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Making a Range of Values for Setting

Classroom Resource Information

Title:

Making a Range of Values for Setting

URL:

http://artsedwashington.org/curriculum/wp-content/uploads/2014/10/Fourth-Grade-Lesson-5.pdf

Content Source:

Other
ArtsEd Washington

Type:

Lesson/Unit Plan

Overview:

Students will analyze art and identify time, place, and mood. They will sketch a setting from a familiar story. They will use light, medium, and dark values to create a watercolor wash. 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	1) Individually brainstorm multiple approaches to an art problem. Examples: Create lists, sketches, or thumbnail-sketches. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? 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	15. Analyze in depth a character, setting, or event in a story or drama, drawing on specific details in the text. a. Identify and explain attitudes and influences of multiple characters within a text. b. Explain how the main character changes throughout the story, using explicit evidence from the text. c. Make an inference about a character's behavior, the setting, and/or specific events, using explicit details from the story. Unpacked Content Teacher Vocabulary: 15. Analyze Character Setting Event Story Drama Specific details 15a. Attitude Influence Characters 15b. Main character Explicit evidence 15c. Inference Character Behavior Setting Specific events Explicit details Knowledge: 15. Students know: Characters are any person, animal, or figure that affect the events of the story. Setting is when and where a story takes place. Events are situations that are described in the story. A drama is a story with dialogue that can be read by different people. Details in the text provide information about the characters, setting, and events. 15a. Characters are any person, animal, or figure that affect the events of the story. Characters in text are described as having certain attributes, like attitude. Characters in text can be influenced by other characters or events in the text. 15b. The main character is the focus of the plot and often displays changes in attitude or beliefs during the story. Explicit evidence refers to direct quotations from the text. 15c. Making an inference requires using observation and background knowledge to reach a logical conclusion. Inferences can be drawn by using information from the text. Skills: 15. Students are able to: Use specific details from the text to explain attributes of the characters, setting, or event in a story or drama. 15a. Identify attitudes and influences of multiple characters within a text. Explain the reasoning behind characters' attitudes and influences. 15b. Identify the main character in a story. Use explicit evidence from text to explain how the main character changed in the story. 15c. Use explicit details from a story to support inferences about a character's behavior, the story's setting, and/or specific events. Understanding: 15. Students understand that: They can explain details about characters, settings, and events in a story or drama by using evidence from the text. 15a. There are influences that affect characters' behavior and attitude in a text. 15b. A story usually focuses on one main character who changes throughout the text. Their explanations can be supported with direct quotations from the text. 15c. Making an inference requires them to use information from the text and their background knowledge to draw conclusions about characters, settings, and events in a story.

Tags:

dark, light, medium, mood, place, setting, time, watercolor

License Type:

Custom Permission Type
See Terms: http://artsedwashington.org/curriculum/wp-content/uploads/2018/07/Protocol-Guidelines.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Text Resources: Content is organized under headings and subheadings

Comments

Landscapes drawn can be used in the lesson Figures in a Setting.

This resource provided by:

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

ALEX Classroom Resource

Making a Range of Values for Setting