Visual Arts Grade 3 Version: 2010-2011

Scholastic Area that Course Is Active In: Visual Arts

Strand: Meaning and Creative Thinking

Engages in the creative process to generate and visualize ideas.
Element: VA3MC1.a
Creates a series of thumbnail sketches to alter visual images, such as magnifying, reducing, repeating or combining them in unusual ways, to change how they are perceived and interpreted.
Element: VA3MC1.b
Formulates visual ideas by using a variety of resources (books, magazines, and Internet).

Formulates personal responses to visual imagery.
Element: VA3MC2.a
Uses a sketchbook for planning and self-reflection.
Element: VA3MC2.b
Responds to big ideas, universal themes, and symbolic images to produce images with richer and more personal meaning.

Selects and uses subject matter, symbols, and ideas to communicate meaning.
Element: VA3MC3.a
Generates different viewpoints for making and interpreting a visual image.
Element: VA3MC3.b
Develops open-ended themes/topics in unique and innovative ways (e.g., modifying or combining visual images).
Element: VA3MC3.c
Observes how visual relationship of objects and ideas (e.g., contrast, proportion, placement) affects appearance and how arrangements may affect meaning and/or significance.

Strand: Contextual Understanding

Investigates and discovers the personal relationship of artist to community, culture, and world through making and studying art.
Element: VA3CU1.a
Recognizes the unique contributions of contempory and historical Georgia artists and art forms.
Element: VA3CU1.b
Discovers personal relationship to community, culture, and world through making and studying art.

Views and discusses selected artworks.
Element: VA3CU2.a
Names subject and theme.
Element: VA3CU2.b
Uses context clues to identify time and place.
Element: VA3CU2.c
Identifies artist and culture.
Element: VA3CU2.d
Recognizes media and technique.
Element: VA3CU2.e
Discusses the purpose of art in various cultures (e.g., aesthetic, utilitarian).

Strand: Production

Creates artworks based on personal experience and selected themes.
Element: VA3PR3.a
Creates artworks to express individual ideas, thoughts, and feelings from memory, imagination, and observation.
Element: VA3PR3.b
Creates artworks emphasizing one or more elements of art (e.g., color, line, shape, form, texture).
Element: VA3PR3.c
Creates art emphasizing one or more principles of design (balance, proportion, rhythm, emphasis, unity, contrast).
Element: VA3PR3.d
Combines materials in new and inventive ways to make a finished work of art.

Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
Element: VA3PR2.a
Creates drawings with a variety of media (e.g., pencils, crayons, pastel).
Element: VA3PR2.b
Draws lines with varied weights and in varied ways.
Element: VA3PR2.c
Uses directional lines (vertical, horizontal, diagonal).
Element: VA3PR2.d
Creates landscape with foreground, middle ground, background.
Element: VA3PR2.e
Achieves distance through diminishing sizes and placement of objects higher on the page.
Element: VA3PR2.f
Creates paintings with a variety of media (e.g., tempera, watercolor).
Element: VA3PR2.g
Creates prints using mono-printing and relief techniques.

Understands and applies media, techniques, and processes of three-dimensional works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe and appropriate manner to develop skills.
Element: VA3PR3.a
Creates ceramic objects incorporating the additive method using score and slip.
Element: VA3PR3.b
Creates sculpture using a variety of methods (e.g., papier-mache', cutting, folding, found objects).
Element: VA3PR3.c
Makes decisions about surface treatment of sculpture or ceramic form.
Element: VA3PR3.d
Creates composition using traditional and/or contemporary craft methods (e.g., weaving, stitchery, jewelry).

Participates in appropriate exhibition(s) of artwork.
Element: VA3PR4.a
Prepares artwork for exhibition by writing a title, statement, and signature on his or her finished work of art.
Element: VA3PR4.b
Participates in an art exhibit.

Strand: Assessment and Reflection

Discusses his or her artwork and the artwork of others.
Element: VA3AR1.a
Describes how size, colors, lines, shapes, and textures are organized in artwork to create a focus or center of interest (emphasis).
Element: VA3AR1.b
Demonstrates a respect for art forms and art objects.
Element: VA3AR1.c
Uses art terminology with emphasis on the elements of art: line, shape, form, color, space, texture.
Element: VA3AR1.d
Uses art terminology with emphasis on the principles of design. (e.g., balance, proportion, rhythm, emphasis, unity, contrast).
Element: VA3AR1.e
Recognizes that lines can be used to suggest movement, feelings, sounds, and ideas.
Element: VA3AR1.f
Points to descriptive, directional, and expressive lines in artworks.
Element: VA3AR1.g
Explains how texture (implied and actual) is used in two-dimensional shapes and three-dimensional forms.
Element: VA3AR1.h
Identifies intermediate and complementary colors, tints, and shades of colors.
Element: VA3AR1.i
Recognizes value as the lightness and darkness of a color.
Element: VA3AR1.j
Distinguishes between 2-D shapes and 3-D forms.
Element: VA3AR1.k
Recognizes the division of picture plane into foreground, middle ground, and background.
Element: VA3AR1.l
Describes how negative and positive space is related.
Element: VA3AR1.m
Recognizes and compares symmetrical and asymmetrical balance in artworks.

Uses a variety of approaches to understand and critique works of art.
Element: VA3AR2.a
Distinguishes between original artwork and reproductions.
Element: VA3AR2.b
Describes his/her artwork revealing subject, story, and intention.
Element: VA3AR2.c
Compares and contrasts artworks based on subject, theme, and/or elements and principles of art.
Element: VA3AR2.d
Expresses preference for one of two or three artworks and gives reasons why.
Element: VA3AR2.e
Discusses how the elements and principles of design contribute to the composition in an artwork.

Strand: Connections

Applies information from other disciplines to enhance the understanding and production of artworks.
Element: VA3C1.a
Makes interdisciplinary connections, applying art skills and knowledge to improve understanding in other disciplines.
Element: VA3C1.b
Creates works of art inspired by universal themes (e.g., self, family, community, world).

Develops life skills through the study and production of art.
Element: VA3C2.a
Manages goals and time.
Element: VA3C2.b
Adapts to change.
Element: VA3C2.c
Works in teams.
Element: VA3C2.d
Guides and leads others.
Element: VA3C2.e
Directs own learning.
Element: VA3C2.f
Demonstrates persistence.

Select Authors

Hold the Ctrl key to select
more than one name

Close | Save

Edit Unit Overview

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

Close | Save

Edit Subquestions

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Close | Save

Edit Assessment Plan

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Close | Save

Edit Keywords

Enter critical vocabulary necessary to the Unit..

Close | Save

Edit Classroom Preparation

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Close | Save

Edit Preparation for Students

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Close | Save

Edit Unit Resources

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

Close | Save

Edit Teaching Procedures

Description Coming Soon

Close | Save

Edit Comments

Description Coming Soon

Close | Save