Elementary Visual School Arts

illustrate patterns in feathers,
flowers, people, and animals.

Tempera
Sponges
Found objects to print with
Assorted colored paper

Unit Vocabulary Terms Enrichment/Extension Interdisciplinary
Connections
Priority Supporting Found object printed
Standards Standards pattern created by Use math
Concepts Concepts student connections for
and Other deeper
Printmaking Unit-Specific understanding.
Craftsmanship
Terms Students may use
Elements of Balance historical eras as an
Art Variety environment for their
Line Unity architecture.
Shape Overlapping
Geometric Create original idea
shapes that expresses ideas
Free form about people,
shapes neighborhoods, or
Color communities.
Space

Principles of
Design
Repetition
Balance
Variety
Unity

6

147

Sample Unit

Essential Standard - 2.CX.1: Understand the global,
historical, societal, and
cultural contexts of the
visual arts.

148

Rigorous Curriculum Design
Unit Plan

Subject (s) Visual Arts

Grade/Course 2

Unit of Study Mixed Media Collage: Painted Ladies Victorian Style Homes

Unit Type Topical X Skills-based X Thematic

Pacing 4-5 Sessions

Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

2.V.3. Create Art using a variety of tools, media, and processes, safely and
appropriately.

Clarifying Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

2. V.3.1 Use a variety of tools safely and appropriately to create art.

2.V.3.2 Recognize characteristics of a variety of media.

2.V.3.3 Use the processes of drawing, painting, weaving, printing, stichery,
collage, mixed media, sculpture, and ceramics to create art.

Name of Unit: Mixed Media Collage: Painted Ladies Victorian Style Homes

Lesson Plans Brief Description Pacing
Looking in Our Community: Introduction and 1 Session
Painted Ladies (Victorian Review of
Homes) architecture:
meaning, styles,
purposes, as art.

Learning about
Victorian style

Describe/ briefly
sketch your dream
house or structure.

Read Explorations in
Art, Buildings Up
Close, pp. 154-155

149

Architectural Collage: Demonstration of 2 Sessions
Constructing basic collage techniques
architectural framework and basic
Adding final color (marker, construction materials
paint, manipulated student (cardboard, glue,
photo self portraits) details scrap paper,
and embellishments-those cellophane, scissors,
elements that make it a etc.) usage
“Painted Lady”. Students begin to
plan, organize, and
work

Student share and critique 1 Sessions

Concepts Skills Bloom’s Taxonomy
(students need to know) (students need to be able Levels

Basic knowledge of artist to do) 1. Remembering:
vocabulary such as: Be able to recognize use of scissors,
Architecture, Architecture geometric and organic glue, etc., collage
Façade, Gingerbread shapes technique,
Trim, fish scale shingles, geometric shapes:
shutters, overlap, Be able to use logical
scalloped flashings, sequence 2. Understanding:
moldings, brackets, describe
cornices, balusters, Plan and organize to characteristics of
gables and grills. create a multi-media Victorian
Collage, Victorian Age, collage architecture,
Large bay windows, architecture in
Wraparound Porch Use geometric shapes to general, explain
Anchored By Turrets, construct facade collage process
Octagon or Round
Shapes, Gables and Hip Build a collage surface. 3. Applying:
Roofs, Two-Storied Assemblage of
Square Shape Plan new spaces. collage,
overlapping,
Elements of Art: Use appropriate textural
Lines vocabulary: collage, embellishments,
Shapes surface, texture, façade, use of shapes to
Geometric Shapes gingerbread trim, fish simulate building
Circles scale shingles, shutters, features
Squares overlap, scissors
Rectangles 4. Analyzing:
Semi-circles, Recognize that works of

150

Free form shapes art (architecture)
Scalloped shapes represent specific time
Colors periods, heritage,
Textures customs and traditions.
Space
Value 6. Creating
Forms as related to architectural
architecture collage, combining
geometric shapes
Principles of Design: to create
Repetition architectural
Contrast elements,
Movement
Emphasis

Essential Questions Corresponding Big Ideas
Why have humans invested their time People care about the places and
and efforts into designing and beautifying spaces around them.
the homes and public buildings on their
societies for thousands of years? Places and spaces have the ability to
affect our moods and our sense of
What skills would a person have to have well being.
to design a building?
Artists observe the world and create
What role does color play in our homes? places, spaces, and objects for
people to use.

Building design incorporates both
technical expertise and artistic vision.

Architects create buildings that
provide more than simple shelter.
They plan structures in which form
and function blend, creating homes
that show us who we are, and public
buildings that speak of our
communities’ aspirations.

Explorations in Art, pp 151C

151

Standardized Assessment Correlations
(State, Province, College, and Career)

N/A

Unit Assessments

Pre-Assessment Informal Progress Monitoring Checks

Informal Oral Questioning: Monitor individuals while working on

Identify geometric and free form task

shapes/forms.

Observation during an activity @ each

What is collage? stage in process

1. creating the collage

How can colors communicate feelings? 2. adding details and

embellishments

Describe Victorian architectural 3. adding color

style/elements…

Individual conferencing

Guided questions

Post Assessment

Exhibition of student work.

Write and artist’s statement about how Victorian Painted Ladies inspired the
mixed media collages of the “Painted Ladies”.

Performance based…Does the student’s work show evidence of creating an
original art work that expresses ideas about people, their neighborhood, or
community?

Review for class, students may do self-assessment along with review

Reflecting on prior essential questions

Scoring Guides and Answer Keys

Engaging Learning Experiences

Learning Activities Using Text or Program Authentic Performance Tasks

Discuss, review, and compare Pre assessment of geometric and free

architecture created by master form shapes/forms

architects

Pre-assessment using Essential

Read Explorations in Art, Buildings Up Questions

Close, pp. 154-155

152

Friedensreich Hundertwasser (1928– Mixed Media Collage of Painted Lady
2000), Austria Self-Assessment
Charles Eames (1907–1978), USA
Buckminster Fuller (1895–1983), USA Group Critique
Frank Lloyd Wright (1867–1959), USA
Teacher Informal Assessment
In 1963, San Francisco artist Butch Sketches of Painted Lady
Kardum began combining intense
blues and greens on the exterior of his
Italianate-style Victorian House. His
house was criticized by some, but other
neighbors began to copy the bright
colors on their own houses. Kardum
became a color designer, and he and
other artists / colorists such as Tony
Cataletich, Bob Buckner, and Jazon
Wonders began to transform dozens of
gray houses into Painted Ladies. By
the 1970s, the colorist movement, as it
was called, had changed entire streets
and neighborhoods. This process
continues to this day. Wikipedia

Painted Ladies - San Francisco's
Resplendent Victorians, Elizabeth
Pomada and Michael Larsen, 1978

Books: Painted Ladies, Kiester,
Pomanda, 1992

Explorations in Art, Explorations in Art,
2nd grade, Unit 6, pgs. 154-155 and
158-159

Artists and Artwork: Edward Hopper,
“House by the Railroad, Atkinson

Grimshaw, The Haunted House

153

Research-Based Effective Teaching 21st Century Learning Skills

Strategies

Check all that apply to the unit: Check all that apply to the unit:

X Identifying Similarities and X Teamwork and Collaboration

Differences X Initiative and Leadership

Summarizing and Note Taking X Curiosity and Imagination

X Reinforcing Effort, Providing X Innovation and Creativity

Recognition X Critical Thinking and Problem Solving

Homework and Practice X Flexibility and Adaptability

Nonlinguistic Representations X Effective Oral and Written

X Cooperative Learning Communication

X Setting Objectives, Providing X Accessing and Analyzing

Feedback Information

Generating and Testing Hypotheses Other

Cues, Questions, and Advance

Organizers

X Interdisciplinary Non-Fiction

Writing (writing an artist statement)

Differential Intervention Specially Strategies for
Strategies Strategies Designed English
(Additional (Tiers 1, 2, 3) Instruction for
Supports + Differentiated Special Education Language
Enrichment) instruction Students Learners
Student Peer Demonstrate
Assistant Re-teach Adaptive tools procedures for
ESL students
Sheltered Direct Modify/Simplify
Instruction instructions objectives for Demonstration
students with
Observation Appropriate limited motor skills Vocabulary in
questioning & picture form
Sheltered Addressing
Instruction learning Additional guided
modalities

154

Observation Response skills Inclusion of practice
Protocol specialists
Cueing and (occupational Provide visual
Art Reproduction signaling therapist, physical examples for goal
of architecture therapist, ESL setting
Student buddy teachers
Demonstration Sheltered
Pre-Teach and Collaborative Instruction
Re-Teach learning Observation
Protocol

Additional practice Vocabulary in
picture form
Examples of other
students’ work Additional
Demonstration
Peer tutors

Instructional Resources and Materials

Physical Technology-Based******

Art reproductions Museum website or artists’ websites to

Edward Hopper, “House by the provide exemplars for study.

Railroad

://www.princetonol.com/groups/iad/lessons/e

Atkinson Grimshaw, The Haunted lem/linda-houses.htm

House

http://www.hsv.k12.al.us/schools/art/dixon/ar

Hundertwasserhaus, chitecture.htm#Victorian%20Painted%20Lad
Friedensreich Hundertwasser ies

Fallingwater, Frank Lloyd Wright

Examples of art works in process

Visual examples demonstrating
various media used in collage –
cardboard, mat board, found
materials., etc

Books: Painted Ladies, Kiester,
Pomanda, 1992 (various photos
for visuals)

Explorations in Art, Explorations in
Art, 2nd grade, Unit 6, pgs. 154-
155 and 158-159

Plexiglas/printing plate

155

Tempera
Sponges
Oil Pastels
White paper

Unit Vocabulary Terms Enrichment/Extension Interdisciplinary
Connections
Priority Supporting Drawings of Painted
Standards Standards Ladies Math: Symmetry
Concepts Concepts and Octagonal
Other Unit-
Architecture Specific Terms Mixed Media Collage of Language Arts:
Printmaking Painted Lady Design Written artist
Painted lady Façade,
Mixed Media Gingerbread statement
Elements of trim
Art fish scale Social Studies:
Line shingles Create original idea
Shape shutters that expresses ideas
Color overlap about people,
Texture scalloped neighborhoods, or
Space flashings communities.
Form moldings
brackets Students may use
Principles of cornices historical eras as an
Design gables environment for their
Repetition collage, architecture
Balance Victorian Age,
Variety Bay windows,
Unity Wraparound
Porch
Turrets,
Octagon or
Round Shapes
Gables and Hip
Roofs
Two-Storied

8

156

Sample Unit

Essential Standard - 2.CX.2: Understand the
interdisciplinary
connections and life
applications of the visual
arts.

157

Rigorous Curriculum Design
Unit Planning Organizer Template

Subject (s) Visual Arts

Grade/Course 2

Unit of Study Sculpture – Mask Making

Unit Type Topical Skills-based Thematic

Pacing 4- 6 lessons

Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

2. CX.2 Understand the interdisciplinary connections and life applications
of the visual arts.

Clarifying Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

2. CX.2.1 Recognize the impact of regional differences on the production of
art.

2CX.2.2 Understand the relationships between art and concepts from other
disciplines, such as math, science, language arts, social studies and other
arts.

2. CX.2.3 Recognize that some artists work in teams to create art.

Concepts Skills Bloom’s Taxonomy
(students need to know) (students need to be Levels

Elements of Art able to do) 1. Remembering:
Line Identifying specific use of scissors,
Shape colors representing glue, etc., collage
Geometric moods technique,
Free Form geometric shapes:
Color Paper techniques
Texture curling, cutting 2. Applying:
Form symmetrical shapes, Assemblage of
Two dimensional cutting multiple shapes collage,
Three dimensional from a single sheet of overlapping,
Sculpture paper, accordion textural
folding, pop up shapes, embellishments
Principles gluing

158

Repetition Identifying masks from 3. Analyzing:
Balance other cultures/regions. Differentiate
Color Theory functional masks.
Characteristics of Regional Masks for
Art decoration,
- African Masks disguise,
- Chinese Masks celebration,
- Native American Masks ceremonial
Cultural celebrations
which incorporate masks 6. Creating

Roles of celebrations within
communities.
Purposes of masks

Name of Unit: Sculpture – Mask making

Lesson Plans Brief Description Pacing
Masks from Many Cultures Introduction to mask 1 Session
making

Interdisciplinary
connections and life
applications of masks:

Mask reproductions
Actual Masks

DVD or video
Masks and Face
Coverings by Crystal
Video

Mask making With Paper
by Peggy Flores

Creating a paper mask Read Exploration in Art 2 Sessions
(Grade 3), Paper
Traditions: Celebrating
With Masks, pp. 166-169.
Students begin to plan,
organize, and work by
sketching several mask
designs and choosing the

159

best to re- create in
paper.

Embellishment and critique Demonstration of paper 1 Session
Describe techniques and basic
Analyze construction
Interpret
Evaluate

Essential Questions Corresponding Big Ideas
How do we use math, science, social Masks have many purposes. They can
studies and other arts (music, dance) in be used for celebrations, ceremonies,
the visual arts? protection, disguise, decoration, play
and/or theater.
Which elements of art are used in
mask making? One important tradition found in every
culture is the tradition of celebration.
How do I create symmetry/balance in Many cultures use masks in such
my mask? celebrations.

What is the meaning of the artwork? Masks are three dimensional art.

How can I express a mood or feeling Masks include decorative elements.
with the facial features of the mask I
create?

How do I use color to create mood?

How would you identify a mask from a
certain culture?

What roles do celebrations have in
people/families/groups of people?

Standardized Assessment Correlations
(State, Province, College, and Career)
N/A

160

Unit Assessments

Pre-Assessment Informal Progress Monitoring Checks

Informal Oral Questioning: Class participation

Which elements of art are used in Small group discussions
mask making?
Monitor individuals while working on
Explain Symmetry. task

What roles do celebrations have in Observation during an activity @ each
people/families/groups of people? stage in process
Identify geometric and free form
shapes/forms. 1. creating the masks
2. adding details and
What is collage?
embellishments
How can colors communicate feelings? 3. Use of color

Individual conferencing

Guided questions

Post Assessment
Write a sentence showing their purpose of their mask in the celebration and how
the use of color expressed the desired purpose/mood.

Exhibition of student work.

Performance based…Does the student’s work show evidence of creating an
original mask that expresses a mood, an idea about people, cultures, or
community? Does student work show evidence of craftsmanship and ability to
use paper embellishments?

Review for class, students may do self-assessment along with review

Reflecting on prior essential questions

Scoring Guides and Answer Keys

Engaging Learning Experiences

Learning Activities Using Text or Program Authentic Performance Tasks

DVD or video Pre assessment of Elements of Art
Masks and Face Coverings by Crystal geometric and free form shapes/forms,
Video symmetry

161

Mask making With Paper by Peggy Pre-assessment using essential
Flores questions

Read Exploration in Art (Grade 3), Sketches of Masks
Paper Traditions: Celebrating With
Masks, pp. 166-169. Paper Sculptured Mask

Students begin to plan, organize, a Group Critique
mask design by sketching several
mask designs Teacher Informal Assessment
Sketches of Masks
Paper Mask Created

Research-Based Effective Teaching 21st Century Learning Skills

Strategies

Check all that apply to the unit: Check all that apply to the unit:

Identifying Similarities and Differences Teamwork and Collaboration

Summarizing and Note Taking Initiative and Leadership

Reinforcing Effort, Providing Curiosity and Imagination

Recognition Innovation and Creativity

Homework and Practice Critical Thinking and Problem Solving

Nonlinguistic Representations Flexibility and Adaptability

Cooperative Learning Effective Oral and Written

Setting Objectives, Providing Communication

Feedback Accessing and Analyzing

Generating and Testing Hypotheses Information

Cues, Questions, and Advance Other

Organizers

162

Interdisciplinary Non-Fiction Writing

Differential Intervention Specially Strategies for
Strategies Strategies Designed English
(Additional (Tiers 1, 2, 3) Instruction for
Supports + Differentiated Special Education Language
Enrichment) instruction Students Learners
Student Peer Demonstrate
Assistant Adaptive tools procedures for
ESL students
Sheltered Re-teach Modify/Simplify
Instruction objectives for Demonstration
Direct students with
Observation instructions limited motor skills Vocabulary in
picture form
Sheltered Appropriate Addressing
Instruction questioning & learning Additional guided
Observation Response skills modalities practice
Protocol
Cueing and Inclusion of Provide visual
Art Reproduction signaling specialists examples for goal
of architecture (occupational setting
Student buddy therapist, physical
Demonstration therapist, ESL Sheltered
Pre-Teach and Collaborative teachers Instruction
Re-Teach learning Observation
Protocol

Additional practice Vocabulary in
picture form
Examples of other
students’ work Additional
Demonstration
Peer tutors

Instructional Resources and Materials

Physical Technology-Based

Smart board presentation

Art reproductions/masks (Quiz game – matching works with

cultures)

Examples of art works in process

PowerPoint presentations on the roles

Textbook, Explorations In Art (Grade 3) of masks and mask examples.

163

Map Teach students how to take digital
photos of them wearing their masks.
Materials – scissors, poster board, Each student designs a slide with
pencils, markers, construction paper, his/her picture and name on it. Create
glue a slide show exhibit of students
celebrating with their masks.

Unit Vocabulary Terms Enrichment/Extension Interdisciplinary
Connections
Priority Supporting
Standards Standards Nino’s Mask by
Concepts Concepts and Jeanette Winter, Dial,
Other Unit- 2003
Masks
Symmetry Specific Social Studies:
Terms Students will become
Elements Space familiar with African,
of Art Color Native American and
Lines – Expression Chinese cultures.
Zigzag Mood
Curved Community Math:
Dashed Culture Symmetry
Horizontal Celebrations Use of proportions with
Diagonal Moods facial features on their
Anger masks
Excited
Worried Science:
Isaac Newton/Color
Shapes – Wheel
Geometric
Free form Dance/Theater Arts
Diamonds Masks in the performing
Circles arts
Square
Rectangle
Semi-
Circle

Color
Warm
Cool
Neutral

Texture

164

Principles
of Design
Balance
Repetition

8

165

Sample Unit

Essential Standard - 2.CR.1: Use critical analysis to
generate responses to a
variety of prompts.

166

Rigorous Curriculum Design
Unit Planning Organizer Template

Subject (s) Visual Art

Grade/Course 2

Unit of Study Art Criticism (Follow Up Activity to Mask Making)

Unit Type Topical Skills-based Thematic

Pacing 1 Session after art production

Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

2.CR.1 Use critical analysis to generate responses to a variety of prompts.

Clarifying Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

2.CR. 1.1 Use art terminology to describe art in terms of subject and
physical characteristics.

2.CR.1.2 Evaluate personal work, while in progress and at completion.

Name of Unit: Art Criticism

Lesson Plans Brief Description Pacing
Formal Critique of Mask Steps in the Critique 1 Session
process:

Describe: How do you
describe art? How do
you use art terms in
describing art?
Tell exactly what you see

Analyze: Use the
elements/principles to
reflect upon the art form
Art vocabulary

Color Use
Shapes
Feelings
Mask Use

167

Interpret
What is the artist trying to
say?
What caused the artist to
say it?

Why was the work of art
created in this particular
style?
Why art? What is its
significance?

Evaluate: How successful
or important is the work
of art?
What do you think of your
own art work?

Concepts Skills Bloom’s Taxonomy
(students need to (students need to be Levels

know) able to do) 1. Remembering
Understand the purpose Effectively use
of the activity appropriate art 2. Understanding
terminology to express
Steps in the Critique personal opinions about 3. Applying
process: art.

Describe: Tell exactly Compare and contrast 4. Analyzing
what you see different styles or pieces
of art. 5. Evaluating – how the
Analyze: Use the artwork was created and
elements/principles to Explain how and why if the use of the elements
reflect upon the art form personal works of art are and principles were used.
made, focusing on media
Interpret and process.
What is the artist trying to
say?
What caused the artist to
say it?

Why was the work of art
created in this particular
style?

168

Evaluate: How successful
or important is the work
of art?

Concepts Skills Bloom’s Taxonomy
(students need to know) (students need to be able Levels

Understand the purpose to do) 1. Remembering
of the activity: Why do we Effectively use
look at art? appropriate art 2. Understanding
terminology to express
Steps in the Critique personal opinions about 3. Applying
process: art. (Critique)
4. Analyzing
Describe: How do you Compare and contrast
describe art? How do different styles of masks 5. Evaluating – how the
you use art terms in artwork was created and
describing art? Compare/contrast how if the use of the elements
Tell exactly what you see your mask similar to and principles were used
masks that we studied?

Analyze: Use the Explain how and why
elements/principles to personal works of art are
reflect upon the art form made, focusing on media
Art vocabulary and process.

Color Use Talk about
Shapes representational symbols
Feelings and colors
Mask Use

Interpret
What is the artist trying to
say?
What caused the artist to
say it?

Why was the work of art
created in this particular
style?
Why art? What is its
significance?

Evaluate: How successful
or important is the work

169

of art?
What do you think of your
own art work?

Essential Questions Corresponding Big Ideas
Describe: Tell exactly what you see Artists must effectively use appropriate
art terminology to express personal
Analyze: Use the elements/principles to opinions about art.
reflect upon the art form

Interpret Artists must use art terminology to
What is the artist trying to say? describe art in terms of subject and
What caused the artist to say it? physical characteristics.

Why was the work of art created in this Artists must evaluate personal work,

particular style? while in progress and at completion.

Evaluate: How successful or important Artists know how to explain how and

is the work of art? why personal works of art are made,

focusing on media and process.

Standardized Assessment Correlations
(State, Province, College, and Career)

N/A

Unit Assessments

Pre-Assessment Informal Progress Monitoring Checks

Question and Answer – students on Classroom monitoring

vocabulary used to describe art.

Question & Answer

Types of line and how they can show Is your artwork 2-D or 3-D.

“emotion”.

When did it change from 2-D to 3-D?

Students will describe their detailed

approach in sequential order in relation Compare your mask with ones you

to their art project have studied.

170

Post Assessment

Students will write on the back of their work describing their artwork in terms of
what elements of art they used.

Self assessment:
Evaluate your artwork with the checklist :
Did you use proper media techniques?
Did you work carefully and neatly?
Did you utilize the Elements of Art?
Did you balance your shapes, lines and colors?

Students will participate in a class critique of a famous work of art (mask)

Performance based (Teacher documents students who did or did not understand
the critique process)

Scoring Guides and Answer Keys

Engaging Learning Experiences

Learning Activities Using Text or Program Authentic Performance Tasks

Explorations in Art (Grade 3) : Keeping Self-Assessment Worksheet

Traditions: Studio Exploration, pp.169

(Critique Process) Group Critique

Self-Assessment Worksheet
Did you use proper media techniques?
Did you work carefully and neatly?
Name the Elements of Art you used?

Research-Based Effective Teaching 21st Century Learning Skills

Strategies

Check all that apply to the unit: Check all that apply to the unit:

171

Identifying Similarities and Differences Teamwork and Collaboration

Summarizing and Note Taking Initiative and Leadership

Reinforcing Effort, Providing Curiosity and Imagination

Recognition Innovation and Creativity

Homework and Practice Critical Thinking and Problem Solving

Nonlinguistic Representations Flexibility and Adaptability

Cooperative Learning Effective Oral and Written

Setting Objectives, Providing Communication

Feedback Accessing and Analyzing

Generating and Testing Hypotheses Information

Cues, Questions, and Advance Other

Organizers

Interdisciplinary Non-Fiction Writing

Differential Intervention Specially Strategies for
Strategies Strategies Designed English
(Additional (Tiers 1, 2, 3) Instruction for
Supports + Special Education Language
Enrichment) Students Learners

Re-Teach Re-teach One-on-One One-on-One
visual visual
Art Reproductions Repetition demonstrations demonstrations

Demonstration Change Pace English/Spanish English/Spanish
translations (for translations (for
Additional practice Guided Practice lines, shapes, lines, shapes,
colors) colors)
Additional guided Assign a buddy at Assign a buddy at
practice their table their table

Modified Modified
assessment assessment

Sheltered Sheltered
Instruction Instruction
Observation Observation
Protocol Protocol

172

Instructional Resources and Materials

Physical Technology-Based

Art reproductions

Students’ artwork

Worksheet on Art Criticism and
Elements of Art

Unit Vocabulary Terms Enrichment/Extension Interdisciplinary
Connections

Priority Supporting Art Criticism games such Science: Color wheel
Standards Standards as Token Response
Concepts Concepts and Language Arts: Writing
Other Unit- Peer critique – say one about art ,Interpreting
Medium thing you like about the meaning, main idea
Media Specific work of art
Elements Terms
or Art Symmetry Math: Shape/form
Principles Masks recognition , symmetry
of Design Culture
Critique
Describe: symbolism
Analyze
Interpret
Style
Evaluate

7

173

What Second Grade Students Should Know and Be Able to Do

Take pride in their artistic efforts
Show acceptance of others’ efforts
Demonstrate an ability to share and cooperate with others
Willingly participate in doing, looking at, and discussing works of art
Name the primary colors: red, yellow, blue
Mix the secondary colors: orange, green, violet
Know the difference between vertical, horizontal, and diagonal lines
Refine the use of basic geometric shapes in their work
Describe the difference between two-dimensional shapes and three-
dimensional forms
Describe the different visually created textural qualities of an artwork
Depict different spaces in their work: in/out, over/under, empty/full or near/far
Develop an awareness of horizon
Work to fill the entire page
Create images that appear to be balanced
Explain the relationships between the parts in their own work to create unity
Use a variety of colors, lines, shapes, and textures
Identify focus of interest in a composition (emphasis)
Create movement or direction in work through the repetition of lines, shapes,
colors, and textures
Sense beyond purely visual observation
Trust their intuitive perceptions
Use life surroundings and experiences in their work
Become aware of the art around them
Become aware of how works of art were and are produced
Create work that does NOT rely on copying, tracing, or patterns
Use personal experiences to express their ideas and feelings visually
Talk about their own work (both in progress and completed) in guided
questioning situations
Talk about work of others in guided situations
Display fine and gross motor control when using basic drawing, painting, and
collage instruments

174

Achieve different visual effects and textures using basic drawing,
painting, and collage instruments
Create a representation of basic body parts and their connections
Draw, paint, and use collage techniques to make animals with
attention to their characteristics, similarities, and differences
Depict different emotions and facial expressions
Create various climates, weather conditions, and seasons
Depict movement in people, animals, or cars in their work
Use basic drawing and painting instruments appropriately and safely
Create prints using simple printmaking processes (i.e. monoprints, rubbings,
gadgets, and veggie prints)
Use printmaking materials and tools appropriately and safely
Create sculpture (including kinetic and relief) using manipulative
and additive processes
Use sculpture materials and tools appropriately and safely
Create simple ceramic objects (i.e. combined pinch pots to create a
form for animal bodies)
Create artwork using fibers (i.e. weaving and stitchery)
Use craft materials appropriately and safely
Use simple art vocabulary to talk about their art and the art of others
Recognize the use of art to communicate beyond written / spoken word
Recognize that art is a way of recording history
Name famous works of art and artists
Name ways that individuals derive personal pleasure from creating works of art
(Art as an avocation)
Name ways that some individuals make a living from creating works of art (Art
as a vocation)

175

Suggested Vocabulary for Second Grade Students

The use of proper terminology and the ability to converse about art knowledgably
is encouraged; therefore, each student should be made aware of the language of
art. This is a suggested vocabulary list and is by no means intended to be all-inclusive.
As each teacher introduces new media, techniques, and concepts additional vocabulary
is often needed in order to appropriately communicate ideas.

elements rough bend general
lines smooth curl artist
straight bumpy glue overlap

curved shiny scissors self-portrait

zigzag visual cut portrait
broken tactile overlap cityscape
thin space shapes seascape

thick near/far printmaking landscape

diagonal overlap pattern sculpture
horizontal horizon line print mask

vertical negative space stamp balance/symmetry
shapes positive space gadgets asymmetrical balance

circle value rubbing radial balance
square lightness or darkness relief printing mural

rectangle of a color crafts pattern
triangle form weaving foreground

oval three-dimensional over and under middle ground
diamond drawing loom background

two-dimensional crayon warp center of interest
negative shape chalk weft focal point

positive shape marker clay still life
geometric shapes oil pastels clay imaginary

free-form shapes outline pinch pot imagination
irregular shapes with a brush coil reproduction

colors painting form gallery
color names brush kiln museum

primary tempera fire creative
secondary watercolor texture creativity
neutrals wash slab detail
warm and cool colors primary colors score medium
light and dark colors secondary colors slip media
value resist greenware unity
shade collage bisque height
tint fold glaze width
texture

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178

3rd Grade Image

Grade 3

Visual Arts
North Carolina Essential Standards

The study of visual arts is cumulative and sequential to include learning
introduced and emphasized at previous grade levels.

The emphasis for the grade level is on:
• Research and personal interests
• Demonstrating ease in using a variety of media
• Use of space and balance in art
• Fables and myths, measurement, calligraphy, plants
• Differentiating between landscape, portrait, and still life

Strands: Visual Literacy, Contextual Relevancy, Critical Response

179

3rd Grade
Visual Literacy

Essential Standard - 3.V.1: Use the language of visual arts to
communicate effectively.

Clarifying Objectives
3.V.1.1 Use art vocabulary, including specific artistic terms.
3.V.1.2 Understand that artists use their art to express personal
ideas.
3.V.1.3 Identify themes from masters’ works.
3.V.1.4 Understand characteristics of the Elements of Art,
including lines, shapes, colors, textures, form, space, and
value.
3.V.1.5 Understand characteristics of the Principles of Design,
including repetition, movement, emphasis, contrast,
balance, proportion, harmony, and unity.

Essential Standard - 3.V.2: Apply creative and critical thinking
skills to artistic expression.

Clarifying Objectives
3.V.2.1 Create art through a process that includes generating
ideas, planning solutions, and producing original art.
3.V.2.2 Use personal point of view and experiences as sources
for creating art.
3.V.2.3 Create art from realistic sources of inspiration.

180

Essential Standard - 3.V.3: Create art using a variety of tools,
media, and processes, safely and
appropriately.

Clarifying Objectives

3.V.3.1 Understand how a single tool can be manipulated in
multiple ways, safely and appropriately.

3.V.3.2 Use a variety of media with refined skills.

3.V.3.3 Create art using the processes of drawing, painting,
weaving, printing, stitchery, collage, mixed media,
sculpture, ceramics, and current technology.

Contextual Relevancy

Essential Standard - 3.CX.1: Understand the global, historical,
societal, and cultural contexts of
the visual arts.

Clarifying Objectives

3.CX.1.1 Exemplify how visual arts are used by various groups
for artistic expression within the local community.

3.CX.1.2 Understand how art documents the history of the local
community.

3.CX.1.3 Classify artists, styles, and movements.
3.CX.1.4 Compare purposes of art in different cultures, time

periods, and societies.
3.CX.1.5 Use local, natural, or recycled resources to create art.

181

Essential Standard - 3.CX.2: Understand the interdisciplinary
connections and life applications
of the visual arts.

Clarifying Objectives
3.CX.2.1 Understand how artists fit or function within a society.
3.CX.2.2 Understand how to use information learned in other
disciplines, such as math, science, language arts, social
studies, and other arts in visual arts.
3.CX.2.3 Use appropriate collaborative skills to create a work of
art.
3.CX.2.4 Understand how visual arts has changed and remained
the same, with changes in digital media.
Critical Response

Essential Standard - 3.CR.1: Use critical analysis to generate
responses to a variety of prompts.

3.CR.1.1 Analyze art in terms of the Elements of Art and
Principles of Design.

3.CR.1.2 Evaluate the compositional and expressive qualities of
personal works of art.

182

Sample Unit

Essential Standard - 3.V.1: Use the language of visual
arts to communicate
effectively.

183

Rigorous Curriculum Design
Unit Plan

Subject (s) Visual Arts

Grade/Course Third Grade

Unit of Study Collage: Mixed Media Houses

Unit Type Topical X Skills-based X Thematic

Pacing 3- 5 Sessions

Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

3. V.1 Use the language of visual arts to communicate effectively.

Clarifying Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

3. V.1.1 Use art vocabulary, including specific artistic terms.

3. V.1.2 Understand that artists use their art to express personal ideas.

3.V.1.3 Identify themes from masters’ works.

3. V. 1.4 Understand characteristics of the Elements of Art, including
lines, shapes, colors, textures, form, space, and value.

3. V.1.5 Understand characteristics of Principles of Design, including
repetition, movement, emphasis, contrast, balance, proportion,
harmony, and unity.

Name of Unit: Collage: Mixed Media Houses

Lesson Plans Description Pacing
1-2 Sessions
Introduction to Weaving Overview of the origins of
Paper weaving various types of weaving.
Prep a paper loom
(9” x 12”) Tabby Weave
using paper strips. Glue
weaving strips to loom.

184

Explorations in Art,
Weaving Traditions,
pp158-159

Create a symmetrical Embellishment using 2-3 Sessions
design of a building façade various types of paper
using the medium of (house details)
collage
Architectural Collage:
Constructing basic
architectural framework,
adding details (marker,
paint,) and
embellishments-those
elements that make it a
“Painted Lady” Victorian
Style House or a cottage.

Explorations in Art, Shapes
in Buildings: Seeing
Symmetry. pp. 96-97

Self-assessment Students will answer Bloom’s Taxonomy
essential questions on Levels
Concepts paper.
(students need to know)
Skills
(students need to be able

to do)

Basic knowledge of paper Be able to tabby weave Remembering
weaving process
Be able to use logical Understanding
Elements of Art: sequencing Applying
Lines Evaluating
Shapes Plan and organize to Creating
Geometric Shapes create a multi-media
Circule collage
Squares
Rectangles Use geometric shapes to
Semi-circles, construct a façade and
Free form shapes construct a collage surface
Scalloped shapes
Colors Use appropriate
Textures vocabulary: collage,
Space surface, texture, façade,
Value gingerbread trim, fish scale

185

Forms as related to shingles, shutters, overlap,
architecture scissors

Principles of Design: Recognize that works of art
Repetition (architecture) represent
Contrast specific time periods,
Balance/Symmetry heritage, customs and
Emphasis traditions.

Essential Questions Corresponding Big Ideas

Where does an artist find inspiration Artists design things we use in
when creating? (traditions, observation) everyday life (weavings)

How would you create a pattern using Artists observe the world and create
the Elements of Art? Which elements places, spaces, and objects for people
would you use to create a pattern? to use.

Explain how weaving can be used to Artists keep traditions alive in their
make practical things we use everyday. artwork.

Architects plan many different parts of
buildings.

Standardized Assessment Correlation
(State, Province, College, and Career)
N/A

Unit Assessments

Pre-Assessment Informal Progress Monitoring Checks

KWL Chart (What do you KNOW? Classroom monitoring

What Do You WANT to know? What

Did You LEARN?)

Observation during an activity during

Preliminary discussion of specific each stage in process

vocabulary terms 1. creating the paper weaving

Pattern 2. adding details and

Repetition embellishments

Weaving

Tabby Individual conferencing

Loom

Warp Guided questions

186

Weft

Elements of Art:
Lines
Shapes
Geometric Shapes
Circles
Squares
Rectangles
Semi-circles,
Free form shapes
Scalloped shapes
Colors
Textures
Space
Value
Forms as related to architecture

Principles of Design:
Repetition
Contrast
Movement
Emphasis

Post Assessment

Exhibition of student work.

Performance based…Does the student’s work show evidence of weaving skills
and craftsmanship?

Self-assessment
Reflecting on prior essential questions

Scoring Guides and Answer Keys

Engaging Learning Experiences

Learning Activities Using Text or Program Authentic Performance Tasks

Explorations in Art, Shapes in Paper weaving
Buildings: Seeing Symmetry. pp. 96-97 House Collage
Self-assessment
Explorations in Art, Weaving Traditions,
pp158-159

187

Paper weaving
House Collage

Research-Based Effective Teaching 21st Century Learning Skills
Strategies

Check all that apply to the unit: Check all that apply to the unit:

X Identifying Similarities and Teamwork and Collaboration

Differences Initiative and Leadership

Summarizing and Note Taking X Curiosity and Imagination

X Reinforcing Effort, Providing X Innovation and Creativity

Recognition X Critical Thinking and Problem Solving

Homework and Practice X Flexibility and Adaptability

X Nonlinguistic Representations Effective Oral and Written

Cooperative Learning Communication

X Setting Objectives, Providing X Accessing and Analyzing

Feedback Information

Generating and Testing Hypotheses Other

X Cues, Questions, and Advance

Organizers

Interdisciplinary Non-Fiction Writing

Differential Intervention Specially Strategies for
Strategies Strategies Designed English
(Additional (Tiers 1, 2, 3) Instruction for
Supports + Special Education Language
Enrichment) Students Learners

Student Peer Differentiated Adaptive tools Demonstrate
Assistant instruction procedures for
Modify/Simplify ESL students
Sheltered Re-teach objectives for
Instruction students with Demonstration
Direct limited motor skills
Observation instructions Vocabulary in
picture form

188

Sheltered Appropriate Addressing Additional guided
Instruction questioning & learning practice
Observation Response skills modalities
Protocol Provide visual
Cueing and Inclusion of examples for goal
Art Reproductions signaling specialists setting
of architecture (occupational
Student buddy therapist, physical Sheltered
Demonstration therapist, ESL Instruction
Pre-Teach and re- Collaborative teachers Observation
teach learning Protocol

Additional practice Vocabulary in
picture form
Examples of other
students’ works Additional
Demonstration
Peer tutors

Instructional Resources and Materials

Physical Technology-Based

Art reproductions of tapestries, Various websites
basket weaving, clothing, and
sculptural weaving Types of weaving Wikipedia
http://en.wikipedia.org/wiki/Plain_weave
Lesson samples
paper weaving
Textbooks http://www.youtube.com/watch?v=4dhBN
MM6x2M&safety_mode=true&persist_safe
PowerPoint of different examples of ty_mode=1&safe=active
weaving on a global level
Village of Textiles: Teotitlan del Valle
Assorted colored papers video, Crizmac
Scissors
Rulers
Pencils
glue

189

Unit Vocabulary Terms Enrichment/Extensi Interdisciplinary
on Connections
Priority Supporting
Standards Standards Provide additional Social Studies:
Concepts Concepts and information on global, historical,
Other Unit- various types of societal, cultural
Specific Terms textiles and fiber arts connections
(Village of Textiles:
Weaving Elements of Art: Provide physical Teotitlan del Valle
Loom Lines examples of different video, Crizmac)
Warp Shapes fiber art- sea grass
Weft Geometric baskets, embroidery/ Math:
Pattern Shapes stitchery, knitting, measurement,
Repetition Free Form crocheting symmetry
Collage Shapes
Architecture Circles Students’ tabby
Facade Squares weavings with yarn
Rectangles
Semi-circles, Prior student
Free form examples
shapes
Scalloped
shapes
Colors
Textures
Space
Value
Forms as
related to
architecture

Principles of
Design:
Repetition
Contrast
Movement
Emphasis

190

8

191

Sample Unit

Essential Standard - 3.V.2: Apply creative and critical
thinking skills to artistic
expression.

192

Rigorous Curriculum Design

Unit Plan

Subject (s) Visual Arts

Grade/Course Third Grade

Unit of Study Landscape: Pattern and Rhythm
Unit Type Topical Skills-based X Thematic
Pacing 4 - 5 Sessions

3.V.2 Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

Apply creative and critical thinking skills to artistic expression.

Clarifying Priority Standards or Learning Outcomes
Supporting Standards/Outcomes

3. V.2.1 Create art through a process that includes generating ideas,
planning solutions, and producing original art.

3. V.2.2 Use personal point of view and experiences as sources for
creating art.

3. V. 2.3 Create art from realistic sources of inspiration.

Name of Unit: Landscape Description Pacing
Lesson Plans

Day 1: Introduction Introduce the landscapes 1 Session
of David Hockney and
compare and contrast his
work with Erika Wade.

Read, Explorations in Art,
pp. 54-57. Warm and Cool
Colors (landscapes), and
Pattern and Rhythm
Fantasy Land

193

Introduce horizon line and
other techniques artists
use for showing space
(overlapping, size,
placement, detail) and
review pattern. Discuss
warm and cool colors.
Have students divide an
18”X24” paper into three
sections (foreground,
middle ground,
background) using one
color of paint

Landscape Painting Review Hockney’s and 1-2 Sessions
Wade’s work. Use various
Landscape Painting colors of tempera to fill in
Continued all of the sections

Finish and critique Review pattern and fill in 1-2 Sessions
the various sections with
patterns in complementary
colors

Group critique

194

Concepts Skills Bloom’s Taxonomy
(students need to (students need to be Levels

know) able to do) Remembering
Landscape Identify landscapes and Understanding
cityscapes Analyzing
Color Theory Evaluating
Warm and cool colors Recognize horizon line,
foreground, middle
Color can unify an ground, background,
artwork overlapping

Patterns create interest Evaluate their own work Creating
in an artwork and the work of
masters
Elements of Art and
Principles of Design: Create representational
color, texture, space, space through the use
value, balance, of horizon line,
emphasis foreground, middle
ground, background
Science of seeing color and overlapping
(light)
Use color expressively
Artists use techniques
of perspective to show
distance or depth in a
landscape painting.
…close-up

objects appear large
and close to the
bottom of the picture
plane

…far away objects
appear smaller
and higher up on the
picture plane

…overlapping shapes
creates a feeling of
depth

195

Essential Questions Corresponding Big Ideas

How does an artist create a Art helps us discover and show
landscape with a sense of space on a beauty in nature.
flat plane?
Almost all people respond to nature’s
How do we see color? beauty.

How can we use color playfully and Some artists like to be playful and
inventively in a landscape painting? inventive when they make artworks.

Artists select and arrange related
lines, shapes and colors to make their
artwork interesting.

Standardized Assessment Correlations
(State, Province, College, and Career)

N/A

Unit Assessments

Pre-Assessment Informal Progress Monitoring

Checks

KWL Chart (What do you KNOW? Monitor individuals while working on
What Do You WANT to know? What tasks
Did You LEARN?)
Observation during an activity at each
Reviewing prior knowledge of stage in the process
creative process (idea, planning,
execution, embellishing and 1. painting
critiquing) and overlapping technique 2. adding patterns
from previous lessons. 3. creating a sense of depth

Where do artists get their inspiration? Individual conferencing

How are the Primary Colors used to Guided questions
create the Secondary Colors?

How are landscapes different from
portraits?

196