Content of Art
Understanding and differentiating
art, artists, and culture
Using visual media to
communicate or to express
oneself
Some topics include:
Lives of artists, cultural
differences in art, styles of art,
careers in art
Analyzing, interpreting, and
critiquing art
Some topics include:
Local architecture, public
sculpture, art exhibitions, historic
work, student work
Art
Heritage
Art
Studio
Art
Criticism
Aesthetics
Some topics include:
visual thinking, keeping
sketchbooks, techniques of
painting, 3-dimensional concepts,
technology expression, graphic
communication
Valuing and understanding visual
forms in natural and human
environments
Some topic include:
The meaning of art, urban
planning, historic preservation,
environmental awareness
Elements of Art
Elements
Line
Shape
Space
Value
Form
Color
Texture
Examples
Straight, wavy, spiral, vertical, horizontal, diagonal, curved, zig zag, implied lines, gesture
drawing, actual lines, parallel lines, expressive lines, gesture lines, contour lines, crosscontour line, line qualities: thick, thin, broken, continuous, dotted, textures
Organic shapes/free form; shapes; geometric shapes; diamond; oval; rectangle; triangle;
circle; square; 2-dimensional
Positive space; negative space; foreground; background; middle ground; overlapping;
perspective; one point perspective; two point perspective; vanishing point; far away;
depth; linear perspective; atmospheric perspective; close up
Contrast; shading; highlight; tone; gradation; blending; stippling; hatching; crosshatching; hatching; shading
Geometric forms; organic forms; simulated form; actual form; concave; convex; 3dimensional; cube; pyramid; sphere; cylinder; sculpture; sculptor; architecture; soft
sculpture; found-object sculpture; assemblage; height; width; depth
Hue; primary colors; secondary colors; intermediate colors; tertiary colors; mood; warm
colors; cool colors; color scheme/families; tint; shade; intensity; monochromatic colors;
analogous colors; complementary colors; neutral colors; pigment; translucent; opaque;
color wheel
Tactile texture; visual texture; actual texture; implied texture; rough; smooth
Principles of Art
Principles
Emphasis
Balance
Pattern
Rhythm
Unity
Variety
Proportion
Movement
Art
appreciation
Examples
Emphasis; focal point; dominance; contrast; main idea
Radial balance; symmetrical balance; asymmetrical balance; formal balance; informal
balance; informal balance; inverted symmetry
Repetition
Rhythm; regular rhythm; pattern; alternating rhythm; progressive rhythm; random rhythm
Unity; harmony
Variety; details
Proportion; profile; three-quarter view; front view; distortion; exaggerated; scale; standard
proportion; altered proportion
Movement; motion; action; progressive movement; static movement; stopped action
Art appreciation; critical method; description; analysis; interpretation; evaluation
Careers in Art
Industrial design; interior design; graphic design; illustration; computer-aided animation; landscape
design; architecture; architect; illustrator; graphic designer
Grade Level: 4th
TEKS for Grade 4
(1) Perception. The student develops and organizes ideas from the environment. The student is expected to:
(A) communicate ideas about self, family, school, and community, using sensory knowledge and life experiences; and
(B) choose appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion,
and unity.
(2)
(A)
(B)
(C)
Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:
integrate a variety of ideas about self, life events, family, and community in original artworks;
design original artworks; and
invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials.
(3)
(A)
(B)
(C)
Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:
identify simple main ideas expressed in art;
compare and contrast selected artworks from a variety of cultural settings; and
identify the roles of art in American society.
(4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:
(A) describe intent and form conclusions about personal artworks; and
(B) interpret ideas and moods in original artworks, portfolios, and exhibitions by peers and others.
Project Resources:
Optional Resources:
Elements of Art
Line-pages 256
Shape-page 256
Form-page 256
Space-page 256
Value-page 256
Color-page 256-257
Texture-page 257
Art-Grade 4. Illinois: Pearson, Scott Foresman, 2007
Books and Internet Sites-pages 284-287
Fine Art Images: Divided by Elements of Art and Principles of Design-pages 256-258
Fine Art Images: Divided by Techniques and Media-pages 258-260
List of Artists-pages 235-237
List of Artworks-pages 274-276
Pictorial Reference of Elements of Art-pages 220-226
Pictorial Reference of Principles of Design-pages 227-233
Picture Glossary-pages238-248
Student Safety-page 234
Teacher Glossary-pages 290-300
Teacher Safety-page 289
Technique Handbook-pages 264-273
Unit 1 Overview-pages 16a-16b
Unit 2 Overview-pages 50a-50b
Unit 3 Overview-pages 83a-83b
Unit 4 Overview-pages 118a-118b
Unit 5 Overview-pages 152a-152b
Unit 6 Overview-pages 186a-186b
Principles of Design
Balance-page 257
Emphasis-page 257
Proportion-page 257
Pattern-page258
Rhythm-page 258
Unity-page 258
Variety-page 258
Educator Researched Information
District, Regional, State, or National
Professional Development Sources
Assessment:



Rubric- Teacher generated or from Unit by Unit Teacher Resource Booklet ( From adopted Textbook)
Student evaluations written or oral
Final Product