Learning Resource Type

Classroom Resource

Line Character

Subject Area

Arts Education

Grade(s)

4

Overview

Students will draw a basic facial proportion.  They will analyze and describe characters in art.  They will experiment with drawing lines with India ink and drawing tools or a variety of black pens.  Assessment rubric, letter to parents, examples of artwork, and lesson plan included in PDF.   

    Arts Education (2017) Grade(s): 4 - Visual Arts

    AE17.VA.4.1

    Individually brainstorm multiple approaches to an art problem.

    Unpacked Content

    UP:AE17.VA.4.1

    Vocabulary

    • Constructed environment
    • Cultural traditions
    • Digital format
    • Engagement
    • Tertiary color
    • Preservation
    • Proportion
    • Principles of design
      • Unity
    • Shade
    • Style
    • Tints & shades

    Essential Questions

    EU: Creativity and innovative thinking are essential life skills that can be developed.
    EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process?

    Skills Examples

    • Create a list of multiple ideas, sketches, or thumbnail-sketches before beginning the final version of an artwork.
    • Identify, select, and vary art materials, tools and processes to achieve desired results in their artwork.
    • Brainstorm (alone or with others) potential art styles for a given piece of art, such as Monet's Water Lilies.
    • Create an artwork from direct observation (still-life, self-portrait, figure drawing, etc.).
    • Design a two-dimensional drawings of a futuristic art room, town, or planet
    • Use wood, found objects, wire, paper, or clay-based materials to construct a three-dimensional form.
    • Locate business logos in the community and explore the visual arts skills and materials that were used to create these works.
    • Engage in group critiques of one's work and the work of others.
    • Experiment with art materials by using them in unusual and creative ways to express ideas and convey meaning.
    • Use and care for materials, tools, and equipment in a manner that prevents danger to oneself and others.
    • Mix equal parts of a primary and a secondary color located beside each other on the color wheel to create a tertiary color.
    • Use the design principles of repetition and alignment to add visual unity to an artwork.
    • Create a painting using a monochromatic color scheme by using one color (red) adding white to create a tint (a lighter value--pink) and adding black to the color (red) to create a shade (darker value).

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): 4 - Visual Arts

    AE17.VA.4.12

    Interpret art by referring to contextual information and analyzing relevant subject matter, visual qualities, and use of media.

    Unpacked Content

    UP:AE17.VA.4.12

    Vocabulary

    • Constructed environment
    • Cultural traditions
    • Digital format
    • Engagement
    • Tertiary color
    • Preservation
    • Proportion
    • Principles of design
      • Unity
    • Shade
    • Style
    • Tints & shades

    Essential Questions

    EU: People gain insights into meanings of artworks by engaging in the process of art criticism.
    EQ: What is the value of engaging in the process of art criticism? How can the viewer "read" a work of art as text? How does knowing and using visual arts vocabularies help us understand and interpret works of art?

    Skills Examples

    • Compare Gyotaku Japanese fish printing and printing with a rubber stamp.
    • Make conclusions about the artist's feelings and perspective.
    • Analyze the meaning of Edvard Munch's The Scream.
    • Interpret Emanuel Leutze's Washington Crossing the Delaware River and its relevance to the Revolutionary War.
    • Discuss and form an opinion about the social and personal value of a piece of art.
    • Apply one element or principle of design to discuss how students' outcomes are different even though they used the same criteria for a work of art/ design.
    • Formulate criteria for discussing and assessing works of art.
    • Use art vocabulary when discussing and judging artworks.
    • Engage in group critiques of one's work and the work of others for the purpose of personal reflection and on-going improvement.

    Anchor Standards

    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    ArtsEd Washington
    Accessibility
    License
    ALSDE LOGO