Elementary Curriculum Map – Visual Art – Grade 4 (Intermediate 2) 5001050
Unit: Line
Textbook: SRA Art Connections
Learning Goal: The student will
understand and use line to create
depth and mood in their artwork.
Essential Questions/Understandings:
How do various types of lines
influence the mood of an artwork?
Vocabulary
Line, vertical,
curved,
horizontal,
diagonal,
zigzag, nonobjective,
value, gesture,
shading,
hatching, crosshatch, contourhatching
Resources
Visual Artists:
Natalia
Goncharova
Quick-to-See Smith
Art is H.O.T. (Higher Order Thinking)
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.4.C.1.1: Integrate ideas during the art-making process to convey meaning in
personal works of art.
VA.4.C.2.2: Use various resources to generate ideas for growth in personal works.
VA.4.O.1.1: Use the structural elements of art and organizational principles of
design to understand the art-making process.
VA.4.S.1.1: Manipulate tools and materials to achieve diverse effects in personal
works of art
VA.4.S.3.2: Plan and produce art through ongoing practice of skills and
techniques.
VA.4.H.1.4: Identify and practice ways of showing respect for one’s own and
others’ personal works of art.
MACC.K12.MP.5: Use appropriate tools strategically.
Activities
Scale
4.0:
In
addition
to
Score
3.0, in-depth analysis and
• Design a poster
application that go beyond what was taught such as
• Create a 3D paper cube
the ability to compare/contrast with another work
with different lines on
and incorporate ideas of line use into their own
each side
• Create a gesture drawing artwork.
3.0: No major errors or omissions regarding any of
• Make a still life with line
the information and/or processes that were
shading
explicitly taught for creating an artwork using a
variety of lines to create depth and mood.
2.0: No major errors or omissions regarding the
simpler details and processes, but major errors or
omissions regarding the use of line in a project.
1.0: With help, a partial understanding of the
vocabulary and the use of line.
0.0: Even with help, no understanding of how to
use line in an artwork.
Art Criticism –“The Cyclist” by Natalya Goncharova
Knows the effects and functions of
using various organizational
elements and principles of design
when creating works of art.
•
•
•
•
•
Demonstrates control in the use of
tools and techniques
Analyzes and evaluates the
organization of an artwork using
the elements of art and the
principles of design and
appropriate vocabulary
Touchpoints/Assessment
Creates an artwork using a variety
of lines.
Creates an artwork showing
effective and correct use of
materials.
Describes the elements of art using
correct vocabulary.
Identify different types of line used by the artist. (Describe)
Explain the similarity between her use of lines and techniques used by cartoonists. (Analysis)
Analyze how the artists’ use of various lines creates depth in this painting. (Analysis)
Interpret which mood the artist creates through the use of these lines
Decide how these various lines help create this mood. (Judgment)
Elementary Curriculum Map – Visual Art – Grade 4 (Intermediate 2) 5001050
Unit: Shape, Pattern, Rhythm and
Movement
Textbook: SRA Art Connections
Learning Goal: The student will use
geometric and free-form shapes and
create patterns, rhythm and
movement.
Essential Questions/Understandings:
How do patterns help create rhythm
and movement in an artwork?
Vocabulary
Shape,
pattern,
rhythm, visual
movement,
geometric,
free form,
2-dimensional,
motif,
non-objective,
Resources
Visual Artists:
Stuart Davis
John Biggers
Carolyn Mazloomi
Teacher Resources:
www.tessellations.o
rg
http://www.planetp
atchwork.com/passt
vq/tvq37/mazloomi.
htm (Carolyn
Mazloomi)
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
Knows the effects and functions of using various
VA.4.F.1.1: Combine art media with innovative ideas and
organizational elements and principles of design
techniques to create two- and/or three-dimensional works of art.
when creating works of art.
VA.4.S.1.3: Create artworks that integrate ideas from culture or
history.
Demonstrates control in the use of tools and
VA.4.H.2.1: Explore works of art, created over time, to identify the techniques.
use of the structural elements of art in an historical event or art
style.
Analyzes and evaluates the organization of an
VA.4.H.1.1: Identify historical and cultural influences that have
artwork using the elements of art and the
inspired artist to produce works of art.
principles of design and appropriate vocabulary.
VA.4.F.3.3: Work purposefully to complete personal works of art in
a timely manner, demonstrating development of 21st century skills. Develops and understanding of the visual arts in
relations to history and culture.
MACC.K12.MP.6: Attend to precision.
MACC.K12.MP.7: Look for and make use of structure
Activities
Scale
Touchpoints/Assessment
Lessons: Introduction,
4.0: In addition to Score 3.0, in-depth analysis and application Creates artworks reflecting
1,3,5
that go beyond what was taught such as the ability to
the ideas/artworks from
compare/contrast with another work and incorporate
history.
Projects:
composition ideas into their own art.
• A collage in the style 3.0: No major errors or omissions regarding any of the
Creates artwork showing
of Stuart Davis
effective and correct use of
information and/or processes that were explicitly taught for
• A paper
materials.
creating an artwork using shapes to create pattern and
weaving/quilt with
rhythm.
pattern
Correctly uses art
2.0: No major errors or omissions regarding the simpler
• Tessellations
vocabulary.
details and processes, but major errors or omissions
• An illustration of
regarding the use of shapes/pattern/rhythm in a project.
music w/shapes,
1.0: With help, a partial understanding of the vocabulary and Data Warehouse
line & color
questions:167971, 87979,
the use of shape to create pattern.
87981, 168147
0.0: Even with help, no understanding of how to use shapes
in an artwork.
Art is H.O.T. (Higher Order Thinking)
Art Criticism – “Composition 1935” by Stuart Davis
•
•
•
•
Identify the different shapes and patterns in this artwork. (Describe)
Analyze how the artist used geometric and free form shapes to create pattern and movement. (Analysis)
Identify the color scheme. (Analysis)
What shapes create a repeated rhythm in this painting? (Analysis)
Elementary Curriculum Map – Visual Art – Grade 4 (Intermediate 2) 5001050
Unit: Color & Value
Textbook: SRA Art Connections
Learning Goals: The student will use
color and value to create an artwork
with a unified mood
Essential Questions/Understandings:
How does color influence the mood of
an artwork?
Why do sports teams such as the
Minnesota Vikings use complementary
colors as their team color?
Vocabulary
Color wheel
primary
secondary
intermediate
hue
color scheme
neutral
value
monochromatic
complementary
analogous
warm/cool
intensity
blend, tint, shade
Resources
Visual Artists:
Miriam Shapiro
Alfred Hair
(Highwaymen)
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.4.F.1.2: Examine and apply creative solutions to solve an artistic problem.
VA.4.C.1.2: Describe observations and apply prior knowledge to interpret visual
information and reflect on works of art.
VA.4.C.2.1: Revise artworks to meet established criteria.
VA.4.C.3.2: Compare purposes for the structural elements of art and organizational
principles of design in artworks and utilitarian objects.
VA.4.O.1.1: Use the structural elements of art and organizational principles of
design to understand the art-making process.
VA.4.H.2.3: Identify reasons to display artwork in public places.
VA.4.H.1.2: Identify suitable behavior for various art venues and events.
LACC.4.SL.1.3: Identify the reasons and evidence a speaker provides to support
particular points.
MACC.K12.MP.7: Look for and make use of structure.
Activities
Scale
4.0: In addition to Score 3.0, in-depth analysis and
Lessons:
Introduction, 1,4, 5 application that go beyond what was taught such as the
ability to compare/contrast with another work and
Projects:
incorporate creative color ideas into their own art.
• A color wheel
3.0: No major errors or omissions regarding any of the
on the
information and/or processes that were explicitly taught for
computer or a
creating an artwork using color schemes to create a mood in
collage color
an artwork.
wheel
2.0: No major errors or omissions regarding the simpler
• An observation
painting w/tints details and processes, but major errors or omissions
& shades in the regarding the use of color/color schemes/value in a project.
1.0: With help, a partial understanding of the vocabulary and
style of the
the use of color/value.
“Florida
0.0: Even with help, no understanding of how to use
Highwaymen”
color/value in an artwork.
Knows the effects and
functions of using various
organizational elements and
principles of design when
creating works of art.
Art is H.O.T. (Higher Order Thinking)
Demonstrates control in the
use of tools and techniques.
Analyzes and evaluates the
organization of an artwork
using the elements of art and
the principles of design and
appropriate vocabulary.
Touchpoints/Assessment
Creates an artwork using color
schemes as well as value
changes.
Correctly uses art vocabulary in
describing artwork.
Creates artworks reflecting
ideas from other artists.
Data Warehouse questions:
167965, 167966, 167967,
167968, 167969, 167970,
87980, 87982
Art Criticism – Alfred Hair (The Highwaymen)
•
•
•
•
Identify the types of colors that were used in the artwork. (Describe)
Analyze how colors were used to distinguish the figures from the background. (Analysis)
Describe the value changes in this painting. (Describe)
Decide how the artist’s use of fabric affects the mood of the artwork. (Judgment)
Elementary Curriculum Map – Visual Art – Grade 4 (Intermediate 2) 5001050
Unit: Form, Texture & Emphasis
Textbook: SRA Art Connections
Learning Goal: The student will create form
through shading and the use of sculpture
techniques. The students will use texture
and create an area of emphasis in their
artwork.
CTEM:
NGSSS Benchmarks/Common Core
Knows the effects and functions of using
VA.4.O.1.2: Identify the structural elements of art used to unite an
various organizational elements and
artistic composition.
principles of design when creating works
VA.4.O.1.1: Use the structural elements of art and organizational
of art.
principles of design to understand the art-making process.
Demonstrates control in the use of tools
VA.4.O.2.1: Use a variety of resources and art skills to overcome
and techniques.
visual challenges in personal artworks.
VA.4.F.2.1: Discuss how artists and designers have made an impact
Analyzes and evaluates the organization of
on the community.
an artwork using the elements of art and
VA.4.H.2.1: Explore works of art, crated over time, to identify the
the principles of design and appropriate
use of structural elements of art in an historical event or art style.
vocabulary.
VA.4.F.3.1: Create art to promote awareness of school and/or
community concerns.
Develops and understanding of the visual
VA.4.F.3.2: Collaborate with peers in the art room to achieve a
arts in relations to history and culture.
common art goal.
Activities
Scale
Touchpoints/Assessment
Lessons: Introduction,
4.0: In addition to Score 3.0, in-depth analysis and
Creates and artwork using
1,4, 5
application that go beyond what was taught such as the different types of texture
ability to incorporate creative sculptural ideas.
and creating an area of
Projects:
3.0: No major errors or omissions regarding any of the
emphasis.
information and/or processes that were explicitly taught
• Drawings of 3-D
for creating an artwork using 3-D
Responds positively to
objects
form/texture/emphasis.
critiques from
• Collage with visual
2.0: No major errors or omissions regarding the simpler
teachers/classmate and
texture
details and processes, but major errors or omissions
works to improve artwork.
• Drawing of an
regarding
the
use
of
form/texture/emphasis
in
their
art.
athlete as the focal
1.0: With help, a partial understanding of the vocabulary Creates artwork reflecting
point
and
the use of form/texture/emphasis in art.
the ideas/artworks from
• A clay totem pole
0.0:
Even
with
help,
no
understanding
of
how
to
use
history.
using relief method
form/texture/emphasis in an artwork.
Essential Questions/Understandings: How
do artists use emphasis in their artworks to
communicate feeling and ideas?
Vocabulary
Form, 2dimensional,
3-dimensional,
cube, sphere,
pyramid, freeform, relief
sculpture, additive
sculpture,
positive/negative
space, subtractive
sculpture, focal
point,
simulated/tactile
texture, emphasis
SBPR Power Standards
Resources
Visual Artists:
Michelangelo
Egyptian Sculpture
Romare Bearden
Henry Moore
Teacher Resources:
www.henrymoore.com
http://www.npr.org/te
mplates/story/story.ph
p?storyId=1428038
Bearden
Art is H.O.T
“Pittsburgh Memory” by Romare Bearden
•
•
•
•
Describe the textures used in this artwork. (Describe)
Analyze how texture has been used to create an area of emphasis. (Analysis)
What type of mood did Bearden create and how do the colors support this feeling (Interpretation)
Has the artist successfully used texture to create emphasis? (Judgment)
Elementary Curriculum Map – Visual Art – Grade 4 (Intermediate 2) 5001050
CTEM:
Unit: Space, Proportion & Distortion
Textbook: SRA Art Connections
Learning Goals: The students will learn
to use space and proportion to create
an artwork. Students learn how to use
distortion to create visual statements in
an artwork.
NGSSS Benchmarks/Common Core
VA.4.S.1.2: Explore and use media, technology, and other art resources to
express ideas visually.
VA.4.S.1.4: Use accurate art vocabulary to discuss works of art and the
creative process.
VA.4.S.2.1: Organize the structural elements of art to achieve an artistic
objective.
Essential Questions/Understandings:
VA.4.S.2.2: Demonstrate the ability to recall art procedures and focus on
What techniques can artists use to
art processes through to the end of production.
create a sense of depth in an artwork?
VA.4.S.3.3: Follow procedures for using tools, media, techniques, and
processes safely and responsibly.
LACC.4.SL.1.2: Paraphrase portions of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively,
and orally.
Vocabulary
Resources
Activities
Scale
4.0: In addition to Score 3.0, in-depth analysis and
Lessons:
Proportion,
Visual Artists:
application that go beyond what was taught such as the
Introduction,
foreground,
John Singleton
ability to incorporate creative visual statements in art.
2,3,4
middle ground, Copley
3.0: No major errors or omissions regarding any of the
depth
Salvador Dali
information and/or processes that were explicitly taught
Projects:
background,
Marc Chagall
for using space, proportion or distortion in an artwork.
perspective,
• Landscape
Teacher Resources:
2.0: No major errors or omissions regarding the simpler
overlap,
using
http://ncmoa.org/art
details and processes, but major errors or omissions
placement,
perspective
regarding the use of space, proportion or distortion.
details, point of nc/object.php?theme • Multiple
id=2&objectid=18
1.0: With help, a partial understanding of the vocabulary
view, central
views of
(Copley)
and the use of space, proportion or distortion in art.
axis, profile,
same object
http://thedali.org/
0.0: Even with help, no understanding of how to use
radial balance
• Self portrait
(Dali Museum)
space, proportion or distortion in an artwork.
Art is H.O.T. (Higher Order Thinking)
SBPR Power Standards
Knows the effects and functions of using
various organizational elements and
principles of design when creating works
of art.
Demonstrates control in the use of tools
and techniques.
Analyzes and evaluates the organization
of an artwork using the elements of art
and the principles of design and
appropriate vocabulary.
Develops and understanding of the
visual arts in relations to history/culture.
Touchpoints/Assessment
Creates an artwork incorporating space
to create depth.
Creates an artwork using
proportion/distortion.
Continually works to improve personal
techniques in art.
Correctly uses art vocabulary
Data Warehouse questions: 87986,
168146, 168150, 167973, 87990
Art Criticism – ”Sir William Pepperell & His Family” – John Singleton Copley
•
•
•
•
Identify the foreground and background of the painting. (Describe)
Has the artist used any distortion in this painting? Where? (Analysis)
Analyze where the artist used light and dark colors to create emphasis. (Analysis)
Decide what the artist is communicating about this family. (Interpretation)
Elementary Curriculum Map – Visual Art – Grade 4 (Intermediate 2) 5001050
Unit: Balance, Harmony, Variety &
Unity
Textbook: SRA Art Connections
Learning Goal: The student will create
art that demonstrates the principle of
balance and unity. The student will
understand that it is important for art
to have harmony and variety as
contrast adds visual interest.
Essential Questions/Understandings:
How do artists use the principles of
design to create a good composition?
Vocabulary
Composition,
symmetrical
balance,
asymmetrical
balance,
formal/informal
balance, visual
weight, focal point,
radial balance,
harmony, contrast,
variety, unity
Resources
Visual Artists:
Judith Leyster
William Johnson
Florida
Highwaymen
Art is H.O.T. (Higher Order Thinking)
•
•
•
•
CTEM:
SBPR Power Standards
NGSSS Benchmarks/Common Core
VA.4.C.2.3: Develop and support ideas from various resources to create
unique artworks.
VA.4.O.3.1: Apply meaning and relevance to document self or others
visually in artwork.
VA.4.C.3.3: Use the art-making process, analysis, and discussion to identify
the connections between art and other disciplines.
VA.4.S.3.1: Experiment with various materials, tools, techniques and
processes to achieve a variety of results in two-and/or three-dimensional
artworks.
VA.4.H.1.3: Describe artworks that honor and are reflective of particular
individuals, groups, events, and/or cultures.
VA.4.H.2.2: Identify differences between artwork and utilitarian objects.
VA.4.H.3.1: Discuss how analytical skills and thinking strategies are applied
to both art production and problem-solving in other content areas.
Activities
Scale
Lessons:
4.0: In addition to Score 3.0, in-depth analysis and
Introduction, 1,3,5,6 application that go beyond what was taught such as
the ability to balance an artwork by more than one
Projects:
method.
• A relief
3.0: No major errors or omissions regarding any of
sculpture
the information and/or processes that were
• A woven radial
explicitly taught for using balance/unity.
wall hanging
2.0: No major errors or omissions regarding the
• A radial name
simpler details and processes, but major errors or
design
omissions regarding the use of balance.
• A coil basket
1.0: With help, a partial understanding of the
• Portraiture
vocabulary and the use of balance.
0.0: Even with help, no understanding of how to
use balance in an artwork.
Knows the effects and functions of using
various organizational elements and
principles of design when creating works
of art.
Demonstrates control in the use of tools
and techniques.
Analyzes and evaluates the organization
of an artwork using the elements of art
and the principles of design and
appropriate vocabulary.
Develops and understanding of the
visual arts in relations to history and
culture.
Touchpoints/Assessment
Creates artwork showing balance,
harmony, variety and unity.
Analyzes artworks examining the use of
the elements of art and the principles of
design using correct vocabulary.
Data Warehouse questions:167975,
168148, 168149, 88181, 167972
Art Criticism – “Self-Portrait” - Judith Leyster (short video about this artwork)
Identify the color scheme the artist used. Does the use of color define an area of emphasis? (Analysis)
Identify the type of balance used in this painting. (Analysis)
Interpret which elements of design helped the artist create unity in the painting. (Analysis)
Do you think she enjoyed painting based on this “Self-Portrait”? (Judgment)