Welcome to the 4th Grade Wiki!

Projects
Calling Card
Objective: Students will create a collage representing their interests and personality.
Standards:

Visual Art: S-3: Knows a range of subject matter, symbols, and potential ideas in the visual arts. Benchmark: Knows how visual concepts integrate with content to communicate meaning.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can make inferences by predicting outcomes and drawing conclusions. (4.3.4)
Process:

Step 1: Using a graphic organizer, students develop at least 10 symbols which represent their interests and personality.
Step 2: Students decide on their outside shape and cut it out.
Step 3: Students cut out and glue magazine clippings overlapping them to cover one side of the shape (students are sure to push clippings over the edge and then cut them off to reveal the outside shape).
Step 4: Students evaluate and hand in for feedback. Students are given feedback on the relevancy of their comments and honesty.

external image CALLING1.JPG
external image CALLING3.JPG
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Analogy of Feelings

Objective: Students will create a line drawing based on a specific feeling using balance, pattern, and contrast.
Standards:

Visual Art: S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-3: Knows a range of subject matter, symbols, and potential ideas in the visual arts. Benchmark: I can recognize original visual characteristics that communicate emotion.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can make inferences by predicting outcomes and drawing conclusions. (4.3.4)
Process:

Step 1: Students compile a list of feelings individually and then with a group. Then choose two unique feelings to circle.
Step 2: Using the round robin strategy, students fill a paper with lines (no two are the same). Students discuss what makes lines different (size, direction, length, width, etc.)
Step 3: Next students decide which lines would work for their particular feelings they circled. They check with a partner to determine if they have left any lines out or included any that may not fit.
Step 4: Students learn how to use balance, pattern, and contrast in their composition.
Step 5: Each student sketches two compositions for each feeling (4 total). Then choose their favorite for their final.
Can you guess which feeling is represented by each drawing? external image analogyboard.jpg
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Full Figure Self Portrait (Forget Waldo)
Objective: Students will create a full-figure self-portrait.
Standards:

Visual Art:S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.


Process:

Step 1: Students view the Where's Waldo series of books and discuss the difference between full-figure portrait and just portrait.
Step 2: Students think of ideas on how they need to draw their portrait so that others will recognize them.
Step 3: Students draw, color, and cut out their design.
Step 4: Projects are placed together on a bulletin board with the other classes. (Each portrait is laminated for wear.)
Students had fun looking for their self-portrait in the hallway.
external image waldoboard.jpg
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Printmaking

Step 1: Brainstorming - download video or view below.



Step 2: Transfering your design - download video or view below





Tangrams
Objective: Students will create a drawing from a tangram they designed.
Standards:

Visual Art:

S-2: The student knows how to use the components and the functions of art. Benchmark: I can sho subject matter, symbols, and ideas to communicate meaning. I can recognize original visual characteristics that communicate emotion.

S-5: The student understands the analysis and creativity in the evaluation of one's onw artwork. Benchmark: I can use my art knowledge and experiences to create and evaluation my original artwork.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can make inferences by predicting outcomes and drawing conclusions. (4.3.4)
Step 1: Students divide an 81/2" x 11" sheet of paper into 7 pieces.
Step 2: Students manipulate the shapes to create one large shape (tangram).
Step 3: Tape the shapes together.
Step 4: Students create an environment in which the tangram fits.
Step 5: Students that finish early write a story based on their drawing and read to the class.
external image battleship.jpg
external image dancingbear.jpg
Other Examples
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Image 2
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Figure Drawing
Objective: Students will create a series of figure drawings to practice proportion, size, and drawing quickly.
Standards:

Visual Art:S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-3: Knows a range of subject matter, symbols, and potential ideas in the visual arts. Benchmark: I can recognize original visual characteristics that communicate emotion.

S-5: The student understands the analysis and creativity in the evaluation of one's onw artwork. Benchmark: I can use my art knowledge and experiences to create and evaluation my original artwork.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can make inferences by predicting outcomes and drawing conclusions. (4.3.4)
Process:

Step 1: Students are taught the different proportions of the human body (length, shapes, parts)
Step 2: Student names are drawn out to pose for the class.
Step 3: While practicing the 3 skills, students are given 2 minutes to draw the person posing for the class.
Step 4: Students select their best figure drawing to evaluate and hand in for feedback. Students are given feedback on their selection, self-evauation, and honesty.
Other images from this project
Image 1
Image 2
Image 3
Image 4
Image 5
Image 6
Image 7
Students had a great time posing and creating the figures!
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Portraits
Objective: Students will create a realistic self-portrait through practicing proportion, shape, pencil technique, cropping, and goal setting. (Students use the grid concept when creating their artwork.)
Standards:

Visual Art:S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-3: Knows a range of subject matter, symbols, and potential ideas in the visual arts. Benchmark: I can recognize original visual characteristics that communicate emotion.

S-5: The student understands the analysis and creativity in the evaluation of one's onw artwork. Benchmark: I can use my art knowledge and experiences to create and evaluation my original artwork.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can make inferences by predicting outcomes and drawing conclusions. (4.3.4)
Process:

Step 1: Students create a 5 minute portrait. (Students are showing the teacher what they know about the concept.
Step 2: Students view past fourth grade portraits and see the improvements that can be accomplished. Then write a goal (eyes, nose, lips) and revisit after each step throughout the project.
Step 3:(modeled by teacher first) Using and mirror, students discuss and create the eyes. They learn to use a note card as a measuring tool for distance from the center of the face.
Step 4: (modeled by teacher first) Students learn to draw several different noses and then use the mirror to draw their specific nose.
Step 5: (modeled by teacher first) Students draw the lips using the mirror.
Step 6: Students draw on their own using the grid, measuring card, and mirror.
Step 7: (modeled by teacher first) Students draw the jaw line, neck, hair, shoulders, and part of the shirt.
Step 8: Students evaluate their project (construction, appearance, originality).
Image 1
Image 3
Image 5
Image 2
Image 4
Image 6
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Monochromatic Pinch Pots
Objective: Students will create a pinch pot and paint it using a monochromatic color scheme.
Standards:

Visual Art:S-1: The student understands and applies media, techniques, and process related to the visual arts. Benchmark: I can show different materials, techniques, and art processes. I can demonstrate safe and responsible usage of art materials.

S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-4: The student understands the visual arts in relation to history and culture. Benchmark: I can identify specific works of art as belonging to a particular era and culture. I can recognize how people's experiences influence the development of specific era art works.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can make inferences by predicting outcomes and drawing conclusions. (4.3.4)
Process:

Step 1: Students wedge the clay and create two balls (Students are sure to fix cracks and bumps). While they create, students learn that this is the oldest pottery technique and discuss who might have used this process and why.
Step 2: (teacher models first) Students begin creating one circular pinch pot. (Students must keep in mind walls, inside/outside, top, and base.) After the walls are the correct thickness, they create any shape they prefer (triangle, square, oval, etc).
Step 3: Students create a second pinch pot.
Step 4: Students carve their name and class on the bottom of each pinch pot.
Step 5: Pottery is set out to dry and then fired in a kiln.
Step 6: Students brainstorm monochromatic paint ideas in their journal.
Step 7: Students paint their pinch pots.
Step 8: Students evaluate their project (construction, appearance, originality).
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Perspective
Objective: Students will create two different shapes in perspective.
Standards:

Visual Art:S-1: The student understands and applies media, techniques, and process related to the visual arts. Benchmark: I can show different materials, techniques, and art processes. I can demonstrate safe and responsible usage of art materials.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can make inferences by predicting outcomes and drawing conclusions. (4.3.4)
Process:

Step 1: On a graphic organizer in their journal, student learn the horizon line (HL), vanishing point (VP), vanishing lines, original shape, and copycat shape.
Step 2: (teacher models first) Students recreate the HL with a ruler and the VP in pencil. (paper is horizontal and the HL is at the top of the page)
Step 3: (teacher models first) On the back of that page, students draw two shapes (must be at least 1 inch) toward the bottom of the page (square/rectangle and triangle).
Step 4: Students find the corners of their original shapes in pencil.
Step 5: (teacher models first) Using a red or orange colored pencil, students draw the vanishing lines from the corners to the VP (students ask table partners to help hold the ruler if they need it).
Step 6: (teacher models first) Students use a blue or green colored pencil for the copycat shape. Students identify the original shape by lines, determine which vanishing lines to use, and then draw their line (remembering the term parallel).
Step 7: Students repeat for each line and then move to the second shape.
Step 8: If there is time, students can get drawing paper,experiment with the placement of the HL and VP, and draw more shapes in perspective.
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Printmaking
Objective: Students will create four prints from a foam core board.
Standards:

Visual Art:S-1: The student understands and applies media, techniques, and process related to the visual arts. Benchmark: I can show different materials, techniques, and art processes. I can demonstrate safe and responsible usage of art materials.

S-2: The students knows how to use the components and the functions of art. Benchmark: I can recognize that the use of the elements and principles of design communicate ideas.

S-5: The student understands the analysis and creativity in the evaluation of one's onw artwork. Benchmark: I can use my art knowledge and experiences to create and evaluation my original artwork.

Reading: S-3: I can identify the main idea and / or supporting details. (4.3.2)

S-3: I can make inferences by predicting outcomes and drawing conclusions. (4.3.4)
Process:

Step 1: Using books and the internet, students brainstorm real size nature items that could be drawn on a 4x5 foam board.
Step 2: Students learn about size, space, and simplicity in their design. Then they draw their nature item (animal or plant) on a 4x5 paper.
Step 3: Students place graphite on the back of their design and place directly on top of their foam core board. Then trace over their design.
Step 4: Students take off the paper and the design has been transfer on to the board. They may redraw their design or just go straight to using a popcicle stick to poke around their design. Each line must be traced with the stick. Finally, the background area needs to be pressed down with the stick as well (creates a nice texture).
Step 5: Using left over paint and rollers from a different project, students roll paint onto their board, stamp it once on a newspaper, and then press onto their final paper (being sure to press each area). Students lift off the board and the print is revealed.
Step 6: Students can get 2 prints from one paint roll. They roll paint on their board one more time to get 4 prints. (let dry)
Step 7: (teacher models first) Students select one print or their board for presentation. Each student must artistically choose a background paper, a creative title, and use great construction with their final presentation.
Step 8: Artwork is selected by the following 5th grade class to be placed in the school library.
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Regional Landscapes
Objective: Students will create a landscape based on their social studies throughout the year. They must also show their knowledge of perspective.
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