Grade 4 Visual Arts Curriculum Guide

TRENTON PUBLIC SCHOOLS

GRADE 4 VISUAL ARTS CURRICULUM GUIDE

Unit 1: Element of Color

Grade level: Fourth 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 Results
Goals: (Related Performance Standards):
By the end of Fourth Grade, students will:

Brainstormmultiple approaches to a creative art or design problem.
Collaborativelyset goals and create artwork that is meaningful and has purpose to the makers.
Explore and invent art-making techniques and approaches.
When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
Document, describe, and represent regional constructed environments.
Analyze how past, present, and emerging technologieshave impacted the preservationand presentation of artwork.
Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.
Compare responses to a work of art before and after working in similar media.
Analyze components in visual imagery that convey messages.
Create works of art that reflect community cultural traditions.
Through observation, infer information about time, place, and culture in which a work of art was created.

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.
Revise artwork in progress on the basis of insights gained through peer discussion.

(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.
People gain insights into meanings of artworks by engaging in the process of art criticism.
People evaluate art based on various criteria.

(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?
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 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 Anchor and Performance Standards: / Skills: Student Learning Objectives
Students will be able to:

Review of Elements of Art
Introduction to different art media and how to properly use them
Introduction to different purposes of art
Introduction to different art genres
Primary Colors
Secondary Colors
Color Wheel Review
Warm and Cool Color Review
Tertiary Colors

Identify and communicate the various purposes of art (e.g., record, create, and design), genres (e.g., portrait, still life, landscape, non objective vs. abstract), media (e.g., paint, pastels, clay, markers) and themes (e.g., nature, beauty, history, culture) used in works of art.
Recognize and identify the significant elements of art (e.g. line, color, shape/form, space) and principles of design (e.g., balance, proportion, emphasis).
Differentiate ways warm and colors exist in everyday life and are found in two and three- dimensional works of art from various cultures and mediums (e.g., Molas sewn by women of the Kuna culture, Russel Wright’s Moderne functional products, Jessica Stockholder’s brightly colored installations comprised of plastic consumer goods etc.). Utilize warm and cool colors in the design and creation of original two and three-dimensional artwork.
Survey ways that artists have portrayed the human body in various mediums (e.g., George Segal, Robert Arneson, Alice Neel, Gutzon Borglum, Leonardo Da Vinci, Maxfield Parrish, SandroBotticeli etc.). Examine ways to draw and sculpt the human body in proportion and apply to two and three-dimensional art making.
Investigate visual rhythm created through repetition and patterning in two-dimensional works of art (e.g., modernist paintings, weavings and installations by Jim Isermann, patterns found in Persian fabric, interlacing patterns in Islamic art etc.) and use simple repetitive patterns in the creation of original two-dimensional artwork.
Identify elements of art and principles of design that are evident in everyday life.
Compare and contrast works of art in various mediums that use the same art elements and principles of design.

Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option: Students understand the importance of element of color;
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.

TRENTON PUBLIC SCHOOLS

GRADE 4 VISUAL ARTS CURRICULUM GUIDE

Unit 2: Element of Line

Grade level: Fourth Grade

“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.

Stage 1: Desired Results
Goals: (Related Performance Standards):
By the end of Fourth Grade, students- will:

Brainstormmultiple approaches to a creative art or design problem.
Collaborativelyset goals and create artwork that is meaningful and has purpose to the makers.
Explore and invent art-making techniques and approaches.
When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
Document, describe, and represent regional constructed environments.
Compare responses to a work of art before and after working in similar media.
Analyze components in visual imagery that convey messages.
Apply one set of criteria to evaluate more than one work of art.
Create works of art that reflect community cultural traditions.
Through observation, infer information about time, place, and culture in which a work of art was created.

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 art-making 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 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?
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 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 Standards: / Skills: Student Learning Objectives
Students will be able to:

Review of Elements of Art
Introduction to different art media and how to properly use them
Introduction to different purposes of art
Introduction to different art genres
Different types of lines
How lines are made
How lines are used in works of art
Experimenting with various types of lines
Making artistic choices about the use of line
Creating lines from new media and tools

/ Creating:
Investigating-Planning-Making: VA:Cr1.1.4a:
Brainstorm multiple approaches to a creative art or design problem.
Investigating-Planning-Making: VA:Cr1.2.4a:
Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
Investigating: VA:Cr2.1.4a:
Explore and invent art-making techniques and approaches.
Investigating: VA:Cr2.2.4a:
When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
Investigating: VA:Cr2.3.4a:
Document, describe, and represent regional constructed environments.
Presenting:
Selecting: VA:Pr4.4.1a:
Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork.
Analyzing: VA:Pr5.4.1a:
Analyze the various considerations for presenting and protecting art in various locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats.
Sharing: VA:Pr6.4.1a:
Compare and contrast purposes of art museums, art galleries, and other venues, as well as the types of personal experiences they provide.
Responding:
Perceiving: VA:Re.7.4.1a:
Compare responses to a work of art before and after working in similar media.
Perceiving: VA:Re.7.4.2a:
Analyze components in visual imagery that convey messages.
Analyzing: VA:Re.8.1.4a:
Interpret art by referring to contextual information and analyzing relevant subject matter, characteristics of form, and use of media.
Interpreting: VA:Re.9.1.4a:
Apply one set of criteria to evaluate more than one work of art.
Connecting:
Synthezing: VA:Cn10.4.1a:
Create works of art that reflect community cultural traditions.
Relating: VA:Cn11.4.1a:
Through observation, infer information about time, place, and culture in which a work of art was created. /

Compare and contrast the use of contour line in everyday life and in two and three-dimensional master works of art from various cultures and mediums (e.g., Jean Dubuffet, Frank Stella, Wassily Kandinsky, Albrecht Durer, M.C. Escher etc.). Use outline to delineate imagery in the creation of original artwork.
Examine various genres and styles of visual art and identify common and distinctive characteristics of artworks from master works from a variety of cultural and historical eras (e.g., fauvism, impressionism, American folk art etc.). Create a painting that reflects an understanding of the basic compositional approach of that genre or genres.
Examine the use of an element (e.g., line, shape, form, color, volume) in works of art from various genres and then demonstrate the distinctive qualities of its use in multiple drawings.

Identify elements of art and principles of design that are evident in everyday life.
Compare and contrast works of art in various mediums that use the same art elements and principles of design.

Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option: Students understand the importance of element of line;
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.

TRENTON PUBLIC SCHOOLS