FOURTH 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:
- Formal relationships (repetition, rhythm, balance and harmony, observing, classifying and visually representing the relationships.
- Spatial relationships of two- and three-dimensional artworks..
Additional awareness develops through experiences such as:
- Writing and reading critical reviews.
- Using art as an integral part of learning in other subject matters.
Student use these terms:
| architecture |
critic |
composition |
seascape |
| perspective |
interpretation |
informal design |
cityscape |
| enlargement |
meaning |
formal design |
still life |
| geometric |
judgement |
symmetry |
craft |
| texture |
preferences |
assymmetry |
stitchery |
| fantasy |
review |
style |
applique |
II. Art Heritage
Students increase their abilities to deal with artworks as historical documents. They visit an art museum or gallery. They engage in simple research to show how American culture is influenced by the artistic contributions of many diverse cultures. Through looking at art, reading, writing, and talking, they:
- Learn that the art of different cultures have different functions and styles, and that artists also differ cross-culturally.
- Discover ways that people in San Francisco are involved in the visual arts, including artists, patrons, and curators.
- Recognize works produced by these artists:
| Richard Diebenkorn |
Paul Klee |
Rudfino Tamayo |
Dorothea Lange |
| Frederic Remington |
Edward Hopper |
John James Audubon |
Chang Dai-chien |
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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