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:
- Various characteristics of lines, shapes, colors, texture and space in works of art and in the environment.
- Design principles: repetition, and rhythm.
- Relationships among objects: overlapping, size differences, placement in a picture.
- Expressive characteristics such as calm and active.
- Interactions of art, musci, drama, and dance.
Additional awareness develops through experiences such as:
- Undirected painting.
- 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Students increase their abilities to deal with artworks as historical documents.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:
- Art as a profession, as part of everyday life, and as recreation.
- Artists who work in groups and artists who work alone.
- 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:
- Differences between the works of different artists and cultures.
- Reasons for why they get a certain feeling from an artwork.
- Difficult questions, such as what is art? and what is not art?
- 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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