Arts Curriculum Guide
Visual Arts
Grade 3
|
||||||
| 1
|
|
|
|
|
|
|
|
Demonstrate mixing and usage of warm and cool colors, opposite / complementary colors, neutrals, tints and shades; how to use lines, dots and shapes to create texture. | Create a color value painting showing depth by painting waving bands of warm, intense colors in the foreground to cool, lightened colors in the background. | - Teacher observation and assessment. - Self-assessment. |
|
- Art through Children's Literature by Debi Englebaugh - Kid Pix - Guiding Young Artists by Gaelene Rowe - Looking at Paintings by Jude Welton
|
|
|
||||||
| 2
|
|
|
|
|
|
|
| Draw figures in poses and positions implying motion/action. | Demonstrate how to draw the human figure and/or animals in poses or positions to imply motion. | Use white chalk on dark paper to make quick, simple sketches of each other in various poses. | - Teacher observation. - Peer assessment - is there motion?
|
- Collect examples of cartoons or comics that show figures in
motion. Imitate a favorite example and describe the process used. - Create a new game for P.E. class and draw figures to explain how the game is played. Share with P.E. teacher. - Picture This activity from Zounds!, p. 12-13. |
- The Usborne Young Cartoonist by Tatchell & Evans - An Usborne Guide: Drawing by Patience Foster - The Usborne Complete Book of Drawing by Smith & Tatchell - Superdoodles Series from the Learning Works - Drawing with Children by Mona Brookes - Zounds!
|
|
|
||||||
| 3
|
|
|
|
|
|
|
| Create a sense of depth through overlapping and variety of
sizes to show perspective.
|
Show how to create a sense of depth in a composition by overlapping, size changes, and placement on the paper. | Cut out people, animals, plants or shapes in various sizes. Arrange them on paper in groups, placing larger ones on top and closer to the bottom ot the paper than the smaller ones. Add background details with crayon or paint. | - Teacher observation. - Self assessment.
|
Work in small group to create a bulletin board or wall size
mural of a natural habitat and species that live within it. Show depth through size
differences and overlapping. - "Shell" We Gather at the Sea? activity from Zounds!, p. 5.
|
- Designing Everyday Things by Clayfield and Hyatt - Amazing Buildings by Philip Wilkinson - Zounds!
|
|
|
||||||
| 4
|
|
|
|
|
|
|
| Differentiate between positive and negative space. | - Explain and demonstrate the difference between positive and
negative space. - Read aloud Round Trip and analyze the use of positive and negative space. |
Use squares of constrasting or complementary colors, cutting shapes from the middle by folding in half and cutting on the fold. Create a collage by arranging the positive and negative shapes in a design. | Teacher observation. | - Use a computer drawing program like Clarisworks and
experiment with design a school/classroom logo. Vary the background for logo and print
samples. Create a survey that asks classmates to vote. - Fold paper, cut to create a shape book. |
- Clarisworks - Kids Create by Laurie Carlson - Making Books by Charlotte Stowell - Collage by Robins & Steele
|
|
|
||||||
| 5
|
|
|
|
|
|
|
| Critique personal work and the work of others in a positive,
constructive manner.
|
Model proper critiquing methods and provide a forum for students to share, and positively critique each other's work. | Pair, share, and discuss each other's work, citing similarities and differences. | Teacher observation.
|
- Create a role play of positive and negative critiquing
sessions. Perform for a suitable audience. - Write a reflective piece that critiques personal work or museum display as an art editor for a magazine or newspaper might. Share with an appropriate audience. |
- Art through Children's Literature by Debi Englebaugh - Eco-Art by Laurie Carlson - Kids Create by Laurie Carlson - Smart Art: Learning to Classify and Critique Art by Hollingsworth & Hollingsworth
|
|
|
||||||
| 6
|
|
|
|
|
|
|
| Compare and contrast the styles of various artists and
cultures.
|
Show students the works of various artists and cultures,
pointing out similar and contrasting styles and media.
|
- Look at books or prints of various artists and/or cultures
and compare and contrast their styles. - Work in small group to complete Venn diagram comparing two works as identified by teacher. Share with class. |
Teacher observation and assessment of student discussion.
|
- Find two picture books with the same theme. Prepare a class
presentation that compares the artist's work. Use appropriate art vocabulary. Share with
an appropriate audience. - Research and report on artist from Massachusetts. Share with an appropriate audience. |
- Hands Around the World by Susan Milord - The Kids' Multicultural Art Book by Alexandra M. Terzian. - World Cultures Through Art Activities Dindy Robinson - Smart Art: Learning to Classify and Critique Art by Hollingsworth & Hollingsworth
|
|
|
||||||
| 7
|
|
|
|
|
|
|
| Create a pattern or design using simple printmaking
techniques.
|
Demonstrate basic printmaking techniques. | Choose and use objects such as spools, plastic forks, bottle caps, corrugated cardboard, etc., to make prints using stamp pads made with tempera paints. Overlap or repeat shapes to create patterns (use tissue paper and create personal wrapping paper). | Teacher observation. | - Create a plastic meat tray outline of Massachusetts. Use it
to print for state-related project in social studies. - Create gift wrapping paper by simple printmaking on large sheets of plain tissue paper. |
- Making Prints by Deri Robins - Eco-Art Eco-Art by Laurie Carlson - Adventures in Art by Laurie Carlson - Guiding Young Artists by Gaelene Rowe
|
|
|
||||||
| 8
|
|
|
|
|
|
|
| Use technology/computer graphics, when developmentally
appropriate.
|
Demonstrate use of the computer and software programs applicable to creating and viewing art. | Use a software program such as KidPix or ClarisWorks to create and present an original multi-media slide show on the computer. | Teacher observation.
|
- Create a computer slideshow containing both words and
graphic images. Slideshow should be related to learning in another discipline and follow
guidelines as outlined by teacher. - Use Print Shop to create an original poster, banner or greeting card. Display.
|
- Print Shop - ClarisWorks - Kid Pix
|
|
Return to Visual Arts Curriculum Guide