asymmetrical_balance_3rd_grade.pdf | |
File Size: | 68 kb |
File Type: |
Asymmetrical Balance
Date: June 3-6
Materials: Crayons
Content Objective:
Students will design a window view drawing showing asymmetrical balance using complementary colors.
Activities:
Introduction:
Discuss asymmetrical balance.
Project:
Students reflect on what shapes and colors they used to create asymmetrical balance?
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
Materials: Crayons
Content Objective:
- Students learn about asymmetrical balance.
- Students learn about complementary colors.
Students will design a window view drawing showing asymmetrical balance using complementary colors.
Activities:
Introduction:
Discuss asymmetrical balance.
Project:
- Draw a window frame on the left or right side of your paper. Then draw a city scene inside the window frame,
- Draw some objects inside the room. Use different shapes to create asymmetrical balance.
Students reflect on what shapes and colors they used to create asymmetrical balance?
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
rock_art_3rd_grade.pdf | |
File Size: | 73 kb |
File Type: |
Rock Art
Date: May 28-31
Materials: Color Pencils
Content Objective:
Students will create abstract painting based on petroglyph drawing.
Activities:
Introduction:
Engravings and paintings on rock are distributed widely across Europe and North America. Native Americans of many different cultures or tribes, have made Rock Art for thousands of years. Other words for this rock art are pictograph and petroglyph.
Pictographs are images on stone that were created by coloring a rock’s surface with powdered minerals, stains from plant substances, or charcoal. In protected areas like cave or under cliffs, these ancient painted images still exist. Petroglyphs are marks or images made on stone by pecking or chipping away some of the stone’s surface with another harder rock. They were often made on rocks that were covered with a “rock varnish.” Rock varnish is a layer of mineral that become attached to rock’s surface, microscopic bacteria on a rock create a surface that causes the minerals to stick and darken over time. When the dark surface is chipped away, it exposes the lighter rock underneath, creating a very bold image that lasts a very long time.
Project:
Teks:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
Materials: Color Pencils
Content Objective:
- Students review abstract art.
- Students learn about unity, complementary colors, and neutral colors.
- Students will learn about petroglyph drawing.
- Students will learn about distortion.
Students will create abstract painting based on petroglyph drawing.
Activities:
Introduction:
Engravings and paintings on rock are distributed widely across Europe and North America. Native Americans of many different cultures or tribes, have made Rock Art for thousands of years. Other words for this rock art are pictograph and petroglyph.
Pictographs are images on stone that were created by coloring a rock’s surface with powdered minerals, stains from plant substances, or charcoal. In protected areas like cave or under cliffs, these ancient painted images still exist. Petroglyphs are marks or images made on stone by pecking or chipping away some of the stone’s surface with another harder rock. They were often made on rocks that were covered with a “rock varnish.” Rock varnish is a layer of mineral that become attached to rock’s surface, microscopic bacteria on a rock create a surface that causes the minerals to stick and darken over time. When the dark surface is chipped away, it exposes the lighter rock underneath, creating a very bold image that lasts a very long time.
Project:
- Make a petroglyph drawing with animals and abstract people.
Teks:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
space_ship_fantasy_art.ppt | |
File Size: | 2627 kb |
File Type: | ppt |
space_ship_fantasy_art_3rd_grade.pdf | |
File Size: | 73 kb |
File Type: |
Space Ship Fantasy Art
Date: May 6-10 & 13-17 May 20-23
Materials: color pencils, crayons, watercolors
Content Objective:
Students will create a model of a space ship flying in outer space.
Activities:
Introduction:
Artists who specialize in this style of fantasy art combine art and science in exciting hybrid that requires the skill and precise work of traditional fine art. Planetary maps and knowledge of the planets, stars, and endless wonders of the universe are as necessary as a palette and brush to these artist. Good “space art” makes the viewer want to go there. NASA employs this art form to further the space program
Space ship art can be created for many different reasons; video games, animation, movies, and even NASA employs artist with engineers to help create their ships. In this project students will create their own ship focusing on functionality. Asking themselves how will the people fly in the ship? How will the engines or propulsion work on their space ship? Asking themselves what might their space ship be used for?
Project:
Students reflect on their functionality of their ship, the design of their ship, and how it travels through space.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills.
Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures. 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
Materials: color pencils, crayons, watercolors
Content Objective:
- Students learn about asymmetrical balance.
- Students learn about Fantasy Art.
- Students learn about.
Students will create a model of a space ship flying in outer space.
Activities:
Introduction:
Artists who specialize in this style of fantasy art combine art and science in exciting hybrid that requires the skill and precise work of traditional fine art. Planetary maps and knowledge of the planets, stars, and endless wonders of the universe are as necessary as a palette and brush to these artist. Good “space art” makes the viewer want to go there. NASA employs this art form to further the space program
Space ship art can be created for many different reasons; video games, animation, movies, and even NASA employs artist with engineers to help create their ships. In this project students will create their own ship focusing on functionality. Asking themselves how will the people fly in the ship? How will the engines or propulsion work on their space ship? Asking themselves what might their space ship be used for?
Project:
- Students create their own space ship focusing on design and functionality.
- Students then create a outer space background around their ship.
Students reflect on their functionality of their ship, the design of their ship, and how it travels through space.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills.
Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures. 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
hieroglyphic_3rd_grade.pdf | |
File Size: | 70 kb |
File Type: |
Hieroglyphic Alphabet
Date: April 23-24, 27-30
Materials: paper, pencil, crayons
Content Objective:
Project Objective:
Students will create their name in Hieroglyphics and a secret message of their own.
Activities:
Introduction:
Read page 126-127; discuss symbols and variety. Discuss Egyptian writing and how they used symbols in their animal.
Project:
Students reflect on their variety of designs and show their Hieroglyphics.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
Materials: paper, pencil, crayons
Content Objective:
- Students compare and contrast different ways people have used words as art throughout history,
- Students learn about symbols and variety.
- Students learn about calligraphy
Project Objective:
Students will create their name in Hieroglyphics and a secret message of their own.
Activities:
Introduction:
Read page 126-127; discuss symbols and variety. Discuss Egyptian writing and how they used symbols in their animal.
Project:
- Using a variety of color and designs students will illustrate their name in Hieroglyphic alphabet.
Students reflect on their variety of designs and show their Hieroglyphics.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
the_klee_tree_3rd_grade.pdf | |
File Size: | 83 kb |
File Type: |
The Klee Tree
Paul Klee, "Landscape with Yellow Birds"
Date: April 8-12 & 15-19
Materials: Paper, watercolors, sharpie; black
Content Objective:
Students will create a Tree based on Paul Klee’s “Landscape with Yellow Birds” and “Young Tree” adorn with symbols and patterns.
Activities:
Introduction:
Read page 94 and 95 discuss center of interest, emphasis, and contrast.
Paul Klee (pronounced clay) (1879-1940) was a Swiss born artist known for his playful pen-and-ink line drawings. Over 1,200 line drawings created between 1921 and 1930 during his years of teaching at the Bauhaus school of art. These drawings have been described as delicate, humorous, surrealistic, primitive, cubist, and childlike, with allusions to dreams, music, and poetry. Klee grew up in a musical family and was himself a violinist. Ultimately his art studies became his focus, and early on he developed a characteristic “visual language” in his art. His line drawings present a complex collection of symbols and signs that are his vision or abstraction of reality. As Klee explained, “Art does not reproduce the visible, it makes it visible.” His drawing strongly center around pattern and structure and rely on personal symbols the way a writer relies on letters and punctuation or a musician on notes and musical notations.
Project:
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
Materials: Paper, watercolors, sharpie; black
Content Objective:
- Students will learn about artist Paul Klee.
- Students learn about patterns.
- Students will how to show a center of interest, emphasis, and contrast into their picture.
Students will create a Tree based on Paul Klee’s “Landscape with Yellow Birds” and “Young Tree” adorn with symbols and patterns.
Activities:
Introduction:
Read page 94 and 95 discuss center of interest, emphasis, and contrast.
Paul Klee (pronounced clay) (1879-1940) was a Swiss born artist known for his playful pen-and-ink line drawings. Over 1,200 line drawings created between 1921 and 1930 during his years of teaching at the Bauhaus school of art. These drawings have been described as delicate, humorous, surrealistic, primitive, cubist, and childlike, with allusions to dreams, music, and poetry. Klee grew up in a musical family and was himself a violinist. Ultimately his art studies became his focus, and early on he developed a characteristic “visual language” in his art. His line drawings present a complex collection of symbols and signs that are his vision or abstraction of reality. As Klee explained, “Art does not reproduce the visible, it makes it visible.” His drawing strongly center around pattern and structure and rely on personal symbols the way a writer relies on letters and punctuation or a musician on notes and musical notations.
Project:
- Invent at least three symbols.
- Add symbols.
- Add more branches and more symbols.
- Outline the pencil drawing with sharpie.
- Add color to the sky.
- Add color to the symbols.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
honduras_bark_painting_3rd_grade.pdf | |
File Size: | 70 kb |
File Type: |
honduras_bark_painting.ppt | |
File Size: | 806 kb |
File Type: | ppt |
Honduras Bark Painting
Date: March 18-22 & 25-29 & April 1-5
Materials: construction paper crayons, brown paper, liquid water color
Content Objective:
Students will create a Honduras bark painting with them and their family in the picture.
Activities:
Introduction:
Discuss Honduras rainforest how they painted bark with animals and people that are around where they live. Compare how their art is more abstract than American realist artist.
Project:
Students show their artwork and discuss the shapes and patterns they have created. Discuss how batik changed their picture.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
Materials: construction paper crayons, brown paper, liquid water color
Content Objective:
- Students learn about Honduras bark painting.
- Students compare how Honduras animal pictures are more abstract to realistic art.
- Students will learn about Batik.
- Students are able to create designs and patterns.
Students will create a Honduras bark painting with them and their family in the picture.
Activities:
Introduction:
Discuss Honduras rainforest how they painted bark with animals and people that are around where they live. Compare how their art is more abstract than American realist artist.
Project:
- Students draw them in their family focusing on telling a story about them.
- Students add animals around them and their family.
- Students paint it with liquid watercolors.
Students show their artwork and discuss the shapes and patterns they have created. Discuss how batik changed their picture.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
paper_fish_weaving_3rd_grade.pdf | |
File Size: | 71 kb |
File Type: |
Paper Fish Weaving
image from http://hannahsartclub.wordpress.com
Date: February 26-28 , March 1, 4-8
Materials: Construction paper, scissors, glue sticks, ruler
Content Objective:
Students will create a Fish with a patterned weaving on its belly
Activities:
Introduction:
Project:
Students reflect on the difference between warp and weft and show their fish weavings.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures. 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
Materials: Construction paper, scissors, glue sticks, ruler
Content Objective:
- Students review about pattern, texture, and repetition.
- Students learn about weaving.
- Students learn about functional art.
- Students compare and contrast African weaving patterns to Native American weaving.
- Students will learn about warp and weft lines.
Students will create a Fish with a patterned weaving on its belly
Activities:
Introduction:
Project:
- Students cut out fish base.
- Students create a warp by cutting vertical lines on their fish leaving a 1-inch border on all sides of the fish.
- Students weave horizontal lines on their fish through the warp lines.
- Students decorated their fish and put it in a seascape background.
Students reflect on the difference between warp and weft and show their fish weavings.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures. 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
sketchart_horton_hears_a_who_3rd_grade.pdf | |
File Size: | 88 kb |
File Type: |
I Pad Project:SketchArt Horton Hears a Who
Teacher Example from Sketchart App
Date: February 18-22, & 25
Materials: I-Pad, Sketchart
Content Objective:
· Students will about illustration.
· Students will learn about artist Dr. Seuss and how he was a writer and illustrator.
· Students will about computer animation.
· Students will learn about cartoon characters.
· Students will learn about value using line and shading.
Project Objective:
Students will be able to create a landscape in Sketchart based on Dr. Seuss’s Horton Hears a Who.
Activities:
Introduction:
Read Horton Hears a Who by Dr. Seuss and discuss Dr. Suess as an illustrator.
Project:
• Students will create a character based off of Horton Hears a Who and place it in a landscape.
Checks For Understanding:
Students show their characters to the students around them.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2A Create artworks based on personal observations and experiences. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
Materials: I-Pad, Sketchart
Content Objective:
· Students will about illustration.
· Students will learn about artist Dr. Seuss and how he was a writer and illustrator.
· Students will about computer animation.
· Students will learn about cartoon characters.
· Students will learn about value using line and shading.
Project Objective:
Students will be able to create a landscape in Sketchart based on Dr. Seuss’s Horton Hears a Who.
Activities:
Introduction:
Read Horton Hears a Who by Dr. Seuss and discuss Dr. Suess as an illustrator.
Project:
• Students will create a character based off of Horton Hears a Who and place it in a landscape.
Checks For Understanding:
Students show their characters to the students around them.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2A Create artworks based on personal observations and experiences. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
african_mask_3rd_grade.pdf | |
File Size: | 77 kb |
File Type: |
African Mask
African Mask
Date: January 28-30, February 1, 4-8, 11-15
Materials: scissor, dried beans, raffia, black sharpie markers, color pencils, tempera paint, foam carving print, glue
Content Objective:
Students will create an African mask showing an emotion. Students will choose from: 1. Happy 2. Sad 3. Mad 4. Scared 4. Funny 5. Excited 6. Inquisitive
Activities:
Introduction:
Review basic shapes, organic and freeform shapes. Read page 72 Pattern in masks in 3rd grade art book and discuss African masks. Compare and contrast African masks to Mexican yarn masks. Students learn about African masks.
Africa’s traditional arts, like its beliefs are concerned mainly with spiritual content. Masks are created to be dwelling places for spirits. African masks represent Gods, ancestors of great wisdom, or monsters familiar in the myths and beliefs of each tribe. The masks express and celebrate the moral and religious convictions that underlay daily life. They are created to be worn in tribal religious ceremonies and ritualistic dances and are a way of connecting with the supernatural world for various reasons: initiation rites, ensure health or fertility, teach laws and traditions, administer justice, influence forces of nature, embody spirit of deceased, mark territories. Masks makers practice intense meditation and concentration when creating a mask often secluding themselves to keep the mask concealed during its creation. Rules for how a mask must look and how it is made are handed down from generation to generation. Their mysterious, sometimes tortured, and often terrifying lines express the ultimate in supernatural forces.
Project:
1. Draw a Mask: On white construction paper, draw an African Mask in pencil then cover the pencil lines in markers.
2. Cut pieces of tissue paper for the mask drawing. (Choose areas for tissue paper. Lay a piece over the drawing and trace and cut out the shape.)
3. Glue tissue paper onto mask.
4. Color areas of mask with marker.
5. Spray or flick the mask with liquid watercolor.
6. Add raffia and yarn as fringe.
7. Glue different textures to the mask.
8. Make African Stamp by carving a foam print and printing different tempera paint.
Checks for Understanding:
Students discuss the different texture, prints, patterns, and how they created symmetrical balance.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions. 3.3B Compare selected artworks from different cultures. Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers
Materials: scissor, dried beans, raffia, black sharpie markers, color pencils, tempera paint, foam carving print, glue
Content Objective:
- Students learn about African and Mexican yarn masks.
- Students learn about printmaking by carving a foam plate making multiple prints.
- Students will learn how to draw basic shapes, organic shapes, and freeform shapes.
- Students learn to create patterns and symmetry through repeating shapes.
- Students will create symmetrical balance by creating a face.
Students will create an African mask showing an emotion. Students will choose from: 1. Happy 2. Sad 3. Mad 4. Scared 4. Funny 5. Excited 6. Inquisitive
Activities:
Introduction:
Review basic shapes, organic and freeform shapes. Read page 72 Pattern in masks in 3rd grade art book and discuss African masks. Compare and contrast African masks to Mexican yarn masks. Students learn about African masks.
Africa’s traditional arts, like its beliefs are concerned mainly with spiritual content. Masks are created to be dwelling places for spirits. African masks represent Gods, ancestors of great wisdom, or monsters familiar in the myths and beliefs of each tribe. The masks express and celebrate the moral and religious convictions that underlay daily life. They are created to be worn in tribal religious ceremonies and ritualistic dances and are a way of connecting with the supernatural world for various reasons: initiation rites, ensure health or fertility, teach laws and traditions, administer justice, influence forces of nature, embody spirit of deceased, mark territories. Masks makers practice intense meditation and concentration when creating a mask often secluding themselves to keep the mask concealed during its creation. Rules for how a mask must look and how it is made are handed down from generation to generation. Their mysterious, sometimes tortured, and often terrifying lines express the ultimate in supernatural forces.
Project:
1. Draw a Mask: On white construction paper, draw an African Mask in pencil then cover the pencil lines in markers.
2. Cut pieces of tissue paper for the mask drawing. (Choose areas for tissue paper. Lay a piece over the drawing and trace and cut out the shape.)
3. Glue tissue paper onto mask.
4. Color areas of mask with marker.
5. Spray or flick the mask with liquid watercolor.
6. Add raffia and yarn as fringe.
7. Glue different textures to the mask.
8. Make African Stamp by carving a foam print and printing different tempera paint.
Checks for Understanding:
Students discuss the different texture, prints, patterns, and how they created symmetrical balance.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions. 3.3B Compare selected artworks from different cultures. Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers
leonardos_horse_3rd_grade.pdf | |
File Size: | 74 kb |
File Type: |
Leonardo’s Horse
Leonardo's Horse in Milan
Date: Jan. 14-18 & 21-25
Materials: clay, clay tools, clay glaze,
Content Objective:
Students will create a clay horse.
Activities:
Introduction:
Read the first half of Leonardo’s Horse by Jean Fritz. It explains the history of Leonardo Da Vinci and how he made a large clay horse for the Duke of Milan.
Then explain how to create a horse.
Project:
Students reflect on how their horse is similar to Leonardo’s, and Charlie Dent’s horses.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
Materials: clay, clay tools, clay glaze,
Content Objective:
- Students are able shape forms in clay.
- Students learn about Leonardo Da Vinci.
- Students compare the clay horse from Da Vinci and Charlie Dent and Nina Akamu’s present day clay horse.
Students will create a clay horse.
Activities:
Introduction:
Read the first half of Leonardo’s Horse by Jean Fritz. It explains the history of Leonardo Da Vinci and how he made a large clay horse for the Duke of Milan.
Then explain how to create a horse.
Project:
- First Day: Students make their horses out of clay.
- Second Day: Read the last half of Leonardo’s Horse by Jean Fritz where it tells how Charlie Dent and Nina Akamu recreate Leonardo’s horse to give to the Milan people and fulfill Leonardo’s dream of a large bronze horse. Then explain to students how to glaze their horse. Students paint their horse.
Students reflect on how their horse is similar to Leonardo’s, and Charlie Dent’s horses.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
historic_painting_3rd_grade.pdf | |
File Size: | 93 kb |
File Type: |
Historic Painting
George Washington Crossing the Delaware, 1851
Date: (December 3-7, 10-14 on stage practicing music concert) December 17-21 & January 8-11
Materials: watercolors, water, cups, paint brushes, crayons Content Objective:
Students will create a historic painting based on the colonization of America or people who have impacted freedom for America.
Activities:
Introduction: Discuss historical painting and how it tells a story about an event Looking at General George Washington crossing the Delaware at the Battle of Trenton on Christmas night 1776 by Emmanuel Leutze. Discuss how historic painters researched events and people to accurately paint them. Talk about how Historic Painting is like the News Photography of today.
Project:
2. Pocahontas
3. Pilgrims
4. The Declaration of Independence
5. Abraham Lincoln
6. George Washington
Students show and tell about their historic event and explain what important event in history they have captured.
Materials: watercolors, water, cups, paint brushes, crayons Content Objective:
- Students review about symbols and variety.
- Students learn about historic painting.
- Students will be able to draw figures with arms, legs, body, and head with correct proportions.
- Students will be able to draw clothing with using details.
Students will create a historic painting based on the colonization of America or people who have impacted freedom for America.
Activities:
Introduction: Discuss historical painting and how it tells a story about an event Looking at General George Washington crossing the Delaware at the Battle of Trenton on Christmas night 1776 by Emmanuel Leutze. Discuss how historic painters researched events and people to accurately paint them. Talk about how Historic Painting is like the News Photography of today.
Project:
- Students pick from:
2. Pocahontas
3. Pilgrims
4. The Declaration of Independence
5. Abraham Lincoln
6. George Washington
- Students write a paragraph explaining their person and event.
- Student creates a picture with watercolors showing the president they choose and the event that they researched.
Students show and tell about their historic event and explain what important event in history they have captured.
quilling_still-life_collage_3rd_grade.pdf | |
File Size: | 71 kb |
File Type: |
Quilling Still-life Collage Card
Date: Nov. 12-16, 26-30
Materials: pencils, paper, scissors, glue
Content Objective:
Project Objective:
Students will create a card with floral still-life using quilling and collage.
Activities:
Introduction:
Discuss collage and how to make shapes with quilling. Talk about what a still life is in art. Review symmetrical and asymmetrical balance. Discuss actual textures and how to create them with paper by using quilling techniques.
Project:
· Students curl circles, ovals, and squares.
· Students arrange their quilling shapes on their paper into a floral still life.
· Students choose whether their picture is going to have symmetrical balance or asymmetrical balance.
· Students place a card message on their paper.
Checks for Understanding:
Students reflect on how their pictures show balance, collage, and texture.
Big Concepts: Nature and Environment
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks. 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers
Materials: pencils, paper, scissors, glue
Content Objective:
- Students learn about collage.
- Students explore the paper curling technique called Quilling.
- Students learn about actual textures and 3-D shapes.
- Students learn about still life by creating a table, flower and vase.
- Students learn about symmetrical balance and asymmetrical balance by creating balance in their picture.
Project Objective:
Students will create a card with floral still-life using quilling and collage.
Activities:
Introduction:
Discuss collage and how to make shapes with quilling. Talk about what a still life is in art. Review symmetrical and asymmetrical balance. Discuss actual textures and how to create them with paper by using quilling techniques.
Project:
· Students curl circles, ovals, and squares.
· Students arrange their quilling shapes on their paper into a floral still life.
· Students choose whether their picture is going to have symmetrical balance or asymmetrical balance.
· Students place a card message on their paper.
Checks for Understanding:
Students reflect on how their pictures show balance, collage, and texture.
Big Concepts: Nature and Environment
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately. Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks. 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers
castles_and_towers-1.pps | |
File Size: | 2201 kb |
File Type: | pps |
castles_styles_of_architecture_3rd_grade_grade.pdf | |
File Size: | 89 kb |
File Type: |
Castles Styles of Architecture
Date: October 29-31, November 1-2, 5-9
Materials: clay, tempera paint, stencil, and clay tools
Content Objective:
Students will create a castle with an attachment to their castle like a knight or dragon.
Activities:
Introduction:
Students read about Styles of Architecture on pages 130-131. From the Tales of King Arthur to the Lord of the Rings, children's literature has increased students' awareness of and fascination with architecture that is not common in our twenty-first century American world. This project explains the evolution and reasoning why architects built torrents, castles, cathedrals, temples and other fabulous buildings.
Project:
Students show and tell what they incorporated in their castles.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
Materials: clay, tempera paint, stencil, and clay tools
Content Objective:
- Students will identify the shapes we use to make forms in Architecture.
- Students will learn how to create a cylinder.
- Students will increase manipulative skills by learning slab rolling clay skills.
- Students will learn about kneading, scoring, and slip.
- Students will learn about the royal and sacred architecture of at least one culture, examining what elements raised it to a higher level than that of the commonplace architecture of the times.
Students will create a castle with an attachment to their castle like a knight or dragon.
Activities:
Introduction:
Students read about Styles of Architecture on pages 130-131. From the Tales of King Arthur to the Lord of the Rings, children's literature has increased students' awareness of and fascination with architecture that is not common in our twenty-first century American world. This project explains the evolution and reasoning why architects built torrents, castles, cathedrals, temples and other fabulous buildings.
Project:
- Students roll out clay to ½ inch thick.
- Students then cut out a castle stencil forming scallops and windows and doors.
- Students then add brick texture to their castle.
- Students then roll their clay on to cylinder tube forming their castle shape.
- Students then remove the tube and add slip to connect all their edges of clay together.
- Students add an attachment like dragon or a knight to their design.
Students show and tell what they incorporated in their castles.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3C Relate art to different kinds of jobs in everyday life.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
surrealism_animals_3rd_grade.pdf | |
File Size: | 104 kb |
File Type: |
Warm and Cool Modernist Animals
Jack Butler Yeats painting “For the Road”
Date: October 8-12, 15-19, 22-26,
Materials: Chalk, crayon, pencils, paper
Content Objective:
Students will create a surrealism drawing based on an animal photograph.
Artist: John "Jack" Butler Yeats (29 August 1871 – 28 March 1957) was an Irish artist. His early style was that of an illustrator; he only began to work regularly in oils in 1906.[1] His early pictures are simple lyrical depictions of landscapes and figures, predominantly from the west of Ireland—especially of his boyhood home of Sligo. His brother was William Butler Yeats. Yeats' works contain elements of Romanticism.
From around 1920, he developed into an intensely Expressionist artist, moving from illustration to Symbolism. He was sympathetic to the Irish Republican cause, but not politically active. However, he believed that 'a painter must be part of the land and of the life he paints', and his own artistic development, as a Modernist and Expressionist, helped articulate a modern Dublin of the 20th century, partly by depicting specifically Irish subjects, but also by doing so in the light of universal themes such as the loneliness of the individual, and the universality of the plight of man. When he died, Samuel Beckett wrote that "Yeats is the great of our time...he brings light as only the great dare to bring light to the issueless predicament of existence."[3]
His favorite subjects included the Irish landscape, horses, circus and travelling players. His early paintings and drawings are distinguished by an energetic simplicity of line and color, his later paintings by an extremely vigorous and experimental treatment of often thickly applied paint. He frequently abandoned the brush altogether, applying paint in a variety of different ways, and was deeply interested in the expressive power of color. Despite his position as the most important Irish artist of the 20th century (and the first to sell for over £1m), he took no pupils and allowed no one to watch him work, so he remains a unique figure. The artist closest to him in style is his friend, the Austrian painter, Oskar Kokoschka.
Vocabulary: Expressionist: was a modernist movement, initially in poetry and painting, originating in Germany at the beginning of the 20th century. Its typical trait is to present the world solely from a subjective perspective, distorting it radically for emotional effect in order to evoke moods or ideas. Expressionist artists sought to express meaning or emotional experience rather than physical reality.
Modernist: Modernism was a revolt against the conservative values of realism. In general, the term modernism encompasses the activities and output of those who felt the "traditional" forms of art, architecture, literature, religious faith, social organization and daily life were becoming outdated in the new economic, social, and political conditions of an emerging fully industrialized world. The poet Ezra Pound's 1934 injunction to "Make it new!" was paradigmatic of the movement's approach towards the obsolete. Another paradigmatic exhortation was articulated by philosopher and composer Theodor Adorno, who, in the 1940s, challenged conventional surface coherence and appearance of harmony typical of the rationality of Enlightenment thinking.A salient characteristic of modernism is self-consciousness. This self-consciousness often led to experiments with form and work that draws attention to the processes and materials used (and to the further tendency of abstraction).
The modernist movement, at the beginning of the 20th century, marked the first time that the term "avant-garde", with which the movement was labeled until the word "modernism" prevailed, was used for the arts (rather than in its original military and political context). Surrealism gained fame among the public as being the most extreme form of modernism, or "the avant-garde of modernism".
Symbol- picture or object that stands for an idea
Emphasis- A design principle used to show which part of an artwork is most important.
Center of Interest- the part of an artwork that the viewer notices first.
Composition- the way the parts of an artwork are put together
(composition is also part of many other principles of design
Activities:
Introduction:
Students will learn about warm and cool colors. Talk about Jack Butler Yeats cool color surrealism painting of a horse and compare it to a realism animal landscape.
Project:
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2A Create artworks based on personal observations and experiences. 3.2B Develop a variety of effective compositions, using design skills.
Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
Materials: Chalk, crayon, pencils, paper
Content Objective:
- Students learn about Modernist and Expressionist.
- Students learn about warm and cool colors.
- Students will learn about Jack Butler Yeats painting “For the Road”
- Students will learn about distortion.
Students will create a surrealism drawing based on an animal photograph.
Artist: John "Jack" Butler Yeats (29 August 1871 – 28 March 1957) was an Irish artist. His early style was that of an illustrator; he only began to work regularly in oils in 1906.[1] His early pictures are simple lyrical depictions of landscapes and figures, predominantly from the west of Ireland—especially of his boyhood home of Sligo. His brother was William Butler Yeats. Yeats' works contain elements of Romanticism.
From around 1920, he developed into an intensely Expressionist artist, moving from illustration to Symbolism. He was sympathetic to the Irish Republican cause, but not politically active. However, he believed that 'a painter must be part of the land and of the life he paints', and his own artistic development, as a Modernist and Expressionist, helped articulate a modern Dublin of the 20th century, partly by depicting specifically Irish subjects, but also by doing so in the light of universal themes such as the loneliness of the individual, and the universality of the plight of man. When he died, Samuel Beckett wrote that "Yeats is the great of our time...he brings light as only the great dare to bring light to the issueless predicament of existence."[3]
His favorite subjects included the Irish landscape, horses, circus and travelling players. His early paintings and drawings are distinguished by an energetic simplicity of line and color, his later paintings by an extremely vigorous and experimental treatment of often thickly applied paint. He frequently abandoned the brush altogether, applying paint in a variety of different ways, and was deeply interested in the expressive power of color. Despite his position as the most important Irish artist of the 20th century (and the first to sell for over £1m), he took no pupils and allowed no one to watch him work, so he remains a unique figure. The artist closest to him in style is his friend, the Austrian painter, Oskar Kokoschka.
Vocabulary: Expressionist: was a modernist movement, initially in poetry and painting, originating in Germany at the beginning of the 20th century. Its typical trait is to present the world solely from a subjective perspective, distorting it radically for emotional effect in order to evoke moods or ideas. Expressionist artists sought to express meaning or emotional experience rather than physical reality.
Modernist: Modernism was a revolt against the conservative values of realism. In general, the term modernism encompasses the activities and output of those who felt the "traditional" forms of art, architecture, literature, religious faith, social organization and daily life were becoming outdated in the new economic, social, and political conditions of an emerging fully industrialized world. The poet Ezra Pound's 1934 injunction to "Make it new!" was paradigmatic of the movement's approach towards the obsolete. Another paradigmatic exhortation was articulated by philosopher and composer Theodor Adorno, who, in the 1940s, challenged conventional surface coherence and appearance of harmony typical of the rationality of Enlightenment thinking.A salient characteristic of modernism is self-consciousness. This self-consciousness often led to experiments with form and work that draws attention to the processes and materials used (and to the further tendency of abstraction).
The modernist movement, at the beginning of the 20th century, marked the first time that the term "avant-garde", with which the movement was labeled until the word "modernism" prevailed, was used for the arts (rather than in its original military and political context). Surrealism gained fame among the public as being the most extreme form of modernism, or "the avant-garde of modernism".
Symbol- picture or object that stands for an idea
Emphasis- A design principle used to show which part of an artwork is most important.
Center of Interest- the part of an artwork that the viewer notices first.
Composition- the way the parts of an artwork are put together
(composition is also part of many other principles of design
Activities:
Introduction:
Students will learn about warm and cool colors. Talk about Jack Butler Yeats cool color surrealism painting of a horse and compare it to a realism animal landscape.
Project:
- Students choose an animal. From a photograph.
- Then sketch out the animal in a dreamlike landscape.
- Students outline their animal in crayon.
- Students choose a warm or cool color scheme coloring in with chalk blending colors and coloring in neatly.
Teks: Art Grade 3:
Perception: 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2A Create artworks based on personal observations and experiences. 3.2B Develop a variety of effective compositions, using design skills.
Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
edvard_munch_expressionist_3rd_grade.pdf | |
File Size: | 119 kb |
File Type: |
Warm or Cool Expressionist Self-Portrait
1893 Edvard Munch - The Scream
Date: October 1-5
Materials: Chalk, crayon, pencils, paper
Content Objective:
Students will create an abstract expressionist self-portrait with asymmetrical balance based on the scream. Students will color it in with either warm or cool color scheme. Artist:
Edvard Munch (Norwegian pronunciation: [ˈɛdʋɑʈ ˈmʊŋk], 12 December 1863 – 23 January 1944)[1] was a Norwegian Symbolist painter, printmaker and an important forerunner of expressionist art. His best-known composition, The Scream, is part of a series The Frieze of Life, in which Munch explored the themes of love, fear, death, melancholia, and anxiety.
Vocabulary: Expressionist: was a modernist movement, initially in poetry and painting, originating in Germany at the beginning of the 20th century. Its typical trait is to present the world solely from a subjective perspective, distorting it radically for emotional effect in order to evoke moods or ideas. Expressionist artists sought to express meaning or emotional experience rather than physical reality.
Modernist: Modernism was a revolt against the conservative values of realism. In general, the term modernism encompasses the activities and output of those who felt the "traditional" forms of art, architecture, literature, religious faith, social organization and daily life were becoming outdated in the new economic, social, and political conditions of an emerging fully industrialized world. The poet Ezra Pound's 1934 injunction to "Make it new!" was paradigmatic of the movement's approach towards the obsolete. Another paradigmatic exhortation was articulated by philosopher and composer Theodor Adorno, who, in the 1940s, challenged conventional surface coherence and appearance of harmony typical of the rationality of Enlightenment thinking.A salient characteristic of modernism is self-consciousness. This self-consciousness often led to experiments with form and work that draws attention to the processes and materials used (and to the further tendency of abstraction).
The modernist movement, at the beginning of the 20th century, marked the first time that the term "avant-garde", with which the movement was labeled until the word "modernism" prevailed, was used for the arts (rather than in its original military and political context). Surrealism gained fame among the public as being the most extreme form of modernism, or "the avant-garde of modernism".
Symbol- picture or object that stands for an idea
Emphasis- A design principle used to show which part of an artwork is most important.
Center of Interest- the part of an artwork that the viewer notices first.
Composition- the way the parts of an artwork are put together
(composition is also part of many other principles of design)
Asymmetrical balance- a type of balance achieved when two sides of an artwork are different but visually equal in weight.
Balance- the steady feeling created by the equal weight of elements on both sides
Activities:
Introduction:
Students will learn about warm and cool colors. Talk about The Scream by Edvard Munch.
Project:
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
Materials: Chalk, crayon, pencils, paper
Content Objective:
- Students learn about expressionist and modernist.
- Students learn about warm and cool colors.
- Students will learn about Edvard Munc painting, The Scream.
- Students will learn about distortion.
- Students learn how to create asymmetrical balance.
Students will create an abstract expressionist self-portrait with asymmetrical balance based on the scream. Students will color it in with either warm or cool color scheme. Artist:
Edvard Munch (Norwegian pronunciation: [ˈɛdʋɑʈ ˈmʊŋk], 12 December 1863 – 23 January 1944)[1] was a Norwegian Symbolist painter, printmaker and an important forerunner of expressionist art. His best-known composition, The Scream, is part of a series The Frieze of Life, in which Munch explored the themes of love, fear, death, melancholia, and anxiety.
Vocabulary: Expressionist: was a modernist movement, initially in poetry and painting, originating in Germany at the beginning of the 20th century. Its typical trait is to present the world solely from a subjective perspective, distorting it radically for emotional effect in order to evoke moods or ideas. Expressionist artists sought to express meaning or emotional experience rather than physical reality.
Modernist: Modernism was a revolt against the conservative values of realism. In general, the term modernism encompasses the activities and output of those who felt the "traditional" forms of art, architecture, literature, religious faith, social organization and daily life were becoming outdated in the new economic, social, and political conditions of an emerging fully industrialized world. The poet Ezra Pound's 1934 injunction to "Make it new!" was paradigmatic of the movement's approach towards the obsolete. Another paradigmatic exhortation was articulated by philosopher and composer Theodor Adorno, who, in the 1940s, challenged conventional surface coherence and appearance of harmony typical of the rationality of Enlightenment thinking.A salient characteristic of modernism is self-consciousness. This self-consciousness often led to experiments with form and work that draws attention to the processes and materials used (and to the further tendency of abstraction).
The modernist movement, at the beginning of the 20th century, marked the first time that the term "avant-garde", with which the movement was labeled until the word "modernism" prevailed, was used for the arts (rather than in its original military and political context). Surrealism gained fame among the public as being the most extreme form of modernism, or "the avant-garde of modernism".
Symbol- picture or object that stands for an idea
Emphasis- A design principle used to show which part of an artwork is most important.
Center of Interest- the part of an artwork that the viewer notices first.
Composition- the way the parts of an artwork are put together
(composition is also part of many other principles of design)
Asymmetrical balance- a type of balance achieved when two sides of an artwork are different but visually equal in weight.
Balance- the steady feeling created by the equal weight of elements on both sides
Activities:
Introduction:
Students will learn about warm and cool colors. Talk about The Scream by Edvard Munch.
Project:
- Students choose an emotion and create a story for that picture by thinking about what made that emotion happen.
- Then sketch out a self-portrait in a dreamlike asymmetrical balanced landscape.
- Students outline their pencil lines in crayon.
- Students choose a warm or cool color scheme coloring in with chalk blending colors and coloring in neatly.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events. 3.1B Identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks.
Creative Expression/Performance: 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks.
romare_bearden_3rd_grade.pdf | |
File Size: | 76 kb |
File Type: |
Romare Bearden, The Block, 1971
Romare Bearden The Block
Date: September 3-7, 10-14, 17-21, 24-28
Materials: Collage Paper, glue, scissors, color pencils, markers
Content Objective:
Students will create a cityscape that demonstrates where they live showing families and their community.
Activities:
Introduction:
Read Dropping in on Romare Bearden’s
Discuss how it was made and how it was composed. Have the students ask what do they see and why did he use collage. Review basic shapes, organic and freeform shapes. Day 2 Read page 92 and discuss cityscape and architecture.
Project:
· Students create their own cityscape collage.
· Students choose an event that would happen in their cityscape creating a story with look in through windows.
1. Parade 2. Fourth of July 3. Summer 4. Autumn 5. Rain 6. Fantasy
Checks for understanding:
Students show and tell their cityscapes.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events.
Creative Expression/Performance: 3.2A Create artworks based on personal observations and experiences. 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks. 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
Materials: Collage Paper, glue, scissors, color pencils, markers
Content Objective:
- Students review basic shapes, organic shapes, and freeform shapes.
- Students learn about cityscape and architecture.
- Students will learn about artist Romare Bearden.
- Students will learn about collage and how to manipulate it as medium.
Students will create a cityscape that demonstrates where they live showing families and their community.
Activities:
Introduction:
Read Dropping in on Romare Bearden’s
Discuss how it was made and how it was composed. Have the students ask what do they see and why did he use collage. Review basic shapes, organic and freeform shapes. Day 2 Read page 92 and discuss cityscape and architecture.
Project:
· Students create their own cityscape collage.
· Students choose an event that would happen in their cityscape creating a story with look in through windows.
1. Parade 2. Fourth of July 3. Summer 4. Autumn 5. Rain 6. Fantasy
Checks for understanding:
Students show and tell their cityscapes.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events.
Creative Expression/Performance: 3.2A Create artworks based on personal observations and experiences. 3.2B Develop a variety of effective compositions, using design skills. 3.2C Produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of art materials appropriately.
Historical/Cultural Heritage: 3.3A Compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks. 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.
teaching_tribes_3rd_grade.pdf | |
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Teaching Tribes
Date: August 27-31
Materials: 1 balls, Paper choice between color or white, crayons, texture plates
Content Objective:
- Students will be able to know art classroom procedures.
- Students will learn how to clean up.
- Students will understand classroom expectations.
- Students learn how to show mutual respect in the art classroom throughout the art day.
- Create artworks based on personal observations and experiences
- Express ideas and feelings in artworks, using a variety of colors, forms, and lines
Vocabulary:
Abstract art: Art in which the details of real objects are simplified, distorted, or rearranged.
Realistic art: Art in which the details relating to objects are as they actually are.
TECHNIQUES:
gesture drawing- quick sketches that are made with loose arm movements
contour drawing- drawings that show only the outlines of the shapes that make up objects. (no color or shading)
blind contour drawing- drawing made without looking at the paper as you draw
continuous contour drawing- drawings made without lifting the pencil off the paper
tonal drawings- show the dark and light areas of an object using tones, or shades of one color
Project Objective:
· Students will brainstorm on how Tribes expectations looks like, sounds like.
· Students will be able to repeat a shape several times on their paper varying the size and colors they use to form variety and rhythm.
· Students will create a picture based on the ish book and Vincent Van Gogh, “Sunflowers”. Student’s will create a Sun Flower in a vase adding an appreciation to a friend or loved one creating a card to give.
· Students will color in their picture neatly.
Activities:
Introduction:
Show students how to enter the room.
Community circle: Tell a little about me through my webpage. Read “Ish” by Peter Reynolds. Talk about how it represents Mutual Respect. Discuss Leon’s actions and what was Ramon’s reaction. Discuss Marisol’s actions and what was Ramon’s reaction. Discuss how words can make us feel good or bad.
Project:
- Students Go over the four expectations of Ideal Classroom using:
Active Listening: (Criss-cross applesauce, voices off, eyes forward.)
No Put Downs: (Complement others.)
Right to Pass: (To choose to share in community circle.)
Students do a drawing Sun Flower in a vase adding an appreciation to a friend or loved one creating a card to give.
Students stand up tell their name and something about themselves and their sunflower card.
Checks for understanding:
Student’s then give a verbal appreciation so someone at their table about their artwork.
Demonstrate how to clean up and leave the classroom.
Teks: Art Grade 3:
Perception: 3.1A Identify sensory knowledge and life experiences as source for ideas about visual symbols, self, and life events.
Creative Expression/Performance: 3.2A Create artworks based on personal observations and experiences. Historical/Cultural Heritage: 3.3B Compare selected artworks from different cultures.
Response/Evaluation: 3.4A Identify general intent and expressive qualities in personal artworks. 3.4B Apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists.