INTRODUCTION TO FIFTH GRADE ART
FOUNDATIONAL SKILLS AND EXPECTATIONS
Fifth graders spend more time on their art projects than children in younger grades and can develop their projects in stages. They enjoy learning skills and techniques that can make their artwork look more realistic and detailed. They can focus on a variety of art subjects and are eager to experiment with different artistic styles, especially bold contemporary art styles. In addition to the lessons provided here, keep challenging students with new techniques, new styles and a balanced variety of projects. Add more 3D lessons of clay and ceramics projects and continue encouraging the habit of keeping a sketchbook.
GRADE 5 ART PROJECT INDEX
| THEME | INSPIRATION | TECHNIQUE | ART CONCEPT | ART PROJECT |
|---|---|---|---|---|
| Wilāyah | “The most amazing among them in its creation is the peacock,” Imām ʿAlī (ʿa)(Nahj al-Balāghah, Sermon 165) | Various | Patterns | Peacock |
| Trust | “And one who invites to Allah , by His permission, and an illuminating lamp.” Noble Qurʾān (33:46) | Shading with coloring pencils | Color Value | Light in Darkness |
| Patience | “Jihad is one of the gateways of Paradise that Allah opened for His special friends.” Imām ʿAlī (ʿa)(Nahj al-Balāghah, Sermon 27)(Steps To Perfection, ʿAQĀʿID, Lesson 10.2: Jihād) | Block printing | Printmaking | Gate of Paradise |
| Respect | “Good etiquette in a person is like a tree whose roots are the intellect.” Imām ʿAlī (ʿa), Ghurar al-Ḥikam | Painting with Tempera | Monochromatic Color Theme | Tree |
| Justice | “And, when you are strong, do not oppress the weak.”Imām ʿAlī (ʿa)(Nahj al-Balāghah, Letter 45) | Watercolor painting | Symbolism, Patterns | Cactus |
| Gratitude | "And it is He Who has made the night and the day, each following the other, for he who desires to remember or desires gratitude." Noble Qurʾān (25:62) | Blending with soft pastels | Light and Shade | Day & Night |
| Mercy | Allah is Ar-Raḥmān and Ar-Raḥīm (Steps To Perfection, ʿAQĀʿID, Lesson 2.2: Ar-Raḥmān and Ar-Raḥīm) | Handbuilding with Clay & Repurposing Materials | Sustainable Art | Birdbath |
LESSON PLAN STRUCTURE
Here’s a brief outline of the lesson structure. Please refer to the section in the main curriculum about the Studio Thinking Framework by Project Zero for more information.
| LESSON SEGMENT | EXPLANATION | VIEWER |
|---|---|---|
| THEME | This section mentions the name of the specific Root of Risers, on which the art lesson is based. | Students |
| ART PROJECT | This section shows the name of the art project as well as a sample image of the project. | Students |
| OBJECTIVES | There are usually three kinds of objectives we aim to achieve through teaching the art project - a spiritual objective, a technique/skill based objective and an art concept based objective. | Students |
| INSPIRATION | This section contains the Qur’anic verse, hadith or other spiritual content which inspires the creation of the art project. It is a literary branch of the main Roots of Risers theme. | Students |
| THE LESSON | This section elaborates on the inspiration verse. It discusses the spiritual dimension of the art project. | Students |
| THE ART CONCEPT | This section discusses the art skills, techniques and ideas that will be introduced to students in the art project. | Students |
| PROJECT PREPARATION | This section has four main components.It has a list of art materials needed for the project. It also has a ‘Background Prep’ section, with information on what the teacher needs to do before the lesson begins. It has an estimate of the time needed to work on each project.It also has suggestions for project modifications and adaptations for the benefit of all types of learners in the classroom. | Teacher and/or Students. Online students may need to see this slide. |
| CREATION PROCESS | This section shows the step by step process of project creation. It has sample images to guide students, as well as tips on modifications. Students should always be given a choice to add or subtract ideas in the creation process, and be encouraged to personalize their artwork to reflect their own ideas. | Students |
| PRESENTATION | This section is about students displaying and presenting their work. It also encourages students to provide positive and valuable feedback to their peers. | Students |
| REFLECTION | This section has been set up as a ‘circle time’ for the teacher to ask students questions about their projects, to review the art concepts and wrap up the lesson with a reference to the spiritual context of the lesson. The teacher may choose to revisit the inspiration verse at this time. | Students |
| HOLISTIC ASSESSMENT | This section has a guide to help assess each student holistically. It has pointers for formative assessments. Teachers may also use other types of assessments to grade students. Please refer to the ‘Sample Assessments’ section in the main curriculum. | Teacher |
| NCAS | This section mentions the National Core Arts Standards implemented in the lesson plan. | Teacher |
| INSPIRATION IMAGES | This section has a larger view of the images that were used as visual inspiration for the art project. | Students |