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Levels of Space

Classroom Resource Information

Title:

Levels of Space

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fourth-Grade-Lesson-3.pdf

Content Source:

Other
ArtsEd Washington

Type:

Lesson/Unit Plan

Overview:

Students will identify and draw landscape elements for the foreground, middle ground, and background. They will use a stylus to make a scratchboard landscape drawing. They will compose a story about a journey through their landscape. Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.

Content Standard(s):

Arts Education ARTS (2017) Grade: 4 Visual Arts	3) Generate ideas and employ a variety of strategies and techniques to create a work of art/design. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers experiment with forms, structures, materials, concepts, media, and artmaking approaches. EQ: How do artists work? How do artists and designers determine whether a particular direction in their work is effective? How do artists and designers learn from trial and error? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education ARTS (2017) Grade: 4 Visual Arts	4) When making works of art, utilize and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Artists and designers balance experimentation and safety, freedom and responsibility while developing and creating artworks. EQ: How do artists and designers care for and maintain materials, tools, and equipment? Why is it important for safety and health to understand and follow correct procedures in handling materials, tools, and equipment? What responsibilities come with the freedom to create? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
Arts Education ARTS (2017) Grade: 4 Visual Arts	5) Document, describe, and create real or imagined constructed environments. Example: Design a futuristic art room, town, or planet. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 2: Organize and develop artistic ideas and work. Process Components: Reflect, Refine, Continue Essential Questions: EU: People create and interact with objects, places, and design that define, shape, enhance, and empower their lives. EQ: How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate? Concepts & Vocabulary: Constructed environment Cultural traditions Digital format Engagement Tertiary color Preservation Proportion Principles of design Unity Shade Style Tints & shades Skill Examples: Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork. Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork. Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies. Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.). Design a two-dimensional drawings of a futuristic art room, town, or planet Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form. Locate business logos in the community and explore the visual arts skills and materials that were used to create these works. Engage in group critiques of one's work and the work of others. Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning. Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others. Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color. Use the design principles of repetition and alignment to add visual unity to an artwork. Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).
English Language Arts ELA2021 (2021) Grade: 4	35. Write personal or fictional narratives using a logical plot, transitional words and phrases, sensory details, and dialogue, and providing a sense of closure. Unpacked Content Teacher Vocabulary: 35. Personal narratives Fictional narratives Logical plot Transitional words and phrases Sensory details Dialogue Closure Knowledge: 35. Students know: A narrative is a piece of writing that tells a story. A personal narrative tells about an event that was personally experienced by the author, while a fictional narrative tells a made up story. A narrative story describes a sequence of events in a logical order (beginning, middle, end) and provides a sense of closure as an ending. Narrative transitions indicate when and where the story is occurring. Sensory details use descriptions of the five senses. Dialogue is a conversation between two or more people. Skills: 35. Students are able to: Write a personal narrative that recalls a personal experience or a fictional narrative with a made-up story. Write a narrative with a logical sequence of events and sensory details. Use appropriate transitional words and phrases in narrative writing. Include dialogue in narrative writing. Write a narrative that ends with a sense of closure. Understanding: 35. Students understand that: Narrative writing includes predictable elements, like a logical sequence of events and an ending that provides the reader with a sense of closure. Because narrative writing describes a chronological sequence of events, it includes transitions that indicate the time and place in which the story is occurring. Narrative writing can be used to tell about something that happened to them personally or it can tell a story they made up.

Tags:

background, foreground, landscape, middle ground, scratchboard, story, write

License Type:

Custom Permission Type
See Terms: http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guidelines.pdf
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ALEX Resource Development Summit

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This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Levels of Space