Rules of the Art Room/ Art Critique (pt.1)
Objective: students will use their own vocabulary to describe and evaluate what and more importantly, WHY they think good art and bad art are what they are.
Materials: rules posters and, five prints of art, happy/ sad face tokens
Procedure: After discussing the class room rules, students will take their tokens and place them under a good/bad work of art and defend their opinion to the class.
Arts Integration Strategy: compare and contrast (page 181)
Standards: VA.4.C.2.1 Revise artworks to meet established criteria. VA.4.S.3.3 Follow procedures for using tools, media, techniques, and processes safely and responsibly.
Week 2 (Aug. 29-Sept.2)
Art Critique (pt.2)
Objective: Following last weeks aesthetic critique, students will write down what they said was both good and bad art.
Materials: pencils and paper, posters
Procedure: students will write down what they said was both good and bad art.
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.4.C.3.1 Use accurate art vocabulary when analyzing works of art. VA.4.H.1.2 Identify suitable behavior for various art venues and events. VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process.
Week 3 (Sept.6-9)
Art Critique (pt.3)
Objective: Following last weeks aesthetic critique, students will write down what they said was both good and bad art.
Materials: pencils and paper, posters
Procedure: students will write down what they said was both good and bad art.
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.4.C.3.1 Use accurate art vocabulary when analyzing works of art. VA.4.H.1.2 Identify suitable behavior for various art venues and events. VA.4.S.1.4 Use accurate art vocabulary to discuss works of art and the creative process.
Week 4 (Sept. 12-16)
Drawing Positive and Negative Shapes
Students will learn about shape: both positive and negative and also geometric and organic.
Materials: paper, pencil, ink and brushes
Procedure: Step one is to review the previous elements of design we have already covered. Step two: show the students basic shapes they should already know (square, circle, rectangle, triangle, oval, diamond, etc.) The next step is to introduce them to irregular forms such as irregular geometric (straight line and corners)and organic (curves.) Next, the students will follow the teachers example of drawing two rectangles (one within the other). Students will them draw 4-5 irregular shapes that intersect with the previously established rectangles and color every other part of the shape.
Assessment: doing ALL the work in a neat manner=A doing ALL the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: sribble and doodle (page 180)eyes warm-up (page 180)visual gym (page 180)
Standards: VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. VA.4.O.1.1 Use the structural elements of art and organizational principles of design to understand the art-making process. VA.4.O.1.2 Identify the structural elements of art used to unite an artistic composition.VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective.
Week 5 (Sept. 19-23)
Inking Positive and Negative Shapes
Objective: Students will color over their drawings with India ink.
Materials: papers and ink/brushes
Procedure: Students will color over their drawings with India ink.
Assessment: inking in a neat manner=A Inking the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: sribble and doodle (page 180)eyes warm-up (page 180)visual gym (page 180)
Standards: Standards: VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. VA.4.O.1.1 Use the structural elements of art and organizational principles of design to understand the art-making process. VA.4.O.1.2 Identify the structural elements of art used to unite an artistic composition.VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective.
Week 6 (Sept. 26-30)
Painting & Printing - Paste Paper
Objective: The children spread colored paste over their papers, and create striking patterns by twisting and pulling tools through the wet paste. The students will learn about the repetition of designs, working with negative lines and shapes, and creating all-over patterns
Materials: posterboard, paint/paste, bowls
Procedure: Colored paste was used to decorate paper in Germany, France, and Italy as early as four hundred years ago. Paste papers were mostly used in bookmaking, either for the covers of books or as the end papers inside the books. The process began to flourish in North America during the 18th century, and the same methods of twisting and pulling tools through the paste are still used today.
Explain to the children that they will be making paste papers, an ancient form of decorating paper. Colored paste is made by adding paint to a boiled mixture of flour and water, and then spread on paper. Twisting and pulling tools through the wet paste leave negative areas where the paste has been displaced and create striking patterns. Demonstrate how to make a paste paper. Place a paper on a half-sheet of newspaper. Load a large brush with paste and glide it across the paper continuing over the edge onto the newspaper. Use horizontal strokes to cover the paper, then go back over it again using vertical strokes to assure a good even coverage. Show the children various ways to pull the tools through the paste. Explain that negative areas are created by the displaced paste. Repeating these negative areas can create striking patterns. As you work, wipe extra paste from the tools with paper towels.
Assessment: inking in a neat manner=A Inking the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: elements explorations (page 181)
Standards: VA.4.F.1.1 Combine art media with innovative ideas and techniques to create two- and/or three-dimensional works of art. VA.4.S.1.1 Manipulate tools and materials to achieve diverse effects in personal works of art. VA.4.S.1.2 Explore and use media, technology, and other art resources to express ideas visually. VA.4.S.2.2 Demonstrate the ability to recall art procedures and focus on art processes through to the end of production. VA.4.H.2.1 Explore works of art, over time, to identify the use of the structural elements of art in an historical event or art style. VA.4.H.1.1 Identify historical and cultural influences that have inspired artists to produce works of art.
Although there are several recipes for the paste, I find this one the easiest for children to use. One recipe will make enough paste to cover about fifteen 9 x 12-inch papers. For children who are allergic to wheat, you can use all rice flour. (The addition of wheat flour makes the paste easier to handle.)
4 tablespoons rice flour
3 tablespoons wheat flour
3 cups water
½ teaspoon glycerin
1 teaspoon liquid dish detergent
Tempera paint
Blend the flours together. Stir in a little water to dilute the flour and continue to stir while adding the remaining water. Cook over medium heat, stirring constantly, until the mixture resembles thin custard and just starts to boil. Remove the paste from the heat and stir in the glycerin and dish detergent to keep the paste smooth and pliable. After the paste cools, put it through a sieve to get rid of any lumps. Gradually add tempera paint to the paste to achieve the desired color. Be sure to test the paste. If it is too thick, add cold water. If the paste runs back over drawn lines, it is too thin and needs to be cooked longer or left open to air-dry until it thickens. The paste will last about three days in a refrigerator.
Week 7 (Oct. 3-7)
Cut Paper – Wavy Weaving (pt.1)
Objective: Students will discover surprising results in their paper weavings by curving and zigzagging the warp lines. They will learn the process of weaving, creating different effects by varying the warp lines, and using line and color to make a balanced pattern.
Materials: construction paper, scissors, glue
Procedure: Demonstrate the process of weaving. Explain that warp refers to strips running vertically and weft refers to strips running horizontally. Show the children that the weft strips are woven into the warp strips and that each consecutive row is reversed. For example, if the first row goes over, under, over, under, then the second row goes under, over, under, over. Explain that each weft strip must be pushed tightly against the one above it. Tell the children that different effects can be achieved by changing the warp lines. Instead of straight lines, they can use curvy, wiggly, or zigzagged warp lines.
Assessment: Weaving entire assignment properly=A Weaving majority of the assignment correctly=B Weaving some/half of the assignment correctly=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: elements explorations (page 181)
compare and contrast (page 181)
Standards: VA.4.F.3.3 Work purposefully to complete personal works of art in a timely manner, demonstrating 21st-century skills. VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. VA.4.S.3.2 Plan and produce art through ongoing practice of skills and techniques. VA.4.F.3.2 Collaborate with peers in the art room to achieve a common art goal.
Week 8 (Oct. 10-14)
Cut Paper – Wavy Weaving (pt.2)
Objective: Students will discover surprising results in their paper weavings by curving and zigzagging the warp lines. They will learn the process of weaving, creating different effects by varying the warp lines, and using line and color to make a balanced pattern.
Materials: construction paper, scissors, glue
Procedure: Demonstrate the process of weaving. Explain that warp refers to strips running vertically and weft refers to strips running horizontally. Show the children that the weft strips are woven into the warp strips and that each consecutive row is reversed. For example, if the first row goes over, under, over, under, then the second row goes under, over, under, over. Explain that each weft strip must be pushed tightly against the one above it. Tell the children that different effects can be achieved by changing the warp lines. Instead of straight lines, they can use curvy, wiggly, or zigzagged warp lines.
Assessment: Weaving entire assignment properly=A Weaving majority of the assignment correctly=B Weaving some/half of the assignment correctly=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: elements explorations (page 181)
compare and contrast (page 181)
Standards: VA.4.F.3.3 Work purposefully to complete personal works of art in a timely manner, demonstrating 21st-century skills. VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. VA.4.S.3.2 Plan and produce art through ongoing practice of skills and techniques. VA.4.F.3.2 Collaborate with peers in the art room to achieve a common art goal.
Week 9 (Oct. 17-21)
Cut Paper – Wavy Weaving (pt.3)
Objective: Students will discover surprising results in their paper weavings by curving and zigzagging the warp lines. They will learn the process of weaving, creating different effects by varying the warp lines, and using line and color to make a balanced pattern.
Materials: construction paper, scissors, glue
Procedure: Demonstrate the process of weaving. Explain that warp refers to strips running vertically and weft refers to strips running horizontally. Show the children that the weft strips are woven into the warp strips and that each consecutive row is reversed. For example, if the first row goes over, under, over, under, then the second row goes under, over, under, over. Explain that each weft strip must be pushed tightly against the one above it. Tell the children that different effects can be achieved by changing the warp lines. Instead of straight lines, they can use curvy, wiggly, or zigzagged warp lines.
Assessment: Weaving entire assignment properly=A Weaving majority of the assignment correctly=B Weaving some/half of the assignment correctly=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: elements explorations (page 181)
compare and contrast (page 181)
Standards: VA.4.F.3.3 Work purposefully to complete personal works of art in a timely manner, demonstrating 21st-century skills. VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. VA.4.S.3.2 Plan and produce art through ongoing practice of skills and techniques. VA.4.F.3.2 Collaborate with peers in the art room to achieve a common art goal.
Week 10 (Oct. 24-28)
Draw Stars and Stripes
Objective: students will learn about the design aspects of the American Flag. They will reinterpret the flag using nothing but stars and stripes. They will then neatly paint the stars and stripes in the tradition colors of red, white, and blue.
Materials: pencils, paper, rulers.
Procedure: We will review the stars and stripes and what each color of the flag represents and how the motif of the stars has stayed the same even thought the amount of the stars changes. After a demonstration, the students will draw their own abstract flag using stars and stripes.
Arts Integration Strategies: elements explorations (page 181)
compare and contrast (page 181)
Standards: VA.4.C.2.3 Develop and support ideas from various resources to create unique artworks. VA.4.C.3.2 Compare purposes for the structural elements of art and principles of design in artworks and utilitarian objects. VA.4.F.2.1 Discuss how artists and designers have made an impact on the community. 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 artworks and utilitarian objects. VA.4.S.1.3 Create artworks that integrate ideas from culture or history.
Week 11 (Oct. 31- Nov. 4)
Paint Stars and Stripes
Objective: students will learn about the design aspects of the American Flag. They will reinterpret the flag using nothing but stars and stripes. They will then neatly paint the stars and stripes in the tradition colors of red, white, and blue.
Materials: pencils, paper, paint
Procedure: We will review the stars and stripes and what each color of the flag represents and how the motif of the stars has stayed the same even thought the amount of the stars changes. After a demonstration, the students will paint the stars and stripes in the tradition colors of red, white, and blue.
Arts Integration Strategies: elements explorations (page 181)
compare and contrast (page 181)
Standards: VA.4.C.2.3 Develop and support ideas from various resources to create unique artworks. VA.4.C.3.2 Compare purposes for the structural elements of art and principles of design in artworks and utilitarian objects. VA.4.F.2.1 Discuss how artists and designers have made an impact on the community. 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 artworks and utilitarian objects. VA.4.S.1.3 Create artworks that integrate ideas from culture or history.
Week 12 (Nov.7-11)
Kaleidoscope Names pt.1
This will be a concentrated focus on Color (the second element of design).
Objective: Similar to last weeks assignment, students will draw their names in block letters. They will copy them, color them in, and assemble like a Kaleidoscope.
.Materials: pencils, , markers, paper /tracing paper
Procedeure: First, the students will draw their name in block letters. Then, they have to draw a decoration behind the name. Following that, they will trace their design three more times on tracing paper. They will color in the original design with markers. They will color the additional , “traced” designs in a mirrored fashion, an attach as a kaleidoscope of color.
Arts Integration Strategies: elements explorations (page 181)sribble and doodle (page 180)partial picture preview (page 195)
Standards: VA.4.H.3.1 Discuss how analytical thinking strategies are applied to both art production and problem-solving in other areas. VA.4.C.3.3 Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines. VA.4.C.1.1 Integrate ideas during the art-making process to convey meaning in personal works of art.
Week 13 (Nov. 14-18)
Kaleidoscope Names pt.2
This will be a concentrated focus on Color (the second element of design).
Objective: Students will color in their name pattern, and assemble like a Kaleidoscope.
.Materials: pencils, , markers, paper /tracing paper
Procedeure: First, the students will draw their name in block letters. Then, they have to draw a decoration behind the name. Following that, they will trace their design three more times on tracing paper. They will color in the original design with markers. They will color the additional , “traced” designs in a mirrored fashion, an attach as a kaleidoscope of color.
Arts Integration Strategies: elements explorations (page 181)sribble and doodle (page 180)partial picture preview (page 195)
Standards: VA.4.H.3.1 Discuss how analytical thinking strategies are applied to both art production and problem-solving in other areas. VA.4.C.3.3 Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines. VA.4.C.1.1 Integrate ideas during the art-making process to convey meaning in personal works of art.
Week 14 (Nov. 21&22)
Kaleidoscope Names pt.3
This will be a concentrated focus on Color (the second element of design).
Objective: Students will color in their name pattern, and assemble like a Kaleidoscope.
Materials: pencils, , markers, paper /tracing paper
Procedeure: First, the students will draw their name in block letters. Then, they have to draw a decoration behind the name. Following that, they will trace their design three more times on tracing paper. They will color in the original design with markers. They will color the additional , “traced” designs in a mirrored fashion, an attach as a kaleidoscope of color.
Arts Integration Strategies: elements explorations (page 181)sribble and doodle (page 180)partial picture preview (page 195)
Standards: VA.4.H.3.1 Discuss how analytical thinking strategies are applied to both art production and problem-solving in other areas. VA.4.C.3.3 Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines. VA.4.C.1.1 Integrate ideas during the art-making process to convey meaning in personal works of art.
Week 15 (Nov. 28-Dec.2)
Kaleidoscope Names pt.4
This will be a concentrated focus on Color (the second element of design).
Objective: Students will color in their name pattern, and assemble like a Kaleidoscope.
.Materials: pencils, , markers, paper /tracing paper
Procedeure: First, the students will draw their name in block letters. Then, they have to draw a decoration behind the name. Following that, they will trace their design three more times on tracing paper. They will color in the original design with markers. They will color the additional , “traced” designs in a mirrored fashion, an attach as a kaleidoscope of color.
Arts Integration Strategies: elements explorations (page 181)sribble and doodle (page 180)partial picture preview (page 195)
Standards: VA.4.H.3.1 Discuss how analytical thinking strategies are applied to both art production and problem-solving in other areas. VA.4.C.3.3 Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines. VA.4.C.1.1 Integrate ideas during the art-making process to convey meaning in personal works of art.
Week 16 (Dec. 5-9)
Painting Portrait pt.1
Objective: students will paint the foundation of a Renaissance portrait.
Materials: paper, paint trays, brushes, water
Procedure: Pass out papers. give every table their own paint trays/palettes. Fill the palettes in value order (lightest to darkest) .
Show students examples of how light hits the human face (up, down, left, right.) Following a step by step demonstration, starting with a foundation color (head, neck and ears) and later, adding highlights and shadows.
Assessment: doing ALL the work in a neat manner=A doing ALL the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork.
Week 17 (Dec. 12-16)
Painting Portrait pt.2
Objective: students will add details to the foundation of their portraits.
Materials: paintings, paint, brushes, and cups.
Procedure: following step by step instructions, students will paint: white eyes, nostrils, mouth, hair and eye brows, iris, clothes, pupils, highhtlights
Assessment: doing ALL the work in a neat manner=A doing ALL the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork.
Week 18 (Dec. 19, 20, 21)
Painting Portrait pt.3
Objective: students will add a background to their portraits.
Materials: paintings, paint, brushes, and cups.
Procedure: after looking at examples, students will paint a background to their portraits.
Assessment: doing ALL the work in a neat manner=A doing ALL the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork.
Week 19 (Jan. 5&6)
Painting Portrait pt.4
Objective: students will add a background to their portraits.
Materials: paintings, paint, brushes, and cups.
Procedure: after looking at examples, students will paint a background to their portraits.
Assessment: doing ALL the work in a neat manner=A doing ALL the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork.
Week 20 (Jan. 9-13)
Papier Mâché - Pulp People (pt.1)
Objective: The children make small figures with papier-mâché pulp and then use paint to turn them into delightful characters. The children will be working with papier mâché pulp, building three-dimensionally, and painting on an irregular surface.
Materials: papier mache, newspaper, paints, paint brushes,
Procedure: Prepare papier mâché pulp and set out one lemon-sized ball for each child. Cover work area with newspaper. Write the children’s names with permanent marker on small pieces of newspaper to attach to the bottoms of the completed figures. Cover an area with waxed paper for drying the figures.
Explain to the children that they will be making figures of people using papier mâché pulp which is a combination of newspapers and paste that has been mixed in a blender. The clay-like pulp becomes very hard when it is dried. Tell the children that they will be making the figures three-dimensional or viewable from all sides.Demonstrate how to build with papier mâché pulp. Explain that the base of the figure needs to be sturdy to balance the wet pulp, so instead of legs, the children should plan to make long skirts or bulky pants. Additions such as arms, hats, or buttons will stick to the pulp if they are carefully smoothed together. Hair can be made with the pulp, or yarn can be glued onto the figure after is it painted.
Assessment: sculpting in a neat manner=A Sculpting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks. 
Week 21 (Jan. 16-20)
Papier Mâché - Pulp People (pt.2)
Objective: The children make small figures with papier-mâché pulp and then use paint to turn them into delightful characters. The children will be working with papier mâché pulp, building three-dimensionally, and painting on an irregular surface.
Materials: papier mache, newspaper, paints, paint brushes,
Procedure: Set out the dried figures. Set out tempera paints, containers of water, sponges, and small brushes. Explain to children that in this session they will be painting the pulp people. Demonstrate how to paint the rough edges of the dried pulp by filling the brush with paint and dabbing into the cracks and crevices. Brush away any puddles of paint that will tend to chip off when dried. Explain to the children that they should paint the base color on the faces first and then paint the rest of their figures. This will allow time for the faces to dry before painting on the facial features. Children who are using yarn for the hair should paint the whole head with the skin color. As the children paint their figures, remind them to completely cover the papier mâché pulp.
Assessment: sculpting in a neat manner=A Sculpting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks.
Week 22 (Jan. 23-27)
Papier Mâché - Pulp People (pt.3)
Objective: The children make small figures with papier-mâché pulp and then use paint to turn them into delightful characters. The children will be working with papier mâché pulp, building three-dimensionally, and painting on an irregular surface.
Materials: papier mache, newspaper, paints, paint brushes,
Procedure: Set out the dried figures. Set out tempera paints, containers of water, sponges, and small brushes. Explain to children that in this session they will be painting the pulp people. Demonstrate how to paint the rough edges of the dried pulp by filling the brush with paint and dabbing into the cracks and crevices. Brush away any puddles of paint that will tend to chip off when dried. Explain to the children that they should paint the base color on the faces first and then paint the rest of their figures. This will allow time for the faces to dry before painting on the facial features. Children who are using yarn for the hair should paint the whole head with the skin color. As the children paint their figures, remind them to completely cover the papier mâché pulp.
Assessment: sculpting in a neat manner=A Sculpting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks.
Week 23 (Jan. 30- Feb. 3)
Papier Mâché - Pulp People (pt.4)
Objective: The children make small figures with papier-mâché pulp and then use paint to turn them into delightful characters. The children will be working with papier mâché pulp, building three-dimensionally, and painting on an irregular surface.
Materials: papier mache, newspaper, paints, paint brushes,
Procedure: Set out the dried figures. Set out tempera paints, containers of water, sponges, and small brushes. Explain to children that in this session they will be painting the pulp people. Demonstrate how to paint the rough edges of the dried pulp by filling the brush with paint and dabbing into the cracks and crevices. Brush away any puddles of paint that will tend to chip off when dried. Explain to the children that they should paint the base color on the faces first and then paint the rest of their figures. This will allow time for the faces to dry before painting on the facial features. Children who are using yarn for the hair should paint the whole head with the skin color. As the children paint their figures, remind them to completely cover the papier mâché pulp.
Assessment: sculpting in a neat manner=A Sculpting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks.
Week 24 (Feb. 6-10)
Papier Mâché - Pulp People (pt.5)
Objective: The children make small figures with papier-mâché pulp and then use paint to turn them into delightful characters. The children will be working with papier mâché pulp, building three-dimensionally, and painting on an irregular surface.
Materials: papier mache, newspaper, paints, paint brushes,
Procedure: After setting out the figures, white glue, brushes for glue, and scissors, explain to the students that in this session the children who have completed their figures and need no further additions will be drawing pictures of them. The children who are adding adornments will need to glue them to their figures before they begin drawing. Show the children how to apply a small amount of glue to add their attachments. As the figures are completed, have the children draw them with black markers and add color with watercolor markers, duplicating the figures as closely as possible.
Assessment: sculpting in a neat manner=A Sculpting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: art questions (page 181)people positions (page 181)compare and contrast (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks. VA.4.S.3.1 Experiment with various materials, tools, techniques, and processes to achieve a variety of results in 2/3D artworks.
Week 25 (Feb. 13-17)
Draw Heads
Objective: Students will draw/color/paint/cut/paste and diagram of their head. Their head will include a technological equivalent of a part of the human head.
Materials: paper, pencils, markers, crayon, scissors, glue, paint
Procedure: Students will trace each others head silhouettes. Following a discussion, demonstration, they will draw the technological equivalent of the Human eye, brain, ears, mouth, skull, etc. They will trace what they have drawn with maker, color with crayons, and wash with paint. The final step is to cut out and mount on a piece of construction paper.
Assessment: A= neat, B=sloppy C/D=incomplete F= nothing
Arts Integration Strategies: elements explorations (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.F.3.3 Work purposefully to complete personal works of art in a timely manner, demonstrating 21st-century skills.
Week 26 (Feb. 20-24)
Draw Technology
Objective: Students will draw/color/paint/cut/paste and diagram of their head. Their head will include a technological equivalent of a part of the human head.
Materials: paper, pencils, markers, crayon, scissors, glue, paint
Procedure: Students will trace each others head silhouettes. Following a discussion, demonstration, they will draw the technological equivalent of the Human eye, brain, ears, mouth, skull, etc. They will trace what they have drawn with maker, color with crayons, and wash with paint. The final step is to cut out and mount on a piece of construction paper.
Assessment: A= neat, B=sloppy C/D=incomplete F= nothing
Arts Integration Strategies: elements explorations (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.F.3.3 Work purposefully to complete personal works of art in a timely manner, demonstrating 21st-century skills.
Week 27 (Feb. 27-Mar. 2)
Trace and Color/Wash
Objective: Students will draw/color/paint/cut/paste and diagram of their head. Their head will include a technological equivalent of a part of the human head.
Materials: paper, pencils, markers, crayon, scissors, glue, paint
Procedure: Students will trace each others head silhouettes. Following a discussion, demonstration, they will draw the technological equivalent of the Human eye, brain, ears, mouth, skull, etc. They will trace what they have drawn with maker, color with crayons, and wash with paint. The final step is to cut out and mount on a piece of construction paper.
Assessment: A= neat, B=sloppy C/D=incomplete F= nothing
Arts Integration Strategies: elements explorations (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.F.3.3 Work purposefully to complete personal works of art in a timely manner, demonstrating 21st-century skills.
Week 28 (Mar. 5-9)
Cut and Paste Finished Head Diagrams
Objective: Students will draw/color/paint/cut/paste and diagram of their head. Their head will include a technological equivalent of a part of the human head.
Materials: paper, pencils, markers, crayon, scissors, glue, paint
Procedure: Students will trace each others head silhouettes. Following a discussion, demonstration, they will draw the technological equivalent of the Human eye, brain, ears, mouth, skull, etc. They will trace what they have drawn with maker, color with crayons, and wash with paint. The final step is to cut out and mount on a piece of construction paper.
Assessment: A= neat, B=sloppy C/D=incomplete F= nothing
Arts Integration Strategies: elements explorations (page 181)
Standards: 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.H.1.4 Identify and practice ways of showing respect for one’s own and others’ personal works of art.VA.4.O.3.1 Apply meaning and relevance to document self or others visually in artwork. VA.4.F.3.3 Work purposefully to complete personal works of art in a timely manner, demonstrating 21st-century skills.
Week29 (Mar. 12-16)
In the Style of - Henri Rousseau (pt.1)
Objective: After learning about Henri Rousseau and his paintings of lush foliage and wild animals, the children use his style to paint jungle paintings. The students will learn about Henri Rousseau and his paintings of the jungle, paint in his style (by mixing shades and tints.)
Materials: prints, paper, and brushes
Procedure: Display the examples of Rousseau’s paintings. As the children look closely, tell them about Rousseau and his jungle paintings. Explain to the children that in the next several sessions they will be making paintings of jungles, using Henri Rousseau’s style.
Point out the characteristics of Rousseau’s paintings, such as the many shades (darkness), and tints (lightness) of each color, especially green; the abundance of scenery with animals in the foreground (closest to the viewer) and lush plants in the background (farthest from the viewer); the detailed painting of each individual leaf and blade of grass; the disproportionately large wild flowers; the sun or the complete orb of the moon in the sky.
Assessment: painting in a neat manner=A painting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: compare and contrast (page 181)experts (page 195)partial picture preview (page 195)
Standards: VA.4.S.1.3 Create artworks that integrate ideas from culture or history.
VA.4.S.3.2 Plan and produce art through ongoing practice of skills and techniques. VA.4.S.3.3 Follow procedures for using tools, media, techniques, and processes safely and responsibly.VA.4.H.1.1 Identify historical and cultural influences that have inspired artists to produce works of art.
Week 30 (Mar. 26-30)
In the Style of - Henri Rousseau (pt.2)
Objective: After learning about Henri Rousseau and his paintings of lush foliage and wild animals, the children use his style to paint jungle paintings. The students will learn about Henri Rousseau and his paintings of the jungle, paint in his style (by mixing shades and tints.)
Materials: prints, paper, and brushes
Procedure: In this session, the children will first be adding plants, trees, and leaves to their paintings and then adding wild animals and flowers.
Point out the many shades and tints of greens used by Rousseau. Encourage the children to create a variety of greens by mixing their paints - add blue or black for the darker shades and add yellow or white for the lighter tints.
Discuss the variety of wild animals and flowers which might be seen in a jungle, and the sun or moon which often appears in Rousseau’s paintings.
Have the children fill their papers with lots of jungle scenery, wild animals and flowers, and optional suns or moons.
Assessment: painting in a neat manner=A painting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: compare and contrast (page 181)experts (page 195)partial picture preview (page 195)
Standards: VA.4.S.1.3 Create artworks that integrate ideas from culture or history.
VA.4.S.3.2 Plan and produce art through ongoing practice of skills and techniques. VA.4.S.3.3 Follow procedures for using tools, media, techniques, and processes safely and responsibly.VA.4.H.1.1 Identify historical and cultural influences that have inspired artists to produce works of art.
Week 31 (Apr.2-6)
In the Style of - Henri Rousseau (pt.3)
Objective: After learning about Henri Rousseau and his paintings of lush foliage and wild animals, the children use his style to paint jungle paintings. The students will learn about Henri Rousseau and his paintings of the jungle, paint in his style (by mixing shades and tints.)
Materials: prints, paper, and brushes
Procedure: In this session, the children will first be adding plants, trees, and leaves to their paintings and then adding wild animals and flowers.
Point out the many shades and tints of greens used by Rousseau. Encourage the children to create a variety of greens by mixing their paints - add blue or black for the darker shades and add yellow or white for the lighter tints.
Discuss the variety of wild animals and flowers which might be seen in a jungle, and the sun or moon which often appears in Rousseau’s paintings.
Have the children fill their papers with lots of jungle scenery, wild animals and flowers, and optional suns or moons.
Assessment: painting in a neat manner=A painting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: compare and contrast (page 181)experts (page 195)partial picture preview (page 195)
Standards: VA.4.S.1.3 Create artworks that integrate ideas from culture or history.
VA.4.S.3.2 Plan and produce art through ongoing practice of skills and techniques. VA.4.S.3.3 Follow procedures for using tools, media, techniques, and processes safely and responsibly.VA.4.H.1.1 Identify historical and cultural influences that have inspired artists to produce works of art.
Week 32 (Apr. 9-13)
In the Style of - Henri Rousseau (pt.4)
Objective: After learning about Henri Rousseau and his paintings of lush foliage and wild animals, the children use his style to paint jungle paintings. The students will learn about Henri Rousseau and his paintings of the jungle, paint in his style (by mixing shades and tints.)
Materials: prints, paper, and brushes
Procedure: In this session, the children will first be adding plants, trees, and leaves to their paintings and then adding wild animals and flowers.
Point out the many shades and tints of greens used by Rousseau. Encourage the children to create a variety of greens by mixing their paints - add blue or black for the darker shades and add yellow or white for the lighter tints.
Discuss the variety of wild animals and flowers which might be seen in a jungle, and the sun or moon which often appears in Rousseau’s paintings.
Have the children fill their papers with lots of jungle scenery, wild animals and flowers, and optional suns or moons.
Assessment: painting in a neat manner=A painting the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: compare and contrast (page 181)experts (page 195)partial picture preview (page 195)
Standards: VA.4.S.1.3 Create artworks that integrate ideas from culture or history.
VA.4.S.3.2 Plan and produce art through ongoing practice of skills and techniques. VA.4.S.3.3 Follow procedures for using tools, media, techniques, and processes safely and responsibly.VA.4.H.1.1 Identify historical and cultural influences that have inspired artists to produce works of art.
Week 33 (Apr 16-20)
Value Scale
Objective: Students will learn about value and contrast.
Materials: paper, soft lead pencils, rulers, examples of high contrast art, and low contrast art.
Procedure: Step one is to review the previous elements of design we have already covered. Step two: show the students example of value (high contrast vs. low contrast) students will follow instructions to make a nine step value scale. First, we will copy the definitions of both VALUE and CONTRSAT. Next, we will draw a 9’x1’ rectangle on our paper. Divide the rectangle nine times and slowly begin coloring in the squares leaving one end white and the other end as black as we can make it.
Assessment: doing ALL the work in a neat manner=A doing ALL the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: elements explorations (page 181)
Standards: VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. VA.4.O.1.1 Use the structural elements of art and organizational principles of design to understand the art-making process. VA.4.O.1.2 Identify the structural elements of art used to unite an artistic composition.VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective.
Week 34 (Apr. 23-27)
Drawing with Value
Objective: Students will draw a picture that will be used to paint the full value of white to black
Materials: examples (Georgia O’Keefe), paper and pencils
Procedure: students will draw an almost abstract picture getting ready to paint washes for next week.
Assessment: doing ALL the work in a neat manner=A doing ALL the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: elements explorations (page 181)
Standards: VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. VA.4.O.1.1 Use the structural elements of art and organizational principles of design to understand the art-making process. VA.4.O.1.2 Identify the structural elements of art used to unite an artistic composition.VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective.
Week 35 (Apr. 30-May 4)
Painting with Value/Value Washes
Objective: Students will draw a picture that will be used to paint the full value of white to black
Materials: examples (Georgia O’Keefe), papers, washable markers, brushes and water.
Procedure: Students will trace their drawings with a washable, vis-a-vis overhead marker. Students will then select which parts of their painting need shadows and will wash away those parts with brushes and water.
Assessment: doing ALL the work in a neat manner=A doing ALL the work in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: elements explorations (page 181)
Standards: VA.4.F.1.2 Examine and apply creative solutions to solve an artistic problem. VA.4.O.1.1 Use the structural elements of art and organizational principles of design to understand the art-making process. VA.4.O.1.2 Identify the structural elements of art used to unite an artistic composition.VA.4.S.2.1 Organize the structural elements of art to achieve an artistic objective.
Week36 (May 7-11)
Draw Name/ Outline
Objective: Students will draw their name in block letters and decorate it in a color pattern.
Materials: pencils, paper, markers
Procedure: Following a demonstration, students will draw their name in block letters, and draw a concentric outline to the edges of their paper. They will then, color in the outlines with different colors.
Assessment: A=draws everything neatly, and has colored everything neatly B= draws everything and begins to color C=draws name only D=does very little F=does nothing
Arts Integration Strategies: elements explorations (page 181)compare and contrast (page 181)
Standards: Standards: VA.4.H.3.1 Discuss how analytical thinking strategies are applied to both art production and problem-solving in other areas. VA.4.C.3.3 Use the art-making process, analysis, and discussion to identify the connections between art and other disciplines. VA.4.C.1.1 Integrate ideas during the art-making process to convey meaning in personal works of art.
Week 37 (May 14-18)
Cut Paper - Amaté Paper Cutouts
Objective: Children make traditional Mexican paper cutouts while learning about symmetry in design. The students will learn about one of the native arts of Mexico, practice with cutting skills, and understand and create symmetrical designs.
Materials: examples of Amate, scissors, paper
Procedure: Tell the children about the Otomi Indians and their Amaté paper cutouts. Share any examples you might have. Explain to the children they will be making cutouts similar to those made by the Otomi Indians.
Explain that the figures in the paper cutouts are fanciful or imaginative rather than real. The children can use any combination of human forms, wild and domestic animals, birds, and plants in their cutouts. Individual characteristics of animals work well, such as a chicken's head, an alligator's teeth, or a rooster's tail.
Demonstrate how to make the paper cutouts. Fold the paper in half lengthwise, making a 9 x 12-inch drawing area. Explain that half of the design needs to be drawn along the folded edge of the paper. When the design is cut out and the paper is opened, the children will see the other half or mirror-image of the drawing. This creates a symmetrical design where the two sides are the same. For example, drawing half a head along the folded edge will result in a single head when the paper is opened. If a complete head is drawn, the final work will have two heads.
Have the children fold their papers and draw their designs. After the drawings are finished and have been checked to be sure enough parts of the folded papers will remain intact when the cuttings are completed, the children should cut out their designs. Remind them to be sure to cut through both sides of the folded paper.
Do not open the papers until all cutting is completed. If needed, there will be time to continue cutting in the next session.
Assessment: designing and cutting in a neat manner=A designing and cutting in a neat manner in a sloppy manner=B Following partial direction=C Barely doing anywork= D choosing NOT to do the assignment=F
Arts Integration Strategies: elements explorations (page 181)compare and contrast (page 181)
Standards: Standards: VA.4.S.1.3 Create artworks that integrate ideas from culture or history.
VA.4.S.3.2 Plan and produce art through ongoing practice of skills and techniques. VA.4.S.3.3 Follow procedures for using tools, media, techniques, and processes safely and responsibly.VA.4.H.1.1 Identify historical and cultural influences that have inspired artists to produce works of art.
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