LEARNING OBJECTIVES ACTIVITIES ASSESSMENT RESOURCES GRADE 4 AUGUST- SEPTEMBER RESPONDING TO ART: ART HISTORY AND CULTURE.

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1 GRADE 4 VISUAL ARTS PACING GUIDE: Art History A Brief Overview of IPS Elementary Level Visual Arts Curriculum The IPS Visual Arts Curriculum is a standards-driven program, based in the current Indiana State Standards adopted in Emphasis is placed in the following areas within the elementary level curriculum: Art History and Culture; Visual Literacy(Art Criticism and Aesthetics); and Studio Production (Creation of Art). A section in Integrated Art Curricula is included. MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 AUGUST- SEPTEMBER RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the Essential Skills: Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. Sample Engagement Activities: Written Analysis of Artworks: Students will create a written comprehensive analysis of a work of art 1

2 culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity of past and contemporary cultures and ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Analysis of the mood conveyed in works of art, and understanding of the use of the formal elements used to communicate the mood. Discuss the role of the artist and art within varied cultures, and make Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, by an artist of choice. They are to include the relationship between that work of art and the culture of origin. They will address the subjects in the artwork, function of the artwork in the culture, and the use of the formal elements of art, including use of medium, genre, style, and subject matter. (see the Meet the Artist section in the Scott Foresman text on Monet). Creation of an Abstract Work of Art: Students will create an abstract grid painting, with each section used to represent the use of one of the elements of art: line, color, value, shape, texture, form, and space. This work will serve as a review of the elements of art. 2

3 Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures Identify and describe artistic styles Distinguish between contemporary and historical works of art and identify characteristics of both. balance, and unity, is used by artists to convey mood, message, and strength of composition. Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art Autobiographical Cover Design for a Sketch Journal: Students will create a sketch journal and will create a cover design for the journal, which is an autobiographical collage or drawing. Study of Actual and Implied Line: Students will study works of art to examine the use of actual and implied lines. (See the Ink and color on paper work, Six Master Poets, by Katsushika Hokusai, Knight, Death, and the Devil by Albrecht Durer, and the Merode Altarpiece by Robert Campin.) They will indicate where the lines are actual and where they are implied in each work of art. 3

4 movements, and time periods. Study of Geometric and Organic Design: Students will study works of art, indicating shapes which are geometric and those which are organic. (See Arshile Gorky, Wassily Kandinsky, Alexander Calder, and the Foresman example, The Washerwoman by Marianne von Werefkin.) They will create a work using both types of shapes in the creating art section. Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods 4

5 Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for 5

6 Grade 4 Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities Children s Museum, Professional Development and Educational Programs 6

7 MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 OCTOBER RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Essential Skills: Sample Engagement Activities: Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity of past and contemporary cultures and Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. Analysis of the mood conveyed in works of art, and understanding of the use of the formal elements used to Comparison and contrast study of works of art depicting the same subject matter in different styles and techniques: Students will study the church paintings of Claude Monet, and Georgia O Keefe (See Foresman, pp ). They will compare paint application, color usage, type of shapes, 7

8 ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures Identify and describe artistic styles. communicate the mood. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition. Compare and contrast architectural styles depicted, and style of the artworks. Study of tactile texture and Visual Texture (See Foresman, PP. 33): Students will study the differences between texture that may be felt with the hand, versus texture, which depends upon prior experience with feeling an object which is depicted, but is not felt at that time. This visual texture relies upon the use of memory of feeling that object, and projection of this memory in identifying the texture based upon sight. They will identify both textures in works of art, in a written analysis. Textural Artwork: Students will create a work of art in which both tactile and visual texture 8

9 4.2.3 Distinguish between contemporary and historical works of art and identify characteristics of both. works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. are used. Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different 9

10 time periods. Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Grade 4 Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) 10

11 Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities Children s Museum, Exhibitions and resources 11

12 MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 NOVEMBER RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Essential Skills: Sample Engagement Activities: Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity of past and contemporary cultures and Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. Analysis of the mood conveyed in works of art, and understanding of the use of the formal Reflection Upon, and Description of Artworks: Describe works of art with regard to initial impressions, and progressively more reflective observations. Study of Subject Matter: Study and discuss the subject matter, and use of formal elements in the 12

13 ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. elements used to communicate the mood. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. painting, Flower Day by Diego Rivera. Textures Used In Studies of Animals: Study and discuss the use of textures of artworks that portray animals. ( Nootka mask, Saul Steinberg, Hen, Painting, Deborah Butterfield, Horse, Albrecht Durer, Rabbit.) Create a drawing of an animal using texture. Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures Identify and describe artistic styles. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition. Pattern Study: Study works of art which focus on the use of pattern. Discuss the use of repetition to create pattern, use of line and color; and areas of emphasis. (Navajo Blanket, Nam June Paik s Electronic Superhighway, Installation; Louise Nevelson, Homage to the 13

14 4.2.3 Distinguish between contemporary and historical works of art and identify characteristics of both. Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. World, wooden sculpture, Chuck Close, Mark, Unfinished; Morris Louis, Point of Tranquility; Victor Vasarely, Vega-Kontosh- Va; Andy Warhol, 100 Cans.) Analysis of Artwork: Study works of art closely to observe and describe details in a written analysis of the work. Study and Analysis of Pictorial Space: Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. Study and write about space observed in works of art. (Miguel Vivancos, Village Feast; George Segal, Walk, Don t Walk, sculpture; Any Warhol, 100 Cans, Oil on canvas.) Comparison and Contrast of Works of Art with Similar Subject Matter: 14

15 Compare and contrast artworks with a common subject. (Children) (See: Diego Rivera, Orchard with Children, Fresco section; Rodolfo Morales, Tarde de Nostalgia, Oil.) Analysis of style differences and how the mood varies in the works of art studied. Study of Symbols Used in Artworks: Study of works of art and artifacts in which symbols are used (see comic book art, fantasy art, the symbolist painters, artifacts displaying heraldry. Students will discuss the choices of symbols and surmise what the designer/artist is conveying about the person for whom or about whom the works is made. 15

16 Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the 16

17 concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Grade 4 Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, 17

18 exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities 18

19 MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 DECEMBER RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Essential Skills: Sample Engagement Activities: Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity of past and contemporary cultures and Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. (Mural artists displayed in urban communities Analysis of the mood conveyed in works of art, and Mural Study: Students will study the works of mural artists (Chicago, Los Angeles, and Indianapolis), with regard to the messages in the art, the reason that the painting is a large mural vs. a smaller painting. The students design a mural together that tells a story. 19

20 ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures Identify and describe artistic styles. understanding of the use of the formal elements used to communicate the mood. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition. Self Portraiture: Students design a paper cut-out drawing that is a self-portrait and that tells a story (Autobiographical). Autobiographical and Biographical Artworks: Student will analyze autobiographical and biographical artworks. (Study of the works by Faith Ringgold, Carmen Lomas Garza, and Romare Bearden. They tell the story to a classmate that they see in the artwork. Study of Masks: Students study masks of animals from different cultures and tell a story about the animal. They analyze the materials used and the use of texture, pattern, line, 20

21 4.2.3 Distinguish between contemporary and historical works of art and identify characteristics of both. Compare and contrast works that are representational and non-objective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. color, and symbols. Color Theory: Study of color theory (Introduction to color theory). Use of warm and cool hues. Study of Realism and Abstraction: Students will study artworks that are realistic in imagery vs. works that are abstract. They compare and contrast imagery, use of the elements and principles of art, and the iconography. Students will make a realistic painting and will make a second painting showing the emotion that the other painting conveyed. Examples : realistic painting of a dog (or another pet) and the 21

22 painting by Frank Romero of Toto. Study of Doll Design: Students will study the art of doll-making and puppetry. Students will design a doll or puppet. Designers will visit the class to share career insights. Study of the Use of Natural Forms: Students will study forms from nature and will study artworks that use images from natural forms. (Dale Chihuly s glass works; Brancusi s sculptures of a head, O Keefe s paintings of bones. Soft Sculpture: Students will analyze soft sculptures and design a self-portrait soft sculpture. 22

23 Found Object Sculpture: Students will study works of art made with found objects. (Joseph Cornell s box sculptures, David Strickland s bird sculpture. And yard art from the Watts Towers to Felix Fox Harris s Yard Art.) Comparison/Contrast of Sculpture: Students will compare and contrast sculptures that have the same subject. Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ 23

24 Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. 24

25 Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Grade 4 Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; 25

26 National Department for the Humanities 26

27 MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 JANUARY RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Essential Skills: Sample Engagement Activities: Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity of past and contemporary cultures and Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. Analysis of the mood conveyed in works of art, and understanding of the use of the formal Study of Motion in Art: Students will study artworks that depict motion or movement. Photographs of people, vehicle, or animals in motion; paintings of children in motion, athletes playing a sport, or mechanical/virtual moving objects. 27

28 ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures Identify and describe artistic styles. elements used to communicate the mood. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition. Study of Puppetry: Students will study puppetry in different cultures and the art of puppetry and marionette performances. Students will create puppets and perform a play. Study of Balance: Students will study balance. They will study the works (Mobiles and the Circus) on Alexander Calder and the work by Gabe Stoner and Mike Hatton. They will compare and contrast the weight of shapes, use of linear forms, and the change of the objects to create balance in a mobile. Pottery and Clay Sculpture: Students will study works by potters and by 28

29 4.2.3 Distinguish between contemporary and historical works of art and identify characteristics of both. Compare and contrast works that are representational and non-objective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. sculptors who use clay as a medium. Students will study pottery created by Zuni and Acoma potters; and create a basic coil pot or pinch pot, to understand the material s properties and the construction techniques. Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. Study of Art Using the Imagination: Students will study works by the Surrealists and Expressionists, to understand the role of imagination and use of emphasis. Study of the Use of the Senses: Students will study the use of the senses to appeal to the viewer of a work of art. 29

30 Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the 30

31 concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Grade 4 Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department 31

32 Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities 32

33 MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 FEBRUARY RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Essential Skills: Sample Engagement Activities: Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. Analysis of the mood conveyed in works of art, and understanding of the use of the formal Study of Symmetry: Students will study works that use symmetrical balance: Tonka paintings, Navajo Sand Paintings, Op Art, Logos, and Portraits. The students will create works that are symmetrical using folding and use of scissors; painting and 33

34 of past and contemporary cultures and ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. elements used to communicate the mood. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. transference, and mirror imaging to create symmetry. Study of Action and Motion: Students will study artworks in which active figures are portrayed: athletes, dancers, and performers. They will draw action line drawings from moving subjects. Color Theory: Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition. Color theory: students will study painting with tints and shade. They will study monochrome works of art depicting value study. Study of Value: Students will create a value study. Students will create a painting of an object using tints and shades of 34

35 4.2.2 Identify and describe artistic styles Distinguish between contemporary and historical works of art and identify characteristics of both. Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. the same hue. Study of Portraiture: Students will study portraits and selfportraits in a variety of cultures. Students will create a self-portrait series showing a variety of moods, lighting, or media. Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with 35

36 specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Grade 4 36

37 Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities 37

38 MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 MARCH RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Essential Skills: Sample Engagement Activities: Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity of past and contemporary cultures and Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. Analysis of the mood conveyed in works of art, and understanding of the use of the formal Architecture and Nature: Students will compare the design and function of differing architecture. (Falling water, designed by Frank Lloyd Wright, and the pyramids at Giza) They will draw a design for an innovative home that is designed to use nature within the house. 38

39 ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. elements used to communicate the mood. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. Fantasy Architecture: Students will make a drawing of the interior of a pyramid as they picture the treasure rooms. Toy Design Study: Students will compare and contrast toy designs. They will draw a design for a toy that makes a noise and moves. Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures Identify and describe artistic styles. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition. Plein Air Painting: Students will study paintings created by plein air artists. They will paint a landscape painting. Self Portraiture: Students will compare the self portrait by Frida Kahlo and the portrait of the Boy with 39

40 4.2.3 Distinguish between contemporary and historical works of art and identify characteristics of both. Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. the Violin by Franz Halls, discussing mood and how the colors make them feel. They will also discuss the facial expressions of the models, in regard to mood. Analysis of Installation Art: Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. Students will analyze the parts of the Piano Piece by Nam June Paik. They will then discuss the reasons for the combination of a piano and 13 televisions. Comparison and Contrast Study: Students will compare and contrast works with the same subject which is depicted in different media. (Alamo painting by Robert Julian Onderdonk and a contemporary 40

41 photograph of the same building. Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. 41

42 Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art Resources: Textbook: Scott Foresman ART, for Grade 4 Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy 42

43 Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities 43

44 MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 APRIL RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Essential Skills: Sample Engagement Activities: Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. Analysis of the mood conveyed in works of art, and understanding of the use of the formal Study of Illustration: Students will describe the work of an illustrator, and will share a favorite illustration from a children s book with classmates, describing the mood in the illustration, and the story that the picture tells. 44

45 of past and contemporary cultures and ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures. elements used to communicate the mood. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition. Students will take the same story from the illustration and will draw their own illustration to tell the same story. Comparison and Contrast Study: Students will compare and contrast works of art which are of different time periods. They will analyze the images and describe the items in the illustration that tells the viewer that it is contemporary or from an earlier time period. Lettering and Logo Design: Students will study works of art in which lettering is used (posters, illustrations, postcards). They will discuss the message, and 45

46 4.2.2 Identify and describe artistic styles Distinguish between contemporary and historical works of art and identify characteristics of both. Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. any use of logos. They will sketch an idea for a poster about their favorite television show. Still Life: Students will study works of art in which the subject matter is still life. They will compare and contrast still lifes that differ in style, time period, and medium. (Cubist still life by Georges Braque and the still life by Lilly Martin Spencer of watermelons, pears, and grapes They will create a collage still life. Public Sculpture: Students will study public sculptures. (Photos of the works on the Indianapolis Cultural Trail, Noguchi s Red Cube, and Face of the Earth 46

47 #3 by Vito Acconci. They will draw and idea for a public sculpture in their sketchbook. Study of Architecture: Students will study architecture comparing the new airport in Indianapolis and the Theme Building of the Los Angeles Airport by architect, Paul Williams. They will sketch a design for a new airport on a poster advertising the airport. Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ Portfolio) Analytic responses to 47

48 works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. Exhibited student works of art 48

49 Resources: Textbook: Scott Foresman ART, for Grade 4 Art in Focus, Gene Mittler, Glencoe Publishers (visuals and concepts in Unit One, Creating and Understanding Art) Visual Thinking Strategy Program: Indianapolis Museum of Art Education Department Eiteljorg Museum, exhibitions, and resources Indiana State Museum, exhibitions and resources Visiting Artists Picturing America; National Department for the Humanities 49

50 MONTH VISUAL ARTS LEARNING OBJECTIVES ESSENTIAL SKILLS FOCI ENGAGEMENT ACTIVITIES ASSESSMENT RESOURCES GRADE 4 MAY-JUNE RESPONDING TO ART: ART HISTORY AND CULTURE Standard 1 Understand art in relation to history and past and contemporary culture Essential Skills: Sample Engagement Activities: Students discover relationships between artwork and the cultures of origin, comparing subjects in artwork and its function in various cultures. They explore artwork and artists of Indiana, art-related careers, and community museums and galleries Identify the relationship between a work of art and the geography and characteristics of the culture; identifying where, when, and by whom the work was made (focus: Indiana history) Identify and research the function of a work of art or artifact and make connections to the culture (focus: Indiana, including the diversity Identification and analysis of artworks with regard to subject matter, use of principles and elements of art, and cultural set. Analysis of the mood conveyed in works of art, and understanding of the use of the formal Study of Folk Art: Students will study folk art, concentrating upon the works of Beverly Buchanan (House and Garden, Oil Pastel); Miriam Schapiro s Dollhouse; Faith Ringgold s Mama Jones, Andrew, Barbara, and Faith; and Cesar Martinez s Mestizo, oil pastel. They 50

51 of past and contemporary cultures and ethnicities) Identify symbols or icons in works of art (focus: Indiana) Identify the roles of artists and other artrelated careers in the community Locate and discuss art in the local community and throughout Indiana such as town monuments, architecture, sculpture, public art, functional art, and advertisements Analyze and respond to art at local museums, exhibits, arts performances, and work of visiting artists in the school. Standard 2 Recognize significant works of art and the chronological development of art movements and historical periods Students recognize works from various cultures and artistic styles and distinguish between contemporary and historical works Recognize characteristics of selected works from artists of various cultures. elements used to communicate the mood. Discuss the role of the artist and art within varied cultures. Select contextual cues to make judgments about works of art in regard to use of subject matter, media, elements, principles, mood, style, and cultural set. Demonstrate understanding that use of color, line, texture, value, form, space, emphasis, proportion, variety, pattern, rhythm, balance, and unity, is used by artists to convey mood, message, and strength of composition. will compare and contrast the mood, materials, and style. Study of Fiber Arts: Students will study varied fiber artworks including Huichol yarn painting; a Chilkat robe by Jackson, and a Navajo rug depicting a Bi-Wing Airplane. They will look for similarities and differences in materials, use of shape, and texture. They will create a collage, outlining the shapes in yarn lines. Jewelry Design: Students will study jewelry design, with focus upon the use of line and shape. They will design a picture of an item of jewelry for a family member. 51

52 4.2.2 Identify and describe artistic styles Distinguish between contemporary and historical works of art and identify characteristics of both. Compare and contrast works that are representational and nonobjective. Discuss the subject matter, formal, and cultural differences in the works of art, based upon context clues, and study of varied works of art. Study of Masks: Masks from varied cultures will be studied. The students will create a mask for a ceremony that they would like to attend. Study of Mola Artworks: Demonstrate understanding of the use of themes and subject matter in works of art from varied cultures. Recognize significant works of art and analyze these works pertaining to their origins in varied cultures, art movements, and time periods. Students will study the design for mola artworks. They will create a paper mola using botanical shapes. Design of Everyday Objects: Students will study useful art (functional items such as bowls, salt and pepper shakers, clothing items, and furniture). They will discuss the function and the style of the item. Use of Textural 52

53 Rubbings as Art Material: Students will study works of art created using rubbings. They will create a work made using this technique (frottage). Study of Weaving: Students will visit the Eiteljorg Museum to study weavings. They will meet and Native American weaver, who will demonstrate techniques of weaving. They will sketch the weaver as he or she works. Assessments: Responses to VTS prompts Creation of works using similar key ideas (Authentic Assessment/ 53

54 Portfolio) Analytic responses to works Identification of works of different time periods Associate major works of art with specific time periods and cultures Demonstrates understanding of processes involved in creating works of art of different time periods. Classroom discussion and participation Use of art vocabulary Development of the concept of artwork variation in differing cultures, and points in time, in the aspects of subject matter, style, and media. 54