Elementary Third Grade Art Curriculum Course Description: The third grade art program provides students with a continuum of essential knowledge and skills incrementally increasing in depth and rigor. Students will develop knowledge and skills related to the elements of art, the principles of design, the connection of music to history and culture, as well as art's many interdisciplinary connections. Scope and Sequence:

Timeframe Unit Instructional Topics

10-12 weeks Unit 1: Elements of Art Topic 1: Color Topic 2: Space Topic 3: Value Topic 4: Form

10-12 weeks Unit 2: Historical and Cultural Connections

Topic 1: Western Topic 2: Non-Western

10-12 weeks Unit 3: Exploration Topic 1: Artistic Voice Topic 2: Museum Experiences

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Unit 1: Elements of Art Subject: Visual Art Grade: 3rd Name of Unit: Elements of Art Length of Unit: 10-12 weeks Overview of Unit: Students will learn how to apply the elements of art to solve artistic problems. Priority Standards for unit:

● VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art making process.

● VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic processes and materials.

● VA.Cr2.2.3a Demonstrate an understanding of the safe and proficient use of materials, tools and equipment for a variety of artistic processes.

Supporting Standards for unit: ● VA:Cr3.1.3a Elaborate visual information by adding details in an artwork to enhance

emerging meaning. ● VA:Cr1.1.3a Elaborate on an imaginative idea. ● VA:Re9.1.3 Evaluate an artwork based on given criteria.

Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to

do) Bloom’s Taxonomy

Levels Webb's DOK knowledge of resources tools, and technologies apply apply 2

ideas investigate analyze 4 artwork create create 4

safe and proficient use of materials demonstrate Create 4

Essential Questions:

1. How do artists combine the elements of art in an artwork? Enduring Understanding/Big Ideas:

1. Artists can combine the elements of art in a variety of ways to communicate ideas within an artwork.

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Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Warm Colors Cool Colors

Neutral Colors Secondary Colors Primary Colors

Intermediate Colors Foreground, Middle-ground, Background

Overlapping Size Variation Horizon Line

Illusion of Space Value

Tint & Shade Hue

Value Scale Form

2D vs. 3D Organic vs. Geometric

Resources for Vocabulary Development: Class Set of iPads

Swatch: The Girl Who Loved Color by Julia Denos

The Rainbow Book by Kate Ohrt

Little Blue and Little Yellow by Leo Lionni

Monsters Love Colors by Mike Austin

The Wonders of the Color Wheel by Charles Ghigna

Pantone: Colors Board book – by Pantone

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Seeing Symmetry by Loreen Leedy

Arches to Zig Zags; An Architecture ABC by Micheal Crosbie

Dreaming Up; A Celebration of Building by Christy Hale

If You Lived Here: Houses of the World by Giles Laroche

Same, Same But Different by Jenny Sue Kostecki-Shaw

Home by Carson Ellis

When I Build with Blocks by Niki Alling

Look at That Building; A first Book of Structures by Scot Ritchie

Look! Look! Look! at Sculpture by Nancy Elizabeth Wallace

Topic 1: Color Engaging Experience 1

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Title: Sorting by Temperature Suggested Length of Time: 5-10 minutes Standards Addressed

Priority: ● VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to

investigate personal ideas through the art making process. ● VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic processes and

materials. ● VA.Cr2.2.3a Demonstrate an understanding of the safe and proficient use of materials,

tools and equipment for a variety of artistic processes.

Detailed Description/Instructions: One way to review warm and cool colors and introduce neutral colors would be for students to sort themselves into the three color groups according to the color of their shirts. Students and teacher will have an opportunity to discuss where to group challenging colors such as pink, turquoise, or tan. Bloom’s Levels: Analyze Webb’s DOK: 2

Engaging Scenario

Engaging Scenario

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One way to teach warm and cool colors is to create a 3D/2D Middle Eastern doorway. Students can first study the characteristics of Middle Eastern architecture, noting arches and domes. Have students explore doorways throughout the school, using IPads have students photograph doorways. Students then will compare and contrast their photos with Middle Eastern architecture. Students can cut a symmetrical door frame from clay or another 3D material and decorate it with 3D pieces and textures. They can trace the finished doorway on paper to create a shape to fit inside the frame, then draw Middle Eastern architecture inside. Students can color the 2D elements with warm or cool colors (including intermediate), then complete the 3D piece with the opposite color family. One way to complete the clay frame is to color with oil pastels and paint a black tempera wash over it. This could lead to the discussion of neutral colors, like black.

Topic 2: Space Engaging Experience 1 Title: Comparing Perspectives Suggested Length of Time: 10-30 minutes

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Standards Addressed Priority:

● VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art making process.

● VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic processes and materials.

● VA.Cr2.2.3a Demonstrate an understanding of the safe and proficient use of materials, tools and equipment for a variety of artistic processes.

Detailed Description/Instructions: One way to introduce a discussion on perspectives is to compare and contrast two photos with different vantage points, such as a “bird’s eye” view and a “bug’s eye” view. Students can discuss how similar objects, like buildings, look different from the two perspectives. Have students research on IPads photos or artwork showing space and share with class.

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Bloom’s Levels: Analyze Webb’s DOK: 3

Engaging Scenario

Engaging Scenario

One way to practice creating the illusion of space is to create a cityscape. Students can study different types of architecture (such as Southwest adobe structures) and place a large building in the foreground, and medium sized building in the middle-ground, and a small building in the background near the horizon. The teacher should demonstrate how the buildings in front

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can overlap the the buildings behind them to enhance the illusion. More details should be included on the buildings that are close than on the buildings that are far away.

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Topic 3: Value Engaging Experience 1 Title: Value Scales Suggested Length of Time: 50 minutes Standards Addressed

Priority: ● VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to

investigate personal ideas through the art making process. ● VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic

processes and materials. ● VA.Cr2.2.3a Demonstrate an understanding of the safe and proficient use of

materials, tools and equipment for a variety of artistic processes. Detailed Description/Instructions: One way to teach students to make a range of values with tints and shades is to review the skill from 2nd grade, then practice making them in order from lightest to darkest. One way to practice would be to use a value scale or to use tints and shades to add highlights and shadows to an object.

Bloom’s Levels: Apply Webb’s DOK: 2

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Engaging Scenario

Engaging Scenario

One way to teach students to use tints and shades for value is to create a painting of a vintage camper van. Students can paint the various shapes on the van using tints and shades of the same hue. The windows of the van could be painted with shades of gray for an added experience in mixing value.

Topic 4: Form Engaging Experience 1 Title: Modeling Clay Practice Suggested Length of Time: 30-50 minutes Standards Addressed

Priority: ● VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to

investigate personal ideas through the art making process. ● VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic

processes and materials. ● VA.Cr2.2.3a Demonstrate an understanding of the safe and proficient use of

materials, tools and equipment for a variety of artistic processes. Detailed Description/Instructions: One way to introduce organic form is to research photos of organic forms (such as animal and plant cells) and practice using modeling clay to translate the photo into 3D. Bloom’s Levels: Apply

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Webb’s DOK: 3

Engaging Scenario

Engaging Scenario

One way to teach organic form is to create 3D models of plant or animal cells. Students will study and sketch photos of the cells using an iPad. Then, they will use clay to create a 3D representation of the organic shapes found within the cells.

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Unit 2: Historical and Cultural Connections Subject: Visual Art Grade: 3rd Name of Unit: Historical and Cultural Connections Length of Unit: 10-12 weeks Overview of Unit: Create learning experiences which focus on one or more Western as well as one or more non-Western artists, movements, and/or cultures. Priority Standards for unit:

● VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art making process.

● VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic processes and materials.

● VA.Pr6A.3 Identify and explain how and where different cultures record and illustrate stories and history of life through art

● VA.Cn11A.3 Recognize that responses to art change depending on knowledge of the time and place in which it was made

Supporting Standards for unit: ● VA:Cr2C.3 Individually or collaboratively construct representations, diagrams or maps

of places that are a part of everyday life ● VA: Cn10A.3 Develop a work of art based on observation of surroundings ● VA:Re8A.3 Interpret art by analyzing use of media to create subject matter,

characteristics of form and mood.

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Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to

do) Bloom’s Taxonomy

Levels Webb's DOK Art across cultures and time

periods Identify Remember 1 Art across cultures and time

periods Compare Analyze 2 Purposes of creating art Analyze Analyze 3

Art across cultures and time periods Create Create 4

Essential Questions:

1. How does art reflect or influence history and/or culture? Enduring Understanding/Big Ideas:

1. People around the world create many types of art. Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Depending on examples chosen, vocabulary could include but is not limited to:

Names of artists Names of places and/or countries

Names of cultures Names of art movements

Types of artwork (functional, non-objective, abstract, realistic)

Subject of artwork (portrait, landscape, cityscape, seascape, still life)

Resources for Vocabulary Development: Class set of iPads

The Cat and the Bird: A Children’s Book Inspired by Paul Klee by Geraldine Elschner and Peggy Nille

Henri’s Scissors by Jeanette Winter

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Roberto the Insect Architect by Nina Laden

Iggy Peck, Architect by Andrea Beaty and David Roberts Snail Trail by Jo Saxton

he Art of Freedom: How Artists See America by Bob Raczka

Just Behave, Pablo Picasso! by Johan Winter

Emily’s Blue Period by Cathleen Daly

Keith Haring The Boy Who Just Kept Drawing

The Noisy Paintbox: The Colours and Sounds of Kandinsky’s Abstract Art – Barb Rosenstock

The Fantastic Jungles of Henri Rousseau by Michelle Markel

My Name Is Georgia by Jeanette Winter

Leonardo and the Flying Boy

The Noisy Paint Box: The Colors and Sounds of Kandinsky's Abstract Art by Barb Rosenstock

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Cloth Lullaby: The Woven Life of Louise Bourgeois

Sandy's Circus: A Story About Alexander Calder by Tanya Lee Stone

Hundertwasser for Kids: Harvesting Dreams by Barbara Stieff

The Magical Tree: A Children's Book Inspired by Gustav Klimt by Myriam Ouyessad

Vincent Can't Sleep: Van Gogh Paints the Night Sky by Barb Rosenstock

Journey on a Cloud: A Children's Book Inspired by Marc Chagall by Veronique Massenot

Everybody Bonjours! by Leslie Kimmelman

Journey on a Cloud: A Children's Book Inspired by Marc Chagall

Dia de Los Muertos by Roseanne Greenfield Thong

Brush of the Gods by Lenore Look

Ganesha’s Sweet Tooth by Sanjay Patel and Emily Haynes

ABeCedarios: Mexican Folk Art ABCs in English and Spanish

Golden Domes and Silver Lanterns; A Muslim Book Of Colors by Hena Khan

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Tap Tap by Karen Lynn Williams

D is for Dancing Dragon: A China Alphabet by Carol Crane

Up and Down the Andes (Travel the World) by Laurie Krebs (Author

Spirit of the Cedar People (with CD) by Chief Lelooska (Author), Christine Normandin (Editor)

Stories from the Billabong

Echoes of the Elders: The Stories and Paintings of Chief Lelooska with CD by Lelooska (Author, Illustrator), Christine Normandin (Editor)

All Aboard for the Bobo Road by Stephen Davies

New Year by Rich Lo

Frida (English Language Edition) by Jonah Winter and Ana Juan

Radiant Child by Javaka Steptoe

Learn the Alphabet with NorthWest Coast Native Art by Ryan Cranmer

A Splash of Red: The Life and Art of Horace Pippin

The Year with Grandma Moses by W. Nikola-Lisa

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The Great Wave: A Children's Book Inspired by Hokusai Veronique Massenot

We're Sailing Down the Nile by Laurie Krebs

Diego Rivera: His World and Ours by Duncan Tonatiuh

The Beckoning Cat by Koko Nishizuka

The Magic of Spider Woman

By Lois Duncan

The Magic Bean Tree: A Legend from Argentina by Nancy Van Laan (Author), Beatriz Vidal (Illustrator)

Finders Keepers? A True Story in India by Robert Arnett and Smita Turakhia

My Hands Sing the Blues: Romare Bearden's Childhood Journey by Jeanne Walker Harvey

A Splash of Red: The Life and Art of Horace Pippin by Jen Bryant

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Topic 1: Western Art Engaging Experience 1 Title: Introducing a Western artist, movement, and/or culture. Suggested Length of Time: Standards Addressed

Priority: ● VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to

investigate personal ideas through the art making process. ● VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic

processes and materials. ● VA.Pr6A.3 Identify and explain how and where different cultures record and

illustrate stories and history of life through art ● VA.Cn11A.3 Recognize that responses to art change depending on knowledge of

the time and place in which it was made Supporting:

● VA:Cr2C.3 Individually or collaboratively construct representations, diagrams or maps of places that are a part of everyday life

● VA: Cn10A.3 Develop a work of art based on observation of surroundings ● VA:Re8A.3 Interpret art by analyzing use of media to create subject matter,

characteristics of form and mood. Detailed Description/Instructions: One way you could introduce a Western artwork, artist, movement, or culture would be to watch a video on the topic. Below is a link to a great biography on the artist Wayne Thiebaud. https://www.youtube.com/watch?v=vI_QJ5D9Qm8 Bloom’s Levels: Remember Webb’s DOK: 1

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Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.)

One way to introduce a Western artist would be to make a still life in the style of Wayne Thiebaud. Students can study the Pop Art movement and learn about the artists involved. Students can make a 3D paper sculpture of an ice cream cone. When sculptures are complete, students can set them up in a still life at their table group and draw them from observation. Students can practice many of their previous skills, such as overlapping and color schemes.

Topic 2: Non-Western Art Engaging Experience 1 Title: Introducing a non-Western artist, movement, and/or culture. Suggested Length of Time: 10-15 minutes Standards Addressed

Priority: ● VA:Cr1.2.3a Apply knowledge of available resources, tools, and technologies to

investigate personal ideas through the art making process. ● VA:Cr2.1.3a Create personally satisfying artwork using a variety of artistic

processes and materials.

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● VA.Pr6A.3 Identify and explain how and where different cultures record and illustrate stories and history of life through art

● VA.Cn11A.3 Recognize that responses to art change depending on knowledge of the time and place in which it was made

Supporting: ● VA:Cr2C.3 Individually or collaboratively construct representations, diagrams or

maps of places that are a part of everyday life ● VA: Cn10A.3 Develop a work of art based on observation of surroundings ● VA:Re8A.3 Interpret art by analyzing use of media to create subject matter,

characteristics of form and mood. Detailed Description/Instructions: One way to introduce a non-Western culture is to watch a clip of video on the history of face jugs. In this video, students learn about African slaves who created pottery with characteristics similar to African work created by their ancestors. Students will use IPads to reference face jugs to come up with inspiration for their own creations. http://www.pbs.org/video/history-detectives-face-jug/ Bloom’s Levels: Remember Webb’s DOK: 1

Engaging Scenario

Engaging Scenario

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One way to teach about a non-Western culture is to create mugs in the style of face jugs. Students can create a mug container by attaching a circle slab to a rectangle slab. They can then use coils, slabs, and modeled forms to attach facial features similar to those seen in the face jugs.

Unit 3: Exploration Subject: Visual Art Grade: 3rd Grade Name of Unit: Exploration Length of Unit: 10-12 weeks Overview of Unit: Students will experiment with art materials and approaches to art-making. Priority Standards for unit:

● VA: Cr1B.3 Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art making process

● VA: Cr2A.3 Create personally satisfying artwork using a variety of artistic processes and materials

● VA: Re7A.3a Speculate about processes an artist uses to create a work of art Supporting Standards for unit:

● VA: Re7B.3b Determine messages communicated by an image ● VA: Cr2A.3 Create personally satisfying artwork using a variety of artistic

processes and materials ● VA: Re7A.3 Speculate about processes an artist uses to create a work of art

Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be able to

do) Bloom’s Taxonomy

Levels Webb's DOK Skills in various media and approaches to art-making Build Apply 2

Skills in various media and approaches to art-making Build Apply 4

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Essential Questions: 1. What subjects can artists explore in art?

Enduring Understanding/Big Ideas:

1. Artists can explore their personal interests in art. Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Depending on examples chosen, vocabulary could include but is not limited to:

Names of artists Names of places and/or countries

Names of cultures Names of art movements

Types of artwork (functional, non-objective, abstract, realistic)

Subject of artwork (portrait, landscape, cityscape, seascape, still life)

Resources for Vocabulary Development:

The Most Magnificent Thing by Ashley Spires

Gizmo, written by Barry Varela and drawn by Ed Briant

The Pencil, written by Alan Ahlberg and illustrated by Bruce Ingman

Metal Man by Aaron Reynolds, illustrated by Paul Hoppe

What Do You Do With an Idea? by Kobi Yamada and Mae Besom

Rosie Revere, Engineer by Andrea Beaty and David Roberts

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STEAM Kids: 50+ Science / Technology / Engineering / Art / Math Hands-On Projects for Kids

Too Much Glue by Jason Lefebvre

Just Like Me

A Little Bit of Oomph! by Barney Saltzberg

An ABC of What Art Can Be by Meher McArthu

The Girl Who Heard Colors Marie Harris

The Book of Mistakes by Corinna Luyken

Topic 1: Artistic Voice Engaging Experience 1 Title: Navajo Weaving Legends Suggested Length of Time: 20 minutes Standards Addressed

Priority: ● VA: Cr1B.3 Apply knowledge of available resources, tools, and technologies to

investigate personal ideas through the art making process ● VA: Cr2A.3 Create personally satisfying artwork using a variety of artistic

processes and materials ● VA: Re7A.3a Speculate about processes an artist uses to create a work of art

Supporting: ● VA: Re7B.3b Determine messages communicated by an image

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● VA: Cr2A.3 Create personally satisfying artwork using a variety of artistic processes and materials

● VA: Re7A.3 Speculate about processes an artist uses to create a work of art Detailed Description/Instructions: One way to encourage students to experiment with personal interests in art is to introduce students to Navajo weaving and its history. Students can make connections to the meanings in Navajo patterns. Bloom’s Levels: Understand Webb’s DOK: 2 Engaging Experience 2 Title: Hopscotch-Animation

Suggested Length of Time: 50 minutes

Standards Addressed

Priority:

● VA:Cr2.1.5a Experiment and develop skills in multiple art making techniques and approaches through practice.

● VA:CR2.2.5a Demonstrate quality craftsmanship through care for and use materials, tools, and equipment.

● VA:Cr1.1.5a Combine ideas to generate an innovative idea for art making. ● VA:Cr3.1.5a Create artist statements using art vocabulary to describe personal

choices in art making. Supporting:

● VA:Pr4.1.5a Define the roles and responsibilities of a curator, explaining the skills and knowledge needed in preserving, maintaining, and presenting objects, artifacts, and artwork.

● VA;Pr5.1.5a Develop a logical argument for safe and effective use of materials and techniques for preparing and presenting artwork.

● VA:Pr6.1.5a Cite evidence about how an exhibition in a museum or other venue presents ideas and provides information about a specific concept or topic.

● VA:Cr2.3.5a Identify, describe, and visually document places and/or objects of personal significance.

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Detailed Description/Instructions: One way for students to explore digital drawing is use the

app Hopscotch . Students can explore digital drawing by creating their own drawing into

animation.

Bloom’s Levels: Create

Webb’s DOK: 4

Engaging Scenario

Engaging Scenario

One way to encourage exploration of personal interests in art is to create a personalized weaving. Students can begin by making a circular loom from clay. Then, they can add warp string within the loom’s holes and weave around them. Students can choose colors based on their association with moods, meanings, and symbols to make it personally relevant.

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Topic 2: Museum Experiences Engaging Experience 1 Title: Curating an Art Exhibit Suggested Length of Time: 2-3 50 minute class periods Standards Addressed

Priority: ● VA: Re7A.3a Speculate about processes an artist uses to create a work of art

Supporting: ● VA: Re7B.3b Determine messages communicated by an image ● VA: Cr2A.3 Create personally satisfying artwork using a variety of artistic

processes and materials ● VA: Re7A.3 Speculate about processes an artist uses to create a work of art

Detailed Description/Instructions: Discuss with students how art is curated, displayed and selected. Explain the role of curator: a person who selects and interprets works of art, then labels and catalogs them for exhibition. Students will be presented with a series of characteristics from which they will select appropriate pieces and explain their choices. Students will then matte and label their choices to create a display or mock display. Bloom’s Levels: Analyze Webb’s DOK: 4

Unit of Study Terminology Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards.

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Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.

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