COLUMBUS CITY SCHOOLS

VISUAL ARTS
GRADE 6
QUARTER PACING GUIDE
Week One
Required Suggested
Textbook
Week

Art: A Personal READING WRITING

Standard Benchmark Course Level Indicators (CLI) Journey (Standard, GLI) (Standard, GLI)
Theme Lesson
1. Historical, B. Create a work of art which  2. Provide insight into the factors (e.g., personal experience, Concepts of Print: Communications:
Cultural, and incorporates the style or characteristics interest, cultural heritage and gender) that might influence an artist's 8. List questions and search 1. Demonstrate active
The
Social Contexts. of artwork from a culture other than for answers within the text to listening strategies (e.g.,
their own.
style and choice of subject matter. A61B2 Functions
construct meaning. asking focused questions,
of
responding to cues, making
4. Valuing the B. Analyze diverse points of view about  2. Describe how culture, age, gender and attitude can affect a Art
visual contact).
Arts/ Aesthetic artworks and explain the factors that p. 2-4
Reflection.
person's viewpoint on and response to visual art. A64B2
shape various perspectives.

Acquisition of Vocabulary: Research:

1. Historical, A. Compare and contrast the distinctive  1. Describe how the same subject matter (e.g., portrait, landscape Subjects
1. Define the meaning of 1. Generate a topic, assigned
Cultural, and characteristics of art forms from various and
and still life) is represented differently in works of art across unknown words by using or personal interest, and
Social Contexts. cultural, historical and social contexts. Themes of
cultures and time periods. A61A1 Artworks context clues and the author’s open-ended questions for
p. 6 use of definition, restatement research and develop a plan
The and example. for gathering information.
Whys Acquisition of Vocabulary:
2. Creative A. Apply knowledge of materials, tools,  3. Demonstrate skill in changing (e.g., exaggerating and
and 3. Identify analogies and
One

Expression and media, techniques and processes to transforming) natural forms for expressive purposes. A62A3
Hows Styles other word relationships,
Communication. communicate subject matter, themes or
of including synonyms and
ideas in a variety of visual forms. of
Art antonyms, to determine the
A. Apply the strategies of art criticism to  1. Use appropriate vocabulary to explain how techniques, materials Art p. 10
3. Analyzing meaning of words.
and describe, analyze and interpret selected and methods used by artists affect what the artwork communicates.
Responding. works of art. A63A1

Acquisition of Vocabulary: Writing Applications:

4. Valuing the A. Demonstrate aesthetic inquiry and  1. Observe selected artworks and describe the visual features and 2. Apply knowledge of 6. Produce informal
Arts/ Aesthetic reflection skills when participating in sensory qualities that evoke feelings and emotions. A64A1
Reflection. discussions about the nature and value of connotation and denotation writings (e.g., journals,
art. to determine the meaning of notes and poems) for
Abstract words. various purposes.
2. Creative  7. Improve craftsmanship and refine ideas in response to feedback p. 12
E. Identify and explain reasons to
Expression and support artistic decisions in the creation and self assessment. A62E7
Communication. of art work.
3. Analyzing C. Establish and use criteria for making  4. Develop and use criteria to guide their reflections on a body of
and judgments about works of art. their own artworks. A63C4
Responding.

Visual Art – Middles School – Grade 6 1 Columbus City Schools – 2010

 COLUMBUS CITY SCHOOLS
VISUAL ARTS
GRADE 6
PACING GUIDE Quarter

W e e k s T w o and T h r e e
Required Suggested
Textbook
Week

READING WRITING
Standard Benchmark Course Level Indicators (CLI) Art: A Personal Journey
(Standard, GLI) (Standard, GLI)
Theme Lesson
Forms & Communications:
2. Creative D. Research culturally or historically  6. Use current, available technology as the primary medium to Media d. use appropriate visual
Expression and significant works of art and discuss create an original work of art. p. 18 materials (e.g., diagrams,
Communication. their roles in society, history, culture
charts, illustrations) and
or politics.  4. Identify the ways in which science and technology influence 2D Artworks available technology.
the development of art in various cultures. p. 20

5. Connections, Graphic &

E. Identify and explain reasons to  8. Identify and defend artistic decisions using appropriate visual Computer
Relationships and support artistic decisions in the art vocabulary. Forms Design
Two

Applications. creation of art work.

and p. 22
Media Three- Communications:
2. Creative A. Apply knowledge of materials,  2. Apply the principles of design to construct a three-dimensional Dimensional 2. Summarize the main idea
Expression and tools, media, techniques and piece of artwork. Artwork
Communication. processes to communicate subject and draw conclusions from
p. 24 presentations and visual
matter, themes or ideas in a variety of
visual forms. media.
Crafts/
3. Analyzing B. Present and support an individual  3. Identify innovative approaches and techniques used by artists Industrial
and interpretation of a work of art. and provide examples of their cultural and social significance. Design
Responding. p. 26

2. Creative C. Research culturally or historically  5. Apply observation skills to refine and improve their The Elements
Expression and significant works of art and discuss representational drawings (e.g., add details, improve proportion, of Design
Communication. their roles in society, history, culture p. 34
or politics.
create distinctive images and coordinate objects spatially).
Color and Value
p. 36
A. Apply knowledge of materials,  3. Demonstrate skill in changing (e.g., exaggerating and
tools, media, techniques and transforming) natural forms for expressive purposes. Space/ Texture
processes to communicate subject Elements p. 40
matter, themes or ideas in a variety of and Principles of
Three

visual forms. Principles Design

of p. 42
2. Creative A. Apply knowledge of materials,  1. Demonstrate a variety of techniques to create the illusion of Design
Expression and tools, media, techniques and Emphasis/
depth. Pattern
Communication. processes to communicate subject
matter, themes or ideas in a variety of p. 44
visual forms. Proportion/
Movement and
E. Identify and explain reasons to  7. Improve craftsmanship and refine ideas in response to Rhythm
support artistic decisions in the feedback and self assessment. p. 46
creation of art work.

Visual Art – Middles School – Grade 6 2 Columbus City Schools – 2010

 COLUMBUS CITY SCHOOLS
VISUAL ARTS
GRADE 6
PACING GUIDE Quarter
Week Four
Required Suggested
Textbook
Week

Art: A Personal READING WRITING

Standard Benchmark Course Level Indicators (CLI) Journey (Standard, GLI) (Standard, GLI)
Theme Lesson
Literary Text: Research:
1. Historical, B. Create a work of art which incorporates  2. Provide insight into the factors (e.g., personal experience, 3. Identify the main and 2. Identify appropriate
Cultural, and the style or characteristics of artwork from a interest, cultural heritage and gender) that might influence an minor events of the plot, sources, and gather relevant
Social Contexts. culture other than their own. and explain how each information from multiple
artist's style and choice of subject matter.
incident gives rise to the sources (e.g., school library
Art History next. catalogs, online databases,
p. 54 electronic resources and
Internet-based resources).

3. Analyzing Informational Text: Writing Applications:

A
and
B. Present and support an individual  2. Interpret a work of art by analyzing the effects of history P
6. Identify an author's 2. Write responses to
interpretation of a work of art. argument or viewpoint novels, stories, poems and
Responding. and culture on the work. P Art and assess the adequacy plays that provide an
R Criticism and accuracy of details interpretation, critique or
4. Valuing the B. Analyze diverse points of view about  2. Describe how culture, age, gender and attitude can affect a O p. 56 used. reflection and support
Four

A judgments with specific

Arts/Aesthetic artworks and explain the factors that shape person's viewpoint on and response to visual art. C
Reflection. various perspectives. references to the text.
H
E
S Literary Text: Communications:
2. Creative E. Identify and explain reasons to support  8. Identify and defend artistic decisions using appropriate 1. Analyze the techniques 8. Deliver informational
Expression and artistic decisions in the creation of art work.
visual art vocabulary. to Art Art authors use to describe presentations that: c. include
Communication.
Production characters, including an effective introduction and
p. 58 narrator or other conclusion and use a
characters’ point of view; consistent organizational
character’s own thoughts, structure.
or actions.
Informational Text: Communications:
3. Analyzing A. Apply the strategies of art criticism to  1. Use appropriate vocabulary to explain how techniques, 2. Analyze examples of 8. Deliver informational
and describe, analyze and interpret selected materials and methods used by artists affect what the artwork
Responding. works of art. cause and effect and fact presentations that:
communicates. Aesthetics and opinion. b. include relevant
p. 60 evidence to support
position and to address
potential concerns of
listeners.

Visual Art – Middles School – Grade 6 3 Columbus City Schools – 2010

 COLUMBUS CITY SCHOOLS
VISUAL ARTS
GRADE 6
PACING GUIDE Quarter

Week Five
Required Suggested
Textbook
Week

Art: A Personal READING WRITING

Standard Benchmark Course Level Indicators (CLI) Journey (Standard, GLI) (Standard, GLI)
Theme Lesson
Artists Concepts of Print: Research:
1. Historical, D. Research culturally or historically  3. Research the role of visual art in selected periods of history as 1. Establish and adjust 3. Identify elements of
Cultural, and significant works of art and discuss their using a variety of primary and secondary sources (e.g., print, Storytellers purposes for reading, validity in sources,
Social Contexts. roles in society, history, culture or p. 68
electronic media and interviews with a museum curator). including to find out, to including publication
politics.
An understand, to interpret, date, coverage, language,
American to enjoy and to solve points of view, and
Storyteller problems. discuss primary and
p. 70-74 secondary sources.

Writing Applications:
1. Historical, B. Create a work of art which  2. Provide insight into the factors (e.g., personal experience, 1. Write narratives that
Cultural, and incorporates the style or characteristics interest, cultural heritage and gender) that might influence an maintain a clear focus and
Social Contexts. of artwork from a culture other than Narrative
artist's style and choice of subject matter. point of view and use
their own. Art
p. 76 sensory details and
dialogue to develop plot,
Theme characters, and a specific
1 setting.
Five

Artists Concepts of Print: Research:

5. Connections C. Use key concepts, issues and themes  3. Compare the ways that selected ideas and concepts are Contour and
as 2. Predict or hypothesize 1. Generate a topic,
Relationships and to connect visual art to various content communicated through the perspective of visual art and through Story- Gesture as appropriate from assigned or personal
Applications. areas. the perspectives of other academic disciplines. tellers Drawing
information in the text, interest, and open-ended
p. 80
substantiating with questions for research and
Human specific references to develop a plan for
Proportions textual examples that may gathering information.
p. 132 be in widely separated
sections of text.

2. Creative A. Apply knowledge of materials, tools,  2. Apply the principles of design to construct a three-
Expression and media, techniques and processes to dimensional piece of artwork.
Communication. communicate subject matter, themes or Sculpting a
ideas in a variety of visual forms. Scene
p. 86

Visual Art – Middles School – Grade 6 4 Columbus City Schools – 2010

 COLUMBUS CITY SCHOOLS
VISUAL ARTS
GRADE 6
PACING GUIDE Quarter

Weeks Six
Required Suggested
Textbook
Week

Art: READING WRITING

Standard Benchmark Course Level Indicators (CLI) A Personal Journey (Standard, GLI) (Standard, GLI)
Theme Lesson
Informational Text: Communications:
4. Valuing the A. Demonstrate aesthetic inquiry and  1. Observe selected artworks and describe the visual features Artists as 7. Identify and 6. Use clear diction and
Arts/Aesthetic reflection skills when participating in and sensory qualities that evoke feelings and emotions. Recorders
Reflection. discussions about the nature and value p. 94
understand an author’s tone, and adjust volume,
of art. purpose for writing, phrasing and tempo to
Recorder of including to explain, stress important ideas.
Daily Life
p. 96
entertain, persuade or
inform.

1. Historical, D. Research culturally or historically Informational Text:

Cultural, and significant works of art and discuss their  3. Research the role of visual art in selected periods of history 1. Use text features, such
Social Contexts. roles in society, history, culture or using a variety of primary and secondary sources (e.g., print, as chapter titles, headings
politics. electronic media and interviews with a museum curator). Documenting
and subheading; parts of
Daily Life
p. 102 books, including index,
appendix, table of
Theme contents and online tools
2 to locate information.
Six

Artists Communications:
5. Connections, E. Identify and explain reasons to  8. Identify and defend artistic decisions using appropriate as The Kingdom 8. Deliver informational
Relationships and support artistic decisions in the creation visual art vocabulary. Recorders of Dahomey
Applications. of art work.
presentations that:
p. 82
c. follow common
Art of Haiti organizational
p. 108 structures when
appropriate.

1. Historical, Tonal Informational Text: Research:

A. Compare and contrast the distinctive 8. Summarize 6. Use quotations to
Cultural, and characteristics of art forms from various  1. Demonstrate a variety of techniques to create the illusion of Drawing
Social Contexts. and information from support ideas.
cultural, historical and social contexts. depth. Shading informational text,
p. 106 identifying the treatment, Communications:
scope and organization of 8. Deliver informational
 4. Develop and use criteria to guide their reflections on a Still-Life
3. Analyzing C. Establish and use criteria for making ideas. presentations.
body of their own artworks. Drawing
and judgments about works of art.
p. 112
Responding.

Visual Art – Middles School – Grade 6 5 Columbus City Schools – 2010

 COLUMBUS CITY SCHOOLS
VISUAL ARTS
GRADE 6
PACING GUIDE Quarter
W e e k s S e v e n and E i g h t
Required Suggested
Textbook
Week

Art: READING WRITING

Standard Benchmark Course Level Indicators (CLI) A Personal Journey (Standard, GLI) (Standard, GLI)
Theme Lesson
Informational Text: Research:
2. Creative A. Apply knowledge of materials, tools,  4. Use a variety of sources to generate original ideas for art
Expression and media, techniques and processes to 4. Compare original text 5. Compare and contrast
making. A Designer to a summary to important findings and
Communication. communicate subject matter, themes or
of Fashion determine the extent to select sources to support
ideas in a variety of visual forms.
p. 122 which the summary central ideas, concepts and
5. Connections B. Apply and combine visual art,  1. Use computer skills to organize and visually display Design
adequately reflects the themes.
Relationships and research and technology skills to quantitative information on a chart, map or graph. main ideas and critical
Applications. Through details of the original text.
Seven

communicate ideas in visual form.

Time
1. Historical, D. Demonstrate the role of visual art in  4. Create a visual product that reflects current, cultural p. 124
Cultural, and Social solving an interdisciplinary problem. influences.
Contexts.

Design Writing Applications:

3. Analyzing B. Present and support an individual  3. Identify innovative approaches and techniques used by 3. Write letters that state the
and interpretation of a work of art. for
artists and provide examples of their cultural and social Living purpose, make requests or
Responding. Theme give compliments and use
significance. p. 128
3 business letter format
Communications:
Artists
2. Creative A. Apply knowledge of materials, tools,  2. Apply the principles of design to construct a three- as
5. Demonstrate an
Expression and media, techniques and processes to Art understanding of the rules
dimensional piece of artwork. Designers of of the English language and
Communication. communicate subject matter, themes or
ideas in a variety of visual forms. Japan select language appropriate
p. 134 to purpose and audience.

5. Connections C. Use key concepts, issues and themes Informational Text: Communications:
Eight

Relationships and to connect visual art to various content  2. Demonstrate understanding of the relationship between Compare and contrast 3. Interpret the speaker’s
Applications. areas. words and images by applying text to images and images to important details about a purpose in presentations and
text (e.g., write descriptions of their artworks and illustrate a topic, using different visual media (e.g., to inform,
Creating
sources of information to entertain, to persuade).
scene from a literary work). a
including books,
Package Communications:
magazines, newspapers 8. Deliver informational
5. Connections B. Apply and combine visual art,  1. Use computer skills to organize and visually display Design
and online resources
Relationships and research and technology skills to p. 138 presentations that: a.
quantitative information on a chart, map or graph. demonstrate an
Applications. communicate ideas in visual form.
understanding of the topic
and present events or ideas
in a logical sequence.

Visual Art – Middles School – Grade 6 6 Columbus City Schools – 2010

 COLUMBUS CITY SCHOOLS
VISUAL ARTS
GRADE 6
PACING GUIDE Quarter
W e e k s N i n e and T e n
Required Suggested
Textbook
Week

READING WRITING
Standard Benchmark Course Level Indicators (CLI) Art: A Personal Journey
(Standard, GLI) (Standard, GLI)
Theme Lesson
Informational Text:
1. Historical, A. Compare and contrast the distinctive  1. Describe how the same subject matter (e.g., portrait, Artists 3. Compare and contrast
Cultural, and characteristics of art forms from various landscape and still life) is represented differently in works of important details about a
Social Contexts. cultural, historical and social contexts. as Teachers
art across cultures and time periods. p. 146-148 topic, using different
sources of information
including books,
The Teaching of magazines, newspapers
Nine

Traditions and online resources

p. 150
Literary Text: Research:
A. Demonstrate aesthetic inquiry and 5. Identify recurring 1. Generate a topic,
4. Valuing the
reflection skills when participating in  1. Observe selected artworks and describe the visual features
Arts/Aesthetic and sensory qualities that evoke feelings and emotions. Art themes, patterns and assigned or personal
Reflection. discussions about the nature and value of
and symbols found in literature interest, and open-ended
art.
Beliefs from different eras and questions for research and
p. 154 cultures. develop a plan for gathering
information.
Theme Informational Text: Writing Applications:
1. Historical, D. Research culturally or historically 4 8. Summarize information 6. Produce informal
Cultural, and significant works of art and discuss their  3. Research the role of visual art in selected periods of history
using a variety of primary and secondary sources (e.g., print, from informational text, writings (e.g., journals,
Social Contexts. roles in society, history, culture or Artists
Lettering identifying the treatment, notes and poems) for
politics. electronic media and interviews with a museum curator). as
Teachers & scope and organization of various purposes.
Calligraphy ideas.
p. 158
Literary Text: Communications:
5. Connections C. Use key concepts, issues and themes  2. Demonstrate understanding of the relationship between 1. Analyze the techniques 4. Identify the persuasive
Relationships and to connect visual art to various content words and images by applying text to images and images to authors use to describe techniques (e.g.,
Islamic Art
Applications. areas.
text (e.g., write descriptions of their artworks and illustrate a of North characters, including bandwagon, testimonial,
Ten

scene from a literary work). Africa narrator or other glittering generalities,

p. 160 characters’ point of view; emotional word repetition
4. Valuing the B. Analyze diverse points of view about character’s own thoughts, and bait and switch) used
Arts/Aesthetic  2. Describe how culture, age, gender and attitude can affect a
artworks and explain the factors that or actions. in presentations and
Reflection. shape various perspectives. person's viewpoint on and response to visual art. Designing media messages.
a
Communications:
Poster
10. Deliver persuasive
p. 164
presentations that:
a. establish a clear
position.

Visual Art – Middles School – Grade 6 7 Columbus City Schools – 2010