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TRENTON PUBLIC SCHOOLSGRADE 3 VISUAL ARTS CURRICULUM GUIDE

Unit 1: Element of Color

Grade level: Third Grade

“I can” Statement: I can identify the element of color and use it in an artwork based on a famous work of art or piece of literature.


Stage 1: Desired ResultsGoals: (Related Performance Standards):By the end of Third Grade, students will:

Elaborate on an imaginative idea. Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-

making process. Create personally satisfying artwork using a variety of artistic processes and materials. Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of

artistic processes. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life. Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. Identify exhibit space and prepare works of art including artists’ statements, for presentation. Identify and explain how and where different cultures record and illustrate stories and history of life through art. Speculate about processes an artist uses to create a work of art. Determine messages communicated by an image . Develop a work of art based on observations of surroundings. Recognize that responses to art change depending on knowledge of the time and place in which it was made.

Enduring Understandings:(Anchor Standard 1): Generate and conceptualize artistic ideas and work.)

Creativity and innovative thinking are essential life skills that can be developed. Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking

goals.(Anchor Standard 2): Organize and develop artistic ideas and work.)

Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating

artworks. People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.

(Anchor Standard 3): Refine and complete artistic work.) Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining

work over time.(Anchor Standard 4): Select, analyze and interpret artistic work for presentation.

Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.

(Anchor Standard 5): Develop and refine artistic techniques and work for presentation.) Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing

and refining artwork for display and or when deciding if and how to preserve and protect it.(Anchor Standard 6): Convey meaning through the presentation of artistic work.)

Objects, artifacts, and artworks collected, preserved, or presented either by artists, museums, or other venues communicate meaning and a record of social, cultural, and political experiences resulting in the cultivating of appreciation and understanding.

(Anchor Standard 7): Perceive and analyze artistic work. Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and

appreciation of self, others, the natural world, and constructed environments. Visual imagery influences understanding of and responses to the world.


Unit 2: Element of Line


“I can” Statement: I can identify the element of line and use it in an artwork based on a famous work of art or piece of literature.





artistic processes. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life. Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. Identify exhibit space and prepare works of art including artists’ statements, for presentation. Identify and explain how and where different cultures record and illustrate stories and history of life through art. Speculate about processes an artist uses to create a work of art. Determine messages communicated by an image . Develop a work of art based on observations of surroundings. Recognize that responses to art change depending on knowledge of the time and place in which it was made.







work over time. (Anchor Standard 7): Perceive and analyze artistic work.

Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.

Visual imagery influences understanding of and responses to the world.(Anchor Standard 10): Synthesize and relate knowledge and personal experiences to make art.)

Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.

(Anchor Standard 11): Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)

People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.

Essential Questions:(Anchor Standard 1):

What conditions, attitudes, and behaviors support creativity and innovative thinking?


Unit 3: Element of Shape


“I can” Statement: I can identify the element of shape and use it in an artwork based on a famous work of art or piece of literature.




artistic processes. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life. Speculate about processes an artist uses to create a work of art. Determine messages communicated by an image . Develop a work of art based on observations of surroundings. Recognize that responses to art change depending on knowledge of the time and place in which it was made.






(Anchor Standard 3): Refine and complete artistic work.)


Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.

(Anchor Standard 7): Perceive and analyze artistic work. Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and


(Anchor Standard 10): Synthesize and relate knowledge and personal experiences to make art.) Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge,

and experiences.(Anchor Standard 11): Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.)



What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic responses?

(Anchor Standard 2): How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and

equipment? How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

(Anchor Standard 3): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms?


(Anchor Standard 7): How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?

(Anchor Standard 10): How does engaging in creating art enrich people's lives? How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through

art-making?(Anchor Standard 11):

How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit?Content: National Core Arts Anchors and Performance

Standards:Skills: Student Learning ObjectivesStudents will be able to:

Different types of shapes

How shapes are made

Organic Shapes Geometric

Shapes How shapes add

detail and visual interest to a design or work of art

Introduction to and practice with different art media and how

Creating:

Investigating-Planning-Making: VA:Cr1.1.3a:

Elaborate on an imaginative idea.


Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.

Investigating: VA:Cr2.1.3a:

Create personally satisfying artwork using a variety of artistic processes and materials.

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.).

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,


to properly use them

Introduction to critique

Introduction to aesthetics and the response a piece of art elicits from a viewer


Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.


Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life.

Responding:

Perceiving: VA:Re.7.3.1a:

Speculate about processes an artist uses to create a work of art.


Determine messages communicated by an image.

Connecting:

Synthezing: VA:Cn10.3.1a:

Develop a work of art based on observations of surroundings.

Relating: VA:Cn11.3.1a:

Recognize that responses to art change depending on knowledge of the time and place in which it was made.

surrealism, optic art, impressionism etc.).


Stage 2: Assessment EvidenceWhat evidence will show that students understand?

Performance Task Option: Students understand the importance of element of shape;SLO: -Students collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content,

style, and technique.

-Students create an artwork that communicates something about a place that has significance for them, and is inspired by the content, style or technique of artworks observed and analyzed, while demonstrating quality craftsmanship through appropriate use of materials, tools, and equipment.

-Students write an artist statement to be displayed with their completed artwork.

-Students present their artworks and artist statements for a group discussion about an appropriate location for physically or digitally displaying the finished work and how a display communicates information and ideas to the viewer.


Unit 4: Element of Form


“I can” Statement: I can identify the element of form and use it in an artwork based on a famous work of art and/or piece of literature.


Stage 1: Desired Results

Goals: (Related Performance Standards):By the end of Third Grade, students will:



artistic processes. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life. Speculate about processes an artist uses to create a work of art. Determine messages communicated by an image . Evaluate an artwork based on a given criteria. Develop a work of art based on observations of surroundings. Recognize that responses to art change depending on knowledge of the time and place in which it was made.







work over time. (Anchor Standard 7): Perceive and analyze artistic work.

Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and appreciation of self, others, the natural world, and constructed environments.

Visual imagery influences understanding of and responses to the world.(Anchor Standard 9): Apply criteria to evaluate artistic work.

People evaluate art based on various criteria.(Anchor Standard 10): Synthesize and relate knowledge and personal experiences to make art.)





Unit 5: Element of Texture


“I can” Statement: I can identify the element of texture and use it in an artwork based on a famous work of art and/or piece of literature.




artistic processes. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life. Identify exhibit space and prepare works of art including artists’ statements, for presentation. Identify and explain how and where different cultures record and illustrate stories and history of life through art. Speculate about processes an artist uses to create a work of art. Determine messages communicated by an image . Evaluate an artwork based on a given criteria. Develop a work of art based on observations of surroundings. Recognize that responses to art change depending on knowledge of the time and place in which it was made.








work over time. (Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Artists, curators and others consider a variety of factors and methods including evolving technologies when preparing and refining artwork for display and or when deciding if and how to preserve and protect it.

(Anchor Standard 6: Convey meaning through the presentation of artistic work.


(Anchor Standard 7): Perceive and analyze artistic work. Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding

and appreciation of self, others, the natural world, and constructed environments. Visual imagery influences understanding of and responses to the world.

(Anchor Standard 9): Apply criteria to evaluate artistic work.

People evaluate art based on various criteria.(Anchor Standard 10): Synthesize and relate knowledge and personal experiences to make art.)





What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? How does knowing the contexts histories, and traditions of art forms help us create works of art and design? Why do artists follow or break from established traditions?


How do artists determine what resources and criteria are needed to formulate artistic responses?(Anchor Standard 2):

How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and

equipment? How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?

(Anchor Standard 3): What role does persistence play in revising, refining, and developing work? How do artists grow and become accomplished in art forms? How does collaboratively reflecting on a work help us experience it more completely?

(Anchor Standard 5): What methods and processes are considered when preparing artwork for presentation or preservation? How does refining artwork affect its meaning to the viewer? What criteria are considered when selecting work for presentation, a portfolio, or a collection?

(Anchor Standard 6): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and

experiences?(Anchor Standard 7)

How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world? What can we learn from our responses to art? What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?

(Anchor Standard 9) How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

(Anchor Standard 10): How does engaging in creating art enrich people's lives?


How does making art attune people to their surroundings? How do people contribute to awareness and understanding of their lives and the lives of their communities through

art-making?(Anchor Standard 11):

How does art help us understand the lives of people of different times, places, and cultures? How is art used to impact the views of a society? How does art preserve aspects of life?

What Key Knowledge and Skills will Students acquire as a result of this unit?Content: National Core Arts Anchors and Performance

Standards:Skills: Student Learning ObjectivesStudents will be able to:

Texture adds details to art

Different ways to add texture into a piece of art

Real and imaginary texture

Experimenting with various textures

Introduction to different art media and how to properly use them

Introduction to critique and evaluating art work

Creating:


Elaborate on an imaginative idea.


Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.


Create personally satisfying artwork using a variety of artistic processes and materials.


Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.


Individually or collaboratively construct representations, diagrams, or maps of places that

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.

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.

Identify various artists whose pivotal works of


are part of everyday life.

Presenting:

Analyzing: VA:Pr5.3.1a:

Identify exhibit space and prepare works of art including artists’ statements, for presentation.

Sharing: VA:Pr6.3.1a:

Identify and explain how and where different cultures record and illustrate stories and history of life through art.

Responding:


Speculate about processes an artist uses to create a work of art.


Determine messages communicated by an image.

Analyzing: VA:Re.9.1.3a: Apply criteria to evaluate artistic work.

Connecting:

Synthezing: VA:Cn10.3.1a:

Develop a work of art based on observations of surroundings.

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.).


Relating: VA:Cn11.3.1a:

Recognize that responses to art change depending on knowledge of the time and place in which it was made.

Stage 2: Assessment EvidenceWhat evidence will show that students understand?

Performance Task Option: Students understand the importance of element of texture;SLO: -Students collaboratively observe, analyze, and interpret a body of artworks about places, focusing on content,

style, and technique.

-Students create an artwork that communicates something about a place that has significance for them, and is inspired by the content, style or technique of artworks observed and analyzed, while demonstrating quality craftsmanship through appropriate use of materials, tools, and equipment.

-Students write an artist statement to be displayed with their completed artwork.

-Students present their artworks and artist statements for a group discussion about an appropriate location for physically or digitally displaying the finished work and how a display communicates information and ideas to the viewer.


Unit 6: Element of Value


“I can” Statement: I can identify the element of space and use it in an artwork based on a famous work of art and/or piece of literature.




artistic processes. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life. Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. Identify exhibit space and prepare works of art including artists’ statements, for presentation. Identify and explain how and where different cultures record and illustrate stories and history of life through art. Speculate about processes an artist uses to create a work of art. Determine messages communicated by an image . Evaluate an artwork based on a given criteria. Develop a work of art based on observations of surroundings. Recognize that responses to art change depending on knowledge of the time and place in which it was made.










and refining artwork for display and or when deciding if and how to preserve and protect it.


Unit 7: Element of Space


“I can” Statement: I can identify the element of space and use it in an artwork based on a famous work of art and/or piece of literature.





artistic processes. Individually or collaboratively construct representations, diagrams, or maps of places that are part of everyday life. Investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. Identify exhibit space and prepare works of art including artists’ statements, for presentation. Identify and explain how and where different cultures record and illustrate stories and history of life through art. Speculate about processes an artist uses to create a work of art. Determine messages communicated by an image . Interpret art by analyzing use of media to create subject matter, characteristics of form, and mood. Evaluate an artwork based on a given criteria. Develop a work of art based on observations of surroundings. Recognize that responses to art change depending on knowledge of the time and place in which it was made.

Enduring Understandings: (Anchor Standard 1): Generate and conceptualize artistic ideas and work.)





(Anchor Standard 3): Refine and complete artistic work. Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining




and refining artwork for display and or when deciding if and how to preserve and protect it.(Anchor Standard 6): Convey meaning through the presentation of artistic work.)


(Anchor Standard 7): Perceive and analyze artistic work.) Individual aesthetic and empathetic awareness developed through engagement with art can lead to understanding and


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