4thgrade1 23 20

GRADE 4 ART
Description:
Students in grade 4 art will learn how colors, color mixing and painting can be used to express feelings, convey meaning, and communicate
ideas.
COURSE OVERVIEW
Course Goals Artistic Processes Course Skill Objectives
Students will be able to: Students will:
• Create
• Identify highlights and shadows. • Apply highlights and shadows to a
• Present
• Identify tints and shades. realistic object or form.
• Recognize values, highlights, and • Respond • Mix and apply a variety of tints and
shadows in their environment. shades.
• Connect
• Understand how value is applied in a • Select and apply various values to a
work of art. work of art.
• Identify complementary colors. Anchor Standards • Select and apply complementary colors
• Identify warm and cool colors. in a work of art.
• Understand how highlights and Anchor Standard #1. Generate and • Select and apply warm and cool colors
shadows are applied in painting. conceptualize artistic ideas and work. in a work of art.
• Understand how colors can be used to Anchor Standard #2. Organize and
express a mood or environment in a develop artistic ideas and work.
painting.
• Differentiate between a Still Life, Anchor Standard #3. Refine and
Portrait, and a Landscape. complete artistic work.
Anchor Standard #4. Select, analyze and
interpret artistic work for presentation.
Anchor Standard #5. Develop and
refine artistic techniques and work for
presentation.
Anchor Standard #6. Convey meaning
through the presentation of artistic work
Grade 4 Art Curriculum DRAFT 2020 1

Anchor Standard #7. Perceive and
analyze artistic work.
Anchor Standard #8. Interpret intent and
meaning in artistic work.
Anchor Standard #9. Apply criteria to
evaluate artistic work.
Anchor Standard #10. Synthesize and relate
knowledge and personal experiences to make
art.
Anchor Standard #11. Relate artistic ideas
and works with societal, cultural and
historical context to deepen understanding.
Units Essential Questions Assessments
Unit 1 - Intro to Value • Form Still Life Drawing

Unit 2 - Color and Painting • Portrait Drawing or Painting
Unit 3 - Design • Work of art that includes highlights and
Unit 4 - Form/Clay shadows.
• Work of art that includes tints and
shades.
• Artist Statement
• Oral Presentation
• Group Critique
• Online Portfolio
• Self-Evaluation
• Rubric Assessment
• 5 Step Value Scale Assessment
• Still Life, Portrait, and/or Landscape
Painting.
• Abstract color composition painting.
• Work of art that includes
complementary colors.

• Work of art that includes warm and/or
cool colors.
• Color and Painting Assessment
Unit 1 – Intro to Value

Unit Objectives Skill Objectives
• Identify highlights and shadows. • Apply highlights and shadows to a realistic object or form.
• Identify tints and shades. • Mix and apply a variety of tints and shades.
• Recognize values, highlights, and shadows in their • Select and apply various values to a work of art.
environment.
• Understand how value is applied in a work of art.

Creating Presenting Responding Connecting
Anchor Standard 3: Anchor Standard 4: Anchor Standard 9: Anchor Standard 10:
Refine and complete artistic Select, analyze, and interpret Apply criteria to evaluate artistic Synthesize and relate knowledge
work. artistic work for presentation. work. and personal experiences to make
art.
Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings

Artists and designers develop Artists and other presenters People evaluate art based on Through art-making, people make
excellence through practice and consider various techniques, various criteria. meaning by investigating and
constructive critique, reflecting methods, venues, and criteria developing awareness of
on, revising, and refining work when analyzing, selecting, and Essential Questions perceptions, knowledge, and
over time. curating objects, artifacts, and How does one determine criteria experiences.
artworks for preservation and to evaluate a work of art?
Essential Questions presentation. How and why might criteria Essential Questions
What role does persistence play vary? How does engaging in creating
in revising, refining, and Essential Questions How is a personal preference art enrich people’s lives?
developing work? different from an evaluation? How does making art attune
How do artists grow and become How art artworks cared for and people to their surroundings?
accomplished in art forms? by whom? Process Components How do people contribute to
How does collaboratively What criteria, methods, and Perceive, Analyze and Interpret awareness and understanding of
reflecting on a work help us processes are used to select work their lives and the lives of their
experience it more completely? for preservation or presentation? VA:Re9.1.4a communities through art-making?
Why do people value objects, Apply one set of criteria to
Process Components artifacts, and artworks and select evaluate more than one work of Process Components
Investigate/Plan/Make them for presentation? art. Synthesize, Relate
VA:Cr3.1.4a Process Components VA:Cn10.1.4a

Revise artwork and progress on Analyze, Select, Share Create works of art that reflect
the basis of insights gained Perceive, Analyze and Interpret community cultural traditions.
through peer discussion.
VA:Pr4.1.4a
Analyze how past, present, and
emerging technologies have
impacted the preservation and
presentation of artwork.

Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments
• Form Still Life Drawing • Artist Statement • Self-Evaluation • Exemplar Artists to

• Portrait Drawing or • Oral Presentation • Rubric Assessment consider including are
Painting • Group Critique • 5 Step Value Scale M.C. Escher, Chuck
• Work of art that includes • Online Portfolio Assessment Close, Edward Hopper,
highlights and shadows. Johannes Vermeer, and
• Work of art that includes Pablo Picasso.
tints and shades. • Genres of Painting such as
Cubism.

Unit 2 – Color and Painting
• Identify complementary colors. • Select and apply complementary colors in a work of art.
• Identify warm and cool colors. • Select and apply warm and cool colors in a work of art.
• Understand how highlights and shadows are applied in
painting.
• Understand how colors can be used to express a mood or
environment in a painting.
• Differentiate between a Still Life, Portrait, and a
Landscape.

Organize and develop artistic Convey meaning through the Perceive and analyze artistic Relate artistic ideas and work
ideas and work. presentation of artistic work. work. with societal, culture, and history
through their interactions with
and analysis of art.

Artists and designers experiment Objects, artifacts, and artworks Individual aesthetic and People develop ideas and
with forms, structures, materials, collected, preserved or presented empathetic awareness developed understandings of society,
concepts, media, and art making either by artists, museums, or through engagement with art can culture, and history through their
approaches. other venues communicate lead to understanding and interactions with and analysis of
meaning and a record of social, appreciation of self, others, the art.
Artists and designers balance cultural, and political experiences natural world, and constructed
experimentation with safety, resulting in the cultivating of environments. Essential Questions
freedom and responsibility, while appreciation and understanding. How does art help us understand
developing and creating artworks. Visual imagery influences the lives of people of different
Essential Questions understanding of and responses to times, places, and cultures?
People create and interact with What is an Art Museum? the world. How is art used to impact the
objects, places, and design that How does the presenting and views of a society?
define, shape, enhance, and sharing of objects, artifacts, and Essential Questions How does art preserve aspects of
empower their lives. artworks influence and shape How do life experiences influence life?
ideas, beliefs, and experiences? the way you relate to art?
Essential Questions How do objects, artifacts, and How does learning about art Process Components
How do artists work? artworks collected, preserved or impact how we perceive the Synthesize, Relate
How do artists and designers presented, cultivate appreciation world?
determine whether a particular and understanding? What can we learn from our VA:Cn11.1.4a
direction in their work is responses to art? Through observation, infer
effective? Process Components What is an image? information, about time, place,
How do artists and designers Analyze, Select, Share Where and how do we encounter and culture in which a work of art
learn from trial and error? Perceive, Analyze and Interpret images? is created.
How do artists and designers care How do images influence our
for and maintain materials, tools, VA:Pr6.1.4a views of the world?
and equipment? Compare and contrast purposes of
Why is it important for safety and art museums, art galleries, and
health to understand and follow other venues, as well as the types

correct procedures in handling of personal experiences they
materials, tools, and equipment? provide. Process Components
What responsibilities come with Perceive, Analyze and Interpret
the freedom to create?
How do objects, places, and VA:Re7.1.4a
design shape lives and Compare responses to a work of
communities? art before and after working in
How do artists and designers similar media.
determine goals for designing or
redesigning objects, places, or VA:Re7.2.4a
systems? Analyze components in visual
How do artists and designers imagery that convey messages.
create works of art or design that
effectively communicate?
Process Components
Investigate/Plan/Make
VA:Cr2.1.4a
Explore and invent art making
techniques and approaches.
VA:Cr2.2.4a
When making works of art, utilize
and care for materials, tools, and
equipment in a manner that
prevents danger to oneself and
others.
VA:Cr2.3.4a
Document, describe, and
represent regional constructed
environments.

• Still Life, Portrait, and/or • Artist Statement • Self-Evaluation • Mixing and applying color
Landscape Painting. • Oral Presentation • Rubric Assessment using a paint brush and
• Abstract color • Group Critique • Color and Painting palette.
composition painting. • Online Portfolio Assessment • Color symbolism, in
• Work of art that includes relation to history and
complementary colors. culture.
• Work of art that includes • Exemplar Artists to
warm and/or cool colors. consider including are
Vincent Van Gogh, Frida
Kahlo, Frank Stella, and
Mark Rothko.
• Genres of Painting such as
Impressionism, Cubism,
and Action Painting.

Unit 3 – Design
• Identify the elements of design • Identify examples of good design in their environment using the
• Understand the basic concepts of design elements of design
• Identify lines, shapes, forms, texture, and colors • Use elements of design in a 2-dimensional composition
• Recognize unity and repetition • Use balance, symmetry, and asymmetry to create a 2-dimensional
• Understand use of balance, symmetry, and asymmetry piece

Generate and conceptualize Develop and refine artistic Apply criteria to evaluate artistic Synthesize and relate knowledge
artistic ideas and work techniques and work for work and personal experiences to make
presentation art

Creativity and innovative Artists, curators, and others People evaluate art based on Through art-making, people make
thinking are essential life skills consider a variety of factors and various criteria. meaning by investigating and
that can be developed. methods including evolving developing awareness and
technologies when preparing and Essential Questions perceptions, knowledge, and
Artists and designers shape refining artwork for display and How does one determine criteria experiences.
artistic investigations, following or when deciding if and how to to evaluate a work of art?
or breaking with traditions in preserve and protect it. How and why might criteria Essential Questions
pursuit of creative art-making vary? How does engaging in creating
goals. Essential Questions How is a personal preference art enrich people’s lives?
What methods and processes are different from an evaluation? How does making art attune
Essential Questions considered when preparing people to their surroundings?
What conditions, attitudes, and artwork for presentation or Process Components How do people contribute to
behaviors support creativity and preservation? Perceive, Analyze and Interpret awareness and understanding of
innovative thinking? How does refining artwork affect their lives and the lives of their
What factors prevent or its meaning to the viewer? Apply one set of criteria to communities through art-making?
encourage people to take creative What criteria are considered when evaluate more than one work of
risks? selecting work for presentation, a art. Process Components
How does collaboration expand portfolio, or a collection? Synthesize, Relate
the creative process?
How does knowing the contexts Process Components Create works of art that reflect
histories, and traditions of art Analyze, Select, Share community cultural traditions.
forms help us create works of art
and design? Analyze the various
Why do artists follow or break considerations for presenting and
from established traditions? protecting art in various locations,
How do artists determine what indoor or outdoor settings, in
resources and criteria are needed temporary or permanent forms,
to formulate artistic and in physical or digital formats.
investigations?

Process Components
Brainstorm multiple approaches

to a creative art or design
problem.
Collaboratively set goals and

create artwork that is meaningful
and has purpose to the makers.
• Word abstraction • Write artist statements • Discuss important factors • Mexican sun designs
• Letter design • Involve students in the in assessing a work of art • 19th century furniture
• Poster design process of preparing for a • Students use a standard design
• Contour line portraits school art show rubric to assess their own • Interior design through the
• Symmetrical design in a work ages
portrait • Arts and Crafts movement
• Asymmetrical designs in a • 20th century album
still life covers, movie posters,
• Designs using rhythm and travel posters
movement tessellations
• A balanced composition
using cut paper

Unit 4 – Form/Clay
• Identify form in specific works of art • Create form from natural and manmade material
• Understand the difference between shape and form • Create the human form in a variety of interpretations
• Recognize where forms exist in our environment • Create clay pottery using a variety of methods
• Understand the role of forms in nature • Create formed slab construction

Organize and develop artistic Convey meaning through the Interpret intent and meaning in Relate artistic ideas and works
ideas and work. presentation of artistic work. artistic work with societal, cultural, and
historical context to deepen
understanding

Artists and designers experiment Objects, artifacts, and artworks People gain insights into meaning People develop ideas and
with forms, structures, materials, collected, preserved, or presented of artworks by engaging in the understanding of society, culture,
concepts, media, and art-making either by artists, museums, or process of art criticism. and history through their
approaches. other venues communicate interactions with and analysis of
meaning and a record of social, Essential Questions art.
Artists and designers balance cultural, and political experiences What is the value of engaging in
experimentation and safety, resulting in the cultivating of the process of art criticism? Essential Questions
freedom and responsibility while appreciation and understanding. How can the viewer “read” a How does art help us understand
developing and creating artwork. work of art as a text? the lives of people of different
Essential Questions How does knowing and using times, places, and cultures?
People create and interact with What is an art museum? visual art vocabularies help us How is art used to impact the
objects, places, and design that How does presenting and sharing understand and interpret works of views of a society?
define, shape, enhance, and of objects, artifacts, and artworks art? How does art preserve aspects of
empower their lives. influence and shape ideas, beliefs, life?
and experiences? Process Components
Essential Questions How do objects, artifacts, and Perceive, Analyze and Interpret Process Components
How do artists work? artworks collected, preserved, or Synthesize, Relate
How so artists and designers presented, cultivate appreciation Interpret art by referring to
determine whether a particular and understanding? contextual information and Through observation, infer
direction in their work is analyzing relevant subject matter, information about time, place,
effective? Process Components characteristics of form, and use of and culture in which a work of art
How do artists and designers Analyze, Select, Share media. was created.
learn from trial and error?
How do artists and designers care Compare and contract purposes of
for and maintain materials, tools, art museums, art galleries, and
and equipment? other venues, as well as the types
Why is it important for safety and of personal experiences they
health to understand and follow provide.

correct procedures in handling
materials, tools, and equipment?
What responsibilities come with
the freedom to create?
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?
Process Components
Explore and invent art-making

techniques and approaches.
When making works of art, utilize
and care for materials, tools, and
equipment in a manner that
prevents danger to oneself and
others.
Document, describe, and
represent regional constructed
environments.

• Clay Masks • Display finished • Students discuss how • Greco/Roman sculpture

• Metal Relief sculptures in the art show various materials can be • Neoclassical sculpture
• Figurative sculpture • Discuss cultural, societal, used to create form • African tribal art
• Assemblages or personal connections to • Compare sculptures/forms • Native American figures
• Pottery work from different cultures and pottery
• Slab • Mexican and African
masks

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GRADE 4 ART

Grade 4 Art Curriculum DRAFT 2020 1

Unit 1 - Intro to Value • Form Still Life Drawing

Grade 4 Art Curriculum DRAFT 2020 2

Unit 1 – Intro to Value

Grade 4 Art Curriculum DRAFT 2020 3

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings

VA:Cr3.1.4a Process Components VA:Cn10.1.4a

Grade 4 Art Curriculum DRAFT 2020 4

• Form Still Life Drawing • Artist Statement • Self-Evaluation • Exemplar Artists to

Grade 4 Art Curriculum DRAFT 2020 5

Grade 4 Art Curriculum DRAFT 2020 6

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings

Grade 4 Art Curriculum DRAFT 2020 7

Grade 4 Art Curriculum DRAFT 2020 8

Grade 4 Art Curriculum DRAFT 2020 9

Grade 4 Art Curriculum DRAFT 2020 10

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings

Grade 4 Art Curriculum DRAFT 2020 11

Brainstorm multiple approaches

Collaboratively set goals and

Grade 4 Art Curriculum DRAFT 2020 12

Grade 4 Art Curriculum DRAFT 2020 13

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings

Grade 4 Art Curriculum DRAFT 2020 14

Explore and invent art-making

Grade 4 Art Curriculum DRAFT 2020 15

• Clay Masks • Display finished • Students discuss how • Greco/Roman sculpture

Grade 4 Art Curriculum DRAFT 2020 16

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