Fine Arts
Assessment/Activity Worksheet
LEVEL: / Two (Grades 3-5)Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA:C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.1(L2) Use materials, techniques, media, technology, and
processes to communicate ideas and experiences.
Assessment (before, during, after):
Before:
Identify material used in art production, via a guided brainstorming activity. Pretest the students’ knowledge of the color wheel, primary and secondary colors, and elements and principles of art.
Line, shape, movement, texture, color
Shape: 2-dimensional
Form: 3-dimensional
Rainbow analysis
During:
1. Generate a color wheel with primary colors on a paper plate (secondary colors made from blending primary colors). Divide the plate into six equal sections and fill in the three primary colors with an empty space between them. Blend primary colors together to make the secondary colors and fill in the corresponding sections with these colors.
2. Demonstrate line variety through the drawing activity Crazy Head O’Hair. On a standard sheet of paper, draw an oval shape on the center bottom third of the paper to serve as the head for this project. Draw lines coming out from the top of the oval shape to represent hair. After the teacher has demonstrated some examples of different kinds of lines (thin, thick, scribbles, wavy, cross-hatching, etc.), students will add hair to the top of their egg head model. Students should also add eyes, a nose, and mouth to help center their frame of reference.
3. Create a mobile (cutting shapes with scissors): Students will identify and draw basic geometric shapes (circle, triangle, rectangle, etc.) on a sheet of construction paper. Students will cut out the shapes and share the pieces with other students to generate variety. Working in small groups of three or four, the students will punch a single hole in the cut out shape and tie yarn of various lengths to each one of the shapes. One wire coat hanger per group will serve as the support structure for the Calder inspired mobile that will be the final project.
After:
The color wheel must be “true” (complementary colors with the correct secondary color between them, i.e. green should be between yellow and blue) if primary colors are to be related to complementary colors.
Project Rubric:
Is your color wheel “correct”?
Did you utilize a variety of six different and unique lines in your hair-do-drawing?
Learning Activities/Facts/Information:
1. There are ten million kinds of lines in the world, one for each follicle of hair in the human head.2. Alexander Calder is called the father of the mobile. How do you think he came up with the idea for this art object? Does Calder’s artwork remind you of anything in the world? What and why? /
Resources:
Paper, scissors, construction paper, crayons, and color pencils. Wire coat hanger, yarn, and hole punch.www.calder.org
New Vocabulary: primary colors, secondary colors, color wheel, line variety, mobile, Alexander Calder
Fine Arts
Assessment/Activity Worksheet
LEVEL: / Two (Grades 3-5)Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.2(L2) Use art materials safely and responsibly with
environmental awareness.
Assessment (before, during, after):
Recycled Art
Before:
Pre-test for student awareness of recycling, environmentalism, and good stewardship of the planet.
During:
Make a sculpture out of recycled materials. Chakia Booker is an African American artist who makes art out of used automobile tires among other things. Students will be expected to bring in some object from home that would have been destined for the trash heap. Examples of objects may include an old shoe, paper towel tube, old magazines, newspapers, utensils, small appliances, or anything small that is not fragile or dangerous with the potential to be turned into an object of art with some ingenuity, glue, and paint.
After:
Create a recycling program for the classroom and the school. Businesses exist that offer recycling buyback programs for schools, churches, and businesses. Students can create a program within the school to help organize, separate, and minimize the amount of refuse generated on a daily basis.
Learning Activities/Facts/Information:
1. Students should be able to identify recyclable materials in their communities.2. Students will bring in one or more objects that would otherwise be discarded to make into an art object. /
Resources:
New Vocabulary: recycle, found art, good stewardship, Alexander Calder
Fine Arts
Assessment/Activity Worksheet
LEVEL: / Two (Grades 3-5)Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.3(L2) Introduce and incorporate the elements of art and the
principles of design.
Assessment (before, during, after):
Principles and Elements of Art Picture
Before:
Pre-test students’ understanding of the elements of art (line, shape, color, form, texture, value, and space) and the principles of art (unity, rhythm, variety, balance, harmony, gradation, movement, and contrast).
During:
Go over what each element and principle are. Show pictures and point out the use of the elements and principles. Then, students will use colored pencils to draw and color a picture that has a strong use of at least two elements and two principles. The teacher and other students should be able to identify which elements and principles were used just by looking at the picture.
After:
Students’ work will be displayed for the class to walk around and view each piece of art. On post-it notes, students will write down which elements and principles they think the student artist chose to use and then will stick the note on the wall above the artwork. When all students are finished with the art walk, each student will put up a post card underneath their art that states which elements and principles they used. Finally, the teacher will facilitate a class discussion on the results.
Learning Activities/Facts/Information:
1. Review elements and principles.2. Show examples of artwork with strong use of elements and principles.
3. Students design a picture that has strong use of at least two elements and two principles.
4. Students display their artwork and classmates will try to determine which elements and principles were used in each drawing. /
Resources:
Drawing paper, colored pencils, and examples of picturesNew Vocabulary: Elements of art: line, shape, color, form, texture, value, space
Principles of art: unity, rhythm, variety, balance, harmony, gradation, movement, contrast
Fine Arts
Assessment/Activity Worksheet
LEVEL: / Two (Grades 3-5)Strand: / I. Perform
Standard: / 1. Apply skills and knowledge to perform in the arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.I.4(L2) Prepare, present, and collaboratively evaluate personal
artwork.
Assessment (before, during, after):
Matting Artwork
Before:
Show students examples of matted work. Show the same work matted in different colors and ask students which color mat looks best with the picture and why.
During:
The teacher facilitates a discussion on why one color looks better than another. Have students choose either a mat with a color that is complimentary to the main color in the picture or a mat to accent a small amount of color in the picture. The students will chose which mat they think looks the best. Then, show the students how to use a ruler to measure and make sure the picture is centered. Use rubber cement to glue the outer edges on the back of the picture and place it in the center of the mat. Smooth the edges to secure the picture. After demonstrating this, the students will use sticky tack to attach their artwork to the mat.
After:
Students will display their artwork on the wall and walk around to view other students’ work. The teacher will then lead a discussion about each picture, whether or not the artist made the best choice of color for the mat, and how to evaluate the artwork. After critiquing the art, students will decide if they like their choice or if the class picked a better color. Then the students will cut the mat so it has a two-inch frame on each side of their artwork. Finally, students will attach their picture to their final choice of color for their mat using rubber cement. All artwork will then be displayed around the school.
Learning Activities/Facts/Information:
1. Have a variety of construction paper out. Each student will select a previous work of art that uses color.2. Discuss complimentary colors and accent colors.
3. Demonstrate how to measure and cut the paper two inches bigger on all sides.
4. Demonstrate how to center the picture on the mat.
5. Demonstrate how to apply rubber cement and properly glue the paper in the center of the mat. /
Resources:
Students’ previous artwork, colored construction paper, and rubber cementNew Vocabulary: matting, complimentary colors, accent color
Fine Arts
Assessment/Activity Worksheet
LEVEL: / Two (Grades 3-5)Strand: / II. Create
Standard: / 2. Apply skills and knowledge to create in arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.II.1(L2) Synthesize the knowledge of materials, techniques and
processes to create artwork.
Assessment (before, during, after):
Combined Clay Pieces
Before:
From previous lessons, students have learned how to make a pinch, slab, coil, and sculpture piece.
During:
Students will make a clay piece combining three of the four clay processes (pinch, slab, coil, or sculpture).
After:
Students will glaze their clay piece using at least two colors.
Learning Activities/Facts/Information:
1. The teacher will show students several different pieces of ceramics that are made with combined processes by passing around examples or through showing a PowerPoint of examples.2. Students will make a ceramic piece that is either functional or decorative. They must use at least three of the four processes in their design (slab, coil, pinch, and sculpture).
3. Once the piece is completed and fired, students will finish it with at least two different colors of glaze. /
Resources:
Kiln, clay, glaze, clay toolsExample ceramic pieces or PowerPoint of examples
New Vocabulary: kneading, glaze, coil, slab, pinch, sculpture
Fine Arts
Assessment/Activity Worksheet
LEVEL: / Two (Grades 3-5)Strand: / II. Create
Standard: / 2. Apply skills and knowledge to create in arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.II.2(L2) Synthesize knowledge of elements of art and principles
of design to communicate ideas.
Assessment (before, during, after):
Comic Strip
Before:
Review the elements and principles of art. Discuss material usage and effect. The employment of the elements and principles of art will be organized and implemented through a series of design projects. Students need to be familiar with the concepts of package design, advertising, and sequential art storytelling, as in a comic strip from the Sunday funnies.
During:
Students will make a journal out of folded paper with a construction paper cover. The journal functions as a source of note taking and idea recording.
Make an advertisement for an imaginary product. Create a poster to promote the product that applies art elements for an eye-catching effect.
Make a comic strip/storyboard on a sheet of paper. A single sheet divided into eight equal squares makes for a comic strip format. The progression of time is suggested by individual drawings changing from upper left box to bottom right.
After:
Artwork will be displayed and critiqued. The comic strip will be critiqued for “readability” and the advertisement for product promotion.
Learning Activities/Facts/Information:
1. Share comics with students and discuss the various components of a comic strip.2. Share advertisements with students and discuss the elements used to grab consumers’ attention.
3. Students will create their own comic strip and advertisement.
4. Students will display their work and critique the work of others. /
Resources:
Catalogs, posters, and comic booksNew Vocabulary: comic strip
Fine Arts
Assessment/Activity Worksheet
LEVEL: / Two (Grades 3-5)Strand: / II. Create
Standard: / 2. Apply skills and knowledge to create in arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.II.3(L2) Analyze subject matter, symbols and ideas artists use
to express and communicate in the arts.
Assessment (before, during, after):
Symbols
Before:
Leading questions: What is the definition of a “symbol”? Where do we see symbols in the world? How do we see and respond to symbols?
During:
Print out a variety of corporate symbols without the names or titles of the companies. As a class, the students will try to name as many as possible. Discuss what makes the symbols recognizable. Color? Shapes?
If you had to make a symbol for yourself or your family, what would you include?
Students will write down ideas and explain why they would include each part.
Create a symbol that represents you or your family on a 12x12 white poster board. The symbol must have some sort of shape, a color theme, and a slogan.
After:
Students will share their symbols, explain to the class why the used each part, and share what the symbol represents.
Learning Activities/Facts/Information:
1. Show a PowerPoint of symbols. Explain what makes them recognizable.2. Discuss how the logos or symbols are used over and over (on signs, shirts, hats, product labels, etc.) to make their product or business more recognizable.
3. Make a list of symbols that could represent your family. /
Resources:
New Vocabulary: symbol, logo
Fine Arts
Assessment/Activity Worksheet
LEVEL: / Two (Grades 3-5)Strand: / II. Create
Standard: / 2. Apply skills and knowledge to create in arts.
(VPAA: C1, C2, C3, C4, C5, P1, P2, P4, R1, R4)
Benchmark: / ART.VA.II.4(L2) Select, analyze, and reflect on subject matter,
symbols, and ideas to express and communicate in the arts.
Assessment (before, during, after):
Frida Kahlo
Before:
Frida Kahlo used many symbols in her artwork. These symbols reflected her history, family, and interests. Introduce the artist Frida Kahlo to the students. Have them point out and interpret what symbols she used.
During:
Students will make a self-portrait and include five symbols that represent their life.
After:
Students will either share their artwork and explain the symbols, or complete a reflective writing describing the symbols they used and what they mean.
Learning Activities/Facts/Information:
1. Students will listen to a PowerPoint presentation of Frida Kahlo.2. Students will watch a short movie on the life of Frida Kahlo.
3. Students will learn to recognize the symbols Frida Kahlo used.
4. Students will create a self-portrait in the style of Frida Kahlo, including five symbols to represent their life. /
Resources: