Art – Grade 4
Week 1
Unit of Study: Balance
TEKS Grade 4 (Content)
 3 B The student is expected to compare cultural themes honoring history and traditions in
American and other artworks.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
Word Wall
 balance
 symmetrical
balance
 asymmetrical
balance
 radial balance
Resources
Scott Foresman Art
Unit 2 – Cultural Expressions
Optional Resources:
College Prep
The teacher will use resources and Before, During, and After strategies to:


guides students as they examine balance in mosaics
facilitate and demonstrate mosaic techniques
1.
2.
3.
Rigor
C
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
?
?
?
 Identify and describe balance

Relev ance

in a variety of artworks.
Express ideas by using
symmetrical and radial
balance.
Evaluate original artworks by
self and peers.
Strategies

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



Structured Overview
Discussions
Concept Mapping
Demonstrations
Creative Problem Solving
Primary Resources
Assessment
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 2
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
SAISD © 2004-05 ESL
Instructional Guidelines
 Lesson 4 – Balance
 Studio Lesson – Design
Stained Glass
Bilingual Word
Wall


Second Grading Period
TEKS Grade 4 (Skills and Processes)
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
 4 A The student is expected to analyze personal artworks to interpret meaning



Students will identify patterns in artworks and in their environment through classroom discussions.
Students will complete a pattern print using found objects.
Students will participate in a class critique of their original artworks.
Before: Engage
'Mosaic'
Have students list examples of mosaics that they have seen around town.
During: Check for Understanding
Have students use a graphic organizer to make note of the similarities and the differences of the two mosaic
images provided in the text.
After: Evaluate
Have students write a short statement that describes the type of balance illustrated in one of the mosaics.
Technology Connection
Balance
WEB LINKS
Page 1 of 1
Special Education
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students create the outline with glue first and then fill in areas.
 Have students partner with another student that will assist them.
Art – Grade 4
Week 2
Unit of Study: Mixed Media
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TEKS Grade 4 (Content)
 4 A The student is expected to analyze personal artworks to interpret meaning.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Second Grading Period
TEKS Grade 4 (Skills and Processes)
 2 A The student is expected to combine information from direct observation, experience, and
imagination to express ideas about self, family, and community.
 1 B The student is expected to identify in artworks that color, texture, form, space, and value art
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
Instructional Guidelines
Page 2 of 2
Word Wall
 photomontage
 composition
 scale
Bilingual Word
Wall
 fotomontage
 composición
 escala
Art Express
Unite 2 – Viewpoints :
Images that Inspire
 Lesson 10 – Heroic
Statues and
Photomontage
Heroic Statues –Community
Art
 Connections
The teacher will use resources and Before, During, and After strategies to:


question students as they examine community art
demonstrates mixed media and photomontage techniques
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
4. Have you seen any community art
displayed in your neighborhood?
5. What is a photomontage?
C 6. What type of media did you
Relev ance
incorporate into your
photomontage?
 Discuss heroic statues in the
Rigor
Optional Resources:



community.
Identify and describe
characteristics of
photomontage.
Express ideas by using mixed
media for the creation of a
photomontage.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment

Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 2
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
SAISD © 2004-05 ESL


Students demonstrate understanding of mixed media techniques and community art through classroom
discussions and demonstrations.
Students will complete a mixed media photomontage.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
How do these works of art make you feel about the United States?
Have students list feelings and emotions elicited by the images and titles.
During: Check for Understanding
Have students label the photographic images that they select for their project.
After: Evaluate
Have students complete a self evaluation paragraph that follows the Art Criticism format.
Technology Connection
WEB LINKS
Page 3 of 3
Special Education
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students work with pre-selected images.
Art – Grade 4
Week 3
Unit of Study: Graphic Design
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TEKS Grade 4 (Content)
 1 A The student is expected to communicate ideas about feelings, self, family, school, and
community, using sensory knowledge and life experiences.
 4 A The student is expected to analyze personal artworks to interpret meaning.
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Second Grading Period
TEKS Grade 4 (Skills and Processes)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value art
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 4 of 4
Word Wall
 impasto
 unity
 variety
Bilingual Word
Wall
 impasto
 unidad
 variedad
Art Express
Unit 2 – Viewpoints
Graphic Design
 Lesson 11 – Graphic
Design
 Lesson 12 – Impasto
Technique
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


introduce and examine graphic design
guide and demonstrate the painting technique of impastos
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
7. Why do we call it graphic design?
8. What feeling or position do you
want to change in the viewers?
C 9. How did the use of this painting
Relev ance
technique help your design?
 Identify and describe graphic
Rigor


Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 2
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
Reading/Writing and the
Visual Arts: Research and
Correlations
Special Education
Project Rubric
SAISD © 2004-05 ESL
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
design.
Design a poster using the
impasto technique that
persuades viewers to feel or to
do something.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment



Students demonstrate understanding of graphic design through classroom discussions and demonstrations.
Students will complete a poster demonstrating proper impasto technique.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
What type of product or message does this poster illustrate?
Have students view a variety of posters or illustrations in the textbook and or magazines.
During: Check for Understanding
Have students begin collecting images and labeling them as to their theme.
After: Evaluate
Have students summarize their reasons for the label on their images.
Technology Connection
WEB LINKS
During: Check for Understanding
 Have students view and use poster designs that are simple and direct such as sports logos and advertisements.
Page 5 of 5
Art – Grade 4
Week 4
Unit of Study: Experimenting with Space
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TEKS Grade 4(Content)
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Second Grading Period
TEKS Grade 4 (Skills and Processes)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value art
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 6 of 6
Word Wall
 positive space
 negative space
 collage
Bilingual Word
Wall
 espacio positivo
 espacio
negative
 collage
Art Express
Unit 3 –
 Lesson 13 – Positive and
Negative Space
The teacher will use resources and Before, During, and After strategies to:


guide students as they distinguish the element of space in their environment and in a variety of artworks
question students as they analyze the use of space by Henri Matisse
Optional Resources:
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
10. How does the positive space of an
object affect the negative space in
the drawing plane?
C 11. What types of shapes did Matisse
Relev ance
use in his paintings?
12. Does your collage present an
interesting use of negative space?
 Identify and describe positive
Rigor
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 2
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric


and negative space in a variety
of artworks.
Develop and construct a
collage using cutouts inspired
by Henri Matisse.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment
 Students demonstrate understanding of negative and positive space through classroom discussions and
demonstrations.
 Students will complete a paper shape collage that models Henri Matisse’s work.
 Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Positive Shapes, Negative Shapes?
Have student set up the graphic organizer that they will use.
During: Check for Understanding
Have students list types of shapes, colors, lines, use of space, and other distinguishing elements viewed in the
paintings.
After: Evaluate
Have students write a short analysis of Henri Matisse's style of painting.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 7 of 7
Special Education
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use cookie cutter molds to actually cut out the positive shape and physically manipulate the negative
space left.
Art – Grade 4
Week 5
Unit of Study: Complementary Colors and Op Art
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TEKS Grade 4 (Content)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value art
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
 3 B The student is expected to compare cultural themes honoring history and traditions in
American and other artworks.
Vocabulary
SAISD © 2004-05 ESL
Resources
Second Grading Period
TEKS Grade 4 (Skills and Processes)
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 8 of 8
Word Wall
 Op Art
 complementary
colors
Bilingual Word
Wall
 Arte Optical
 colores
complementari
os
Art Express
Unit 3 –
 Lesson 14 - Experimenting
with Colors
 Connections (pp. 60)
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


question students as they examine images that create an optical illusion
guide students through an investigation of Op Art and reviews color and collage techniques
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
13. What do we mean by Op Art?
14. How can you change the color in
Rigor
order to create the illusion of
C
movement?
Relev ance 15. Does your collage create an
optical illusion?
 Analyze techniques use by


Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 2
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric
artist to create optical illusion.
Develop and construct a cutpaper collage using
complementary colors that
creates the illusion of
movement.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment
 Students demonstrate understanding of optical illusion through classroom discussions and demonstrations.
 Students will complete a shape collage that creates the illusion of movement using complementary colors.
 Students will analyze and evaluate original artworks using art criticism format.
Before: How does the setting of each painting help the artist fool the viewer?
During: Check for Understanding
Have the students select on of the paintings and list the reasons that the painting fools the eye.
After: Evaluate
Have the students write a short summary of their analysis of the painting.
Technology Connection
Complementary Colors
Special Education
WEB LINKS
SAISD © 2004-05 ESL
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use pre-cut papers to create their collages.
Page 9 of 9
Art – Grade 4
Week 6
Unit of Study: Surrealism
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TEKS Grade 4 (Content)
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Second Grading Period
TEKS Grade 4 (Skills and Processes)
 2 A The student is expected to combine information from direct observation, experience, and
imagination to express ideas about self, family, and community.
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
 4 A The student is expected to analyze personal artworks to interpret meaning.
Instructional Guidelines
Page 10 of 10
Word Wall
 Surrealism
 illusion
Bilingual Word
Wall
 Surrealismo
 illusion
Art Express
Unit 3 –
 Lesson 17 - Making
Impossible Paintings
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


guide students as they examine Surrealistic images
assist students in the selection of everyday objects and design possibilities
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
16. How did Surrealistic artist view
everyday objects?
17. How will you rearrange common
C
objects to create your still life?
Relev ance 18. How doe the viewer feel when they
look at your painting?
 Identify and differentiate
Rigor
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 2
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
Reading/Writing and the
Visual Arts: Research and
Correlations
Project Rubric


characteristics of the
Surrealistic art movement.
Create a still life painting in a
Surrealistic style.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment
 Students demonstrate understanding of Surrealistic painting through classroom discussions and demonstrations.
 Students will complete a still life painting using common objects interpreted in a surrealistic style.
 Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
What is strange about each of these paintings?
Have students study the text and the paintings before the lesson.
During: Check for Understanding
Have students list the objects that do not belong in the images.
After: Evaluate
Have students explain their designs in a short paragraph.
Technology Connection
Surrealism
WEB LINKS
SAISD © 2004-05 ESL
Page 11 of 11
Special Education
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students select a background from a travel magazine and overlay a cutout picture to create their surrealistic
design.
Art – Grade 4
Week 7
Unit of Study: Community Art
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TEKS Grade 4 (Content)
 4 B The student is expected to analyze original artworks, portfolios, and exhibitions by peers
and others to form conclusions about properties.
Vocabulary
SAISD © 2004-05 ESL
Resources
Second Grading Period
TEKS Grade 4 (Skills and Processes)
 2 A The student is expected to combine information from direct observation, experience, and
imagination to express ideas about self, family, and community.
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
Instructional Guidelines
Page 12 of 12
Word Wall
 papier-mâché
Bilingual Word
Wall
 papel-mâché
Art Express
Unit 3 – Community Art
Lesson 18 – Making a PapierMâché Model
The teacher will use resources and Before, During, and After strategies to:


guide students as they discuss community art
demonstrate papier-mâché techniques
Optional Resources:
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
19. Where would you like to place
your finished sculpture? Explain.
20. What subject will you use for your
C
sculpture?
Relev ance 21. Does this sculpture represent the
community?
 Identify and examine the use of
Rigor
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 2
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education


art in everyday life and in
community art.
Develop and organize ideas
from the environment and
design and construct a papiermâché sculpture.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment
 Students demonstrate understanding of community art through classroom discussions and demonstrations.
 Students will complete a papier- mâché sculpture as a model.
 Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
What is surprising about these sculptures?
Have students set up their graphic organizers.
During: Check for Understanding
Have students compare and contrast the images of community art.
After: Evaluate
Have students write a description of their sculpture.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 13 of 13
Special Education
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students partner with another student that will help them with the construction process.
Art – Grade 4
Week 8
Unit of Study: Artist Preparation for Exhibits/Contest/Evaluation
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TEKS Grade 4 (Content)
 1 B The student is expected to identify in artworks that color, texture, form, space, and value are
basic art elements and that the principles such as emphasis, pattern, rhythm, balance,
proportion, and unity serve as organizers.
Vocabulary
SAISD © 2004-05 ESL
Resources
Second Grading Period
TEKS Grade 4 (Skills and Processes)
 2 C The student is expected to create original artworks and explore photographic imagery, using
a variety of art materials and media appropriately.
 4 A The student is expected to analyze personal artworks to interpret meaning.
Instructional Guidelines
Page 14 of 14
Art Express
The teacher will use resources and Before, During, and After strategies to:


clarifies ideas, materials and methods used to create art
explains and demonstrates selection and preparation procedures
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
22. What type of balance do you see in
this painting? Explain.
23. How is the impasto painting
C
technique different?
Relev ance 24. Which section of your painting was
most successful? Explain.
25. What do you feel when you view
this artwork?
 Identify and describe art
Rigor



concepts such as balance,
movement, color, and space.
Demonstrate artistic techniques
such as mosaic, collage,
painting, and sculpture.
Select and prepare artwork for
exhibition or contest.
Evaluate original artwork by
self and peers.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment
 Students demonstrate understanding or art concepts and techniques through classroom discussions and
demonstrations and quizzes.
 Students will select and prepare an original artwork for exhibit or contest.
 Students will analyze and evaluate original artworks using art criticism format.
Before: Preview
Art concept: techniques, materials?
Have students set up a graph that reflect the key words
During: Check for Understanding
Have students list which techniques and what materials were used to illustrate the art concept.
After: Evaluate
Have students select one of their artworks and use the art criticism format to evaluate their work.
Technology Connection
SAISD © 2004-05 ESL
Page 15 of 15
Special Education
SAISD © 2004-05 ESL
Art Express
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students respond orally and/or partner them with a fellow student.
Page 16 of 16