Everett Public Schools Guide to the ‘Adventures in Art’ Core Curriculum: Grade 3
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Lesson Sequence | ‘Adventures in Art’ Lesson
| Assessment Strand/Objectives and Key Vocabulary (in bold)
| EALR | Art Media and Reproduction Recommendations
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| 1 | Lesson 35: Pgs 84-85
Making a (Sketch) Book Paper Crafts | Craftsmanship:
· Proper paper folding technique. Accuracy in measurement · Page alignment & pasting Creative Process: · Understand how/why artists use sketchbooks as a lead in to the next lesson | 1.1, 1.2, 2.1 | Have children make this folded book form, and follow-up by using it as a sketchbook:
Use 2 strips of 6 x 24” white drawing paper for each child. Have the kids measure in 1” on the 6” side of one strip, and lightly draw a line across in pencil. Fold on the line to create a flap. Stress accuracy in folding and measuring. Assemble the two pages with glue/paste as shown in the text. One strip will be longer than the other: Trim off the excess with a scissors and fold both strips accordion fashion one panel at a time to make pages approx 6”x 6”. Create a cover by cutting a colored sheet of 12 x 18 construction paper in half, (6 x 18” strips). Fold the cover around the text block- aligning the cover page with the text pages- and paste it into the cover. Fold the overlapping side in half, punch, and secure by wrapping with a ribbon /string. Reproductions: Posters: 6 & 21 Ohds: 2 |
| 2 | Lesson U2: Pgs 40-41
How Artists Work Drawing | Craftsmanship:
· Drawing from observation; using line to define form (contour) Creative Process: · Using a sketchbook as part of the creative process to plan work | 1.1,1.2, 2.1 | Have kids use the sketchbook made in the previous lesson, and draw in pencil. Have erasers handy-vinyl erasers are best. Emphasize using line to define the forms they see. Animals can be an alternative subject (work from photos).
Reproductions: Poster: 17 |
| 3 | Lesson 2: Pgs 10-11
Drawing Imaginary Places Drawing | Communication:
· Drawing/creating images from imagination · Uses different kinds of line for expressive purposes | 1.2, 2.1
3.1 | See the ‘Studio Master’ on making viewfinders. Have the kids use various types of black pens to make their lines- wedge tip, fine point, etc. Encourage them to use several types of pens to explore the line qualities they make. Add color later with colored felt pens or pencils. Drawing to music can help kids to work for specific expressive qualities.
Reproductions: Posters: 6 & 10 Ohd: 13 |
| 4 | Lesson 8: Pgs 22-23
Invented Textures Drawing | Craftsmanship:
· Creating texture with line using ink Creative Process: · Using sketches to plan work/draw from observation | 1.1, 1.2. 2.1 | Have students use fine point ink pens for this drawing. Use small paper, (9x9 or smaller) and encourage them to fill their paper space and work for details-carefully drawing their textures using many different kids of lines. They can practice making different kinds of textures in their sketchbooks. It is helpful to have photos of animals (Zoo Books etc) to work from.
Reproductions: Posters: 20 & 21 Ohd: 9 |
| 5 | Lesson 6: Pgs 18-19
Balance and Rhythms Paper Crafts | Composition:
· Identify and use the Art Principles of Balance (symmetry) Rhythm and Repetition Craftsmanship: · Control over scissors; selecting and combining shapes/edge treatments | 1.1, 1.2, 2.1, | Use Tru-ray colored paper for best effect, with paste or glue sticks. Have kids work in a square format (9x9) if you want to tile the projects together into one large design when finished. Fancy edged scissors and hand-held paper punches in a variety of shapes can add more visual interest to this project.
Reproductions: Posters: 3& 12 Ohds: 6 & 24 |
| 6 | Lesson 11: Pgs 28-29
Picture a Crowd Drawing | Composition:
· Using rhythm to create repetition · Using overlap to depict space | 1.1, 1.2 | Use oil pastels or colored pencils on 9x12” white drawing paper. Have kids plan their composition first in pencil, and then color it in.
Reproductions: Posters: 6, 10, 17 Ohds: 12 |
| 7 | Lesson 13: Pgs 32-33
Mixing Colors of Paint Painting a color wheel- landscape optional | Craftsmanship:
· Mixing intermediate/tertiary colors Communication: · Using a Color Wheel to make colors | 1.1, 1.2 | Use tempera paint, using turquoise (for blue), yellow, and magenta (for red) as your primary colors. Use 80# white drawing paper and #6 brushes. Have generous sized water containers for rinsing brushes. Rinse/change water often to avoid contaminating colors. Have kids start by working with yellow and mixing the oranges, since these are the most easily contaminated colors. Have kids make a color wheel. The landscape portion of this lesson is optional, or can be for kids who finish early.
Reproductions: Posters: 6, 14, 20 Ohd: 24 |
| 8 | Lesson 16: Pgs 42-43
Mixing Tints and Shades Painting | Craftsmanship/Technique:
· Mixes tints and shades (color value) for expressive use Communication: · ‘City scape’ as a subject in art. | 1.1, 1.2, 3.1 | Use tempera paint on white paper-three primaries plus black and white. When mixing tints, have kids add little dabs of color to white, not vice-versa. When mixing shades, have kids add dabs of black to color- not vice-versa.
This saves paint and gives greater control over the color mixed. Reproductions: Ohd: 15 |
| 9 | Lesson 18: Pgs 46-47
Seasons and Spaces: Colors and Moods Painting | Communication:
· Using ‘Color Schemes’ to plan expressive work · Identify monochromatic/analogous color schemes Composition: · Planning the use of space in an artwork | 1.2, 1.2, 2.1, 3.1 | Materials as above-emphasize the use of analogous colors in painting or drawing a picture to make local color richer-such as adding a little blue/purple and yellow to green when drawing trees or plants. Use the Monet example in the text to illustrate this. Use a color wheel to show how to find analogous colors.
Reproductions: Posters: 4, 6, 10, 17 Ohds: 7, 16, 24 |
| 10 | Lesson 14: Pgs 34-35
Experimenting with Paint Painting | Craftsmanship/Technique:
· Understands the difference between working wet and dry in painting · Dilutes, washes and blends colors Communication: · Expressive use of color | 1.1, 1.2 | Materials as above-use tempera/white paper. Demonstrate how paints will bleed together when one wet edge touches another. The key to learning to control paint is to understand and control wetness/bleeding. To build on the previous lesson, you can encourage them to choose a color scheme that expresses a specific mood or feeling in their work.
Reproductions: Posters: 6 & 20 Ohd: 21 |
| 11 | Lesson 15: Pgs 36-37
Exploring Brushstrokes Painting | Craftsmanship/Technique:
· Selects brushes/practices brush strokes-understands that different brushes give different effects in a painting | 1.1, 1.2, 2.1, 3.1 | Materials as above. Use the painting from the last lesson, if kids are willing. Give kids a variety of brushes-different sizes and types, to work with.
Reproductions: Poster: 20 Ohd: 13 |
| 12 | Lesson 20: Pgs 50-51
Animal Expressions Painting | Craftsmanship/Technique:
· Creating value and texture in a painting Creative Process · Planning a painting | 1.1, 1.2, 3.1, 2.1 | Use tempera again, have kids work from photos of animals, or they can take their sketchbooks home and sketch their own pets for this project.
Have kids plan their composition in pencil, and observe the textures they are trying to duplicate. Have them consider what kind of brushes would they use to get the effect of the texture they see? What kind of colors do they see, and how will they mix them?? Have them work in layers. Lay down a wash. Let it dry. Then paint details/textures on top. Reproductions: Posters: 20 & 21 Ohds: 2 & 8 |
| 13 | Lesson 17: Pgs 44-45
When the Wind Blows Painting | Craftsmanship/Technique:
· Understand the difference between working in an opaque paint medium (tempera) and a transparent medium (watercolor). | 1.1, 1.2, 3.1 | Have kids work in watercolor on white paper. Explain the difference between watercolor and tempera: Tempera is opaque-will cover up mistakes-with watercolor they show through. With watercolor you add water to get tints, not white paint, like in tempera. Emphasize the importance of working in layers in watercolor- one layer must dry completely before adding another on top to prevent bleeding/running. You might want to schedule several short sessions for doing this painting over 2-3 days, rather than one long one, to allow for drying time.
Reproductions: Ohd: 3 |
| 14 | Lesson R1: Pgs 38-39
Seeing and Creating Art Discussion/writing drawing is optional | Communication:
· Compare and contrasting artworks to analyze expressive content and technique, using art language. Composition: · Identify a ‘center of interest’ (emphasis) in an artwork | 2.3 | This lesson can be done as a discussion lesson only, to review the painting unit and analyze works by other artists. Use the teacher evaluation guide in the upper right hand corner of the text to guide the discussion. Encourage students to apply art language they have learned in their discussion. They could write about the images shown in the student text, as well, as a basis for the discussion.
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| 15 | Lesson 1: Pgs 8-9
Drawing People who Pose Drawing- link with the next lesson (23) | Craftsmanship/Technique:
· Drawing human figure from observation. Creative Process: · Using a sketchbook for practice/planning. | 1.1, 1.2, 2.1 | One of the most difficult tasks the artist must master is learning to draw people. Artists acquire this skill only after many years of practice, through sketching. Use the sketchbook students made earlier in the year as a basis for this lesson. Stress that drawing people from observation is difficult, should be done slowly and carefully, and takes lots of practice through sketching. Have kids work in pencil with vinyl erasers handy.
Reproductions: Ohd: 18 |
| 16 | Lesson 23: Pgs 56-57
Drawing People Drawing | Composition:
· Using proportion to draw the figure from observation | 1.1, 1.2 | Use good quality drawing paper, pencils and vinyl erasers. Explain the principle of proportion as per teacher directions (link to math, if appropriate).
Encourage kids to look carefully, take their time and NOT TALK while drawing. Talking engages a different part of the brain, which makes drawing with any accuracy more difficult Use the previous sketchbook drawings from lesson one as a basis of comparison with the finished work. Does using the concept of proportion help to draw people more realistically??? Reproductions: Ohds: 8, 9, 10, 12, 18 |
| 17 | Lesson 26: Pgs 62-63
Faces of People Portrait Drawing | Composition:
· Using proportion & symmetrical/asymmetrical balance to draw portraits from observation | 1.1, 1.2 | Build on the previous two lessons to review concepts of proportion in drawing, and how that applies to the face. Point out that a ‘full face’ drawing like the one by Jaramillo in the text, is symmetrical. Artists can also make asymmetrical portraits, like the student work shown. Have them think about what kind of balance they want in their portrait drawing.
Have kids to work with a partner who poses while they draw from observation. Their drawing can be used as the basis of the portrait painting in the next lesson. Reproductions: Posters: 13 & 14 |
| 18 | Lesson 27: Pgs 64-65
Portraits and Self- Portraits Painting | Composition:
· Painting a portrait from observation, using proportion and balance to plan the composition. Craftsmanship: · Mixing flesh tones. Communication: · Portraits and self-portraits as a subject in art. Creative Process: · Understands that planning an artwork in one of the steps of the Creative Process | 1.1, 1.2, 2.1 | This is a culminating assignment, which brings together all kids have learned about drawing from observation, creative process and painting/color theory.
Introduce the steps of the creative process: In this lesson they will be doing the first four steps. Using the portrait drawing from the last lesson as a basis, have kids prepare a drawing on good quality white sulfite paper. To mix flesh tones, have them add small dabs of primary colors to white paint, mixing from eye to duplicate the color of skin. Reproductions Posters: 13 & 14 |
| 19 | Lesson R2: Pgs 72-73
How Artists Work Discussion/ drawing is optional | Communication:
· Originality in art, compares and contrasts two artworks, develops criteria for artistic preferences Creative Process: · Uses the steps of the creative process | 1.1, 1.4, 2.1, 3.3 | This lesson can be done as a class discussion, possibly with a written follow-up for assessment purposes. You can use the portraits as well as the text as a basis for discussion of originality, explaining that they are using the last two steps of the Creative Process: Present/Reflect.
Compare and contrast the works in the text, stressing the originality of the various treatments of one subject. Emphasize having kids describing the differences in the pictures, using art language. Talk about preferences, and what makes one example more attractive or likable than another, and how this influences people’s choices about what artworks they like. Reproductions: (Comparatives) Posters: 13/14 & 4/22 |
| 20 | Lesson R4: Pgs 140-41
Judging and Displaying Art Paper Crafts/discussion | Craftsmanship:
· Preparing art for display/ formal presentation Creative Process: · Preparing art for presentation/display | 1.1, 1.2, 1.4, 2.1 | See the handout on preparing student for display. Follow guidelines in teacher text for having kids mount their work and create labels captions for it. Stress craftsmanship when cutting and gluing.
Use Fun-tack (available through KCDA) to hang work on finished walls if bulletin board space is not available. |