4th,2010-2011

media type="custom" key="6896279"BACK TO & consequences || Cycles: Rock & Water || Nature's Delicate Balance || Utah Regions Animals || Weather, Clouds Pioneers Inventions Gold Rush || Scientific Process || Golden Spike Dust Bowl Immigration || Utah plants animals & their biomes || Jobs in Art Found Objects in Art || Artist Trading Cards School Mosaics ||
 * WOODROW WILSON TEACHERS' CURRICULUM MAP FOR INTEGRATION:**
 * **August** || **September** || **October** || **November** || **December** || **January** || **February** || **March** || **April** || **May** ||
 * Risks

== Below are the suggested target understandings and skills for fourth grade visual arts: [|VISUAL ARTS CORE CURRICULUM] =GUIDEBOOK 4TH GRADE= WESTWARD EXPANSION [|TIMELINE] WESTWARD MOVEMENT TIMELINE - SHORTER VERSION
 * **Making Art and Expressing Meaning in Art** - Practice observing and making art that includes more and more precise details as the school year progresses. Make foreground objects different from one another with contrasts of value, color, and/or texture. Create art based on unusual points of view. Shade with one light source in an artwork.
 * **Appreciating and Decoding Meaning in Art** - Repeat shapes, colors, and/or objects to lead the eye through a work of art. Emphasize an object by making it contrast with its surroundings. Discuss how the elements and principles help artists express their ideas. Discuss how mood is created in artworks.
 * SIDE by SIDE TEACHER (or SUBSTITUTE) RESPONSIBILITY:**
 * 1) Be Present and involved in teaching art lesson - pitching in when appropriate
 * 2) Use BEST classroom management practices
 * 3) Sit within close proximity of students during demonstrations
 * 4) Make all possible connections with ART lesson and your CURRICULUM
 * 5) Participate in your own art-making along with your students
 * 6) Help specialist when asked - the art room is a paper-grading-free zone!

I need you to have your kids download the "Frame by Frame" software for stop animation in art. It needs to be on their dock for art – if not this week, next week for sure. As far as your environments and characters (animals), lets try and have the following finished by end of class tomorrow, taking it one step further by writing a short script (documentary or 1st person): All elements of the environment are evident Animal is complete and cut out Be thinking about how a script might go: Introduce the animal and its characteristics Begin by telling what life is like in the day of (your animal) - might need to do this for each season Include EVERY element of your environment in your description/story Rehearse http://web.mac.com/philipp.brendel/Software/FrameByFrame.html
 * WEEK OF NOVEMBER 1ST**:


 * WEEK OF SEPTEMBER 20TH: Finish original Animals and Environments[[file:4TH AND 5TH Animal & Environment Lesson Plan.docx]]**
 * Elements of an Environment [[file:Envirionments.docx]]**
 * WEEK OF SEPTEMBER 13TH:** Begin creating a "Graduated Accordian
 * WEEK OF AUGUST 16TH:** Finish line landscapes. Begin study of SHAPE. Use an Organic shape to create your own Utah animal.
 * WEEK OF AUGUST 9TH:** Create an "Elements of Art" chart. With a focus on line, create an invisiline landscape.
 * WEEK OF AUGUST 2ND:** Make portfolios