GLEN RIDGE PUBLIC SCHOOLS

Curriculum Guide

Course Title: Grade Four Art

Subject: Art

Grade level: 4

Department/School: Visual Arts/Ridgewood Avenue

Duration: 1 year

Number of credits: N/A

Prerequisite: None

Elective or Required: Required

Author: Douglas Hellstern

Date Submitted: Summer 2005

Course Description

Grade 4

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 AND PERFORMING ARTS MISSION STATEMENT

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) ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART.

STANDARD 1.2 (CREATION AND PERFORMANCE) ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND TECHNOLOGIES APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND PRESENTATION OF DANCE, MUSIC, THEATER, AND VISUAL ART.

STANDARD 1.3 (ELEMENTS AND PRINCIPLES) ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES OF DANCE, MUSIC, THEATER, AND VISUAL ART.

STANDARD 1.4 (CRITIQUE) ALL STUDENTS WILL DEVELOP, APPLY AND REFLECT UPON KNOWLEDGE OF THE PROCESS OF CRITIQUE.

STANDARD 1.5 (HISTORY/CULTURE) ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE, DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES, HISTORY, AND SOCIETY.

Curriculum Description

THEMATIC UNIT 1 – FABULOUS FRUIT

Objective:

Students will design a work with compositional balance using fruit as subject matter.

CCCS: 1.2.1, 1.3.1, 1.6.1, 1.6.2

Duration of project: approx. 10 classes

Activities:

During this project students learn about incorporating form and shape into still life. Emphasis is placed on creating balance in their composition. Students analyze pictures of fruit as they practice drawing fruit from various perspectives. As an activity students create their own “Fabulous Fruit” design using fruit drawings to piece together their design. Students apply color to create shadow and light within the fruit. Students also apply mixed media as they use both markers and colored pencils to create realism.

THEMATIC UNIT 2 – IMPRESSIONIST LANDSCAPE

Objective:

Students will create Impressionist inspired watercolor landscape paintings.

CCCS: 1.2.1, 1.3.1, 1.6.1, 1.6.2

Duration of project: approx. 12 classes

Activities:

During this project students get a general overview of the Impressionist genre and its style. Emphasis is placed on seasonal landscape paintings. Students analyze the parts of a landscape, foreground, mid-ground, and background, as they identify the characteristics of Impressionism. As an activity students create their own “Impressionist Landscape” using watercolor paints and watercolor pencils to create a seasonal landscape. Students apply watercolor to recreate the style of Impressionist artists.

THEMATIC UNIT 3 - FIGURE DRAWINGS

Objective:

Students will create proportionally correct figure drawings.

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 learn about the proportions of the human figure. Students analyze figure drawings as well as drawing dolls. As an activity students create their own “Figure Drawing” using pencils and oil pastels. Students create a design that depicts a basic human figure giving detail with clothes and accessories. Students also create an environment related to the details of the figure.

THEMATIC UNIT 4 - FIGURE SCULPTURE

Objective:

Students will design a three-dimensional sculpture of the human figure using wire and plaster.

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 get a general overview of Keith Haring and his work. Emphasis is placed on his figure drawings. Students analyze what creates movement and expression in his work as they identify the characteristics of Haring’s style. As an activity students create their own “Figure Sculpture” manipulating wire to create a framework for their sculpture. Students apply plaster to create the mass of the figure. Students are introduced to working in three-dimensions with multiple media.

THEMATIC UNIT 5 - ONE-POINT PERSPECTIVE

Objective:

Students will create a cityscape using one-point perspective.

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 a cityscape with one-point perspective. Emphasis is placed perspective, depth, and size relationship. Students learn about creating the illusion of depth in a two-dimensional work. As an activity students create their city adding unique elements. Students using multiple media including marker, colored pencil, and found items.