ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Art
GRADE LEVEL: Grade 3
CREATION DATE: June, 2010
Essential Question, Concept or Theme: Production, Performance, and Exhibition
PA Standards: 9.1.A, B, C, D, E, F, G, H, I, J (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Materials
Students will:
Including but not limited
•
Paints: acrylic, tempera, watercolor
to:
• Create illusion with line
•
Papers: tissue, construction, foil
• Products: drawings,
• Identify and manipulate
paper
paintings, collages,
shapes
•
Pencils: crayons, markers, oil pastels
sculptures, books,
• Create contrast with
•
Fabric, felt, clay, papier-mâché,
Portfolios
wood
complementary colors
•
Glue
• Performances:
• Assemble both visual and
exhibits
actual textures in new ways
Technology – Including but not limited to:
• Understand that forms have • Assessment: reflective (All Standards)
journal, projects,
volume
•
CD-rom
titling a work of art,
•
Digital camera
• Create a relief sculpture
•
Internet
rubrics,
peer
• Consider all space in an
•
Scanner
assessment,
teacher
arrangement
•
Color Printer
created test/quiz,
• Include positive and
•
Digital Projector
checklists, venn
negative shapes
•
CD Burner
diagram
• Consider all views of a
three-dimensional object
• Indicate optical weight in a
composition
Grade 3 Art
Page 1
Approx. Time Allotment:
Instructional Strategies
Learning Activities
•
Participate in teacher led discussions (All
Standards)
•
Observe resources provided by the teacher (All
Standards)
•
Observe teacher demonstrations of technique
(Production)
•
Learn safety considerations and good work habits
(Production)
•
Work on assigned projects for the allotted time
(Production)
Instructional Strategies
•
Gather resources materials: books, prints
•
Prepare display boards and visual aids for
classroom use
•
Post standards, objectives, and steps
•
Discuss with students their prior knowledge of the
unit
•
Discuss vocabulary and artists as they relate to the
unit
•
Note safety consideration for use of materials and
tools
•
Use formative evaluation individually
•
Using assigned seating for studio work sessions
•
Assign student roles in the distribution and cleanup of art materials
•
Evaluate the project for future use
•
Prepare art work for display in the school as well
as the community
• Arrange guest speakers and field trips as desired
June, 2010
Essential Question, Concept or Theme: Production, Performance, and Exhibition
PA Standards: 9.1.A, B, C, D, E, F, G, H, I, J (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
•
•
•
•
•
•
•
Preferential Seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as
specified in IEP
Auditory and visual clues
•
•
•
Grade 3 Art
Books
• The Usborne Story of
Painting, by Peppin
• Optical Illusions in Art
• Hello Fruit Face
• Linnea in Monet’s Garden
Video
• Monet
• Leonardo da Vinci
Music – Historical music
•
•
•
•
Page 2
Parent volunteer assistance
Peer assistance
Teacher’s aide
Individual help from teacher
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Social Studies – Time Line, Maps
Science – Solar System and
Constellations
Math – Parts of a Whole, Fractions
June, 2010
Essential Question, Concept or Theme: Historical and Cultural Context
PA Standards: 9.2.A, B, C, D, E, F, G, K, L (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
Resources
• Products: drawings,
• Place Art in its historical
•
Art Books, Artifacts, Games, and
paintings, collages,
context
Field Trips
sculptures, books
•
Reproductions – Including but not
• Performances:
limited to:
exhibits
Prehistoric Art, Standing Bison
Egypt, Presentation of the Cup
• Assessment: reflective
Greek, Amphora with Cover
journal, projects,
Brueghel, The Harvesters
titling a work of art
Leonardo da Vinci, Mona Lisa
Monet, Assorted Works
Picasso, Assorted Works
Technology – Including but not limited to:
(All Standards)
•
CD-rom
•
Digital camera
•
Internet
•
Scanner
•
Color Printer
•
Digital Projector
•
CD Burner
Grade 3 Art
Page 3
Approx. Time Allotment:
Instructional Strategies
Learning Activities
•
Participate in teacher led discussions (All
Standards)
•
Observe resources provided by the teacher (All
Standards)
Instructional Strategies
(All Standards)
•
Gather resources materials: books, prints
•
Prepare display boards and visual aids for
classroom use
•
Post standards, objectives, and steps
•
Discuss with students their prior knowledge of the
unit
•
Discuss vocabulary and artists as they relate to the
unit
•
Note safety consideration for use of materials and
tools
•
Use formative evaluation individually
•
Using assigned seating for studio work sessions
•
Assign student roles in the distribution and cleanup of art materials
•
Evaluate the project for future use
•
Prepare art work for display in the school as well
as the community
• Arrange guest speakers and field trips as desired
June, 2010
Essential Question, Concept or Theme: Historical and Cultural Context
PA Standards: 9.2.A, B, C, D, E, F, G, K, L (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
•
•
•
•
•
•
•
Preferential Seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as
specified in IEP
Auditory and visual clues
Grade 3 Art
•
•
•
Books
Video
Music
•
•
•
•
Page 4
Parent volunteer assistance
Peer assistance
Teacher’s aide
Individual help from teacher
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Social Studies – Famous People, Time
Line, Maps
June, 2010
Essential Question, Concept or Theme: Critical Response
PA Standards: 9.3.A, B, C, D, F, G (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
Resources
• Explain how art reflects its • Products: drawings,
(History, Criticism, Aesthetic)
paintings, collages,
time period and style
•
Art Books, Artifacts, Games, and
sculptures, books
• Use classification skills to
Field Trips
• Performances:
group objects or works of
•
Reproductions – Including but not
exhibits
limited to:
art
Prehistoric Art, Standing Bison
•
Assessment:
reflective
• Support with reasons what
Egypt, Presentation of the Cup
journal, projects,
they say about art
Greek, Amphora with Cover
titling a work of art
• Discuss how art expresses
Brueghel, The Harvesters
Leonardo da Vinci, Mona Lisa
important ideas
Monet, Assorted Works
Picasso, Assorted Works
Technology – Including but not limited to:
(All Standards)
•
CD-rom
•
Digital camera
•
Internet
•
•
•
•
Grade 3 Art
Scanner
Color Printer
Digital Projector
CD Burner
Page 5
Approx. Time Allotment:
Instructional Strategies
Learning Activities
•
Participate in teacher led discussions (All
Standards)
•
Observe resources provided by the teacher (All
Standards)
Instructional Strategies
•
Gather resources materials: books, prints
•
Prepare display boards and visual aids for
classroom use
•
Post standards, objectives, and steps
•
Discuss with students their prior knowledge of the
unit
•
Discuss vocabulary and artists as they relate to the
unit
•
Note safety consideration for use of materials and
tools
•
Use formative evaluation individually
•
Using assigned seating for studio work sessions
•
Assign student roles in the distribution and cleanup of art materials
•
Evaluate the project for future use
•
Prepare art work for display in the school as well
as the community
• Arrange guest speakers and field trips as desired
June, 2010
Essential Question, Concept or Theme: Critical Response
PA Standards: 9.3. A, B, C, D, F, G (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
•
•
•
•
•
•
•
Preferential Seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as
specified in IEP
Auditory and visual clues
Grade 3 Art
•
•
•
Books
Video
Music
•
•
•
•
Page 6
Parent volunteer assistance
Peer assistance
Teacher’s aide
Individual help from teacher
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Social Studies – Time Line, Maps
Science – Constellations
Math – Parts of a Whole
June, 2010
Essential Question, Concept or Theme: Aesthetic Response
PA Standards: 9.4.A, B, C, D (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
Resources
• Products: drawings,
• Develop awareness of the
•
Art Books, Artifacts, Games, and
paintings, collages,
historical context of society
Field Trips
sculptures, books
and art
•
Reproductions – Including but not
• Performances:
• Question whether an ugly
limited to:
exhibits
Prehistoric Art, Standing Bison
or unappealing work can be
Egypt, Presentation of the Cup
•
Assessment:
reflective
beautiful
Greek, Amphora with Cover
journal, projects,
• Students support with
Brueghel, The Harvesters
titling a work of art
reasons what they say about
Leonardo da Vinci, Mona Lisa
Monet, Assorted Works
art
Picasso, Assorted Works
• Discover how art expresses
mood or feeling
Technology – Including but not limited to:
•
•
•
•
•
•
•
Grade 3 Art
CD-rom
Digital camera
Internet
Scanner
Color Printer
Digital Projector
CD Burner
Page 7
Approx. Time Allotment:
Instructional Strategies
Learning Activities
•
Participate in teacher led discussions (All
Standards)
•
Observe resources provided by the teacher (All
Standards)
Instructional Strategies
•
Gather resources materials: books, prints
•
Prepare display boards and visual aids for
classroom use
•
Post standards, objectives, and steps
•
Discuss with students their prior knowledge of the
unit
•
Discuss vocabulary and artists as they relate to the
unit
•
Note safety consideration for use of materials and
tools
•
Use formative evaluation individually
•
Using assigned seating for studio work sessions
•
Assign student roles in the distribution and cleanup of art materials
•
Evaluate the project for future use
•
Prepare art work for display in the school as well
as the community
• Arrange guest speakers and field trips as desired
June, 2010
Essential Question, Concept or Theme: Aesthetic Response
PA Standards: 9.4.A, B, C, D (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion
Enrichment Strategies
Remediation Strategies
Techniques
•
•
•
•
•
•
•
Preferential Seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as
specified in IEP
Auditory and visual clues
Grade 3 Art
•
•
•
Books
Video
Music
•
•
•
•
Page 8
Parent volunteer assistance
Peer assistance
Teacher’s aide
Individual help from teacher
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Social Studies – Time Line, Maps
Science – Constellations
Math – Parts of a Whole
June, 2010