Essential Vocabulary Task Analysis (Unpacking Simplified)

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Visual Arts- 4

th

_{grade- Standard- 4. V. 1}

Essential Standard:

Use the language of visual arts to communicate effectively.

RBT Tag:

B-3

Time

(No. of Days)

Clarifying

Objectives

Essential Vocabulary

Task Analysis

(Unpacking

Simplified)

Learning

Activities/Assessments

Resources

4.V.1.1

Use appropriate art vocabulary to compare artists’ styles.

Use, say, tell, show, explain, Elements of Art: Color- Primary,

Secondary, Warm,

Cool, Neutral, Complementary, Tertiary, Intermediate, Hue, Value-

Monochromatic, Tint, Shade, Line-Thick, Thin, Dotted, Dashed, Zig-Zag, Jagged, Curved, Straight, Horizontal, Vertical, Diagonal, Parallel, Shape and Form- Geometric, 2-D, 3-D, Organic, Texture- See, Feel, tactile, visual, invented, Space- Overlapping, Foreground, Middle ground, Background, Perspective, vanishing point, distance, horizon line, Positive space, Negative space,

Principles of Design: Pattern, Repetition, Balance, Symmetrical, Asymmetrical, Contrast, Focal Point, Emphasis, Rhythm, Variety, Unity, Proportion, size, styles, Subject, Portrait, Landscape, Cityscape, Seascape, Still life, Abstract, Realistic

What does this standard mean that a student will know and be able to do?” (TLWBAT…)

TLWBAT:

• Explore and discuss art vocabulary. • Identify art

vocabulary in art work.

• Use appropriate art vocabulary to compare artists’ styles.

Use/Label CIF Strategies

 Classroom talk (CIF) about specific art terms and artist styles.

 Questioning (CIF) about specific art terms and identifying artist styles.

 Collaborative group work (CIF) to identify specific art terms within a work of art that identify its style.

 Writing to learn (CIF) about specific art terms dealing with artistic styles and/or critique questions.



http://ww

w.awesom

eartists.co

m/ART/m

ain.htm



http://ww

w.mrsbro

wnart.com

/index.htm



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ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/ UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/

4.V.1.2

Apply personal choices while creating art.

Apply, build, create, use, select, personal, self, choices, decisions,

TLWBAT:

• Explore art examples, vocabulary and techniques.

• Discuss how

personal ideas and choices are expressed in a work of art. • Understand that

artists use their art to express personal ideas and choices. • Apply personal

choices while creating art.

• Classroom talk (CFI) about how artist have personal ideas and preferences as well as various media techniques. • Questioning (CIF)

using art works discuss how the artist used media to express their personal ideas. • “All about Me”

collage; self-portraits; Favorite place drawings.

• Classroom

resources and prints.

•

http://www.n ga.gov/educa tion/timetrav el/index.sht m

•

www.macale ster.edu/acad emics/psych ology/whath ap/ubnrp/aes thetics/prefer ences.html •

http://www.r eadwritethin k.org/classro

om-resources/les

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4.V.1.3 Infer meaning from art.

Infer, understand, gather, conclude, suppose, summarize, meaning, purpose, idea.

TLWBAT:

• Explore art examples and vocabulary. • Recognize that art

has different meanings.

• Infer meaning from art.

• Classroom talk (CIF) about artworks and their meanings. • Questioning (CIF)

about artworks and their meaning. • Writing to learn

(CIF) write descriptions of the meaning of a work of art.

•

http://www.paletawor ld.org/adv_search.asp •

http://www.princeton ol.com/groups/iad/les sons/elem/elem34.ht ml

• Textbooks

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ESSENTIAL STANDARDS: http://www.ncpublicschools.org/acre/standards/extended/ UNPACKING STANDARDS: http://www.ncpublicschools.org/acre/standards/support-tools/

4.V.1.4 Understand how the Elements of Art are used to develop a composition.

Understand, say, tell, show, explain, develop, create, produce, make, build, design, Elements of Art: Color- Primary, Secondary, Warm, Cool, Neutral,

Complementary, Tertiary, Intermediate, Hue, Value- Monochromatic, Tint, Shade, Line-Thick, Thin, Dotted, Dashed, Zig-Zag,

Jagged, Curved, Straight, Horizontal, Vertical, Diagonal, Parallel, Shape and Geometric, 2-D, 3-D, Organic, Texture- See, Feel, tactile, visual, invented, Overlapping, Foreground, Middle ground, Background, Perspective, vanishing point, distance, horizon line, Positive space, Negative space,

TLWBAT:

• Explore art examples and vocabulary.

• Examine and

discuss the Elements of Art in works of art. • Understand

how the Elements of Art are used to develop a composition.

 Classroom talk and questioning (CIF) about art examples and vocabulary.  Scaffolding-

building on prior knowledge and vocabulary.  Composition

checklist to make sure they’ve used the Elements of art.



http://www.mrsbrownart.com/index.ht m



http://www.awesomeartists.com/ART/ AwesomeAwesomeABCsOfArt.htm



http://www.artsconnected.org/toolkit/i ndex.html

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4.V.1.5

Understand how the Principles of Design work in relation to each other.

Understand, say, tell, show, explain, relation, Principles of Design: Pattern, Repetition, Balance, Symmetrical, Asymmetrical, Contrast, Focal Point, Emphasis, Rhythm, Variety, Unity, Proportion, size, compare, similar, different, work together.

TLWBAT:

• Explore art examples and vocabulary.

• Examine and

discuss the Principles of Design, including repetition, movement, emphasis, contrast, balance proportion, harmony, variety, and unity in art examples. • Understand how

the Principles of Design work in relation to each other.

 Classroom talk and questioning (CIF) about art examples and vocabulary.  Collaborative group

work (CIF) compositional checklists.  Printing activity

using stamps to concentrate on one or more principles of art.



http://www.mrs brownart.com/i ndex.htm 

http://www.awe someartists.com