Third Grade

Essential Questions:

  • 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 of Art and Principles of Design 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?

  • 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 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?

  • Where do artists get ideas?

  • What makes art great?

  • Can art help me understand other subjects?

  • How does art help us learn about other people?

  • How do artists of different eras present similar themes?

  • What do you think the artist was trying to communicate?

  • How has art changed through time?

  • Why is this work important?

  • What would this art sound like?

  • How does art help us think about people from the past?

  • How does art make you feel? Why does it make you feel that way?

  • Why do certain themes occur in art?

  • In what ways do artists influence society?

  • In what ways does society influence art?


  • Identify parts of the color wheel including primary, secondary, intermediate, and complementary  colors.

  • Use variety of line and identify horizontal, vertical, and diagonal lines.

  • Identify shades and tints of colors.
  • Explore color temperature and neutral colors.
  • Observe the effect of light and shadow in environment.
  • Identify various artist and their style of work.
  • Identify and produce artworks by drawing and constructing forms.
  • Examine and review texture, real and applied, by using both in 2-D and 3-D artworks.
  • Examine and review organic, free form, and geometric shapes.
  • Use repetition of shape to create decorative patterns.
  • Identify foreground, background, and middle ground and apply to artworks.
  •  Identify careers in the art field.
  • 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.
  • Analyze and make informed judgments about personal artworks and th artworks of others.
  •  Interpret, evaluate, and justify artistic decisions in personal artworks and artwork of others.
  •  Develop a respect for artworks from all time periods and cultures.
  •  Identify and use symmetrical, asymmetrical, and radial balance.


  • Use elements and principals in own artwork.
  • 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.
  • Use size relationships to show proportion in artwork.
  • Draw 3-D forms using shading and value.
  • Draw from direct observation to sharpen observation skills.
  • Create positive and negative shape artwork.
  • Draw foreground, middleground, and background.
  • Create an artwork using technology.
  • Utilize Thinking Maps to organize ideas.
  • Create a ceramic artwork using score and slip method.
  • Use a 2-D material to build a 3-D artwork.
  • Create a simple weaving or stitchery artwork.
  • Create a print using glue, string, styrofoam, or other media.
  • Create emphasis using contrasting colors, sizes, and shapes.
  • Create movement through regular repetition of elements.


Suggested Projects:

  • Weaving with yarn, complete by sewing woven fabric into a bag, emphasis on tactile texture

  • Stitchery and felt scene on burlap or other cloth

  • Torn paper mosaic in Alma Woodsey Thomas’ style, colors in order of the color wheel. Can be a group project on large paper.

  • Ceramic project involving score and slip technique for attaching parts, cupcake trinket boxes

  • Monoprint of a still life painted on plastic then printed

  • Create a stencil to make a repeat pattern

  • Geometric and organic shapes abstract painting in the style of Wassily Kandinsky

  • Seascape with ship, emphasis on horizon line and seascape

  • Landscape using foreground and background

  • Symmetrical design on grid or graph paper

  • Egyptian Cartouche using hieroglyphics (symbols)

  • Assemblage made by gluing colored rubber bands inside a shoebox lid

  • Printmaking using strings taped to a board printed in black. Paint like  Mondrian’s Broadway Boogie Woogie, emphasis on vertical and horizontal lines.

  • Pop art design using warm and cool colors

  • Create a cityscape in MS Paint or other ap

  • Display authentic work throughout school, district, and community

  • Portrait done in abstract style

  • Evaluate artworks by self and peers

  • Portfolios

  • Rubrics

  • Use an individual vocabulary list that students add to with each lesson

  • Paint a real or make believe place that shows how light and color can express time of day, weather, or mood

  • Use paper sculpture techniques to create a 3-d artwork

  • Draw a classmate posed in costume or with props

  • Go outside and draw things from nature with great detail

  • Create a drawing of a face that shows a specific feeling or emotion

  • Explore point if view by drawing an object from different view points

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.

  • Have students fill out a personal rubric to evaluate their own work.


Perception and Observation

(1) The student develops and expands their visual literacy skills by utilizing critical thought, imagination and the senses to observe and explore the world by learning about, understanding, and applying the Elements of Art, Principles of Design. Students will use what they see, know and have experienced as sources for examining, understanding, and creating artworks.

(A) Explore ideas drawn from life experiences, about self and others, and from the imagination as sources for original works of art.

(B) Use appropriate vocabulary to determine the use of design skills, which are the Elements of Art including line, shape, color, texture, form, space, and value, and and the Principles of Design including 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 art.

Creative Expression

(2) The student communicates their imaginative thoughts and ideas by challenging their creativity in producing original artworks and solving art problems using a variety of media with appropriate and progressive skills.

(A) Integrate ideas from life experiences in creating original works of art.

(B) Create compositions using the Elements of Art and Principles of Design.

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

Historical and Cultural Relevance

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

(A) Compare meaning and content in artworks from various times and cultures to determine purposes such as expressing emotions, telling stories, and documenting history and traditions.

(B) Connect art to careers such as architects, animators, cartoonists, engineers, fashion designers, film makers, graphic artists, illustrators, interior designers, photographers, and web designers.

(C) Make interdisciplinary connections associating art concepts to other disciplines.

Evaluation and Response

(4) The student  responds to and analyzes artworks of self and other artists, thus contributing to the development of lifelong skills of making informed judgments and reasoned evaluations.

(A)Examine the Elements of Art, the Principles of Design, the general intent, and the expressive qualities in artworks of self, peers, and historical and contemporary artists

(B) Collaborate and apply simple criteria to identify main ideas in original artworks by self, by peers, and in exhibitions by major historical and contemporary artists.

(C) Create written, oral response, and artists statements to internalize vocabulary and intent.

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