COURSE TITLE

Art Grade 3

LENGTH

Full Year

Grade 3

DEPARTMENT

Fine, Practical & Performing Arts

Megan Caughey, Supervisor of Elementary Education

Brian Ersalesi, Supervisor of English and Arts

SCHOOL

Kindergarten Center/Lincoln School

Washington School

DATE

Primary Content - Visual and Performing Arts

Initial Approval: May 10, 2021

Revised: June 27, 2022

Embedded Content - Career Readiness, Life Literacies and Key Skills

Initial Approval: May 10, 2021

Embedded Content - Computer Science and Design Thinking

Initial Approval: May 10, 2021

Art Grade 3

I.        Introduction/Overview/Philosophy

Throughout time, the arts have served as a distinctive vehicle for self-discovery and a means of understanding the world in which we live. The Rutherford Public School understands this and will continue to foster the arts as the state of New Jersey continues to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to develop creativity, critical thinking, and innovation skills is critical to the success of our students.

The arts infuse our lives with meaning on nearly all levels—generating significant creative and intellectual capital. They inspire creative and critical thinking and encourage acceptance of diversity. A well-designed sequential arts program promotes responsible decision making, enhances self-awareness, builds self-esteem and self-management skills, and helps students build relationship and collaboration skills; all of which is essential to prepare Rutherford Public Schools’ students for post-secondary success.

This course adheres to The New Jersey Student Learning Standards – Visual and Performing Arts which are designed to promote lifelong artistic literacy and fluency and are guided by the mission and vision statements that follow.

Mission: To empower students to develop creative and critical thinking, social-emotional competencies, and intellectual and expressive abilities that will allow them to become active, contributing members of a global society.

Vision: All students will have equitable access to a quality, arts education that leads to artistic literacy and fluency in the artistic practices of the five art disciplines as a mechanism for:

• Performing, presenting or producing, as artistically literate individuals, by expressing and realizing creative ideas and implementing essential technical skills and cognitive abilities significant to many aspects of life and work in the 21st century;
• Responding to artistic ideas and work with personal meaning and cognizance of the ability of the arts to address universal themes, including climate change;
• Creating new artistic work reflective of a variety of different ethnic, racial, and cultural perspectives;
• Connecting and evaluating how the arts convey meaning through all arts and non-arts disciplines and contexts of our global society.

The development of artistic literacy is dependent on creating an environment in which students are encouraged to independently and collaboratively imagine, investigate, construct, and reflect. Philosophically speaking, the arts serve to communicate ideas, as an opportunity for creative personal realization, to connect and reflect culture and history, and as a means to well-being and mechanism for problem solving universal, global issues including climate change.

Within the broad lifetime goal of preparing artistically literate individuals, learning experiences that engage students with a variety of artistic media, symbols, and metaphors for the purpose of creating and performing in ways that express and communicate their own ideas are essential. Additionally, to become artistically literate, students need opportunities to respond to the arts through analyzing and interpreting the artistic communications of others.

All lessons in this course will follow the NJSLS that allow students to CREATE by:

• Exploring
• Investigating
• Reflecting, Refining, Continuing

All lessons in this course will follow the NJSLS that allow students to PRESENT by:

• Analyzing
• Selecting
• Sharing

All lessons in this course will follow the NJSLS that allow students to RESPOND by:

• Perceiving
• Interpreting
• Analyzing

All lessons in this course will follow the NJSLS that allow students to CONNECT by:

• Synthesizing
• Relating

The Rutherford Grade 3 art curriculum is designed to cultivate within the student an appreciation of art, an active experience in creative development, a means of self-expression and the appreciation of art of other cultures.  An environment is provided to foster creative and aesthetic growth within a program that allows for flexibility.

The art program recognizes art as a creative, individual discipline which is an integral part of any academic curriculum in the humanities.  This program is also based on a process that focuses on art activities, appreciation, experimentation, motivation and art history that teaches the basic fundamentals of art.  

Art is a universal expression of human behavior.   The Rutherford program offers a student the opportunity to express oneself creatively through a wide variety of art experiences.  It serves as both balance and contrast to the more formal curriculum areas.  Lessons will contain content drawn from the four foundational art disciplines: production, criticism, history and aesthetics. These build a body of cumulative knowledge and skills in art and can be appropriately evaluated.

II.        Objectives

Course Outline:

• Painting Activities

• Animals

• pets
• dinosaurs
• birds

• Landscapes

• realistic-seasonal
• fantasy

• Observations

• still life
• trees
• flowers, fruits, etc.

• Self-Awareness

• home
• school
• activities
• community

• Drawing/Design

• Figure Drawings

• human
• posed
• gesture

• Portraits

• full face
• profile
• expressive

• Elements of Composition

• focal point
• near/far        
• background/foreground
• horizontal, vertical, diagonal

• Printing

• Styrofoam
• cardboard
• glue and string
• clay stamps
• sandpaper
• monoprinting
• fabric

• 3-D/Sculpture

• paper sculpture
• puppets
• weaving
• found objects
• wood
• clay

• General

• school community projects
• local community projects
• work on computers
• art displays of finished artwork
• Students will distinguish the subject matter and/or theme of a piece of art.
• Students will realize and appreciate the value of critique.

• Art Safety & Appreciation

• Students will learn how to respect and safely use a variety of art tools and materials.
• Students will discover that art is all around us.
• Students will develop respect for their work and others.
• Students will develop personal feelings and opinions about various artworks.

Student Outcomes:

After successfully completing this course, the student will be able to:

• Drawing & Design  

• Students will learn and apply basic drawing skills and techniques.
• Students will learn how to use a variety of drawing and coloring tools and materials.
• Students will understand and apply the elements of art and the principles of design to drawings/designs.

• Painting & Printing

• Students will learn and apply basic painting and printing skills along with techniques.
• Students will learn how to use a variety of painting and printing tools and materials.
• Students will understand and apply the elements of art and the principles of design to paintings and prints.
• Students will learn the basics of color theory.

• 3-D/Sculpture

• Students will learn and apply basic 3-D sculpture assembling skills and techniques.
• Students will learn how to use a variety of 3-D tools and materials.
• Students will understand and apply the elements of art and the principles of design to 3-D sculptures.

• Compose Artworks

• Students will understand how to follow and apply multiple step directions in creating 2-D and 3-D artworks.
• There will be an ongoing use of the basic elements of art and principles of design displayed in the student’s projects.
• Students will explore the use of different media and techniques in the creation of various artworks.
• Students will create art in response to selected themes.

• Art History/Culture

• Students will communicate and respond to various works of art from different cultures and time periods.
• Students will create art based on different cultures/time periods.
• Students will be able to identify, recognize and describe characteristics of art from different world cultures and historical periods.
• Students will be able to identify the community and family as a theme used to create art.
• Students will examine the relationship between art and the society it comes from.

• Art Displays & Critique

• Students will learn how to apply basic framing techniques to their artworks, which will be displayed throughout the school year.
• Students will talk about all types of artwork.
• Students will critique artwork through the use of the elements of art and principles of design in student and famous artworks.
• Students will develop use of artistic vocabulary in relation to the world around them and when expressing one’s opinion about art.
• Students will distinguish the subject matter and/or theme of a piece of art.
• Students will realize and appreciate the value of critique.

• Art Safety & Appreciation

• Students will learn how to respect and safely use a variety of art tools and materials.
• Students will discover that art is all around us.
• Students will develop respect for their work and others.
• Students will develop personal feelings and opinions about various artworks.

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1                Act as a responsible and contributing community member and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2                Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3                Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4                Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRLLKSP 5                Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6                Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

 CRLLKSP 7                Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8                Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9                Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

III.         Proficiency Levels

The student builds upon previous knowledge of basic art concepts each year.  His/her appreciation of art broadens to include respect for such things as technique, originality, imagination, symbolism, and the importance of the total visual effect.

The grade level skills continue to develop with the manipulation of materials and an understanding of art techniques.

IV.        Methods of Assessment

Student Assessment

• A variety of assessments will be provided including, but not limited to, the following items:

• Tests
• Quizzes
• Homework
• Classwork
• Class Participation
• Writing Assignments
• Oral Presentations
• Individual Projects, Presentations and Reports
• Group Projects, Presentations and Reports
• Technology Projects
• Journals
• Critique

Curriculum/Teacher Assessment

The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.

V.        Grouping

Art is part of the standard curriculum for all students in Grade 3 in the Rutherford School District.

VI.        Articulation/Scope & Sequence/Time Frame

All students receive instruction in art during grades K-3.

VII.        Resources

Texts/Supplemental Reading/References

• References:  

• Art reference posters, art project reference books, art magazines, art prints, art inspired story books, art history books, computers, photographs

• Supplies/Materials:

• Various weights & textures of paper, construction paper, scissors, glue, rulers, tape, paper punch, stapler, cardboard, pencils, paste, wallpaper, newspaper, felt, burlap, fabric, muslin, scraps, feathers, glitter, yarn, thread, large eyed needles, straws, wooden sticks, dowels, buttons, beads, trim, fabric crayons, cotton, pipe cleaners, craft sticks, crayons, pastels, scratch art sticks, colored markers, oil pastels, sponge, string, watercolors, art paste, ceramic tiles, modeling clay, Model Magic clay, water containers, palettes, tempera paint, brushes, sandpaper, brayers, acrylic paint

• Scrap materials:

• Cardboard tubes, wood scraps, Styrofoam trays, corrugated cardboard

• Special papers:

• Corrugated paper, watercolor paper, scratch boards, tissue, cellophane, fluorescent, metallic, oak tag, cardboard

• Supplemental Readings/Materials

• Supplemental readings and/or materials must be relevant and appropriate and related to the course content.  Any supplemental readings/materials will be used with teacher discretion and/or supervisor/administrator approval.

Mandates

Classroom instruction and activities will include, where appropriate, activities on climate change. The New Jersey Student Learning Standards (NJSLS) are designed to prepare students to understand how and why climate change happens, the impact it has on our local and global communities and to act in informed and sustainable ways. Where possible, activities are infused to foster an interdisciplinary approach to climate change education that is evidence-based, action-oriented and inclusive.

Classroom instruction and activities will include, where appropriate, activities on Asian American and Pacific Islander Education. As per, P.L.2021, c.416, the instruction will include inclusive materials that portray the cultural diversity of Asian Americans and Pacific Islanders.

Classroom instruction and activities will include, where appropriate, curricula on diversity and inclusion. As per 18A:35-4.36a (2021), the instruction shall:

• apply to grades Kindergarten through 12
• highlight and promote diversity
• examine the impact that unconscious bias and economic disparities have
• encourage safe, welcoming, and inclusive environments for all students

The following websites may also be used to infuse activities into diversity and inclusion into lessons. They are current as of the publication/approval of this document.

Diversity and Inclusion

• https://newsela.com/
• https://www.learningforjustice.org/
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/multiculturalism-and-diversity/
• https://diversebooks.org
• https://newsela.com/

Individuals with with Disabilities

• https://newsela.com/
• https://www.disabilitymuseum.org/dhm/index.html
• https://americanhistory.si.edu/disabilityrights/welcome.html
• https://getintoit.specialolympics.org/educators/

The Bergen County Curriculum Consortium has curated resources designed to work in tandem with existing curricula. These tools highlight the contributions of diverse groups and align to New Jersey Student Learning Standards. This resource was approved by the Rutherford Board of Education on August 23, 2021.

• https://sites.google.com/wwrsd.org/njsa1835-435to436/k-12-curriculum-toolkits 

Interdisciplinary Connections Mandated by the NJDOE

VIII.        Suggested Activities

• Introduction, including resources, upcoming projects and materials to be used.
• Discussion of artists, techniques, and materials used.
• Teacher demonstration of various techniques.
• Student procedure for completing various art projects.
• Critiquing previous students’ projects for positive effects.
• Self-evaluation of completed projects.
• Teacher evaluation of completed projects.

IX.        Methodologies

Career Readiness, Life Literacies, and Key Skills Mission:  Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as responsible community members in a digital society, and successfully meet challenges and opportunities in an interconnected global economy.

Vision: An education in career readiness, life literacies and key skills fosters a population that:

• Continually self-reflects and seeks to improve the essential life and career practices that lead to success
• Uses effective communication and collaboration skills and resources to interact with a global society
• Possesses financial literacy and responsibility at home and in the broader community
• Plans, executes, and alters career goals in response to changing societal and economic conditions
• Seeks to attain skill and content mastery to achieve success in a chosen career path

Career Readiness, Life Literacies, and Key Skills are intended to:

• Promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills
• Foster greater coherence and appropriate progressions across grade bands
• Establish meaning connections among the major areas of study
• Prioritize the important ideas and core processes that are central and have lasting value beyond the classroom
• Reflect the habits of mind central to Career Readiness, Life Literacies, and Key skills that lead to post-secondary success

A wide variety of methodologies in this course will be used.  The following are suggestions, not limitations, as to how the program may be implemented and facilitated while paying special attention to the skills.  Codes refer to the 2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills.

• Cooperative learning groups CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Differentiated instruction methods CRLLKSP2, CRLLKSP6, CRLLKSP8
• Workshop approach CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Individual assignments CRLLKSP2, CRLLKSP4
• Whole class instruction CRLLKSP2, CRLLKSP4
• Small group instruction CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Technology-aided instruction CRLLKSP2, CRLLKSP4, CRLLKSP8
• Peer-to-peer instruction CRLLKSP1, CRLLKSP4, CRLLKSP9

X.        Interdisciplinary Connections

Interdisciplinary curriculum coordination will be done with other departments on a regular basis.

The nature of the art discipline demands varied access to many of the following areas: social studies/history, music, science, mathematics, business, and/or technology.

This art course may reinforce concepts taught in:

• Social Studies/History
• English Language Arts - Poem in My Pocket Art Project - RL.CR.3.1.
• Humanities
• Mathematics
• Psychology
• Science
• Technology
• Appropriate and competent use of relevant websites and digital software and equipment
• Recording student performances/projects using appropriate audio, video, and /or photographic means to facilitate classroom critique of student growth and progress
• Presentation and exploration of related career possibilities
• Working in teams to create group based learning activities and projects CRLLKSP 1
• Application of skills learned in class to project based activities CRLLKSP 2

XI.         Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners, and Gifted & Talented Students

Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

Differentiating in this course includes but is not limited to:

Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504 Plans)

• Peer mentoring on problems
• Differentiated teacher feedback on assignments
• Visual aids as we project problems on whiteboard
• Study guides
• Tiered assignments
• Scaffolding of materials and assignments
• Re-teaching and review
• Guided note taking
• Exemplars of varied performance levels
• Multi-media approach to accommodating various learning styles
• Use of visual and multi-sensory formats
• Use of assisted technology
• Use of prompts
• Modification of content and student products
• Testing accommodations
• Authentic assessments
• Pre-teaching of vocabulary and concepts
• Visual learning, including graphic organizers
• Use of cognates to increase comprehension
• Teacher modeling
• Pairing students with beginning English language skills with students who have more advanced English language skills
• Scaffolding

• word walls
• sentence frames
• think-pair-share
• cooperative learning groups
• teacher think-alouds

• Supplemental reading material for independent study
• Flexible grouping
• Tiered assignments
• Topic selection by interest
• Enhanced expectations for independent study
• Elevated questioning techniques using Webb's Depth of Knowledge matrix
• Adjusting the pace of lessons
• Curriculum compacting
• Inquiry-based instruction
• Independent study
• Higher-order thinking skills
• Interest-based content
• Student-driven
• Real-world problems and scenarios

XII.        Professional Development

The teacher will continue to improve expertise through participation in a variety of professional development opportunities.

XIII.        Curriculum Map/Pacing Guide - Grade 3