The Language of Art:

You know that every language has its own word system, or vocabulary. Before a person can speak the language, he or she must know at least some of the words in its vocabulary.

The language of art, too, has a vocabulary all its own. Instead of words, however, the vocabulary of art is made up of visual elements. An ELEMENT is a basic visual symbol an artist uses to create visual art. In much the way we put words together to form a sentence, the artist puts the visual elements together to make a visual statement ---a piece of art.

Once you learn the vocabulary (elements) of art, you are ready to then start learning how to put them together. The language of art has rules to follow just as a language has rules of grammar. These guidelines are called the principles of art. A PRINCIPLE is a guideline that governs the way elements go together.

Check out students' artworks in each grade level in the photo albums on the left!

Elementary Art:
All elementary students in District 833 attend a weekly art class that is taught by an art specialist. Mission Statement:
We believe that all students, regardless of age, gender, ethnicity, disability, or language should demonstrate proficiency in visual arts and develop an appreciation for art history as it relates to current cultural context. Curriculum Support:
South Washington County School District has adopted the Portfolios series. This series focuses on seven Elements of Art (Line, Shape, Color, Texture, Value, Space, and Form) and seven Principles of Design (Balance, Pattern, Unity, Rhythm, Variety, Proportion, and Emphasis).
Thank You! This program thrives with the support of parents, families, and PTO. This support includes the donation of art supplies and advocating for the Visual Arts. Thank you!
EVERYTHING YOU NEED TO KNOW ABOUT ART..............................
The Minnesota Academic Standards for Fine Arts include Perform/Present along with Create/Make and Respond /Critique to enable students to reach artistic literacy.
Each Art Class usually consists of two parts:
1.Art History – We review Art Words, discuss famous artists and learn about a variety of cultures. We do this through looking at works of art, reading books,discussions, games and movement activities (to learn through our brains AND our bodies). 2.Art Creation – We apply what we have learned to our own unique piece of artwork. ART CLASSROOM CODE OF CONDUCT: OUR GOAL IS A POSITIVE LEARNING ENVIRONMENT IN WHICH ALL STUDENTS HAVE EQUAL ACCESS AND OPPORTUNITY TO LEARN.
Below are five expectations which are strategies to help you improve and enrich your academic experiences, your art projects, and yourselves as citizens... 1. WE RESPECT 2. WE LEARN WHEN WE LISTEN 3. WE USE “12 INCH” QUIET VOICE 4. WE STAY SEATED 5. WE DESIRE TO TRY: Whether you think you are an artist or not, whether you can draw well or not, whether you have talent or not, are not important issues in this class. Your desire to try your hand at new art processes and willingness to participate are what counts.
Art Grading: You will NOT be graded on talent! Assessment is based on a rubric/checklist that is presented at the beginning of each assignment. Grades will reflect your understanding of concepts (shown in your work). You WILL BE graded on the following on every assignment: -WORK IN ON TIME -COMPLETED WORK -FOLLOWED DIRECTIONS -NEATNESS -YOUR NAME/TEACHER ON IT -EXTRA EFFORT/QUALITY 100% - 90% = S+ 89% - 75% = S 74% - 60% = S- 59% - 0% = U Late Work Policy-- Time is reserved for students to work on art projects and complete them in class. There should be no reason for late work, except excused absence, it is the student’s responsibility to finish it and turn it in on his/her own time(recommended as homework). Please talk with Mrs. Curtis if you have two or more excused absences so we can work out a reasonable due date. For intermediate grades (4th-5th), late work will be dock half a letter grade off (except excused absenses)after the due date is posted. A student always have the option of being able to change his/her grade on an assignment after it is graded; by improving it during the trimester and resubmit it two weeks before the trimester ends for more points or doing extra credits.

ARTwalk Art Show:  

Red Rock has twenty-three students' artworks selected to be displayed at the ARTwalk; a program of Flint Hills International Children's Festival Ordway Center for the Performing Arts. The ARTwalk is a month-long exhibition of children's artworks in downtown Saint Paul's business area,from May 6th-June 6th. It is a unique opportunity for schools and community organizations to highlight the visual arts achievements of young people. As a part of the Flint Hills International Children's Festival, the ARTwalk celebrates children's creativity from across the state. Congratulations to Dani M. in second grade! Dani's artwork has been selected to represent second grade in the state. In addition, her artwork will be featured as a building banner. There will be a hosted reception on Saturday, May 7th, to honor the young artists who participated in the ARTwalk. The weekend of June 4th and 5th is the Festival Family Weekend. During the Family Weekend, Rice Park and Landmark Plaza come alive as tents fill with families creating art, modeling costumes, sampling international cuisine, singing, dancing, and much more. Inside Ordway Center, families experience the same performances with many local corporations, as well as fellow nonprofit organizations, to create a free international outdoor World Party. The World Party fills with dance performances, art, butterflies to visit, activities, food, artists, parade, and much more. If you wish to find out more about this event, please visit their website at

2010 Winning t-shirts in each grade!

The Eye Project: Art and Science

First through fifth grade levels will be studying the human eye and using simple shapes to draw and color the eye. We will be studying color families or color theory and using oil pastels to express the eye through mood or emotion, abstract, or realistic interpretations.  Keep Your Eye on the Arts!  is an Art Contest sponsor by Triarco Arts and Crafts Catalog and Sargent Art. The Eye Project is an integrated project that combined art, science, and health. Students use their knowledge of the gross anatomy of the eye to draw a portrait of an eye. Congratulation to Ella Fong, third grader, who won 1st-place in the K-3rd grade category! The Art Department at Red Rock received a $500 gift card and Ella received a $100 for her beautiful prize-winning artwork. The contest had 5,473 total national entries. Entries are judged by an impartial jury of art teachers and art consultants. The 1st-place winner in each category will be published in the Triarco Arts & Crafts catalog, which is distributed around the country. Optional: Upon the completion of the drawing, students who are interested in entering the art contest may fill out an entry form and tape form to the back of the artwork. Mrs. Curtis will send artworks which have entry forms filled out. A free drawing instruction guide, eye poster, contest rules and requirements, and prizes are available for viewing at

Color Project Murals:

In 2009, third and fourth graders at Red Rock Elementary participated in Tolerance Minnesota's Color Project in art specialist classes. In 2010, first, second, and third graders continued to finish the mural project. They were studying self-portraits and painting their self-portraits on large canvas murals. Students are introduced to the science behind skin color, such as what causes differences in shades of skin. Mixing colors together gives students a sense of pride, color theory knowledge, and a realization that they can not be placed in such simple categories as black and white. The Color Project further reinforces the idea that appearances should not be the only way to describe a person; what is underneath is the part which really matters. In the fourth grade mural, the background colors are values of the American flag: red, white, and blue. In the second and third grade murals, the background colors are values of secondary colorschemes while the first grade mural is represented by primary colors. In both murals, the borders are chosen to represent the four directions and colors from the American Indian circular form: red, white, black, and yellow. 

Tolerance Minnesota is a K-12 educational initiative formed to confront prejudice and respect diversity in the classroom and in the community. Tolerance Minnesota incorporates art, literature, music, sports and popular culture themes into pre-existing school curricula. Through specifically designed projects, students of all backgrounds learn to build relationships by eliminating stereotypes and breaking down cultural barriers. A special thank you to the many parents who volunteer their time working with students in 2009, as coordinators in grades first through third in 2010, to prep the murals, and help painted the borders. Thanks to Mrs. Loppnow who coordinated the parent volunteers in 2010 and Mrs. Kapsner who contributed so much to the success of the self-portrait murals in 2009. Between Mrs. Kapsner and I, we spent a total of fifty-seven hours of our own time working on the four murals! Thanks also to the teachers who took time out of their busy schedule to paint their self-portraits. The four murals are displayed in the common area and above the doors of the media center in the school.

Art Teaching and Learning Benchmarks:

•Identify and create a variety of lines: straight, curve, horizontal, vertical, diagonal •Recognize that lines create shape and identify and create different shapes in art work •Define primary and secondary colors; understand the concept of a color wheel, independently mix secondary colors •Understand the definition of texture and create texture through rubbings •Demonstrate an understanding of space and depth by using a horizon line and overlapping •Use a variety of drawing utensils •Create works of art by drawing from imagination or memory •Experiment with various types of paint and learn basic painting techniques along with brush care •Identify the differences between two dimensional (2D) and three dimensional (3D) art •Share and describe personal art work

Art Teaching and Learning Benchmarks:

�Identify geometric and organic shapes, symmetry and forms �Identify and use warm and cool colors �Identify implied textures �Identify and create a horizon line �Demonstrate sketching techniques with pencil �Demonstrate wax resist techniques using pastels �Create a paper or cardboard sculpture �Create a clay sculpture using pinching technique �Share artwork and reflect on the feedback of others

Art Teaching and Learning Benchmarks:

  • Learn how line can express emotion
  • Understand and demonstrate the difference between asymmetry and symmetry
  • Build on previous color theory knowledge by defining and utilizing tertiary colors
  • Understand and identify positive and negative space as well as foreground, middle ground and background
  • Use a variety of textures in a drawing
  • Create a work of art from direct observation
  • Use found objects in the print making process
  • Differentiate between two dimensional (2D) and three dimensional (3D) art by working with paper mache
  • Explore Art related web resources

Art Teaching and Learning Benchmarks:

  • Recognize how artist's use line to create movement in works of art
  • Practice drawing cubes in one-point perspective
  • Identify compliments of primary colors
  • Create landscape using vanishing point and one-point perspective to create illusion of depth
  • Recognize the significance of ceramic arts throughout history
  • Experience creating artwork with chalk pastels
  • Demonstrate a variety of watercolor techniques: wet on wet, wet on dry, dry on dry etc.
  • Create three dimensional (3D) sculptures out of wire or mask making
Art Teaching and Learning Benchmarks:
•Identify and use contour lines •Draw still life incorporating cylindrical forms •Identify and use monochromatic and neutral color schemes •Recognize variation in value and create a value scale •Create actual textures on a three dimensional (3D) surface •Use one-point perspective to create an interior space •Demonstrate an understanding of emphasis as it relates to the principles of design •Understand the historical context of print making and create an original print from a printing plate •Understand the cultural context of mask making and create an original mask •Demonstrate a variety of pencil drawing techniques including hatching and cross hatching •Create a vessel form using the slab technique •Investigate careers related to the field of visual art •Explore art based computer programs •Create and share a personal portfolio
Art Teaching and Learning Benchmarks:
•Identify and demonstrate an understanding o variation in lines •Identify and demonstrate an understanding of actual and illusion in shape and form •Identify and demonstrate an understanding of color schemes such as analogous, complementary, warm, and cool colors •Identify and demonstrate an understanding of actual and visual texture •Identify and demonstrate an understanding of two-point perspective in artworks •Demonstrate an understanding of rhythm, balance, unity, emphasis/focal point, movement and can apply them to convey meanings in artworks •Analyze and interpret works of art belonging to different artists, styles, culture and art history such as Egypt, Greece, Rome, female artists, non-Western artists, African American artists and Minnesota American Indian tribes. We no longer have 6th grade at Red Rock.