Arts Curriculum Guide
Visual Arts
Grade 4
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| 1
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| Demonstrate an expanded color knowledge by mixing tints and
shades as well as discussing the influence of color on mood or feelings in a work of art.
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Demonstrate mixing tints and shades with paint and explain how color influences mood or feeling in artwork. Model how to give dimension to an object by showing light and dark sides (value, shape and form). | Sketch two identical landscapes and paint each using diffferent tints and shades to portray two different moods. | - Teacher observation. - Self assessment. - Peer assessment.
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- Reference materials - Internet - Guiding Young Artists by Gaelene Rowe - Art Through Children's Literature by Debi Englebaugh
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| 2
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| Create facial expressions and mood through refining
portraiture techniques.
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- Demonstrate advanced portraiture technique that portrays
various moods or expression. - Unpopulated Portraits activity from Zounds!, p. 11. |
- Draw three faces and change the facial details to portray
three different emotions. - Cut out head from magazine and then cut it in half. Past one half to paper, draw and color other half to correspond. |
Teacher observation.
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- Create a portrait of character from literature. Create a
frame from cardboard. Display. - Draw a portrait of an American inventor or scientist. Collect examples in a gallery of, "Famous Americans." Invite other classes to view.
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- Art Connections by Thompson & Loftus - Superdoodle Series from the Learning Works - Zounds!
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| 3
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| Create an illusion of space by showing distant objects smaller and with less detail as they approach the horizon line. | - Show examples of artwork and explain various techniques
used to create an illusion of space. - Present video Behind the Scenes: The Illusion of Depth. See guide for follow-up activities. |
Draw a landscape using colored pencils showing objects changing size in the foreground - middle ground - background. | Teacher observation.
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- Work with partners to create a mural related to a specific
region of the United States. Include details related to culture and notable places, people
or events. - Read One Morning in Maine by McCloskey. Analyze use of color, tint, horizon, and size to show detail. Share with an appropriate audience. |
- Art Through Children's Literature by Debi Englebaugh - Drawing with Children by Mona Brookes - Behind the Scenes: The Illusion of Depth video |
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| 4
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| Demonstrate skill in watercolor and tempera painting techniques. | - Explain advanced watercolor and tempera painting techniques
and demonstrate the proper usage of each media. - Flowers Forever activity from Zounds!, p. 4. |
Using watercolors and/or tempera, paint a still life.
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Teacher observation.
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- Research and report on noted watercolor, including
illustrators of children's literature. Describe work in artistic terms. - Create a relief map of a U. S. Region. Paint with tempera. |
- Looking at Paintings by Jude Welton - History of Art for Young People by Janson - Kids Learn America by Gordon & Snow - Zounds!
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| 5
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| Demonstarte skill in using more complex tools such as rulers, compasses, scratch tools, ink pens, and templates. | Introduce more complex tools and explain proper care and use. | Using a compass, protractor and templates, draw various overlapping geometric shapes. Watercolor each section a different color, tint, or shade. | Teacher observation.
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- Create a target (bull's eye) with rings of different sizes.
Calculate the probabiliaty of hitting each section. - Draw a simple machine using tools [not freehand]. |
- Technical Drawing an Usborne Guide by Susan Peach - Designing Everyday Things by Clayfield & Hyatt - World Cultures Through Art by Dindy Robinson
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| 6
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| Identify some of the sources that artists use for their ideas and inspiration. Incorporate these in their own compositions. | - Expose students to a variety of artists'
work(s) and
discuss their sources of inspiration and ideas. - Present video Behind the Scenes: Framing. |
Study Wassily Kandinsky and his work. While listening to music, create an abstract drawing using color, line, and shape to convey the feeling and rhythm of the music. | Teacher observation.
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- Choose a theme and find a number of artistic works related
to that theme. Create a display or computer slideshow with a title. Share with appropriate
audience. - Research an American artist, photographer, or architect. Find out personal information and what sources they used for inspiration. Make a presentation. |
- Nourishing the Heart by Davis & Ferdman - Behind the Scenes: Framing - Art Smart by Rodriguez - Getting to Know the World's Greatest Artists by Mike Venezia - Smart Art: Learning to Classify and Critique Art by Hollingsworth & Hollingsworth
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| 7
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| Demonstrate an understanding of how concepts from visual arts relate to other disciplines. |
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Work with a partner to create a poster showing use of art vocabulary in other disciplines. Share with class. | - Teacher observation. - Create a word web showing art concept interrelated with concepts from other disciplines. |
- Use a variety of line patterns to demonstrate the concept
of equivalent fractions (or another appropriate math concept).
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- Art Connections by Thompson & Loftus, pp. 40-41 - World Cultures Through Art by Dindy Robinson |
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