GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Grade Three Art
Subject: Art
Grade level: 3
Department/School:
Duration: 1 year
Number of credits: N/A
Prerequisite: None
Elective or Required: Required
Author: Douglas Hellstern
Date Submitted: Summer 2005
Course Description
Grade 3
The Upper Elementary Art curriculum is based on a philosophy known as discipline-based art education. This approach provides opportunities for students to study the subject of Art as an academic discipline. Each unit of study has a balance of learned concepts based within four content areas: Art Criticism, Art History, Art Making and Aesthetics.
Within each unit of study the students look at ample artworks that support the concepts and vocabulary taught in that unit. They have opportunities to describe, analyze, interpret and judge works of art. Through this process they learn to describe the art elements used (lines, shapes, colors, patterns, textures, etc.), evaluate the composition and understand the meaning or message hidden within the artwork. They also judge artworks and understand the importance of the studied works. Occasionally, the students are asked to write about artwork that they are asked to critique. This process develops their visual perception and encourages the students to really look at things in their world.
Within each unit of study, the students become aware of who, what, where, when and why facts about an artist, group of artists and/or culture. The study of Art History allows students to understand and appreciate art from different cultures, times and places. Ample time is spent looking at artworks and much discussion takes place so the art history facts and concepts are learned.
Every unit of study allows students to create expressive works of art that support the concepts that were taught. Students learn to develop ideas, be creative and practice their own style. They learn about skills and techniques and develop confidence while creatively expressing themselves with a wide variety of art materials. Finally, students are asked to reflect and refine their creations before some of them are prepared for display.
Within each unit of study the students have ample opportunities to work in their own style when they make their artworks and are encouraged to select lines, shapes, colors, etc. that aesthetically please them. They are challenged to think deeply about critical art related questions that don't have right or wrong answers. Some examples of this type of questioning would be: What is art?... What is the purpose of art?... Is a particular artwork pleasing to the eye or not?... Why or why not? Tell why you feel that way. Also, a considerable amount of time is spent looking at artworks from various times and places. During this process the students become aware of the visual aesthetic qualities of art objects from that time or place and develop an appreciation for the artworks studied in class.
GLEN RIDGE
PUBLIC SCHOOLS
VISUAL
An education in the arts
is an essential part of the academic curriculum for the achievement of human,
social, and economic growth. The arts
enable personal, intellectual, and social development for each individual and
strive to enhance the student’s sense of confidence and self-esteem. The arts are uniquely qualified to cultivate
a variety of multiple intelligences, enables varied and powerful ways of
communicating ideas, thoughts and feelings, and increases the potential for
life success as well as an enriched quality of life. The arts are essential for students to have a
broad cultural and historical perspective.
New Jersey Core Curriculum Content
Standards
Art
STANDARD 1.1 (AESTHETICS)
STANDARD 1.2 (CREATION
STANDARD 1.3 (ELEMENTS
STANDARD 1.4 (CRITIQUE)
STANDARD 1.5 (HISTORY/CULTURE)
Curriculum Description
Goals: As students enter the third grade, they embark
on an ambitious and exciting year in art class. Students acquire knowledge of
skills that will increase their aesthetic awareness in the visual arts. At the same time, they will develop and
define design through the use of perceptual, intellectual, and tactile skills
in the utilization of the art elements and varied media. Students will develop a working knowledge of
the elements of art criticism based on aesthetic criteria. Through the use of rubrics students will
bridge the gap between mastery and understanding while consciously applying art
concepts to project criteria. As art
students, the third graders will be taught to identify and describe various art
forms from different historical and contemporary periods and cultures. Particular artists and visual styles will be
analyzed while students develop an understanding concerning the creation of
different art genres. An appreciation
and recognition of the impact of the visual arts in daily life will be touched
on as well.
THEMATIC
Objective:
Students will be able to design
an abstract portrait using mixed media.
CCCS: 1.1.1, 1.2.1, 1.3.1,
1.6.1, 1.6.2
Duration of project: approx. 8
classes
Activities:
During this project students get a general overview of Pablo Picasso and his work. Emphasis is placed on his abstract portraiture. Students analyze what makes a work abstract as they identify the characteristics of Picasso’s style. As an activity students create their own “Picasso Person” using abstract parts of the face to piece together their design. Students apply color to create contrast on the face. Students also create an environment using pattern to complete the project.
THEMATIC
Objective:
Students will recreate the style of a famous artist in a work.
CCCS: 1.2.1, 1.3.1, 1.6.1, 1.6.2
Duration of project: approx. 8
classes
Activities:
During this project students get a general overview of Vincent Van Gogh and his work. Emphasis is placed on his landscape paintings. Students analyze the parts of a landscape, foreground, mid-ground, and background, as they identify the characteristics of Van Gogh’s style. As an activity students create their own “Mini Vinnie” using markers to replicate a miniature version of a famous Van Gogh painting. Students apply color to recreate the style of brush stroke used by the artist. Students also create a frame and an easel that display the work.
THEMATIC
Objective:
Students will design a
rainforest using the principles of a mosaic piece.
CCCS: 1.1.1, 1.2.1, 1.3.1, 1.5.1, 1.5.2, 1.5.3, 1.5.4, 1.6.1, 1.6.2
Duration of project: approx. 12 classes
Activities:
During this project students learn about the rainforest and its inhabitants. Students analyze several mosaic works as they learn about how they are created. As an activity students create their own “Rainforest Mosaic” using construction paper. Students create a design that depicts the different levels of the rainforest, the forest floor, under-story, and canopy. Students also create animals using drawing materials to add to their design.
THEMATIC
Objective:
Students will design an oil pastel
flower design based on the works of Georgia O’Keeffe.
CCCS: 1.1.1, 1.2.1, 1.3.1,
1.4.1, 1.5.1, 1.5.2, 1.5.3, 1.5.4, 1.6.1, 1.6.2
Duration of project: approx. 12
classes
Activities:
During this project students get a general overview of Georgia O’Keeffe and her work. Emphasis is placed on her flower paintings. Students analyze what creates realism and emphasis in her work as they identify the characteristics of O’Keeffe’s style. As an activity students create their own “Georgia O’Keeffe Flower” manipulating oil pastels to create their design. Students apply color to create both warm and cool color schemes. Students are also introduced to working on a larger scale.
THEMATIC
Objective:
Students will create a stamp
and use it to develop a geometric based design with inks.
CCCS: 1.1.1, 1.2.1, 1.3.1,
1.6.1, 1.6.2
Duration of project: approx. 10
classes
Activities:
During this project students
create their own original stamp using wood block and foam. Emphasis is placed on
geometric design using repetition. Students learn about making prints using
inks and printing paper. As an activity students create their own pattern
prints using geometric shapes to piece together their design. Students then
take several prints and cut and paste them to create their final piece.