exercise:As lightly as possible, try to fill the entire sheet with random “wandering” or “roaming”line that does not develop into a recognizable pattern. Imagine a tiny fly roamingaround in the air and leaving a trail of where it has flown.You can use a pen.or pencil!Line 5th Grade37
The “wandering” or “roaming” line exercise:Line 5th Grade38
When you have a good feeling for creating free roaming line, use it to quickly capture the essentials of objects or people in the classroom. Try to keep each Gesturedrawing to under 1 minute.EXAMPLES:Line 5th Grade39
You can begin to add shape elements or outlines to your roaming line gesturedrawings to start to get something a little more recognizable. Here are some gesturedrawings with shapes/outlines added:These examples still have some roaming orwandering line but they also contain someoutlines and shapes. Experiment with addingsome shapes and outlines to your roamingline Gesture Drawings and see what youcome up with. Again, try to keep yourGesture drawing under 1 minute!Line 5th Grade40
Experiment with adding some shapes and outlines to your roaming line GestureDrawings and see what you come up with. Again, try to keep yourGesture drawing under 1 minute!Line 5th Grade41
Line Exercisesblind contourAnother fun line exercise is BlindContour Drawing. Contour is anotherway of saying “outline”. Blind ContourDrawing exercises the way your eyesand hands work together. Look at asubject, and without lifting your pencilfrom the paper, try to draw the outline. DO NOT LOOK AT THE DRAWINGUNTIL YOU ARE FINISHED!!!Blind Contour drawings can look VERY funny. However, if youpractice you will be suprised at how good you can get!Line 5th Grade42
Line ExercisesblindcontourA very common subjectfor a Blind ContourDrawing is your hand.Look at your hand andwithout looking at thedrawing or lifting yourpencil off the paper,draw an outline ofyour hand.GIVE IT A TRY:Line 5th Grade43
Line ExercisesblindcontourLine 5th Grade44
Line ExercisesblindcontourLine 5th Grade45
Shape Replication ExercisesLine 5th Grade46
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Shape Replication ExercisesLine 4th Grade48
Shape Replication ExercisesLine 5th Grade49
Shape Replication ExercisesLine 5th Grade50
Shape Replication ExercisesLine 5th Grade51
Teacher TransparencyShape Replication ExercisesLine 5th Grade52
Teacher TransparencyShape Replication ExercisesLine 5th Grade53
Teacher TransparencyShape Replication ExercisesLine 5th Grade54
V I SUA L L A NG UAG E I , I I , I I IDOT LINESHAPEVALUECOLORFORM5th Grade55
Lightness orDarknessShown here are two value scales.The first guide scalewas done with a printer inks and the secondcontains values drawn by hand with a“continuous application”. (Some people referto continuous application as ‘shading’.The lightness or darkness (value) iscontrolled by the pressure on the toolwhen ‘shading’ or the amount of material layered.Color 5th Grade56
Lightness orDarknessPrinted ValueContinuous ApplicationHatchingCross-HatchingColor 5th Grade57
Here’s a few ways to arrange lines to generate value.Can you come up with afew of your own?Value 5th Grade58
Value 5th Grade59Create 2 value scales with any type of line or continuous application you like!
V I SUA L L A NG UAG E I , I I , I I IDOT LINESHAPEVALUECOLORFORM5th Grade60
colorColor 5th GradePRIMARY COLORSRED * YELLOW * BLUESECONDARY COLORSGREEN * ORANGE * PURPLEWARM COLORSCOOL COLORSINTERMEDIATE COLORSRED ORANGE * RED PURPLEBLUE PURPLE * BLUE GREENYELLOW GREEN * YELLOW ORANGE61
colorAnalogous ColorsColor 5th Grade3, 4 or 5 colors that are next toeach other on the color wheel.62
and shades)color black shadecolor white tintchart example(color 63Color 5th Grade
and shades)color black shadecolor white tintcomplete the chart(color 64Color 5th Grade
and shades)color black shadecolor white tintcompleted chart(color 65Color 5th Grade
colorComplementary ColorsColor 5th GradeComplementary ColorsColors that are opposite eachother on the color wheel.66
colorColor 5th GradeYou can try a fun experiement to seewhat the complement of a color isby an optical effect calledafterimageIt’s pretty easy to try. Look at the blue circleinthe card above for 30 seconds. Then look in thecard below to see a complementary afterimage.67
colorColor 5th GradeafterimageAs you stared at the blue dot, parts of your eye start to get tiredand react less to the blue light. When youshifted your eyes to theblank card your eye “subtracted” blue light (the color youreye was tired from) from the area you werelooking at.What you are left with is an approximate opposite (complement)to the specific blue you started with.Here try it with red:Do you see a green or blue-green?68
colorColor 5th GradeafterimageHere is a famous afterimage experiment:Look at this image of the AmericanFlag for 30 seconds:Then look here:69
Opposites on the color wheel will begin to canceleach other out when they are mixed and willeventually appoach grey.color70Color 5th Grade
colorComplementary ColorsColor 5th GradeYou can create a color wheel that has the valules changessimilar your tint and shade charts – but instead of addingblack and white you can add compliments to make newvariations of colors.71
colorComplementary ColorsColor 5th GradePopulate each piece of this color wheel template with one ofthe twelve colors of our standard color wheel. If you are using paint oranother color material that does not have to be layered (like crayonor colored pencil), you only need to add pure colors to the outer ring.Leaving the outer ring a pure color, proceed to add the complementof each color to the approporiate pieces of the inner circles so that eachstep towards the center becomes more grey.Do not use any black or white!You will probably have difficulty hitting a perfect grey as most of thecolors you have available (paint, crayon, colored pencil.etc.) will nothave ‘perfect’ opposites. Just see how close you can get!72
colorComplementary ColorChart TemplateColor 5th Grade73
colorColor 5th GradeComplementaryColorsWhile complementary colors are quick to cancel each otherout when mixed---they can make each other appearvery bright and vibrant when placed close together.When very close, complementary colors will almostappear so bright that they vibrate:For example, to make something look VERY red you cansurround it with its complement---green.74
LeahAnya75Color 5th GradeA fun and easy exercise with complemntary colors is to write yourname in ONE color and then ‘echo’ the shapes of your name inthe first color’s compliment. You can alternate the complementsto create some very interesting effects.ComplementaryColorscolor
V I SUA L L A NG UAG E I , I I , I I IDOT LINESHAPEVALUECOLORFORM5th Grade76
formlight makes flat shapes into 3-D formslightArt Elements 5th Gradedark77
color (and shades)Gather the 8 completed grid guide drawingsmarked ‘save’ that were completed earlier.Proceed to add values(with tints and shadesone color) to make the drawing lookmore 3-D!Color 5th Grade78
Guided Grid Drawingsteacher exampleLine 5th Grade79
Guided Grid Drawingsteacher exampleLine 5th Grade80
Guided Grid Drawingsteacher exampleLine 5th Grade81
Guided Grid Drawingsteacher exampleColor 5th Grade82
Guided Grid Drawingsteacher exampleColor 5th Grade83
Guided Grid Drawingsteacher exampleColor 5th Grade84
teacher exampleColor 5th Grade85
Guided Grid Drawingsteacher exampleColor 5th Grade86
Famous Works of ArtPainting by Vincent Van Gogh The Mulberry TreecolorColor 5th Grade87identify warm, cool, analogousand Complementary Colors
Famous Works of ArtPainting by Vincent Van Gogh The Mulberry TreecolorColor 5th Grade88identify warm, cool, analogousand Complementary Colors
colorPainting by Vincent Van Gogh The Starry NightFamous Works of ArtColor 5th Grade89identify warm, cool, analogousand Complementary Colors
colorPainting by Vincent Van Gogh The Starry NightFamous Works of ArtColor 5th Grade90identify warm, cool, analogousand Complementary Colors
colorFamous Works of ArtColor 5th GradePainting by Frida Kahlo Self Portraitidentify warm, cool, analogousand Complementary Colors91
colorFamous Works of ArtColor 5th GradePainting by Frida Kahlo Self Portraitidentify warm, cool, analogousand Complementary Colors92
Famous Works of ArtPainting by Vincent Van Gogh Fishing Boats on the BeachcolorColor 5th Grade93identify warm, cool, analogousand Complementary Colors
Famous Works of ArtPainting by Vincent Van Gogh Fishing Boats on the BeachcolorColor 5th Grade94identify warm, cool, analogousand Complementary Colors
colorFamous Works of ArtColor 5th GradePainting by Vincent Van Gogh Irisesidentify warm, cool, analogousand Complementary Colors95
colorFamous Works of ArtColor 5th GradePainting by Vincent Van Gogh Irisesidentify warm, cool, analogousand Complementary Colors96
colorFamous Works of ArtColor 5th GradePainting by Mary Cassatt Young Mother Sewingidentify warm, cool, analogousand Complementary Colors97
colorFamous Works of ArtColor 5th GradePainting by Mary Cassatt Young Mother Sewingidentify warm, cool, analogousand Complementary Colors98
The Maya were one of the greatest New World civilizations. Located on the Yucatan Peninsulafrom 2500 B.C. – 1550 A.D., the Maya excelled in the arts, mathematics, architecture, farming,and astronomy. The early Maya lived in villages, where they farmed corn, or maize. They builtgreat structures and studied the planets to create calendars, one of which had 365 days.And they did this all without modern technology!Today we continue to learn more and more about ancient civilizations by studying the items theyhave left behind. An interesting area of study to better understand the Maya culture is their popular use of masks. They Mayan’s wore masks during important events, including during battle. Weknow that some masks were used in wedding ceremonies, and there were masks made to commem or ate many births and deaths. Not all Mayan masks were for such important purposes, however. Some evidence suggests that the Maya also used masks for fun. The uses of masks by theMayan people seem to be as varied as the style of the masks themselves.Let’s try to better understand how we can communicate something about ourselves by makingour own version of a May-inspired mask – and in doing so we will introduce a new aspect to our artvocabulary – the idea of Symmetry!Color 5th Grade99
symmetrySymmetry is a quality of having two sides or halves that are the same or very close insize, shape, and position. The two sides or halves are “mirror reflections” of eachother. If we divide this Mask in half we can see that both sides are identicalmirror reflections of each other. If we folded the mask along the center linethey would match up perfectly.Color 5th Grade100
Using any type of materials you like, create a mask that you feelexplains something about yourself. You can cut and glue papertogether, use markers, crayons, paint or anything esle you can!For a bonus use Complimentary colors andSymmetry!101
Here ia a mask sample design.What can you tell about the person that made it?Perhaps they like cats? Play the piano or like piano music?Maybe they like the color blue and orange? We can make a number ofreasonable guesses about the creator of the mask from the design. Try toreveal some aspects of yourself in your mask!Color 5th Grade102
Here are some ideas to get you started.Color 5th Grade103
Here are some ideas to get you started.Color 5th Grade104
landscapeClaude MonetLily PondDraw or paint a landscape using:lines(with curves)Color 5th GradeUsecomplementaryColors!!!(Complementary Colors)105
portraitVincent Van GoghSefl PortraitDraw or paint a portrait using:lines(with curves)Color 5th GradeUseAnalogousColors!!!106
still lifeWilliam Rickarby MillerStill life study of ApplesDraw or paint a still life using:lines(with curves)Color 5th GradeUsehatching orcross-hatching!!!107
animalGeorge StubbsBay Horse and White DogDraw or paint a animal using:lines(with curves)Color 5th GradeUsehatching orcross-hatching andAnalogous Colors!!!108
The Visual Language program is a strategic sequencing of visual arts exercises designed to develop visual literacy . worksheets will now contain a depth code of A,B, or C: “A” representing a . VISUAL LANGUAGE I, II, III 5th Grade 18 DOT LINE SHAPE VALUE COLOR FORM. challenge Can you draw this shape with straight and
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
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Visual arts standards, on the other hand, place greater emphasis on enduring understandings and essential questions. April . 2019. Fine Arts - VISUAL ARTS. A. Grade PreK Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 HS Proficient HS Accomplished HS Advanced
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
Pile designers therefore looked at calculation based on theoretical soil mechanics. 16 Geotechnical Design to EC7 13 January 2017 Layer 1 Layer 2 Layer 3 L 1 L 2 L 3 Q s1 Q s2 Q s3 Q b Ultimate pile resistance Q u Q s Q b Traditional Pile Design to BS 8004. 17 Geotechnical Design to EC7 13 January 2017 Traditional Pile Design to BS 8004 The usual approach is to divide the ground into .
