Week 1 (Aug. 22-26)
Rules of the Art Room/ Art Critique Pt1
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.3.C.1.2 Reflect on and interpret works of art, using observation skills, prior knowledge, and experience. VA.3.H.1.1 Describe cultural similarities and differences in works of art.
Week 2 (Aug. 29-Sept.2)
Art Critique Pt2
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.
art walk (page 180)elements explorations (page 181)art questions (page 181)compare and contrast (page 181)
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.3.C.1.2 Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.VA.3.C.2.3 Use constructive criticism to improve artwork.VA.3.C.3.1 Critique artworks, and identify the use of structural elements of art and organizational principles of design.VA.3.H.1.1 Describe cultural similarities and differences in works of art.VA.3.H.1.2 Describe the importance of displaying suitable behavior as part of an art audience.VA.3.S.1.4 Choose accurate art vocabulary to describe works of art and art processes.
Week 3 (Sept.6-9)
Art Critique Pt3
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.
art walk (page 180)elements explorations (page 181)art questions (page 181)compare and contrast (page 181)
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.3.C.1.2 Reflect on and interpret works of art, using observation skills, prior knowledge, and experience.VA.3.C.2.3 Use constructive criticism to improve artwork.VA.3.C.3.1 Critique artworks, and identify the use of structural elements of art and organizational principles of design.VA.3.H.1.1 Describe cultural similarities and differences in works of art.VA.3.H.1.2 Describe the importance of displaying suitable behavior as part of an art audience.VA.3.S.1.4 Choose accurate art vocabulary to describe works of art and art processes.
Week 4 (Sept. 12-16)
Drawing - Inside a Dwelling
Objective: The children learn how to illustrate the inside view of a dwelling by looking at the cut-away view of a dollhouse. The children will illustrate an interior view, draw from imagination, and work with details and patterns.
Materials: pencils and paper
Procedure: Explain to the children that they will be drawing the interiors, or inside views, of dwellings. Show the children the cut-away side of a dollhouse. Point out that the only visible part of the outside of the house is the line around its edges, called the contour line, and that the interior of the house is divided into floors and sections. Tell the children that the contour lines of their dwellings should be drawn large enough to fill the paper and that the interiors can be divided into as many sections as they like, as long as each section is large enough to include details. (Using rulers will result in more clearly defined areas.) Discuss ways the children might fill the sections of their dwellings with items such as furniture, rugs on the floors, and pictures on the walls. Encourage the children to include patterns, or decorative designs, wherever possible.
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.3.C.3.3 Explain the similarities and differences between artworks and utilitarian objects.VA.3.F.1.2 Explore the effects and merits of different solutions to solve an artistic problem.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
Week 5 (Sept. 19-23)
Drawing - Inside a Dwelling
Objective: The children learn how to illustrate the inside view of a dwelling by looking at the cut-away view of a dollhouse. The children will illustrate an interior view, draw from imagination, and work with details and patterns.
Materials: pencils and paper
Procedure: Explain to the children that they will be drawing the interiors, or inside views, of dwellings. Show the children the cut-away side of a dollhouse. Point out that the only visible part of the outside of the house is the line around its edges, called the contour line, and that the interior of the house is divided into floors and sections. Tell the children that the contour lines of their dwellings should be drawn large enough to fill the paper and that the interiors can be divided into as many sections as they like, as long as each section is large enough to include details. (Using rulers will result in more clearly defined areas.) Discuss ways the children might fill the sections of their dwellings with items such as furniture, rugs on the floors, and pictures on the walls. Encourage the children to include patterns, or decorative designs, wherever possible.
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.3.C.3.3 Explain the similarities and differences between artworks and utilitarian objects.VA.3.F.1.2 Explore the effects and merits of different solutions to solve an artistic problem.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
Week 6 (Sept. 26-30)
Papier Mâché - Buildings (pt1)
Objective: The children construct small buildings with cardboard boxes and papier mâché. The students will learn the process of papier mâché by working three-dimensionally.
Materials: boxes and tubes, scissors, glue, and masking tape, paint, paper mache
Procedure: Explain to the children that in this session they will be constructing buildings using cardboard boxes and tubes. In the next session, they will be applying papier mâché, a process using paper and paste that will make their buildings stronger.
Looking at the pictures of buildings, discuss how the various architectural or structural details help identify the types of buildings, such as a porch on a house, a steeple on a church, or smoke stacks on a factory. Demonstrate how to construct the buildings. The cardboard boxes and tubes can be used as they are or cut to make architectural details. Attach the boxes by applying glue to both surfaces that are to be joined and holding them in place for a few seconds. If necessary, a small piece of tape can be used to hold the boxes until the glue dries. As the buildings are being constructed, be sure they remain freestanding.
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.3.C.3.3 Explain the similarities and differences between artworks and utilitarian objects.VA.3.F.1.2 Explore the effects and merits of different solutions to solve an artistic problem.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.
Week 7 (Oct. 3-7)
Papier Mâché - Buildings (pt.2)
Objective: The children construct small buildings with cardboard boxes and papier mâché. The students will learn the process of papier mâché by working three-dimensionally.
Materials: boxes and tubes, scissors, glue, and masking tape, paint, paper mache
Procedure:Explain to the children that in this session they will be covering their buildings with papier mâché, a process using paper and paste. When the paste-soaked paper dries, the buildings will be stronger and have surfaces that will be easier to paint.
Demonstrate the papier mâché process by dipping strips of torn newspaper into the prepared paste. Pull the wet strips between two fingers to remove the excess paste. This step is important to avoid having the buildings become too wet. Lay the dampened strips on the buildings. Show the children how to overlap and smooth the edges while covering the entire structure with one layer. Be especially careful to cover and overlap the areas connecting the boxes.
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.3.C.3.3 Explain the similarities and differences between artworks and utilitarian objects.VA.3.F.1.2 Explore the effects and merits of different solutions to solve an artistic problem.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.
Week 8 (Oct. 10-14)
Papier Mâché - Buildings (pt.3)
Objective: The children construct small buildings with cardboard boxes and papier mâché. The students will learn the process of papier mâché by working three-dimensionally.
Materials: boxes and tubes, scissors, glue, and masking tape, paint, paper mache
Procedure:Explain to the children that in this session they will be painting the base or first coat on their buildings. In the next session they will be adding details, such as bricks, stones, doors, and windows.
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.3.C.3.3 Explain the similarities and differences between artworks and utilitarian objects.VA.3.F.1.2 Explore the effects and merits of different solutions to solve an artistic problem.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.
Week 9 (Oct. 17-21)
Papier Mâché - Buildings (pt.4)
Objective: The children construct small buildings with cardboard boxes and papier mâché. The students will learn the process of papier mâché by working three-dimensionally.
Materials: boxes and tubes, scissors, glue, and masking tape, paint, paper mache
Procedure:Explain that in this session the children will be using markers to add details to their buildings. Discuss the types of patterns found on buildings, such as shingles, bricks, stones, and wood siding. The children can use markers to draw these patterns directly on their buildings. Have the children use permanent markers to draw windows and doors on the white paper. Encourage them to include scenes in the windows and color them with watercolor markers. When the drawings are completed, have the children cut them out and glue them to their buildings.
Arts Integration Strategy: art questions (page 181) compare and contrast (page 181)
Standards: VA.3.C.3.3 Explain the similarities and differences between artworks and utilitarian objects.VA.3.F.1.2 Explore the effects and merits of different solutions to solve an artistic problem.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.
Week 10 (Oct. 24-28)
Intro to Landscape
Students will elevate the quality of their landscapes using the elements of design.
Objective: Students will draw a “practice landscape” making sure that they draw an object above the horizon line, below the horizon line, and crossing the horizon line.
Materials: landscape prints, crayons and paper
Procedure: First, we review lines vertical, diagonal and horizontal. You cannot spell horizontal without h-o-r-i-z-o-n. The horizon line is the horizontal line where the sky touches the ground. We will look at five different landscapes, from five different artists, from five different times, from five different countries. Students will help me identify the horizon line using a yard stick help horizontally. We see that the horizon line NEVER at the bottom edge of the painting. Students will them follow a demonstration by me, drawing an object above the horizon line, one below, and one through, and finally the horizon line BEHIND the objects crossing.
Vocabulary: line perspective vertical horizontal diagonal horizon
Assessment: A= have completed all four successfully. B=3/4 C=2/4 D=1/4 F=0/4
Arts Integration Strategy: eyes warm-up (page 180) elements explorations (page 181)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 11 (Oct. 31- Nov. 4)
Draw a Landscape
Objective: Students will draw a landscape making sure that they draw an object above the horizon line, below the horizon line, and crossing the horizon line.
Materials: landscape prints, crayons and paper
Procedure: First, we review lines vertical, diagonal and horizontal. You cannot spell horizontal without h-o-r-i-z-o-n. The horizon line is the horizontal line where the sky touches the ground. We will look at five different landscapes, from five different artists, from five different times, from five different countries. Students will help me identify the horizon line using a yard stick help horizontally. We see that the horizon line NEVER at the bottom edge of the painting. Students will them follow a demonstration by me, drawing an object above the horizon line, one below, and one through, and finally the horizon line BEHIND the objects crossing.
Vocabulary: line perspective vertical horizontal diagonal horizon
Assessment: A= have completed all four successfully. B=3/4 C=2/4 D=1/4 F=0/4
Arts Integration Strategy: eyes warm-up (page 180) elements explorations (page 181)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 12 (Nov.7-11)
Paint a Landscape
Objective: Students will draw a landscape making sure that they draw an object above the horizon line, below the horizon line, and crossing the horizon line.
Materials: landscape prints, crayons and paper
Procedure: First, we review lines vertical, diagonal and horizontal. You cannot spell horizontal without h-o-r-i-z-o-n. The horizon line is the horizontal line where the sky touches the ground. We will look at five different landscapes, from five different artists, from five different times, from five different countries. Students will help me identify the horizon line using a yard stick help horizontally. We see that the horizon line NEVER at the bottom edge of the painting. Students will then follow a demonstration by me, seeing my painting expectations. They will apply a wash for their landscape.
Vocabulary: line perspective vertical horizontal diagonal horizon
Assessment: A= painting their paper, with green grass, and blue skies.
Arts Integration Strategy: eyes warm-up (page 180) elements explorations (page 181)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 13 (Nov. 14-18)
Reflections of Landscapes
Objective: Students will draw their last landscape inspired by Monet and the Impressionists.
Materials: pencils and paper, chalk pastels, Impressionist prints.
Procedure: First, students will find the Horizon line on the Impressionist landscapes. Next we will focus on the reflections found in the paintings. We will draw our own landscape at the BOTTOM of a piece of construction paper. We will color them in with chalk pastels. We glue our pictures to a bigger piece of paper, fold and rub; creating a “reflection” on our bigger piece of paper.
Vocabulary: line color shape space texture value form perspective linear perspective vertical horizontal diagonal vanishing point horizon
Arts Integration Strategy: eyes warm-up (page 180)mirror image (page 180)elements explorations (page 181)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 14 (Nov. 21&22)
Reflections of Landscapes
Objective: Students will draw their last landscape inspired by Monet and the Impressionists.
Materials: pencils and paper, chalk pastels, Impressionist prints.
Procedure: First, students will find the Horizon line on the Impressionist landscapes. Next we will focus on the reflections found in the paintings. We will draw our own landscape at the BOTTOM of a piece of construction paper. We will color them in with chalk pastels. We glue our pictures to a bigger piece of paper, fold and rub; creating a “reflection” on our bigger piece of paper.
Vocabulary: line color shape space texture value form perspective linear perspective vertical horizontal diagonal vanishing point horizon
Arts Integration Strategy:
Arts Integration Strategy: eyes warm-up (page 180)mirror image (page 180)elements explorations (page 181)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 15 (Nov. 28-Dec.2)
Intro to Cityscapes/ Draw a skyline
Objective: Students will trace three city skylines.
Materials: papers pencils, skyline tracers
Procedure: students will trace three skylines taking into account overlapping foreground, middle ground, and background.
Assessment: A= tracing neatly/showing appropriate depth B= tracing three skylines with “x-ray” lines. C=”x-ray” lines in a sloppy manner D= little work was done F=does nothing
Arts Integration Strategy: elements explorations (page 181)set the scene (page 195)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 16 (Dec. 5-9)
Draw Cityscape Details
Objective: students will draw details to their cityscape
Materials: papers, pencils, markers
Procedure: Following a demonstration, students will draw details on their cityscapes, such as sidewalks, people, cars, light poles, trees, phones, sidewalks. The buildings in the foreground must have twenty large sized windows, the middle ground must have twenty medium sized windows, and the background must have twenty tiny windows.
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 Strategy: elements explorations (page 181)set the scene (page 195)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 17 (Dec. 12-16)
Color Cityscapes
Objective: Students will trace all of their pencils in permanent marker and color everything in (except the sky and the buildings) with crayons
Materials: papers, markers, crayons
Procedure: Following a demonstration, students will trace all of their pencils in permanent marker and color everything in (except the sky and the buildings) with crayons
Materials: papers, markers, crayons
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 Strategy: elements explorations (page 181)set the scene (page 195)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 18 (Dec. 19, 20, 21)
New Year’s Resolutions
Objective: Students will draw a New Year’s baby and write yheir resolution on it.
Materials: teacher example, paper, pencils, markers, scissors, and glue
Procedure: Following a demonstration, students will sketch a baby on a pink piece of paper. They will trace the contour of the baby with a permanent marker. The y will erase the pencil lines. They will cut the baby out. They will glue a “diaper” on the baby. Finally, they will write their New Years Resolutions on the baby.
Assessment: Draw/Trace/Cut/Glue/Write Res.= A
Draw/Trace/Cut/Glue=B
Draw/Trace/Cut=C
Draw/Trace=D
Arts Integration Strategy: eyes warm-up (page 180)people positions (page 181)
Standards: VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.
Week 19 (Jan. 5&6)
New Year’s Resolutions
Objective: Students will draw a New Year’s baby and write yheir resolution on it.
Materials: teacher example, paper, pencils, markers, scissors, and glue
Procedure: Following a demonstration, students will sketch a baby on a pink piece of paper. They will trace the contour of the baby with a permanent marker. The y will erase the pencil lines. They will cut the baby out. They will glue a “diaper” on the baby. Finally, they will write their New Years Resolutions on the baby.
Assessment: Draw/Trace/Cut/Glue/Write Res.= A
Draw/Trace/Cut/Glue=B
Draw/Trace/Cut=C
Draw/Trace=D
Arts Integration Strategy: eyes warm-up (page 180)people positions (page 181)
Standards: VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.
Week 20 (Jan. 9-13)
Paint Cityscapes
Objective: Students will finish their cityscapes by painting their buildings and the sky.
Materials: papers, paint, brushes, water cups.
Procedure: Following a demonstration, students will finish their cityscapes by painting their buildings and the sky. (each of the four elements should be a different color.)
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 Strategy: elements explorations (page 181)set the scene (page 195)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 21 (Jan. 16-20)
Draw African Mask
Objective: Students will draw an African Mask
Materials: 5 teacher examples, paper, pencils
Procedure: I will draw 5 African masks using simple shapes and simple lines. The students must copy one or draw their own.
Assessment: Complete drawing+=A, Incomplete=B/C, Little-No=D/F
Arts Integration Strategy: style match (page 195)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 22 (Jan. 23-27)
Trace Mask w/Yarn pt.1
Objective: Students will trace their mask with yarn.
Materials: Drawings, Yarn, Glue, scissors
Procedure: Following a demonstration, students will trace their masks, first with glue, then with bits of yarn.
Assessment: Determined by how far the rest of the class gets.
Arts Integration Strategy: style match (page 195)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 23 (Jan. 30- Feb. 3)
Trace Mask w/Yarn pt.2
Objective: Students will finish tracing their mask with yarn.
Materials: Drawings, Yarn, Glue, scissors
Procedure: Following a demonstration, students will trace their masks, first with glue, then with bits of yarn. To ensure that the yarn is hard, students must then, trace the yarn with more glue.
Assessment: Finished=A, Not finished=B-F (depending on the effort expended.)
Arts Integration Strategy: style match (page 195)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 24 (Feb. 6-10)
Glue Tinfoil/Start Coloring African Mask
Objective: Students will glue a tin foil over their mask.
Materials: Masks, foil, markers, glue
Procedure: Students will glue foil on their mask. They will “Pound” the image of the mask/yarn, and begin coloring their mask with permanent markers.
Assessment: Determined by how far the rest of the class gets
Arts Integration Strategy: style match (page 195)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 25 (Feb. 13-17)
Finish Coloring African Mask
Objective: Students will color their tinfoil masks with markers.
Materials: Masks, markers, glue
Procedure: Students will finish coloring their mask with permanent markers.
Assessment: Finished=A, Not finished=B-F (depending on the effort expended.)
Arts Integration Strategy: style match (page 195)compare and contrast (page 181)
Standards: VA.3.C.1.1 Use the art-making process to develop ideas for self-expression.
VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
VA.3.S.2.1 Integrate the elements of art and principles of design with sequential procedures and techniques to achieve an artistic goal.VA.3.S.2.2 Follow procedures, focusing on the art-making process.VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.
VA.3.H.2.1 Compare differences or similarities in artworks across time and culture.
Week 26 (Feb. 20-24)
Draw Phones
Objective: Studying different styles of phones and technology, students will draw a phone on phonebook paper.
Materials: pencils, crayons, paint, phonebook/paper
Procedure: After seeing different types of phones, students will draw a phone on phonebook paper with pencils, They color them in will crayons and trace their pencil lines with paint.
Assessment: A= pencils, colors, ink tracing neatly B= pencils, colors, ink tracing sloppily C= pencils, colors, D= just pencils. F= nonthing
Arts Integration Strategy: compare and contrast (page 181)
Standards: VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
Week 27 (Feb. 27-Mar. 2)
Musical Instruments Pt.1
Objective Studying different styles of instrument, students will draw an instrument and color it in with crayons.
Materials: paper, pencils, crayons, Sharpie markers.
Procedure: After drawing examples of instruments on they board, students will copy a musical instrument on their paper. They need to color it with crayons after they trace the lines with a permanent marker.
Assessment: A= pencils, colors, ink tracing neatly B= pencils, colors, ink tracing sloppily C= pencils, colors, D= just pencils. F= nothing
Arts Integration Strategy: compare and contrast (page 181)
Standards: VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
Week 28 (Mar. 5-9)
Musical Instruments Pt.2
Objective: students will draw and color multiple “sound waves” on their pictures.
Materials: musical instrument pictures, pencils, crayons
Procedure: students will draw and color multiple/concentric “sound waves” on their pictures.
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 Strategy: compare and contrast (page 181)
Standards: VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
Week29 (Mar. 12-16)
Musical Instruments Pt.3
Objective: students will draw and color multiple “sound waves” on their pictures.
Materials: musical instrument pictures, pencils, crayons
Procedure: students will draw and color multiple/concentric “sound waves” on their pictures.
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 Strategy: compare and contrast (page 181)
Standards: VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
Week 30 (Mar. 26-30)
Musical Instruments Pt.4
Objective: students will draw and color multiple “sound waves” on their pictures.
Materials: musical instrument pictures, pencils, crayons
Procedure: students will draw and color multiple/concentric “sound waves” on their pictures.
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 Strategy: compare and contrast (page 181)
Standards: VA.3.S.1.2 Use diverse resources to inspire artistic expression and achieve varied results.VA.3.S.2.2 Follow procedures, focusing on the art-making process.
VA.3.S.3.1 Use materials, tools, and processes to achieve an intended result in two- and/or three-dimensional artworks.VA.3.S.3.2 Develop craftsmanship skills through repeated practice.
VA.3.S.3.3 Work within safety guidelines while using tools, media, techniques, and processes.
Week 31 (Apr.2-6)
Weave Flower Vase pt.1/6
Objective: Students will make a paper weaving for their construction paper vase.
Materials: construction paper, scissors, glue
Procedure: Following a demonstration, students will color the color wheel.
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 Strategy: elements explorations (page 181)
Standards: VA.3.S.1.3 Incorporate ideas from art exemplars for specified time periods and cultures.VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended objectives.VA.3.S.1.1 Manipulate tools and media to enhance communication in personal artworks.VA.3.S.2.2 Follow procedures, focusing on the art-making process. VA.3.F.1.1 Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.
Week 32 (Apr. 9-13)
Cut and Glue Flower Vase pt.2/6
Objective: student will cut out and their weavings in the shape of a vase.
Materials: paper weaving, vase tracers, scissors, glue
Procedure: student will cut out and their weavings in the shape of a vase.
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 Strategy: elements explorations (page 181)
Standards: Standards: VA.3.S.1.3 Incorporate ideas from art exemplars for specified time periods and cultures.VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended objectives.VA.3.S.1.1 Manipulate tools and media to enhance communication in personal artworks.VA.3.S.2.2 Follow procedures, focusing on the art-making process. VA.3.F.1.1 Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.
Week 33 (Apr 16-20)
Tear and Glue Flowers for Vase pt.3/6
Objective: Students will glue 4-5 constuction paper flowers to their woven vase.
Materials: paper weaving, vase tracers, scissors, glue.
Procedure: Students will glue 4-5 constuction paper flowers to their woven vase.
Arts Integration Strategy: elements explorations (page 181)
Standards: Standards: VA.3.S.1.3 Incorporate ideas from art exemplars for specified time periods and cultures.VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended objectives.VA.3.S.1.1 Manipulate tools and media to enhance communication in personal artworks.VA.3.S.2.2 Follow procedures, focusing on the art-making process. VA.3.F.1.1 Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.
Week 34 (Apr. 23-27)
Tear and Glue Flowers for Vase pt.4/6
Objective: Students will glue 4-5 constuction paper flowers to their woven vase.
Materials: paper weaving, vase tracers, scissors, glue.
Procedure: Students will glue 4-5 constuction paper flowers to their woven vase.
Arts Integration Strategy:
Standards: Standards: VA.3.S.1.3 Incorporate ideas from art exemplars for specified time periods and cultures.VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended objectives.VA.3.S.1.1 Manipulate tools and media to enhance communication in personal artworks.VA.3.S.2.2 Follow procedures, focusing on the art-making process. VA.3.F.1.1 Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.
Week 35 (Apr. 30-May 4)
Tear and Glue Flowers for Vase pt.5/6
Objective: Students will glue 4-5 constuction paper flowers to their woven vase.
Materials: paper weaving, vase tracers, scissors, glue.
Procedure: Students will glue 4-5 constuction paper flowers to their woven vase.
Arts Integration Strategy: elements explorations (page 181)
Standards: Standards: VA.3.S.1.3 Incorporate ideas from art exemplars for specified time periods and cultures.VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended objectives.VA.3.S.1.1 Manipulate tools and media to enhance communication in personal artworks.VA.3.S.2.2 Follow procedures, focusing on the art-making process. VA.3.F.1.1 Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.
Week36 (May 7-11)
Tear and Glue Flowers for Vase pt.6/6
Objective: Students will glue 4-5 constuction paper flowers to their woven vase.
Materials: paper weaving, vase tracers, scissors, glue.
Procedure: Students will glue 4-5 constuction paper flowers to their woven vase.
Arts Integration Strategy: elements explorations (page 181)
Standards: Standards: VA.3.S.1.3 Incorporate ideas from art exemplars for specified time periods and cultures.VA.3.C.2.1 Assess personal artworks for completeness and success in meeting intended objectives.VA.3.S.1.1 Manipulate tools and media to enhance communication in personal artworks.VA.3.S.2.2 Follow procedures, focusing on the art-making process. VA.3.F.1.1 Manipulate art media and incorporate a variety of subject matter to create imaginative artwork.
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