Visual Art
Grade 3
Curriculum Map
Architecture
Cultural Symbol Systems
Design
Landscape
Portrait
Still Life
Carol Kaplan and Avis Turner June 2008
Farmington Public Schools
Curriculum Map
Course: Grade Three
Department: Art
Course Purpose
Over the course of the year, Grade Three students will continue to build on essential core
units. (Architecture, Design, Cultural Symbol Systems, Landscape, Portrait, and Still Life)
Students will develop art knowledge and skills by exploring a variety of media, techniques,
and processes, and applying art elements and organizational principles to their work. They
will consider, select and apply ideas and symbols, and will develop an understanding of the
visual arts in relation to history and cultures. They will reflect on and evaluate the quality
and effectiveness their own and others’ work using specific criteria. Authentic connections
between the visual arts and other disciplines will further enrich their artistic experience and
their understanding of the world around them.
Major Learning Goals and Understanding
Under the Arts PROPEL model of production, perception, and reflection, students continue
to develop the understanding that visual art is a language which may be used to
communicate and express an endless array of ideas, experiences, and emotions. As a result
of this course, students will continue to develop reasoning with evidence, innovative
thinking, creative problem solving and visual perception skills.
Students and their teachers will be able to observe, record, track and reflect on student
progress by maintaining individual process-folios which culminate in a final collection of
work.
Essential Core Units:
1.
2.
3.
4.
5.
6.
Architecture
Cultural Symbol Systems
Design
Portrait
‘Scapes (land, sea, city)
Still Life
To view examples of student artwork in each core unit, visit elementary school websites of East Farms and Noah
Wallace Schools, accessible through the Farmington Public Schools district website (www.fpsct.org)
Authors: Carol Kaplan and Avis Turner June 2008
Unit 1: Architecture
Grade: 3
Subject: Architecture
Length of Unit: 8-10 classes
Course:
Essential Questions
 How is architecture a record of
society’s culture and history?
 How are form and function
interconnected?
 How does the site influence the design
of a structure?
Stage I - Standards
Primary EU’s and Content
Standards
 1.1 Explore the elements and
principles, materials, and
processes of visual art
Key Content Knowledge and Concepts/Skills
The students will know:

 1.2 Experiment with materials and
processes in creative ways
 2.12 Recognize examples of
forms of art from various time
periods and cultures
 3.3 Identify various purposes for
creating works of art
 3.5 Describe and analyze visual
characteristics of works of art
using art terminology (specific
architecture vocabulary)
 3.6 Reflect on and evaluate the
quality and effectiveness of their
own and others’ work using
specific criteria
 4.1 Work hard to complete tasks.


That architect/ artists have
created structures which respond
to the environment, topography,
culture, society and basic human
needs.
The students will be able to:

Compare and contrast the form
and function of a variety of
architectural structures.

The difference between form and
function and how each impacts
the design of a building.
Explore a variety of art media and
techniques in preparation for final
authentic performance task.

How to reflect on and evaluate
the quality and effectiveness of
their own and others’ work using
specific criteria.
Create an architectural structure
or drawing which demonstrates
their understanding of form and
function and building site.

Participate in a critique.
Stage II – Common Assessments





Authentic Performance Task – render 2D and/or build 3D architectural designs (as prescribed by specific unit)
Formative Assessments- architecture notebooks with vocabulary and preliminary sketches, hands-on discovery
Roving dialogues (one-on one conferences)- formative assessment of production work (teacher/student).
Final Critique- Group, small groups, peer, exhibit, etc.
Summative assessment of progress and work ethic- Student portfolio; planning sketches, media and technique
exploration, written responses, notes, visual references and resources.
Stage III– Core/Assured Learning Experiences






Create 2D and/or 3D architectural designs.
Art historical discussion, peer critiques, sketches, student writing.
Explore media and techniques.
Maintain a process-folio.
Final critique.
Summative portfolio.
Unit 2: Cultural Symbol Systems
Grade: 3
Subject: Cultural Symbol
Systems
Length of Unit: 8-10 classes
Course:
Essential Questions
 What do symbols teach us about cultures?
(What can we learn about a culture through the meaning
embedded in its indigenous visual language?)
 How do similarities and differences of cultural symbol systems
provoke a variety of responses and interpretations?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
 1.1 Explore the elements and
principles, materials, and
processes of visual art

That all indigenous peoples,
around the world have symbol
systems (visual languages) which
are specific to their culture.

How to use symbols for a variety
of purposes and meanings.
 1.2 Experiment with materials and
processes in creative ways
 2.12 Recognize examples of
forms of art from various time
periods and cultures
 3.3 Identify various purposes for
creating works of art

How to reflect on and evaluate
the quality and effectiveness of
their own and others’ work using
specific criteria.
The students will be able to:

Decode, compare and contrast
symbol systems from indigenous
peoples. (African, Native
American, Inuit, Indonesian,
Middle Eastern, Aboriginal, etc.)

Explore a variety of art media and
techniques in preparation for final
authentic performance task.

Create art (artifacts) which have
been informed by cultural symbol
systems. (weavings, mandalas,
pictographs, Chinese calligraphy,
totem poles, medicine shields,
pottery, sand paintings, puppets,
etc.)

Participate in a critique.
 4.1 Work hard to complete tasks.
Stage II – Common Assessments





Authentic Performance Task- prescribed by specific unit (medicine shields, totem poles, weavings, pottery, etc)
Formative Assessments- including class discussion of art historical exemplars,
preliminary sketches and explorations, hands-on discovery of chosen media.
Roving dialogues (one-on one conferences)- formative assessment of production work (teacher/student).
Final Critique- Group, small groups, peer, exhibit, etc.
Summative assessment of progress and work ethic- Student portfolio; planning sketches, media and technique
exploration, written responses, notes, visual references and resources.
Stage III– Core/Assured Learning Experiences






Create art (artifacts) based on specific criteria, which have been informed by chosen cultural symbol systems.
Engage in group discussions (art historical exemplars)
Media and technique exploration.
Maintain a process-folio.
Final critique.
Summative portfolio.
Unit 3: Design
Grade: 3
Subject: Design
Length of Unit: 3-5 classes
Course:
Essential Questions

What is Design?
 How do art elements and design principles help an artist create a
piece of work?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
1.1 Explore the elements,
principles, materials, and processes
of the visual arts.

1.2 Experiment with materials and
processes in creative ways.

3.5 Describe and analyze visual
characteristics of works of art using
art terminology.

4.1 Work hard to complete tasks.
How art is composed of
observable components
(elements) which are organized
into a piece of work using
guiding principles.
How to create designs using
elements and principles with
purpose and intent.
The students will be able to:

Use visual art terminology to
decode a piece of work.

Explore a variety of art media
and techniques in preparation
for final authentic
performance task.

Use elements of art and
principles of design to create a
work that demonstrates
understanding.

Participate in a critique.
How to discuss and evaluate their
own and others’ work using
specific criteria.
Stage II – Common Assessments





Authentic Performance Task- Create a designed work.
Verbal Formative Assessment- Class discussion of Art Elements and Design Principles.
Roving dialogues (one-on one conferences)- formative assessment of production work (teacher/student).
Final Critique- Group, small groups, peer, exhibit, etc.
Summative assessment of progress and work ethic- Student portfolio; planning sketches, media and technique
exploration, written responses, notes, visual references and resources.
Stage III– Core/Assured Learning Experiences





Compositional designed artwork.
Media techniques and exploration.
Art Elements and Design Principles discussion.
Final critique.
Portfolio of work.
Unit 4: Portrait
Grade: 3
Subject: Portrait
Length of Unit: 6-8 classes
Course:
Essential Questions
 Why do artists create portraits?
 What techniques can be used to create an accurately rendered portrait?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
 1.2 Experiment with materials and
processes in creative ways

How to perceive and create the
proportions of the head and face
through the rendering of a
realistic portrait.
 2.12 Recognize examples of
forms of art from various time
periods and cultures

That artists have created portraits
for various purposes through
history.
 3.3 Identify various purposes for
creating works of art

 1.3 begin to express ideas,
perceptions and feelings
 3.6 Reflect on and evaluate the
quality and effectiveness of their
own and others’ work using
specific criteria
 4.1 Work hard to complete tasks.
How to reflect on and evaluate
the quality and effectiveness of
their own and others’ work using
specific criteria.
The students will be able to:

Compare and contrast a variety of
portraits- styles: realistic/abstract
historical/contemporary- media:
drawing, painting, photo, digital,
sculpture, print, collage, etc.

Explore a variety of art media and
techniques in preparation for final
authentic performance task.

Perceive and render facial
features (eyes, nose, mouth).

Demonstrate the ability to see
accurate placement of the facial
feature through the use of math
skills and art techniques.

Participate in a critique
Stage II – Common Assessments





Authentic performance task-create a realistic portrait.
Formative Assessments- including class discussion of art historical exemplars, Venn diagrams,
preliminary sketches and explorations, hands-on discovery of chosen media.
Roving dialogues (one-on one conferences)- formative assessment of production work (teacher/student).
Final Critique- Group, small groups, peer, exhibit, etc.
Summative assessment of progress and work ethic- Student portfolio; planning sketches, media and technique
exploration, written responses, notes, visual references and resources.
Stage III– Core/Assured Learning Experiences







Create a portrait.
Art historical discussion , peer critiques, sketches, student writing.
Media and technique exploration.
Maintain a process-folio.
Final critique.
Summative portfolio.
See Grade 3 UbD Self-Portrait Unit.
Unit 5: ‘Scapes
Grade: 3
Subject: Landscape
Length of Unit: 7-10 classes
Course:
Essential Questions

How can a depiction of a landscape reflect an
artist’s perception of the world?
 What art techniques can be used to create the
illusion of space on a two dimensional surface?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
2.13 Recognize that the visual arts
have a history and a variety of
cultural purposes and meanings.
1.1 Explore the elements,
principles, materials, and processes
of the visual arts.


1.2 Experiment with materials and
processes in creative ways.
3.3 Identify various purposes for
creating works of art.
3.6 Reflect on and evaluate the
quality and effectiveness of their
own and others’ work using specific
criteria.
4.1 Work hard to complete tasks.

How to perceive and discuss
similarities and differences of
landscape depictions throughout
history.
How to use art techniques to
depict foreground, middleground,
and background. (Beginning one
point perspective; horizon line,
overlapping, scale, placement,
detail, converging lines)
How to discuss and evaluate their
own and others’ work using
specific criteria.
The students will be able to:

Compare and contrast a variety of
landscapes in different artistic
styles and art media.

Explore a variety of art media and
techniques in preparation for final
authentic performance task.

Create a landscape image from
direct observation, art exemplars,
or their imagination.

Participate in a critique.
Stage II – Common Assessments





Authentic Performance Task- Create a landscape image.
Verbal Formative Assessment- Class discussion of art historical exemplars.
Roving dialogues (one-on one conferences)- formative assessment of performance task (teacher/student).
Final Critique- Group, small groups, peer, exhibit, etc.
Summative assessment of progress and work ethic- Student portfolio; planning sketches, media and technique
exploration, written responses, notes, visual references and resources.
Stage III– Core/Assured Learning Experiences






Create a landscape.
Art historical discussion, peer critiques, sketches, media exploration, student writing.
Explore media and techniques.
Maintain a process-folio.
Final critique.
See Grade 3 UbD Impressionist Landscape Unit.
Unit 6: Still Life
Grade: 3
Subject: Still Life
Length of Unit: 3-5 classes
Course:
Essential Questions

How can a Still Life image reflect the
culture and history of its time?
 How does drawing from observation
strengthen artistic perception and skills?
Stage I - Standards
Primary EU’s and Content
Standards
Key Content Knowledge and Concepts/Skills
The students will know:
2.14 Recognize that the visual arts
have a history and a variety of
cultural purposes and meanings.
1.1 Explore the elements,
principles, materials, and processes
(drawing from observation) of the
visual arts.
1.2 Experiment with materials and
processes in creative ways.

How artists have created still life
images whose components are
representative of an individual’s
or society’s culture and time.

How to use various art techniques
to capture a still life image.

How to discuss and evaluate their
own and others’ work using
specific criteria.
The students will be able to:

Compare and contrast a variety of
still life images in different
artistic styles and art media.

Explore a variety of art media and
techniques in preparation for final
authentic performance task.

Create an image of arranged
objects from direct observation.

Use art techniques to depict the
illusion of form and space.

Participate in a critique.
3.3 Identify various purposes for
creating works of art.
3.6 Reflect on and evaluate the
quality and effectiveness of their
own and others’ work using specific
criteria.
4.1 Work hard to complete tasks.
Stage II – Common Assessments





Authentic Performance Task- Create a still life image.
Verbal Formative Assessment- Class discussion of art historical exemplars.
Roving dialogues (one-on one conferences)- formative assessment of performance task (teacher/student).
Final Critique- Group, small groups, peer, exhibit, etc.
Summative assessment of progress and work ethic- Student portfolio; planning sketches, media and technique
exploration, written responses, notes, visual references and resources.
Stage III– Core/Assured Learning Experiences





Compositional contour drawing
Art historical discussion of a variety of artists and styles (Realistic, Cubist, Abstract, Vanitas, etc.)
Explore media and techniques (watercolors, pastels, crayons, markers, charcoal, collage, digital)
Final critique.
Portfolio of work