Third Grade Visual Art Curriculum

Standard A:  A student should be able to create and perform in the arts.

A student who meets the content standard should:

  1. Participate in dance, drama, music, visual arts, and creative writing;
  2. Refine artistic skills and develop self-discipline through rehearsal, participation, and revision;
  3. Appropriately use new and traditional materials, tools, techniques, and processes in the arts;
  4. Demonstrate the creativity and imagination necessary for innovative thinking and problem solving.
  5. Collaborate with others to create and perform works of art’
  6. Integrate two or more art forms to create a work of art; and
  7. Investigate careers in art production.

 

ACTIVITIES

·        Explores natural and man-made pigments.

·        Differentiates between natural (organic) and man-made (geometric) shapes and forms.

·        Uses geometric and organic shapes for printmaking, drawing, sculpture, etc.

·        Uses geometric patterns and patterns using line.

·        Uses contour line to create a design.

·        Uses warm and cool colors to create mood in a work of art.

·        Continues to explore mixing colors. Mixes primary, secondary and tertiary colors. Uses the color wheel to recognize relationships between colors.

·        Explores the creation of tints, shades and neutrals.

·        Uses art materials in a safe and responsible manner.

·        Recognizes artists use values to show form (i.e., shading, gradations)

·        Creates a message and express an idea through color, shape, and/or line.

·        Uses found objects to create a message supporting an environmental concern.

·        Explores the concepts of close and far away using size difference, overlapping of shapes, dulling and lightening of color, etc.

·        Creates a work of art using more than one media (e.g. ink/watercolor, photo/paint, clay/paint).

·        Illustrates in journals and student produced books.

·        Works with one or more students to create a work of art.

·        Creates a greeting card for a seasonal celebration.

·        Creates and record a series of self-portraits throughout the year.

·        Explores art career possibilities.

 

ASSESSMENT:

·        Display of student work

·        Student participation

·        Teacher observation

Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.

A student who meets the content standard should:

  1. Recognize Alaska Native cultures and their arts;
  2. Recognize United States and world cultures and their arts;
  3. Recognize the role of tradition and ritual in the arts;
  4. Investigate the relationships among the arts and the individual, the society, and the environment;
  5. Recognize universal themes in the arts such as love, war, childhood, and community;
  6. Recognize specific works of art created by artists from diverse backgrounds;
  7. Explore similarities and differences in the arts of world cultures;
  8. Respect differences in personal and cultural perspectives; and
  9. Investigate careers relating to arts history and culture.

 

ACTIVITIES

·        Recognizes sources of inspiration and content in artwork.

·        Studies a variety of local arts including pottery, textiles, and paintings by creative artists in different styles, including Alaskan Native art.

·        Studies and compares the art of a variety of world cultures with local arts and how these arts express their distinct cultures.

·        Discusses how the arts express individual and universal themes.

·        Talks about how an artist designs all of the everyday objects that might be found in a classroom.

·        Finds and describes objects in the classroom and in the home that have been designed by an artist.

 

 

 

ASSESSMENT:

·        Display of student work

·        Student portfolio

·        Rubric/checklists (optional)

·        Observational, anecdotal records

 

 

 

 

 

 

 

 

 

 

 

Standard C: A Student should be able to critique the student’s art and the art of others.

A student who meets the content standard should:

  1. Know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme.
  2. Examine historical and contemporary works of art, the works of peers, and the student’s own works as follows:
    1. Identify the piece;
    2. Describe the use of basic elements;
    3. Analyze the use of basic principles;
    4. Interpret meaning and artist’s intent;
    5. Express and defend an informed opinion;
  3. Accept and offer constructive criticism;
  4. Recognize and consider an individual’s artistic expression;
  5. Exhibit appropriate audience skills; and
  6. Investigate careers relating to arts criticism.

 

ACTIVITIES

·        Identifies the medium of a given artwork.

·        Expands vocabulary for critiquing/discussing art.

·        Compares and contrasts elements of art in painting, sculpture, and architecture.

·        Looks at spatial organization (composition) in works of art.

·        Analyzes the use of various tools in works of art.

·        Describes choices made in producing own artwork.

·        Describes the use of elements and principles in own artwork.

·        Learns that critique involves descriptions and opinions based on constructive comments.

·        Displays own artwork in the classroom.

 

 

 

 

 

ASSESSMENT:

·        Display of student work

·        Student portfolio

·        Rubric/checklists

·        Observational, anecdotal records

 

 

Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.

A student who meets the content standard should:

  1. Make statements about the significance of the arts and beauty in the student’s life;
  2. Discuss what makes an object or performance a work of art;
  3. Recognize that people tend to devalue what they do not understand;
  4. Listen to another individual’s beliefs about a work of art and consider the individual’s reason for holding those beliefs;
  5. Consider other culture’s beliefs about works of art;
  6. Recognize that people connect many aspects of life through the arts;
  7. Make artistic choices in everyday living; and
  8. Investigate careers related to the search for beauty and meaning, which is aesthetics.

 

ACTIVITIES

·         Learns to see and describe subtle distinctions in line, shape, color, value, texture, form and space in natural and constructed environments.

·         Develops an ability to use different vantage points (e.g. side view, top view) for observing objects and scenes.

·         Knows various purposes for creating works of art.

·         Knows how people’s experiences can influence their artworks.

·         Understands that a given artwork can elicit different responses among viewers.

·         Explores aesthetic qualities of everyday visual forms (e.g. clothing, furniture, ads, buildings).

·         Discusses the role of the arts in various cultures and why people make art (e.g. decorations, celebrations, advertising).

 

 

 

 

ASSESSMENT

§         Display of student work

§         Student portfolio

§         Rubric/checklists

§         Observational, anecdotal records

·        Student samples