What makes it necessary to have rituals in the Art room?

FOURTH GRADE QUARTER ONE - LINE Why is it important to have Rules What makes it necessary to have rituals in the Art room? rituals and routines in the art room? routines Rituals & Routines: Teacher establishes rituals and routines. Including, where art rules are posted in the art room, and establishes assigned seating. Students will draw their summer experience in a triptych format. Line: Teacher will introduce and review the art element of line. Students will create an original work of art using various types of lines. Line: Teacher will introduce contour line and blind contour drawing. What are the different types of lines? Can a painting or a drawing be all about line? What is a contour line? While teacher records student names on seating chart, students illustrate their favorite summer experience in a triptych format. Students will identify different types of lines in artist works. Students will compare and contrast artworks by Klee, and Kandinsky. Students will create an original work of art integrating various types of lines. Students will use different types of media. Students will learn how to contour draw their thumb, hand and hand holding an object. Students will participate in drawing warm up exercise following several steps. Can you recognize how artists use the art element of line in their artwork? How can lines express feelings, movement, or suggest a sense of calm? How often do you think about making different types of lines in the art making process? What different types of art media can you use to make a line? What lines have the most emphasis in your artwork? For your contour drawing to be successful what are the important points to remember? What was the most challenging part for you to stay focused on? What is the difference between contour and other types of lines? thick thin curved crosshatch sketched actual implied arrangement composition two-dimensional overlapping picture plane unity variety contour line blind contour drawing continuous line outline inside/ outside edge FOURTH GRADE QUARTER ONE - SHAPE Shape: Teacher will introduce and review the art element of shape. What are the two types of shapes? Students will list geometric and organic/free-form shapes. Students will understand that a shape is two-dimensional. Where in the real world can you find both geometric and organic shapes? geometric organic/freeform two-dimensional

Students will utilize geometric and organic shapes in an artwork and incorporate negative space as additional shapes. Shape: Teacher will introduce shapes that are signs and symbols in artist works. Students will create a an artwork integrating everyday signs and symbols. How does the artist incorporate negative space in his artwork? Where would you find shapes, signs and symbols in the real world? How will you use your own experiences to create a painting using everyday signs and symbols? Students will give examples of shapes in the real world. Students will make a collage by cutting geometric and organic shapes from different colored papers arranging them in a interesting composition. Students will identify and discuss shapes that are used as signs and symbols in real life and that they are used as a vehicle to communicate ideas. Students create a painting using various shapes geometric, organic/freeform, signs and symbols in an original work of art. What types of shapes did you notice in the negative spaces of your composition? Is there a way to measure an organic/free-form shape? How can you show variety in your composition using both geometric and organic shapes? Do you think artists are inspired by their world and that their experiences influence their artwork? Do signs and symbols have meaning in art? Is it possible to interpret the meaning differently than what the artist intended? What types of strategies would you recommend to another student on how to develop their ideas, integrating their personal observations, and experiences into their artwork? overlapping placement composition negative space variety signs symbols integrating purpose and meaning in art FOURTH GRADE QUARTER ONE- PATTERN What is pattern, and where in the real world do we find pattern? Pattern: Teacher will introduce and review principles of design; pattern. Teacher will introduce lesson regarding pattern, viewing artwork that depicts pattern. What is printmaking? Do patterns appear regular or random? What art elements can be repeated to create a pattern? Students will create several patterns selecting the best design to carve into an Styrofoam plate to make a print. Students will explore with printing pattern repetition of lines, shapes and colors random regular What other materials can you use to carve into to make a pattern for a print?

techniques. continuation of lesson What are the procedures needed in order to pull a print? FOURTH GRADE QUARTER ONE - RHYTHM How will you recognize rhythm in a work of art? Rhythm: Teacher will introduce principles of design; rhythm. Students will create a composition using lines, shapes, and patterns demonstrating rhythm. What art elements and principles of design will you incorporate in your artwork to show rhythm? Students will compare and contrast art visuals of Van Gogh's Starry Night and Kandinsky's musical series. Students will compose a drawing. Students will repeat lines, shape, color, and pattern, demonstrating rhythm. Can you locate a sense of rhythm created in Van Gogh's Starry Night? Can you identify different types of rhythm in Kandinsky's musically inspired artwork? Did you find it challenging to create rhythm in your work of art? Are their similarities between art and music? Can another student recognize rhythm in your work of art? rhythm arrangement movement regular irregular planned/unplanned rhythms composition FOURTH GRADE QUARTER TWO - COLOR What effect does color have on a work of art? Color: Teacher will introduce and review the art element of color and the science of color theory. Students will measure, draw and label a 12-step color wheel chart. How will you divide your wheel into 12 equal sections? Students will discuss and review color; primary, secondary and intermediate colors. Students will draw and measure a circle on a piece of paper, then divide it up into 12-45 degree angles. Students will organize the colors in correct location. Color Wheel Chart, compass, protractor, ruler, pencil, paper. What is another name for color? What must be present for our eyes to see color? When light passes through a prism it bends and separates into bands, what is that separation called? Does color create a mood? What degree will the angles need to be measured in order to make the 12- steps equally distributed on the color wheel chart? What other way could you design your color wheel besides a circle? Primary, secondary, intermediate, color wheel, circular chart (arrangements of colors on a wheel), hue, prism, light, spectrum Compass, protractor, ruler

Color: Teacher will demonstrate how to mix secondary colors from the three primaries red, blue and yellow. Where do we get the three primary colors from? Students will mix the twelve colors on the color wheel following several steps. Students will paint in the three primaries and mix the three secondaries. Why do artists learn to mix colors? Why do you think the colors are arranged and organized in this order on the color wheel? Color spectrum, hue, color wheel (circular chart) Teacher will demonstrate how to mix intermediate colors from the three primaries red, blue, and yellow. Explain what your strategy will be in how to mix an intermediate color? Paint, red, blue and yellow, medium paint brush color wheel chart, pallet paper, water, Students will continue to mix the twelve colors on the color wheel following several steps. Students will understand how the colors on the color wheel are organized and work together. Could you explain to another student how to mix an intermediate color? Blue -Violet, Blue- Green, Red-Violet, Red-Orange, Yellow-Green, Yellow-Orange Color: Students will turn their painted color wheel into a work of art by integrating lines, shapes and designs on a background space. Can a color wheel chart be a work of art? Paint, brush, chart, pallet paper, water Students will cut out wheel and glue it on a white piece of background paper. Students design lines, shapes and repetitive patterns around and radiating out from their painted color wheel. What other ways could you turn your color wheel chart into a work of art? Is there another subject area that teaches about color? Asymmetry, symmetry, unity Markers, sharpies, metallic pens FOURTH GRADE QUARTER TWO VALUE Value: Teacher will introduce and review the art element value. Teacher will demonstrate value and how light falls on an object. What is value? Students will observe a demonstration of how light falls on an object. Students will understand value refers to light and dark, and how different colored light create different color values, (warm and cool). Does value help to define form on a two-dimensional surface? How does value help an artist see and understand a two-dimensional work of art? Can value have contrast? Value, contrast, warm, cool Students will create a gray scale from white to black. Students will include all the gradations of gray What techniques do artist use to imply value? Floodlight, manikin, white, blue and red bulbs. Students will make a seven-step gray scale. Students will use this value scale as a reference for a composition. Can all shapes be turned into threedimensional form using value techniques? Value, contrast, gray scale, gradations, cross-

in between. Students will create a sphere from a circle shape using value techniques. Value: Teacher will define value as the darkness and lightness of a color. Teacher will demonstrate how to paint tints and shades of one hue. How do we know if a value is a tint or a shade? Students will draw a circle and apply value techniques turning a circle shape into a three-dimensional form.(sphere) Drawing pencils, paper Students will paint a four-step value scale of tints(light values) and shades (dark values). Paint, various hues, black, white, brush, pallet paper, visuals, images Can you identify and recognize value in artist works? Looking at the spectrum what color would be a light, middle and a dark value? What did you notice when you were limited to mixing with only black and white paint? hatching, blending, shading Tint,shade, light value, dark value, middle value Value: Teacher will introduce monochromatic color scheme. Students will paint a scene using monochromatic colors. What is a monochromatic color scheme? Students will paint a scene of their choice using a monochromatic color scheme. Images, visuals of monochromatic color schemes, paint, pallet paper, brush, paper What strategies did you use in creating your painting? Can you describe your steps to another student? How is a monochromatic color scheme useful to artists? Why would an artist choose this color scheme? Monochromatic color scheme, hue FOURTH GRADE QUARTER TWO SPACE How do you know if space is Students will identify positive and Are positive and negative space positive or negative? negative space in works of art. interchangeable? Space: Teacher will identify two types of space, positive and negative. Positive space, negative space, watercolor washes. Students will create and draw the negative space in a still life. Space: Teacher will introduce Atmospheric Perspective. Students will paint with watercolor demonstrating the illusion of space. Students will What types of objects can be included in a still life? What is atmospheric perspective? How do objects in the distance appear when they move farther away from the viewer? Students will draw a still life. Students will then use watercolor washes to paint the negative spaces. Still life visuals, watercolor trays, brushes, pencil, paper, The students will learn the definition of Atmospheric Perspective as a technique of rendering depth or distance in a painting. Students will paint a landscape which incorporates atmospheric perspective. How does positive and negative space work in a still life? How did your positive shape change by painting the negative space? What are some of the techniques an artist uses to show illusion of space on a two dimensional surface? How can color be used to increase an illusion of space? Still Life Atmospheric perspective Atmospheric perspective, Illusion of space, receding,

identify, foreground, middle and background space. SPACE: Teacher will introduce Linear Perspective. Students will continue drawing a city scene using parallel lines toward a vanishing point demonstrating linear perspective. How is Linear Perspective different from Atmospheric Perspective? What happens to the imagery as it reaches back in space towards a vanishing point? Watercolor paper, watercolor brush, visuals of artist's work. Students will discuss and explain the six perspective techniques. Students will begin a drawing of a city demonstrating linear perspective. Students will draw a city scene using parallel lines that move towards a vanishing point on the horizon line. Pencil, ruler, Visuals of Artist's works that show linear perspective. Can you recognize what perspective techniques are being used in an Artist's work of art? What would happen if there multiple vanishing points on the horizon in your city scene? value, intensity, foreground, middle ground, background space. Linear Perspective Linear perspective, horizon line, vanishing point, picture plane, foreground, middle ground, background, parallel FOURTH GRADE QUARTER TWO UNITY What is Unity in a work of art? Students will examine and explore unity Unity, combining, in artists works. wholeness, totality, Students will learn how to respond to Art Criticism, artworks using Feldman's approach to description, Art Criticism; Description, interpretation, Interpretation, Analysis, and judgment. analysis, judgment Students will share their findings. Unity: Teacher will discuss unity as a principle of design. Students will develop higher level thinking skills through Art Criticism. How does an artist know when their work has reached a sense of unity? Do you have a sense when your artwork is complete? Do you strive for harmony in your personal works of art? How did Feldman's steps of art criticism help you understand and appreciate artists works? FOURTH GRADE QUARTER THREE FORM What are the two types of forms? Students will view and study figurative sculpture that demonstrates gesture. Form: Students will discuss and identify form as an element of art. Students will build a sculptural clay figure that demonstrates gesture, movement and or action. What poses can be used to create a sculpture demonstrating movement, action and or a Students will sketch and build a clay figure using basic forms; cubes, rectangular prism, spheres, and Why do you think artist use form as their medium of choice to communicate their ideas? Is it important that form can be viewed from all sides? How would you approach this assignment if you were using only organic forms? Form, sculpture, gesture, three dimensional, geometric, organic/freeform Rectangular prism, cube, cylinder, base, movement,

gesture? cylinders, and organic/freeform. Students will position their figure in a gestural pose. Have you seen any sculpture in the real world that resembles an organic form? figurative, score, slip Form: Students will view and be introduced to sculpture made from found objects. Students will collect, plan and build a 3-dimensional assemblage from various materials. Students will continue to build and assemble, embellishing details. Can a sculpture that is made out of found materials be a work of art? How will a plan assist you in the construction of your sculpture? Can you visualize the end product of how your sculpture will look? Images, prints, figurative sculpture, clay, tools, slip Students will view various art works made from found objects. Students will make a sketch as a reference and use it to build a assemblage. Students are encouraged to collect objects that they would like to incorporate into their artwork reflecting personal voice. Students will continue to develop their ideas. Do you think the artist intention is to create meaningful art when it is made from found objects? What types of challenges do you think you might encounter during construction? What materials did you use that best defined your intention? What was the most difficult part in constructing a sculpture out of found objects? Assemblage, free standing, FOURTH GRADE QUARTER THREE - PROPORTION What are some of the reasons Central axis, masks are used in different proportion, cultures? Proportion: Students will examine and identify proportion as a principle of design. Students will understand facial proportion. Students will build a clay mask using facial proportions. Can masks be functional and nonfunctional works of art? After a visual presentation of masks from around the world and Rodin's series of 7 masks, students will sketch a mask design that will be used as reference for a clay assignment. Slides, images, masks from various cultures, world map. Students will build a clay mask using accurate facial proportions. Students will embellish using additive and subtractive techniques to their mask. clay, tools, slip. After today's lesson can you recognize where a mask originated from? Do masks have a cultural style that reflects how people perceive their world? In our American culture when do we celebrate wearing a mask? What other ways can you add to your finished mask? Were you able to effectively communicate your ideas using this clay media? Score, slip. Additive, subtractive clay techniques

Proportion: Students will examine and identify distortion in masks from around the world. Students will make a mask using distortion. What types of feelings do you think an artist might portray in their mask? What types of feelings will you display in your mask design that reflect distortion? Students will compare and contrast various masks made in class. Visuals, images of masks. Students will draw and paint a facial mask that demonstrates distortion. Slides, visuals of masks, paper, paint, brush, water. Do all masks express an emotion and or feeling? Are all feelings worth expressing? What techniques did you discover that best demonstrated distortion in you mask design? What part has the most emphasis? Distortion FOURTH GRADE QUARTER THREE BALANCE How do artists create a sense of Are there different ways to create equilibrium in their artwork? balance in a work of art? Balance: Teacher will introduce formal balance as a principle of design. Students will continue creating an original design demonstrating symmetry. What is the artist intention when creating a symmetrical design? Students will view visuals of artist works that demonstrate symmetry. Students will begin a drawing that is an original design that demonstrates symmetry. Students will continue drawing their original design using symmetrical balance. Students will organize their design having equal elements on both sides of a central axis. What parts of your symmetrical design was the most challenging? Is it difficult to make a mirror image design? Formal balance, mirror image, central axis, equilibrium, symmetry, visual weight Formal balance, mirror image, central axis, equilibrium, symmetry Balance: Teacher will introduce informal balance as a principle of design. Students will create an informal drawing and or painting of their choice. Students will continue drawing and or painting an imaginary scene using informal balance. How does an artist use certain elements as visual weight to create a sense balance? How will you organize elements of art and principles of design in an informal composition? Paper, images of symmetrical designs, markers, and colored pencils. Students will examine, discuss and identify how visual weight is incorporated in a work of art demonstrating balance. Students will begin to draw an imaginary scene using informal balance. Student will draw and illustrate an imaginary scene using informal balance. Images, Paper, Marker, watercolor, pastel, drawing pencils What do you find yourself more drawn to a work of art, one that illustrates symmetry or asymmetry? Can an artist create a since of unity in artwork that is asymmetrical? How will you create a sense of unity in your own personal work? Informal balance, position, placement, unity, visual weight Informal balance, position, placement, unity, visual weight

FOURTH GRADE QUARTER THREE - EMPHASIS What is emphasis? Students will identify and indicate Center of interest, emphasis in works of art. emphasis, visual Students will recognize that the focal weight, color point of artwork gives it importance. contrast Emphasis: Teacher will identify and discuss emphasis as a principle of design. Students will create a work of art centering around a focal point that grabs the viewer s attention. What will be your emphasis? Students will draw and or paint a work of art that shows emphasis. Pencils, paper, watercolor, pastel student choice of art media Do all works of art have a focus that is recognizable? What are the art elements and principles of design that contribute to emphasis? Can emphasis communicate a hidden message? Is there a hidden message in you work of art? Center of interest, emphasis, visual weight, color contrast Students will continue developing their ideas and adding details to their work. Can an emphasis begin with one idea in mind and through the development of an artist ideas change in the final piece? Students focus on the final details. Can another student recoginize the focus/emphasis of your work of art? FOURTH GRADE QUARTER FOUR - TEXTURE Texture: Teacher will introduce the art element texture. Students will create a weaving using various materials. What is texture? Students will understand the cultural and historical contributions made by the Native Americans. Students will view artworks, such as, weavings, blankets and clothing. Student will learn how to set up a loom for weaving. What are the types of tactile textures? What makes a tactile texture look the way it does? Native American Culture, tactile texture, weaving Students will continue weaving various materials yarn, ribbon and lace. Students will continue weaving adding embellishments glitter What types of materials can you use that will show different types of textures? How will you embellish your weaving that reflects a personal Art objects, visuals, cardboard looms, string Students will continue weaving with various materials and textures demonstrating fiber techniques. Yarn, ribbon, lace, beads, raffia, reed Paintings of women weaving Did you select textures that reflect a personal voice? Can you identify different values in your weaving? Can you construct a way to hang your weaving? Cardboard loom, warp, weft, weave

yarn, beads, raffia, etc. Texture: Teacher will introduce visual texture. Students will demonstrate drawing skills of visual texture. voice? What is visual texture? What is the difference between tactile and visual texture? Student compare and contrast visual texture in artist works. Students will draw various objects, such as, coke can, wood, silk scarf, a crumbled piece of paper. What techniques do artist use to imply visual texture? Based on prior knowledge what strategies will you use to demonstrate texture? Visual texture, implied texture, simulated Value, cross hatching, blending Various objects with many textures, Shiny, rough, matt, smooth, silky. FOURTH GRADE QUARTER FOUR MOVEMENT Movement: Teacher introduces the principle of design; movement What is visual movement? Students compare and contrast visual movement in various artist works. Students identify art elements and principles of design that define visual movement in a work of art. How do artist create visual movement? Implied line, visual movement Students will create a multimedia project demonstrating visual movement Students continue with multimedia project. How will you plan and organize a multimedia project? What is unity? Students will design a multimedia project, using various materials demonstrating visual movement. Paint, pencil, marker, collage, paper, pastel Students continue to apply various materials and techniques to their artwork. Students focus on developing unity in their overall composition. What art elements and principles of design did you repeat to show a feeling of visual movement? Can other students follow your intended path of movement? How do you know you have achieved a since of unity in your artwork? What is the emphasis in your work of art? Direction repetition Unity FOURTH GRADE QUARTER Variety: Teacher will discuss variety as a principle of design. What is variety? Students will learn that variety creates visual excitement and unity in a work of art. Students will view various artworks and identify different types of variety used. Students will work in cooperative What art elements and principles of design are used to increase variety in a works of art? Variety, Repetition of lines, shapes, color

groups viewing artist works and completing art critique sheets. Gustav Klimt: The Kiss Andy Warhol: Flower Painting Joan Miro: The tilled Field Frank Stella: Sculpture