LOGAN-ROGERSVILLE R-VIII ART CURRICULUM

Grade 3

COURSE DESCRIPTION

Art in the elementary grades of 3 through 5 is taught through a general course designed to examine and practice all the elements of art and principals of design. An effort is made to survey as much material as possible due to the fact that these students are at the introductory age. Students will be exposed to a wide range of topics from master artists to multi-culturism through the arts. Time will be spent developing these skills and knowledge through practice and assessment by drawing, painting, sculpture using different media.

COURSE RATIONALE

Besides being a foundation for understanding and appreciating the arts, the purpose of Elementary Art 3 is to educate students of the elements of art and principals of design and how they work individually and interdependently. By being exposed to this knowledge the students will develop higher visual skills enhancing their imagination, ideas, values, plans, and abilities to invent. Cultivation of those higher thinking skills - analysis, synthesis, and evaluation - will also benefit. Though the understanding and development of these perceptual skills – craftsmanship, work ethic, and technique – the student will be able to gain a better knowledge base to ensure life appreciation and success.

COURSE COMPETENCIES

The student will be able to

1. use a variety of drawing techniques with control.
2. push, pull, drag, and/or scrape various media to make a variety of marks or strokes.
3. use clay assembly processes.
4. use a printmaking process.
5. use repeated lines to make patterns.
6. recognize positive and negative shapes.
7. use shapes to develop an overall pattern
8. identify and use warm and cool colors.
9. differentiate between tint and shape.
10. use color groupings including primaries, secondaries, intermediates, etc.
11. define foreground, middle ground, and background.
12. recognize and use change of scale, placement on the page, and the overlapping of shapes to create illusions of depth on a picture plane.
13. use balance in compositions.
14. use repetition to achieve rhythms.
15. use size relationships in arrangements.
16. examine different styles of art.
17. identify why people create art.
18. examine such visual forms as clothing, insignias, and public buildings for group identity.
19. identify how different cultures use art in different ways.
20. describe how art is used as a symbolic means of communication.
21. choose the medium to best express an idea from a limited range of media.
22. identify two or three possible solutions for expressing an idea.
23. demonstrate understanding that the making of art requires thought and knowledge.
24. examine art objects and identify general ideas about how the work was made and the media used.
25. demonstrate acceptance of self and other’s art work.
26. demonstrate understanding that some subject matter or theme can be portrayed by different artists in different ways.
27. demonstrate understanding of relationships among elements and principals in arrangements.
28. identify the meanings associated with colors used in the environment.
29. demonstrate understanding of types of space with an environment.
30. identify possible solutions to product and environment problems.
31. identify and describe common meanings and symbols in works of art.

Writer: Sandy Baker

Last Revision: 2000

By the end of grade 3, students will be able to

COMPETENCY 1: use a variety of drawing techniques with control.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.2, 8.3	FA1	2.5	Using different media, create a contour drawing, create a gesture drawing, and experiment with pointillism.	Performance of daily work (70%) Teacher observation (70%) Scoring guide assessment of finished project (70%)	Books Video Guest Artist

By the end of grade 3, students will be able to

COMPETENCY 2: push, pull, drag, and/or scrape various media to make a variety of marks or strokes.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Painting Drawing Printmaking Clay	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Guest Artist

By the end of grade3, students will be able to

COMPETENCY 3: use clay assembly processes.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA 1, 2	2.5	Pinch pots Slab building Coiled clay Wheel-thrown clay Scoring and blending Slipping clay	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Demonstrations Guest Artists Field Trips

By the end of grade 3, students will be able to

COMPETENCY 4: use a printmaking process.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Foil prints Mono-prints Linoleum, potato, gadget prints Styrofoam prints	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Teacher demonstration Guest artists

By the end of grade3, students will be able to

COMPETENCY 5: use repeated lines to make patterns.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Draw with different media. Cut and paste paper. Use tools to scrape into clay or plaster. Use linoleum or carved erasers to print. Print with a wooden block wrapped with string or rubber bands.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)

By the end of grade3, students will be able to

COMPETENCY 6: recognize positive and negative shapes.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Draw Paint Do printmaking Build or carve a sculpture	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Springfield Art Museum field trip

By the end of grade3, students will be able to

COMPETENCY 7: use shapes to develop an overall pattern.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Draw Paint Do printmaking Pressed designs in clay	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Observations of outside world

By the end of grade3, students will be able to

COMPETENCY 8: identify and use warm and cool colors.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Study the color wheel. Identify color groups of warm and cool in magazines of interior and fashion design and in nature. Paint compositions in either/or a combination of both warm and cool color combos. Cut and past color groups	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Magazines Nature Videos

By the end of grade3, students will be able to

COMPETENCY 9: differentiate between tint and shade including color mixing and value study.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Paint by mixing black or white with a color. Drawing by blending chalk or oil pastels to create tints and shades. Study color theory and make value charts. Use magazines to cut and paste finding shades and tints of colors.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Art prints

By the end of grade3, students will be able to

COMPETENCY 10: use color groupings including primaries, secondaries, intermediates, etc.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Study the color wheel. Recognize and mix primaries, secondaries, intermediates, and analogous warm and cool colors. Study and mix monochromatic colors.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Art prints

By the end of grade3, students will be able to

COMPETENCY 11: define foreground, middle ground, and background.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Drawing Painting Printmaking Vocabulary work Study of art prints	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Art prints Slides Field trip to art museum Observe nature

By the end of grade3, students will be able to

COMPETENCY 12: recognize and use change of scale, placement on the page, and the overlapping of shapes to create illusions of depth on a picture plane.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Drawing Painting Printmaking Bas-relief sculpture Study of prints and slides Cut and past.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Art prints Slides Art museum

By the end of grade3, students will be able to

COMPETENCY 13: use balance in compositions.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Study symmetrical and asymmetrical balance. Draw examples of both types of balance. Painting Cut and paste Arrange still life’s to be drawn later.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Art prints Life observations

By the end of grade 3, students will be able to

COMPETENCY 14: use repetition to achieve rhythms.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Drawing Painting Pressed designs in clay Cut paper shapes glued on a surface.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Art slides and prints World observation

By the end of grade 3, students will be able to

COMPETENCY 15: use size relationships in arrangements.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Drawing Painting Observation and criticism of art prints and slides	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Art prints and slides

By the end of grade 3, students will be able to

COMPETENCY 16: examine different styles of art.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Students will study prehistoric art and create a cave painting. Students will study Renaissance art and create a portrait of themselves depicted in that time period. Student will study Impressionistic art and create a three-dimensional model of Monet’s garden. Students will study Pop Art and create posters in the style of Andy Warhol.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Art prints Slides Field trips

By the end of grade 3, students will be able to

COMPETENCY 17: identify why people create art.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Discuss different moods and let students paint a “mood” or feeling. Students will express their identity in a poem. Paint a self-portrait according to their poem. Discuss social triumphs and ills. Ask students to create art about community pride or embarrassment. Discuss advertising. Design a product container or cover promoting their client’s work.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Video Art prints Slides Music Magazines

By the end of grade 3, students will be able to

COMPETENCY 18: examine such visual forms as clothing, insignias, and public buildings for group identity.
Graduate Goals	Content Standards	Performance Standards	Activities	Assessments	Resources
8.1, 8.2, 8.3, 8.4	FA1, 2	2.5	Study world cultures and their forms of clothing, their insignias, building styles, etc. Create models of public buildings expressing a particular identity of a chosen group. Design clothing for the school’s basketball team. Design a class insignia.	Performance on daily work (70%) Teacher observation (70%) Scoring guide assessment of finished projects (70%)	Books Videos Art prints Slides Magazines

By the end of grade 3, students will be able to

COMPETENCY 19: identify how different cultures use art in different ways.
Graduate Goals	Content Standards