2
Trenton Public Schools
Grade 3 Visual & Performing Arts~Art
2009-2010
STANDARD 1.1 AESTHETICSAll students will use aesthetic knowledge in the creation of and in response to dance, music, theater and visual arts.
Strand
A. Knowledge
Goals
By the end of Grade 4, students will:
· Understand that art works elicit different responses in different people.
· Understand that art elements help elicit an emotional response.
· Explain personal emotional responses to an art work.
· Communicate personal emotional responses to an art work.
Enduring Understandings
· Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
· The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.
Essential Questions
· Why should I care about the arts?
· What’s the difference between a thoughtful and a thoughtless artistic judgment?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.1.4A.1 Compose simple works of art in response to stylized characteristics observed in the dance, music, theater, and visual art of various cultures and time periods. / · reproduce certain aspects of famous works of art in their own work.
· identify elements and principles of design as well as other stylized aspects in art work. / · Elements of design
· Principles of design
· Brush strokes
· Color Palettes
· Techniques
1.1.4A.2 Communicate ideas reflecting on the nature and meaning of art and beauty. / · identify that nature is a theme in art.
· view nature as inspiration.
· discuss the beauty of nature as it pertains to the art work. / · Still Life
· Landscape
· Seascape
· Cityscape
· Animal portraits
· Photography
· Nature inspired projects
· Poetry to describe nature or an art work
1.1.4A.3 Recognize works of art and art elements designed to imitate systems in nature. / · differentiate between different types of paintings involving nature
· demonstrate that elements are used to show different aspects of nature / · Landscapes
· Seascapes
· Cityscapes
· Still Life
· Photography
Strand
B. Skills
Enduring Understandings
· Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
· The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.
Essential Questions
· Why should I care about the arts?
· What’s the difference between a thoughtful and a thoughtless artistic judgment?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.1.4B.1 Apply basic domain-specific arts language to communicate personal responses to dance, theater, music, and visual art. / · demonstrate use of appropriate words in describing and discussing art.
· restate opinions about art by using art vocabulary. / · Still Life
· Landscape
· Seascape
· Cityscape
· Portrait
· Self-Portrait
· Abstract
· Realistic
1.1.4B.2 Compare and contrast works of art that communicate significant cultural meanings. / · view art works from different cultures.
· recognize characteristics specific to art from certain cultures.
· distinguish between art from different cultures. / · Examples of works from a variety of cultures
· Form versus Function
· Purpose of different articles from different cultures
1.1.4B.3 Apply qualitative terms when responding to works of art. / · discuss the importance of a work of art.
· evaluate the art work’s importance. / · Different periods
· Different styles
· Characteristics of different periods of work
1.1.4B.4 Create an arts experience that communicates a significant emotion or feeling. / · give examples of how art makes them feel.
· demonstrate the effect an art work has on them. / · Skits
· Discussions
· Charts
· Posters
· Art work in response to a piece of art
· Stories
· Poems
· PowerPoint presentations
Standard 1.2: CREATION AND PERFORMANCE
All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art.
Strand
D. Visual Art
Goals
By the end of Grade 4, students will:
· Be able to create art works that use a variety of materials and media.
· Use materials with a comfortable level of manual dexterity.
· Create works of art that are neat and organized.
Enduring Understandings
· The arts serve multiple functions: enlightenment, education, and entertainment.
· Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product.
· The artistic process can lead to unforeseen or unpredictable outcomes.
Essential Questions
· How does creating and performing in the arts differ from viewing the arts?
· To what extent does the viewer properly affect and influence the art and the artist and to what extent is the art for the artist?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.2.4D.1 Apply the basic principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement to a work of art. / · apply the basic principles into their work
· demonstrate how to use the principles in a work of art / · Pattern
· Rhythm
· Movement
· Unity
· Balance
· Emphasis
· Contrast
1.2.4D.2 Explore the use of paint, clay, charcoal, pastels, colored pencils, markers, and printing inks and select appropriate tools in the production of works of art. / · understand the difference between a variety of materials
· demonstrate how to use a variety of materials
· utilize materials based on their needs / · Painting
· Sculpture
· Sketch
· Etching
· Prints
· Design
1.2.4D.3 Generate works of art based on selected themes. / · create works of art
· demonstrate mastery of a theme by creation of an art work inspired by the theme
· explain how their art relates to the theme / · Elements of Design
· Principles of Design
· Cultural Celebrations
· Artist Studies
· Genres of art
1.2.4D.4 Investigate careers in the world of visual arts. / · read about art careers.
· understand that every day things were all made in some part by an artist. / · Careers in design
· Architecture
· Art Teacher
· Engineers
· Inventors
Standard 1.3: ELEMENTS AND PRINCIPLES
All students will demonstrate an understanding of the elements and principles of dance, music, theater, and visual art.
Strand
D. Visual Art
Goals
By the end of Grade 4, students will:
· Be able to use art elements with minimal guidance to create their own art.
· Be able to identify and describe how elements are used in works of art.
Enduring Understandings
· Underlying structures in art can be found via analysis and inference.
· Breaking accepted norms often gives rise to new forms of artistic expression.
Essential Questions
· How do underlying structures unconsciously guide the creation of art works?
· Does art have boundaries?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.3.4D.1 Identify the design principles of balance, harmony, unity, emphasis, proportion, and rhythm/movement. / · recognize basic principles of design in works of art.
· explain how basic principles are used in works of art. / · Pattern
· Rhythm
· Movement
· Unity
· Balance
· Emphasis
· Contrast
1.3.4D.2 Identify elements and principles of design in specific works of art. / · demonstrate what specific elements are used in a work.
· discuss what elements and principles are used in a specific work of art.
· explain how elements and principles are used in a work of art. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
Standard 1.4: CRITIQUE
All students will develop, apply and reflect upon knowledge of the process of critique.
Strand
A. Knowledge
Goals
By the end of Grade 4, students will:
· Understand that critique is used to discuss art.
· Understand why critique is used to discuss art.
· Participate in class discussions about works of art.
· Participate in class discussions about their own art.
· Utilize questioning skills to ask about a classmate’s art.
· Be able to critique a classmate’s work in a positive way.
Enduring Understandings
· The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Essential Questions
Strands A and B: Knowledge and Skills
· When is art criticism vital and when is it beside the point?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.4.4A.1. Utilize basic arts terminology and arts elements in all four arts domains. / · understand that art making, criticism, aesthetics, and art history are interlaced into art.
· articulate art vocabulary in class discussions. / · Word Walls
· Class Discussions
· Journal Writings
1.4.4A.2 Recognize the value of critiquing one’s own work as well as the work of others / · explain why critique is important.
· understand that critiquing one’s own work helps the student to understand what would make the work more effective. / · Class Critique
· Written Critique
· Art work in response to a critique
Strand
B. Skills
Enduring Understandings
· The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Essential Questions
Strands A and B: Knowledge and Skills
· When is art criticism vital and when is it beside the point?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.4.4B.1 Observe the basic arts elements in performances and exhibitions. / · identify color, line, shape, form, texture, value, and space as they are used in art works.
· explain how an element of art is used in an art work.
· demonstrate how the elements of design are used in a particular work of art. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
1.4.4B.2 Formulate positive analysis of arts performances by peers and respond positively to critique. / · participate in class critiques.
· generate opinions based on the art works of peers.
· articulate appropriate, positive responses to the art work of peers. / · Class Critiques
· Written Critiques
· Journal entries
1.4.4B.3 Recognize the main subject or theme in a work of art. / · discuss how an at work is part of a selected theme.
· explain how the art work fits into that theme. / · Color
· Line
· Shape
· Form
· Texture
· Value
· Space
· Cultural celebrations
· Genre of art
Standard 1.5: HISTORY/CULTURE
All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society.
Strand
A. Knowledge
Goals
By the end of Grade 4, students will:
· Be familiar with the art work of a few cultures.
· Be able to identify the art work of a few cultures.
Enduring Understandings
· Culture affects self-expression, whether we realize it or not.
· Every artist has a style; every artistic period has a style.
Essential Questions
Strands A and B: Knowledge and Skills
· Does art define culture or does culture define art?
· What is old and what is new in any work of art?
· How important is “new” in art?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.5.4A.1 Identify works of art from various historical periods and diverse cultures. / · recognize the art work from a variety of cultures and historical periods.
· classify art works by their culture or historical periods by its identifying characteristics. / · Cultural Celebrations
· Color
· Line
· Shape
· Form
· Texture
· Value
· Space
1.5.4A.2 Recognize arts resources that exist in communities. / · identify that art is a part of communities.
· understand that art tells a story about the culture that it is from. / · Cultural Celebrations
· Color
· Line
· Shape
· Form
· Texture
· Value
· Space
Strand
B. Skills
Enduring Understandings
· Culture affects self-expression, whether we realize it or not.
· Every artist has a style; every artistic period has a style.
Essential Questions
Strands A and B: Knowledge and Skills
· Does art define culture or does culture define art?
· What is old and what is new in any work of art?
· How important is “new” in art?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicators (CPIs) / Objective: Students will be able to… / Content
1.5.4B.1 Describe the general characteristics of artworks from various historical periods and world cultures. / · identify the culture or historical period an art work comes from by its characteristics.
· understand that art tells a story about the culture that it is from.
· articulate what makes an art work a part of a culture or historical period. / · Cultural Celebration
· Color
· Line
· Shape / · Form
· Texture
· Value
· Space
1.5.4B.2 Examine art as a reflection of societal values and beliefs. / · identify that art is a part of communities.
· understand that art gives details about its purpose and the time and place that it is from.
· understand that each culture has a different purpose behind the creation of its art works. / · Cultural Celebration
· Color
· Line
· Shape / · Form
· Texture
· Value
· Space
5/28/2009 8:37:28 PM