Third Grade

VISUAL ARTS - Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.
Essential Question(s): 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?
Learning Goal / Standard- VA.CR.1.3a / Know / Do / Instructional Recommendations
a. Create an imaginative artwork
(such as a work that responds to a story or an invented fantasy) and add details / Students will know how to generate and use artistic ideas to create an imaginative artwork with attention to detail. / Students will design and create artwork that includes invented subject matter and attention to detail. / Create an artwork that elaborates on an imaginative idea
Example: Create a drawing that elaborates on an imaginative idea or fantasy. Create an imaginary animal in a unique environment.
After viewing Alexander Calder’s wire sculptures, design and create a wire sculpture that communicates an invented fantasy.
After reading a portion of a story, students will design and create a drawing or painting that responds to what they imagine happens next.
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
Essential Question(s): 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 investigations?
Learning Goal / Standard- VA.CR.1.3b / Know / Do / Instructional Recommendations
b. Investigate personal ideas
through the art-making process / Students will know how to apply knowledge of available resources and tools to investigate personal ideas through the art-making process. / Students will investigate, select, and use personal ideas to create artwork. / Investigate personal ideas through the art making process.
Example: Students will identify and discuss works of art belonging to particular cultures, times, and places.
Create an artwork that communicates personal ideas, experiences, or stories
Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches
Essential Question(s): 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?
Learning Goal / Standard- VA.CR.2.3a / Know / Do / Instructional Recommendations
1. The student will identify and use various tools, materials, and techniques.
2. The student will identify and use the elements of art and some design principles. / a. Create artwork using a variety of artistic processes, materials, and approaches (such as using
elements and principles of modern art, applying artistic ideas from diverse cultures) /
  1. Students will know how to create artwork using a variety of artistic processes and materials.
  1. Students will know the elements of line, shape, color, space, value, form, and texture.Students will know the design principles of pattern, balance, and contrast.
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  1. Students will use a variety of art making tools and techniques.
  1. Students will create a drawing, painting, collage, clay sculpture, and print.
/ Create artwork using a variety of artistic processes
Example: paint a still life mixing primary colors to create other colors plus tints and shades to create different values.
After viewing portraits painted by Picasso, students will create a portrait emulating one of his styles with a focus on line and shape.
After learning about Greek and Roman pottery, students will create a pot that communicates an idea, personal experience, or story in a balanced composition.
After studying the history of the printing press, students will
design a stamp and create a print with a repeating pattern.
Using clay, students will create a sculpture using the pinch and coil method. Students will identify form.
Enduring Understanding: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks.
Essential Question(s): 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? What responsibilities come with the freedom to create?
Learning Goal / Standard- VA.CR.2.3b / Know / Do / Instructional Recommendations
b. Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes / Students will demonstrate an understanding of the safe and proficient use of materials, tools and equipment for a variety of artistic processes. / Students will demonstrate proper and safe use of materials, tools, and equipment. / Demonstrate safe and proficient use of materials, tools, and equipment
Example: Students will create a collage using scissors and glue.
Students will create a sculpture using clay tools appropriately.
Students will demonstrate proper use of paint brushes
Enduring Understanding: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
Essential Question(s): 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?
Learning Goal / Standard- VA.CR.2.3c / Know / Do / Instructional Recommendations
c. Individually or collaboratively
construct representations, diagrams, or maps of places that are part of everyday life / Students will know how to individually or collaboratively construct representations, diagrams, or maps or places that are a part of everyday life. / Students will design and create artwork that represents everyday life. / Individually or collaboratively construct a representation of an everyday place
Example: design a blueprint or map for a school.
Reflect on how people’s experiences influence their artwork in a peer discussion
Create a paper sculpture of a playground.
Anchor Standard 3: Refine and complete artistic work.
Enduring Understanding: Artist and designers develop excellence through practice and constructive critique, reflecting on, revising, and refining work over time.
Essential Question(s): 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?
Learning Goal / Standard- VA.CR.3.3 / Know / Do / Instructional Recommendations
Elaborate visual information by
adding details in an artwork / Students will know how to elaborate visual information by adding details in an artwork to enhance meaning. / Students will reflect, revise, and refine an artwork in progress. / Elaborate visual information by adding details in an artwork to enhance meaning
Example: create a preliminary sketch for a landscape drawing. Students will participate in a peer discussion that includes possible revisions and additions. Students will revise and refine their artwork by adding details.
Visual Arts Presenting
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Artists and other presenters consider various techniques, methods, venues, and criteria when analyzing, selecting, and curating objects artifacts, and artworks for preservation and presentation.
Essential Question(s): How are artworks cared for and by whom? What criteria, methods, and processes are used to select work for preservation or presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?
Learning Goal / Standard- VA.PR.4.3 / Know / Do / Instructional Recommendations
Investigate and discuss possibilities and limitations of spaces (such as classroom bulletin board, school
lobby, local business, museum,
Internet) for exhibiting artwork / Students will know how to investigate and discuss possibilities and limitations of spaces, including electronic, for exhibiting artwork. / Students will select, analyze, and interpret artwork for display/presentation. / Investigate and discuss possibilities and limitations of space for exhibiting artwork
Example: in small groups students will categorize artwork based on criteria. Discuss how to use that criteria to determine which artworks to preserve or present.
Field trip to a gallery or museum.
Investigate careers in a museum.
Create a student gallery at school.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: 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.
Essential Question(s): 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?
Learning Goal / Standard- VA.PR.5.3 / Know / Do / Instructional Recommendations
Identify appropriate exhibit space prepare works of art for
presentation (such as a counter
space, bulletin board, display case, media center) and write an artist statement (such as a descriptive sentence) / Students will know how to identify exhibit space and prepare works of art including artist statements, for presentation. / Students will identify appropriate exhibit spaces to display artworks.
Students will prepare artworks for display.
Students will write an artist statement. / Identify exhibit space and prepare artwork for presentation
Example: in small groups students will prepare artworks to hang to create a display.
Students will write an artist statement to accompany artwork on display.
Compare and contrast viewing and experiencing artwork displayed in different ways; museum, gallery, portfolio, etc.
Create a portfolio of artwork to take home and decide how to best protect it.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Enduring Understanding: 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.
Essential Question(s): What is an art museum? How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences? How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?
Learning Goal / Standard- VA.PR.6.3 / Know / Do / Instructional Recommendations
The studentwill be able to explain how different cultures preserve their history through art. / Identify and explain how and where different cultures record and illustrate stories and preserve history through art / Students will know how to identify and explain how and where different cultures have created art that preserve history. / Students will explain (verbally or written) how and where different cultures have created art that preserve history. / Identify and explain how and where different cultures record history through art
Example: study a variety of cultures and discuss how and where they recorded stories.
Visit an art museum (field trip, gallery walk through hallways, internet) and discuss the ways that the objects are collected and presented. How does it cultivate appreciation and understanding?
Students will view a variety of artistic work to compare and contrast meaning.
Visual Arts Responding
Anchor Standard 7: Perceive and analyze artistic work
Enduring Understanding: 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.
Essential Question(s): 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?
Learning Goal / Standard-VA.RE.7.3a / Know / Do / Instructional Recommendations
a. Use art-specific vocabulary to
speculate about processes (such as pasted paper in a collage andbrushmarks in a painting) an artist used to create a work of art / Students will know how to speculate about processes an artist used to create a work of art. / Students will collaboratively or individually study and analyze artwork to develop ideas as to how the artwork was created. / Use art vocabulary to speculate about processes an artist used to create a work of art
Example: in small groups, discuss a variety of artworks. Students will discuss how life experiences influence the way they relate to art and how art is made.
Enduring Understanding: Visual imagery influences understanding of and responses to the world.
Essential Question(s): What is an image? Where and how do we encounter images in our world? How do images influence our views of the world?
Learning Goal / Standard- VA.RE.7.3b / Know / Do / Instructional Recommendations
b. Determine messages
communicated by an image (such as a deer in Native American petroglyphs, animal crossing signs, John Deere logo) / Students will know how to determine messages communicated by an image or symbol. / Students will view a variety of images that communicate a message and determine what is communicated. / Determine messages communicated by an image
Example: View and discuss Native American petroglyphs. Describe how the images communicate a message or meaning.
View and discuss everyday signs and logos that students may be familiar with. Where and how do we encounter images in our world?
Anchor Standard 8: Interpret intent and meaning in artistic work.
Enduring Understanding: People gain insights into meanings of artworks by engaging in the process of art criticism.
Essential Question(s): What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual art vocabularies help us understand and interpret works of art?
Learning Goal / Standard- VA.RE.8.3 / Know / Do / Instructional Recommendations
The student will interpret art by analyzing media, subject matter, elements and principles and artistic style. / Interpret art by referring to
contextual information (such as the artist's life and times) and analyzing relevant subject matter, elements and principles, and use of media / Students will know how to interpret art by analyzing the use of media to create subject matter, characteristics of form, and mood. / Students will interpret art by analyzing subject matter, elements/principles, media to “read” a work of art. / Interpret art by context and analyze subject matter, elements and principles, and use of media
Example: Develop a series of art criticism prompts. Students will learn about artist Pablo Picasso. Use the prompts to compare various paintings by Picasso from his different periods of work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Enduring Understanding: People evaluate art based on various criteria.
Essential Question(s): 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?
Learning Goal / Standard- VA.RE.9.3 / Know / Do / Instructional Recommendations
Distinguish one's preference for an artwork from one's evaluation of that artwork. ("I like it," is a preference while "It is good because...." is an evaluation) / Students will know how to evaluate an artwork based on given criteria. / Students will view and discuss artwork using criteria to evaluate the work. / Use criteria to evaluate artwork
Example: Have students do a gallery walk through the school art show. Students will use criteria to evaluate an artwork. Work with a partner to discuss similarities and differences.
Visual Arts- Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Through art-making, people make meaning by investigating and developing awareness of perceptions, knowledge, and experiences.
Essential Question(s): 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?
Learning Goal / Standard- VA.CN.10.3 / Know / Do / Instructional Recommendations
Develop a work of art based on
observations of surroundings / Students will know how to develop an artwork based on observations of surroundings. / Students will develop an artwork based on observations of surroundings. / Develop an artwork based on observations of surroundings
Example: Students will learn about an artist and how his or her personal experiences and surroundings impacted artwork. Students will create their own artwork that communicates personal meaning based on observation of surroundings. Have students work in pairs to discuss personal meaning that was communicated.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art.
Essential Question(s): 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?
Learning Goal / Standard- VA.CN.11.3 / Know / Do / Instructional Recommendations
Recognize that responses to art
change depending on knowledge of the time and place in which it was made (such as using a t-chart to compare initial responses to those formed after study of the context) / Students will know how to view artwork along with societal, cultural, and historical context to deepen understanding. / Students will view artwork from various artists in different times and places and discuss how the context can deepen understanding. / View artwork from various artists in different times and places
Example: Students will work in small groups to view and discuss a variety of art images from different times, places, and cultures. Students will discuss how art helps us understand the lives of people of different times, places, and cultures.