Fourth+Grade+2014-2015

2014-2015 Archive 2013-2014 Archive 2012-2013 Archive 2011-2012 Archive 2010-2011 Archive GRANITE SCHOOL  DISTRICT CURRICULUM MAP [|FOR FOURTH GRADE VISUAL ARTS] BTSALP Roles & Responsibilities

FRIDAY, MAY 8, 2015
SCHEDULE: 9:15-10:15 – 4TH GRADE – Hansen and Hales 10:15-11:15 – 4th Grade – Layton and Chappell Lunch 12:00 – 12:45 – 1st Grade - Wallis 12:45 – 1:25 –1st Grade - Grant

Set up: Pass out large peach paper and blackline of flower pot to each seat Clear front table except paint Lay out 6 paper plates with couple tblsp of green, spread with wet brush for handprints Lay out another 3 with a small glob of pink and purple for finger printing Instruction: Announce that Sunday is Mother’s Day (or significant parent day). They will be making a card (show sample on whiteboard) Students will be “printing” - not finger painting – single charge of paint and single print – no rubbing, smearing or doing a print twice. Handprint is done at top of paper, so room for pot One table will be called up to paint at a time. After handprint, USE SAME HAND (pointer finger) to surround fingers part of handprint with fingerprint petals - 8–10 petal prints for each dip - take paper to seat to dry and go wash hands– demonstrate this (with rubber glove) ALL TOGETHER - fold large paper like card and shadow cut flower pot (around black line so black line shows) Write the word “you’re" at top of pot, spelling it correctly. Students look for meaningful words to glue onto the pot for their mother. I have an example I did for cole by doc cam. Point out they do not need to be sentences – just words and they can add words with their pencils. This is ANNOTATED ART. Glue pots down so slightly overlapping bottom of hand and not hanging off bottom of card. FYIs – there are some Mother’s Day word searches on light blue chairs behind where the doc cam is some totally finish. Please don’t throw away the book pages at end of day – there is a plastic drawer to left of drying racks the kids can neatly stack and put them in. I refresh the green paint on plates with one of the wet brushes during one class instead of constantly adding paint. However you will want to refresh with paint between classes. If I didn’t put out enough colored paper – it is on paper cutter and will need to be cut – same with flower pots. Have a great, awesome, beautiful day. Hugs.
 * WEEK OF January 12 - 15th **
 * The American Flag[[file:AMERICAN FLAG ppt.pptx]] **

__**MATERIALS:**__ = [|How To Draw a Cute Cartoon Santa Claus] = [|How to draw a turkey] WEEK OF October 27 - 30th - Halloween - no art this week for 4th Grade but here is a great video on drawing bats... media type="custom" key="26745314"
 * JASPER JOHNS FLAGS **
 * WEEK OF January 5 - 9th :**
 * __LESSON OBJECTIVES:__ Students will be inspired by the work of Piet-Mondrian, reviewing varieties of squeares, rectangles, vertical and horizontal lines, primary colors and be introduces to BALANCE as a principle of art.**
 * **scissors**
 * **glue sticks**
 * **WHITE CARD STOCK (on blue chair behind computer) - one for each student - their canvas**
 * **red, yellow, blue paper scraps (replenish as needed) - additional materials are on back paper cutter.**
 * **skinny black strips**
 * **ball point pens for artist signatures**
 * (keep tables cleaned up and organized at end of each class)**
 * CONTENT & LANGUAGE OBJECTIVES (DIRECTIONS)**
 * 1) **Show** **[|Piet Mondrian PPT]**
 * 2) **Have students cut a variety of squares and rectangles from each of the primary colors, laying them out on papers - preferrably straight up and down (not tilted or crooked)**
 * 3) **After 15 minutes of organizing masterpiece, have them glue them down in a "balanced" way.**
 * 4) **Add black strips horizontally and vertically to accent their balance, Glue down**
 * 5) **Add artists signature in bottom right hand corner.**
 * [|LINK TO GOOGLE IMAGES OF MONDRIANS'S WORK.]**
 * Link to lesson example:**
 * WEEK OF October 20 - 24th - students will come to the front and sit on floor in front of screen. **

MATERIALS:

 * Large white art paper (back of room)
 * graphite pencils
 * NO ERASERS

CONTENT & LANGUAGE OBJECTIVES:
> If we were to use erasers, they would spend all their time erasing. LINK TO DECORATED SKULLS: http://www.bing.com/images/search?q=dia+delos+muertos+skulls&FORM=HDRSC2 media type="custom" key="26722466" media type="custom" key="26733104" media type="custom" key="26733106"
 * 1) As soon as students are seated, show first "Thriller video". Quick discussion on how we celebrate Halloween in America.
 * 2) Show second video on how Halloween is celebrated in Mexico. Quick sharing of how some of our Hispanic students have celebrated "Dia des Los Muertos"
 * 3) Go to seats. Using large whiite art paper, student may choose portrait or landscape position, show 3rd video on "How to Draw a Skull". Again, the video goes fast so you may need to pause as you go.
 * 4) Instruct students to **__press lightly__** at the beginning so that marks barely show. They can then darken the lines they want to use.
 * 1) For those who finish skull with confidence, have them begin to decorate the skull. Bring up the link below the videos to show some ways they can be decorated. Pencil only today. We will decorate next week.
 * WEEK OF October 6 - 10th: **

You need to print the following document on cardstock for each student. Reams of cardstock are on shelf underneath the printer in the back of the room.

LESSON OBJECTIVE:
Students will create their own "accurate art resource" of a color wheel and color theory chart

MATERIALS:

 * printed blackline of "The ABC's of ART" by M.C. Gillis (need to copy attached pdf below)
 * baskets on tables of assorted twistable crayons and color pencils
 * Project video below while beginning instruction

CONTENT & LANGUAGE OBJECTIVES:
Students will explore the basic concepts of color theory while filling in the information on paper with the proper colors. They will learn and be able to reiterate the following colors.... ==WEEK OF September 29th - This is the 2nd week of the lesson below. Students will be finishing up with defining their letters. Final lines need to be outlines in black and the details of color and subjects added. Subject prompts are as follows...== Somewhere in your background:
 * Primary colors
 * Secondary colors
 * Intermediate colors
 * Warm colors
 * Cool colors
 * Complimentary colors
 * Analogous colors
 * Rainbow colors
 * ASSESSMENT:**
 * 1) **Does coloring show a solid color? (no scribble marks)**
 * 2) **Is all coloring done inside the lines**
 * 3) **Has the student used the proper color as the example**
 * 4) **Could this chart be used to teach from?**media type="custom" key="26649038"
 * 1) draw a favorite food
 * 2) draw your favorite beverage (drink)
 * 3) something you love to do on your free time
 * 4) what you love to share with others
 * 5) show where you live
 * 6) Something you love
 * 7) BANISH THE WHITE

LESSON OBJECTIVE: One Point Perspective & Block Letters

 * CONTENT & LANGUAGE OBJECTIVE: Most everything is included in the powerpoint. One thing I might add before the start drawing their names is to have them write their names on the back of the paper, number the letters and find the middle letter or space of their name. Also, have the classroom teacher really watch to make sure they are lining up the ruler and pressing down on it to keep it still. I rarely allow erasers in the art room because kids will spend all their time erasing. Encourage them to draw "lightly" until they are certain about a line they want to keep. Feel free to demo one for yourself under the doc camera.**

** LESSON OBJECTIVES: //"An artist is an artist because they use detail, detail, detail." -anonymous-// **
==== **Materials:** 2 classes, 50ish students - divy supplies accordingly. White card stock, graphite pencil (no erasers). Pencils are in front of room on floor. Twistable crayons. Mirrors (in cupboard under stereo system.) Only use the mirrors if you can find them.====
 * __ Base Line Self Portrait. __**
 * Students will draw a self portrait, date it and put it away to use as a comparison for improvement at a later date following portrait instruction and practice. **
 * CONTENT & LANGUAGE OBJECTIVES: **

With papers in portrait position - Draw a picture of yourself. Allow 2-5 minutes between each prompt - depending on the group.

 * 1) ==== Begin with your face and then your whole body. Use a mirror for your face if one has been provided for you. ====
 * 2) ====Include things you like in your drawing.====
 * 3) Put yourself in your favorite place.
 * 4) Add as much detail as you can and put your best effort into it.
 * 5) Add color where appropriate. Match your skin color as accurately as possible. You may need to layer a few colors to get the exact color.
 * 6) Have your teacher save this drawing in a place it can be retrieved and compared at the end of the year.
 * 7) If time, outline in black ink.
 * WEEK OF September 8 - 12th **

CONTENT & LANGUAGE OBJECTIVES:
ART APPRECIATION: Show and discuss "What is Art?" PPT If I were executing this lesson, I would have students knee to knee, eye to eye discussing each slide for a good minute.

LESSON OBJECTIVES:
SHOW THE FOLLOWING FILM FOR CLOSURE... media type="custom" key="26527510" LESSON OBJECTIVES: (would be helpful to sit students in same places because of numbers) Can't wait to see these.
 * Students will practice public gallery etiquette while strolling the Granite Gallery (across from HR). I have asked Angie to have the door open. Tamara will not be there to docent. Take this large group single file and maintain one line during the entire stroll...
 * 1) Keep all hands and objects behind body
 * 2) Observe with eyes only - not voices
 * 3) Move carefully with eyes forward
 * 4) Stay within arms length of all objects and podiums
 * Take the time to __look & read descriptors JUST AS ONE SHOULD TAKE THE TIME TO LOOK FOR ART IN NATURE__
 * Return to classroom for another "knee to knee, eye to eye" partner discussion about their 3 faves.
 * WEEK OF September 2 - 5th **
 * It might be a good idea to have students go ahead and cut out their invisiline squares.
 * line them up on a sheet of white butcher paper
 * assess the value (darknes & lightness) of their designs
 * continue to add detail to their invisiline designs before assembling the zebras - glue is in back of room by pencil sharpener
 * if you get this far, add color to the eye.


 * WEEK OF August 25 - 29th **

CONTENT OBJECTIVES:

 * Learn at least 3 art room procedures
 * 1) Enter and exit art room quietly
 * 2) Only touch art materials when using them
 * 3) Follow directions

LANGUAGE OBJECTIVES:

 * 1) What is the sound of artmaking?
 * 2) What is best audience behavior?
 * 3) Respect turns to talk.

LESSON OBJECTIVES: **LINE**

 * Explore the use of a variety of lines and patterns to create value on an art piece[[file:LINES+&+PATTERNS.pdf]]
 * Using an "invisiline technique, use lines and patterns to fill in the white of a square
 * Square will be used for a zebra mural.

CONCLUSION & ASSESSMENT:
WEEK OF October 20 - 24th

MATERIALS:

 * =====** The following pdf needs to be copied on white 8 1/2 x 11 cardstock for this lesson **=====


 * [[file:Concentric Circles.pdf]] one per student. **


 * ** Assorted colors waterbase markers distributed in red baskets **
 * ** graphite pencils or black pens for tracing hand. **

LESSON OBJECTIVE:

 * //Students will be able to determine the difference between Warm//** and //**Cool**// colors. Warm colors are generally colors that are associated with things that are warm: The sun, ovens, summertime, overheated cars, sweaters and exercising. Cool colors remind us of things that are cool: Swimming pools, snow, ice tea, rainy days, the sea and a breeze. Warm and cool colors are helpful to remember when you're trying to figure out what colors to paint or color your picture.




 * Outline your hand on top of the concentric circles. //If you have tiny hands and want a challenge, you can outline two hands!//
 * Start with your background Cool colors: Blue, Violet and Green. Count out the stripes to make sure you don't miss any. I usually make a mark inside each stripe so I don't lose track of which color I'm using. __**4TH & 5TH GRADE NEED TO USE BLACK BALL PT. PENS AND CREATE A DIFFERENT LINE DESIGN, PATTERN, MESSAGE or PICTURE FOR EACH COLOR. ie. all blues will have same line design, all greens same line desing, all purple same line design - all red same line design, all orange same, all yellow same.**__
 * Classroom teacher could integrate this lesson by brainstorming facts/vocabulary/quotes about content being studied and those**
 * could be creatively used for patterns.**
 * After you finish your background, take out your Warm colors: Red, Orange and Yellow. Match up the colors to their compliments and fill them in. Don't forget little shapes of the fingers that may overlap into two different colors!

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