Art – Grade 4
Week 1 Unit of Study: Industrial Design Fourth Grading Period
TEKS Grade 4 (Content)§ 1 B The student is expected to identify in artworks that color, texture, form, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.
§ 3 C The students will identify the roles of art in American society.
§ 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. / TEKS Grade 4 (Skills and Processes)
§ 2 B The student is expected to compare relationships between design and everyday life.
§ 2 C The student is expected to create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· industrial design
Bilingual Word Wall
· deseno industrial / Scott Foresman Art
Unit 5 – Art, Old and New
· Lesson 4 – Industrial Design
Studio Lesson _ Design with Wire
Optional Resources:
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 5
Internet Resources
Scott Foresman online tour
Carmine’s introductions to line and shape
The Artist’s Toolkit
Visual Understanding in Education
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
· Guide students as they examine a variety of industrial designs
· demonstrate mural design techniques
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. Why must industrial design be pleasing as well as functional?
2. What safety measures must we use when working with wire?
3. What kind of person do you think the designer had in mind when he created this artwork? / · Identify and describe industrial design.
· Express ideas by designing a bicycle from colored wire.
· Evaluate original artwork by self and peers. / · Compare and Contrast
· Group Discussion
· Questions
· Discussions
· Graphic Organizer
· Reading Process
· Primary Resources
Assessment
Ø Students demonstrate understanding of industrial design through classroom discussions and demonstrations.
Ø Students will complete a wire sculpture.
Ø Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Have students view the illustrations in the textbook.
During: Check for Understanding
Have students discuss whether they would wear the watch.
After: Evaluate
Have students explain their choice of colors, lines, and values.
Technology Connection
WEB LINKS
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Have students partner with another student.
Art – Grade 4
Week 2 Unit of Study: Portraits and Proportion Fourth Grading Period
TEKS Grade 4 (Content)§ 1 A The student is expected to communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.
§ 3 B The student is expected to compare cultural themes honoring history and traditions in American and other artworks.
§ 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. / TEKS Grade 4 (Skills and Processes)
§ 2 A The student is expected to combine information from direct observation, experience, and imagination to express ideas about self, family, and community.
§ 2 B The student is expected to compare relationships between design and everyday life.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· portrait
· proportion
Bilingual Word Wall
· retrato
· proporcion / Scott Foresman Art
Unit 5 – Art, Old and New
· Lesson 5 – Portraits and Proportion
Studio Lesson _ Draw a Self-Portrait
Optional Resources:
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 5
Internet Resources
Scott Foresman online tour
Carmine’s introductions to line and shape
The Artist’s Toolkit
Visual Understanding in Education
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
· Guide students as they examine a variety of portraits and self-portraits
· Act as resource and guide students as they design their self-portrait
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 4. What can you tell about this person based on the visual clues?
5. How does the use of color contribute to the main idea?
6. What ideas do you think the artist wanted to express in this portrait? / · Identify and describe portraits, self-portraits, and proportions in artworks.
· Express ideas by drawing a self-portrait.
· Evaluate original artwork by self and peers. / · Compare and Contrast
· Group Discussion
· Questions
· Discussions
· Graphic Organizer
· Reading Process
· Primary Resources
Assessment
Ø Students demonstrate understanding of portrait and self-portraits through classroom discussions and demonstrations.
Ø Students will complete a self-portrait that illustrates proportion.
Ø Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Have students set up a graphic organizer to compare and contrast artworks.
During: Check for Understanding
Have students compare and contrast images on page 172 and 173.
After: Evaluate
Have students write a short description of their artwork.
Technology Connection
WEB LINKS
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Have students use picture as inspiration for their designs.
Art – Grade 4
Week 3 Unit of Study: The Human Form Fourth Grading Period
TEKS Grade 4 (Content)§ 1 B The student is expected to identify in artworks that color, texture, form, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.
§ 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. / TEKS Grade 4 (Skills and Processes)
§ 2 A
§ 2 C The student is expected to create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.
§
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· pose
· model
Bilingual Word Wall
· posar
· modelo / Scott Foresman Art
Unit 5 – Art, Old and New
· Lesson 6 – The Human Form
Studio Lesson _ Show Proportion
Optional Resources:
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 5
Internet Resources
Scott Foresman online tour
Carmine’s introductions to line and shape
The Artist’s Toolkit
Visual Understanding in Education
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
· guide students as they discuss and examine proportion in the human form
· facilitate tools and materials
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 7. Where did the proportions for the human form come from?
8. What does the portrait tell you about the person that you might not know if you only saw the face?
9. How would you describe the mood of this portrait? / · Identify and describe the human form in artworks.
· Express ideas by creating a full-length portrait.
· Evaluate original artwork by self and peers. / · Compare and Contrast
· Group Discussion
· Questions
· Discussions
· Graphic Organizer
· Reading Process
· Primary Resources
Assessment
Ø Students demonstrate understanding of the human form through classroom discussions and demonstrations.
Ø Students will complete a full-length portrait.
Ø Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Proportions of the Human Form?
Have students study the diagram on page 177.
During: Check for Understanding
Have students use a ruler to check their own body to see if it follows the diagram.
After: Evaluate
Have students discuss how ideas about ideal human proportions have changed over time.
Technology Connection
Balance
WEB LINKS
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Have students partner with another student for help with measurements.
Art – Grade 4
Week 4 Unit of Study: Mixed-Media Artworks Fourth Grading Period
TEKS Grade 4 (Content)§ 1 A The student is expected to communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.
§ 3 B The student is expected to compare cultural themes honoring history and traditions in American and other artworks.
§ 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. / TEKS Grade 4 (Skills and Processes)
§ 1 B The student is expected to identify in artworks that color, texture, form, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.
§ 2 A The student is expected to combine information from direct observation, experience, and imagination to express ideas about self, family, and community.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· theme
Bilingual Word Wall
· tema / Scott Foresman Art
Unit 6 – An Assortment of Art
· Lesson 1 – Mixed-Media Artworks
Studio Lesson _ Design a Story Quilt
Optional Resources:
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 6
Internet Resources
Scott Foresman online tour
Carmine’s introductions to line and shape
The Artist’s Toolkit
Visual Understanding in Education
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
· question students as they examine a variety of mixed-media artworks
· facilitate tools and materials and demonstrate techniques
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 10. What types of objects can you identify in this artwork?
11. What is your favorite part of the artwork?
12. What is the theme of this artwork? / · Identify and describe mixed-media artworks, story quilts, and femmage.
· Express ideas by creating a story quilt that demonstrates the use of mixed media.
· Evaluate original artwork by self and peers. / · Compare and Contrast
· Group Discussion
· Questions
· Discussions
· Graphic Organizer
· Reading Process
· Primary Resources
Assessment
Ø Students demonstrate understanding of the mixed-media artworks through classroom discussions and demonstrations.
Ø Students will complete a story quilt that demonstrates the use of mixed media.
Ø Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Cultural Heritage
Have student study the images on pages 188 and 189.
During: Check for Understanding
Have students compare and contrast the images using a graphic organizer
After: Evaluate
Have students explain how the artist told a story.
Technology Connection
WEB LINKS
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Have students view and use images of national holidays for their inspiration.
Art – Grade 4
Week 5 Unit of Study: Relief Sculpture Fourth Grading Period
TEKS Grade 4 (Content)§ 1 B the student is expected to identify in artworks that color, texture, form, space, and value are basic art elements and that the principles such as emphasis, pattern, rhythm, balance, proportion, and unity serve as organizers.
§ 4 B the student is expected to analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about properties. / TEKS Grade 4 (Skills and Processes)
§ 1 A the student is expected to communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences.
§ 2 A the student is expected to combine information from direct observation, experience, and imagination to express ideas about self, family, and community.
§ 2 C the student is expected to create original artworks and explore photographic imagery, using a variety of art materials and media appropriately.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
· sculpture
· profile
Bilingual Word Wall
· escultura
· perfil / Scott Foresman Art
Unit 6 – An Assortment of Art
· Lesson 2 – Relief Sculpture
Studio Lesson _ Make a Relief Sculpture
Optional Resources:
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 6
Internet Resources
Scott Foresman online tour
Carmine’s introductions to line and shape
The Artist’s Toolkit
Visual Understanding in Education
Reading/Writing and the Visual Arts: Research and Correlations
Project Rubric / The teacher will use resources and Before, During, and After strategies to:
· probes students as they analyze relief sculpture
· demonstrate and facilitate tools and materials
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 13. What is the subject of this relief sculpture?
14. What person from history will you portray?
15. What mood does the artist convey? / · Identify and describe relief sculptures and profiles in a variety of artworks.
· Express ideas by creating a relief sculpture.
· Evaluate original artwork by self and peers. / · Compare and Contrast
· Group Discussion
· Questions
· Discussions
· Graphic Organizer
· Reading Process
· Primary Resources
Assessment
Ø Students demonstrate understanding of relief sculpture through classroom discussions and demonstrations.
Ø Students will complete a relief sculpture.
Ø Students will analyze and evaluate original artworks using art criticism format.
Before:
Relief Sculpture
Have students read page 192 and 193.
During: Check for Understanding
Have students use a graphic organizer to compare and contrast the images.
After: Evaluate
Have students explain how the figures were portrayed in the sculptures.
Technology Connection
WEB LINKS
Special Education / Scott Foresman Art
Instructional Modifications/ Accommodations Determined by ARD/IEP / During: Check for Understanding
· Have students use pre-cut shapes to develop their design.
Art – Grade 4