Gateway Regional School District

SCOPE & SEQUENCE

Art – Kindergarten

Massachusetts Possible Instructional Evidence of Student Learning

Curriculum Month
Standards for PK - 4 Strategies (Assessment)
Benchmarks
STANDARD 1: Methods, Materials, and Techniques
1.1 Use a variety of materials Students Will Know: Demonstration of leaf rubbing, building with clay, Rubric for materials use, concept, and effort
and media, for example,
Different materials can be used to create different for kindergarten
lacing through holes with yarn, tracing templates,
crayons, chalk, paint, clay, visual effects Observation of use of materials and the
various kinds of papers,
Primary colors and how to cut with scissors safety of them
textiles, and yarns, and Pose questions to class about colors of objects Participation of students to see if they know
understand how to use them to Students Will Do: colors
produce different visual
Recognize primary colors
Ongoing
effects
Create a collage using glue, yarn, and textiles
using only primary colors

Create a 2-D and 3-D collage using red, blue and
yellow only

Create a leaf rubbing, a sculpture with clay, a
lacing project with yarn, a tracing with pencil, and
paper/scissors cutouts
1.2 Create artwork in a Students Will Know: Show visual models of 3D animals made out of Rubric for concept and effort
variety of two-dimensional
How to create a 3-D sculpture various materials; demonstrate building and Observation
(2D) and three-dimensional sculpting clay
(3D) media, for example: 2D
– drawing, painting, collage, Students Will Do:
Spring
printmaking, weaving; 3D –
Use modeling clay to make a 3 dimensional
plastic (malleable) materials animal
such as clay and paper, wood,
or found objects for
assemblage and construction
1.3 Learn and use appropriate Students Will Know: Offer pencils, markers, crayons as materials for Rubric for elementary art: Concept and
vocabulary related to methods,
Vocabulary that identifies different materials creating a drawing material use
materials, and techniques
How to create artwork using different techniques Choose pictures for an exhibit
and materials Students experiment with varied techniques such as
using the point of the crayon vs. the side; a thin
Sept/Oct
Students Will Do: marker vs. a thick marker; one color vs. another

Choose among a variety of materials for creating color, etc then make choices among varied
a drawing techniques to incorporate in a drawing.

Incorporate at least two techniques within a
drawing

Page 1 of 8
Developed by Leslie Enko based on standards from the November 1999 Massachusetts Arts Curriculum Framework
May 2009
 Gateway Regional School District

SCOPE & SEQUENCE

Art – Kindergarten

1.4 Learn to take care of Students Will Know: Explain and demonstrate material use Observation
materials and tools and to use
How to take care of materials and use them safely Visuals of safety of materials
them safely
Students Will Do: Ongoing

Put crayons, pencils, and markers in cans when
finished

Cover glue sticks when finished
STANDARD 2: Elements and Principles of Design
2.1 For color, explore and Students Will Know: Students color a picture using the color that the Observation
experiment with the use of
Eight basic colors teacher asks (“now draw something with the red Show and tell by students
color in dry and wet media.
White crayon; now draw something with the blue crayon”, Exhibit work
Identify primary and etc.)
secondary colors and Students Will Do:
Sept/Oct.
gradations of black, white
Identify the eight colors and white
and gray in the environment
Draw and color pictures that show how you are
and artwork Explore how feeling (happy could be yellow, etc)
color can convey mood and
emotion
2.2 For line, explore the use of Students Will Know: Students create a line design using various lines Participation
line in 2D and 3D works.
There are different types of lines in the Ask what kinds of lines are seen throughout the Observation of finished art work
Identify a wide variety of environment and in art work room, on an art print, and outdoors Exhibit of work
types of lines in the
Ongoing
environment and in artwork Students Will Do:

Identify lines in a room

Draw curved, straight, zigzag, long, and short
lines
2.3 For texture, explore the Students Will Know: Ask questions about what things in nature have Class participation
use of textures in 2D and 3D
What texture is texture (soft, hard, rough) Rubric for effort
works. Identify a wide variety
New vocabulary words Demonstrate how to do leaf rubbings
of types of textures, for
Texture is something that can be found in nature
example, smooth, rough, and
Texture is all around us
Sept./Oct.
bumpy, in the environment
and in artwork. Create Students Will Do:
representations of textures in
Create leaf rubbings
drawings, paintings, rubbings,
or relief

Page 2 of 8
Developed by Leslie Enko based on standards from the November 1999 Massachusetts Arts Curriculum Framework
May 2009
 Gateway Regional School District

SCOPE & SEQUENCE

Art – Kindergarten

2.4 For shape and form, Students Will Know: Provide pictures of art that include geometric shapes Rubric for effort and participation
explore the use of shapes and
The difference between a circle and a square for students to examine.
forms in 2D and 3D works.
Shapes of different sizes Pose questions to students about shapes in art
Identify simple shapes of
different sizes, for example, Students Will Do:
circles, squares, triangles, and
Identify large and small round and square shapes Ongoing
forms, for example, spheres,
Identify circles and squares in art
cones, cubes, in the
environment and in artwork.

2.5 For pattern and Students Will Know: Provide pictures of patterns including various Rubric for concept
symmetry, explore the use of
What a pattern does cultures; provide pictures of patterns in the Show and tell
patterns and symmetrical environment and art
shapes in 2D and 3D works Students Will Do: Demonstrate creating a pattern
Identify patterns and
Verbalize color patterns
symmetrical forms and shapes
Create a pattern by coloring in boxes using
in the environment and crayons of two colors only November
artwork. Explain and
demonstrate ways in which
patterns and symmetrical
shapes may be made

2.6 For space and Students Will Know: Visuals of pictures that show Rubric for concept and effort
composition, explore
We can show things in front of something else in background/foreground Observation of students work
composition by creating art Class discussion Exhibit of work
artwork with a center of Demonstration of gluing materials on top of each
interest, repetition, and/or Students Will Do: other
balance. Demonstrate an
Create a picture using cut papers glued on top of
understanding of foreground, each other
middle ground, and Spring
background Define and
identify occurrences of
balance, rhythm, repetition,
variety, and emphasis.

Page 3 of 8
Developed by Leslie Enko based on standards from the November 1999 Massachusetts Arts Curriculum Framework
May 2009
 Gateway Regional School District

SCOPE & SEQUENCE

Art – Kindergarten

STANDARD 3: Observation, Abstraction, Invention, and Expression

3.1 Create 2D and 3D artwork Students Will Know: Step by step instruction of drawing lines Observe finished student work
from direct observation.
We can look at something and draw it Compare each others work (Show and tell)

Students Will Do: Spring

Create a drawing of lines (short and long)

Look at short and long lines and copy them to
show that they can draw what they see
3.2 Create 2D and 3D Students Will Know: Pose questions about large and small things in the Rubric for class participation
expressive artwork that
the difference between large and small shapes room; pose questions about small circles and large Observation of student work
explores abstraction.
how to trace circles next to each other circles
Demonstrate tracing circles
Fall
Students Will Do:

Create a 2D art drawing and coloring using small
and large circles

3.3 Create 2D and 3D artwork Students Will Know: Class discussion Rubric for effort
from memory or imagination
Art can be used to tell a story about a memory or Exhibit of all work
to tell a story or embody an a fantasy.
idea or fantasy.
December
Students Will Do:

Draw a picture of something they remember that
was the most fun they ever had

STANDARD 4: Drafting, Revising, and Exhibiting

4.1 Select a work or works Students Will Know: Students select a piece of work from their own Rubric for effort and participation
created during the year and
How to choose and discuss their art work with the portfolio to explain.
discuss them with a classmate, class
or teacher, explaining how the
How to look at art Students take turns discussing a piece of art May/June
work was made, and why it
was chosen for discussion. Students Will Do: Connect with standard 5.2

Explain to the class how a piece of art was made
4.2 Select works for Students Will Know: Students each select a piece of work from their Rubric on effort
Ongoing
exhibition and work as a
How to create work that shows effort portfolios to exhibit as part of a class display. Portfolio review
for PT
group to create a display.
conferences
Students Will Do:
and open

Select a favored piece of their art for an exhibit
house

Page 4 of 8
Developed by Leslie Enko based on standards from the November 1999 Massachusetts Arts Curriculum Framework
May 2009
 Gateway Regional School District

SCOPE & SEQUENCE

Art – Kindergarten

4.3 As a class, develop and Students Will Know: Connect to ELA standards 1.1 and 2.1 Rubric for participation
use criteria for informal
Criteria for evaluating art
classroom discussions about Students contribute to a class list of being a good
Fall
art. Students Will Do: listener and how to cooperate and be respectful

Contribute to a list of what we look for in a piece
of art
STANDARD 5: Critical Response
5.1 In the course of making Students Will Know: Play a seek and find game of lines, color, textures, Rubric for participation Fall
and viewing art, learn ways of
See standard 2.1 for color or shapes around the room. Observation of students
discussing it, such as by
See standard 2.2 for line
making a list of all of the
See standard 2.3 for texture
images seen in an artwork
See standard 2.4 for shape and form
(visual inventory); and
identifying kinds of color, Students Will Do:
line, texture, shapes, and
Identify kinds of color, line, texture, shapes, and
forms in a piece of art

Create a visual inventory of images seen in an
artwork
5.2 Classify artworks into Students Will Know: Observe and talk about a famous painting Rubric for participation and effort November
general categories, such as
Characteristics that differentiate Observation
painting, printmaking, collage, painting, printmaking, collage, sculpture, pottery,
sculpture, pottery, textiles, textiles, architecture, photography, and film.
architecture, photography, and
film. Students Will Do:

Identify paintings from among a varied selection
of types of art.

5.3 Describe similarities and Students Will Know: Students do show and tell of their art Observation of students listening February
differences in works, and
Ways to present personal responses in a helpful Rubric for cooperation
present personal responses to manner
the subject matter, materials,
techniques, and use of design Students Will Do:
elements in artworks.
Say what they like about a piece of work created
by a peer.
5.4 (Grades 3 and 4) Explain
strengths and weaknesses in
their own work, and share Standard not addressed in Kindergarten
comments constructively and
supportively within the group.

Page 5 of 8
Developed by Leslie Enko based on standards from the November 1999 Massachusetts Arts Curriculum Framework
May 2009
 Gateway Regional School District

SCOPE & SEQUENCE

Art – Kindergarten

STANDARD 6 - Purposes and Meanings in the Arts

6.1 When viewing or listening Students Will Know: Lead a class discussion in which students ask and Rubric for class participation and effort March
to examples of visual arts,
How to pose questions about art answer questions such as “What is the artist trying Rewards for effort and participation and
architecture, music, dance, to say?” “Who made this, and why?” “How does cooperation
storytelling, and theatre, ask Students Will Do: this work make me feel?”about a piece of art.
and answer questions such as,
Ask and answer questions about a piece of art
“What is the artist trying to
say?” “Who made this, and
why?” “How does this work
make me feel?”
6.2 Investigate uses and Students Will Know: Teacher read aloud a story about other cultures that Pose questions to have answered April
meanings of examples of the
People come from different places include art work
arts in children’s daily lives,
homes, and communities. Students Will Do:

Explain the meaning of the art in a story book
about a different culture.
STANDARD 7 - Roles of Artists in Communities
7.1 Investigate how artists Students Will Know: Listen to a story and look at pictures by a famous Rubric for cooperation and participation January
create their work; read about,
How illustrators make pictures for books illustrator Rewards to those listening
view films about, or interview
artists such as choreographers, Students Will Do:
dancers, composers, singers,
Imagine how an illustrator created pictures in a
instrumentalists, actors, book
storytellers, playwrights,
illustrators, painters, sculptors,
craftspeople, or architects.
For example, teachers invite
an illustrator of children’s
books to school to show how
she creates her illustrations.

Page 6 of 8
Developed by Leslie Enko based on standards from the November 1999 Massachusetts Arts Curriculum Framework
May 2009
 Gateway Regional School District

SCOPE & SEQUENCE

Art – Kindergarten

STANDARD 8 - Concepts of Style, Stylistic Influence, and Stylistic Change

8.1 Identify characteristic
features of the performing and
visual arts of native
populations and immigrant
groups to America, such as

styles of North American
native cultures of the East
Coast, Plains, Southwest,
and Northwest;

styles of folk and fine
arts of immigrant groups
from European, African,
Standard not addressed in Kindergarten
Latin American, Asian, and
Middle Eastern countries
For example, students look
at examples of Native
American clay containers
from the Southwest, and
wooden containers from the
Northwest and compare the
similarities and differences
in form and decoration.

8.2 Identify characteristic

features of the visual arts of
world civilizations such as
styles of ancient Egypt and
Africa, China, Mesopotamia, Standard not addressed in Kindergarten
Greece, Rome, and the
Medieval period in Europe

8.3 Perform or create works

inspired by historical or
cultural styles. Standard not addressed in Kindergarten

Page 7 of 8
Developed by Leslie Enko based on standards from the November 1999 Massachusetts Arts Curriculum Framework
May 2009
 Gateway Regional School District

SCOPE & SEQUENCE

Art – Kindergarten

STANDARD 9 - Inventions, Technologies, and the Arts

9.1 When using art materials Students Will Know: Provide varied types of camera for students to Observation of participation May/June
or handling and viewing
How to observe and describe differences in things observe and compare.
artifacts or musical Classroom discussion
instruments, ask and answer Students Will Do:
questions such as
Identify similarities and differences among an
“What is this made of?” instrument such as a camera
“Would I design this
differently?”
“Who first thought of making
something like this?”
STANDARD 10 - Interdisciplinary Connections
10.1 Integrate knowledge of
dance, music, theatre, and
visual arts and apply the arts
to learning other disciplines.
Examples of this include: Standard not addressed in Kindergarten
using visual arts skills to
illustrate understanding of a
story read in English language
arts or foreign languages;

Page 8 of 8
Developed by Leslie Enko based on standards from the November 1999 Massachusetts Arts Curriculum Framework
May 2009