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PRIMARY VISUAL ART: THIRD GRADE
PRIMARY VISUAL ART: THIRD GRADE // ELEMENTS &
PRINCIPLES OF DESIGN
PROGRAM OF STUDIES:
Performance Standard
Students experience art with attention given to the elements of
art. (line, shape, color, form, texture, space, value) or principles
of design (e.g., balance, emphasis, pattern)
Performance Standard
Students demonstrate an awareness of the elements of art and
principles of design
Performance Standard
Students recognize elements of art and principles of design in
two- and three-dimensional works of art
Performance Standard
Students identify and use the elements of art and principles of
design
ACADEMIC EXPECTATION(S):
1.13 Students
construct meaning and/or communicate ideas and emotions through the
visual arts
2.22 Students create products and make presentations that
convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
2.23 Students analyze their own and others artistic
products and performances
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Core Content for Assessment:
AH-E-4.1.31 Describe works of art using appropriate art
terminology (subject matter, ideas, elements of art,
principles of design)
AH-E-4.1.32 Art Elements line, shape, form,
texture and color (primary and secondary hue) and color groups
(warm, cool neutral) value, space
AH-E-4.1.33 Principles of Design organization of visual
compositions: emphasis (focal point), pattern, balance
(symmetry), contrast (light/dark)
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Demonstrators:
Use art media, tools, techniques and processes
Use drawing, painting, print-making, modelings, and
constructing to communicate ideas and feelings
Explore elements (space, line shape/form, value, texture,
color) and principles (balance, emphasis, contrast, variety,
repetition, movement, rhythm, pattern, proportion/distortion,
transition/graduation, dominance
Create original visual art
Discuss works of art using appropriate concepts and
terminology
Observe and explore a variety of artistic styles and forms
in visual arts
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Specific Activities:
AH-E-4.1.41
Create artwork using the elements of art and principles of
design
Suggested Activities:
Portrait drawing, self-portrait drawing, figure drawing
Continue drawing shapes
Continue weaving activities
Introduce use of rulers as a drawing aid
Continue use of clay
Use symmetry in a variety of art projects
Introduce simple perspective (overlapping, size, detail,
value, position on the picture plane)
Writing about elements of art: line, shape, form,
texture, color, value, space
Writing about principles of design: emphasis, pattern,
balance, contrast
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Critical Vocabulary:
Line, shape (2-D), texture, form (3-D), color, space,
pattern, balance, contrast
(light/dark), value (lightness or darkness of a color or
neutral), hue/color primary (red, yellow, blue),
secondary (green, orange, violet), warm colors, (red, orange,
yellow), cool colors (blue, green, violet)
neutrals (black, white, gray, brown), foreground, middle ground
background, complementary colors, intermediate colors, symmetry,
overlap, detail, portrait, self-portrait
PRIMARY VISUAL ART: THIRD GRADE // PROCESSES AND
MEDIA
PROGRAM OF STUDIES:
Performance Standard
Students explore a variety of media (e.g., crayon, pencil, paint)
and processes (e.g., drawing, painting, weaving) used for creating
works of art
Performance Standard
Students experience a variety of media and processes used for
creating works of art
Performance Standard
Students develop skills in a variety of media and processes used
for creating works of art
Performance Standard
Students recognize and begin to understand a variety of media and
processes used for creating works of art
Performance Standard
Students identify and use a variety of media and processes
ACADEMIC EXPECTATION(S):
1.13 Students
construct meaning and/or communicate ideas and emotions through the
visual arts
2.22 Students create products and make presentations that
convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
2.23 Students analyze their own and others artistic
products and performances
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Core Content for Assessment:
AH-E-4.1.34 Describe a variety of media and art processes
used to produce two-and three-dimensional artwork
AH-E-4.1.35 Media crayon, pencil, paint, fabric,
yarn, clay, paper, papeir-mβche (used to produce artworks)
AH-E-4.1.36 Media stone, wood, and metal (properties of
media need to be known in order to respond to artworks)
AH-E-4.1.37 Art Processes Two-dimensional drawing,
painting and collage
AH-E-4.1.38 Art Processes Three-dimensional pottery,
sculpture and weaving
AH-E-4.1.39 Analyze how an artist uses various media and
processes to communicate meaning in a work of art
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Demonstrators:
Use art media, tools, techniques and processes.
Use drawing, painting, print making, modelings, and
constructing to communicate ideas and feelings
Explore the elements and principles of art forms.
Create original visual art
Discuss works of art using appropriate concepts and
terminology
Observe and explore a variety of artistic styles and forms
in visual arts
Identify and express arts concepts in visual arts
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Specific Activities:
AH-E-4.1.34
Describe a variety of media and art processes used to
produce two-dimensional and three dimensional artwork
AH-E-4.1.35 Media: crayon, pencil, paint, fabric,
yarn, clay, paper, paper-mache (used to produce artworks)
AH-E-4.1.36 Media: stone, wood, and metal
(properties of media need to be known in order to respond to
artworks)
AH-E-4.1.37 Art processes: two-dimensional
drawing, painting and collage
AH-E-4.1.38 Art processes: three-dimensional
pottery, sculpture and weaving
AH-E-4.1.39 Analyze how an artist uses various
media and processes to communicate meaning in a work of art
Suggested Activities:
Understanding use and care of paints
Learning proper gluing and cutting techniques
Experiencing simple clay construction
Describing a variety of media and art processes
Using crayon, pencil, paint, fabric, yarn, clay and paper
to make art work
Recognizing stone, wood and metal as artistic media
Producing two-dimensional and three-dimensional works of
art
Use pottery, weaving and sculpture to produce
three-dimensional art
Discuss personal and others works of art
Describe in writing a variety of media used to produce
two- and three-dimensional artworks
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Critical Vocabulary:
Line, shape (2-D), texture, form (3-D), color, space,
pattern, balance, contrast
(light/dark), value (lightness or darkness of a color or
neutral), hue/color primary (red, yellow, blue),
secondary (green, orange, violet), warm colors, (red, orange,
yellow), cool colors (blue, green, violet)
neutrals (black, white, gray, brown), foreground, middle ground
background, complementary colors, intermediate colors, symmetry,
overlap, detail, portrait, self-portrait, pottery, sculpture,
weaving
PRIMARY VISUAL ART: THIRD GRADE //
HISTORICAL/CULTURAL CONTEXT
PROGRAM OF STUDIES:
Performance Standard
Students explore art from different cultures, periods and styles
Performance Standard
Students experience art from different cultures, periods and
styles
Performance Standard
Students develop an awareness of different cultures, periods and
styles
Performance Standard
Students recognize and begin to understand works of art as
belonging to particular cultures, periods and styles
Performance Standard
Students identify works of art from particular cultures, periods
and styles
ACADEMIC EXPECTATION(S):
1.13 Students
construct meaning and/or communicate ideas and emotions through the
visual arts
2.22 Students create products and make presentations that
convey concepts and feeling in the human experience through their
productions, performance or interpretations
2.23 - Students analyze their own and others artistic
products and performances
2.24 - Students appreciate creativity and the values of the
arts and humanities
2.25 Through their productions and performances or
interpretation, students show an understanding of the influence of
time, personality and society on the arts and humanities
2.26 - Students recognize differences and commonalities in
the human experience through their productions, performances and
interpretations
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Core Content for Assessment:
AH-E-4.2.31 Identify various purposes for creating works of
art
AH-E-4.2.32 Purposes of Art expressive (express
emotions and ideas), narrative (describe and illustrate
experiences), functional (decorate objects)
AH-E-4.2.34 Cultures -Native American, Early American
(folk/Appalachian), west African (Ivory Coast)
AH E-4.2.36 Styles Realistic, abstract
AH-E-4.2.37 Subject Matters landscape, portrait, and
still life
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Demonstrators:
Explore a variety of artistic styles and forms in visual
arts
Experience a variety of art forms from diverse cultures
Create original visual art
Describe reaction to artworks and performances using basic
vocabulary
Express openness to differences and commonalities among
diverse cultures
Communicate recognition of the diversity of art forms and
structures in visual arts
Respond to the expressive qualities of visual arts
Recognize and demonstrate arts concepts used to describe
feelings
Recognize the role of the artist in visual art
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Specific Activities:
AH-E-4.2.34 - Cultures:
Native American, Early American (folk/Appalachian), West
African, (Ivory Coast)
AH-E-4.2.36 - Styles: realistic, abstract,
non-objective
AH-E-4.2.37 Subject Matters: landscape, portrait
and still life
Suggested Activities:
Looking at and writing about art from different cultures
around the world
Identifying and writing about purpose in art
Recognize and writing about styles: realistic and
abstract
Recognize and writing about subject matters: landscape,
portrait and still life
Identifying and writing about commonalities and
differences between Native American, Early American and West
African Art
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Critical Vocabulary:
Culture, functional, non-functional, decorative, expressive
(expresses emotions and ideas) narrative (describes and illustrates
experiences), realistic, abstract, landscape, portrait, still life
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