ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Art
GRADE LEVEL: Grade 4
CREATION DATE: June, 2010
Essential Question, Concept or Theme: Production, Performance, and Exhibition
PA Standards: 9.1.A, B, C, F, H (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
Materials
• Products – Paintings,
• Use line as a contour or
•
Paints: tempera, watercolor
drawings, sculptures,
framework
•
Papers: tissue, construction, foil
collages
• Repeat shapes to give a
paper
• Performances –
sense of movement
•
Pencils, crayons, markers, oil
Exhibits
• Understand analogous and
pastels
• Assessments –
tertiary colors
•
Fabric, felt, clay
Reflective Journal,
• Associate color with
•
Glue
Questions,
emotion
Discussions, Games
• Represent texture on a twoTechnology - Including but not limited
•
Quizzes
to:
dimensional surface using
•
CD-rom
lines and dots
•
Digital Camera
• Construct additive
•
Scanner
sculpture
•
Color Printer
• Depict foreground, middle
•
Digital Projector
ground, and background
•
CD Burner
• Arrange parts to create a
focal point
• Employ a horizon line
• Illustrate movement
through line and color
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
•
•
•
•
•
•
•
•
•
•
Grade 4 Art
Page 1
Gather resource materials: books, prints
Prepare display boards and visual aids for
classroom use.
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
clean-up of art materials
Evaluate the project for future use
Prepare art work for display in the school as
well as in the community
June, 2010
Essential Question, Concept or Theme: Production, Performance, and Exhibition
PA Standards: 9.1.A, B, C, F, H (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 4 Art
Books
• Georgia O’Keeffe
• Tar Beach – Faith
Ringgold
Video
• Behind the Scenes – color
• Thomas Eakins
• Horrace Pippin
• John James Audobon
• Alexander Calder
Music
Computer – Internet and
PowerPoint
•
•
•
•
Page 2
Parent volunteer assistance
Peer assistance
Teacher’s aide
Individual help from teacher
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Social Studies – Pennsylvania and US Regions
Math - Fractions, Geometry, Measurement
Science – Motion and Design, Microworlds,
Ecosystems, Physics
June, 2010
Essential Question, Concept or Theme: Historical and Cultural Context
PA Standards: 9.2.A (See Addendum A – Kid Friendly Language)
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Students will:
• Products – Paintings, Resources
• Study Regional and
drawings, sculptures, (History, Criticism, Aesthetic)
Pennsylvania Art and
•
Art Books, Artifacts, and Games
collages
Artists
•
Reproductions – Including but not
• Performances –
• Examine cultural
limited to:
Exhibits
influences on American
•
Andy Warhol, Self-Portrait
• Assessments –
Art
•
Alexander Calder, Cow
Reflective Journal,
• Understand how a work
•
Albert Bierstadt, Merced River,
Questions,
of art reflects its culture
Yosemite Valley
Discussions, Games
• Understand Pop Art,
•
Georgia O’Keeffe, Jack in the Pulpit
• Quizzes
Modern Art
•
Faith Ringgold, Tar Beach
•
•
•
•
•
•
•
•
•
•
John James Audubon, Carolina
Parrots
Thomas Eakins, Turning the StakeBoat
Andrew Wyeth, Christina’s World
Grant Wood, American Gothic
Frederick Remington, Dash for the
Timber
Face Jugs
Scrimshaw
Charles Demuth
Keith Haring
PA German Redware
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 resource materials: books, prints
•
Prepare display boards and visual aids for
classroom use.
•
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
clean-up of art materials
•
Evaluate the project for future use
• Prepare art work for display in the school as
well as in the community
Technology - Including but not limited to:
•
CD-rom
•
Digital Camera
•
Scanner
•
Color Printer
•
Digital Projector
•
CD Burner
Grade 4 Art
Page 3
June, 2010
Essential Question, Concept or Theme: Historical and Cultural Context
PA Standards: 9.2.A (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion
Enrichment Strategies
Techniques
•
•
•
•
•
•
•
Preferential Seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as
specified in IEP
Auditory and visual clues
Grade 4 Art
•
•
•
•
Books
Video
Music
Computer – Internet and
PowerPoint
•
•
•
•
Approx. Time Allotment:
Remediation Strategies
Parent volunteer assistance
Peer assistance
Teacher’s aide
Individual help from teacher
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Social Studies – Pennsylvania and US regions
Math – Fractions, Percentages
Science – Ecosystems, Microworlds, Motion
and Design, Physics
Page 4
June, 2010
Essential Question, Concept or Theme: Critical Response
PA Standards: 9.3.B, F (See Addendum A – Kid Friendly Language)
Benchmark/Skills
Students will:
• Identify mood in a work of •
art through color expression
• Differentiate abstract from
•
realistic symbolism
• Understand the purpose of
•
a particular piece
• Look at elements of art and
describe how different
artists use those elements
differently
• Use broader and more
descriptive vocabulary
Assessment
Products – Paintings,
drawings, sculptures,
collages
Performances –
Exhibits
Assessments –
Reflective Journal,
Questions,
Discussions, Games,
Quizzes
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Resources
•
Art Books, Artifacts, and Games
•
Reproductions – Including but not
limited to:
•
Warhol, Self-Portrait
•
Calder, Cow
•
Bierstadt, Merced River, Yosemite
Valley
•
O’Keeffe, Jack in the Pulpit
•
Ringgold, Tar Beach
•
Audubon, Carolina Parrots
Technology - Including but not limited
to:
(All Standards)
•
CD-rom
•
Digital Camera
•
Scanner
•
Color Printer
•
Digital Projector
•
CD Burner
Instructional Strategies
Learning Activities
• Participate in teacher led discussions
• Observe resources provided by the
teacher
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
Grade 4 Art
Page 5
Gather resource materials: books, prints
Prepare display boards and visual aids for
classroom use.
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
clean-up of art materials
Evaluate the project for future use
Prepare art work for display in the school as
well as in the community
Use sorting and matching games using art
reproductions
June, 2010
Essential Question, Concept or Theme: Critical Response
PA Standards: 9.3.B, F (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion
Enrichment Strategies
Techniques
•
•
•
•
•
•
•
Preferential Seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as
specified in IEP
Auditory and visual clues
Grade 4 Art
•
•
•
Books
Video
Music
Approx. Time Allotment:
Remediation Strategies
•
•
•
•
Parent volunteer assistance
Peer assistance
Teacher’s aide
Individual help from teacher
Multicultural/Interdisciplinary
Connection
Interdisciplinary Connections
Social Studies – Pennsylvania and US regions
Math – Fractions, Percentage
Science - Motion
Page 6
June, 2010
Essential Question, Concept or Theme: Aesthetic Response
PA Standards: 9.4.A, B (See Addendum A – Kid Friendly Language)
Benchmark/Skills
Assessment
Students will:
•
• Recognize emotional
qualities in works of art
• Examine cultural influences
•
on American Art
•
Products – Paintings,
drawings, sculptures,
collages
Performances –
Exhibits
Assessments –
Reflective Journal,
Questions,
Discussions, Games,
Quizzes
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Resources
(History, Criticism, Aesthetic)
•
Art Books, Artifacts, and Games
•
Reproductions – Including but not
limited to:
•
Warhol, Self-Portrait
•
Calder, Cow
•
Bierstadt, Merced River, Yosemite Valley
•
O’Keeffe, Jack in the Pulpit
•
Ringgold, Tar Beach
•
Audubon, Carolina Parrots
Instructional Strategies
Learning Activities
• Participate in teacher led
discussions (All Standards)
• Observe resources provided by the
teacher (All Standards)
Instructional Strategies
•
•
•
Technology - Including but not limited to:
•
CD-rom
•
Digital Camera
•
Scanner
•
Color Printer
•
Digital Projector
•
CD Burner
•
•
•
•
•
•
•
Grade 4 Art
Page 7
Gather resource materials: books,
prints
Prepare display boards and visual aids
for classroom use.
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 clean-up of art materials
Evaluate the project for future use
Prepare art work for display in the
school as well as in the community
June, 2010
Essential Question, Concept or Theme: Aesthetic Response
PA Standards: 9.4.A, B (See Addendum A – Kid Friendly Language)
Adaptations/Inclusion
Enrichment Strategies
Techniques
•
•
•
•
•
•
•
Preferential Seating
Peer assistance
Individual aides
Modified expectations
Modify tools
Special adaptations as
specified in IEP
Auditory and visual clues
Grade 4 Art
•
•
•
Books
Video
Music
Approx. Time Allotment:
Remediation Strategies
•
•
•
•
Page 8
Parent volunteer assistance
Peer assistance
Teacher’s aide
Individual help from teacher
Multicultural/Interdisciplinary
Connection
Social Studies – Pennsylvania and US regions Symbolism
June, 2010