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Third Grade Art

Lucy Myrtue

Table of Contents
UNIT FOUNDATION UNIT ONE SUMMARY OF LESSONS LESSON ONE RUBRIC LESSON TWO RUBRIC POWERPOINTS 3 3 5 6 13 14 19 20

UNIT FOUNDATION
UNIT 1: Mexican Inspired Art Big Idea: Building Skills Culturally and Developmentally Theme: Constructing Skills and Weaving Through Cultures In Art Rationale: A student should learn to see the world of art through various mediums and understand that art comes from a multitude of cultures including their own. Art provides students an opportunity to gain life and career skills, critical thinking and problem solving skills, cultural awareness, communication skills, as well as the ability to collaborate with others, all while using their creativity. The use of clay and weaving with the inspiration from Mexico presents a wonderful opportunity for students to acquire the above list of abilities. Not only can it increase their expertise with various forms of art but also it opens up the chance to explore cultures other than Mexico that work with clay and weaving. Narrative of Learning: This unit is inspired by the culture of Mexico and the various forms of art that are made there. We start off by focusing on the idea of pocket pots. Working with clay can be very challenging, but by beginning with clay students jump right into brainstorming ideas, problem solving, and gaining the technical skills involved with clay. Using Mexico as an inspirational culture you can go into another form of art they may make, such as weaving. Weaving and clay are alike in terms that they both are using various hand eye coordination skills. But by introducing weaving from Mexico, it can help students focus on a culture they were already beginning to learn about while also providing opportunities to show other cultures that may use weaving. Comprehending that art is made all over the world using different techniques can help a student grow in terms of cultural awareness. Both of these lessons incorporate Mexico as an inspirational outlet for a students creativity. Students see how the people of Mexico are inspired by their culture, which in turn presents the students an opportunity to question what inspires their artwork. Goals/ Standards (Alignment): - Core Ability 1: Think Creatively With Art o Question- Ask the question, set the goal, define the problem o Saturation- Gather information, do research o Incubation- think time, let ideas cook o A-ha Moment- A solution emerges o Verification-Test out the idea to see if it works - Core Ability 2: Connect with Art o Art History- All people in all cultures make art o Aesthetics- Art is made from a wide range of materials o Criticism- Art is made for many purposes o Multicultural Education- Art is categorized by genre, media, culture, style, time period, and discipline

4 Core Ability 3: Express Through Art o Discover Artists Intentions- Art Communicated ideas o Understand Choices for Effective Communication- Objects, shapes, and Colors all have meaning Core Ability 4: Know the Language of Art o Art Elements and Principles of Design create art o Identify, interpret, connect and use the elements and principles in artwork o Additional vocabulary- pattern, balance, emphasis, rhythm, unity Core Ability 5: Create Art o Work with and acquire technical skills in Pottery. o Work with and acquire technical skills in Fiber o Understand that art is studied in disciplines o Use materials and tools in a safe and responsible manner Core Ability 6: Live With Art o People who make art are artists o Art enhances the quality of life and recognizes that creativity is essential to health and happiness o Recognize the value and connection between the arts and their own lives and environments Core Ability 7: Talk About Art o Looking, thinking, and talking about art- Describe, analyze, and evaluate works of art o Reflecting and assessing the art experience to understand what was learned o Providing and receiving feedback to enhance student learning

Key Concepts: - Work can be affected by cultural or artistic influences. - Weaving requires the student to coordinate their eyes, hands and minds to work together. - Technical, historical, and contemporary weaving works are rooted in traditional methods of construction and design patterns. - Working with clay allows the students to express themselves, gain skills in the material and tools, gain knowledge of language, and connect with art in multiple areas. - Reflection and critique of visual cultures defines us and connects us to our world. - Recent and contemporary art might echo threads from the past. Essential Questions: - How does your artwork show your cultural or artistic interests? - Can you describe the process you used when making your artwork? - Why did you choose to use the materials you used? - What elements did you use? - Why did you choose the designs that you used?

5 Summary of Lessons: - Lesson One: Pocket Pots- Lesson one allows students to become familiar with the culture of Mexico and some of the artwork they make. We would begin with making pocket pots made from clay. They will discuss the importance of art in Mexican culture as well as some of the history of Mexico. With this project they will gain an abundance of technical skills needed to create forms in ceramics and use elements to create a work of art they will be proud of. Lesson Two: Weaving- Lesson two gives students the opportunity to see more artwork that can be found in Mexico. This lesson presents weaving from Mexico and a multitude of other cultures. They will discuss various forms that can be made from weaving and the many materials you can use to make weavings. They will learn critical thinking skills, problem solving, and coordination skills. Weaving allows students to see the connection of the visual arts in our world today.

Third Grade
Lesson One
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Pocket Pots
In this section there is a photo example of a pocket pot made by me.

Course: Art Grade Level: Elementary Grade 3 Lesson One: Pocket Pots Big Idea: Building Skills Culturally and Developmentally Theme: Constructing Skills and Weaving Through Cultures in Art Rationale: Working with clay gives students a great chance to increase many life skills needed for the future. Through this project students are gaining a cultural awareness. They learn how to work with others while recognizing and respecting cultural differences. They obtain an appreciation of the history behind one of the many forms of Mexican art. Creating Pocket Pots students are increasing some career and life skills for becoming self-directed, independent learners and workers who can adapt to change, manage projects, take responsibility for their work, while producing results. Throughout class they are collaborating with others by working respectfully and effectively to create, use and share knowledge, solutions and innovations. Lastly they are using knowledge and understanding of the subject material to express their own creativity. Narrative: Students will be learning about pocket pots made in Mexico. They will discuss the importance of art in Mexican culture as well as some of the history of

7 Mexico. As they work with clay students gain an abundance of technical skills needed to create forms in ceramics. They will brainstorm by sketching out ideas and problem solve on how to express those ideas in their pocket pot. Through this project they use the elements to create a work of art that they can both use and be proud of. Goals/Standards (Alignment): - Core Ability 1: Think Creatively With Art o Question- Ask the question, set the goal, define the problem o Saturation- Gather information, do research o Incubation- think time, let ideas cook o A-ha Moment- A solution emerges o Verification-Test out the idea to see if it works - Core Ability 2: Connect with Art o Art History- All people in all cultures make art o Multicultural Education- Art is categorized by genre, media, culture, style, time period, and discipline - Core Ability 3: Express Through Art o Discover Artists Intentions- Art Communicated ideas o Understand Choices for Effective Communication- Objects, shapes, and Colors all have meaning - Core Ability 4: Know the Language of Art o Art Elements and Principles of Design create art o Identify, interpret, connect and use the elements and principles in artwork o Additional vocabulary- pattern, balance, emphasis - Core Ability 5: Create Art o Work with and acquire technical skills in Pottery. o Understand that art is studied in disciplines o Use materials and tools in a safe and responsible manner - Core Ability 6: Live With Art o People who make art are artists o Art enhances the quality of life and recognizes that creativity is essential to health and happiness o Recognize the value and connection between the arts and their own lives and environments - Core Ability 7: Talk About Art o Looking, thinking, and talking about art- Describe, analyze, and evaluate works of art o Reflecting and assessing the art experience to understand what was learned o Providing and receiving feedback to enhance student learning Key Concepts: - Work can be affected by cultural or artistic influences. - Working with clay allows the students to express themselves, gain skills in the material and tools, gain knowledge of language, and connect with art in multiple areas.

8 Reflection and critique of visual cultures defines us and connects us to our world. Recent and contemporary art might echo threads from the past.

Essential Questions: - How does your artwork show your cultural or artistic interests? - Can you describe the process you used when making your artwork? - What elements did you use? - Why did you choose the designs that you used? Objectives: - Students will gain an understanding and insight into the history of the Mexican Culture. - Students will understand the process of thinking creatively and finding their preferred solution. - Students will develop their skills within the medium and the tools used to create their pocket pots. - Students will gain technical skills while working with the clay. - Students will expand their vocabulary of the elements and increase their ability to have knowledgeable discussions about their artwork and the work of others. - Students will gain career and life skills by thinking independently, self-directing, adapting to change, managing their project, taking responsibility for their work, and producing a product. - Students will collaborate with others and learn to work respectfully with others. Materials: - Sketch Paper - Pencils - Scissors - Example Handouts of Designs and Patterns - Made Examples - Video Examples - Clay - Wedge Boards - Wooden Carving Tools - Toothpicks - Rolling Pin - Wooden Sticks - Paper Towels - Stain - Paint Brushes - Water Containers for tables - Sponges - Storage Unit for Clay While Working - Storage Unit for Extra Clay - Cutting Wire (For Teacher) - Kiln

Instructional Procedures: - Activity One o Greet the Students and Introduce Pocket Pots Inspired by the Mexican Culture What is a Pocket Pot? Where can you find Pocket Pots? Questioning and Defining o PowerPoint on Pocket Pots and their Use in the Mexican Culture o Video of Thumbnail Sketch Examples o Show Sketch Examples in Front of them and Examples of Pocket Pots What do you want to portray in your pocket pots? Gather Information, Do Research o Explain the Reasoning for Multiple Thumbnail Sketch Ideas Why is it a good idea to have multiple sketches? Think time, Let ideas Cook, Multiple Ideas o Exiting Questions What did you learn or come up with? - Activity Two o Greet the Students and Talk About What We Remembered From the Previous Day o Video of Paper Pocket Pot Sketches o Work Day Sketch out ideas on Paper Pocket Pots o Exiting Questions Did you discover or learn something new today? - Activity Three o Greet the Students and Talk about What We Remembered From the Previous Day o Video on Mexico Information o Finalize Sketch Choice Which one is your favorite? A-Ha Moment Are you using all of the elements required? o Work Day Finish Sketching Cut out Favorite Choice of Paper Pocket Pot o Exiting Questions Did you discover or learn something new today? - Activity Four o Greet the Students and Talk About What We Remembered From the Previous Day o Introduce Clay What stage is the clay at now? Plasticity, familiarity of clay stages How are you going to use your supplies?

10 Familiarity and Comfort when using Supplies o Show Video of How To make Pocket Pots How did I wedge? How did I roll my clay into a slab? How did I cut out the shape of my pocket pot? How did I smooth things out? How did I roll a coil? How did I slip and score? How did I use my supplies? o Language Reminders What is the finger rule? What elements are you using? What tools can you use? o Work Day Rolling out Pocket Pot and Beginning to Put together o Exiting Questions (Formative Assessments) Small Group Questioning about what they have learned What elements are you using? What are we learning about by making this project? Why is this important? What did you learn today? Activity Five o Greet the Students and Talk About What We Remembered From the Previous Day o Show Video of How To Fold Clay into Pocket Pot o Show Video of Drawing out Design on Pocket Pot What did I do first? What supplies do I need to get started? How did I use my supplies? o Work Day Finishing Construction of Pocket Pot Carving out Design in Pocket Pot o Language Reminders What elements are you using? Are you remembering all of the building techniques you need to use? Are you using tools respectfully? What tools are working best for you? o Wrapping it up Do you think you are finished? Could you add more detail? What could you improve? Did you consider all of the sides? Does your pocket pot reflect creativity? How? o Exiting Questions

11 What did you learn today? Did you alter your original design ideas? Activity Six o Greet the Students and Talk About What We Remembered From the Previous Day o Show Video on Staining or Surfacing Pocket Pot o Work day/Wrapping up Project With Surfacing Do you think you are finished? Could you add a second coat? What could you improve? Did you consider all sides? o Exiting Questions What have you learned in this overall process?

Assessments: They will do a formative assessment in small groups where they discuss the elements they are using, what they have learned, and why is this important. I will walk around to each table to listen to this information to see what they have learned or what I can do to help them better understand the project. At the end of the project I will do a summative assessment/rubric reviewing each students work to verify that each project shows creativity, good craftsmanship, they showed and portrayed elements discussed, and they stayed on task throughout class when working on their project. (See Attached Rubric) Extensions: Finished projects can be displayed online through Artsonia or on the school website. They also could be displayed within the school environment. Motivation: - Students will be motivated intrinsically because they will be choosing how they want to design their pocket pots. - Students will be motivated to complete the project extrinsically because they will have certain goals and aspects they must complete before the pocket pot is considered finished. Vocabulary: - Clay - Stain - Line - Color - Shape - Space - Texture - Balance - Emphasis - Pattern - Culture - Wedging

12 Slab Coil Slip and Score Kiln Tool Names (Rolling Pin, Wedge Board, etc.) Pocket Pots Mexican Culture Green Ware Bisque Ware

Resources: - Handouts of different designs and patterns used on pockets pots in the Mexican Culture - Video of Mexico Information - Video of How To Examples that are made - Examples Made Time Frame: 6 to 7 Class Periods Depending on Students Progression

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Pocket Pot Summative Assessment/ Rubric

POCKET POT PROJECT RUBRIC Excellent Good 4 pts 3 pts
Excellent Good
Follow the directions most of the time. Artwork contains essential details.

O.K. 2 pts
O.K.
Partially follows directions. Incomplete or inconsistent detail within artwork.

Pretty Bad 1 pts

Pretty Bad
Rarely follows directions. Minimal attention to detail.

Follows Directions

Thorough understanding of directions. Great attention to detail throughout artwork.

Excellent

Good
Average effort and neatness.

O.K.
Satisfactory effort and neatness.

Pretty Bad
Insufficient effort and neatness.

Quality Work Skill

Outstanding effort and neatness.

Excellent
Exceptional skill and techniques.

Good
Average skill and techniques.

O.K.
Developing skill and techniques.

Pretty Bad
Minimal skill and techniques.

Excellent

Good
Average understanding and use of elements and principles of art.

O.K.
Partial understanding and use of elements and principles of art.

Pretty Bad
No understanding and use of elements and principles of art.

Use of Elements & Principles of Art

Thorough understanding and use of elements and principles of art.

Excellent

Good
Consistently expresses creativity. Adds imaginative details to artwork most of the time.

O.K.
Occasionally expresses creativity. Inconsistent with adding imaginative details within artwork.

Pretty Bad
Infrequently/rarely creative. Rarely adds imaginative details to artwork.

Creativity

Always expresses creativity. Always adds imaginative details to artwork.

Total: Teacher Comments:

/20

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Third Grade
Lesson Two
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Weaving
In this section there are photos of the weaving examples made by me.

Front

Back

Course: Art Grade Level: Elementary Grade 3 Lesson Two: Weaving Big Idea: Building Skills Culturally and Developmentally Theme: Constructing Skills and Weaving Through Cultures In Art Rationale: Learning to weave offers a wide span of educational growth for students. Weaving teaches students many developmental skills while offering a creative and challenging learning experience. Students are provided with cultural inspiration, as weaving happens all across the world with various materials and is made for many purposes whether it be artistically or functionally. Narrative: Students will be learning about weaving from a multitude of cultures. They will discuss various forms of weaving from basket weaving, paper weaving, to weaving blankets. It is stressed that weaving is made all over the world with found materials, just as in our class they will weave with an assortment of different supplies.

15 As they weave students learn patterning, critical thinking skills, problem solving, and they learn to create 3-D Art, or think in three dimensions. By weaving in and out in a pattern, children learn to coordinate their eyes, hands and minds; and they also cross the midline, which reinforces brain development between the right and left hemispheres. Weaving appeals to the human desire for pattern and rhythm, while also providing a way to reduce stress. Weaving allows students to see the connection of the visual arts and our world. Goals/Standards (Alignment): - Core Ability 1: Think Creatively With Art o Question- Ask the question, set the goal, define the problem o Saturation- Gather information, do research o Incubation- think time, let ideas cook o A-ha Moment- A solution emerges o Verification-Test out the idea to see if it works - Core Ability 2: Connect with Art o Art History- All people in all cultures make art o Aesthetics- Art is made from a wide range of materials o Criticism- Art is made for many purposes o Multicultural Education- Art is categorized by genre, media, culture, style, time period, and discipline - Core Ability 3: Express Through Art o Understand Choices for Effective Communication- Objects, shapes, and Colors all have meaning - Core Ability 4: Know the Language of Art o Art Elements and Principles of Design create art o Identify, interpret, connect and use the elements and principles in artwork o Additional vocabulary- pattern, rhythm, unity - Core Ability 5: Create Art o Work with and acquire technical skills in Fiber o Understand that art is studied in disciplines o Use materials and tools in a safe and responsible manner - Core Ability 6: Live With Art o People who make art are artists o Art enhances the quality of life and recognizes that creativity is essential to health and happiness o Recognize the value and connection between the arts and their own lives and environments - Core Ability 7: Talk About Art o Looking, thinking, and talking about art- Describe, analyze, and evaluate works of art o Reflecting and assessing the art experience to understand what was learned o Providing and receiving feedback to enhance student learning Key Concepts:

16 Work can be affected by cultural or artistic influences. Weaving requires the student to coordinate their eyes, hands and minds to work together. Technical, historical, and contemporary weaving works are rooted in traditional methods of construction and design patterns.

Essential Questions: - How does your artwork show your cultural or artistic interests? - Can you describe the process you used when making your artwork? - Why did you choose to use the materials you used? Objectives: - Students will understand the process of weaving. - Students will connect with art by learning about weaving made in different cultures and made for various uses both functionally and artistically. - Students will understand the process of problem solving to work with materials while making their weavings. - Students will consider both sides of artwork. - Students will gain technical skills while working on their weavings. - Students will understand the process of thinking creatively and finding their preferred solution. - Students will expand their vocabulary of the elements and increase their ability to have knowledgeable discussions about their artwork and the work of others. Materials: - Pencils - Scissors - Ruler - 9 X 11 Cardstock Paper - Glue - Found Materials (Fabric, Yarn, etc.) - Made Examples - Video Examples Instructional Procedures: - Activity One o Greet the Students and Introduce the Concept of Weaving What is a weaving? Where can you find weavings? Questioning and Defining o PowerPoint on Weaving Background and its Use in Various Cultures o Show Made Examples and Video on How To Make a Weaving What type of weaving interests you? How do you make a weaving? What pattern are you going to use? Gather information, Do Research

17 o Review Goals of Project and Needed Elements o They Cut out Their Paper Think time, Let ideas Cook o Pass out Found Materials What elements will you be using in your weaving? A-Ha Moment o Exiting Questions What did you learn or come up with? Activity Two o Greet the Students and Talk About What We Remembered From the Previous Day o Review goals and needed elements o Show More Clips from Weavings made from Different Cultures by Different Looms Did you come up with something new? Try it out! Verification o Work Day Are you remembering to look at both sides? How are both sides uniquely original? o Language Reminders What elements are you using? How can you make your material come close together? o Exiting Questions What is something you learned today? Did you alter the way you were making your weaving? Activity Three o Greet the Students and Talk about What We Remembered From the Previous Day o Wrapping it Up Do you think you are finished? Could you add more detail? What could you improve? Did you consider both sides? Does your weaving reflect creativity? How? o Exiting Questions What have you learned in this overall process?

Assessments: I will do a summative assessment/rubric over the project reviewing each students work to verify that each project shows creativity, good craftsmanship, they showed and portrayed elements discussed, and they stayed on task throughout class when working on their project. (See Attached Rubric) Extensions: Finished projects could be displayed individually or assembled into an ensemble piece. This project could extent challenging the creativity of the students by

18 working together to create patterns within the patterns they made individually. Their projects can also be displayed online through Artsonia or on the school website.

Motivation: - Students will be motivated intrinsically because they will choose the certain materials they want to use. - Students will be motivated to complete the project extrinsically because they will have certain goals and aspects they must complete before the weaving is considered finished. Vocabulary: - Weaving - Loom - Serape - Rebozo - Culture - Rhythm - Unity - Pattern - Color Resources: - PowerPoints of Different Cultures Weavings and where you may find weaving today - YouTube Video of Paper Weaving in Korea http://youtu.be/HRV3v9eAWqs - YouTube Video of Weaving in Liberia http://youtu.be/gcHJ0lXQ0kI - YouTube Video of Weaving in Guatemala http://youtu.be/tkqVv3xxc6A - YouTube video of Fiber Weaving Mechanically Made http://youtu.be/l4DLr8qHliI - Video of How To Examples that are made - Examples Made Time Frame: 3 to 5 Class Periods Depending on Students Progression

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Weaving Summative Assessment/ Rubric

POCKET POT PROJECT RUBRIC Excellent Good 4 pts 3 pts
Excellent Good
Follow the directions most of the time. Artwork contains essential details.

O.K. 2 pts
O.K.
Partially follows directions. Incomplete or inconsistent detail within artwork.

Pretty Bad 1 pts

Pretty Bad
Rarely follows directions. Minimal attention to detail.

Follows Directions

Thorough understanding of directions. Great attention to detail throughout artwork.

Excellent

Good
Average effort and neatness.

O.K.
Satisfactory effort and neatness.

Pretty Bad
Insufficient effort and neatness.

Quality Work Skill

Outstanding effort and neatness.

Excellent
Exceptional skill and techniques.

Good
Average skill and techniques.

O.K.
Developing skill and techniques.

Pretty Bad
Minimal skill and techniques.

Excellent

Good
Average understanding and use of elements and principles of art.

O.K.
Partial understanding and use of elements and principles of art.

Pretty Bad
No understanding and use of elements and principles of art.

Use of Elements & Principles of Art

Thorough understanding and use of elements and principles of art.

Excellent

Good
Consistently expresses creativity. Adds imaginative details to artwork most of the time.

O.K.
Occasionally expresses creativity. Inconsistent with adding imaginative details within artwork.

Pretty Bad
Infrequently/rarely creative. Rarely adds imaginative details to artwork.

Creativity

Always expresses creativity. Always adds imaginative details to artwork.

Total: Teacher Comments:

/20

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Weaving PowerPoints
-PowerPoint One

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-PowerPoint Two

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