Art Pacing Guide Grade 4

Art Pacing Guide Grade 4 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 **** **** W1 W2...
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Art Pacing Guide

Grade 4

Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 **** **** W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 1

Topic

Unit 1: Colors & Schemes

Unit 2: Expression of Mood Unit 3: Positive & Negative Space

Unit 4: Radial Balance Unit 5: Patterning and Geometric Shapes & Forms

Unit 6: Symbols in Stories

Unit 7: Rhythm & Repetition

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Unit 8: Illusion of Depth

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Unit 9: Process, Materials and Tools

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ART CURRICULUM GUIDE - GRADE 4 The District 99 Art Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Performance Descriptor/ Essential Content

Range (class periods)

Goal 25 - Know the language of the arts. Goal 26 - Through creating and performing, understand how works of art are produced. Goal 27 - Understand the role of the arts in civilizations past and present. Essential Questions

25A Sensory Elements: 1 Construction of a color wheel

How is a color wheel useful in color mixing?

26B Skills & Creating: 2 Observational drawing of manufactured or natural objects using monochromatic color schemes in a sketchbook

What can you learn from only using different values of one color in a drawing?

Vocabulary

Suggested Formative Assessments

Suggested Summative Suggested Accommodations Assessments

Unit 1: Colors and Color Scheme Primary, Teacher observation with Graded class secondary, tertiary documentation, individual assignment, colors group processing, presentation/ project shoulder/face partners, quiz- with a rubric, quiz-trade performance task list Monochromatic, color scheme, observational drawing, value

Sketch/practice

Copying this document is prohibited without written permission from Cicero School District 99.

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

BG: Checklist, modified tools, GL: peer teaching. ELL: point to answer, picture support, checklist, peer support, sort.

Suggested Resources/Activities

Paint a complete color wheel including primary, secondary, and tertiary colors. Suggested artists: Robert Indiana, Piet Mondrian, Roy Lichtenstein

Presentation/ project BG: guided drawing. GL: peer Create a monochromatic work of art with a rubric evaluation, peer teaching. ELL: that incorporates a manufactured or picture support, peer support, natural object drawn from observation. Suggested artists: Henri Rousseau, Pablo Picasso

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ART CURRICULUM GUIDE - GRADE 4 The District 99 Art Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Performance Descriptor/ Essential Content

25A Expressive Qualities: 25B Comparison of mood in portraits of famous people

Goal 25 - Know the language of the arts. Goal 26 - Through creating and performing, understand how works of art are produced. Goal 27 - Understand the role of the arts in civilizations past and present.

Range (class periods)

Essential Questions

Vocabulary

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How can the mood of a portrait have an effect on the viewer's perception of that person?

Mood, portraits, heroes, contribution, analyze

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Accommodations Assessments

Unit 2: Expression of Mood Sketch/practice, total Critique, gallery walk, physical response, presentation/ project shoulder/face partners with a rubric, performance task list, journal

BG: trace template, checklist, modified tools, flash cards, guided drawing. GL: peer evaluation, peer teaching. ELL: picture support, peer support, sort.

Suggested Resources/Activities

Analyze a selection of portraits from a variety of different cultures. Make a portrait of a meaningful person that depicts a strong sense of mood. Suggested artists: Leonardo Da Vinci, Frida Kahlo, Giuseppe Arcimbaldo, Amedeo Modigliani

25A Sensory Elements and 3 How does the Mood, emotion, Sketch/practice, teacher Critique, gallery BG: modified tools, guided Create an artwork that explores the 25B Expressive Qualities: lighting of an value, light source observation with walk, presentation/ drawing. GL: peer evaluation, relationship between value and Expression of a specific idea, object have an documentation, total project with a rubric, peer teaching. ELL: picture mood. For example, a dramatically mood, or emotion that effect on the physical response, performance task list, support, sequence, lit portrait, still life, or landscape. stresses the importance of overall mood of a journal Suggested artists: Edvard Munch, light source in relation to picture? Giorgio de Chirico, value CAREER CONNECTIONS: photographer, portrait painter, art critic, landscape painter, graphic artist, curator, cosmetologist, interior decorator, museum director, gallerist

Copying this document is prohibited without written permission from Cicero School District 99.

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ART CURRICULUM GUIDE - GRADE 4 The District 99 Art Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Performance Descriptor/ Essential Content

25A Sensory Elements: Identification of positive and negative space

25A Organizational Principles: Demonstration of the dependency of parts to a whole in relation to radial balance

Goal 25 - Know the language of the arts. Goal 26 - Through creating and performing, understand how works of art are produced. Goal 27 - Understand the role of the arts in civilizations past and present.

Range (class periods)

Essential Questions

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What would Positive, negative happen if you space, optical reversed the illusion positive and negative space in a design?

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Vocabulary

Suggested Formative Assessments

Suggested Summative Suggested Accommodations Assessments

Unit 3: Positive and Negative Space Sketch/practice, Critique, graded class shoulder/face partners, assignment, gallery think pair share walk, presentation/project with a rubric, performance task list, written self evaluation

Unit 4: Radial Balance What is the Parts, whole, radial Numbered heads together, Critique, gallery walk, essential role of a balance, quadrant, cooperative structures presentation/project quadrant in radial rotation with a rubric, balance? performance task list, written self evaluation

Copying this document is prohibited without written permission from Cicero School District 99.

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Resources/Activities

BG: trace template, checklist, modified tools, flash cards, guided drawing. GL: peer evaluation, details, peer teaching. ELL: point to answer, picture support, sequence, checklist, peer support, sort.

Create an optical illusion that incorporates the interchangeability of positive and negative shapes. Suggested artists: Ellsworth Kelly, Bridget Riley, M.C. Escher

BG: trace template, modified tools, guided drawing. GL: additional steps, details, peer teaching. ELL: picture support, modeling, sequence, peer support,

Make a design that utilizes rotation or a quadrant to achieve radial balance. For example, a Mandala, Persian tiles, etc. Suggested art: Celtic, Islamic, Navajo design

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ART CURRICULUM GUIDE - GRADE 4 The District 99 Art Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Performance Descriptor/ Essential Content

Range (class periods)

26B Sensory Elements and Skills & 3 25A Creating: Construction of a pattern of geometric shapes rendered as a 3D object; differentiation between 2D and 3D works of art

Goal 25 - Know the language of the arts. Goal 26 - Through creating and performing, understand how works of art are produced. Goal 27 - Understand the role of the arts in civilizations past and present. Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Accommodations Assessments

Unit 5: Patterning and Geometric Shapes and Forms How is the Pattern, geometric Sketch/practice, teacher Graded class transformation of shape, 3D observation with assignment, written 2D to 3D artwork object/sculpture documentation self evaluation used in real life?

BG: trace template, checklist, Transform a 2D geometric pattern modified tools, guided drawing. into a 3D sculpture. For example, GL: peer teaching. ELL: picture origami or net. support, sequence, checklist, peer support, sort.

CAREER CONNECTIONS: architect, interior architect, sculptor, glass artist, urban planner, fiber/fabric artist, weaver, industrial designer, installation artist Unit 6: Symbols in Stories 25A Expressive Qualities and Skills 2 How can symbols Symbols, Round table, journal, Presentation/project BG: checklist, flash cards, guided 26B & Creating: Identification of be used to illustration learning log with a rubric, reading, guided drawing. GL: symbols from everyday life enhance a story? performance task list, peer teaching. ELL: teacher while illustrating an original written self models, picture support, peer story evaluation, journal support

25A Sensory Elements and Organizational Principles: Recognition of rhythm created by the repetition of line in gesture drawing

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Unit 7: Rhythm & Repetition How can the Rhythm, repetition, Sketch/practice, total Critique, graded class element of line be gesture drawing, physical response. assignment, gallery used primarily to movement, line walk, show movement in presentation/project a work of art? with a rubric,

Copying this document is prohibited without written permission from Cicero School District 99.

Suggested Resources/Activities

BG: modified tools, guided drawing. GL: peer evaluation, peer teaching. ELL: teacher models, picture support, peer support,

Compose a brief narrative that incorporates symbolism, and use those symbols to graphically illustrate the story. Faith Ringgold, Grandma Moses, Sister Gertrude Morgan

Create a gesture drawing that emphasizes movement and rhythm. For example, Duchamp's Nude Descending a Staircase , a sports picture, etc. Suggested artists: Marcel Duchamp, Fernand Leger, Umberto Boccioni

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ART CURRICULUM GUIDE - GRADE 4 The District 99 Art Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Performance Descriptor/ Essential Content

Range (class periods)

Goal 25 - Know the language of the arts. Goal 26 - Through creating and performing, understand how works of art are produced. Goal 27 - Understand the role of the arts in civilizations past and present. Essential Questions

26B Skills & Creating: 2 Development of a plan using research to create the illusion of depth in a 2D work of art

Why is it important to plan out a work of art before creating it?

26A Tools & Processes: 3 Demonstration of fundamental processes in a variety of visual art forms; Selection of the correct tools to apply specific media and execute processes to a given surface

Why is variety important in art? What happens when a surface and a specific media do not mix?

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Accommodations Assessments

Suggested Resources/Activities

Unit 8: Illusion of Depth Depth, spacial Sketch/practice, Gallery walk, illusion, overlap, shoulder/face partners, presentation/project foreground, middle think pair share, journal, with a rubric, ground, background performance task list, written self evaluation

BG: guided drawing. GL: peer evaluation, additional steps, details, peer teaching. ELL: teacher models, picture support, peer support

Make a preliminary drawing that incorporates illusion of depth to be used for a larger, finished work of art. For example, a plan for a mural, mosaic, or a painting. Suggested artists: Faith Ringgold, Kerry James Marshall, Keith Haring, Diego Rivera

Unit 9: Process, Materials and Tools Painting, sculpture, Sketch/practice, cooperative Critique, gallery weaving, drawing, structures display, print printmaking, exchange, photography, ink, collaboration brayer

BG: modified tools GL: peer evaluation, details, peer teaching. ELL: teacher models, picture support, sequence, checklist, peer support, sort.

Make a series of prints, or multiples, using lino-cut, foam board, monoprint, rubber stamping, string print, glue print, rubbing, marbling/sumi nagashi or stencil. Suggested artists: Edvard Munch, Albrecht Durer, Hans Holbein, Katsushika Hokusai, Rembrandt van Rign, Lionel Feininger

CAREER CONNECTIONS: printmaker, master printer, muralist, children's book illustrator, illustrator, cartoonist, caricature artist

Copying this document is prohibited without written permission from Cicero School District 99.

5

ART CURRICULUM GUIDE - GRADE 4 The District 99 Art Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Performance Descriptor/ Essential Content

Range (class periods)

26A Tools & Processes: 3 25B Demonstration of how two materials achieve different effects in communicating a given idea Use of Vocabulary: Usage of proper vocabulary and terminology when describing a work of art

Goal 25 - Know the language of the arts. Goal 26 - Through creating and performing, understand how works of art are produced. Goal 27 - Understand the role of the arts in civilizations past and present. Essential Questions

Vocabulary

Suggested Formative Assessments

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Accommodations Assessments

Unit 10: Communicating Ideas Through Tools, Process and Vocabulary What role do Variety, contrast, Sketch/practice, teacher Critique, quiz, graded BG: guided drawing, flash cards. materials play in critique, elements observation with class assignment, GL: peer evaluation, peer communicating and principles of art documentation, find project with a rubric, teaching, details. ELL: modeling, ideas? Why is it someone who…, talking clue cards peer support important to use chips, think pair share correct terminology when talking about art?

Copying this document is prohibited without written permission from Cicero School District 99.

Suggested Resources/Activities

Render an image using two separate materials. For example, oil pastels vs. watercolors, charcoal vs. colored pencils, etc. Critique a selection of student artwork using the vocabulary of the elements and principles of art. Suggested artists: Romare Bearden, Henri Matisse

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ART CURRICULUM GUIDE - GRADE 4 The District 99 Art Framework is aligned with the following Illinois State Goals and Standards: Essential Content Key: I = Introduce D = Develop M = Mastery RV = Revisit from same school year R = Review from previous grade

ILS

Performance Descriptor/ Essential Content

Range (class periods)

Goal 25 - Know the language of the arts. Goal 26 - Through creating and performing, understand how works of art are produced. Goal 27 - Understand the role of the arts in civilizations past and present. Essential Questions

Vocabulary

Suggested Formative Assessments

27A Roles of Artists and Audiences 3 and Contributions of the Arts: Explanation of how the arts are used in everyday life and commercial applications, and how various occupations are related to the arts; Description of the roles of artists in society and the places where art is displayed

How and when do we interact with artist-made objects and artists' ideas everyday? What is the primary role of the art museum in our society?

Architecture, cartoonist, fashion designer, landscape, portrait, advertisements, industrial design, package design, museum, gallery,

27B Contributions of the Arts: 3 Investigation of the significant contributions made by artists in several art forms and the way different cultures use the arts to celebrate similar events

How and to what degree do artists contribute to cultural celebrations?

Culture, Sketch/practice, teacher celebration, festival observation with documentation, total physical response, shoulder/face partners, think pair share, journal, quiz-quiz-trade

Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner ELL = English Language Learner

Suggested Summative Suggested Accommodations Assessments

Unit 11: The Role of Art in Society Sketch/practice, think pair Graded class share, journal, quiz-quizassignment, trade, cooperative performance task list, structures, teacher journal, quiz observation with documentation

Presentation/project with a rubric, performance task list, journal

BG: trace template, flash cards, checklist, guided drawing. GL: peer evaluation, additional steps, details, peer teaching. ELL: teacher models, picture support, checklist, sequence, peer support, sort.

Suggested Resources/Activities

Draw an architectural rendering of a proposed building or structure. View a virtual tour of several famous art museums and institutions.

BG: trace template, modified Make a cultural artifact that relates tools, GL: peer evaluation, to a celebration. For example, an additional steps, details, peer African Mask, a Piñata, etc. teaching. ELL: point to answer, teacher models, picture support, peer support

CAREER CONNECTIONS: museum director, curator, gallery director, architect, costume designer, make-up artist, event planner, teacher

Copying this document is prohibited without written permission from Cicero School District 99.

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