Art Grade 4

GATEWAY GROUP CURRICULUM OVERVIEW

Content Area:

Visual & Performing Arts

Grade Level:

Module Title:

Visual Art

LEARNING TARGETS

NJ STUDENT LEARNING STANDARDS

1.1 The Creative Process: All students will demonstrate an understanding of the elements and

principles that govern the creation of works of art in dance, music, theatre, and visual art.

1.2 History of the Arts and Culture: All students will understand the role,

development, and influence of the arts throughout history and across cultures.

1.3 Performance: All students will synthesize those skills, media, methods, and technologies

appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and

visual art.

1.4 Aesthetic Responses & Critique Methodologies pertains to all four arts

disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic

Responses and B. Critique Methodologies. This standard addresses two ways students may

respond to the arts, including (1) the study of aesthetics and (2) the application of

methodologies for critique

Content Statement

CPI#

Cumulative Progress Indicator (CPI)

Understanding the function and purpose of the elements of art and principles of design assists with forming an appreciation of how art and design enhance functionality and improve quality of living.

1.1.5.D.1

Identify elements of art and principles of design that are evident in everyday life.

The elements of art and principles of design are universal.

1.1.5.D.2

Compare and contrast works of art in various mediums that use the same art elements and

principles of design.

Art and culture reflect and affect each other.

1.2.5.A.1

Recognize works of dance, music, theatre, and visual art as a reflection of societal values and

beliefs.

Characteristic approaches to content, form, style, and design define art genres.

1.2.5.A.2

Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art.

Sometimes the contributions of an individual artist can influence a generation of artists and signal the

beginning of a new art genre.

1.2.5.A.3

Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

The elements of art and principles of design can be applied in an infinite number of ways to express personal responses to creative problems.

1.3.5.D.1

Work individually and collaboratively to create two- and three-dimensional works of art that make cohesive visual statements and that employ the elements of art and principles of design.

Contextual clues to culturally specific thematic content, symbolism, compositional approach, and stylistic nuance are prevalent in works of art throughout the ages.

1.3.5.D.2

Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles.

There are many types of aesthetic arrangements for the exhibition of art. Creating or assembling gallery exhibitions requires effective time management and creative problem-solving skills.

1.3.5.D.5

Collaborate in the creation of works of art using multiple art media and art mediums, and present the completed works in exhibition areas inside and outside the classroom.

Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes).

1.4.5.A.1

Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications.

Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts.

1.4.5.A.2

Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view.

Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the

relationship between compositional design and genre provides the foundation for making value judgments about the arts.

1.4.5.A.3

Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).

Identifying criteria for evaluating performances results in deeper understanding of art and art-making.

1.4.5.B.1

Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.

Decoding simple contextual clues require evaluation mechanisms, such as rubrics, to sort fact from opinion.

1.4.5.B.2

Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers.

While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own discipline-specific arts terminology.

1.4.5.B.3

Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art.

Grade 4 Students will…

Compare and contrast the use of contour line in everyday life and in two and three-dimensional master works of art from various cultures and mediums (e.g., Jean Dubuffet, Frank Stella, Wassily Kandinsky, Albrecht Durer, M.C. Escher etc.). Use outline to delineate imagery in the creation of original artwork.

Differentiate the use of shape in everyday life from various cultures and eras in two and three-dimensional works of art (e.g., Prairie-Styled stain glass windows, penny carpets from the 1800’s, Claus Oldenburg’s public sculptures, Victorian Silhouette portraiture, etc.) and illustrate applications of the shape in original artwork.

Differentiate ways warm and colors exist in everyday life and are found in two and three-dimensional works of art from various cultures and mediums (e.g., Molas sewn by women of the Kuna culture, Russel Wright’s Moderne functional products, Jessica Stockholder’s brightly colored installations comprised of plastic consumer goods etc.). Utilize warm and cool colors in the design and creation of original two and three-dimensional artwork.

Recognize a range of values within the light, dark and middle color spectrums evident in everyday life and masterworks of art (e.g., Winslow Homer’s Breezing Up (A Fair Wind), paintings by Joseph Alders, Alda Fish etc.) and experiment with ranges of value in original artwork.

Observe tactile texture found in nature and apply art materials to create a texture (e.g., layer tissue paper to create ridges and edges, emboss surfaces, build up surface using modeling paste etc.).

Characterize the use of geometric and organic forms in three-dimensional works of art that are also evident in everyday life (e.g., sculptures by Max Ernst, Joel Shapiro, David Smith, and H.C. Westermann, Nicki de Saint Phalle, Jeff Koons etc.). Create original artwork utilizing geometric and organic form as the primary element of art.

Identify formal (e.g., symmetrical balance in The Incredulity of Saint Thomas by Giovanni Battista Cima, The Kiss by Constantin Brancusi, Denise Oppenheim’s earthwork Canceled Crop, the Taj Mahal etc.) and informal (e.g., asymmetrical balance paintings by Mary Cassatt, A Sunday Afternoon on the Island of La Grande Jatte by George Seurat, sculptures by David Smith etc.) in two and three-dimensional master works of art and illustrate those principles in the creation of original artwork.

Survey ways that artists have portrayed the human body in various mediums (e.g., George Segal, Robert Arneson, Alice Neel, Gutzon Borglum, Leonardo Da Vinci, Maxfield Parrish, Sandro Botticeli etc.). Examine ways to draw and sculpt the human body in proportion and apply to two and three-dimensional art making.

Investigate visual rhythm created through repetition and patterning in two-dimensional works of art (e.g., modernist paintings, weavings and installations by Jim Isermann, patterns found in Persian fabric, interlacing patterns in Islamic art etc.) and use simple repetitive patterns in the creation of original two-dimensional artwork.

Recognize emphasis (center of interest) evident in everyday life and diverse works of art in various mediums (e.g., painting by Johannes Vermeer, prints by Shunkosai Hokushu, illustrations by Norman Rockwell, sculptures by Jonathan Borofsky, Duane Hanson etc.). Create works of two or three-dimensional art using the principle of design of emphasis as the primary inspiration.

Work individually and collaboratively to create three-dimensional cardboard sculpture using the elements of space, color, shape and value in symbolic representations of personally selected themes.

Examine various genres and styles of visual art and identify common and distinctive characteristics of artworks from master works from a variety of cultural and historical eras (e.g., fauvism, impressionism, American folk art etc.). Create a painting that reflects an understanding of the basic compositional approach of that genre or genres.

Examine the use of an element (e.g., line, shape, form, color, volume) in works of art from various genres and then demonstrate the distinctive qualities of its use in multiple drawings.

Collaborate with classmates in the creation of works and presentation of a multiple art media art exhibition by contributing work along a common theme.

Use the elements of line, shape, texture, color and the principles balance, pattern, and proportion to individually and collaboratively create two-dimensional artwork that incorporates symbols and themes depicted in works of art throughout time (e.g., in Prehistoric, in Ancient Egypt, during the Early American period etc.).

Use the elements of line, shape/form, texture, and color as well as the principles of balance, pattern, and proportion to create three-dimensional artwork incorporating symbols and universal themes depicted in works of art (e.g., masks, statues, pottery, and furniture etc.) throughout the ages.

Collaborate to prepare an exhibit of two-dimensional works based on a theme for a special event (e.g., parent conference, PTA meeting, special art exhibition) in the school building and an exhibition outside the school (e.g., administration building, local businesses etc.).

Identify and communicate the various purposes of art (e.g., record, create, and design), genres (e.g., portrait, still life, landscape, non objective vs. abstract), media (e.g., paint, pastels, clay, markers) and themes (e.g., nature, beauty, history, culture) used in works of art.

Recognize and identify the significant elements of art (e.g. line, color, shape/form, space) and principles of design (e.g., balance, proportion, emphasis).

Identify and describe various aspects of personal, social, political and historical context from various genres. Communicate personal ideas which reflect on the the meaning of the work as well as the beauty found within in the work inspired by the artist’s imagination and cultural, social/historical frame of reference.

Evaluate the application of the elements of art and principles of design (e.g., line direction, color mood, shape patterning, unity, emphasis and contrast) using measurable criteria.

Use evaluative tools (i.e., rubrics or check lists) for describing the technical proficiency of the artist’s work.

Use discipline-specific arts terminology to evaluate the strengths and weaknesses of various works.

Evaluate the effectiveness of various works of art using those elements common to all four art disciplines (e.g., line rhythm, space, unit, and emphasis) using discipline specific arts terminology.

Contribute to a discussion about who artists are, what they do, how they create art and how what they create is a reflection of societal beliefs (e.g., Jacob Lawrence’s depiction of the Harlem Renaissance, Grandma Moses’s paintings about rural life in America, the French cabaret culture captured through the drawings and paintings of Henri de Toulouse-Lautrec, or the mixed media installation art of Pepon Osario about family life in Hispanic culture etc.).

Chart how prominent artists influenced art making within their own circles and across history (e.g., Picasso and Cubism, Duchamp and Dada, Dali and Surrealism etc.) and emulate their stylistic influences to create personal works of art.

Identify distinguishing characteristics of various genres of art (e.g., impressionism, realism, romanticism, pointillism, cubism, abstract art, folk art etc.). Examine artists' use of various geometric and organic shapes taken from everyday life; of color and values; formal or informal balance; rhythm, repetition and patterning; f emphasis and the proportioning of the human form. Use exemplary works by artist associated with various genres and historical eras as inspiration for the creation of original works of art (e.g., Monet’s Impressionist landscape paintings, Maurice de Vlaminck’ Fauvist paintings, Henri Rousseau’s Primitive paintings, Mary Cassatt’s realist paintings, Frida Kahlo’s narrative paintings, Georgia O’Keeffe’s modernists paintings etc.).

EVIDENCE OF LEARNING

Assessment:

Formative Assessment strategies
Rubrics
Unit Assessments
Performance Assessments

Equipment Needed:

Color Wheel poster, or printout
School and town libraries
Various internet websites for art education.
ART Supplies

Pinterest, Pinterest.com
Artsonia, Artsonia.com
The Getty Institute, getty.edu
WebArt, webart.com
Internet,
Virtual Museum Tours
Hand-outs
YouTube videos related to art history, artists, or art creation.

Modifications/Accommodations

IEPs	Projects are designed so teacher may add or omit criteria based on student needs. Shortened assignments Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences) Mnemonic aids/devices Additional time for test preparation Review/testing matched to student pace Test directions read/explained thoroughly Oral, short-answer, modified tests Emphasis on successes Graphic Organizers Student choice of texts, projects, writing prompts, etc. Collaborate with after-school programs or clubs to extend learning opportunities	504s	Mnemonic aids/devices Additional time for test preparation Review/testing matched to student pace Test directions read/explained thoroughly Oral, short-answer, modified tests Emphasis on successes Graphic Organizers Student choice of texts, projects, writing prompts, etc. Collaborate with after-school programs or clubs to extend learning opportunities
ELLs	Shortened assignments Extended time is allotted for students Visuals/video provided where possible Electronic translators Provide work for completion or understanding to ELL teacher to continue during ELL class	G/T	Projects are designed so teacher may extend criteria based on student needs. Structure learning around explaining or solving a social or community-based issue Provide electronic games, lessons, etc to encourage students to expand or move ahead of class learning.
At-Risk Failure	Projects designed so teacher may add or omit criteria based on student need Shortened assignments Extended time allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities Collaborate with after-school programs or clubs to extend learning opportunities and support Various online learning opportunities to reinforce skills based on student needs Provide students multiple choices for how they can represent their understandings Additional time for test preparation Directions written and read/explained thoroughly and in chunks Emphasis on successes Graphic organizers and other organizational aides Student Success Team and implementation of RTI Interventions Set goal plan with reachable goals and pathways and collaboration with parents One-on-one conference with teacher to include feedback on work and progress toward meeting goals

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

SOC.6.1.4.B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. LA.4.SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. HPE.2.2.4.A.2 Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others. LA.4.RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text. MA.3.3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. MA.3.3.G.A.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. LA.4.RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in literature. HPE.2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and poisoning. HPE.2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop strategies to reduce the risk of injuries at home, school, and in the community (e.g., fire safety, poison safety, accident prevention). HPE.2.1.4.E.4 Summarize the causes of stress and explain way s to deal with stressful situations.

CRP1. Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP4.Communicate clearly and effectively and with reason.
CRP6.Demonstrate creativity and innovation.
CRP7.Employ valid and reliable research strategies.
CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9.Model integrity, ethical leadership and effective management.
CRP10. Plan education and career paths aligned to personal goals.
CRP11. Use technology to enhance productivity.

By the end of 4th grade,

9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.
9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Unit 1 Overview Unit one focuses on the Elements of Art: line, shape, color, form, space, value, and texture. (8 Weeks)

This is a review unit that should be gone over quickly, focusing mainly on how to incorporate all the elements into artwork and process.

Elements of Art Review the elements, define each and give examples of how they are used.
Practice incorporating the elements together into one exercise.
Review how understanding the elements has helped with previous artwork.

Exit Skills By the end of Unit 1:

All students will demonstrate an understanding of the Elements of Art by:

o Naming all seven elements.

o Defining and explaining all seven elements.

o Using all seven elements in an exercise that reviews previous knowledge and prepares students for new endeavors.

Enduring Understanding

All seven elements of art can be used in unison to create harmonious artwork.
It is important to understand the basic fundamentals of art as a foundation for all art creation.
Knowledge of the Elements of Art will help me to create successful artwork.

Essential Questions

Why do the Elements of Art exist?
How does the understanding of these elements make me a better artist?
How do the Elements of Art help me to make a meaningful and visually pleasing artwork?
How can the elements of art help me outside of the studio?

Learning Objectives After completing the elements of art students will be able to:

Recognize the elements of art in artwork.
Classify which element is being used in artwork in which way.
Defend their use of each element within their artwork.
Design a work of art using all the elements in a harmonious manner.

Unit 2 Overview Unit two focuses on the Landscape. (8 Weeks)

Discuss the art of landscapes.
Define landscape as: art where the central focus is on natural scenery such as mountains, valleys, trees, rivers, lakes, beaches, etc.
Discuss picture planes, there are three: foreground, middleground, and background.
The foreground is the closest to the viewer and therefore has the largest images of the artwork.
The background is in the distance and farthest away from the viewer, therefore the images in the background are small.
The middleground is in between the two and has average sized images within this picture plane.
Discuss proportion, define it as: the relative size of parts of a whole. How the images of the various picture planes relate to one another. Is something in the background too large? If so, it is out of proportion.
Discuss linear perspective, define it as: a method of creating depth in art where all lines converge to a vanishing point on the composition’s horizon lines.
Review horizon line. The line where the ground meets the sky.
Practice creating a landscape using the information learned. Use color theory knowledge to add color to the landscape.
Reference artists’ work that uses landscape. ie: Claude Monet, Andrew Wyeth, etc.

Exit Skills By the end of Unit 2:

All students will demonstrate an understanding of landscape by:

o Defining what a landscape is.

o Explaining the different picture planes, and explaining the size of images in them.

o Describing what proportion means, and how it can affect the images.

o Creating a horizon line with a vanishing point where lines converge.

o Producing a landscape using the information reviewed and learned.

Enduring Understanding

Understanding the basics of picture planes will help me to create artwork of the outdoors that has depth and realism.
Understanding proportion can help me in art to make a balanced and realistic creation.
Linear perspective creates depth in artwork.
Linear perspective has been used by artists for centuries.

Essential Questions

Why do artists produce landscape art?
How can understanding a landscape and all of its parts help me with other artistic endeavors?

Learning Objectives

After completing landscape art students will be able to:

State the various areas that make up a landscape.
Combine their previous knowledge of art with the new landscape information to create a realistic image.
Compose a landscape that gives the illusion of depth through the use of proportion and/or perspective.

Unit 3 Overview Unit three focuses on sculpture. (8 Weeks)

Refer back to previous art classes when students created a sculpture.
Review definition of a sculpture, a three dimensional work of art.
Review the difference between two-dimensional art and three-dimensional art.
Introduce a method of creating a sculpture not used before with this group. Ie: model magic, air dry clay, sculpey, plaster of paris, etc.
Explore methods of forming the sculpture, and bonding elements of the piece together.
Add color to the sculpture using an appropriate medium according to the armature.
Reference artists’ work that uses sculpture. ie: Jeff Koons, Auguste Rodin, etc.

Exit Skills

By the end of Unit 3:

All students will demonstrate an understanding of sculpture by:

o Defining what a sculpture is.

o Being able to describe the difference between two-dimensional and three-dimensional art.

o Using techniques learned to work with a new medium.

o Creating a sculpture.

o Adding color to their sculpture.

Enduring Understanding

Artwork is not always flat.
There are many methods of creating a sculpture.
Sculpture can be produced with a variety of different media.
Artistic progress can be revealed through exploration of new media.
Balance is important when creating my sculpture if I want it to stand.

Essential Questions

What did I find enjoyable and interesting in working with sculpture?
How can my observations of the world affect my art?
How can understanding sculpture help me outside of the studio?
How does media choice affect the artwork?

Learning Objectives

After completing sculpture students will be able to:

Describe how this medium is different from media used for past projects.
Indicate a higher knowledge of construction and balance.
Generate a sculpture that shows a strong understanding of three-dimensional design.

Unit 4 Overview Unit four focuses on pop art.

Discuss pop art with the students.
Define it as: art based on popular themes in culture.
Examine some pop artists’ work. Have class discussion about artists’ work.
Create pop art with students.
Reference artists’ work that uses pop art. ie: Romero Britto, Andy Warhol, etc.

Exit Skills

By the end of Unit 4:

All students will demonstrate an understanding of pop art by:

o Defining what pop art is.

o Naming artists who are well known for their pop art.

o Recognizing pop art.

o Creating pop art.

Enduring Understanding

Pop art has a variety of examples and history from around the world.
Pop art uses image from popular culture and turns them into art.
Artists convey their thoughts on popular culture through pop art.

Essential Questions

What is pop art?
How do artists generate ideas for their artwork?
How is pop art unique from other art?
How do artists influence each other within the realm of pop art?
How can I communicate my thoughts on popular culture through art?

Learning Objectives

After completing pop art students will be able to:

Recognize pop art and artists.
Indicate an understanding of pop art through definition and recognition.
Compose pop art of their own.

Unit 5 Overview Unit five focuses on the art of pointillism. (8 Weeks)

Define pointillism as: an art form that uses tiny dots of various colors which become blended by the viewer’s eye to create an image.
Discuss optical mixing: when the viewer’s eyes blend the colors in artwork.
Examine pointillism artwork by various artists.
Discuss how artists’ knowledge of the elements of art can help make pointillism art stronger.
Create artwork using pointillism concepts and techniques learned.
Reference artists’ work that uses pointillism. ie: Georges Seurat, Paul Signac, etc.

Exit Skills

By the end of Unit 5:

All students will demonstrate an understanding of pointillism by:

o Defining pointillism.

o Explain optical mixing.

o Naming artists who employed pointillism in their artwork.

o Explain how artists’ knowledge of the elements of art can help make pointillism art stronger.

o Creating artwork using pointillism concepts and techniques.

Enduring Understanding

Artwork does not always have to be created with traditional application of color.
Viewers’ eyes will employ optical mixing to see the colors the artist was creating.
The artist’s knowledge of color theory will help the artist to create the colors they desire.

Essential Questions

How does the knowledge of color theory help artists?
How does the eye see small amounts of colors next to each other?

Learning Objectives

After completing pointillism students will be able to:

Describe pointillism for viewers who have never seen it before.
Demonstrate their knowledge of color theory by using it in their artwork.
Explain visual color mixing.
Formulate their own example of pointillism.

Grade 4