Art Teacher: Mr. Glorvigen
Anticipatory Set/Hook Reflection
Teacher Guided Practice
Art QCC Standards
Third Grade Fine Art/Visual Art Standards
2 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Produces art in each of the following art areas: drawing, painting, sculpture, printmaking, and crafts.
4 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks using direct observation, intermediate colors, lines (descriptive, directional, expressive), space (foreground, middle ground, background), value (tints and shades), balance (symmetrical, asymmetrical), and emphasis.
5 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Produces artworks in the areas of drawing, painting, sculpture, printmaking, pottery, crafts, fiber arts, and mixed media.
8 Topic: Critical Analysis and Aesthetic Understanding
Standard: Describes intermediate colors as red-orange, yellow-orange, yellow-green, blue-green, blue-violet, and red-violet.
9 Topic: Critical Analysis and Aesthetic Understanding
Standard: Recognizes value as the lightness and darkness of a color.
12 Topic: Critical Analysis and Aesthetic Understanding
Standard: Points out division of space in artworks as foreground, middle ground, and background.
15 Topic: Critical Analysis and Aesthetic Understanding
Standard: Distinguishes between original artwork and reproductions.
The Visual Arts Content Matrix is a chart provided by the State of
Project/Objective Aligned with Standards
Create a realistic/representational landscape using intermediate colors.
Ongoing Art Objectives:
· Develop construction (cutting, gluing, manipulating, etc.), drawing, painting, etc., skills (Application, Synthesis; ongoing objective, see art matrix).
· Demonstrates proper care and safe use of art materials and tools (Application Evaluation; ongoing objective; 3.6).
· Appraise/Evaluate artwork for quality (thoughtfulness & carefulness) and accuracy (following directions & project guidelines) (ongoing).
Project Specific Objectives:
1. Create/compose/arrange a landscape that shows foreground, middle ground, and background (3.4, synthesis).
2. Create intermediate colors (3.8, synthesis).
3. Create various values of color (tints and shades) by adding white and black to make colors lighter and darker (3.9; synthesis).
4. Distinguish original artwork from a reproduction.
Geography Interrelated/Interdisciplinary Objectives:
1. Identify and describe the following physical characteristics (landforms) and bodies of water: mountains, peninsulas, islands, plains, plateaus, valleys, gulfs, rivers, bays and lakes.
2. Locate the earth’s seven continents, four hemispheres and four oceans.
3. Integrate in the complementary color landscape no less than four different landforms.
Please note that all objectives are not covered in one session.
The students are asked to observe and make comments about a landscape.
A review of the previous project regarding spatial techniques is referred to (overlapping, foreground, middle ground, and background).
Create/Compose/Arrange a landscape using intermediate colors.
Higher-Order Thinking Questions:
Differentiated Practice Activities:
Questions Regarding the Anticipatory Set Imagery (landscape)
What do you notice about the trees in the landscape?
Where are they placed?
What size are they?
What colors are used?
How are the intermediate colors made?
What is the correct way to organize a landscape?
The Essential Question(s)
How are intermediate colors made?
Differentiated activities are largely determined by independent skill level. Teacher will proceed with individual conferencing during class time to allow from maximum differentiation.
Low: A simplified…mostly completed landscape for the student to complete
(Only a few if any students will need this approach).
Medium: A partially drawn landscape for the student to complete (some students will need the instructor or a fellow student to assist them).
High: The student must complete the entire landscape.
Learning Styles Independent, Pairing, Cooperative Groups, and Learning Centers.
A worksheet on drawing a landscape.
A worksheet on the color wheel and intermediate colors.
The student will complete a painting of a landscape using primary, secondary, and intermediate colors.
To ensure understanding, the instructor will differentiate instruction throughout the project by giving direct and independent feedback to each student.
A review of the current lesson (what they should be able to do and what they are to know) is shared as well as what will be covered the next time in art.
Create an actual three dimensional landform.
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