Gr 3-4 Unit Plan Intro to Art Elements

West Haven Public Schools

Unit Planning Organizer

July 2011

Subject – Art                                                                        

Grades – 3-4      

Unit - Basic Intro to Art Elements                                             

Pacing - Ongoing

Essential Question(s):

1. How do people create art?

2. Why do people create art?

3. What do people use to create art?

4. Where do I find art in my everyday life?

5. How does art help us to learn?

6. How does art help us think about people and places of the past and

     present?

7. What are the elements of art?

8. How do you mix colors to create new colors?

Big Idea(s)

1. Artists use the elements of art to show their ideas and to communicate.

2. Artists use different media and techniques

3. People use art to learn about different cultures.

4. Everything begins with a sketch.

5. Art is a part of everything.

  1. The elements of art are line, shape , color, value , texture , space , and form.
  2. Colors can be mixed together to create new colors.

 

CT State Standards Used:

2.3 –Use the elements of art and principles of design to communicate ideas.

1.3 – use different media, techniques and processes to communicate ideas, feelings, experiences and   stories

3.2- select and use subject matter, symbol and ideas to communicate meaning.

5.4 – describe their personal responses to specific works of art using visual art terminology.

5.5 – identify possible improvements in the process of creating their own art.

6.2 - identify connections between the visual arts and other disciplines in the curriculum

6.4 – demonstrate understanding of how the visual arts are used in the world around us.

 

  

Concepts (Need to Know)

Skills(Able to Do)

BL

Standard: 2.3

  • Elements of art
  • Principles of design

 

Standard: 1.3

  • Media
  • Feelings
  • Experience
  • Stories
  •  

Standard 3.2

  • Subject Matter
  • Symbols
  • Meaning

 

Standard: 4.1

  • Visual arts has history CT 4.1
  • Cultural purpose CT: 4.1

 

Standard: 5.4

  • Visual art terminology Personal responses to specific works of art)

 

Standard: 5.5

  • Possible Improvements (in the process of creating their own work)

 

Standard: 6.2

  • Connections (visual arts and other disciplines)

 

Standard:6.4

 

  • Understanding of (how the visual arts are used in the world around us.

Standard: 2.3

  • Use (elements of art and principles of design; media

 

 

Standard: 1.3

  • Communicate (experiences, feelings subject matter and meaning)

 

 

Standard:4.1

  • Recognize (visual arts have a history and purpose)

 

 

Standard: 5.4

  • Use (visual art terminology)
  • Describe (personal responses to specific works of art)

 

Standard: 5.5

  • Identify (possible improvements in the process of creating their own work )

 

Standard: 6.2

  • Identify

 

Standard: 6.4

 

  • Demonstrate (how the visual

         arts are used in the world

         around us.

 

3,6

 

 

 

2,1

 

 

 

 

 

 

3,

1

 

 

 

1

 

1

 

 

1

 

 

 

1

 

 

 

 

 

2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Assessments

Common Formative Pre- Assessment (Followed by Data Team Analysis):

-Daily Question/Answer Session, Verbal Feedback, Sharing Time

-Daily visual overview of work in progress

 

“Dipsticks” (Informal Progress Monitoring Checks):

-          Sketches/Rough Drafts/Experiment Paper/Sloppy

     Copy/Thumbnail/Practice   Paper/Scribble Sheet/Sketchbook

-   Daily Question/Answer Session, Verbal Feedback, Sharing Time

-          Daily Visual overview of work in progress

-          Final Project

-          Visual critique of final project

-          Project-based student rubric/criteria check list (specific lesson based)

 

Common Formative Post- Assessment (Followed by Data Team Analysis):

-          Sketches/Rough Drafts/Experiment Paper/Sloppy Copy/

Thumbnail/Practice Paper/Scribble Sheet/Sketchbook

-          Question/Answer Session, Verbal Feedback, Sharing Time

-          Visual overview of work in progress

-          Completed project-based student rubric/criteria check list (specific lesson based)

-          CFA (see appendix)

 

 

Instructional Planning

Suggested Resources/Materials:

Instructional Resources used by West Haven Elementary Art Educators

1 FANDEX FAMILY FIELD GUIDE: PAINTERS

2 SLIDE ART SMART SERIES

3 VHS MULTICULTURAL SET

4 BOOK MATH ART PROJECT ACTIVITY

5 BK DISCOVERING GREAT ARTISTS

6 CD MUSIC FOR THE CLASSROOM  

7 ART DISPLAY CARDS ELEMENTS AND PRINCIPLES OF DESIGN

8 ART DISPLAY CARDS - COLOR

9 POSTER SET DRAWING

10 VHS SKETCHBOOKS HOW ARTIST USE THEM

11 POSTERS PERSPECTIVE

12 CD WILTON ART APPRECIATION PROGRAM SERIES 100

13 BOOK MASTERPIECE OF THE MONTH  

14 DVD 100 WILTON ART APPRCTN

15 PRINTS CULTURAL MASK SET

16 BOOK LIVES OF THE ARTISTS

17 BOOKS GETTING TO KNOW THE WORLDS GREATEST ARTISTS SET

18 BOOK PICTURE THIS

19 PRINT MAJOR STYLES OF MODERN ART

20 POSTER KNOW THE ARTIST SET

21 POSTER COLOR WHEEL

22 DVD 200 WILTON ART APPRCTN

23 DVD WHO IS THE ARTIST

24 DVD & CAVE PRINT POSTERS

25 POSTER ABORIGINAL ART

26 DVD MASKS FROM MANY CULTURES  

27 PRINT FAITH RINGGOLD UNMOUNTED

28 DVD I CAN FLY SET

29 DREAM MAKERS GUIDE MATHEMATICS

30 DREAM-MAKERS GUIDE PRINCIPLES OF ART AND DESIGN

31 BOOK COMPLETE ART CURRICULUM ACTIVITIES KIT

32 BOOK DYNAMIC ART PROJECTS FOR CHILDREN

33 CERTIFICATE 8 1/2X11 ART ACHIEVEMENT

34 ART DISPLAY CARDS - ART STYLES SET

35 BOOK DESIGN COLORING SCAPES

36 DREAM-MAKERS GUIDE LANGUAGE ART

37 DREAM-MAKERS GUIDE SOCIAL STUDY

38 DREAM-MAKERS GUIDE - SCIENCE

39 BOOK USBORNE BOOK OF ART IDEAS  

40 BOOK THE ART TEACHER'S BOOK OF LISTS

41 BOOK AND DVD CHILD ART THERAPY

42 BOOK ART LESSONS FOR THE MIDDLE SCHOOL

43 ART DISPLAY CARDS - DRAWING AND PERSPECTIVE

44 BOOK NEW DRAWNG ON THE RIGHT SIDE OF BRAIN

45 BOOK DRAW SERIES RAINFOREST ANIMALS

46 BOOK DRAW SERIES INSECTS

47 GAME THE FINE ART GAME

48 CERTIFICATE 8 1/2X11 ART ACHIEVEMENT

49 ART DISPLAY CARDS - CERAMICS

50 ART DISPLAY CARDS - DRAWING AND PERSPECTIVE

51 POSTER ELEMENTS AND PRINCIPLES OF DESIGN

52 GAME FRACTILES 7 12X12 GR

53 BOOK LEARN TO DRAW 3-D

54 BOOK HOW TO DRAW COMICS THE MARVEL WAY

55 GAME SHAPE BY SHAPE

56 BOOK DRAW SERIES DESERT ANIMALS

57 BOOK DRAW SERIES GRASSLAND ANIMALS

58 BOOK DRAW SERIES OCEAN ANIMALS

59 BOOK DRAWING IN 3-D

60 GAME WHERE ART THOU?

61 BOOK GAMES FOR TEACHING ART

62 GAME ESCHER FOAM PUZZLE PIECES

63 DRIBBLE DRABBLE, BY DEYA BRASHEARS

64 BROWN BAG IDEAS FROM MANY CULTURES, IRENE TEJADA

65 WEBSITES:

http://gardenofpraise.com/art.htm

http://www.enchantedlearning.com/art/label/colorwheel/

http://www.kinderart.com/special/

http://www.msdsteuben.k12.in.us/jrider/elements_and_principles_of_art.htm

66 CURRICULUM TEACHER GUIDES SRA ART CONNECTIONS LEVELS K-6

 

Suggested Research-based Effective Instructional Strategies:

Thematic Instruction

Students learn better from thematic, interdisciplinary instruction -- themes are a way of understanding new concepts and provide mental organizing schemes.

Identifying Similarities and Differences

Learning to classify and discern differences and similarities prepares students for employing metaphor, analogy, and higher-order thinking skills.

 

Summarizing and Note Taking (Sketchbooks)

Effective summarizing requires analysis that leads to deeper understanding. Students will benefit from taking notes in both linguistic and visual forms.

 

Reinforcing Effort

Student attitudes and beliefs have a significant effect on success in school. Achievement can increase when teachers show the connection between effort and success.

 

Nonlinguistic Representation

We store knowledge in two forms: linguistic and nonlinguistic. The more students use both systems, the better they are able to think about and recall knowledge.

 

Cooperative Grouping

Grouping can promote student learning and build interpersonal skills when done wisely and support structures are in place.

 

Setting Objectives

Teachers communicate learning goals to students every day. Focus students on meeting those goals and greatly improve their chances of success. [top]

 

Providing Feedback

Criteria for success and specific, timely feedback can help increase students understanding and improve learning.

 

Cues, Questions, and Advance Organizers

Increase students' readiness for learning with cues and questions that connect new ideas to existing knowledge.

 

Simulations and Games

Simulation offers unique opportunities to enhance learning and allow students to test knowledge, gain experience, and practice skills.

 

Vocabulary/Word Wall

Elements of Art

(Line, Shape, Color, Value, Form, Texture, Space)

Line ( Horizontal, Vertical, Oblique, Curvy, Zig Zag, Contour, Hatching, Cross Hatching, Gesture, Expressive, Thick, Thin,

Shape ( Geometric, Organic, Non-Organic, Positive, Negative, Abstract, Outline Shapes)

Color ( Color Wheel, Primary, Secondary, Tertiary/Intermediate, Complimentary, Analogous, Tint, Shade, Neutral, Cool, Warm, Value, Blending, Mixing, Hue, Intensity, )

Value (Hue, Intensity, Tint, Shade, Gradation, Atmospheric)

Form (Mass, Volume, Geometric Solid, Sphere, Cube, Cylinder, Pyramid, Cone, Prism, Natural Form, )

Texture ( Actual, Visual, Rub, Carve, Scratch, Dry Brush, Wet on Wet, Stipple, Reflection)

Space(Two Dimensional, Three Dimension, One Point Perspective)

 

Enrichment/Extension

“Snapshot” writing on index cards describing their artwork using art vocabulary.

 

See Appendix

See Instructional Resources

 

Interdisciplinary Connections

Math, Language, Social Studies, and Science Strands when appropriate.

Music, PE, and Library integration when appropriate.

 

See Appendix