Curriculum is what a child is taught in school—what they learn, how they learn it, and the materials teachers use to help them succeed.
In PWCS, K-5 music instruction is crafted to establish a solid foundation in musical understanding, creating a pathway for future music education. Beginning in kindergarten, students are introduced to the creative processes behind developing musical ideas, with emphasis on acquiring fundamental musical knowledge and skills through singing, playing instruments, listening, and movement. As they progress through the grades, students not only build on these basics but also delve into more complex musical concepts, such as reading and composing music with intricate rhythms and meters. The curriculum encourages the exploration of various music styles and fosters the ability to analyze and describe musical performances. This comprehensive approach ensures that students develop a deep appreciation for music, while also honing their creativity, collaboration, and critical thinking skills – key attributes that will serve them well throughout their educational journey and beyond.
The standards for kindergarten general music serve as the foundation for musical understanding and provide a pathway to future music instruction. Students come to understand that music ideas are developed through a creative process. Emphasis is placed on acquiring basic musical knowledge, skills, and understanding through singing, playing instruments, listening, and moving. Students identify people who create music and examine how music is a part of personal and community events. Students examine the value of working and sharing creative ideas within a group, and recognize and express personal responses evoked by musical experiences.
Kindergarten students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit was designed to target the early stages of a kindergarten student’s journey in general music. The understandings in this unit (types of voice, steady beat, instrument exploration, and both non-locomotor and locomotor movement) are presented at the introductory level with the expectation that they will continue to be integrated throughout the year. A general idea of musical opposites (fast/slow, high/low, loud/soft, sound/silence, and same/different) is provided during this unit with further exploration of each musical opposite in subsequent units.
Standards: K.3 a, b, c; K.13 a, b, c, d; K.14 a, b, c; K16; K.17 a, b
This unit is designed to help students connect with music in a variety of ways. Students will explore music across genres, cultures, and history (patriotic music, times/places) and make connections between music and oneself, others, and community.
Standards: K.4; K.5; K.6 a, b; K.7; K.9; K.11
This unit is designed to help students connect music to personal feelings, emotions/moods, and experiences. Expressive qualities in music (loud/soft and fast/slow) are further explored in this unit through the concept of musical opposites.
Standards: K.2 a, b, c; K.3 a, b, c; K.4; K.13 a, b, c, d; K.14 a, b, c
This unit is designed to introduce rhythmic notation (long sounds, short sounds, and silences) and music literacy elements using traditional and nontraditional notation. Students will perform rhythms using voice, instruments, and/or movement. Rhythms and songs used in this unit suggest duple and triple meters. Students will further explore the difference between steady beat and rhythm throughout this unit.
Standards: K.12; K.13 a, b, d; K.14 b, c; K.15 a, b, c; K.16
This unit is designed to introduce high/low pitches and music literacy elements using traditional and nontraditional notation. Students will perform melodies using voice, instruments, and/or movement.
Standards: K.12; K.13 a-d; K.14 a, c
This unit is designed to extend notation and music literacy elements from unit 3 to simple composition in a kindergarten classroom. Composition is developed through creating simple melodic and rhythmic patterns using traditional or nontraditional notation, creating new words and phrases, and improvisation. All composition skills should be built on the literacy foundation of Units 1, 2, and 3 understanding that those standards and skills are continuing to spiral throughout the kindergarten learning experiences.
Standards: K.1 a-c; K.3 a-c; K.10
This unit is designed to develop movements that are individual, group, locomotor, and non-locomotor movements. Many skills and activities in this unit are designed to extend movement and analysis learning and further develop movement skills to a personal level of emotion.
Standards: K.16; K.17 a-d
Note: The Fine and Performing Arts Standards of Learning should be embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately for organizational purposes, they should be integrated throughout instruction, regardless of the learning experience.
The standards for Grade One General Music emphasize the language and production of music and focus on the continued development of skills in singing, playing instruments, listening, moving, and responding to music. Students continue to explore the concept of a creative process to develop music ideas. Emphasis is placed on performing simple rhythms and developing aural skills related to pitch, musical form, and instrument identification. Students investigate how people participate in music in everyday life. Students identify collaboration and communication skills in music and describe personal ideas and emotions evoked by music.
First grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit reviews knowledge from kindergarten and deepens ongoing concepts used throughout grade one. The understandings in this unit are presented at the introductory level with the expectation that they will continue to be integrated throughout the year. During this introductory unit, first grade students will further explore singing technique, steady beat, musical opposites (high/low), and melody (melodic contour) through singing games and traditional songs. First grade students will also further develop instrument performance skills, playing technique, and instrument identification.
Standards: 1.3 a, b, c, d; 1.13 a, b, c, d; 1.14 a, b, c, d; 1.16; 1.17 a, b, c, d, e
This unit is designed to help students connect with music in a variety of ways. Students will explore music across genres, cultures, and history and make connections between music and oneself, others, and community (events/concerts, customs/traditions).
Standards: 1.4; 1.5 a, b, c; 1.6 a, b; 1.7; 1.9; 1.1
This unit is designed to help students connect music to personal feelings, emotions/moods, and experiences. Expressive qualities in music are further explored in this unit through musical opposites and recognizing differences in dynamics. Concepts of this unit also include student composition and performance analysis of ideas and emotions expressed in music.
Standards: 1.2 a, b, c; 1.3 a, b, c; 1.4; 1.13 a, b, c, d; 1.14 a, b, c, d
This unit is designed to build on previous knowledge on rhythmic notation and music literacy elements using traditional and nontraditional notation. Quarter notes, quarter rests, and paired eighth note vocabulary will be introduced. Students will perform rhythms using voice, instruments, and/or movement. Rhythms and songs used in this unit suggest different meters. Students will further explore the difference between steady beat and rhythm throughout this unit.
Standards: 1.12 a, b, c; 1.14 b, c, d; 1.15 a, b, c; 1.16
This unit is designed to build on previous knowledge of melodic notation and music literacy elements using traditional and nontraditional methods.
Standards: 1.12 a-c; 1.13 a-d; 1.14 a-d
This unit is designed to extend expression and literacy into individual/group compositions. Composition, using traditional or non-traditional notation, is developed by creating melodic patterns, rhythmic patterns, new words and phases, and improvisation.
Standards: 1.1 a-d; 1.3 a-d; 1.10
This unit guide is currently under construction. It will be published on March 11, 2025.
Note: The Fine and Performing Arts Standards of Learning should be embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately for organizational purposes, they should be integrated throughout instruction, regardless of the learning experience.
The standards for Grade Two General Music enable students to continue developing musical skills and concepts in singing, playing instruments, listening, performing, responding with expression, creating/composing, and moving with a focus on fine motor skills. Students continue to explore the concept of a creative process and how it can be used to develop ideas for creating music. Emphasis is placed on ensemble playing, notating pitches and rhythms, and identifying instruments. Students investigate how people experience music in everyday life and explore how music evokes personal ideas and emotions.
Second grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit reviews knowledge from grade one and deepens ongoing concepts used throughout grade two. The understandings in this unit are presented at the introductory level with the expectation that they will continue to be integrated throughout the year. During this introductory unit, second grade students will further explore singing technique (pitch accuracy), melody (pentatonic melodies and high/low), and instrument performance and playing technique (accompaniment and expression).
Standards: 2.3 a, b, c, d; 2.13 a, b, c, d; 2.14 a, b, c, d
This unit is designed to help students connect with music in a variety of ways. Students will explore music across genres, cultures, and history (heritage, customs, traditions, time periods), make connections between music and oneself, others, and community, and learn the roles of audience and performer (rehearsal, performance etiquette).
Standards: 2.4; 2.5 a, b, c; 2.6 a, b; 2.7; 2.9, 2.11
This unit is designed to help students connect music to personal feelings, emotions/moods, and experiences. Expressive qualities in music are further explored in this unit through musical opposites. Vocabulary for musical opposites, piano/forte and largo/presto, and for sudden and gradual changes in tempo and dynamics are introduced. Concepts of this unit also include student composition and performance analysis of ideas and emotions expressed in music.
Standards: 2.2 a, b, c; 2.3 a, b, c, d; 2.4; 2.13 a, b, c, d; 2.14 a, b, c, d
This unit is designed to build on previous knowledge on rhythmic notation and music literacy elements using traditional and nontraditional notation. Half notes, half rests, whole notes, and whole rests, quarter rests, and paired eighth note vocabulary will be introduced. Students will perform rhythms using voice, instruments, and/or movement. Rhythms and songs used in this unit suggest different meters. Students will further explore the counting systems and measures.
Standards: 2.12 d, e; 2.13 d; 2.14 b, c, d; 2.15 a, b, c, d; 2.16
This unit is designed to build on previous knowledge for melodic notation and music literacy elements using traditional and non-traditional methods.
Standards: 2.12 a, b, c, e; 2.13 a-d; 2.14 a-d
This unit is designed to extend expression literacy into individual/group compositions. Composition, using traditional or nontraditional notation, is developed by creating melodic patterns, rhythmic patterns, new words and phrases, and improvisation.
Standards: 2.1 a-d; 2.3 a-d; 2.10
This unit guide is currently under construction and will be published on March 11, 2025.
Note: The Fine and Performing Arts Standards of Learning should be embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately for organizational purposes, they should be integrated throughout instruction, regardless of the learning experience.
The standards for Grade Three General Music enable students to continue building mastery in the areas of music literacy, including singing, playing instruments, listening, moving, and creating/composing music. Students continue to demonstrate the use of a creative process for creating music. Emphasis is placed on developing skills for singing and instrumental ensemble performance, and the continued development of musical understanding through the study of rhythm, musical form, and melodic notation. Students investigate music from different periods of music history and reflect on ways that music has value to people and communities.
Third grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit reviews knowledge from grade one and deepens ongoing concepts used throughout grade two. The understandings in this unit are presented at the introductory level with the expectation that they will continue to be integrated throughout the year. During this introductory unit, second grade students will further explore singing technique (pitch accuracy), melody (pentatonic melodies and high/low), and instrument performance and playing technique (accompaniment and expression).
Standards: 3.3 a, b, c, d, e; 3.13 a, b, c, d, e, f; 3.14 a, b, c, d, e, f
This unit is designed to help students connect with music in a variety of ways. Students will explore music across genres, cultures, and history (time periods/places), make connections between music and oneself, others, and community, learn the roles of audience and performer (rehearsal, performance etiquette), and explore careers in music.
Standards: 3.4; 3.5 a, b, c; 3.6 a; 3.7; 3.9, 3.11
This unit is designed to help students connect music to personal feelings, emotions/moods, and experiences. A wider range of vocabulary for dynamics and tempo is used when demonstrating expression through both vocal and instrument performance. Concepts of this unit also include student composition and performance analysis of ideas and emotions expressed in music.
Standards: 3.2 a, b, c; 3.3 a, b, c, d, e; 2.4; 3.13 a, b, c, d, e, f; 3.14 a, b, c, d, e, f
This unit is designed to build on previous knowledge on rhythmic notation and music literacy elements using traditional and nontraditional notation. Sixteenth notes, single eighth notes, eighth rests, and dotted half note vocabulary will be introduced. Students will perform rhythms using voice, instruments, and/or movement. Students will further explore the duple and triple meter, strong and weak beats, counting systems, and measures.
Standards: 3.12 c, e, f; 3.14 a, d, f; 3.15 a, b, c, d; 3.16 a, b
This unit is designed to build on previous knowledge for melodic notation and music literacy elements using traditional and nontraditional methods.
Standards: 3.12 a, b, c, d, g; 3.13 a-f; 3.14 a-f
This unit is designed to extend expression and literacy into individual/group compositions. Composition, using traditional or nontraditional notation, is developed by creating melodic Patterson, rhythmic patterns, new words and phrases, and improvisation.
Standards: 3.1 a-c; 3.3 a-e; 3.10
This unit guide is currently under construction and will be published on March 11, 2025.
Note: The Fine and Performing Arts Standards of Learning should be embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately for organizational purposes, they should be integrated throughout instruction, regardless of the learning experience.
The standards for Grade Four General Music emphasize a deeper understanding of musical concepts including singing, playing instruments, listening, creating, composing, and performing. Students expand on the use of a creative process as they reflect on the process and outcome of creating music and revise work based on peer and teacher feedback. Emphasis is placed on developing more advanced techniques in singing and playing instruments, expanded understanding of rhythmic and harmonic techniques, and using a system for improved melodic and rhythmic sight-reading. Students use an expanding music vocabulary to explain personal preferences for musical works and performances.
Fourth grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit reviews knowledge from grade three and deepens ongoing concepts used throughout grade four. The understandings in this unit are presented at the introductory level with the expectation that they will continue to be integrated throughout the year. During this introductory unit, fourth grade students will further explore singing technique (intonation, tone, expression, posture), melody (diatonic) and harmony, and instrument performance and playing technique (expression and 2-part accompaniment using tonic, subdominant, dominant).
Standards: 4.3 a, b, c, d, e, f, g; 4.13 a, b, c, d, e, f; 4.14 a, b, c, d, e, f
This unit is designed to help students connect with music in a variety of ways. Students will explore music across genres, cultures, and history (time periods/places, world cultures, past/present), make connections between music and oneself, others, and community, learn the roles of audience and performer (rehearsal, performance etiquette, performance evaluation/feedback) and explore careers in music.
Standards: 4.4; 4.5 a, b, c; 4.6 a, b; 4.7; 4.9, 4.11
This unit is designed to help students connect music to personal feelings, emotions/moods, and experiences. Music literacy components (from Unit 4 – Rhythmic Literacy and Performance, SOL 4.12) such as identifying dynamic markings (p, mp, mf, f) are also encapsulated in this unit. Concepts of this unit also include student composition and performance analysis of ideas and emotions expressed in music.
Standards: 4.2 a, b, c; 4.3 a, b, c, d, e, f, g; 4.4; 4.13 a, b, c, d, e, f; 4.14 a, b, c, d, e, f
This unit is designed to build on previous knowledge on rhythmic notation and music literacy elements using traditional and nontraditional notation. Dotted quarter note followed by an eighth note vocabulary will be introduced. Students will perform rhythms using voice, instruments, and/or movement. Students will further explore meter through 2/4, 3/4, and 4/4 time signatures, strong and weak beats, counting systems, and measures.
Standards: 4.12 d, e, f, g; 4.14 a, b, c, d, f; 4.15 a, b, c, d; 4.16 a, b
This unit is designed to build on previous knowledge for melodic notation and music literacy elements using traditional and nontraditional methods.
Standards: 4.12 a, b, c, e, f, g; 4.13 a-f; 4.14 a-f
This unit is designed to extend expression and literacy into individual/group compositions. Composition, using traditional or nontraditional notation, is developed by creating melodic patterns, rhythmic patterns, new word and phrases, and improvisation.
Standards: 4.1 a, b; 4.3 a-g; 4.10
This unit guide is currently under construction and will be published on March 11, 2025.
Note: The Fine and Performing Arts Standards of Learning should be embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately for organizational purposes, they should be integrated throughout instruction, regardless of the learning experience.
The standards for Grade Five General Music enable students to use their music knowledge and skills to synthesize information and create music. Students continue to read, write, and compose music, using increasingly complex rhythms and meters. Students document questions about music and explore sources for investigating music concepts. They begin to develop choral skills, including singing in two- and three-part harmony. Students explore and perform a variety of music styles and develop personal criteria to be used for describing and analyzing musical performances.
Fifth grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit reviews knowledge from grade four and deepens ongoing concepts used throughout grade five. The understandings in this unit are presented at the introductory level with the expectation that they will continue to be integrated throughout the year. During this introductory unit, fifth grade students will further explore singing technique (intonation, blend, balance, expression, posture), increasingly complex melodies and 2- and 3-part harmony, and instrument performance and playing technique (expression, accompaniment, variety of ensembles).
Standards: 5.3 c, d, e; 5.13 a, b, c, d; 5.14 a, b, c, d, e, f
This unit is designed to help students connect with music in a variety of ways. Students will explore music across genres, cultures, and history (time periods, composers), make connections between music and oneself, others, and community (collaboration), learn the roles of audience and performer (rehearsal, performance etiquette, performance evaluation/feedback) and explore careers in music.
Standards: 5.4; 5.5 a, b; 5.6 a, b, c; 5.7; 5.9; 5.11
This unit is designed to help students connect music to personal feelings, emotions/moods, and experiences. Music literacy components (from Unit 4 – Rhythmic Literacy and Performance, SOL 5.12) such as identifying tempo markings are also encapsulated in this unit. Concepts of this unit also include student composition and performance analysis of ideas and emotions expressed in music.
Standards: 5.2 a, b, c; 5.3 a, b, c, d, e; 5.4; 5.13 a, b, c, d; 5.14 a, b, c, d
This unit is designed to build on previous knowledge on rhythmic notation and music literacy elements using traditional and nontraditional notation. Accent and syncopation vocabulary will be introduced. Students will perform rhythms of increasing complexity using voice, instruments, and/or movement. Students will further explore meter through 6/8 time signature, strong and weak beats, counting systems, and measures.
Standards: 5.12 d, e, f; 5.14 a, b, c, d; 5.15 a, b, c, d; 5.16 a, b,
This unit is designed to build on previous knowledge of melodic notation and music literacy elements using traditional and nontraditional methods.
Standards: 5.12 a-f; 5.13 a-d; 5.14 a-d
This unit is designed to extend expression and literacy into individual/group compositions. Composition, using traditional or nontraditional notation, is developing by creating melodic patterns, rhythmic patterns, new words and phrases, and improvisation.
This unit guide is currently under construction and will be published on March 11, 2025.
Note: The Fine and Performing Arts Standards of Learning should be embedded throughout the year rather than taught in isolation. Though the SOL strands and PWCS units are presented separately for organizational purposes, they should be integrated throughout instruction, regardless of the learning experience.
The strings program is an optional program available to fifth grade students.
The standards for Elementary Instrumental Music enable students to begin receiving instruction on a string instrument of their choice with guidance from the music teacher. Students identify parts of the instrument and demonstrate proper instrument care, playing posture, instrument positions, fingerings, and tone production. Music literacy skills are emphasized as students read, notate, and perform music. Students begin to respond to, describe, interpret, and evaluate works of music both as performers and listeners. Students use a creative process to identify and apply the skills involved in creating original work. Opportunities are provided for students to participate in local and district music events as appropriate to their level, ability, and interest.
Fifth Grade Strings students in Prince William County Public Schools will learn the 2020 VDOE Fine Arts Website set by the Virginia Department of Education. Students will experience the following units in this course:
This unit focuses on demonstrating preparatory instrumental basics and playing procedures. This initial unit may start before the first Strings Classes as the teacher promotes enrollment by demonstrating and teaching about the instruments offered. Once students enroll in class and have made their instrument choice, basic instrument and case care should be taught prior to sending instruments home. This should include learning about parts of the instrument and the parts that students are not allowed to touch or adjust yet.
Standards: EI.14 a-c
This unit introduces beginning orchestra students to tuning their instruments. Students will identify important parts of the instrument used for tuning, explore different tuning devices and visual aids, and begin to develop their aural skills for tuning. With practice, students will gain independence and confidence with this technique.
Standards: EI.14 e
This unit focuses on proper instrumental techniques in EI.14 and EI.15, to include proper playing position and placing fingers correctly on the fingerboard. In Q1, the focus is on posture and playing position, and the introduction of notes on the D string. Q2 will add notes on the A string (vln/va/c) and G string (bass,) but will continue to focus on posture. Q3 can add G string and a continuous review of posture. Q4 should include an introduction to notes on the G, C & E strings, if not already introduced.
Standards: EI.14 d, EI.15 a
This unit introduces, refines, and builds upon right hand technique. Students learn proper pizzicato technique and bow hold. The students place the bow on the string, create and maintain a straight bow stroke to improve their tone quality. Finally, students build on their right hand skills to produce acceptable, tension-free, tone quality and to demonstrate basic articulations – staccato, legato, and two-note slurs.
Standards: EI.15 b, d
This unit addresses practice and goal setting for the beginning strings student. Students learn how to set a musical goal and work toward it. They also identify quality practice methods, and they integrate these methods into their personal practice sessions.
Standards: EI.2 c
This unit focuses on developing rhythmic ability, in both reading and performing. In Q1, music terminology and quarter notes and rests are the focus. In Q2, additional music terminology will be added. In Q3, the remainder of the rhythms are added, except for dotted quarter which will be introduced in Q4
Standards: EI.12 a, b, c, d, e, f, g, h
This unit focuses on Note Reading for music literacy. Q1 introduces vocabulary, musical symbols, open string notes on the staff, and D string notes. Q2 adds notes on the A string for vln/va/c and G string notes for bass. Q3 introduces naturals and Q4 adds notes on the other strings.
Standards: EI.12 a, b, c, d, e, f, g, h
This unit focuses on EI.16 - musicianship and ensemble skills. This unit can be incorporated throughout the year in class and during concerts. Through this standard, students will begin to incorporate timbre, blend, balance, dynamic contrast, internal rhythmic pulse, and articulations into their musical performance to increase their musicality and expression. They will also improve their aural skills to build strong intonation on their instrument. Students will learn to follow a conductor, preparing for future performing ensembles.
Standards: EI.16 a, b, c, d, e, f, g, h, i
This unit introduces the D and G Major scales and explores half steps and whole steps.
Standards: EI.13 a, b
This unit explains concerts in Elementary Strings. Students are expected to perform in three concerts per year, as per the PWCS Strategic Plan. They must learn how to use aural skills to provide a quality performance. As they grow into intermediate level musicians, it is important that they learn how to follow a conductor – demonstrating the ability to recognize basic gestures for expression, articulation, and rest/playing position. They may not have had prior experience as a performer or audience member in an orchestral setting, and they will need to learn proper etiquette for rehearsal and performances (as a musician or audience member). Finally, students will demonstrate knowledge of the functions of music – expressive, communicative, ceremonial, entertainment – through practice and performance of a wide variety of beginner literature
Standards: EI.5 a, b, c; EI.7
Students will gain knowledge about the various elective options available to them, understand the skills and benefits associated with being in the orchestra, and make choices that align with their interests and goals. This unit plan aims to empower students to make informed choices about their elective options while highlighting the valuable skills gained through orchestra participation.
Standards: EI.9
The unit explores careers in music at an introductory level. Higher level curriculums will go more in-depth into the topic.
Standards: EI.9
Students will identify, examine, and apply steps of a creative process. They will apply these skills and begin to compose and improvise music at a beginning level.
Standards: EI.1 a-c; EI.2 a, b
This unit covers the eighth and tenth Standards of Learning – intellectual property, culture, and technology. Students will learn about copyright and intellectual property, and they will apply it to music as a musician and as a consumer. Students will also learn about and identify ways in which culture and technology influence the development of music and musical styles.
Standards: EI.8; EI.10
This unit will be available on March 11, 2025.
This unit will be available on March 11, 2025.
This unit will be available on March 11, 2025.
In PWCS, K-5 visual arts education is designed to establish a solid foundation in visual arts and visual communications understanding to launch future arts education. In all grades, students explore artistic mediums and materials such as drawing, painting, ceramics, and printmaking. They also learn about the history, cultural context, and techniques of visual art. The curriculum encourages exploration and nurtures student creativity, critical thinking, and personal choice. This holistic approach ensures that students develop a deep appreciation for art, while developing their potential as critical thinkers, digital citizens, innovators and visionaries, and global collaborators—key habits of mind for our students to create a thriving future for themselves and their community.
The standards for Kindergarten Visual Arts serve as the foundation for further visual arts instruction. The standards place emphasis on cognitive, affective, sensory, and motor development, using a problem-solving approach. Students learn that art is a means for creative expression, has value, and connects to history, culture, and other areas of learning. Students come to understand that works of art are developed using a creative process.
Kindergarten students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit introduces drawing skills and techniques to kindergarten visual art students. Students will engage in a variety of drawing activities designed to assist them in developing their skills and abilities to create artwork. Students will use different types of lines and techniques to assist in this process.
Standards: K.1.a, K.12.b.c.e, K.13, K.14, K.16
This unit introduces painting skills and techniques to kindergarten visual art students. Students will engage in a variety of painting activities designed to assist them in developing their skills and abilities to use different types of paints to create artwork. Students will be able to identify and use different colors in their works of art to express emotions. Students will learn the proper way to use and take care of art materials.
Standards: K.2, K.3.a, K.12.a, K.16, K.17.b
This unit introduces collage skills and techniques to kindergarten visual art students. Students will engage in various collage activities designed to help them develop their skills and abilities to create artwork. Students will use motor skills needed to tear, pull, and cut paper and other items to create a collage using mixed media.
Standards: K.5, K.6.b., K.12.d, K.15, K.17
This unit introduces ceramic and sculpture skills and techniques to kindergarten visual art students. Students will engage in various three-dimensional activities designed to help them develop their skills and abilities to create artwork. Students will use motor skills needed to tear, pull, and cut paper to create three-dimensional objects.
Standards: K.4, K.6.a, K.7, K.12.d, K.15, K.16
This unit introduces textile skills and techniques to kindergarten visual art students. Students will engage in various activities that help develop critical thinking, problem solving, and fine motor skills. Many of these activities will assist students in identifying and using texture, pattern, color to create artwork. Students will use motor skills to practice skills such as twisting, stitching and weaving.
Standards: K.1.b, K.3.b, K.8, K.15
This unit introduces printmaking skills and techniques to kindergarten visual arts students. Students will engage in various printmaking activities designed to help students develop skills needed to create artwork. Students will use fine motor skills to design a template for creating multiple prints. Students will use a variety of materials to create prints.
Standards: K.3.c, K.9, K.12, K.15, K.17
This unit introduces the term artist to kindergarten students. Students will be able to identify people who create art as artists. Students should also recognize that they are artists. Within this unit, students discover ways of using technology as a tool to create art. Students should be able to identify artwork created with contemporary media.
Standards: K.1, K.2.b, K.10, K.11
The standards for Grade One Visual Arts continue to emphasize that the visual arts are about ideas. Development continues in cognitive, affective, sensory, and motor domains. The standards continue to emphasize the ways that art communicate ideas, opinions, and emotions. Art production focuses on increased communication, creative thinking, and the depiction of stories, poems, ideas, and themes. Students explore why people have different responses to works of art.
First Grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit introduces drawing skills and techniques to first grade students. Students will engage in a variety of drawing activities designed to assist them in continuing to develop their motor skills and creative thinking skills to create artwork. Students will use different types of lines and techniques to assist in this process.
Standards: 1.1.b, 1.12.b.c.d.e, 1.13, 1.14, 1.17.b
This unit continues to develop students’ painting skills and techniques. Students will engage in a variety of painting activities designed to assist them in developing their skills and abilities to use different types of paints to create artwork. Students will be able to identify and use different colors in their works of art to express emotions. Students will learn the proper way to use and take care of art materials.
Standards: 1.1.a, 1.3.a, 1.12.a, 1.16, 1.17.a.c
This unit introduces collage skills and techniques to first grad students. Students will engage in various collage activities designed to help them develop their skills and abilities to create artwork. Students will use motor skills needed to tear, pull, and cut paper and other items to create a collage using mixed media.
Standards: 1.2.a, 1.4, 1.5, 1.6.b, 1.12.a.c.d, 1.15
This unit introduces increased ceramics and sculpture skills and techniques to students. Students will engage in various three-dimensional activities designed to help them develop their skills and abilities to create artwork. Students will use motor skills needed to tear, pull, and cut paper to create three-dimensional objects.
Standards: 1.2.b, 1.12.d, 1.15, 1.16, 1.17.a
Students will continue to explore textile skills and techniques in this unit, engaging in various activities that help develop critical thinking, problem solving, and fine motor skills. Many of these activities will assist students in identifying and using texture, pattern, color to create artwork. Students will use motor skills to practice skills such as twisting, stitching and weaving.
Standards: 1.1.a, 1.3.c, 1.7, 1.12.a.d, 1.15, 1.17.a
This unit continues to engage students in developing printmaking skills and techniques. Students will engage in various printmaking activities designed to help students develop skills needed to create artwork. Students will use fine motor skills to design a template for creating multiple prints. Students will use a variety of materials to create prints.
Standards: 1.1.a, 1.2.a, 1.3.b, 1.12, 1.15
In this unit, students continue the process of recognizing themselves as artists. Students will be able to identify people who create art as artists. Within this unit, students continue to discover ways of using technology as a tool to create art. Students should be able to identify artwork created with contemporary media. Contemporary media art, also known as media art, is a broad category of contemporary artworks that use electronic media technologies to create, edit, and or broadcast.
Standards: 1.1.a, 1.6.a, 1.8, 1.9, 1.10,1.11
The standards for Grade Two Visual Arts focus on applying a creative process for making art. Students focus on the creative thinking skills, collaboration skills, and communication skills learned by developing ideas and artwork. Students express ideas using an increasing variety of art materials, skills, techniques, and processes. They explore and identify historical and cultural influences of artwork.
Second Grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit covers drawing skills and techniques to young artists. Students will engage in a variety of drawing activities designed to assist them in continuing to refine their motor skills, creative thinking skills, and problem-solving skills as artists. Students will continue to use different types of lines and techniques to assist in this process.
Standards: 2.1.b, 2.2.a, 2.3.b, 2.11, 2.12.c.d, 2.13.b, 2.14
In this unit, students will continue to develop painting skills and techniques through a variety of painting activities designed to assist in developing their abilities to use different types of paints to create artwork. Students will be able to identify and use warm, cool, and neutral colors in their artwork. Students will continue to learn about the proper way to use and take care of art materials.
Standards: 2.3.a, 2.4, 2.6.b, 2.9, 2.12.a, 2.13
This unit, students will engage in various collage activities designed to help them develop their skills and techniques to create artwork. Students will use motor skills needed to tear, pull, and cut paper and other items to create a collage using mixed media.
Standards: 2.1.a, 2.2.b, 2.5, 2.15, 2.17
In this unit, students continue to develop motor skills by experimenting with a variety medium to include clay. Students will engage in various three-dimensional activities designed to help them improve their skills and abilities to complete three-dimensional artwork. Students will use motor skills needed to tear, pull, and cut paper to create three-dimensional objects.
Standards: 2.2.b, 2.5.a, 2.6, 2.7, 2.12.b, 2.15, 2.16
In this unit, students continue to develop textile skills and techniques by identifying and using texture, pattern, and color to create artwork. Students will engage in various activities that help them to develop critical thinking and problem solving. Students will use motor skills to practice skills such as twisting, stitching, and weaving.
Standards: 2.4, 2.9, 2.12.a.e, 2.15, 2.17
This unit continues to engage students in developing printmaking skills and techniques through various materials, activities, and projects. Students will use developed fine motor skills to design a template for creating multiple prints.
Standards: 2.1.a, 2.6.c, 2.12.a.e, 2.17
In this unit, students continue to recognize themselves as artists by identifying people who create art as “artists.” Students will explore different ways of using technology as a tool to create art. Students should be able to identify artwork created with contemporary media. Contemporary media art, also known as media art, is a broad category of contemporary artworks that use electronic media technologies to create, edit, and or broadcast.
Standards: 2.1.b, 2.2.a, 2.8, 2.10, 2.12.c.d
he standards for Grade Three Visual Arts emphasize learning through a creative process that involves brainstorming, problem solving, planning, and self-assessment. Students investigate the integral role of art and architecture within various cultures, and they use imaginative, expressive, and collaborative strategies to create works of art.
Third Grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit introduces new drawing skills and techniques for students, expanding upon their background knowledge from K-2. Students will use organic and geometric shapes, while including the creative process in their drawings.
Standards: 3.1.a, 3.2.b, 3.3.a, 3.14. 3.15, 3.17
In this unit, students will engage in various painting activities that include identifying parts of the picture plane, color theory, and collaborating within the classroom.
Standards: 3.3, 3.4, 3.5, 3.12.a.d, 3.13
Students will explore the world of collage and how to turn everyday materials into extraordinary works of art in this unit. Additionally, they will learn about the history of collage and discover how famous artists like Pablo Picasso and Henri Matisse used this technique to create their masterpieces.
Standards: 3.1, 3.3.b, 3.12.b, 3.15
Students will have the appropriate background knowledge of skills and techniques based on past grade-level visual art standards to continue developing their 3-D artistic technique and knowledge. Students will explore and engage in various projects exemplifying ceramic and sculptural techniques.
Standards: 3.3.c, 3.5.b, 3.6, 3.15, 3.16, 3.17
Students will engage in textile projects that involve the elements of art and principles of design. They will use art vocabulary to assess and collaborate within the classroom, while utilizing creative thinking in their textiles.
Standards: 3.1.a, 3.2.a, 3.3.b, 3.11, 3.12.e, 3.15
This printmaking unit will engage in lessons and projects that embrace their creativity. Students will focus on developing ideas from various sources and investigating different cultures.
Standards: 3.2.c, 3.3.c, 3.6, 3.12.c.e, 3.17
This is the introduction of contemporary media for a third-grade visual art class. Students will engage in projects that involve collaboration and investigating various art careers.
Standards: 3.1.b, 3.5, 3.7, 3.8, 3.9, 3.10, 3.17
The standards for Grade Four Visual Arts continue to emphasize elements of art (e.g., color, form, line, shape, space, texture, value) and principles of design (e.g., balance, contrast, emphasis, movement, pattern, proportion, rhythm, unity, variety) as tools for visual communication, creative expression, and production. Students explore a range of art materials, subject matter, and ideas in their personal works of art as they engage in a creative process. Students examine influences of art of the past on contemporary culture.
Fourth Grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
This unit expands on drawing skills and techniques where students will explore and engage in various projects exemplifying the elements of art and principles of design. They will use and utilize various drawing and shading techniques while using the creative process.
Standards: 4.1, 4.2.b, 4.3.a.b, 4.12.c.e.f, 4.13, 4.14
In this unit, students will engage in a variety of activities that include color-mixing and collaborating with their peers.
Standards: 4.1.a, 4.2.b, 4.5.b, 4.12.a
This unit will allow students to explore and engage in the history of collage arts while investigating how to create depth on a 2-dimensional surface.
Standards: 4.3.c.d, 4.4, 4.6.b.c, 4.12.e, 4.13, 4.15, 4.16.b
Students will continue to hone their ability to produce projects that demonstrate quality craftsmanship of three-dimensional work. This unit will also include a variety of historical influences and students will be asked to utilize these artistic influences in their own personal artwork.
Standards: 4.3.a.b, 4.5.a, 4.6.a, 4.16.a, 4.17
Students will immerse themselves in fiber art projects that include weaving and sewing. Additionally, they will explore different cultures and artists that specialize in textiles.
Standards: 4.3.b, 4.6, 4.11, 4.12.b.d, 4.15, 4.16.b
Students will explore and engage in printmaking techniques that utilize the elements of art and principles of design.
Standards: 4.1.b, 4.2.b, 4.6.d, 4.12.a.d.e, 4.17
This unit will include digital media and traditional art media, and even ask students to combine these two media together. Students will be asked to utilize their background knowledge of skills and techniques based on past grade-level visual art standards.
Standards: 4.2.a, 4.3, 4.7, 4.8, 4.9, 4.10
The standards for Grade Five Visual Arts enable students to use their knowledge and skills to solve problems creatively and to analyze and interpret works of art. Students make artistic choices to communicate personal ideas, images, and themes. Students gain fluency in using and understanding elements of art and principles of design as they relate to artistic expression and communication.
Fifth Grade students in Prince William County Public Schools will learn the 2020 Visual Arts Standards of Learning set by the Virginia Department of Education. Students will experience the following units in this course:
Based on past grade-level standards, students will expand and engage in various projects exemplifying drawing techniques. They will use value, line, atmospheric perspective, depth, and proportion within their artwork.
Standards: 5.2.a, 5.3, 5.6.a, 5.12.d.f, 5.13, 5.14, 5.15
This unit continues to techniques of painting for fifth-grade students, where they will execute projects that include color theory, art history, and working collaboratively in the art room.
Standards: 5.2.b, 5.3.c.d, 5.5, 5.12.a, 5.15, 5.17
Through this collage unit, students will expand their artistic skills and have fun with creative expression, using various techniques and materials.
Standards: 5.1.a, 5.6.b,c, 5.12.c.e, 5.16
Students will apply hand-building techniques and additive processes in ceramics and sculpture projects.
Standards: 5.3.a, 5.6.d, 5.12.b.c, 5.16
Students will utilize their appropriate background knowledge of skills and techniques to explore and engage in various projects exemplifying weaving and stitchery.
Standards: 5.1.b, 5.3.b, 5.5, 5.12.c, 5.15, 5.16.b
Through this printmaking unit, students will explore new printmaking techniques, such as intaglio and etching, and use these techniques to create projects that reflect their skills and interests.
Standards: 5.2.a, 5.3.b, 5.6, 5.12.e.f
In this unit, students will continue to explore and engage in various projects exemplifying contemporary media. They will use digital devices and investigate the role of artists in the world.
Standards: 5.1, 5.4, 5.7, 5.8, 5.9, 5.10, 5.11