Art – Grade 3
Week 1
Unit of Study: Contrast
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TEKS Grade 3 (Content)
 1 B 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.
 3 A compare content in artworks from the past and present for various purposes such as telling
stories and documenting history and traditions.
 4 A identify general intent and expressive qualities in personal artworks.
Vocabulary
SAISD © 2004-05 ESL
Resources
Third Grading Period
TEKS Grade 3 (Skills and Processes)
 2 A create artworks based on personal observations and experiences
 2 C produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of
art materials appropriately.
Instructional Guidelines
Page 1 of 1
Word Wall
 contrast
 style
Bilingual Word
Wall
 contraste
 estilo
Scott Foresman Art
Unit 4 – Art, Then and Now
 Lesson 1 – Contrast
Studio Lesson – Paint a Garden
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


Guide students as they examine contrast in a variety of artworks
Facilitate and demonstrate water color mixing techniques
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
1. How did the artist show contrast?
2. What details should you show in
your garden?
C 3. How did you use contrasting
Relev ance
values to make shapes stand out?
 Identify and describe contrast
Rigor
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 4
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education


in artworks.
Express ideas by using tints
and shades to show contrast
that reflects their individual
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 contrast through classroom discussions.
Students will create a painting of a garden that illustrates contrast.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Contrast and Style
Have students view the illustrations in the textbook.
During: Check for Understanding
Have students compare and contrast the two paintings using a graphic organizer.
After: Evaluate
READING/WRITING and the
VISUAL ARTS: REASEARCH &
CORRELATIONS
Have students discuss how each artist applies and select paint differently (style).
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 2 of 2
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use the color combinations illustrated in the paintings as inspiration for their watercolor painting.
 Have students incorporate different textures (sand, glitter, etc.) to the colors of paint that they use to differentiate the
tints and shades.
Page 3 of 3
Art – Grade 3
Week 2
Unit of Study: Portraits
TEKS Grade 3 (Content)
 3 B compare selected artworks from different cultures.
 4 A identify general intent and expressive qualities in personal artworks.
 4 B apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by
peers and major artists.
Vocabulary
Word Wall
 portrait
Bilingual Word
Wall
 retrato
Resources
Scott Foresman Art
Unit 4 – Art, Then and Now
 Lesson 2 – Portraits of
People
Studio Lesson – Create a Clay
Portrait
Optional Resources:
Third Grading Period
TEKS Grade 3 (Skills and Processes)
 2 A create artworks based on personal observations and experiences
 2 C produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of
art materials appropriately
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:


guide students as they examine a variety of portraits
demonstrate tools and techniques needed for pinch method of clay molding
Rigor
C
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
4. What do you see in this painting?
5. What is the pinch method?
6. How is the sculpture like the
subject? How is it different?.
 Identify and describe

College Prep
Relev ance

Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 4
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: REASEARCH &
CORRELATIONS
SAISD © 2004-05 ESL
characteristics of portraits.
Demonstrate the pinch method
as they express ideas about a
subject by sculpting a clay
portrait.
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 portrait characteristics through classroom discussions.
Students will complete clay portrait.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Have students set up a word web with the word portrait in the center.
During: Check for Understanding
Have students identify characteristics of portraits as they view a variety of portraits from the book and
magazines.
After: Evaluate
Have students discuss how cultures influence the way portraits are executed.
Technology Connection
WEB LINKS
Page 4 of 4
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
During: Check for Understanding
 Have students use a ball to being their portrait.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
Page 5 of 5
Art – Grade 3
Week 3
Unit of Study: Self-Portrait
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TEKS Grade 3 (Content)
 1 A identify sensory knowledge and life experiences as sources for ideas about visual symbols,
self, and life events.
 3 A compare content in artworks from the past and present for various purposes such as telling
stories and documenting history and traditions
 3 B compare selected artworks from different cultures
Vocabulary
SAISD © 2004-05 ESL
Resources
Third Grading Period
TEKS Grade 3 (Skills and Processes)
 2 A create artworks based on personal observations and experiences
 2 C produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of
art materials appropriately
Instructional Guidelines
Page 6 of 6
Word Wall
 self portrait
Bilingual Word
Wall
 autorretrato
Scott Foresman Art
Unit 4 – Art, Then and Now
 Lesson 3 – Portraits of an
Artist
Studio Lesson – Draw a SelfPortrait
Optional Resources:
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 4
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
The teacher will use resources and Before, During, and After strategies to:


guide students as they discuss self-portrait characteristics
facilitate and demonstrate painting techniques
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
7. What can you learn about the artist
from her painting?
8. What ideas about yourself would
C
you like to express in a selfRelev ance
portrait?
9. How did you create pattern on your
pinch pot? Explain.
 Identify and describe
Rigor


characteristics of self-portraits.
Express ideas by creating a
self-portrait.
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 self-portrait characteristics through classroom discussions.
Students will create a self-portrait.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Self-Portraits
Have students study examples of self-portraits in the textbook.
During: Check for Understanding
Have students discuss the similarities and differences.
After: Evaluate
Have students explain what they learned about the artist by viewing their self-portraits.
READING/WRITING and the
VISUAL ARTS: REASEARCH &
CORRELATIONS
Technology Connection
WEB LINKS
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use a picture of themselves.
Page 7 of 7
SAISD © 2004-05 ESL
Page 8 of 8
Art – Grade 3
Week 4
Unit of Study: Relief Sculptures
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TEKS Grade 3 (Content)
 3 A compare content in artworks from the past and present for various purposes such as telling
stories and documenting history and traditions
 3 B compare selected artworks from different cultures
 4 A identify general intent and expressive qualities in personal artworks.
Vocabulary
SAISD © 2004-05 ESL
Resources
Third Grading Period
TEKS Grade 3 (Skills and Processes)
 2 A create artworks based on personal observations and experiences
 2 C produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of
art materials appropriately
Instructional Guidelines
Page 9 of 9
Word Wall
 relief sculpture
 culture
Bilingual Word
Wall
 escultura de
relieve
 cultura
Scott Foresman Art
Unit 4 – Art, Then and Now
 Lesson 4 – Relief
Sculptures
Studio Lesson – Make a Relief
Sculpture
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


question students as they discuss characteristics of relief sculptures
demonstrate and guide as they create their relief sculptures
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
10. What do you notice about this type
of sculpture?
Rigor
11. What shapes will you show in your
C
relief sculpture?
Relev ance 12. What does this sculpture tell you
about the time when it was
created?
 Identify and describe relief


sculptures.
Express ideas in a relief
sculpture.
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 4
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education



Students demonstrate understanding of relief sculpture characteristics through classroom discussions.
Students will complete a relief sculpture.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
'Relief Sculptures'
Have student examine the images in the text.
During: Check for Understanding
Have students discuss the differences between the two images.
After: Evaluate
Have students discuss the cultural implications of the sculptures.
READING/WRITING and the
VISUAL ARTS: REASEARCH &
CORRELATIONS
Technology Connection
WEB LINKS
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students partner with another students.
Page 10 of 10
SAISD © 2004-05 ESL
Page 11 of 11
Art – Grade 3
Week 5
Unit of Study: Relief Print
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TEKS Grade 3 (Content)
 1 A identify sensory knowledge and life experiences as sources for ideas about visual symbols,
self, and life events.
 4 B apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by
peers and major artists.
Vocabulary
SAISD © 2004-05 ESL
Resources
Third Grading Period
TEKS Grade 3 (Skills and Processes)
 2 A create artworks based on personal observations and experiences
 2 C produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of
art materials appropriately
Instructional Guidelines
Page 12 of 12
Word Wall
 relief print
Bilingual Word
Wall
 grabodo en
relieve
Scott Foresman Art
Unit 4 – Art, Then and Now
 Lesson 6 – Relief Prints
Studio Lesson – Make a Relief
Print
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


question students as they examine relief prints as an art form
demonstrate and facilitate tools and materials needed for relief prints
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
13. How is a relief print made?
14. What details will you need to show
in your print?
C 15. How does the artist use shapes and
Relev ance
lines in their print?
 Identify and describe
Rigor


Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 4
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
characteristics of relief prints.
Demonstrate using a printing
block and brayer when
expressing ideas in the
creation of a relief print.
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 relief prints through classroom discussions.
Students will design and create a relief print.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
What are prints
Have students preview the text and the images on pages 142 and 143.
During: Check for Understanding
Have students create a list of the printing process sequence.
After: Evaluate
READING/WRITING and the
VISUAL ARTS: REASEARCH &
CORRELATIONS
Have students discuss what type of pictures will work best for their relief prints.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 13 of 13
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
During: Check for Understanding

Have students use cut out shapes glued onto their background to create their printing block.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
Page 14 of 14
Art – Grade 3
Week 6
Unit of Study: Story Quilts
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TEKS Grade 3 (Content)
 3 A compare content in artworks from the past and present for various purposes such as telling
stories and documenting history and traditions
 4 B apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by
peers and major artists.
Vocabulary
SAISD © 2004-05 ESL
Resources
Third Grading Period
TEKS Grade 3 (Skills and Processes)
 2 A create artworks based on personal observations and experiences
 2 C produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of
art materials appropriately
Instructional Guidelines
Page 15 of 15
Word Wall
 exhibition

Bilingual Word
Wall
 exhibicion
Scott Foresman Art
Unit 5 – Artists and
Expression
 Lesson 1 – Quilts as
Expressions
Studio Lesson – Make a Quilt
Optional Resources:
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 5
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education
The teacher will use resources and Before, During, and After strategies to:


Guide students as they examine the decorative techniques of quilts
Organize materials and guide students
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
16. What main ideas does the artist
express in this quilt?
17. Which part of the story will you
C
tell in your quilt block?
Relev ance 18. How would you most retell the
story in this quilt?
 Identify and describe quilts as
Rigor


forms of expression.
Demonstrate arranging fabric
to make a story quilt.
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 Story Quilts as an art form through classroom discussions.
Students will complete a quilt block design demonstrating proper techniques.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
"Textiles"
Have students preview the images in the text.
During: Check for Understanding
Have students create a list of ways that textiles can be decorated.
After: Evaluate
Have students use their list to determine which is the most common method used.
READING/WRITING and the
VISUAL ARTS: REASEARCH &
CORRELATIONS
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 16 of 16
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
During: Check for Understanding

Have students use pre-cut fabric shapes.
Instructional Modifications/
Accommodations Determined
by ARD/IEP
Page 17 of 17
Art – Grade 3
Week 7
Unit of Study: Expression and Style
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TEKS Grade 3 (Content)
 3 A compare content in artworks from the past and present for various purposes such as telling
stories and documenting history and traditions.
 3 B compare selected artworks from different cultures.
 4 A identify general intent and expressive qualities in personal artworks.
 4 B apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by
peers and major artists.
Vocabulary
SAISD © 2004-05 ESL
Resources
Third Grading Period
TEKS Grade 3 (Skills and Processes)
 2 A create artworks based on personal observations and experiences
 2 C produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of
art materials appropriately.
Instructional Guidelines
Page 18 of 18
Word Wall
 German
Expressionists
 Abstract
Expressionist
 nonobjective
Bilingual Word
Wall
 expresionismo
Aleman
 expresionismo
abstracto
 sin objeto
Scott Foresman Art
Unit 5 – Artists and
Expression
 Lesson 2 – Expression
and Style
Studio Lesson – Paint with
Expression
The teacher will use resources and Before, During, and After strategies to:


guide students as they a variety of expressionistic styles
organize materials and demonstrate techniques needed for model construction
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
19. What do you see in this picture?
20. How will you use color to show
expression?
C 21. How do you think the artist feels
Relev ance
about her subjects?.
 Examine the style of German
Rigor
Optional Resources:


and Abstract Expressionists.
Demonstrate painting in
Expressionistic style.
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 5
Internet Resources
Scott Foresman online tour
Carmine’s introductions to
line and shape
The Artist’s Toolkit
Visual Understanding in
Education



Students demonstrate understanding of Expressionistic styles through classroom discussions.
Students will complete painting in Expressionistic style.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
"German Expressionists and Abstract Expressionists"
Have students preview the images and text on pages 158 and 159.
During: Check for Understanding
Have students use a graphic organizer to compare and contrast the two images.
After: Evaluate
Have students decide which they like best and explain their selection.
READING/WRITING and the
VISUAL ARTS: REASEARCH &
CORRELATIONS
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 19 of 19
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students use a limited paint pallet.
Page 20 of 20
Art – Grade 3
Week 8
Unit of Study: Symbols
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TEKS Grade 3 (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.
 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
Third Grading Period
TEKS Grade 3 (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 21 of 21
Word Wall
 symbols
 flag
Bilingual Word
Wall
 simbulo
 bandera
Scott Foresman Art
Unit 5 – Artists and
Expression
 Lesson 3 – Symbols
Studio Lesson – Design a Flag
Optional Resources:
The teacher will use resources and Before, During, and After strategies to:


Guide students as they examine a variety of flags
Facilitate tools and materials
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
22. Why do countries create flags,
seals, and medals?
23. Will your symbol include an
C
animal shape or just geometric
Relev ance
shapes?
24. What do you think the people value
when you see this flag?
 Understand symbols and their
Rigor
Supplemental Resources:
Art Prints
Fine Art Transparency
Instructional Prints
Unit-by-Unit Resources:
Rubric 5
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: REASEARCH &
CORRELATIONS


use in flags.
Develop a design for a flag for
your make-believe country.
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 symbols and their use in flags through classroom discussions.
Students will complete a flag design.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Symbols?
Have students look at the images in the textbook.
During: Check for Understanding
Have students make a list of the symbols represented in the flags.
After: Evaluate
Have students write what they think the symbols mean and why they were used.
Technology Connection
WEB LINKS
SAISD © 2004-05 ESL
Page 22 of 22
Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students answer orally.
Page 23 of 23
Art – Grade 3
Week 9
Unit of Study: Assemblage
TEKS Grade 3 (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.
 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
 sculpture
Bilingual Word
Wall
 escultura
Resources
Scott Foresman Art
Unit 5 – Artists and
Expression
 Lesson 6 – Found-Object
Sculpture
Studio Lesson – Use Found
Objects
College Prep
Optional Resources:
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:


Guide students as they examine a variety of assemblages
Facilitate tools and materials
How to Teach
Key Questions
25. What do you notice about the
arrangement of objects in this
assemblage?
C 26. How did you group your found
Relev ance
objects into a composition
27. What lines and patterns did the
artist create with the found
objects?
Student Behaviors
Getting the Big Ideas
 Identify and describe
Rigor


characteristics of found objectsculptures.
Use found objects to express
ideas.
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 5
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: REASEARCH &
CORRELATIONS
SAISD © 2004-05 ESL
Third Grading Period
TEKS Grade 3 (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.



Students demonstrate understanding of assemblage through classroom discussions.
Students will complete a found object sculpture.
Students will analyze and evaluate original artworks using art criticism format.
Before: Engage
Assemblage?
Have students look at the images in the textbook.
During: Check for Understanding
Have students make a list of everyday objects that could be used for creating a sculpture.
After: Evaluate
Have students write a short paragraph about recycling.
Technology Connection
WEB LINKS
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Special
Education
SAISD © 2004-05 ESL
Scott Foresman Art
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students work with a partner.
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Art – Grade 3
Week 10
Unit of Study: Artist Preparation for Exhibits/Contest/Evaluation
P
r
e
p
l
e
g
e
TEKS Grade 3 (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.
 3 A compare content in artworks from the past and present for various purposes such as telling
stories and documenting history and traditions.
 3 B compare selected artworks from different cultures.
 4 A identify general intent and expressive qualities in personal artworks.
 4 B apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by
peers and major artists
Vocabulary
SAISD © 2004-05 ESL
Resources
Third Grading Period
TEKS Grade 3 (Skills and Processes)
 2 A create artworks based on personal observations and experiences
 2 C produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of
art materials appropriately
Instructional Guidelines
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Scott Foresman Art
Unite Review
The teacher will use resources and Before, During, and After strategies to:


clarify ideas, materials and methods used to create art
explain and demonstrate selection and preparation procedures
How to Teach
Student Behaviors
Key Questions
Getting the Big Ideas
28. What does the self-portrait tell you
about the artist?
29. Why must we keep the clay project
C
covered while it is being worked
Relev ance
on?
30. Why do you think this is your most
successful work?
 Demonstrate knowledge of
Rigor


elements and principles of
design; movement, repetition,
balance, contrast, and space.
Demonstrate techniques for
creating; paintings, clay
sculptures, sculptures, relief
prints.
Select and prepare completed
artworks for exhibitions and
contests.
Strategies







Compare and Contrast
Group Discussion
Questions
Discussions
Graphic Organizer
Reading Process
Primary Resources
Assessment


Students demonstrate understanding of art concepts and techniques through classroom discussions,
demonstrations and written examinations.
Students will evaluate personal artworks and participate in the selection and framing of the artworks in
preparation for exhibits and art contests.
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
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Special Education
Scott Foresman Art
SAISD © 2004-05 ESL
Instructional Modifications/
Accommodations Determined
by ARD/IEP
During: Check for Understanding
 Have students respond orally and/or partner them with a fellow student.
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