Inspire
Explore Create
Excel
Innovate
Visual Arts Curriculum
4th Grade
Taylor International Academy
26555 Franklin Road Southfield, Michigan, 48033
www.taylorinternationalacademy.com
1
4th
Taylor International
Academy
Visual Arts Concept Map
Inspire
Explore
Create
Excel
Innovate
Creating with Clay
Cultural Studies
Pinch
Michigan History
Native American
Ojibwe
Menominee
African
Islam
Middle Ages
Poland
Colonial America
Organic
Coil
Geometric
Irregular
Perception/Illusion
Positive and Negative Space
Slab
Architecture
Joining Clay
Watercolor
Tempera
Cray Pas
Elements of Art
Line
Shape
Space
Value
Primary Colors
Medieval Castles
Secondary Colors
Cylinder
Complimentary Colors
Rectangular
Prism
Islamic
Value Scale
Michigan State Capital
Principles
of Design
Cube
Gothic
Color
Form
Texture
Movement & Rhythm
Balance
Proportion & Scale
Emphasis
Repetition
Contrast
Variety
Unity & Harmony
Pyramid
Cone
Height
(Top to bottom)
Width
(side to side)
De
pth
r
(f
t to
on
)
ck
ba
2
4th
Instruction:
Performance
The standards for Grade 4 continue to emphasize the Elements of Art and the Principles of Design as the basic building blocks for the production
and appreciation of art. Students will continue to have generous opportunities to explore a wide range of materials, techniques, processes, and
subject matter. There will be an emphasis on the importance of historic events, the environment and the state of Michigan. Students will be provided with opportunities to examine the influence of the past on contemporary culture.
The following skills, concepts, and strategies will be emphasized in Grade 4 so that students may successfully progress to their next level of learning. This course of study will focus on: spatial relationships, positive/negative space, one point perspective, use of value and shading to achieve a
greater sense of three dimensionality in their work, abstract and non-objective works of art in order to expand awareness and appreciation of the
diverse forms of artistic expression available to them. Students will continue to refine their critical thinking skills, understanding of the value of art,
and the roles art plays in society through exercises in visual literacy, art history, art criticism, and aesthetics.
Production /Visual Communication
Art Criticism
Art History /Aesthetics
Integration
CONTENT STANDARD 1
CONTENT STANDARD 2
CONTENT STANDARD 3
CONTENT STANDARD 4
CONTENT STANDARD 5
All students will apply skills
and knowledge to perform in
the arts
All students will apply skills and
knowledge to create in the arts
All students will analyze, describe,
and evaluate works of art.
All students will understand,
analyze, and describe the arts
in their historical, social, and
cultural contexts.
All students will recognize, analyze, and
describe connections among the arts and
other disciplines; between the arts and
everyday life.
4. Present solutions to problems in
4. Research and Create from real and
visual art. (With available technolo- imaginary sources of inspiration.
gies when appropriate)
ART. I.VA. EL. 4
ART.II.VA.EL.4
ART. II.VA. EL.6
NSVA1
4. Use sense of sight, touch, and hearing
4.Use motor skills for drawing,
as inspirations for works of art.
painting, tearing, weaving,
ART. II.VA.EL.3
hand-building, and manipulating art
materials.
ART.I.VA.EL.1 4. Use environment, science, literature
historical events as inspiration for works
of art.
NSVA2
4. Use: pencils, crayons, markers, oil
pastels, chalk, tempera, watercolor,
Pen and ink, scissors, paintbrushes,
clay, clay tools, weaving tools, etc.
4. Observe and Depict plants, animals,
ART.I.VA.EL.2 people, self, everyday life, and historic
NSVA1 events.
ART.II.VA.EL.3
4. Acquire and demonstrate
NSVA 3
appropriate clean up habits in the art
studio space.
4.View works of art and describe how
artists (including themselves) use Elements of Art and Principles of Design to
communicate ideas.
ART. II.VA.EL.2
NSVA2
4. Question, examine, explain new learning.
4. Compare the art and artifacts of
other cultures with that of their own
culture.
4.Use contour drawing.
4. Notice what was challenging and
identify problem solving skills used.
4. Identify symbols from various
Cultures.
4.Compare and contrast realistic and
abstract works of art.
4. Recognize why works of art are
created. (narrative, commemorate a
historic event, celebrate a holiday,
decoration, honor a person, etc)
NSVA5
4. Create abstract and non-objective
works of art.
4. Observe, Identify and Discuss
works of art from other cultures:
African American
Native American
(Ojibwe, Menominee, Miami,
Ottowa, Potawatomi, Wyandot,)
Africa
Poland
4.View works of art. Then Describe
Europe: Middle Ages
similarities and differences between
Islam
them. (oral/written)
India
NSVA6
China
France
Great Britain
4.Discuss why viewers may have different responses to artworks.
ART.IV.VA.EL.1
ART.III.VA.EL.3
NSVA2 4. Discuss the ways that the art of a
4. Explain choices.
culture reflects its people’s attitudes
and beliefs.
4.Use one point perspective drawing
4.Describe and discuss similarities and
differences between various careers in the visual
arts.
ART.V.VA.EL. 2
4.Understand and Use similarities and differences between characteristics of visual art and
other arts disciplines.
NSVA6
4. Identify various careers in the visual arts.
(Artists: Who are they?)
Technical/Medical Illustration
Painter
Sculptor
Photographer
Printmaker
Architect
Graphic Designers
Art Teacher
Museum Curator
Videographer
Interior Designer
Technical Illustrator
Weaver
Glassmaker
Jeweler
Art Historian
Industrial Design
ART.V.VA.EL.2
3
4th
Instruction:
Performance
The standards for Grade 4 continue to emphasize the Elements of Art and the Principles of Design as the basic building blocks for the production
and appreciation of art. Students will continue to have generous opportunities to explore a wide range of materials, techniques, processes, and
subject matter. There will be an emphasis on the importance of historic events, the environment and the state of Michigan. Students will be provided with opportunities to examine the influence of the past on contemporary culture.
The following skills, concepts, and strategies will be emphasized in Grade 4 so that students may successfully progress to their next level of learning. This course of study will focus on: spatial relationships, positive/negative space, one point perspective, use of value and shading to achieve a
greater sense of three dimensionality in their work, abstract and non-objective works of art in order to expand awareness and appreciation of the
diverse forms of artistic expression available to them. Students will continue to refine their critical thinking skills, understanding of the value of art,
and the roles art plays in society through exercises in visual literacy, art history, art criticism, and aesthetics.
Production/Visual Communication
Art Criticism
Art History /Aesthetics
Integration
CONTENT STANDARD 1
CONTENT STANDARD 2
CONTENT STANDARD 3
CONTENT STANDARD 4
CONTENT STANDARD 5
All students will apply skills and
knowledge to perform in the arts
All students will apply skills and knowledge to
create in the arts
All students will analyze, describe, and evaluate
works of art.
All students will understand, analyze,
and describe the arts in their historical,
social, and cultural contexts.
All students will recognize, analyze, and
describe connections among the arts and
other disciplines; between the arts and
everyday life.
4. Examine and discuss why interpretations of
an art work can change throughout history.
NSVA5
4. Distinguish characteristics of landscape, seascape, and cityscape.
NSVA3
4. Explain how illustrations can enhance a story or informational text.
Language Arts.
NSVA6
4. Identify innovative solutions by
4. Use research, various art processes and
artists to solve visual problems.
techniques to produce works of art that
NSVA1 demonstrate craftsmanship.
NSVA1
4. Identify and use :
Intermediate (Tertiary) colors
4. Develop art ideas from a variety of
Warm/Cool Colors
sources; print, non-print, and technology.
Positive/Negative Space
NSVA3
Pattern
Contrast
4. Create a functional work of art reflecting
NSVA4 contributions of a specific culture.
(Greek, Roman, Native American, etc)
4.Use thumbnail sketches to docuNSVA2
ment thought processes when creating works of art.
4. Create Illusion of depth on a 2D surface
using overlapping, size, variation, placement,
4.Create works of art that use
one point perspective
themes, ideas, and art forms from the .
NSVA2
past.
4. Identify and use background, middle4.Identify and use characteristics of
ground, and foreground, and diminishing
color; hue, tint, shade, intensity.
scale in 2D works of art.
4. Describe the problem solving process in
personal art production.
NSVA1, NSVA2
4. Analyze and categorize works of art by
subject matter: Figurative, Landscape, Still
Life, Narrative, etc.
NSVA3
4. Compare and Contrast architectural styles of various cultures.
NSVA4
4. Identify and examine objects of
various cultures: Native American,
African, Islamic.
NSVA4
4. Identify how art reflects times,
places, and cultures.
NSVA4
4. Distinguish between natural and
man-made objects in the environment
ART.V.VA.EL.4
NSVA6
4. Express informed judgments about
works of art.
NSVA5
4. Explain the role of archaeology in
learning about the art of past cultures.
NSVA4
4. Analyze works of art for use of:
Rhythm/Movement
Balance
Spatial Relationships
NSVA2
4. Examine relationships between
form and function in cultural artifacts.
Identify and use architectural forms:
Cube, Cylinder, Sphere, Pyramid, Cone
4. Determine why art has value.
NSVA5
NSVA6
NSVA2, NSVA4
4. Develop and describe personal reasons for
4. Produce a work of art that communicates
valuing works of art.
NSVA5 4. Identify common attributes in
emotion/feeling.
works of art produced by artists
NSVA2
within at least one culture
4. Create a work in clay using the handbuilding techniques.
NSVA1
NSVA4
4
4th
The standards for Grade 4 continue to emphasize the Elements of Art and the Principles of Design as the basic building blocks for the production
and appreciation of art. Students will continue to have generous opportunities to explore a wide range of materials, techniques, processes, and
subject matter. There will be an emphasis on the importance of historic events, the environment and the state of Michigan. Students will be provided with opportunities to examine the influence of the past on contemporary culture.
Instruction:
Performance
The following skills, concepts, and strategies will be emphasized in Grade 4 so that students may successfully progress to their next level of learning. This course of study will focus on: spatial relationships, positive/negative space, one point perspective, use of value and shading to achieve a
greater sense of three dimensionality in their work, abstract and non-objective works of art in order to expand awareness and appreciation of the
diverse forms of artistic expression available to them. Students will continue to refine their critical thinking skills, understanding of the value of art,
and the roles art plays in society through exercises in visual literacy, art history, art criticism, and aesthetics.
.
Production /Visual Communication
CONTENT STANDARD 1
CONTENT STANDARD 2
All students will apply skills and
All students will apply skills and knowledge to
knowledge to perform in the arts
create
in the arts
4.Demonstrate the ability to recognize 4.Use personal experiences and simulated
size relationships in works of art. (size, situations as subject matter in works of art.
scale, proportion)
ART.II.VA.EL.3
ART.II.VA.EL.2
NSVA 3
NSVA 2
4. Develop and demonstrate eye hand
coordination by drawing and
4. Practice safety and conservation in the use
constructing.
of tools, materials, and equipment.
ART.I.VA.EL.1
NSVA1
Art Criticism
CONTENT STANDARD 3
describe, and
evaluate works of art.
All students will analyze,
4. Recognize and Identify special
places designed for the display of arts
works. ( classroom, public places,
museums, parks, etc)
4. Investigate various solutions to a single
ART.I.VA.EL.4 visual arts problem. (brainstorming, rough
sketches, keep a sketchbook journal)
4. Incorporate unanticipated results of art
making into works of art. ( creative problem
solving)
4. Use Literary sources to generate ideas for
works of art. (stories, poems, legends,
science, social studies, beliefs)
ART.II.VA.EL.3
NSVA 1
NSVA 3
CONTENT STANDARD 4
All students will understand,
analyze, and describe the arts in their
historical, social, and cultural contexts.
4.Describe and discuss ideas and emotions
communicated in works of art. (from story
illustrations, works of art, etc.)
ART.II.VA.EL.5
NSVA2
4. Identify cultural symbols events,
and figures depicted in art. (colors,
holidays, clothing)
ART.IV.VA.EL.2
NSVA4
4. Use art vocabulary when talking about his/
her own work and the work of others.
ART.II.VA.EL.2
NSVA2
4.Identify specific works of art as
belonging to particular culture, times,
and places. (emphasis on state of
Michigan)
ART.IV.VA.EL.2
NSVA4
4. Reflect upon and assess the characteristics
and merits of their work and the work of others.
NSVA5
4.Know that visual arts have a history
and specific relationships to various
cultures.
ART. IV.VA.EL.1
NSVA4
4. Use pattern, rhythm, repetition,
movement, variety, and unity .
ART.I.VA.EL.3
4. Identify proper tools to be used along with
given techniques, materials, and processes.
ART.II.VA.EL.1
NSVA1
Art History /Aesthetics
4. Express opinions with supporting
4. Students will describe how people’s experi- statements regarding works of art.
ences influence the development of specific art
works.
4. Discuss cultural influences such as
NSVA 5 rules, beliefs, climate, geography,
costumes, and folklore.
ART.IV.VA.EL.1
4. Identify and investigate ways that works of
NSVA 4
art from popular culture reflect the past and
influence the present.
4.Understand there are various
purposes for creating works of visual
art.
NSVA 5
Integration
CONTENT STANDARD 5
All students will recognize, analyze,
and describe connections
among
the arts and other disciplines;
between the arts and everyday life.
4. Tell or write about common concepts
found in the environment.
Connections to Michigan History
Examine roles of crafts and artisans
4. Create a work of art to be used in
another discipline
NSVA6
5
4th
Instruction:
Performance
The standards for Grade 4 continue to emphasize the Elements of Art and the Principles of Design as the basic building blocks for the production
and appreciation of art. Students will continue to have generous opportunities to explore a wide range of materials, techniques, processes, and
subject matter. There will be an emphasis on the importance of historic events, the environment and the state of Michigan. Students will be provided with opportunities to examine the influence of the past on contemporary culture.
The following skills, concepts, and strategies will be emphasized in Grade 4 so that students may successfully progress to their next level of learning. This course of study will focus on: spatial relationships, positive/negative space, one point perspective, use of value and shading to achieve a
greater sense of three dimensionality in their work, abstract and non-objective works of art in order to expand awareness and appreciation of the
diverse forms of artistic expression available to them. Students will continue to refine their critical thinking skills, understanding of the value of art,
and the roles art plays in society through exercises in visual literacy, art history, art criticism, and aesthetics.
.
Production /Visual Communication
Art Criticism
Art History /Aesthetics
Integration
CONTENT STANDARD 1
CONTENT STANDARD 2
CONTENT STANDARD 3
CONTENT STANDARD 4
CONTENT STANDARD 5
All students will apply skills
and knowledge to perform in
the arts
All students will apply skills and
knowledge to create in the arts
All students will analyze, describe,
and evaluate works of art.
All students will understand,
analyze, and describe the arts
in their historical, social, and
cultural contexts.
All students will recognize, analyze, and
describe connections among the arts and
other disciplines; between the arts and
everyday life.
4. Demonstrate manipulative skills
by Performing a variety of tasks
Drawing
Painting
Cutting
Gluing
Arranging
Constructing
Combining
Tracing
Folding /Bending
Coloring
Scribbling
Stitching
Wrapping
Weaving
Tearing
Lacing
Pinching
Coiling
Slab
NSVA1
4. Use and be able to Identify: Elements
of Art and Principles of Design in their
own artworks.
4. Discuss and evaluate a range of subject 4. Recognize and describe how art is 4. Identify connections between the visual arts
matter, symbols, and ideas.
an integral part of one’s own culture. and other disciplines in the
NSVA 3
ART.IV.VA.EL.2 curriculum.
NSVA4
ART.V.VA.EL.4
ART.II.VA.EL.2
NSVA 6
NSVA2 4. Describe how different expressive
4. Identify and describe works of art Math
that communicate feelings, ideas, and
Identify and create patterns
features and organizational principles
4. Create a work of art from observation.
information.
Geometric shapes
cause different effects.
ART.III.VA.EL.5
Symmetry
Measurement using a ruler
ART.III.VA.EL.1
Science
NSVA2 4. Discuss reasons why works of art
4.Collaborate with others to create a work
have value. (document history, honor
Recycle, use found objects
of art such as a mural or portrait.
leaders, illustrate to teach, inform,
Seasons
4. Discuss local public art and its value
etc)
Weather
to the community. (i.e. Diego Rivera
ART.V.VA.EL.1
Plant and Animal Life
Murals)
4. Identify and use a variety of sources for
ART.IV.VA.EL.1
Sort/Classify/Categorize
art ideas including: nature, images, imagiNSVA5
Color
nation, everyday life, resource materials,
Environment
etc)
4. View/Discuss works from
Language Arts
various artists and cultures depicting
Narratives/Stories/Illustration
various themes:
Historical texts/
4. Create a 3D works of art using a variety
Commemorate, Document, Honor
Underground Railroad, The Great
of materials such as clay, paper mache,
Rhymes
Migration, George Washington
paper, found objects, wire, etc.
Fantasy
Crossing the Delaware, portraits in
Legends
bronze and clay (Ife King, Edo
4. Create a work of art by manipulating
ivory mask) etc. and Identify possiMulti-Cultural
clay. (Coil, pinch, slab, slip, score, fuse
ble sources of inspiration.
Sequence of Events
pieces of clay together.
NVAS 4
Emotions/Feelings
Descriptive Writing
Compare/Contrast
6
4th
Visual Arts
Taylor International Academy
VOCABULARY
Color:
Primary Colors R-Y-B
Secondary Colors O-G-V
Warm Colors
Cool Colors
Tints/ Shades
Elements of Art
Positive and negative space
Principles of Design
Unity
Variety
Balance
Symmetrical
Asymmetrical
Watercolor
Wet into wet
Dry-brush
Wash
resist
Tempera paint
Pen and Ink techniques
Scumble
Hatching
Cross-hatching
Painting / Brushstrokes
Pattern
Figurative Art
Cityscape
Seascape
Landscape
Background
Middle ground
Foreground
Folk Art
Proportion/Scale
Printmaking
VISUAL LITERACY
RESOURCES
Artists Studied :
Diego Rivera.
Detroit Industry Murals
Frida Kahlo
Quilts of the Underground Railroad
Jacob Lawrence. The Great Migration Series.
John Singleton Copley. Paul Revere.
Gilbert Stuart. George Washington.
Jane Pitford Braddick. Montecello.
Andy Warhol
Claeus Oldenberg
Christo and Jean Claude
Filippo Brunelleschi.
M.C. Escher
Alexander Calder
Louise Nevelson
Inspire
Explore
CURRICULUM CONNECTIONS
Mathematics:
Identify/Create/Use of various types of patterns:
Geometric Shapes and Forms
Symmetry
Perimeter
Fractions
Measurement/Use of tools /compass/angles
Circumference/Radius
Science:
Projects that incorporate and reinforce concepts:
Reduce, Re-Use, Recycle
Generate questions based on observations
Develop skills for gathering information
illustration, photography, video
Human Body
Mobiles-kinetic
Study of Color/Light
Describe art media according to their properties:
Color, Size, Shape, Texture, Hardness, Liquid
Develop Observation of natural world
Artists we Know:
Vermeer. The Milkmaid.
Rembrandt. Belshazzar’s Feast.
James Chapin. Ruby Green Singing.
Empress Theodora. Mosaic.
Byzantine. SanVitale.
Jean Francois Millet. The Gleaners.
Pieter. Brueghel. The Peasant Wedding.
Pantheon. Interior. (architecture/space)
Mary Cassatt.
Rosa Bonheur.
Faith Ringgold. Tar Beach. (Story quilts)
Horace Pippin. Victorian Interior. Folk Art
Edward Hicks. Peaceable Kingdom.
Earl Cunningham. Folk Art
Elijah Pierce. Folk Art.
Edvard Munch. The Cry.
John Singleton Copley.
Colonial New England)
Music:
Draw and/or paint to music and depict movement,
mood, patterns
Freedom Songs/Underground Railroad
Music that tells a story
Music that expresses a mood
Theater:
Use imagination and creativity to re-create famous artworks
Puppets
Create
DIFFERENTIATION
GATE
ESE
Individualize projects based on student
interest
Use of interactive internet
resources, virtual tours, and technology
resources.
Use of Art Centers:
BYRGO
Sorting/ Classify/Categorize Images
Artists, Genres, Themes, Cultures
Media Exploration/Experimentation
Excel
Innovate
ASSESSMENT
Productive Work Samples:
visual artwork, musical composition, costume, set design, vocal,
instrumental, monologues, original
skits/plays, etc. Productive work
means all the work done by a student and may include preliminary
work such as written notes,
sketches, notebooks, models, discarded examples, in –process works,
video documentation of performances ,critiques, and interviews, and
any variation of the final product.
Observations
Anecdotal notes
Response Journals
Discussions
Class Critiques
Listening Center/ Art Books on tape
Rubrics
Group Presentations
“Tableaux Vivants”
(Living Pictures-dress up trunk w/ props/ Exhibitions
costumes)
Video
Portfolios
Photography
Group Discussions/Critiques
“JeopArty”
Artist Trading Cards
Create Puppetry/Write Script
7
4th
Visual Arts
Taylor International Academy
VOCABULARY
VISUAL /LITERACY
RESOURCES
Two-dimensional (2D)
Shape
circle/oval
square/rectangle
triangle
Children’s Literature :
Follow the Drinking Gourd.
Jeannette Winter.
Giggle Poetry (available online)
St. George and the Dragon
Sir Cumference.
Three dimensional (3D)
Sphere/ball
Cube/box
Cylinder/pencil can
Cone/ ice cream cone
Prism/refrigerator
Cindy Neuschwander and Wayne Geehan
Imagination/Fantasy
Contour line
One-point perspective
Vanishing point
Horizon line
Diminishing scale
Atmospheric perspective
Illuminations
Mural
Bas relief
Cathedral
gargoyle
Spiral References
Internet:
ARTiculation: Learning to Look at Art
Southfield Public Library
http://www.sfldlib.org/pages/kids/
kids.asp
Various Online Museumsvirtual galleries
Inspire
Explore
CURRICULUM CONNECTIONS
Language Arts:
Connections to age appropriate literature
Narrative
Historical
Rhymes
Multi-Cultural
Myths and Legends
Sequence of Events: Map B-M-E, Storyboards
Emotions/Feelings
Character
Describe
Compare/Contrast
Antonyms
Make Connections
Cause/Effect
Use Text features: Titles, Credit line information
Poetry, Fantasy, Legends,
Metaphor/Simile
Homophones
Social Studies:
Timelines
Positional directions/words
Immediate Environment
Home, School, Playground
Living & Working Togethersafe use of materials
Keeping art studio clean, organized
Identify historical figures and events in America
Harriet Tubman
Sojourner Truth
Create
Excel
DIFFERENTIATION
GATE
ESE
Use of Student Contracts
Innovate
ASSESSMENT
Observations
Anecdotal Notes
Language Arts & Social Studies
Illustrate stories based on shared themes
Poetry
Fantasy
Legends
Comics
Mythology from various cultures
Ecology: Consumers/Decomposers
Astronomy: The Solar SystemBuild models/mobiles/use of scale/
proportion
Create abstract works in direct response to
musical compositions.
Improve motor control through multiple
drawing, painting, sculpting, and crafting
projects.
Discussions
Class Critiques
Rubrics
Group Presentations
Exhibitions
Video
Portfolios
Research Historical Figures/Events
Look for historical clues in portraits, and
landscapes, still life
Research, Compare and Contrast games
form various cultures around the world.
Student docent program for school and
community exhibits
8
4th
Taylor International
Academy
Visual Arts
Technology Resources
Inspire
Explore
Create
Excel
Innovate
Topic
Available online at:
Learning to Look at Art
Art Pad (Painting Tool)
Interactive Pattern Blocks
Self-Portraits
Still Life Composer ( Interactive)
Animals
Paint and Make Environments (Ocean, jungle, backyard, farm, forest, grassland, desert)
Artist’s Toolkit
(Auditory/Interactive)
A Lifetime of Color (Forms Tutorial shows how to make 3D forms w paper stock)
Giggle Poetry
Hundreds of Poems for Children
Animal Myths and Legends
http://articulation.kcjenkins.com/http://artpad.art.com/artpad/painter/
http://ejad.best.vwh.net/java/patterns/patterns_j.shtml
http://userpages.umbc.edu/~ivy/selfportrait/intro.html
http://www.nga.gov/kids/zone/stilllife.htm
http://www.sheppardsoftware.com/preschool/animals/farm/animalfarmgame.htm
http://www.sheppardsoftware.com/content/animals/kidscorner/paintandmake/indexpaintandmake.htm
http://www.artsconnected.org/toolkit/encyc_colorwheel.html
http://www.alifetimeofcolor.com/main.taf?p=2%2C1%2C1%2C1
http://www.gigglepoetry.com/
http://www.planetozkids.com/oban/legends.htm
Menello Museum of American Art
History for Kids Ancient Rome (Mosaic, Building an Arch,
Norse Mythology
World Almanac for Kids
Homophones for Kids World Almanac for Kids
Kids Do Ecology
Biology for Kids
Inuit History for Kids
How the Body Works Kids Health
http://solarsystem.nasa.gov/kids/index.cfm
Aesop’s Fables
Tanagram Game (from China)
Historical Michigan Webquest
Underground Railroad in Michigan
Underground railroad Quilt Codes Songs of Freedom
St. George and the Dragon Free Audio
Drawing in One-Point Perspective
Drawing Lesson in one-Point Perspective
Great Buildings (Architecture resource)
Castles Parts of a Castle Architecture
African Clay Masks
http://www.mennellomuseum.com/
http://www.historyforkids.org/crafts/rome.htm
http://www.worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=wak439001&article_id=372&chapter_id=7&chapter_title=Mythology&article_title=Norse_Mythology
http://www.worldalmanacforkids.com/WAKI-ViewArticle.aspx?pin=wak014004&article_id=288&chapter_id=6&chapter_title=Language&article_title=Homophones
http://kids.nceas.ucsb.edu/ecology/ecoindex.html
http://www.biology4kids.com/files/vert_main.html
http://www.historyforkids.org/learn/northamerica/before1500/history/inuit.htm
http://kidshealth.org/kid/
http://solarsystem.nasa.gov/kids/index.cfm
http://www.umass.edu/aesop/fable.php?n=1
http://pbskids.org/cyberchase/games/area/tangram.html
http://www.caledonia.k12.mi.us/k12resource/etaweb/HistoricalMI/historicalMiwebQuest.htm
http://www.motopera.org/mg_ed/educational/UndergroundRR.html
http://www.osblackhistory.com/quilts.php
http://storynory.com/2008/04/14/st-george-and-the-dragon/
http://www.olejarz.com/arted/perspective/
http://coolschool.k12.or.us/courses/116200/lessons/10/index.php
http://www.greatbuildings.com/
http://www.castles.org/Kids_Section/Castle_Story/parts.htm
http://www.uwosh.edu/faculty_staff/leung/African_Clay_Masks.html
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4th
Taylor International
Academy
Visual Arts Outcomes
Inspire
Explore
Create
Excel
Innovate
Fourth Grade students will:
Explore the use of art tools and demonstrate that they can use scissors, glue, pencils, markers,
crayons, oil-pastels, brushes, clay tools, paint, brayers, and other materials safely and appropriately.
Use a variety of art materials to create a unique works of art about plants, animals, space, seasonal
themes, portraits, important life events, history, and the environment.
Identify, create, and/or use symbols and images in works of art inspired by cultures from around the world.
Identify, use, combine, and discuss: Elements of Art and Principles of Design.
Demonstrate conservation and safe, responsible use materials, tools, and technologies.
Describe works of art from illustrations in books, art reproductions, museums, and/or visual files.
Create and explain how illustrations to enhance text. ( i.e. The Underground Railroad,
Sir Cumference, Stories, Historical Events, Poetry, technical Illustrations from textbooks, etc.)
Use one point perspective to create artistic compositions.
Students will be able to distinguish the difference between 2D and 3D art forms and use this knowledge to
create works from observation, imagination, and personal experience, and knowledge of other cultures
around the world.
Be able to identify art and artists from different cultures and discuss sources for inspiration.
Create a collaborative work.
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Fine Arts
Assessment Techniques: Student Responsibilities
Samples of Productive Work: These samples result from projects and assignments in which the student creates a final product. (visual artwork, musical composition, costume, set, or interior design, vocal, instrumental, or dance repertoire, monologues, original skits/plays, etc. Productive work means all the work done by a
student and may include preliminary work such as written notes, sketches, notebooks, models, discarded examples, in –process works, video documentation of performances ,critiques, and interviews, and any variation of the final product. Student work may result in an exhibition or performance of the in-process works and final products. (ART.I.VA.EL.1 cs1, ART.II.VA.EL.6cs2)
Student Journals: Journal entries provide students with opportunities to chronicle their thoughts, reactions, and observations about class activities and assignments, as well as experiences outside the class which influences arts learning. The use of journals encourages self-reflection and provides evidence of student involvement in projects and assignments. Journals kept regularly can provide a record of student growth in attitude, affect, or disposition regarding learning in the arts. (NSVA5)
Research Projects: Research projects can be a valuable resource in determining student comprehension and integration of arts concepts. Written formats and integrated use of technologies (ART.II.VA.EL.6/MI cs#2) available offer students an alternative avenue to present their learning.
Group Presentations/Performances/Exhibitions: These may be written, oral, panel discussions/debates, dramatic or musical performances, or visual displays. Students may work in collaboration to conceive, develop, and implement a project involving a wide range of learning goals to include production or performance
of works of art, investigation of questions about the historical or cultural heritage of an art form, or the analysis of works of art.
Peer Critiques/Interviews: Individual and group peer critiques of student works are useful for evaluating, not only the works critiqued, but also the conceptual
understanding of the students who participate in the critique. Students may gain valuable insight from one another from the assessment of, responses to the work and
views of their peers. Use of “ In-process critiques”, as well as “finished product/performance critiques” actively engages students in the creative process and helps
them learn to value not only the creative process itself, but also to value the contributions and input offered by others along their artistic journey. (NSVA 3, NSVA5)
Self-Evaluations: Self –evaluations may be written , verbal record or critique of the processes, techniques, and problem solving strategies selected in the execution
of a given work. Through self-evaluations, students can learn to investigate their strengths and weaknesses, become more aware of their personal growth and discover
their creative potential, and consider their relationship to the artistic process. (NSVA5)
Rubrics: Rubrics help students and teachers define quality. Rubrics are also useful in helping students judge and revise their own work before submitting final work.
Rubrics define a set of criteria and standards linked to learning objectives that are used to assess a student's performance on papers, projects, essays,, etc. They may be
teacher made or collaboratively created by students/teachers. (NSVA 5)
Student Contracts: Contracts may be utilized to create agreements between the student and teacher that designates their expectations and roles relative to a given
task or project. Student and teacher agree jointly on the parameters of the task. But the student assumes responsibility of meeting the details of the contract.
As part of their contractual agreements, students may be involved in helping develop assessment guidelines for specific assignments. In this way, students may 11
become actively involved in their own assessment, take ownership of their learning, and become more aware of the importance of assessment criteria. (NSVA3, NSVA5)
Curriculum adapted from
Alexandria City Public Schools, VA 2007 model
National Standards for Arts Education available at:
http://artsedge.kennedy-center.org/teach/standards/
Michigan Arts Education Content Standards available at:
http://www.michigan.gov/mde/0%2C1607%2C7-140-28753_38684_28757-86228--%2C00.html
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