CURRICULUM MAPPING
Subject: Art
Grade: Third Grade
I. Unit - Drawing
A. Content/Essential Questions
Still Life Drawing
Portraiture
Observe symmetry using drawing medium
Landscape drawings using foreground
Use various materials to illustrate with as well as on different surfaces
Standards:
VA.A.1.2.1: The student uses and organizes two-dimensional and threedimensional media, techniques, tools, and processes to produce works of art that are
derived from personal experience, observation, or imagination.
VA.A.1.2.2: The student uses control in handling tools and materials in a safe and
responsible manner.
VA.A.1.2.3: The student knows the effects and functions of using various
organizational elements and principles of design when creating works of art.
VA.A.1.2.4: Uses good craftsmanship in a variety of two-dimensional and threedimensional media.
VA.B.1.2.2: The student understands what makes different art media, techniques,
and processes effective or ineffective in communicating various ideas.
VA.B.1.2.3: The student knows how to identify the intentions of those creating
works of art.
VA.C.1.2.1: The student understands the similarities and differences in works of art
from a variety of sources.
VA.C.1.2.2: The student understands how artists have used visual languages and
symbols through time and across cultures.
B. Skills
The student will be able to:
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Draw using various techniques and mediums
Draw objects using shapes to construct a picture
Draw detailed portraits in various styles
Communicate events through drawing medium.
Create a composition that consists of elements of design.
Use drawing as a medium to compliment other mixed media projects
Draw landscapes from different environments
Sketch ideas for drawings and other mediums
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Create an illustration for a written story
Draw using techniques derived from various cultures and time periods
C. Activities/Procedures
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Detailed Self Portrait
African Senofu drawings
Judaic star cray-pas scratch resist
Make school posters in support of school-wide events
Draw objects (still life drawing) found around the classroom
Draw animals and various objects by following step-by-step instructions
with use of the Promethean board and appropriate integration on shapes.
Self-Portraits in the style of Picasso and Jean Dubuffet
D. Resources
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Pencils
Crayons
Oil pastels
Chalk
Sharpies
Stylus (printmaking drawing component)
Handouts and images to view
Various kinds and weights of papers
E. Technology
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Show artwork through websites of various drawing techniques and artists.
YouTube videos on drawing and artists working (modeling behavior).
Model drawing by creating on the Activboard and allowing students to
follow along in a step-by-step process
F. Assessment
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Student will be able to construct a detailed drawing using the elements of
design, such as line, pattern, texture and shape.
Student will be able to make a balanced composition that tells a story using
drawing as the medium.
II. Unit – Fiber Art/ Mixed Media
A. Content/Essential Questions
Collage
Mixed Media Composition
Multi Dimensional Art using different mediums
Standards:
VA.A.1.2.1: The student uses and organizes two-dimensional and threedimensional media, techniques, tools, and processes to produce works of art that are
derived from personal experience, observation, or imagination.
VA.A.1.2.4: Uses good craftsmanship in a variety of two-dimensional and threedimensional media.
VA.B.1.2.2: The student understands what makes different art media, techniques,
and processes effective or ineffective in communicating various ideas.
VA.C.1.2.1: The student understands the similarities and differences in works of art
from a variety of sources.
VA.C.1.2.2: The student understands how artists have used visual languages and
symbols through time and across cultures.
B. Skills
The student will be able to:
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Use various materials together to make a composition
Cut objects out of different materials and use them to complement each
other
Glue together various materials to create a two-dimensional and threedimensional work of art.
Draw on various kinds of materials
Explore texture and makeup of various materials
Create objects using mixed media
Create works of art on fabric
C. Activities/Procedures
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Batik fabric patterns using glue and paint
Mixed media masks using mixture similar to papier-mâché
Mixed media abstracted Judaic symbols
Several mixed media Seurat compositions
Mixed media Senofu cloth drawings
Mixed media scenic boat composition
Mixed media portraits in various styles
D. Resources
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Pencils
Crayons
Oil pastels
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Watercolors
Markers
Fabric
Recycled Materials
Scissors
Paint
Glue
Scrap booking paper
Found objects
Natural ready-made materials
E. Technology
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Show artwork through websites of various mixed media techniques and
artists
YouTube videos on decoupage, fabric design and collage artists (modeling
behavior).
F. Assessment
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Student will be able to compose a picture using a multitude of mediums,
Student will be able to create objects using mixed media.
III. Unit Ceramics
A. Content/Essential Questions
Sculpture
Hand building
Decorative design
Functional Dinnerware
Standards:
VA.A.1.2.1: The student uses and organizes two-dimensional and threedimensional media, techniques, tools, and processes to produce works of art that are
derived from personal experience, observation, or imagination.
VA.A.1.2.2: The student uses control in hand building tools and materials in a safe
and responsible manner.
VA.A.1.2.3: The student knows the effects and functions of using various
organizational elements and principles of design when creating works of art.
VA.A.1.2.4: Uses good craftsmanship in a variety of two-dimensional and threedimensional media.
B. Skills
Students will be able to:
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Carve and sculpt clay using correct tools
Core/slip clay together to effectively attach two pieces of clay
Make designs in clay using appropriate tools
Create a 3-dimensional objects using clay.
Roll coils
Pinch pots
Use clay to make functional pieces
Glaze clay using both appropriate and creative painting styles
C. Activities/Procedures
 Ceramic candle holders
 Hand building exercise/ game using clay
 Ceramic Kiddush cups
D. Resources
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Clay
Carving tools
Water/Vinegar
Sponges
Slab Roller
Cookie Cutters
Pin tool
Incising tools
Glaze
Glaze brushes
E. Technology
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Videos on rolling and hand building
Judaica Books on ceramic artwork that serves for practice in prayer
Videos on ceramic sculptors
Flipcharts showing how to create functional ceramic works of art
F. Assessment
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The student will be able to successfully make three dimensional objects that
are functional
The student will demonstrate how to attach two pieces of clay together using
Score/Slip method.
Students will successfully make a hand built sculpture that makes it
structurally sound
IV. Unit – Art History
A. Content/Essential Questions
Reproduce various styles of art through exploration of art history
Standards:
VA.B.1.2.2: The student understands what makes different art media, techniques,
and processes effective or ineffective in communicating various ideas.
VA.C.1.2.1: The student understands the similarities and differences in works of art
from a variety of sources.
VA.C.1.2.2: The student understands how artists have used visual languages and
symbols through time and across cultures.
VA.D.1.2.1: The student develops and justifies criteria for the evaluation of visual
works of art using appropriate vocabulary.
VA.D.1.2.3 : The student understands perceived similarities and differences among
different genres of art
VA.E.1.2.1: The student understands the influence of artists on the quality of
everyday life.
B. Skills
The student will be able to:
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Explore how art impacts everyday life.
Use vocabulary for evaluating works of art
Recognize different styles of art
Identify skills and knowledge needed for different art careers
C. Activities/Procedures
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Group discussions
Flipcharts presentations that highlight famous works of art and artists
Student explore art through Christie’s, Sotheby’s and Art & Antiques
publications
D. Resources
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Current art publications
Subject and artist specific books in the classroom that highlight artistiv
styles and subject matter
E. Technology
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Show artwork utilizing websites and flipcharts on the Promethean board.
F. Assessment
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Students will be able to identify works of art and styles specific to that
artist or time period.
Students will describe how artists’ creations and ways of thinking
influence home, school and work life.
V. Unit – Art Auction
A. Content/Essential Questions
Create student made works of art that focus on different styles of artists to
fundraise for the day school.
Standards:
VA.A.1.2.3: The student knows the effects and functions of using various
organizational elements and principles of design when creating works of art.
VA.A.1.2.4: Uses good craftsmanship in a variety of two-dimensional and threedimensional media.
B. Skills
The student will be able to:
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Collaborate with each other to complete a handmade piece of art.
C. Activities/Procedures
2010 - “Only One You”
The Third grade students read and discussed the book, “Only One You,” which teaches
many important lessons about life. The book is illustrated with rock paintings that look
like fish. Each third grader was asked to draft a drawing of their own special fish. The
students then transferred their designs to wood and finished these unique fish using paint
pens. The fish are mounted on a recycled glass background. The decoupage glass heart
in the middle symbolizes and encourages our exceptional students to be the best they can
be.
2011 - “Britto”esque Flower Sculpture
Our creative third graders studied the colorful works of local artist, Romero Britto. As
the students explored the fundamentals of line, color, pattern and composition, they
created a flower in the style of Britto. The artists transferred their designs to wooden cutout flowers and completed them using acrylic paint pens. In addition, the third graders
designed the leaves and stems that adorn their flowers. The flowers are mounted in a
wooden crate that has each of their names. This bold sculpture is a reflection of the bright
and colorful spirit of our third graders!
2012 - Seurat Inspired Butterfly
Our third graders had the pleasure of studying Pointillism as they explored the works of
Georges Seurat. Seurat pioneered this style and was a key figure in altering the world of
Modern Art. Students created this composition using the fundamentals of Pointillism.
Each student applied acrylic paint using Q-Tips to their portion of the butterfly. The
sections were then assembled onto a canvas. The piece is fitting for our third grade class
as it reflects the importance of the individual student as well as the collaboration of the
grade as a whole.
2013 - Eric Carle Inspired Butterfly Specimen Box
The third graders explored the books and artwork of Eric Carle. Each student embarked
on their own journey of making dynamic patterned paintings. In addition, the third
graders studied the life cycle of butterflies from around the world. Using their
knowledge of symmetry and design, students drafted butterfly shapes, which they then
cut out of their painted papers. These butterflies were assembled and are displayed on
top of excerpts from Chance and the Butterfly, a wonderful book about a struggling third
grader who learns to relate to others through raising butterflies. Each butterfly is adorned
with a word, envisioned by our students.
Revised June 10, 2013