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THIRD GRADE ART


I. Perception and Response

Students become more aware of the sensory and expressive properties of artworks and other objects in their environment. As their own experiences with media increase, and as they look at art created by themselves and others, including professional artists, they see, write and talk about:

  1. Various characteristics of lines, shapes, colors, texture and space in works of art and in the environment.
  2. Design principles: repetition, and rhythm.
  3. Relationships among objects: overlapping, size differences, placement in a picture.
  4. Expressive characteristics such as calm and active.
  5. Interactions of art, musci, drama, and dance.

Additional awareness develops through experiences such as:

  1. Undirected painting.
  2. Drawing and painting details of nature, out of doors.

Student use these terms:

studio horizontal balance value
art gallery vertical rhythm shade
curator diagonal repetition tint
director curved pattern calm
designer circular overlap active
fiber artist spiral pose agitated
craft radial symbol breezy


II. Art Heritage

Students increase their abilities to deal with artworks as historical documents. They focus on the art of their families and friends, and learn how their families use art in their homes, as part of family ceremonies and celebrations, and in workplaces. They see, read, talk, and write reports about:

  1. Art as a profession, as part of everyday life, and as recreation.
  2. Artists who work in groups and artists who work alone.
  3. Works produced by these artists:
    Romare Bearden El Greco Sesshu Kawase Hasui
    Joe Sam Claude Monet Georgia O'Keefe Peter Paul Rubens


III. Asthetic Valuing

Students reflect on experiences of seeing and making art. Referring to properties and/or subject matter seen in artworks, they talk with artists, families and friends and write about:

  1. Differences between the works of different artists and cultures.
  2. Reasons for why they get a certain feeling from an artwork.
  3. Difficult questions, such as what is art? and what is not art?
  4. Subject matter and themes of artworks based on information from their own life and the world around them.


IV. Creative Expression

Students communicate observations, feelings, ideas and experiences about things in their own world. They explore different sources for artmaking: observation, imagination, personal experience, and the work of artists. They learn to manage themselves and media in independent art making activities. They develop skills:

Drawing with chalk (dry and wet paper), crayon, pencil, felt pen, and brush (with ink or paint), nontraditional media
  • create textures and patterns from lines
  • show close and distant objects (illusion of space)
  • depict a variety of feelings in faces
  • show multiple views of one object
Painting tempera paint; watercolor
Color tertiary hues (e.g., yellow-orange), tints and shades (light and dark colors)
Printmaking relief prints and rubbings
Cutting interior shapes; without lines
Folding accordion folds and thirds
Tearing repeated, similar shapes
Designing posters or banners with symbols and lettering
Construction papier maché; paper
Puppets papier maché
Modeling with clay or dough; sculptures; textures
Fastening use of paste, glue and tape
Weaving use of simple loom for weaving with yarn
Showing In classroom, school and district displays

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