Elementary Third Grade Art Curriculum · BOE Approved: June 7, 2018 1 | Page Elementary Third Grade Art Curriculum . Course Description: The Park Hill K-8 art program was developed

BOE Approved: June 7, 2018 1 | P a g e

Elementary Third Grade Art Curriculum Course Description: The Park Hill K-8 art program was developed collaboratively and built on both state and national standards. The K-8 art program provides students with a continuum of essential knowledge and skills incrementally increasing in depth and rigor. Students will develop knowledge and skills related to the elements of art, the principles of design, the connection of music to history and culture, as well as art's many interdisciplinary connections. Scope and Sequence:

Timeframe Unit Instructional Topics

3-5 weeks Color Topic 1: Sorting by Temperature

3-5 weeks Space Topic 1: The Illusion of Space

3-5 weeks Value Topic 1: Value Scales

3-5 weeks Form Topic 1: Exploration of Organic Form

5-10 weeks Historical and Cultural Connections

Topic 1: Western Topic 2: Non-Western

3-5 weeks Exploration Topic 1: Stories in Weaving

Board First Read: May 24, 2018 2 | P a g e

Unit 1: Color Subject: Visual Art Grade: 3rd Name of Unit: Color Length of Unit: 3-5 weeks Overview of Unit: Students will learn how to group colors by temperature into warm, cool, or neutral. Students will apply the use of color groups in their original artwork. Priority Standards for unit:

● EP1E3a Identify and use warm and cool colors ● EP1E5a Identify and use intermediate and neutral colors

Supporting Standards for unit: ● PP1B3b Paint lines and fill in shapes with even color using tempera ● PP1B2a Paint lines with control of the brush ● PP1A2a Change pressure to create two values using crayon or pencil ● EP1G2a Identify and use foreground and background to create illusion of space ● PP1B2c Mix two colors to create a third color ● EP2D2a Identify and create a complex pattern ● HC1B2d Compare and contrast two artworks on: theme, purpose of art in culture ● PP1A3a Layer two or more colors using crayon, colored pencil, or oil pastel ● EP1D3a Identify and use invented textures ● EP1G3a Identify and use middle ground, overlapping, and change of size to create

illusion of space ● EP2A3a Identify and use symmetrical (formal) balance ● PP1B4b Using tempera paints, add color to white to create a tint ● PP1B4c Using tempera paints, add black to a color create a shade ● PP1D4a Create a fiber weaving using a simple loom (e.g., cardboard, straws, paper plate) ● PP2A4c Modeling with clay or a similar material; Make organic forms ● EP1B4a Identify and use organic (freeform) shapes ● EP1C4b Identify and use organic form ● EP1E4a Identify and use tints and shades ● EP1G4a Identify and use placement and change in detail to create illusion of space


Unwrapped Concepts

(Students need to know) Unwrapped Skills

(Students need to be able to do) Bloom’s Taxonomy

Levels Webb's DOK

Warm and cool colors Identify Understand 1 Warm and cool colors Use Create 4

Intermediate and neutral colors Identify Understand 1

Intermediate and neutral colors Use Create 4

Essential Questions:

1. How can colors be grouped by temperature? Enduring Understanding/Big Ideas:

1. Colors can be grouped into warm, cool, and neutral colors. Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Warm Colors Cool Colors Neutral Colors Secondary Colors Primary Colors Intermediate Colors

Resources for Vocabulary Development: Class Set of iPads

• Swatch: The Girl Who Loved Color by Julia Denos • The Rainbow Book by Kate Ohrt • Little Blue and Little Yellow by Leo Lionni • Monsters Love Colors by Mike Austin • The Wonders of the Color Wheel by Charles Ghigna • Pantone: Colors Board book by Pantone


Topic 1: Sorting by Temperature Engaging Experience 1 Title: Sorting by Temperature Suggested Length of Time: 5-10 minutes Standards Addressed Priority:

● EP1E3a Identify and use warm and cool colors ● EP1E5a Identify and use intermediate and neutral colors

Detailed Description/Instructions: One way to review warm and cool colors and introduce neutral colors would be for students to sort themselves into the three color groups according to the color of their shirts. Students and teacher will have an opportunity to discuss where to group challenging colors such as pink, turquoise, or tan. Bloom’s Levels: Analyze Webb’s DOK: 2

Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.)


One way to teach warm and cool colors is to create a 3D/2D Middle Eastern doorway. Students can first study the characteristics of Middle Eastern architecture, noting arches and domes. Have students explore doorways throughout the school, using IPads have students photograph doorways. Students then will compare and contrast their photos with Middle Eastern architecture. Students can cut a symmetrical door frame from clay or another 3D material and decorate it with 3D pieces and textures. They can trace the finished doorway on paper to create a shape to fit inside the frame, then draw Middle Eastern architecture inside. Students can color the 2D elements with warm or cool colors (including intermediate), then complete the 3D piece with the opposite color family. One way to complete the clay frame is to color with oil pastels and paint a black tempera wash over it. This could lead to the discussion of neutral colors, like black.

Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience

Title

Description Suggested Length of

Time

Color- Sorting by

temperature

Sorting by Temperature

One way to review warm and cool colors and introduce neutral colors would be for students to

sort themselves into the three color groups according to the color of their shirts. Students and teacher will have an opportunity to discuss where

to group challenging colors such as pink, turquoise, or tan.

5-10 minutes


Unit 2: Space Subject: Visual Art Grade: 3rd Name of Unit: Space Length of Unit: 3-5 weeks Overview of Unit: Students will learn how to use placement, change in detail, change in size, overlapping, and foreground/middleground/background to create the illusion of space in a 2D artwork. Priority Standards for unit:

● EP1G4a Identify and use placement and change in detail to create illusion of space ● EP1G3a Identify and use middle ground, overlapping, and change of size to create

illusion of space ● EP1G2a Identify and use foreground and background to create illusion of space

Supporting Standards for unit: ● PP1B3b Paint lines and fill in shapes with even color using tempera ● PP1B2a Paint lines with control of the brush ● PP1A2a Change pressure to create two values using crayon or pencil ● PP1B2c Mix two colors to create a third color ● EP2D2a Identify and create a complex pattern ● HC1B2d Compare and contrast two artworks on: theme, purpose of art in culture ● PP1A3a Layer two or more colors using crayon, colored pencil, or oil pastel ● EP1D3a Identify and use invented textures ● EP2A3a Identify and use symmetrical (formal) balance ● PP1B4b Using tempera paints, add color to white to create a tint ● PP1B4c Using tempera paints, add black to a color create a shade ● PP1D4a Create a fiber weaving using a simple loom (e.g., cardboard, straws, paper plate) ● PP2A4c Modeling with clay or a similar material; Make organic forms ● EP1B4a Identify and use organic (freeform) shapes ● EP1C4b Identify and use organic form ● EP1E4a Identify and use tints and shades ● EP1E3a Identify and use warm and cool colors ● EP1E5a Identify and use intermediate and neutral colors ● EP1F4a Identify and demonstrate a value scale


Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to do)

Bloom’s Taxonomy

Levels Webb's DOK

Middleground, Overlapping, Change of Size Identify Understand 1

Placement & Change of Detail Compare & Contrast Analyze 3 Illusion of Space Create Create 4


1. How do artists create the illusion of space in a 2D artwork? Enduring Understanding/Big Ideas:

1. Artists use object placement, change of detail, overlapping, and change of size to create the illusion of space in a 2D artwork.

Unit Vocabulary:


Foreground Middleground Background Overlapping Size Variation Horizon Line Illusion of Space


• Seeing Symmetry by Loreen Leedy


Topic 1: The Illusion of Space Engaging Experience 1 Title: Comparing Perspectives Suggested Length of Time: 10-30 minutes Standards Addressed Priority:

● EP1G4a Identify and use placement and change in detail to create illusion of space ● EP1G3a Identify and use middle ground, overlapping, and change of size to create


Detailed Description/Instructions: One way to introduce a discussion on perspectives is to compare and contrast two photos with different vantage points, such as a “bird’s eye” view and a “bug’s eye” view. Students can discuss how similar objects, like buildings, look different from the two perspectives. Have students research on IPads photos or artwork showing space and share with class.


Bloom’s Levels: Analyze Webb’s DOK: 3

Engaging Scenario

Engaging Scenario

One way to practice creating the illusion of space is to create a cityscape. Students can study different types of architecture (such as Southwest adobe structures) and place a large building in the foreground, and medium sized building in the middleground, and a small building in the background near the horizon. The teacher should demonstrate how the buildings in front can overlap the buildings behind them to enhance the illusion. More details should be included on the buildings that are close than on the buildings that are far away.




Title


Time

The Illusion of Space

Comparing Perspectives

One way to introduce a discussion on perspectives is to compare and contrast two photos with

different vantage points, such as a “bird’s eye” view and a “bug’s eye” view. Students can discuss how similar objects, like buildings, look different

from the two perspectives.

10-30 minutes


Unit 3: Value Subject: Visual Art Grade: 3rd Name of Unit: Value Length of Unit: 3-5 weeks Overview of Unit: Students will create a range of values and arrange them from lightest to darkest on a value scale. Priority Standards for unit:

● EP1E4a Identify and use tints and shades ● PP1B4b Using tempera paints, add color to white to create a tint ● PP1B4c Using tempera paints, add black to a color create a shade ● EP1F4a Identify and demonstrate a value scale

Supporting Standards for unit: ● PP1A2a Change pressure to create two values using crayon or pencil ● EP1G4a Identify and use placement and change in detail to create illusion of space ● EP1G3a Identify and use middle ground, overlapping, and change of size to create

illusion of space ● EP1G2a Identify and use foreground and background to create illusion of space ● PP1B3b Paint lines and fill in shapes with even color using tempera ● PP1B2a Paint lines with control of the brush ● PP1B2c Mix two colors to create a third color ● EP2D2a Identify and create a complex pattern ● HC1B2d Compare and contrast two artworks on: theme, purpose of art in culture ● PP1A3a Layer two or more colors using crayon, colored pencil, or oil pastel ● EP1D3a Identify and use invented textures ● EP2A3a Identify and use symmetrical (formal) balance ● PP1D4a Create a fiber weaving using a simple loom (e.g., cardboard, straws, paper plate) ● PP2A4c Modeling with clay or a similar material; Make organic forms ● EP1B4a Identify and use organic (freeform) shapes ● EP1C4b Identify and use organic form ● EP1E3a Identify and use warm and cool colors ● EP1E5a Identify and use intermediate and neutral colors




Bloom’s Taxonomy

Levels Webb's DOK

tints and shades Identify Understand 1 Shade Create Create 4 Tint Create Create 4


1. How can artists show value? Enduring Understanding/Big Ideas:

1. Artists can mix white with a color to create tints and black with a color to create shades. Unit Vocabulary:


Value Tint

Shade Hue

Value Scale


Topic 1: Value Scales Engaging Experience 1 Title: Value Scales Suggested Length of Time: 50 minutes Standards Addressed Priority:

● EP1E4a Identify and use tints and shades ● PP1B4b Using tempera paints, add color to white to create a tint ● PP1B4c Using tempera paints, add black to a color create a shade ● PP1B2a Paint lines with control of the brush ● EP1F4a Identify and demonstrate a value scale

Detailed Description/Instructions: One way to teach students to make a range of values with tints and shades is to review the skill from 2nd grade, then practice making them in order from lightest to darkest. One way to practice would be to use a value scale or to use tints and shades to add highlights and shadows to an object.

Bloom’s Levels: Apply Webb’s DOK: 2


Engaging Scenario


One way to teach students to use tints and shades for value is to create a painting of a vintage camper van. Students can paint the various shapes on the van using tints and shades of the same hue. The windows of the van could be painted with shades of gray for an added experience in mixing value.



Title


Time

Value Scales

Value Scales One way to teach students to make a range of values with tints and shades is to review the skill from 2nd

grade, then practice making them in order from lightest to darkest. One way to practice would be to use a value

scale or to use tints and shades to add highlights and shadows to an object.

50 minutes


Unit 4: Form Subject: Visual Art Grade: 3rd Grade Name of Unit: Form Length of Unit: 3-5 weeks Overview of Unit: Students will learn how to make an organic 3D form Priority Standards for unit:

● EP1C4b Identify and use organic form ● PP2A4c Modeling with clay or a similar material; Make organic forms

Supporting Standards for unit: ● PP1A2a Change pressure to create two values using crayon or pencil ● EP1G4a Identify and use placement and change in detail to create illusion of space ● EP1G3a Identify and use middle ground, overlapping, and change of size to create

illusion of space ● EP1G2a Identify and use foreground and background to create illusion of space ● PP1B3b Paint lines and fill in shapes with even color using tempera ● PP1B2a Paint lines with control of the brush ● PP1B2c Mix two colors to create a third color ● EP2D2a Identify and create a complex pattern ● HC1B2d Compare and contrast two artworks on: theme, purpose of art in culture ● PP1A3a Layer two or more colors using crayon, colored pencil, or oil pastel ● EP1D3a Identify and use invented textures ● EP2A3a Identify and use symmetrical (formal) balance ● PP1D4a Create a fiber weaving using a simple loom (e.g., cardboard, straws, paper plate) ● EP1B4a Identify and use organic (freeform) shapes ● EP1E3a Identify and use warm and cool colors ● EP1E5a Identify and use intermediate and neutral colors ● EP1E4a Identify and use tints and shades ● PP1B4b Using tempera paints, add color to white to create a tint ● PP1B4c Using tempera paints, add black to a color create a shade ● EP1F4a Identify and demonstrate a value scale




Bloom’s Taxonomy Levels

Webb's DOK

Organic form Identify Understand 1 Organic form Use Apply 2 Organic form Make Create 4


1. How do artists create form? Enduring Understanding/Big Ideas:

1. Artists use a variety of methods and materials to create forms. Unit Vocabulary:


Form 2 Dimensional 3 Dimensional Organic Form


• Arches to Zig Zags; An Architecture ABC by Michael Crosbie • Dreaming Up; A Celebration of Building by Christy Hale • If You Lived Here: Houses of the World by Giles Laroche • Same, Same but Different by Jenny Sue Kostecki-Shaw • Home by Carson Ellis • When I Build with Blocks by Niki Alling • Look at That Building; A first Book of Structures by Scot Ritchie • Look! Look! Look! at Sculpture by Nancy Elizabeth Wallace


Topic 1: Exploration of Organic Form Engaging Experience 1 Title: Modeling Clay Practice Suggested Length of Time: 30-50 minutes Standards Addressed Priority:

● EP1C4b Identify and use organic form ● PP2A4c Modeling with clay or a similar material; Make organic forms

Detailed Description/Instructions: One way to introduce organic form is to research photos of organic forms (such as animal and plant cells) and practice using modeling clay to translate the photo into 3D. Bloom’s Levels: Apply Webb’s DOK: 3


Engaging Scenario


One way to teach organic form is to create 3D models of plant or animal cells. Students will study and sketch photos of the cells using an iPad. Then, they will use clay to create a 3D representation of the organic shapes found within the cells.




Title


Time

Exploration of Organic

Form

Modeling Clay Practice

One way to introduce organic form is to research photos of organic forms ( such as animal and plant cells) and practice using modeling clay to translate

the photo into 3D.

30-50 minutes


Unit 5: Historical and Cultural Connections Subject: Visual Art Grade: 3rd Name of Unit: Culmination Length of Unit: 5-10 weeks Overview of Unit: Create learning experiences which focus on one or more Western as well as one or more non-Western artists, movements, and/or cultures. Priority Standards for unit:

● VA:Cn11.1.6a Analyze how art reflects changing times, traditions, resources, and cultural uses.

● OH:VA.4PE.2 Identify and compare the purposes for creating art objects from various cultures

Supporting Standards for unit: ● EP1E4a Identify and use tints and shades ● PP1B4b Using tempera paints, add color to white to create a tint ● PP1B4c Using tempera paints, add black to a color create a shade ● PP1A2a Change pressure to create two values using crayon or pencil ● EP1G4a Identify and use placement and change in detail to create illusion of space ● EP1G3a Identify and use middle ground, overlapping, and change of size to create




Unwrapped Skills (Students need to be

able to do) Bloom’s

Taxonomy Levels Webb's DOK

Art across cultures and time periods Identify Remember 1 Art across cultures and time periods Compare Analyze 2

Purposes of creating art Analyze Analyze 3 Art across cultures and time periods Create Create 4


1. How does art reflect or influence history and/or culture? Enduring Understanding/Big Ideas:

1. People around the world create many types of art. Unit Vocabulary:


Depending on examples chosen, vocabulary could include but is not limited to: Names of artists Names of places and/or countries Names of cultures Names of art movements Types of artwork (functional, non-objective, abstract, realistic) Subject of artwork (portrait, landscape, cityscape, seascape, still life)


Resources for Vocabulary Development: Class set of iPads

• The Cat and the Bird: A Children’s Book Inspired by Paul Klee by Geraldine Elschner and Peggy Nille

• Henri’s Scissors by Jeanette Winter • Roberto the Insect Architect by Nina Laden • Iggy Peck, Architect by Andrea Beaty and David Roberts • Snail Trail by Jo Saxton • The Art of Freedom: How Artists See America by Bob Raczka • Just Behave, Pablo Picasso! by Johan Winter • Emily’s Blue Period by Cathleen Daly • Keith Haring: The Boy Who Just Kept Drawing • The Noisy Paintbox: The Colours and Sounds of Kandinsky’s Abstract Art – Barb

Rosenstock • The Fantastic Jungles of Henri Rousseau by Michelle Markel • My Name Is Georgia by Jeanette Winter • Leonardo and the Flying Boy • The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract Art by Barb

Rosenstock • Cloth Lullaby: The Woven Life of Louise Bourgeois • Sandy's Circus: A Story About Alexander Calder by Tanya Lee Stone • Hundertwasser for Kids: Harvesting Dreams by Barbara Stieff • The Magical Tree: A Children's Book Inspired by Gustav Klimt by Myriam Ouyessad • Vincent Can't Sleep: Van Gogh Paints the Night Sky by Barb Rosenstock • Journey on a Cloud: A Children's Book Inspired by Marc Chagall by Veronique

Massenot • Everybody Bonjours! by Leslie Kimmelman • Journey on a Cloud: A Children's Book Inspired by Marc Chagall • Dia de Los Muertos by Roseanne Greenfield Thong • Brush of the Gods by Lenore Look • Ganesha’s Sweet Tooth by Sanjay Patel and Emily Haynes • ABeCedarios: Mexican Folk Art ABCs in English and Spanish • Golden Domes and Silver Lanterns; A Muslim Book of Colors by Hena Khan • Tap by Karen Lynn Williams • D is for Dancing Dragon: A China Alphabet by Carol Crane • Up and Down the Andes (Travel the World) by Laurie Krebs (Author • Spirit of the Cedar People (with CD) by Chief Lelooska (Author), Christine Normandin

(Editor)


• Stories from the Billabong • Echoes of the Elders: The Stories and Paintings of Chief Lelooska with CD by Lelooska

(Author, Illustrator), Christine Normandin (Editor) • All Aboard for the Bobo Road by Stephen Davies • New Year by Rich Lo • Frida (English Language Edition) by Jonah Winter and Ana Juan • Radiant Child by Javaka Steptoe • Learn the Alphabet with Northwest Coast Native Art by Ryan Cranmer • The Year with Grandma Moses by W. Nikola-Lisa • The Great Wave: A Children's Book Inspired by Hokusai Veronique Massenot • We're Sailing Down the Nile by Laurie Krebs • Diego Rivera: His World and Ours by Duncan Tonatiuh • The Beckoning Cat by Koko Nishizuka • The Magic of Spider Woman by Lois Duncan • The Magic Bean Tree: A Legend from Argentina by Nancy Van Laan (Author), Beatriz

Vidal (Illustrator) • Finders Keepers? A True Story in India by Robert Arnett and Smita Turakhia • My Hands Sing the Blues: Romare Bearden's Childhood Journey by Jeanne Walker

Harvey • A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant


Topic 1: Western Art Engaging Experience 1 Title: Introducing a Western artist, movement, and/or culture. Suggested Length of Time: Standards Addressed Priority: VA:Cn11.1.6a Analyze how art reflects changing times, traditions, resources, and cultural uses.

● OH:VA.4PE.2 Identify and compare the purposes for creating art objects from various cultures

Supporting: ● EP1E4a Identify and use tints and shades ● PP1B4b Using tempera paints, add color to white to create a tint ● PP1B4c Using tempera paints, add black to a color create a shade ● PP1A2a Change pressure to create two values using crayon or pencil ● EP1G4a Identify and use placement and change in detail to create illusion of space ● EP1G3a Identify and use middle ground, overlapping, and change of size to create



Detailed Description/Instructions: One way you could introduce a Western artwork, artist, movement, or culture would be to watch a video on the topic. Below is a link to a great biography on the artist Wayne Thiebaud. https://www.youtube.com/watch?v=vI_QJ5D9Qm8 Bloom’s Levels: Remember Webb’s DOK: 1

Engaging Scenario


One way to introduce a Western artist would be to make a still life in the style of Wayne Thiebaud. Students can study the Pop Art movement and learn about the artists involved. Students can make a 3D paper sculpture of an ice cream cone. When sculptures are complete, students can set them up in a still life at their table group and draw them from observation. Students can practice many of their previous skills, such as overlapping and color schemes.

https://www.youtube.com/watch?v=vI_QJ5D9Qm8


Topic 2: Non-Western Art Engaging Experience 1 Title: Introducing a non-Western artist, movement, and/or culture. Suggested Length of Time: 10-15 minutes Standards Addressed Priority: VA: Cn11.1.6a Analyze how art reflects changing times, traditions, resources, and cultural uses.

● OH: VA.4PE.2 Identify and compare the purposes for creating art objects from various cultures

Supporting: ● EP1E4a Identify and use tints and shades ● PP1B4b Using tempera paints, add color to white to create a tint ● PP1B4c Using tempera paints, add black to a color create a shade ● PP1A2a Change pressure to create two values using crayon or pencil ● EP1G4a Identify and use placement and change in detail to create illusion of space ● EP1G3a Identify and use middle ground, overlapping, and change of size to create



Detailed Description/Instructions: One way to introduce a non-Western culture is to watch a clip of video on the history of face jugs. In this video, students learn about African slaves who created pottery with characteristics similar to African work created by their ancestors. Students will use IPads to reference face jugs to come up with inspiration for their own creations. http://www.pbs.org/video/history-detectives-face-jug/ Bloom’s Levels: Remember Webb’s DOK: 1

Engaging Scenario


One way to teach about a non-Western culture is to create mugs in the style of face jugs. Students can create a mug container by attaching a circle slab to a rectangle slab. They can then use coils, slabs, and modeled forms to attach facial features similar to those seen in the face jugs.

http://www.pbs.org/video/history-detectives-face-jug/



Topic Engaging Experience Title


Time

Western Art

Intro Western Art

One way you could introduce a Western artwork, artist, movement, or culture would be to watch a video on the topic. Below is a link to a great biography on the artist Wayne Thiebaud.

10-15 minutes

Non Western

Art

Intro to Non Western Art

One way to introduce a non-Western culture is to watch a clip of video on the history of face jugs. In this video, students learn about African slaves who created pottery with characteristics similar to African work created by their ancestors.

10-15 minutes

Unit 6: Exploration Subject: Visual Art Grade: 3rd Grade Name of Unit: Exploration Length of Unit: 3-5 weeks Overview of Unit: Students will experiment with art materials and approaches to art-making. Priority Standards for unit:

● VA: Cr2.1.2a Experiment with various materials and tools to explore personal interests in a work of art or design.


Supporting Standards for unit:

● EP1E4a Identify and use tints and shades ● PP1B2c Mix two colors to create a third color ● PP1B3b Paint lines and fill in shapes with even color using tempera ● PP1B2b Clean paint brush before changing colors ● PP1B2a Paint lines with control of the brush ● PP1A2a Change pressure to create two values using crayon or pencil ● EP2C2a Identify and use color contrast ● EP2D2a Identify and create a complex pattern ● HC1B2d Compare and contrast two artworks on: theme, purpose of art in culture ● PP1A3a Layer two or more colors using crayon, colored pencil, or oil pastel ● EP1C3a Identify and demonstrate sculpture-in-the-round ● EP1D3a Identify and use invented textures ● EP1E3a Identify and use warm and cool colors ● EP2A3a Identify and use symmetrical (formal) balance ● EP1G3a Identify and use middle ground, overlapping, and change of size to create



Unwrapped Skills (Students need to be

able to do)

Bloom’s Taxonomy

Levels Webb's DOK

Skills in various media and approaches to art-making Build Apply 2

Skills in various media and approaches to art-making Build Apply 4


1. What subjects can artists explore in art? Enduring Understanding/Big Ideas:

1. Artists can explore their personal interests in art.


Unit Vocabulary:


Depending on examples chosen, vocabulary could include but is not limited to: Names of artists Names of places and/or countries Names of cultures Names of art movements Types of artwork (functional, non-objective, abstract, realistic) Subject of artwork (portrait, landscape, cityscape, seascape, still life)

Resources for Vocabulary Development:

• The Most Magnificent Thing by Ashley Spires • Gizmo, written by Barry Varela and drawn by Ed Briant • The Pencil, written by Alan Ahlberg and illustrated by Bruce Ingman • Metal Man by Aaron Reynolds, illustrated by Paul Hoppe • What Do You Do with an Idea? • by Kobi Yamada and Mae Besom • Rosie Revere, Engineer by Andrea Beaty and David Roberts • STEAM Kids: 50+ Science / Technology / Engineering / Art / Math Hands-On Projects

for Kids • Too Much Glue by Jason Lefebvre • Just Like Me • A Little Bit of Oomph! by Barney Saltzberg • An ABC of What Art Can Be by Meher McArthu • The Girl Who Heard Colors • Marie Harris • The Book of Mistakes by Corinna Luyken


Topic 1: Stories in Weaving Engaging Experience 1 Title: Navajo Weaving Legends Suggested Length of Time: 20 minutes Standards Addressed Priority:

● VA:Cr2.1.2a Experiment with various materials and tools to explore personal interests in a work of art or design.

Supporting:

● EP1E4a Identify and use tints and shades ● PP1B2c Mix two colors to create a third color ● PP1B3b Paint lines and fill in shapes with even color using tempera ● PP1B2b Clean paint brush before changing colors ● PP1B2a Paint lines with control of the brush ● PP1A2a Change pressure to create two values using crayon or pencil ● EP2C2a Identify and use color contrast ● EP2D2a Identify and create a complex pattern ● HC1B2d Compare and contrast two artworks on: theme, purpose of art in culture ● PP1A3a Layer two or more colors using crayon, colored pencil, or oil pastel ● EP1C3a Identify and demonstrate sculpture-in-the-round ● EP1D3a Identify and use invented textures ● EP1E3a Identify and use warm and cool colors ● EP2A3a Identify and use symmetrical (formal) balance ● EP1G3a Identify and use middle ground, overlapping, and change of size to create



Detailed Description/Instructions:

One way to encourage students to experiment with personal interests in art is to introduce students to Navajo weaving and its history. Students can make connections to the meanings in Navajo patterns. Bloom’s Levels: Understand Webb’s DOK: 2


Engaging Scenario


One way to encourage exploration of personal interests in art is to create a personalized weaving. Students can begin by making a circular loom from clay. Then, they can add warp string within the loom’s holes and weave around them. Students can choose colors based on their association with moods, meanings, and symbols to make it personally relevant.



Title


Time

Stories of

Weaving

Navajo Weaving Legends

One way to encourage students to experiment with personal interests in art is to introduce students to Navajo weaving and its history. Students can make connections to the meanings in Navajo patterns.

20 minutes


Unit of Study Terminology

Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards.


Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

Elementary Third Grade Art Curriculum · BOE Approved: June 7, 2018 1 | Page Elementary Third Grade Art Curriculum . Course Description: The Park Hill K-8 art program was developed

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