Summit Public Schools

Summit, New Jersey

Grade Level: 4/ Content Area: Art

Overview: The fourth grade visual art curriculum provides experiences for students to explore as
visual communicators. Visual messages have power to inform, educate, or persuade. The success of
visual communication is determined by the artist’s ability to command the tools of visual art.
Students are provided with experiences to develop their skills, knowledge of elements and principles
of art, and awareness of their own visual perception. Fourth graders are becoming more critical of
their work and are developing more complex schemas. Overlapping and spatial relationships are
more evident in their work through the use of value and light. Fourth graders are beginning to
determine success by the level of realism they can accomplish in their work. At this age students may
be between two developmental stages and oftentimes slip back and forth depending on the project
at hand. Students can become frustrated during these developments or lack thereof. It is important
to continue encouraging students and incorporating lessons where all students will feel successful,
such as weaving, paper maché, creating coil pots, and realistic drawings such as animals and
buildings, as they navigate transforming two dimensional objects into three dimensional forms
through the use of shading. It is important to keep lessons interesting and varied all year long and to
incorporate many new techniques for this developmental stage.

Revised July 2023

1
 Unit 1:

Artistic Process: Creating

Big Ideas: Conceiving and developing new artistic ideas and work.

● Anchor Standard 1 (AS1) - Generating and conceptualizing ideas

● Anchor Standard 2 (AS2) - Organizing and developing ideas
● Anchor Standard 3 (AS3) - Refining and completing products

Essential Questions Enduring Understandings

What provocative questions will foster inquiry, understanding, and What will students understand about the big ideas?
transfer of learning?

AS1- What conditions, attitudes, and behaviors support AS1 - Creativity and innovative thinking are essential life
creativity and innovative thinking? What factors prevent skills that can be developed. Artists and designers shape
or encourage people to take creative risks? How does artistic investigations, following or breaking with
collaboration expand the creative process? How does traditions in pursuit of creative art-making goals.
knowing the contexts, histories, and traditions of art
AS2 - Artists and designers experiment with forms,
forms help us create works of art and design? Why do structures, materials, concepts, media, and art-making
artists follow or break from established traditions? How approaches. Artists and designers balance
do artists determine what resources and criteria are experimentation and safety, freedom and responsibility,
needed to formulate artistic investigations? while developing and creating artworks. People create and
interact with objects, places and design that define, shape,
AS2 - How do artists work? How do artists and enhance, and empower their lives.
designers determine whether a particular direction in
their work is effective? How do artists and designers AS3 - Artists and designers develop excellence through
learn from trial and error? How do artists and designers practice and constructive critique, reflecting on, revising
care for and maintain materials, tools, and equipment? and refining work over time.
Why is it important for safety and health to understand
and follow 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?

AS3 - What role does persistence play in revising,

refining, and developing work? How do artists grow and
become accomplished in art forms? How does
collaboratively reflecting on a work help us experience it

Revised July 2023

2
more completely?

Areas of Focus: Proficiencies Lessons

(New Jersey Student Learning Standards)

Students will: Lesson Examples:

Practice: Explore ● Weaving Loom (Form)

○ Students will create a woven fiber artwork
● 1.5.5.Cr1a. Brainstorm and curate ideas to using cardboard looms, yarn, and under
innovatively problem solve during artmaking and over weaving techniques. Students
and design projects.
will also study famous fiber artwork
artists.
● 1.5.5.Cr1b. Individually and collaboratively set
goals, investigate, choose, and demonstrate ○ Differentiate with plastic yarn needles.
diverse approaches to art making that is
meaningful to the makers. ● Papier Mâché Objects (Form)
○ Students will create a sculpture using
Practice: Investigate newspaper, tape, and paper mâché.
○ Students will brainstorm ideas for how
● 1.5.5.Cr2a. Experiment and develop skills in they will go about creating their sculpture.
multiple art-making techniques and ○ Students will create an art classroom
approaches, through invention and practice. object using paper mâché.
○ Students will create an ice cream cone
● 1.5.5.Cr2b. Demonstrate craftsmanship through object using paper mâché.
the safe and respectful use of materials, tools and
equipment. ● 3D Printing (Form and Shape)
○ Students will create a playground of their
choice using basic shapes in TinkerCad.
● 1.5.5.Cr2c. Individually or collaboratively
○ Students will design a building in either an
represent environments or objects of personal
urban, suburban, or rural environment.
significance that includes a process of peer
(Students who need more of a challenge
discussion, revision and refinement.
could create a community design.)
○ Students will create a choice based work
Practice: Reflect, Refine, Continue in the TinkerCad program using basic
shapes.
● 1.5.5.Cr3a. Reflect, refine, and revise work ○ Students will use the Sim Lab in tinkercad
individually and collaboratively, and discuss and to create an animated 3D design.
describe personal choices in artmaking.
● Paintbrush Drawing (Color)
Career-Ready Practices
CRP1: Act as a responsible and contributing citizen and ○ Students will draw three paint brushes,
employee. splatter paint using analogous colors on
CRP2: Apply appropriate academic and technical skills. top of them, and end using shadows
CRP3: Attend to personal health and financial well-being. around the paintbrushes to create shading.
CRP4: Communicate clearly and effectively and with

Revised July 2023

3
reason. ● One Point Perspective Drawings of Buildings
CRP5: Consider the environmental, social and economic (Form, Shape, Line, Value, Perspective)
impacts of decisions. ○ Students will learn the technique of
CRP6: Demonstrate creativity and innovation. one-point perspective.
CRP7: Employ valid and reliable research strategies. ○ This can also be taught as a drawing of
the inside of a room for a more personal
CRP8: Utilize critical thinking to make sense of problems
connection, or outside as a rural or urban
and persevere in solving them. street view.
CRP9: Model integrity, ethical leadership and effective
management. ● Google Drawing of a Sea Creature (Shape)
CRP10: Plan education and career paths aligned to ○ Students will use shapes, tools, and
personal goals. techniques in Google Draw to create a sea
CRP11: Use technology to enhance productivity. creature of their choice, layering
geometric shapes together digitally.
CRP12: Work productively in teams while using cultural
global competence.
● Google Draw of robots and monsters

Differentiation Assessments

Interdisciplinary Connections Formative Assessments:

● Connection from general education studies ● Think, pair, share
● STEAM connections in 3D sculpture building and ● Peer teaching
3D printing ● One on one interaction with teacher
● Science class connections to birds ● Exit slips
● Math - facial proportion, perspective, and ● Observe and discuss what elements of art and
gridding. principles of design are.
● Write-arounds to reflect essential questions and
Technology Integration instructional focus.
● Google Maps ● Group based projects
● Interactive web pages ● Class discussions on personal choices in projects.
● Online museum galleries ● FlipGrid videos
● Introduction to programs such as Tinkercad and
Google Draw Summative Assessments, Projects, and Celebrations:
● Ozobots & coding ● Formal Rubrics for each project
● Continued social media, classroom Instagram ● Final works for the Art Show
● Google Images for reference ● Artworks displayed in the hallway
● Google Classroom
● Google Slides
● Videos of demonstrations for learning reviews
● FlipGrid
3-D Modeling
● Prototype drawings to address solution
● foreshortening/perspective design
● Tinkercad/Google Sketch-Up design challenges
for print

Revised July 2023

4
 ● Ozobots & coding

Media Literacy Integration

● Books on birds
● Books on the Northern Lights and how climate
and environmental changes are being impacted.
● van Gogh’s bedroom paintings
● Books on skyscrapers
● Famous artist information in slide shows and
online

Global Perspectives
● Generate ideas about the environment and climate
change.
● Recognize famous skyscrapers across the world.
● Be able to identify and recognize different species
of birds.
● Recognize famous works of art.

Supports for English Language Learners

Sensory Supports Graphic Supports Interactive

Supports

Real-life objects Charts In pairs or partners

Manipulatives Graphic Organizers In triands or small

groups

Pictures Tables In a whole group

Illustrations, Graphs Using cooperative

diagrams & group
drawings

Magazines & Timelines Structures

Newspapers

Physical activities Number lines Internet / Software

support

Videos & Film In the home

language

Broadcasts With mentors

Models & Figures

Revised July 2023

5
 Intervention Strategies
Accommodations Interventions Modifications

Allow for verbal Multi-sensory Modified

responses techniques tasks/expectations

Repeat/confirm Increase task Differentiated

directions structure (e.g. materials
directions, checks
for understanding,
feedback

Permit response Increase Individualized

provided via opportunities to assessment tools
computer or engage in active based on student
electronic device academic need
responding

Audio Books Utilize pre-reading Modified

strategies and assessment grading
activities previews,
anticipatory guides,
and semantic
mapping

Recommended Texts to Support Unit:

●
Unit 2:

Artistic Process: Presenting

Big Ideas: Interpreting and sharing artistic work.

● Anchor Standard 4 (AS4) - Selecting, analyzing, and interpreting work.

● Anchor Standard 5 (AS5) - Developing and refining techniques and models or steps needed to create
products.
● Anchor Standard 6 (AS6) - Conveying meaning through art.

Essential Questions Enduring Understandings

What provocative questions will foster inquiry, understanding, and What will students understand about the big ideas?
transfer of learning?

AS4 - How are artworks cared for and by whom? What AS4 - Artists and other presenters consider various

Revised July 2023

6
criteria, methods, and processes are used to select work techniques, methods, venues, and criteria when
for preservation or presentation? Why do people value analyzing, selecting, and curating objects, artifacts, and
objects, artifacts, and artworks, and select them for artworks for preservation and presentation.
presentation?
AS5 - Artists, curators and others consider a variety of
AS5 - What methods and processes are considered when factors and methods including evolving technologies
preparing artwork for presentation or preservation? How when preparing and refining artwork for display and or
does refining artwork affect its meaning to the viewer? when deciding if and how to preserve and protect it.
What criteria are considered when selecting work for
presentation, a portfolio, or a collection? AS6 - Objects, artifacts, and artworks collected,
preserved, or presented either by artists, museums, or
AS6 - What is an art museum? How does the presenting other venues communicate meaning and a record of
and sharing of objects, artifacts, and artworks influence social, cultural, and political experiences resulting in the
and shape ideas, beliefs, and experiences? How do cultivating of appreciation and understanding.
objects, artifacts, and artworks collected, preserved, or
presented, cultivate appreciation and understanding?

Areas of Focus: Proficiencies Lessons

(New Jersey Student Learning Standards)

Students will: Lesson Examples:

Practice: Analyze ● Tiny Art Show (Color, Line, Shape)

○ Students will create “tiny art,” and present
● 1.5.5.Pr4a. Define and analyze the responsibilities it in a small fitting space around the
of a curator in preserving and presenting artifacts school to make their own group “tiny art,”
or artwork. show.
○ Class discussions on where to display their
Practice: Select works and why? What do curators have to
think about when presenting artworks?
● 1.5.5.Pr5a. Prepare and present artwork safely What challenges might they face?
and effectively.
● Create Your Own Color (Color)
Practice: Share ○ Students will mix their own color using
primary colors only and come up with a
● 1.5.5.Pr6a. Discuss how exhibits and museums unique name for their color to be
provide information and in person experiences presented in the hallway.
about concepts and topics. ○ Class discussion about how we should
hang up/ present the different colors and
why? Discussion about different art jobs
Career-Ready Practices including naming of paint colors.
CRP1: Act as a responsible and contributing citizen and
employee. ● MET Kids

Revised July 2023

7
CRP2: Apply appropriate academic and technical skills. ○ Using the MET Kids website, groups will
CRP3: Attend to personal health and financial well-being. research an exhibit and later present their
CRP4: Communicate clearly and effectively and with findings to the class.
reason.
● Art Show Final Piece
CRP5: Consider the environmental, social and economic
○ Students will select their favorite work at
impacts of decisions.
the end of the year to be shown in the art
CRP6: Demonstrate creativity and innovation. show. Individual discussions about how to
CRP7: Employ valid and reliable research strategies. present or mount their work and why they
CRP8: Utilize critical thinking to make sense of problems are selecting a certain piece will be held
and persevere in solving them. with the art teacher.
CRP9: Model integrity, ethical leadership and effective ○ Discuss as a class why you might choose
management. one work over another. Discuss how
artists may select works to show, or why
CRP10: Plan education and career paths aligned to
they might display artworks in a certain
personal goals. order.
CRP11: Use technology to enhance productivity.
CRP12: Work productively in teams while using cultural ● Creating an Art Portfolio (Color, Line, Shape,
global competence. Space)
○ Students will create their own art
portfolio, designing it how they wish,
giving them a sense of ownership over the
portfolio. They will then organize and
store their artworks in their portfolios.

● Design Your Own Playground (Form)

○ If you could design your own playground
what would it look like? Where would it
be? What features would you include?
Why? How could you make it different
from the playgrounds you have been on?
Could you incorporate some
environmentally friendly structures of
features? How will your design help the
environment?
○ This can be done as a drawing, sculpture,
or 3D artwork on TinkerCad.

Differentiation Assessments

Interdisciplinary Connections Formative Assessments:

● Connection from general education social studies/ ● Think, pair, share
history class. ● Peer teaching
● STEAM connections in 3D sculpture building and ● One on one interaction with teacher
3D printing ● Exit slips

Revised July 2023

8
 ● Teacher observations of effort and initiative
Technology Integration ● Observe and discuss what elements of art and
● TinkerCad principles of design are.
● 3D Printing ● Write-arounds to reflect essential questions and
● Interactive web pages instructional focus.
● Online museums and galleries ● Group based projects
● Google Draw ● Class discussions on personal choices in projects.
● Google Images for reference ● FlipGrid Videos to check for understanding
● Google Classroom ● Self assessment
● Google Slides ● Google Form questionnaires
● Videos of demonstrations for learning reviews
● FlipGrid Summative Assessments, Projects, and Celebrations:
● Formal Rubrics for each project
Media Literacy Integration ● Final works for the Art Show
● [Link] ● Artworks displayed in the hallway
ures/metkids/
● Books on museums and famous artists

Global Perspectives
● Discovering different artists' work and learning
from their cultures.
● Discovering museums around the world.
● Support the arts in their local, state, national, and
global communities.
● New appreciation for art displays, art museums,
art galleries, and what it takes to present artwork.

Supports for English Language Learners

Sensory Supports Graphic Supports Interactive

Supports

Real-life objects Charts In pairs or partners

Manipulatives Graphic Organizers In triands or small

groups

Pictures Tables In a whole group

Illustrations, Graphs Using cooperative

diagrams & group
drawings

Magazines & Timelines Structures

Newspapers

Revised July 2023

9
 Physical activities Number lines Internet / Software
support

Videos & Film In the home

language

Broadcasts With mentors

Models & Figures

Intervention Strategies
Accommodations Interventions Modifications

Allow for verbal Multi-sensory Modified

responses techniques tasks/expectations

Repeat/confirm Increase task Differentiated

directions structure (e.g. materials
directions, checks
for understanding,
feedback

Permit response Increase Individualized

provided via opportunities to assessment tools
computer or engage in active based on student
electronic device academic need
responding

Audio Books Utilize pre-reading Modified

strategies and assessment grading
activities previews,
anticipatory guides,
and semantic
mapping

Recommended Texts to Support Unit:

●

Unit 3:

Artistic Process: Responding

Big Ideas: Understanding and evaluating how the arts convey meaning.

Revised July 2023

10
 ● Anchor Standard 7 (AS7) - Perceiving and analyzing products.
● Anchor Standard 8 (AS8) - Applying criteria to evaluate products.
● Anchor Standard 9 (AS9) - Interpreting intent and meaning.

Essential Questions Enduring Understandings

What provocative questions will foster inquiry, understanding, and What will students understand about the big ideas?
transfer of learning?

AS7 - How do life experiences influence the way you AS7 - Individual aesthetic and empathetic
relate to art? How does learning about art impact how awareness developed through engagement with art
we perceive the world? What can we learn from our can lead to understanding and appreciation of self,
responses to art? What is visual art? Where and how do others, the natural world, and constructed
we encounter visual arts in our world? How do visual environments. Visual arts influences understanding
arts influence our views of the world? of and responses to the world.

AS8 - What is the value of engaging in the process of art AS8 - People gain insights into meanings of artworks by
criticism? How can the viewer "read" a work of art as engaging in the process of art criticism.
text? How does knowing and using visual art vocabulary
help us understand and interpret works of art? AS9 - People evaluate art based on various criteria.

AS9 - How does one determine criteria to evaluate a

work of art? How and why might criteria vary? How is a
personal preference different from an evaluation?

Areas of Focus: Proficiencies Lessons

(New Jersey Student Learning Standards)

Students will: Lesson Examples:

● Keith Haring Inspired Black Line Paintings (Line)

Practice: Perceive ○ Students will analyze Keith Haring’s
artistic process and abstract black line
● 1.5.5.Re7a. Speculate about artistic processes, paintings. Students will also find Haring’s
interpret, and compare works of art and other “hidden images,” in his works and discuss
responses. what they think he is trying to convey.
● 1.5.5.Re7b. Analyze visual arts including cultural ○ Students will then work on very large
associations. paper using squeeze bottles of black paint
to create their own black line paintings.
There will be a discussion about how

Revised July 2023

11
 Haring worked quickly but mindfully on
Practice: Interpret his paintings and how the materials for
this project allow us to do the same.
● 1.5.5.Re8a. Interpret ideas and mood in artworks Working directly in paint rather than
by analyzing form, structure, context, subject, and sketching in pencil will be liberating for
visual elements. some students and frustrating for others.
Have a conversation about trying to “let
go,” but remain focused at the same time.
Practice: Analyze How can we turn “mistakes,” into creative
ideas?
● 1.5.5.Re9a. Identify different evaluative criteria ○ Class discussion on if students added any
for different types of artwork dependent on “hidden images” into their work or if they
genre, historical and cultural contexts. decided to only use lines and shapes.
○ Next students will decide which sections
they would like to add color to and why.
Class discussion on selecting color
schemes and how color choices and types
Career-Ready Practices of shapes can impact the mood of an
CRP1: Act as a responsible and contributing citizen and artwork.
employee.
CRP2: Apply appropriate academic and technical skills. ● Statue of Liberty Drawn in Famous Art Styles
(Space, Line, Shape, Color)
CRP3: Attend to personal health and financial well-being.
○ Students will recreate the Statue of Liberty
CRP4: Communicate clearly and effectively and with
in varying famous art styles; pop,
reason. impressionism, pointillism, abstract,
CRP5: Consider the environmental, social and economic realism, cubism, art deco etc. They will
impacts of decisions. research their art style and make a plan for
CRP6: Demonstrate creativity and innovation. how to draw the statue of liberty in this
CRP7: Employ valid and reliable research strategies. style.
CRP8: Utilize critical thinking to make sense of problems
● Georgia O'Keeffe Flowers (Space)
and persevere in solving them.
○ Students will draw a flower filling the
CRP9: Model integrity, ethical leadership and effective entire paper focusing on a zoomed in
management. perspective.
CRP10: Plan education and career paths aligned to
personal goals. ● Pop Art Andy Warhol Animals (Color)
CRP11: Use technology to enhance productivity. ○ Students will draw an animal of their
CRP12: Work productively in teams while using cultural choice, dividing the background into four
global competence. sections, in a pop art style, after studying
Andy Warhol.

● Yayoi Kusama Pumpkins (Line and Shape)

○ After reading the book, Yayoi Kusama: From
Here to Infinity!, as a class, and learning
about the life of Yayoi Kusama, students
will design a Kusama inspired pumpkin

Revised July 2023

12
 and exercise individual aesthetically
pleasing design decisions in their work.
○ Students will use colored scratch paper to
etch in their pumpkin drawings and polka
dot designs. The fun being they don’t
know what color they will reveal when
they scratch away. Students will then use
their scratching tools to create a patterned
background in response to Kusama’s
“webbing” backgrounds found in her
works.

● Q-Tip Dot Art Inspired by George Seurat

○ After viewing and discussing A Sunday on
La Grande Jatte—1884 students will create
their own masterpieces using q-tips to dot
paint onto their papers.
○ Students can also view Aboriginal
Artwork that uses the same method of
painting with small dots of paint.

Differentiation Assessments

Interdisciplinary Connections Formative Assessments:

● Touch on parody and satire as vocabulary words ● Think, pair, share
and how they can be used in a literature class. ● Turn and talk at your tables
● Broader sense of geography when learning where ● Peer teaching
famous artists are from on a map. ● One on one interaction with teacher
● Math integration by measuring out a grid to use ● Exit slips
when recreating a famous artwork in the art ● Teacher observations of effort and initiative
parody lesson. ● Observe and discuss what elements of art and
principles of design are.
Technology Integration ● Write-arounds to reflect essential questions and
● Museum websites instructional focus.
● Artists’ websites ● Group based projects
● Interactive web pages ● Class discussions on personal choices in projects.
● Online museums and galleries ● FlipGrid Videos to check for understanding
● Google Images for reference ● Self assessment
● Google Classroom ● Google Form questionnaires
● Google Slides
● Videos of demonstrations for learning reviews Summative Assessments, Projects, and Celebrations:
● FlipGrid ● Formal Rubrics for each project
● Final works for the Art Show
Media Literacy Integration ● Artworks displayed in the hallway
● Yayoi Kusama: From Here to Infinity! ● Slideshow researching a famous artwork or artist
● Famous Works of Art with a rubric included

Revised July 2023

13
 ● Videos of artists and their works

Global Perspectives
● Students will get a broader scope of historical and
cultural contexts in the art room.
● Expressing the differences between two works of
art or between different artistic styles.

Supports for English Language Learners

Sensory Supports Graphic Supports Interactive

Supports

Real-life objects Charts In pairs or partners

Manipulatives Graphic Organizers In triands or small

groups

Pictures Tables In a whole group

Illustrations, Graphs Using cooperative

diagrams & group
drawings

Magazines & Timelines Structures

Newspapers

Physical activities Number lines Internet / Software

support

Videos & Film In the home

language

Broadcasts With mentors

Models & Figures

Intervention Strategies
Accommodations Interventions Modifications

Allow for verbal Multi-sensory Modified

responses techniques tasks/expectations

Repeat/confirm Increase task Differentiated

directions structure (e.g. materials
directions, checks
for understanding,

Revised July 2023

14
 feedback

Permit response Increase Individualized

provided via opportunities to assessment tools
computer or engage in active based on student
electronic device academic need
responding

Audio Books Utilize pre-reading Modified

strategies and assessment grading
activities previews,
anticipatory guides,
and semantic
mapping

Recommended Texts to Support Unit:

●

Unit 4:

Artistic Process: Connecting

Big Ideas: Relating artistic ideas and work with personal meaning and external context.

● Anchor Standard 10 (AS10) - Synthesizing and relating knowledge and personal experiences to create
products.
● Anchor Standard 11 (AS11) - Relating artistic ideas and works within societal, cultural and historical
contexts to deepen understanding.

Essential Questions Enduring Understandings

What provocative questions will foster inquiry, understanding, and What will students understand about the big ideas?
transfer of learning?

AS10 - How does engaging in creating art enrich AS10 - Through art-making, people make meaning by
people's lives? How does making art attune people to investigating and developing awareness of perceptions,
their surroundings? How do people contribute to knowledge, and experiences.

Revised July 2023

15
awareness and understanding of their lives and the AS11 - People develop ideas and understandings of
lives of their communities through artmaking? society, culture, and history through their interactions
with and analysis of art.
AS11 - How does art help us understand the lives of
people of different times, places, and cultures? How is art
used to impact the views of a society? How does art
preserve aspects of life?

Areas of Focus: Proficiencies Lessons

(New Jersey Student Learning Standards)

Students will: Lesson Examples:

Practice: Synthesize ● Design Your Own Robot (Form)

○ If you could design your own robot to
● 1.5.5.Cn10a. Create works of art that reflect help the Earth’s environment what would
community cultural traditions. Discuss using it look like? What features and details
formal and conceptual vocabulary. would you include? How would it work?
What energy source does it need?
○ This can be done as a drawing, sculpture,
Practice: Relate or 3D artwork on TinkerCad.

● 1.5.5.Cn11a. Communicate how art is used to ● Design Your Own Eco Friendly House or
inform the values, beliefs and culture of an Building (Form)
individual or society. ○ If you could design your eco-friendly
● 1.5.5.Cn11b. Communicate how art is used to home or building what would it look like?
inform others about global issues, including What features and details would you
climate changes. include? How could it sustainably get its
energy source? Tie this into global issues
on climate change.
○ This can be done as a drawing, sculpture,
or 3D artwork on TinkerCad.

● Fruit Drawings (Value)

○ View and discuss the techniques of adding
Career-Ready Practices value to drawings through the use of
CRP1: Act as a responsible and contributing citizen and highlights, shadows, shading, and blending
employee. oil pastels. Create an observational

Revised July 2023

16
CRP2: Apply appropriate academic and technical skills. drawing of fruit using oil pastel blending
CRP3: Attend to personal health and financial well-being. techniques.
CRP4: Communicate clearly and effectively and with
reason. ● Onomatopoeia (Space, Line, Color)
CRP5: Consider the environmental, social and economic ○ Students will create a work of art by first
impacts of decisions. selecting an onomatopoeia word and then
CRP6: Demonstrate creativity and innovation. creating a drawing to represent the sound
CRP7: Employ valid and reliable research strategies. it makes. Class discussion on how to
CRP8: Utilize critical thinking to make sense of problems depict sounds and action in a drawing.
and persevere in solving them.
CRP9: Model integrity, ethical leadership and effective ● Bee Anatomy Drawings (Value)
management. ○ Students will learn about the importance
of bees and all that they do for us. They
CRP10: Plan education and career paths aligned to
will study the anatomy of bees and use
personal goals. shading techniques to create a realistic
CRP11: Use technology to enhance productivity. drawing of a bee.
CRP12: Work productively in teams while using cultural ○ Class discussion about how environmental
global competence. issues are impacting bees and how we can
help.

● Exquisite Corpse Collaborative Drawings and

Sculptures (Shape, Texture, Form)
○ Working in groups students will create a
creature passing their work around in a
circle and they will relate their work and
have a conversation about the artists who
invented the game.
○ Students will then recreate this
“monster/creature” in clay together as a
table or individually.

● Alphabet Design (Color, Space, and Shape)

○ After analyzing fonts students will create
their own font by drawing out each letter
of the alphabet in the theme of their font.

● Coil Pots (Form)

○ Cultural and historical references to coil
vessels

● Pinch Pots (Form)

○ Cultural and historical references to coil
vessels

Revised July 2023

17
 Differentiation Assessments

Interdisciplinary Connections Formative Assessments:

● Tessellations are used in everyday life and appear ● Think, pair, share
in nature and math often. Connection to math ● Peer teaching
general education studies. ● One on one interaction with teacher
● Science connection to bees and pollination that ● Exit slips
students will learn about when they study the ● Teacher observations of effort and initiative
anatomy of a bee. ● Observe and discuss what elements of art and
principles of design are.
Technology Integration ● Write-arounds to reflect essential questions and
● Museum websites instructional focus.
● Artists’ websites ● Group based projects
● Interactive web pages ● Class discussions on personal choices in projects.
● Online museums and galleries ● FlipGrid Videos to check for understanding
● Google Images for reference ● Self assessment
● Google Classroom ● Google Form questionnaires
● Google Slides
● Videos of demonstrations for learning reviews Summative Assessments, Projects, and Celebrations:
● FlipGrid ● Formal Rubrics for each project
● Final works for the Art Show
Media Literacy Integration ● Artworks displayed in the hallway
● The Great Migration Jacob Lawrence
● Books on bees and videos online about pollination

Global Perspectives
● Learning about how important bees are to our
environment.
● Understanding the great struggles different
cultures have had to overcome.
● How the arts can encourage people to make
environmental changes.
● How artwork can help tell a story to its viewers
about historical events.

Supports for English Language Learners

Sensory Supports Graphic Supports Interactive

Supports

Real-life objects Charts In pairs or partners

Manipulatives Graphic Organizers In triands or small

groups

Revised July 2023

18
 Pictures Tables In a whole group

Illustrations, Graphs Using cooperative

diagrams & group
drawings

Magazines & Timelines Structures

Newspapers

Physical activities Number lines Internet / Software

support

Videos & Film In the home

language

Broadcasts With mentors

Models & Figures

Intervention Strategies
Accommodations Interventions Modifications

Allow for verbal Multi-sensory Modified

responses techniques tasks/expectations

Repeat/confirm Increase task Differentiated

directions structure (e.g. materials
directions, checks
for understanding,
feedback

Permit response Increase Individualized

provided via opportunities to assessment tools
computer or engage in active based on student
electronic device academic need
responding

Audio Books Utilize pre-reading Modified

strategies and assessment grading
activities previews,
anticipatory guides,
and semantic
mapping

Recommended Texts to Support Unit:

● [Link]
h%20Grade%3A,into%20a%20three%2Ddimensional%20form.
● [Link]

Revised July 2023

19
 Revised July 2023
20