The standards for grade three
emphasize learning through inquiry.Students
will examine aspects of the artistic process:idea
generation, problem solving, and self assessment.Students
will investigate the integral role of art and architecture within ancient cultures.Students will combine knowledge of ancient art
and architecture, effective artistic processes and skills, and a variety of ideas to
produce works of art.
Visual
Communication and Production
3.1The student will identify innovative solutions
used by artist to solve visualproblems.
3.2The student will use various art processes and
techniques to produce works of art.
3.3The student will develop art ideas from
alternative sources, including print, non-print, and technology.
3.4The student will identify and use:
1.intermediate colors.
2.warm and cool colors.
3.positive and negative space.
4.balance--symmetry and asymmetry.
5.pattern.
3.5The student will compare and contrast organic
and geometric shapes in works of art.
3.6The student will create a work of art based
upon interpretation of sensory experiences.
3.7The student will create a functional work of
art that reflects the contributions of Greco-Roman civilizations as found in artifacts.
3.8The student will create the illusion of depth
on a two-dimensional surface using overlapping, size variation and placement in the
picture plane.
3.9The student will identify and use foreground,
middle ground and background in two-dimensional works of art.
3.10The
student will identify architectural forms that are variations of the cube, cylinder,
sphere, pyramid and cone.
3.11The student will produce a work of art that communicates
feelings.
3.12The student will
create a work of art in clay using the coil building process.
Cultural
Context and Art History
3.13The
student will discuss how history, culture, and visual arts influence each other.
3.14The
student will identify distinguishing characteristics of landscape, seascape, and
cityscape.
3.15The
student will compare and contrast architectural styles of ancient cultures, including
Greece and Rome.
3.16The
student will identify works of art that reflect times, places, and cultures.
3.17The
student will explain the role of archaeology in learning about the art of past cultures.
Judgment
and Criticism
3.18The
student will discuss why works of art have been interpreted in different ways throughout
history.
3.19The
student will describe the problem solving process involved in producing personal works of
art using appropriate art vocabulary.
3.20The
student will discuss the difference between art and artifacts using appropriate art
vocabulary.
3.21The
student will categorize works of art by subject matter, including portrait, landscape,
still life and narrative.
3.22The student will analyze works of art for the use of:
1.rhythm.
2.balance--symmetry and asymmetry.
3.spatial relationships--overlapping, size, proportion and placement.
Aesthetics
3.23The
student will discuss how criteria used to value art varies from one culture to another.
3.24The
student will examine the relationship between beauty and function in the artifacts of a
culture.
3.25The
student will identify common attributes in works of art produced by artists within one
culture.
3.26The
student will develop and describe personal reasons for valuing works of art.
The following SOL requirements have
been adopted by Roanoke County Schools for use in addition to those previously listed.
3.27 RCThe student will
safely use tools and materials in art.
3.28 RCThe student will
properly use and care for art materials.
3.29 RCThe student will
expand his knowledge of art vocabulary.
3.30 RCThe student will demonstrate
skills and processes necessary for drawing, painting, printmaking, sculpture, crafts,
ceramics and commercial art commensurate with his developmental level.
3.2The student will use various art processes and techniques to produce works of art.
3.27 RCThe student will
safely use tools and materials in art.
3.28 RCThe student will
properly use and care for the materials.
3.29 RCThe student will
expand his knowledge of art vocabulary.
3.30 RCThe student will demonstrate
skills and processes necessary for drawing, painting, printmaking, sculpture, crafts,
ceramics and commercial art commensurate with his developmental level.
The objectives listed above are to
be addressed throughout the Third Grade Art Program.Appropriate terminology for all concepts, media and processes is essential
to the child’s understanding of art.
Safety is a vital part of any art
experience.Students must be aware of the
safe operation of tools and the safe handling of materials to provide a productive art
environment.Demonstrations and guidance will
be provided throughout each unit to insure that students properly use and care for
materials and tools.
Students will use computers, art
prints, books and art text as resources for learning about artists and their work whenever
applicable.References made to Roanoke
County’s third grade Art textbook Portfolios by Robyn Montana Turner are in
parentheses throughout the units.
The exploration through inquiry that
is stressed in the third grade Art Standards of Learning encourages the use of many
different artistic forms.Students should be
given creative experiences in a variety of media including painting, drawing, sculpture,
printmaking, crafts, ceramics and commercial art, throughout the year to meet these goals.
Page 1 - Unit One (SOL 3.1)* Unit Two (SOL 3.8, 3.9, 3.22-3) *
Unit Three (SOL 3.4) Page 2
- Unit Four (SOL 3.14, 3.21) * Unit Five (SOL 3.4-2, 3-11) * Unit Six (SOL 3.12) Page 3 - Unit Seven (SOL 3.13, 3.23) * Unit Eight
(SOL 3.7, 3-24) * Unit Nine (SOL 3.4-3) Page
4 - Unit Ten (SOL 3.4-4) * Unit Eleven (SOL 3.26) * Unit Twelve (SOL 3.4-5) Page 5 - Unit Thirteen (SOL 3.25) * Unit Fourteen
(SOL 3.16, 3.17, 3.20) * Unit Fifteen (SOL 3.14) Page 6 - Unit Sixteen (SOL 3.22-1) * Unit
Seventeen (SOL 3.6) * Unit Eighteen (SOL 3.3) Page 7 - Unit Nineteen (SOL 3.19) * Unit Twenty
(SOL 3.5) * Unit Twenty-One (SOL 3.18)
