Updated: February 2017

The Royerton Elementary art program is designed to support the Indiana State Academic and Literary Standards for the Visual Arts.  Children are exposed to a variety of creative opportunities using various mediums, which are enriched further with art history and the works of accomplished artists. The art program is an integral part of the elementary interdisciplinary curriculum and is often connected to the grade level subject areas that are being studied in the classroom.  

The following examples provide a general overview of the art focus at each grade level, projects and materials may vary.


  • Create personal and group art using the elements of art: recognize and find elements (line, shape, color, form) in art, everyday objects, and nature; use lines to draw and create shapes; use basic geometric shapes in art; know and use the primary and secondary colors (hues) in art.  

  • Use principles of art to create art: recognize principles of pattern/repetition and texture and find and use them in art, everyday objects, and nature.

  • Learn about some master artists of the Abstract, Pop and Cubism genres, such as Piet Mondrian, Wassily Kandinsky, Claus Oldenburg, Romero Britto, and Pablo Picasso; make art inspired by the art of these artists.

  • Connect art to literature.  Examples include:  Beautiful Oops!, If the Dinosaurs Came Back, Mouse Paint, The Mitten, The Wild Things, and Only One You.

  • Create many kinds of art individually and with others using a wide variety of art materials (media), and learn to critique art in a respectful manner: learn to use materials appropriately and safely; appreciate the creativity of others through Gallery Walks; and care for, clean up and put away tools and materials appropriately.

First Grade

  • Further understand the use of elements and principles of art to create art: find and use organic and geometric shapes in art; recognize primary and secondary colors, and warm and cool colors; and distinguish between two-dimensional and three-dimensional art.

  • Continue to be able to discuss art by identifying individual art experiences in daily life and the idea behind one's art, and be able to express feelings associated with making and viewing art.

  • Experience and create art inspired by master artists of the Pop, Abstract, and Surrealism Movements, such as:  Paul Klee, Joan Miro, Eric Carle, and Wayne Thiebaud, and recognize that art from one artist has a similar look or style.

  • Connect art to literature.  Examples include:  Rainbow Fish, Splat the Cat, The Very Lonely Firefly, and Giraffes Can’t Dance.

  • Use a wide variety of art materials/media to create art.

Second Grade

  • Expand the use of the elements of art to create art: recognize and use foreground, middle ground, and background; expand use of colors and understanding how a color wheel works.

  • Feel comfortable discussing works of art: identify the artists of selected works of art; identify feelings or mood expressed with creating and viewing art; identify line, shape, color, texture, variety, pattern, and movement in art.

  • Observe art made by a variety of cultures (for example: totem poles by the Northwest Native Americans) and master artists in the Pop, Abstract, and Impressionist genres, such as Laurel Burch, Jim Dine, Claude Monet, Vincent Van Gogh, and Henri Rousseau; and create art inspired by these cultures and artists.

  • Utilize a variety of art materials/media used to create art.

Third Grade

  • Develop ability to apply the elements of art in artwork: recognize and learn to use positive and negative space, and experiment further with color scheme such as primary, secondary, and complementary colors and color value.  Expand use of textural differences: identify and describe tactile and visual texture.

  • Use many kinds of two and three dimensional media to create art, independently and with others.

  • Understand art made by a variety of cultures and learn how art made in these cultures is different (subject matter, media, history); examine works and create art inspired by these cultures (Examples include:  Russian Matryoshka dolls, Australian Aboriginal bark paintings, Polish Wyzinanki, Chinese Lanterns, Japanese Notans, Greek Vases, and Kente cloth weavings).

Fourth Grade

  • Continue exploring the use of the elements of art to create art: recognize and learn to use positive/negative space, begin drawing using one point perspective, and use the elements and principles in two and three dimensional art.

  • Identify specific pieces of art and the artistic styles of  a variety of master artists and sculptors: and create art inspired by these artists such as, Henry Moore, Amedeo Modigliani, Salvador Dali, and Hoosier artists Robert Indiana and Jim Davis.

  • Expand ability to use a variety of art materials and tools, and practice proper maintenance.

Fifth Grade

  • Continue developing the use the elements of art (line, color, shape, texture, form and space) to create and respond to art.

  • Begin to identify works of art from major periods and movements of Western Art, with a concentration in American artists (Andy Warhol, Keith Haring, Alexander Calder, Georgia O’Keeffe, Roy Lichtenstein, and Jackson Pollock) and their basic background in order to construct meaning in their interpretations.

  • Begin to make connections between art and other disciplines: learn about how art history is related to history in general and learn about some of the mathematical principles related to art (proportion and scale, geometry, pattern and repetition, measurement, etc.).

  • Create artwork incorporating technology.