1. The Exploration of The Elements A WebQuest for 5th Grade Art Designed by Elyse Fuchs [email_address]

2. Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes The elements of art are the building blocks for a work of art. Artists use these elements in a planned and organized way to establish a feeling and a purpose in their work. Our class has been hired as the curators of the new art gallery at the Evansville Museum of Arts, History & Science and will select pieces to put in the gallery featuring all the different elements of art. Are you ready to learn more about the elements of art and choose your pieces? Let’s get started!

3. You have been hired as the curators for the new art gallery at the Evansville Museum of Arts, History & Science. This gallery has been designed to teach people about the elements of art. As the curators, you will select works of art to put in the gallery. There will be a collection of artwork to represent each element of art. You will present the works that you have chosen for the collection to the class. Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes

16. 5 th Grade Art Standards Met: Standard 3- Students describe, analyze, and interpret works of art and artifacts. 5.3.3 Use appropriate art vocabulary Standard 8- Students understand and apply elements and principles of design effectively in their work. 5.8.1 Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates their ideas. 5.8.2 Identify and discriminate between types of shape (geometric and organic), colors (primary, secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines (characteristics, quality), textures (tactile and visual), and space (background, middleground, foreground, placement, perspective, overlap, negative, converging lines positive, size, color), balance (symmetrical, asymmetrical, radial) and the use of proportion, rhythm, variety, repetition, and movement in their work and the works of others. Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes

17. Standard 12- Students understand how art experiences affect daily life and identify opportunities for involvement in the arts. 5.12.2 Visit, analyze, and respond to art at local museums, exhibitions, performances, and exhibited by visiting artists in the school. 5 th Grade English/ Language Arts Standards Met: Standard 2- READING: Comprehension and Analysis of Nonfiction and Informational Text Structural Features of Informational and Technical Materials 5.2.1 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.

18. Standard 6: WRITING: English Language Conventions Conventions include the grade-level-appropriate mechanics of writing, such as penmanship, spelling, grammar, capitalization, punctuation, sentence structure, and manuscript form. Grammar 5.6.3 Identify and correctly use appropriate tense for verbs that are often misused. 5.6.4 Identify and correctly use modifiers and pronouns.

19. Standard 7- LISTENING AND SPEAKING: Skills, Strategies, and Applications Response to oral communication includes careful listening and evaluation of content. Speaking skills, such as phrasing, pitch, and tone are developed in conjunction with such strategies as narration, exposition, description, and persuasion and are applied to students’ delivery of oral presentations. Organization and Delivery of Oral Communication 5.7.4 Select a focus, organizational structure, and point of view for an oral presentation. 5.7.5 Clarify and support spoken ideas with evidence and examples. 5.7.6 Use volume, phrasing, timing, and gestures appropriately to enhance meaning. 5.7.13 Emphasize points in ways that help the listener or viewer follow important ideas and concepts.

20. This WebQuest can be very time consuming. It can be shortened by eliminating the part where the students create their own work of art. The process could also be tweaked so that the WebQuest can be used for grade levels higher than fifth grade. You can add additional aspects to each of the elements in order to make the process more in-depth. You could also have the students analyze and critique each others’ work, as well as the work that they choose to put in their galleries. Introduction | Task | Process | Evaluation | Conclusion | Standards | Teacher Notes