Art Grade 3

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.

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.

Each of the genres of visual art (e.g., realism, surrealism, abstract/non objective art, conceptual art, and others) is associated with appropriate vocabulary and a stylistic approach to art-making.

1.3.5.D.3

Identify common and distinctive characteristics of genres of visual artworks (e.g., realism, surrealism, abstract/non objective art, conceptual art, and others) using age-appropriate terminology, and experiment with various compositional approaches influenced by these genres.

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).

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.

Artists and audiences can and do disagree about the relative merits of artwork. When assessing works of

dance, music, theatre and visual art, it is important to consider the context for the creation and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?)

1.4.5.B.5

Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art.

Students will…

Grade 3
Give examples of various types of line and line weights found in everyday life (e.g., bricks and mortar, tree branches, architectural details including roofline, windows, doors, etc.). Use line as the predominant element in the creation of artwork.
Identify mechanical or geometric shapes (e.g., circle, triangle, rectangle, square and cones) found in everyday life. Use shapes as inspiration for original artwork (e.g., New Stones-Newton’s Tones by Tony Craig, Paul Cezanne’ still life paintings etc.).
Identify primary, secondary, and tertiary colors in everyday life (e.g., food, the natural environment, the sky, sun, rainbows, flowers, birds etc.). Mix and incorporate primary, secondary and tertiary colors in the creation of original works of art.
Identify light, dark and middle values of color that are evident in everyday life and experiment with the use of value in original artwork.
Recognize rough and smooth surface textures that are evident in everyday life (e.g., tree bark, sandpaper, bricks, glass, whiteboard, bar of soap etc.) and collage various found textural materials to create works of art that represent differences in surface qualities.
Describe how three-dimensional geometric forms (i.e., cubes, spheres, cylinders and cones) are evident in everyday life (e.g., furniture and architecture, toys, cars, the natural environment, consumer products etc.). Utilize geometric forms as the primary element in original works of artwork.
Observe radial balance in nature (e.g., sunflowers, fireworks, snowflakes, sea urchins, spider webs etc.) and illustrate radial balance in original artwork.
Recognize proportion as a means of determining the relationship between size and scale in the natural environment and as a compositional tool for artists. Illustrate proportion in original artwork.
Identify repetition/rhythm/pattern found in the natural world (e.g., tortoise shells, frost crystals, surface of a pineapple, pine cone etc.). Design and create two-dimensional artworks reflecting the use of repetition and rhythm to create pattern.
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 art using the principles of design regarding emphasis, as the primary focus.
Work individually and collaboratively in a medium of choice to create a cohesive two-dimensional visual interpretation of a newsworthy issue or theme of personal significance that shows the use of the elements of line, shape, form, value, texture and color in composition.
Discuss the characteristics of four still life images from various historical periods of visual art and create thumbnail drawings that reflect these differing styles.
Describe common and distinctive characteristics of artworks from the diverse cultural and historical eras using age-appropriate stylistic terminology; describe how visual literacy and visual communications surround people in their daily lives; and use observed life situations as inspiration for two and three-dimensional art making influenced by compositional approaches from a variety of styles (e.g., cubism, surrealism, optic art, impressionism etc.).
Work independently and collaboratively to create two and three-dimensional works of art that use the elements of line, shape, space and color and the principles of unity to make a visual statement using common and distinctive characteristics of several genres of visual artworks (e.g., realism, surrealism, American and European folk art etc.) to create an original statement.
Employ the element of line, shape/form, texture and color to create a three-dimensional artwork within the parameters of a particular style (e.g., Early American, modern, wearable art etc.) that serves a function (e.g., decoration, furniture).
Use the elements of line, shape and color to collaborate on an artwork that uses color and the principles of rhythm and pattern to unify the work. (e.g., principles exemplified by Amish Quilt Andy Warhol prints etc.).
Demonstrate understanding of how personal and social, political or historical context influences and artists and his/her work of art. Create a work of art based on a timeless/universal theme and compare the work with works created in different historical, political, social, or personal settings (e.g., using a theme of children’s play/types, compare a work of today with works of art from other time periods that show children at play).
Talk effectively about art and works of art using the proper terminology. Describe various characteristics and other observations of works of art such as portraits, still life drawings and paintings, landscapes, and non-objective pieces, abstract, and realistic works.
Offer reasons to support general statements about art (e.g., various types of lines can express or show a motion, color can express a mood or feeling, texture can be tactile or visual).
Use criteria to assess the formal structure of artwork (e.g., focal point, balance, unity and the type of art/portrait vs. self-portrait) and to assess the effectiveness of the artist’s use of principles of design (e.g., color value/mood, line variation, symmetry/asymmetrical, space/proportion etc.) to achieve the artistic intent of the artwork.
Respond to art through both objective and subjective responses based on formulated criteria (e.g., design elements and principles, art type and reason for its creation).
Identify various artists whose pivotal works of art have influenced a key shift in the art movement (e.g., Cezanne’s influence on cubism with his use of geometric shapes; the impact of Marcel Duchamp on contemporary art through his introduction of ready-mades or found objects as sculpture; Edward Hoppers’ use of colors and emphasis to influence on the art world, pop culture and cinema through is dramatic use of light and dark values; Georges Seurat's use of primary color mixology to create pointillism etc.).
Create original works of art inspired by influential artists throughout history that changed the perception of art and/or altered art-making methodologies (e.g., Composition in Halftones by Piet Mondrian, Still Life with Apples by Cezanne, Ed Canna by Georgia O'Keefe).

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.3.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. LA.3.RL.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. HPE.2.2.4.A.2 Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others. 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. 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 ways 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 (8 Weeks)

Unit one focuses on the Elements of Art: line, shape, color, form, space, value, and texture.

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:

Name all seven elements of art.
Give Examples of elements within artwork.
Combine the elements in their artwork.
Critique their own artwork based on their use of the elements.
Compose successful works of art using the elements of art.

Unit 2 Overview Unit two focuses on figurative studies. (8 Weeks)

Review portrait drawing. Define portrait as a work of art that depicts a living being. Portraits can be made of people, animals, or a combination.
Discuss the self-portrait: a portrait the artist creates of themselves.
Discuss how our prior knowledge of the elements of art can help us to make more realistic portraits.
Create a portrait or self-portrait drawing either through guided drawing or observation.
Focus on facial symmetry, proper placement of facial features through measurement, and organic shapes occurring on the face. Use mirrors (if available) for students to observe.
When adding color to the portrait stress the importance of using color to add depth and realism.
Reference artists’ work that uses portraiture. ie: Leonardo DaVinci, Edgar Degas, etc.

Exit Skills

By the end of Unit 2:

All students will demonstrate an understanding of figurative drawing by:

o Explaining the difference between a portrait and self-portrait.

o Delineating how the elements of art can help strengthen their portraits.

o Creating a portrait through observation of themselves or another and their features.

o Adding depth to their portrait through color application.

Enduring Understanding

Artists often times practice portraiture by using themselves as the subject.
Understanding of symmetry can be helpful for the depiction of the human face.
Self-portraits can be used to divulge information about the artist.

Essential Questions

Why do artists create self-portraits?
Why do artists create portraits? How does a self-portrait communicate insights about the artist?
What does an artist’s portrait convey about the subject?
How can a portrait help you think about yours, and other artists’, identities?

Learning Objectives

After completing the figurative studies students will be able to:

Point out the differences between a portrait and other forms of art.
Distinguish the difference between a portrait and a self-portrait.
Produce a portrait or self-portrait using the media supplied

Unit 3 Overview Unit three focuses on drawing and painting. (8 Weeks)

New information will build upon areas already learned.

Examine historical monuments of countries around the world.
Using the Elements of Art create a drawing of a monument.
Stress the importance of adding interest to the negative space around the drawing.
Review previous knowledge of painting techniques and methods.
Paint the monument drawing using concepts of the elements of art.

Exit Skills

By the end of Unit 3:

All students will demonstrate an understanding of drawing and painting by:

o Using their previous knowledge to draw a historical monument from somewhere in the world.

o Selecting the appropriate tools for painting the monument drawing.

o Applying paint to their drawing in a manner that conveys their understanding of color theory.

o Using value and their previous knowledge of light sources to create depth in their artwork.

Enduring Understanding

Monuments around the world can be interesting subject matter for artwork.
I can create a drawing of a monument through the knowledge I have of the elements of art: line, shape, form, etc.
I can use paint to add interest ant realism into my artwork.
Previous knowledge of paintbrushes and paint application can help make my painting endeavors easier.
Knowledge of color theory can help me to create art that is as realistic as possible.

Essential Questions

Why do artists practice drawing?
How does my previous knowledge of the elements of art help me to make a successful piece of art?
Is a building or monument considered art?

Learning Objectives

After completing drawing and painting students will be able to:

Recognize a monument from another country.
Demonstrate success in using the elements of art to create a drawing of a monument.
Develop strong observational drawing and painting skills.

Unit 4 Overview Unit four 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: Alberto Giacometti, Christo, etc.

Exit Skills

By the end of Unit 4:

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 the sculpture students will be able to:

Point out differences between previous media and new media.
Demonstrate a strong understanding of balance and structure.
Produce a sculpture that uses the elements of art for design.

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

Define relief as a sculptural technique where the artwork remains attached to its solid background of the same material.
A sculptural relief gives the illusion that the sculpted image has been raised above the background plane.
Discuss the two sides to this artwork: the side we are carving into will create a raised relief on the other side. This is called Repousse.
Introduce a method of creating a relief. Ie: air dry clay, tooling foil, styrafoam, etc.
Explain how to use tools to create an image by either carving away the negative space, or pushing forward the positive space, depending on your medium.
Review appropriate safety concerns.
Use the Elements of Art to create a design on the media.
Chose an appropriate medium to add color to the design.
Reference artists’ work that uses relief. ie: Michelangelo, Donatello, etc.

Exit Skills

By the end of Unit 5:

All students will demonstrate an understanding of 3-Dimensional relief by:

o Explaining what a relief is.

o Demonstrating the ability to create a relief image.

o Being able to delineate the difference between the front and the back of the relief.

o Adding color in to their relief.

Enduring Understanding

3-dimensional relief is an art form used around the world for centuries.
There are many mediums that can be used for relief art.
Safety instructions are important to pay close attention to.

Essential Questions

Why is it important to listen to safety instructions?
How is working with relief art different from past endeavors?
How can I incorporate the Elements of Art into this medium?

Learning Objectives

After completing the three-dimensional relief art students will be able to:

Describe what three-dimensional relief art is.
Distinguish a sculpture from a relief sculpture.
Use the media appropriately according the instructions.
Compose a relief sculpture using the tools available to them.

Grade 3