The art program seeks to engage and challenge students through an exciting and joyful exploration of many different media and techniques. Students are expected to understand concepts that build on one another through the lower and middle school years. In addition, they are encouraged to use their imagination to create work that is meaningful and personally expressive.

Art teachers at The San Francisco School see art as one of the many languages of children. Therefore, one of the goals is to provide a safe space for students to build their fluency. Projects and units of study provide a framework for exploring the various materials and their potential in making art. Students also learn about art in a historical and cultural context, as it is relevant to their studio work. The art program seeks to help students explore overarching questions such as:

Why do people make art?
How is art influenced by geography?
How is my art influenced by other people’s art?
How does my art reflect who I am?
What is creative thinking?
Why does creativity matter?

ART BY GRADE

OVERVIEW

Class Structure
The art program is formally introduced in kindergarten and is taught every other week during a 60 minute period in groups of 6-7 students. Each lower school class attends art in half groups of 10-12 students twice a week for two 45 minute periods. Middle school classes attend art in groups of approximately 16 students once a week for a 60 or 90 minute block.
Occasionally, extended periods are arranged for collaborative work or projects that require more time to complete. During art class, the students develop their craft, express, observe, reflect, stretch, explore and seek to understand the art world.

Content
About a third of the year is spent drawing and painting. Each year, new concepts are introduced and honed to facilitate imaginative and observational work. Students use the principles of design, i.e. unity, emphasis, balance, repetition, rhythm, variety and contrast, to make their artwork visually compelling and meaningful. The rest of the year is spent in the areas of printmaking, collage, paper mache, weaving, sewing, masks, doll and puppet making and ceramics. Curriculum varies slightly from year-to-year to reflect local exhibitions, student interest and/or themes being studied in other academic subjects. Often times, experience in a particular area of study is revisited multiple times throughout the years in order to strengthen understanding and facility in that area.

Art History and Cultural Context
The program seeks to connect students to the tradition of art-making through history and culture. This goal is accomplished through linking their own creative experience with those beyond the classroom using images, artifacts, stories, etc.

Curriculum Integration
Art integrates frequently with other curriculum areas to deepen and enhance understanding. Here are some examples: connecting and making art through their study of cultures or countries provides a way to make their learning more tangible and visible. Exploring patterning enhances the study of mathematics. Building with clay or cardboard provides a real life, hands-on opportunity to use principles of physics and construction in science. Creating scenery and props for the school plays gives them a fuller, richer experience in drama.

Kindergarten Art

Beginning in kindergarten, the students are formally introduced to art with an art specialist. However, this is in addition to the many other informal opportunities they have to make art in the classroom. In art class the students work on a new project in a new medium during each session. Here, they add to and build on the skills taught in the preschool classroom, explore a variety of mediums and involve all their senses in a creative and imaginative way. Art class time often begins with a story for inspiration.

Drawing and Painting: Utilizing materials such as chalk pastels, watercolors, tempera, pens and pencils.
Weaving: Weaving with paper, the students often incorporate patterns in color.
Ceramics: Making one or two glazed ceramic pieces during the year.
Construction: Creating collages or structures of paper, cardboard and found objects.

Top of page | Art Philosophy

First Grade Art

In first grade the students revisit and add to the skills that they have been working on as beginning artists. They gain more control over their materials and the production of imagery. Developmentally, first graders continue to think in a concrete way. Therefore, prompts are imagery such as animals, tea cups or plants. They are introduced to multi-stepped projects that take several sessions to complete.

Drawing and Painting: Introduction of approaches that facilitate “seeing”, as in breaking down information into background and foreground, outline and contour; using materials such as chalk pastels, watercolors, tempera, pens and pencils; exploring the range of these materials with color wheel, brush size and layering; imagery ranges from landscapes to elves to animals.
Weaving: Weaving first with paper and then with cloth, the students incorporate patterns in color.
Ceramics: Making an elf and a dinosaur in conjunction with their academic studies in the classroom. Practice in making ceramics that are structurally sound and will survive the firing process.
Construction: Using cardboard and found materials to create a diorama.
Art History and Appreciation: Seeing examples of art by historically and culturally relevant artists

Top of page | Art Philosophy

Second Grade Art

Second graders use their foundation of art skills developed in preschool and first grade art and further solidify these skills in second grade. Developmentally, second graders are gaining more control over their materials and the production of imagery. Second graders continue to think in a concrete way so imagery such as animals, dragons, and plants provide inspiration for many activities. During this stage, they are also developing the ability to manage a multi-stepped project. Therefore, projects in second grade become longer and more complex than in previous grades. Additionally, the art program supports the cultural study of China and the science units of “Farm to School.”

Drawing and Painting: Introduction of approaches that facilitate “seeing” as in breaking down information into basic shapes, outline and contour. Using materials such as chalk pastels, watercolors, tempera, pens and pencils. Exploring the range of these materials with, for instance, descriptive brush techniques, blending and overlaying layers. Imagery ranges from self-portraits to dragons to animals.
Weaving: Extending their experience of weaving to a circular format. Incorporating patterns in color and size of yarn.
Printmaking: Making a textured board or collagraph. Introduction to using the printing press.
Ceramics: Making a clay piece using the pinch pot technique. Continued practice in making ceramics that are structurally sound and will survive the firing process.
Construction: Using cardboard and collage materials to create a headdress. Exploring the range of possibilities of expression using cardboard.
Art History and Appreciation: Seeing examples of various self-portraits, still-lifes, zodiac animals and dragons by historically and culturally relevant artists
.

Top of page | Art Philosophy

Third Grade Art

Third grade is a pivotal year for the students in the art program. The positive, sunny spirit of a third grader is joyfully expressed in their art. Their imaginative and expressive capacity is at its height. They have mastered many of the skills that they have practiced since preschool, so this year is filled with confidence. Developmentally, a third grader is demonstrating an interest in a more perceptible approach, as in making something look “real.” They are also beginning to think more abstractly, resulting in an understanding that is deepened and connected to many other facets of their school experience. The third grade art class supports the cultural study of Mexico with a marketplace project. Also when the students are studying plants, the art focus is on plant observational work and the creation of a ceramic planter.

Drawing and Painting: Continued practice with the drawing approaches introduced in second grade. Observational drawing to practice and familiarize drawing concepts. Introduction of the concept of negative/positive space through cut paper and drawing activities. Continued work with all the materials from first and second grades with a special emphasis on work with chalk pastels.
Textiles: Sewing as part of the creation of a doll and a puppet. Practice with threading needles, knot-tying, creating stitches that hold fabrics together. Using sewing as a way to embellish and express oneself.
Ceramics: Continued practice in making ceramics that are structurally sound and will survive the firing process. Building with clay slabs and creating expressive elements and embellishments. Using clay to create a mold.
Construction: Using paper tubes to create sculpture. In developing structures with cardboard, problem solving ways to attach pieces together and create 3D elements. Using paper mache to create form.
Art History and Appreciation: Exploring artists and imagery from Mexico. They explore examples of self-portraits and plant images.

Top of page | Art Philosophy

Fourth Grade Art

Fourth graders are generally beginning to feel comfortable with a perceptual approach to expressing themselves. They continue to work steadily at consolidating the skills and techniques that they have been working on since preschool. Developmentally, a fourth grader is becoming more and more adept at abstract reasoning, which facilitates critical thinking and complex problem solving. Fourth graders delight in figuring out solutions and connecting knowledge to previous experiences. They generally work independently and can explore on their own when given a task or direction. The fourth grade art class supports the cultural study of Africa, with an emphasis on Ghana through activities based on the study of various fabrics from West Africa. Art class also supports the study of the oceans through the creation of an underwater environment.

Drawing and Painting: Review and practice of the concepts from second through fourth grade – using them to guide thinking in printmaking. Introduction to and practice of the art element “value” to provide contrast and drama. Creating a self-portrait from a 3/4 point of view. Using paint as an overall surface treatment as in rolling textures, sponging, scratching etc.
Printmaking: Using a Styrofoam plate to create a reduction print using multiple colors on each print. Continued use of the printing press.
Ceramics: Continued use of clay to produce ceramics that express feelings and survive the firing process. Creation of pieces that rely on hollowing clay mass to reduce volume.
Sewing: Using sewing to create a doll. Review and practice of the mechanics of sewing.
Construction: Continued practice with cardboard construction.
Art History and Appreciation: Studying examples of various self-portraits by historical and contemporary artists. Examining textiles and artifacts from Africa.

Top of page | Art Philosophy

Fifth Grade Art

Fifth graders are full of enthusiasm and zest for all art activities. They work with confidence and have a positive outlook on life. Developmentally, they are very interested in making their work look “real” when perceptual accuracy is the focus. Their ability to think abstractly and work independently is at its height for lower school and they relish in problem solving. They are capable of participating in complex, sophisticated projects. Art class supports the classroom study of “structures” and contributes to an understanding of the study of Day of the Dead in Spanish class through projects displayed both at school and in the greater community.

Drawing and Painting: Review and practice of the concepts learned in second through fourth grade – using them to guide thinking in printmaking. Introduction to and practice with the concept of drawing quickly to capture the “gesture” of something. Creating self-portraits from looking below the face (in a mirror).
Printmaking: Using carving tools on a block to create a piece on each side depicting negative and positive space. Continued use of the printing press.
Ceramics: Continued use of clay to produce pieces that express feelings and survive the firing process. Practice with attaching clay to clay, achieving height and building with slabs. Making a piece that uses major structural systems to lift and hold weight.
Construction: Creating a free-standing sculpture made out of wood scraps. Practice with nailing, drilling, screwing and sanding. Gaining familiarity and an understanding of woodworking tools and the process of assemblage. Construction using paper, cardboard and tape.
Art History and Appreciation: Viewing examples of self-portraits. Participating in a citywide show of artwork for Day of the Dead.

Top of page | Art Philosophy

Sixth Grade Art

Sixth graders are at the beginning of a new curve in learning and development. The class sizes become slightly larger and the expectations begin to change. They are getting to know new students who enter the school for the expanded MS program, adapting socially, emotional and intellectually to many changes in the school environment. Developmentally, they are very interested in making their work look “real” when perceptual accuracy is the focus. They are capable of participating in complex, sophisticated projects. Art class supports the development of new independent work habits for this age group.

Drawing and Painting: Review and practice of drawing and painting materials, tools and techniques. Introduction to and continued practice with the concept of drawing quickly to capture the “gesture” of something. Creating self-portraits from looking at a 3/4 view of the face.
Printmaking: Using carving tools on a block to create a piece on each side depicting negative and positive space. Continued use of the printing press.
Ceramics: Continued use of clay to produce pieces that express feelings and survive the firing process. Practice with attaching clay to clay, achieving height and building with slabs. Making a piece that uses major structural systems to lift and hold weight.
Interdisciplinary. Each grade level completes one major interdisciplinary project each year. Currently 6th graders complete an Egyptian art unit in conjunction with their humanities unit at the end of the year.
Art History and Appreciation: Art history and appreciation is incorporated into projects and introduced through slide presentations, books and teacher talks.

Top of page | Art Philosophy

Seventh Grade Art

Seventh graders begin with familiarity with the art room and what is expected of them as middle school artists. During their seventh grade year, they are challenged to start thinking about more abstracts concepts in art and how creative thinking routines support them in other areas of their life and school. Developmentally, they still very interested in making their work look “real” when perceptual accuracy is the focus. They are capable of participating in complex, sophisticated projects. Art class supports the continued development of independent work habits for this age group.

Drawing and Painting: Review and practice of the drawing and painting materials, tools and techniques. Introduction to and continued practice with the concept of drawing quickly to capture the “gesture” of something. Creating self-portraits that now become more personal and expressive.
Printmaking: Using carving tools on a block to create a piece on each side depicting negative and positive space. Continued use of the printing press.
Ceramics: Continued use of clay to produce pieces that express feelings and survive the firing process. Practice with attaching clay to clay, achieving height and building with slabs. Making a piece that uses major structural systems to lift and hold weight.
Interdisciplinary: Each grade level completes one major interdisciplinary project each year. Currently seventh graders complete a Roman Art and Architectural unit that coordinates with their humanities unit at the end of the year.
Art History and Appreciation: Art history and appreciation is incorporated into projects and introduced through slide presentations, books and teacher talks.

Top of page | Art Philosophy

Eighth Grade Art

Eighth graders are at a very transitional time in their life and studies. Their focus begins to shift to the broader world outside themselves and the school setting. Eighth graders engage I more collaborative work. The first half of the year follows the traditional arch of painting, still life and clay projects. The second half shifts to completion activities and group projects.

Drawing and Painting: Review and practice of the drawing and painting materials, tools and techniques. Continued work and practice with the concept of drawing quickly to capture the “gesture” of something. Creating self-portraits that now become more personal and expressive.
Printmaking: Using carving tools on a block to create a piece on each side depicting negative and positive space. Continued use of the printing press.
Ceramics: Continued use of clay to produce pieces that express feelings and survive the firing process. Practice with attaching clay to clay, achieving height and building with slabs. Making a piece that uses major structural systems to lift and hold weight.
Interdisciplinary: Each grade level completes one major interdisciplinary project each year. Currently, eighth grade is designed with fresh projects each year with humanities and art working closely together.
Art History and Appreciation: Art history and appreciation is incorporated into projects and introduced through slide presentations, books and teacher talks.

Top of page | Art Philosophy