REGIONAL ART CURRICULUM GRADES 3-4 - AESTHETICS ( OBJECTIVES ARE CUMULATIVE AND INCLUDE THOSE OF PREVIOUS GRADES) Content Standards: 1.1 (Aesthetics) All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art. A. 1, 2, 3; B. 1, 2, 3, 4 Student Understandings: Essential Question(s): Students will understand why people make art. There are issues/choices surrounding artistic creation. What is art? What are the purposes of art? What is the artist s intent? Required Objectives (Knowledge and Skills): Realize every culture creates art for varied reasons and in many varied ways Discuss artwork in terms of formal elements and principles of design, emotional responses and cultural context Performance Task(s): Teacher monitoring correct vocabulary applications in discussions/critiques Other Assessment(s): Journal entries Learning Activities: Critiques/discussions Multi-cultural based discussions Connections: Africa, Antarctica, Asia, Australia, Europe, North America, South America Enrichment Extensions 1
2 REGIONAL ART CURRICULUM GRADES 3-4 AESTHETICS Technology Integration: CD ROMs Internet websites from museums Resources: Student: Teacher: Websites Interdisciplinary Activities: Solar System/Paul Klee symbol paintings Legend masks
REGIONAL ART CURRICULUM GRADES 3-4 CREATION AND PERFORMANCE/ELEMENTS AND PRINCIPLES Content Standards: 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art. D. 1, 2, 3, 4 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of dance, music, theater, and visual art. D. 1, 2 Student Understandings: Essential Question(s): Students will be exposed to a variety of media. Students will allow creative expressions. Students will explore limitations and possibilities of media choices. Students will refine skills with media using principles of design. Personal and/or universal themes are found in art. Required Objectives (Knowledge and Skills): Understand hue Recognize complementary colors Recognize monochromatic colors Understand value Identify and distinguish realistic and abstract shapes Observe proportion in terms of shape Be aware of distance (near/far) in terms of shape Recognize focal areas in terms of varied value Recognize motion through line Distinguish sketch line vs. drawing line Recognize texture created with line Distinguish between actual and illusions (created) of texture Identify additive (actual) textures Recognize embellishment and texture in form Distinguish between manmade and organic forms Identify space in composition (fore, middle, and background) Recognize scale and proportion to be an integral component of composition as it relates to space What do artists (including themselves) get out of creating art? What are the components necessary for successful completion of a work of art? Name pure hues Create, use and name complementary colors Mix values of the same hue Create and use varied tints and shades Create abstract designs as well as pure, realistic designs Create works of art using knowledge of correct proportion Implement varied sized shapes to demonstrate distance Use a variety of material or application of media to create varied values Express motion through line Use both sketch and drawing line Create textures with a variety of lines Create illusions of texture Employ additive textures to their art Use and/or create embellishment and texture in form Articulate differences between manmade and organic forms Create artwork including varied areas of space (fore, middle, background) Use scale and proportion in varied compositional explorations 3
4 REGIONAL ART CURRICULUM GRADES 3-4 CREATION AND PERFORMANCE/ELEMENTS AND PRINCIPLES Performance Task(s): Insect prints 3-D collage nutcracker Bridge landscapes Sunset warm/cool collage Learning Activities: Teacher demonstrations Samples Modeling Exploration experiences Technology Integration: Kid Pix of artists/genre/time periods Digital camera Resources: Student: Interdisciplinary Activities: 3 rd Grade Nutcracker collage ballet and music 3 rd Grade Paul Klee/Solar System symbol multimedia planets 3 rd Grade Italian/Roman culture 4 th Grade Legend masks Play scenery Other Assessment(s): Observations Critique Peer, teacher/student conferencing Enrichment Extensions Teacher: Arts & Activities, School Arts magazines Websites museums
REGIONAL ART CURRICULUM GRADES 3-4 CRITIQUE Content Standards: 1.4 (Critique) All students will develop, apply and reflect upon knowledge of the process of critique. A. 1, 2; B. 1, 2, 3 Student Understandings: Essential Question(s): Critique leads to better understanding and improvement of their own work. What causes a person to have personal preferences when looking at art? Required Objectives (Knowledge and Skills): Understand that artwork can have varied points-of-view Develop both statements of fact and opinion with supporting reasoning Articulate reasons for artistic changes or design modification Performance Task(s): Teacher monitored discussion in terms of vocabulary/themes/ fact and/or opinion Selection of personal best art for display Talk about art Look at art Develop thinking skills and art vocabulary Other Assessment(s): Journal entry self-critique Written response to others work Small-group critiques Learning Activities: Model positive critique in terms of vocabulary, emotions, elements, principles Allow time for student observation of art Connections: Africa, Antarctica, Asia, Australia, Europe, North America, South America Enrichment Extensions 5
6 REGIONAL ART CURRICULUM GRADES 3-4 CRITIQUE Technology Integration: CD-ROMs Museum internet website Resources: Student: Teacher: Websites Interdisciplinary Activities:
REGIONAL ART CURRICULUM GRADES 3-4 HISTORY/CULTURE Content Standards: 1.5 (History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history and society. A. 1, 2; B. 1, 2 Student Understandings: Essential Question(s): Cultures and time periods influence artists. Students will comprehend that art may be for religions, celebration or ritual purposes. What is revealed about a culture through its art? What makes an artist s style his/her style? Required Objectives (Knowledge and Skills): Identify works of art from various historical periods and diverse cultures Realize that artists can be influenced by historical events and life experiences Performance Task(s): Critique of art history images/prints Creation of their own art based on image from art history (Monet s water lilies painting, circus-themed Chagall, Rousseau jungle, Picasso portrait) Learning Activities: Critique/discussion Creation of their own art based on image from art history Visually exploring art history prints/books/examples Look at and talk about art Read or listen to literature focused on artist/time period/genre Create art based on direct connection to art history (painting, drawing, sculpture) Other Assessment(s): Small-group discussion/critique/presentations Narrative reflection on art history piece Enrichment Extensions Connections: Africa, Antarctica, Asia, Australia, Europe, North America, South America 7
8 REGIONAL ART CURRICULUM GRADES 3-4 HISTORY/CULTURE Technology Integration: CD-ROMs Museum internet website Resources: Student: What Makes a Van Gogh a Van Gogh? (and other artists in series) Teacher: Websites Magazines School Arts, Art & Man Interdisciplinary Activities: Star Spangled Banner themed collage Legend masks Solar System/Paul Klee symbol paintings