Fourth Grade

TEKS:

Perception and Observation

(1) The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world.

(A) Explore and communicate ideas drawn from life experiences about self, peers, family, school or the community.

(B) Use appropriate vocabulary when discussing the elements of art, including line, shape, color, texture, form, space, and value, and the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity

(C) Discuss the elements of art as building blocks and the principles of design as organizers of works of art.

Creative Expression

(2) The student communicates ideas through original artworks using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking and developing disciplined effort and progressive problem solving skills.

(A) Integrate ideas drawn from life experiences to create original works of art.

(B) Create compositions using the elements of art and principle of design.

(C) Produce drawings; paintings; prints; sculpture, including modeled forms; and other art forms such as ceramics, fiber art, constructions, mixed media, installation art, digital art and media, and photographic imagery using a variety of art media and materials.

Historical and Cultural Relevance

(3) The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. Students develops global awareness and respect for the traditions and contributions of diverse cultures.

(A)  Compare content in artworks for various purposes such as the role art plays in reflecting life, expressing emotions, telling stories, or documenting history and traditions

(B) Compare purpose and content in artworks created by historical and contemporary men and women, making connections to various cultures;

(C) Connect art to career opportunities for positions such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artist, illustrators, interior designers, photographers, and web designers.

(D) Investigate connections of visual art concepts to other disciplines.

Evaluation and Response

(4) The student responds to and analyzes artworks of self and others, contributing to the development of lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:

(A) Evaluate the elements of art, principles of design, intent, or expressive qualities in artworks of self, peers, and historical and contemporary artists.

(B) Use methods such as written or oral response or artist statements to identify emotions found in collections of artworks created by self, peers, and major historical or contemporary artists in real or virtual portfolios, galleries, or art museums

(C) Compile collections of personal artworks for purposes of self-assessment or exhibition such as physical artworks, electronic images, sketchbooks, or portfolios.

Essential Questions:

  • How do we use the elements and principles of design to create a composition?

  • How does my art represent me?

  • What is realistic and what is abstract art?

  • What makes my art original?

  • How do other cultures and artists’ affect our art making?

  • What influenced the artist or art style to develop?

  • How did you make your artwork meaningful?

  • How did you communicate your ideas through your artwork?

  • How do we use the elements and principles in our artwork?

  • How has art represented the history of America?

  • How do I reflect, respond, and analyze a work of art to communicate feelings ideas and understandings?

  • In what ways does a work of art reflect the socio-cultural and historical contexts in which it was created?

  • How does art reflect the beliefs and traditions of a variety of peoples?

  • How do works of art represent various messages and contexts in the past and present?

  • How has art represented the history of America?

  • How can I interpret a work of art in ways that are meaningful to me?

  • How can I read and interpret signs, styles, and symbols in a work of art?

  • How do I reflect, respond, and analyze a work of art to communicate feelings ideas and understandings?

Concepts:

  • Identify all parts of the color wheel.

  • Identify Elements of Art and Principles of Design.

  • Identify positive and negative space.

  • Identify one point and two point perspective.

  • Identify portraits, still life, landscapes, and abstract works of art.

  • Use variety of line to create texture.

  • Use gradations and value to create depth.

  • Identify various artists and their style of work.

  • Identify various art movements.

  • Identify art time periods and the art styles created during them.

  • Critique my artwork as well as the art of others.

  • Demonstrate an understanding of history and culture as records of human achievement.

  • Describe general characteristics in artworks from a variety of cultures.

  • Discover a variety of art-related careers.

  • Make informed judgments about personal artworks and the artworks of others.

  • Interpret, evaluate, and justify artistic decisions in personal artworks and artworks of others.

  • Form conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

  • Develop a respect for artworks from all time periods and cultures.

Skills:

  • Use Elements of Art and Principles of Design in artworks.

  • Mix primary and secondary colors.

  • Mix tints and shades.

  • Create an artwork that explores abstraction.

  • Create an artwork that explores realism.

  • Create an artwork that explores portraiture.

  • Create an artwork that explores landscapes, cityscapes, seascapes, etc.

  • Create an artwork that explores still life.

  • Create an artwork using figure drawing basics.

  • Draw 3-D forms using shading and value.

  • Create positive and negative shape artwork.

  • Draw foreground, middleground, and background.

  • Draw subject matter in proportion.

  • Create a one-point perspective artwork.

  • Create a work of art using foreshortening.

  • Create a graphic design artwork using digital materials.

  • Create and critique a digital portfolio.

Suggested Projects:
  • Sumi-e black ink bamboo or nature study

  • Figure drawing in the Eygptian style

  • Figure drawing showing movement…sports, hobbies, etc…like Degas, Bellows, Neiman, Lawrence

  • Portrait in abstract style…Picasso, Matisse, de Kooning, Bearden, Arcimboldo

  • Realistic self portrait with hands or feet foreshortened

  • Grid art

  • Paper mosaic

  • Mixed media collage

  • Impressionistic landscape using foreground, middle ground, background and converging lines

  • Name done in block letters going back to vanishing point using one point perspective

  • Bedroom drawing (like Van Gogh) using parallel lines, 3-D shapes, and one point perspective

  • Clay sculpture…ie…gargoyle, Leonardo’s horse

  • Clay coil pot or pinch pot with coils added on

  • Paper mache sculpture

  • Korhoga Mud cloth

  • Stitched Fante Flag based on proverb or saying using burlap, felt, and yarn

  • Display authentic work throughout school, district, and community.

Response Assessment:

  • What makes my work original?

  • How does my work express my emotions?

  • What is the main idea in the work of art?

  • What inspires me?

  • How is your artwork meaningful?

  • How does the artwork express ideas about the community?

  • Can art express the hidden emotions of a person?

  • How does the artwork represent a moment?

  • Discuss composition, rule of thirds, and themes.

  • Have students keep a journal or reflection page.

  • Listen to music and create an abstract composition using elements of design.

  • Have students create a rubric to evaluate their own work.

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